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MODULE 1: Organizational Foundations for Successful Family Engagement and Partnership
Cultural and Linguistic Competence (CLC)/Equity, Diversity, and Inclusion (EDI)
Special Topic Overview:
- To successfully engage diverse families, it is critical for organizations to raise awareness and implement practices that promote cultural and linguistic competence, as well as equity, diversity, and inclusion (CLC/EDI).
- Successfully implementing principles and practices of CLC/EDI starts at the top, with leaders who champion these topics. In addition to a strong organizational focus and commitment to CLC/EDI, organizations will want to put an urgent focus on recruiting, engaging, retaining, and supporting leaders of color – including executive leaders and diversifying their boards of directors.
- Culturally and linguistically competent providers working with families practice cultural humility; become educated through ongoing supervision, training, and coaching about CLC/EDI; and create opportunities for families to provide feedback on the cultural responsiveness of services. A culturally competent organization’s board, executive leadership, staff, and volunteers reflect the cultural backgrounds and speak the languages of those being served.
- All program evaluation/data collection efforts can be developed through the lens of CLC/EDI. Outcome data thus assesses potential disparities among those served. Diverse families are invited to the table to provide feedback on the cultural appropriateness of data collection instruments and approaches, and to develop an action plan based on the evaluation findings.
Objectives:
The objectives of this module are to:
1 Present a starting point for understanding the impact of structural racism, inequality, and disproportionality as it impacts families served.
2 Highlight examples of strategies for recruiting and retaining leaders of color, as well as staff from diverse cultural and linguistic backgrounds.
3 Discuss approaches for infusing an emphasis on CLC/EDI throughout all aspects of the organization
4 Offer suggestions for diversifying boards of directors and providing opportunities for workforce education, training, and coaching regarding CLC/EDI.
Module 1
KEY CONCEPTS & DEFINITIONS
Culture means “the thoughts, ideas, behavior patterns, customs, values, skills, language, arts, and faith or religion of a particular people at a given point in time.”1
Cultural competence is “a process of learning that leads to an ability to effectively respond to the challenges and opportunities posed by the presence of culture diversity in a defined social system.”2
Disparity is “the inequitable treatment and/or services provided to a specific group” when compared with whites.3
Linguistic Competence is “the ability of an organization and its employees to successfully communicate information in a manner that is uncomplicated and easily understood by diverse individuals and groups, including those with limited English proficiency, low literacy skills, or who are illiterate, and those with disabilities.”4
Committing to equity means providing “fair access, opportunity, and advancement for all people, while at the same time striving to identify and eliminate barriers that have prevented the full participation of some groups.”5
Diversity “includes all the ways in which people differ, encompassing the different characteristics that make one individual or group different from another (e.g., race, ethnicity, gender, age, disability, religion, sexual orientation, nationality, socioeconomic status, marital status, language, physical appearance, etc.).”6
Inclusion is “authentically bringing traditionally excluded individuals and/or groups into processes, activities, and decision/policy making in a way that shares power.”7
Spotlight:
Strategies:
Understand and acknowledge the role of structural racism and disproportionality in the lives of families of color. It is well documented that African American, Latinx, and Native American children are overrepresented in the child-welfare and juvenile-justice systems, as well as in residential programs. Youth of color have less access to high-quality, culturally responsive mental health services. Further, structural racism also leads to disparities in the experience of poverty, which impacts health and other outcomes. All of these factors shape the experiences of people of color and must be understood by organizations as a first step in engaging diverse families in a respectful and effective way.
Educate staff throughout the organization about the role of trauma and historical trauma. Trauma impacting diverse communities includes current as well as historical circumstances. African American communities, for instance, contend with traumatic effects rooted in slavery, which continues with violence, institutional racism, oppression, and discrimination. Native American communities are impacted by the historical trauma of child removal. Historical trauma is passed down through the generations. The impact of trauma on diverse populations can be far-reaching, sometimes contributing to substance use disorders, anxiety, depression, and other health issues. Youth of color are at increased risk of trauma exposure, as well as the development of post-traumatic stress disorder (PTSD). LGBTQ+ youth often experience violence as a result of their identities.
Adopt culturally sensitive trauma-informed care throughout the organization. Culturally sensitive trauma-informed care focuses on working with families to “restore a sense of safety” by establishing trust, acknowledging and responding to distress experienced by the family as they define it, and working “within and through the family structure” to provide support. This work hinges on trusting relationships with families, which can only be established when assessments and interventions are culturally sensitive, and trauma informed.
