Cultural Proficiency 4/e

Preface to the Fourth Edition Foreword to the Third Edition Foreword to the Second Edition Foreword to the First Edition Acknowledgments About the Authors PART I. UNDERSTANDING CULTURAL PROFICIENCY 1. Cultural Proficiency Cultural Proficiency: An Inside-Out Approach to Difference The Four Tools A Historical Context Why Would I or My School Want to Engage? Learning and Educating Effectively Living in a Global Community Participating in the Community Culturally Proficient Leadership: Diversity "Is" Resources for Developing Culturally Proficient Leaders Read the Text First Cultural Proficiency Books' Essential Questions Going Deeper: Reflection Going Deeper: Dialogic Questions 2. A Cultural and Historical Context for Our Unfolding Democracy An Inside-Out Approach What It Takes Culture Is . . . What Happened to Race? The Legacy of Segregation and Exclusion A History of Caste in the United States Labels for Historically Oppressed People From Segregation to Cultural Proficiency Culture and History Provide Perspective Going Deeper: Reflection Going Deeper: Dialogic Questions 3. Leadership for Today's Schools Our Journey With Culturally Proficient Leaders Culturally Proficient Leadership: Exploring Deeply Held Values for Equity Shared Vision Long-Term, Systemic Change: Finding Leverage Points for Acti Limitations of Local School Change Initiatives Inside-Out Approach to Change: Why Leaders Ask Why? Cultural Proficiency as a Frame for Change Reflection Culturally Proficient Leadership Is Transformative Continuum as a Guide: Creating Initial Awareness Is Cultural Precompetence Tools for Change Formal and Nonformal Leaders Reflection Culturally Proficient Leaders Focus on Inequities Going Deeper: Reflection Going Deeper: Dialogic Questions 4. Framing Your Work With the Tools of Cultural Proficiency The Important First Step: Inside-Out Change Cultural Proficiency Conceptual Framework The Four Tools of Cultural Proficiency Going Deeper: Reflection Going Deeper: Dialogic Questions PART II. USING THE TOOLS OF CULTURAL PROFICIENCY 5. The Tool: Overcoming Barriers Barriers to Cultural Proficiency This Chapter Is for Everyone Caveat: Systemic Oppression Caveat: Privilege and Entitlement Caveat: Unawareness of the Need to Adapt Changing Educational Practices Culturally Proficient Educators Overcoming Resistance Very Good News Going Deeper: Reflection Going Deeper: Dialogic Questions 6. The Tool: The Guiding Principles of Cultural Proficiency Cultural Proficiency as an Expression of Values Principle: Culture Is Ever Present Principle: People Are Served in Varying Degrees by the Dominant Culture Principle: People Have Group Identities and Personal Identities Principle: Diversity Within Cultures Is Important Principle: Each Group Has Unique Cultural Needs That Must Be Respected Principle: The Family, as Defined by Each Culture, Is the Primary System of Support in the Education of Children Principle: People Who Are Not a Part of the Dominant Culture Have to Be at Least Bicultural Principle: Inherent in Cross-Cultural Interactions Are Social and Communication Dynamics That Must Be Acknowledged, Adjusted to, and Accepted Principle: The School System Must Incorporate Cultural Knowledge Into Practice and Policymaking Make It Count Going Deeper: Reflection Going Deeper: Dialogic Questions 7. The Tool: The Cultural Proficiency Continuum Macro- and Microaggressions The Continuum Going Deeper: Reflection Going Deeper: Dialogic Questions 8. The Tool: The Essential Elements The Essential Elements of Cultural Proficiency Finding Leverage for School Leadership Going Deeper: Reflection Going Deeper: Dialogic Questions PART III. MAKING THE COMMITMENT TO CULTURAL PROFICIENCY 9. Commit to Action So Where Do You Start? You Are Here Action Through Transformative Collaborative Inquiry Design the Inquiry Going Deeper: Reflection Going Deeper: Dialogic Questions 10. A Note to Those Preparing School Leaders Preamble Introduction Historical Overview Legacy in Part Transformative Leadership Is Inclusive Leadership Systemic Leadership and Tools of Cultural Proficiency Achievement Gaps, Disproportionality, and Our Preparation Programs Call to Action References Resources Introduction to Learning Strategies Do Your Own Work Believe It Be Able to Work Without the Script Set the Tone Take Time to Process Use Small Groups Work in Teams Develop Your Own Style Be Prepared for Trouble Have Fun Resource A: Understanding Diversity Learning Strategy 1: Telling Your Stories Learning Strategy 2: Diversity in Your Life Learning Strategy 3: Stand Up Learning Strategy 4: Line Up Resource B: Getting to Know Myself Learning Strategy 1: Journaling Learning Strategy 2: Diversity Lifeline Learning Strategy 3: Name Five Things Learning Strategy 4: Who Are You? Learning Strategy 5: Who Am I? Learning Strategy 6: Cultural Portrait Learning Strategy 7: Identities Learning Strategy 8: Group Stereotypes Learning Strategy 9: The Process of Personal Change Learning Strategy 10: Seven Dynamics of Change Learning Strategy 11: Paradigms Learning Strategy 12: Strength Bombardment Resource C: Getting to Know Your Colleagues and Your Organization Learning Strategy 1: Introductory Grid Learning Strategy 2: Cultural Perceptions Learning Strategy 3: What's in a Name? Learning Strategy 4: Totems or Crests Learning Strategy 5: Family Portrait Learning Strategy 6: Group Stereotypes Learning Strategy 7: Circle of History Learning Strategy 8: Storytelling Learning Strategy 9: Voices That Resonate Learning Strategy 10: Needs Assessment Resource D: Understanding Power