Becoming culturally competent and practicing cultural humility are central to serving youth of color and Indigenous youth. As Dr. Nicole A. Cooke (2017) argues, cultural competence and cultural humility compel us to act – to move beyond simply being aware of or sensitive to people’s cultural differences. Library staff who are culturally competent and practice cultural humility collect
materials, provide programs, design instruction, and build technology tools that reflect the various cultures represented in their communities. They also actively work to identify and address systemic inequities. In this module, we will develop a shared understanding of the terms culturally competent and cultural humility, explore why an understanding of these two concepts is important to creating equitable and inclusive library services, and create personal goals to guide your journey to
cultural competence and cultural humility. Culturally competent librarians and educators understand, communicate with, and effectively interact with people across cultures. Cultural competence encompasses: Underlying cultural competence are the principles of trust, respect for diversity, equity, fairness, and social justice (Rhonda Livingstone). While there is no single checklist that identifies the attributes of culturally competent educators or librarians, the following
attitudes, skills and knowledge are commonly identified in the literature: Who is…Dr. Nicole A. Cooke Dr. Nicole A. Cooke is an Associate Professor and the Augusta Baker Endowed Chair at the School of Library and Information Science at the University of South Carolina. In this role she focuses on issues of diversity, equity, inclusion, and social justice in the profession. To learn more about Dr. Cooke and her work:
WatchIn this short video produced by NEA, academic experts from across the United States define cultural competence and share their thoughts on the importance of cultural competence for today’s educators. As you watch, consider these questions:
respondReview these definitions of Cultural Competency. In your journal, make a list of the key ideas that stand out for you in these definitions. Use those ideas to develop your own definition of cultural competence.
What is cultural humility?The concept of cultural humility was developed by Melanie Tervalon and Jann Murray-Garcia in 1998 to address inequities in the healthcare field. It is now used in many fields, including education, public health, social work, and library science, to increase the quality of interactions between workers (i.e. library staff and educators) and their diverse community members. Cultural humility goes beyond the concept of cultural competence to include:
WatchIn this YouTube video excerpt, Melanie Tervalon, a physician and consultant, and Jann Murray-Garcia, a nursing professor at UC Davis, discuss the philosophy and function of cultural humility. The full video (29 minutes) can be viewed here. As you watch this video, consider the following questions:
respondIn your response journal, reflect on what you learned about culture in Module 7 and what you’ve learned about cultural competency and cultural humility in this module. Then answer this question: Why should library staff and educators care about cultural competency and cultural humility? When you’re done, click here to see what the research says.
Images of PracticeWhat happens when cultural competence isn’t enough? In the video below, Adilene Rogers (a Bilingual Youth Services Librarian at Sacramento Public Library) discusses how cultural humility has improved her work with Spanish-speaking youth and their families. Becoming Culturally Competent and Practicing Cultural HumilityBecoming culturally competent and practicing cultural humility are ongoing processes that change in response to new situations, experiences and relationships. As Cooke (2017) points out “each community is distinct and has its own needs; there are also communities within communities, all of which deserve recognition and special attention” (p. 18). Knowing about one community does not make us culturally competent about all communities. Additionally, communities are dynamic and change over time. Maintaining cultural competency and practicing cultural humility require continuous and intentional work.