and Privilege Learning Strategy 1: Barriers to Cultural Proficiency Learning Strategy 2: Describe a Culturally Incompetent Organization Learning Strategy 3: A Survey of Privilege and Entitlement Learning Strategy 4: Listening and Hearing Learning Strategy 5: Seven-Minute Day Resource E: Going Deeper With the Principles Learning Strategy 1: Guiding Principles Discussion Starters Learning Strategy 2: Family Values Learning Strategy 3: My Work Values Learning Strategy 4: Examining Your Organizational Values Resource F: Going Deeper With the Continuum Learning Strategy 1: Cultural Proficiency Continuum Learning Strategy 2: Exploring Behaviors Along the Continuum Resource G: Going Deeper With the Essential Elements Learning Strategy 1: Using the Essential Elements Learning Strategy 2: Essential Elements of Culturally Proficient Leaders Learning Strategy 3: Cultural Competence Self-Assessment Resource H: Book Study Guide Resource I: Cultural Proficiency Books' Essential Questions Suggested Foundational Readings References Index

Randall B. Lindsey is Emeritus Professor at California State University, Los Angeles. He has served as a teacher, an administrator, executive director of a non-profit corporation, as Interim Dean at California Lutheran University, as Distinguished Educator in Residence at Pepperdine University, and as Chair of the Education Department at the University of Redlands. All of Randy's experiences have been in working with diverse populations and his area of study is the behavior of white people in multicultural settings. His Ph.D. is in Educational Leadership from Georgia State University, his Master of Arts in Teaching is in History Education from the University of Illinois, and his B.S. in Social Science Education is from Western Illinois University. He has served as a junior high school and high school teacher and as an administrator in charge of school desegregation efforts. At Cal State, L.A. he served as Chair of the Division of Administration and Counseling and as Director of the Regional Assistance Centers for Educational Equity, a regional race desegregation assistance center. With co-authors he has written several books and articles on applying the Cultural Proficiency Framework in various contexts. Email - randallblindsey@gmail.com Website - CCPEP.org Twitter - @RBLindsey41 Kikanza Nuri-Robins helps people to close the gap between what they say they are and what they actually do. Whether she is in a corporate boardroom, the fireside room of a retreat center, or a convention center auditorium, Kikanza uses her skills and insights to help people and organizations that are in transition - or ought to be. She shares her observations and recommendations with clarity and candor, while gently encouraging them to face the difficult situations that challenge their skill sets and their values. She leads people to this growing edge with unswerving focus, an understanding heart, and laughter that rises from the seat of her soul. Since 1978, Kikanza has worked as an organizational development consultant in a variety of settings includ-ing education, health care, criminal justice, and religion, focusing on leadership development, change management, and cultural proficiency. Her clients range from school districts, to university faculty, to government offices and non-profit organizations. The connecting thread is her passion for working with people who want to making a difference for others. Kikanza studied at Occidental College, the University of Southern California, and the San Francisco Theological Seminary. She is the author of many articles and five books, including: Cultural Proficiency and Culturally Proficient Responses to the LGBT Communities. Kikanza lives in Los Angeles where she spends her discretionary time as a textile artist. Raymond Terrell, EdD. retired as Associate Dean for Research and Diversity and member of he department of Educational Leadership at Miami University, Oxford< Ohio. He previously worked at California State University, Los Angeles where he served as Professor of Educational Administration and for five years he was the Dean of the School of Eduction. His journey in education began in a public school district where he taught English to junior and senior high students;. He also was a principal and an assistant superintend in the same district. Dr. Terrell is co-author on a number of books including , Cultural Proficiency: and a A Manual for School Leaders, Cultural Proficient Leadership. His books and numerous articles and life's work have all focused on issues of equity and inclusion Dr. Delores B. Lindsey retired as Assistant Professor of Educational Leadership at California State University San Marcos; however, she has not retired from the education profession. Her primary focus is developing culturally proficient leaders. She helps educational leaders examine their organizations' policies and practices, and their individual beliefs and values about cross-cultural communication. Her message to her audiences focuses on viewing, creating, and managing socially just educational practices, culturally proficient leadership practice, and diversity as an asset to be nurtured. Her favorite reflective question is: Are we who we say we are? Delores and husband Randall, her favorite Sage/Corwin author, continue to co-write about the application of the four Tools of Cultural Proficiency. Her most recent publication, which is on the Bestseller list from Corwin, is Leading While Female, A Culturally Proficient Response for Gender Equity, with Trudy Arriaga and Stacie Stanley.