As the diagram below shows, cultural competence is a necessary foundation for cultural humility. Both cultural competence and cultural humility require:
Cultural humility also requires:
InteractCultural Competence Self-Evaluation Checklist [PDF] – This self-assessment tool is designed to help you: (1) think about your skills, knowledge, and awareness in interactions with others and (2) identify areas of strength and areas that need further development. After you’ve completed the assessment, make a list of the areas where you need further development (those you rated a 1 or 2). ActNow that you’ve explored the concepts of cultural competence and cultural humility it’s time to get to work. If you haven’t already done so, complete the Cultural Competence Self-Evaluation Checklist [PDF] to identify areas that need attention. Now set three goals for becoming culturally competent and practicing cultural humility: one short-term goal that you can accomplish immediately, one medium-term goal that you can accomplish over the next several weeks, and one long-term goal that you can accomplish over the next year. Use the Goals for Becoming Culturally Competent & Practicing Cultural Humility template [PDF] to write these goals down. Post these goals somewhere in your library. Once you have achieved a goal, replace it with another one. BUT WAIT!In this section, we address common questions and concerns related to the material presented in each module. You may have these questions yourself, or someone you’re sharing this information with might raise them. We recommend that for each question below, you spend a few minutes thinking about your own response before clicking the arrow to the left of the question to see our response. My library serves families from 30 countries. I can’t possibly learn about the culture of all of them.Cultural competence does not require that you become an expert in every culture represented within your community. Because cultures and communities are always changing, this may not even be an attainable goal. Instead of striving to be an expert yourself, recognize the cultural expertise of young people and their families, and show them that you are open to learning from them. Look for ways to respectfully communicate to children, teens, and their families that you are curious about their cultures and excited to know more. Show them that you value their cultural knowledge and strengths (the asset-based aproach). This can take many forms, from inviting families into the library to share their cultural expertise to having informal conversations with individual students. Through interactions and opportunities like these, you will gradually learn more about the various cultures represented in your community. While engaging in this work, keep in mind that some BIYOC and BIPOC may be uncomfortable sharing aspects of their culture with you. There may also be elements of their culture that are not meant to be shared with outsiders. Be respectful of their preferences and keep in mind that it is not their role to teach you. What if I become culturally competent and practice cultural humility but my colleagues don’t? How do I get them onboard?Look for opportunities to share what you have learned related to equity and inclusion with your colleagues. Often this is most effectively accomplished through one-on-one interactions. You might consider sharing some of the resources you’ve encountered in this curriculum. The best motivation for this work is often the youth themselves, so think about how you might amplify the voices of children and teens in your school / library such that your resistant colleagues hear directly from youth. References and Image CreditsAmerican Library Association (2012). Diversity Counts 2012 Tables. Retrieved from Cooke, N.A. (2017). Information services to diverse populations: Developing culturally competent library professionals. Santa Barbara, CA: Libraries Unlimited. Diller, J.V. and Moule, J. (2005). Cultural competence: A primer for educators. Belmont, CA: Thomas Wadsworth. Kumasi, K. (2012). Roses in the concrete: A critical race perspective on urban youth and school libraries. Knowledge Quest, 40(4): 12-17. Mestre, L.S. (2010). Culturally responsive instruction for teacher-librarians. Teacher Librarian, 36(3), 8-12. National Association of Social Workers. (2015). Standards and indicators for cultural competence in social work practice. Washington, DC: National Association of Social Workers. Retrieved from https://www.socialworkers.org/LinkClick.aspx?fileticket=PonPTDEBrn4%3D&portalid=0. Overall, P. M. (2009). Cultural competence: A conceptual framework for library information science professionals. The Library Quarterly, 79 (2), 175-204. Sheets, R. H. (2005). Diversity pedagogy: Examining the role of culture in the teaching-learning process. Boston: Pearson Education, lnc. Tervalon, M., and Murray-Garcia, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of Health Care for the Poor and Undeserved, 9, 117-125. U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service. (2016). The State of Racial Diversity in the Educator Workforce, Washington, D.C. Retrieved from https://www2.ed.gov/rschstat/eval/highered/racial-diversity/state-racial-diversity-workforce.pdf. Which of the following is the 1978 legal mandate which re established tribal authority over adoption?In 1978 Congress passed the Indian Child Welfare Act (ICWA). It was intended as a federal mandate to those involved in the child custody system to work collaboratively with tribes to prevent the breakup of Indian families and tribes and to redress past wrongs of the American child custody system.
Which of the following is an important trust related issue that keeps African Americans from seeking professional help?Which of the following is an important trust-related issue that keeps African Americans from seeking professional help? African Americans often experience issues of identity and belonging because: the group to which they belong is perceived negatively.
Which of the following is not an important aspect of successful school based social justice intervention programs?Which of the following is NOT an important aspect of successful school-based social justice intervention programs? disharmony between the person and nature.
Which of the following best describes the conflicting experience of white ethics?Which of the following best describes the conflicting experience of White ethnics? Sharing the privileges of Whiteness, while having a history of oppression.
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