Recruit leaders of color. People of color are underrepresented in nonprofit leadership roles, even as the United States becomes more diverse. To address this disparity, organizations can be intentional in recruiting people of color for leadership roles, including executive leadership, by:
- developing a diverse team tasked with recruitment and hiring, with significant representation from people of color
- reaching out continuously ⎯ not just when there is an opening within the organization ⎯ to find highly qualified and talented candidates of color
- partnering with minority-serving institutions, such as historically Black colleges and universities, to develop an inclusive plan for recruitment
- reaching out to board candidate matching organizations, which can refer highly qualified candidates from diverse backgrounds (e.g., African American Board Leadership Institute, Latino Leadership Institute)
- collaborating with professional organizations for people of color (e.g., National Association of Black Social Workers)
- advertising jobs in publications designed for diverse cultural communities (e.g., Diversity.com, PDN recruits, iHispano, Black Career Network, Hispanic/Latino Professionals Association) in addition to widely used job sites (e.g., Workology, Indeed, LinkedIn, etc.).
- offering sign-on bonuses for talented candidates from diverse backgrounds
- retaining a search firm with a strong track record of recruiting talented candidates from diverse backgrounds
- reaching out widely to ask for referrals to talented candidates of color
- attending job fairs and other events in locations that serve underrepresented populations
- personalizing the recruitment process by following up directly with candidates
- providing leadership and professional development opportunities to current staff of color, who can be promoted to leadership roles.
Retain leaders of color through intentional and ongoing support and professional opportunities. To retain leaders of color, organizations must be inclusive by “creating a culture where diversity, racial equity and inclusion are valued, operationalized, and rewarded.” The good work of leaders of color also must be validated and acknowledged. Inclusive organizations promote cross-racial conversations and ongoing education and training opportunities to discuss inequality and implicit bias, disparities, and strategies for dismantling racism and promoting equity throughout the organization, and for the families served. Organizations can support leaders of color through professional development opportunities, advancement, and mentorship.
Diversify the board of directors. Organizations will want to commit to recruiting people of color for their boards of directors, so that their boards represent the populations they serve. A board’s work can include awareness and promote equity and inclusion through education, training, and discussions on implicit bias; by completing an organizational self-assessment on diversity, equity, and inclusion;[1] by sharing resources on this topic; and through a commitment to recruit, retain, and support leaders and staff of color.
Practice “cultural humility.” Cultural humility is “a practice of being self-reflective and other-oriented” and viewing families as “experts in their lives.” By taking this approach, the role of staff is to support and collaborate with the family in a way that balances power, rather than viewing their role as to fix a family’s problems. Cultural humility is also a process in which staff critically reflect on their own backgrounds and perspectives, including biases as well as privilege.
Demonstrate cultural and linguistic competence throughout all levels of the organization. It is critical that staff represent the backgrounds of the families served. Staff training and ongoing coaching in cultural competence are key to success. This includes but is not limited to teaching and supporting staff in effectively communicating with families about their cultural values and traditions[1] and incorporating these values and traditions into residential daily practices. It is important for training to include pre- and post-tests to evaluate changes in knowledge, attitudes, and practices related to CLC/EDI.
Focus on recruiting staff who can speak the languages of families served. To promote linguistic competence throughout the organization, recruitment must be intentional. Organizations can advertise open positions in cultural publications, within culture-specific professional/fraternal organizations, and by advertising widely through online job search engines, radio stations, listservs, newsletters, and magazines to increase the likelihood of reaching bilingual individuals.
Ensure that services and materials are provided in a family’s native language. All materials provided to family members need to be translated into the appropriate language, and interpreters are vital. Ideally, interpreters should have training in working with youth and families. When preparing the family for discharge, programs will want to strive to identify community-based organizations and supports with staff who have competence in this area.
Educate staff throughout the organization about issues facing LGBTQ+ youth. LGBTQ+[2] youth are more likely to be placed in restrictive settings, to move between out-of-home placements, and to struggle establishing lifelong connections compared with other youth. LGBTQ+ youth face discrimination across many settings and often experience bullying and violence in school, the community, and residential and juvenile justice settings. They are more likely to experience depression and anxiety, and to attempt suicide. Many LGBTQ+ youth struggle to find health-care services that are inclusive, non-discriminatory, and address their needs in a respectful way. It is critical to train staff in the needs and issues encountered by youth identifying as LGBTQ+. Programs may also consider hiring youth advocates who identify as LGBTQ+.
Educate staff to confront myths about working with youth and families with disabilities. Programs often serve youth and family members with disabilities. Without training and education, programs may unintentionally minimize the experiences of these families and undermine trust. For instance, a common myth about individuals with developmental or intellectual disabilities is that they cannot engage in treatment due to the disability. Organizations can select screening and assessment tools that address cognitive and communication abilities and tailor interventions to meet the needs of each individual.
Consider the needs of youth and families who are deaf or hard of hearing. Culturally competent and accessible services are especially challenging for families when a family member is deaf or hard of hearing. Services for these families goes beyond the need for American Sign Language interpreters. Training for staff can include information about deaf culture, including its impact on a youth’s emerging identity. Organizations look to obtain equipment to facilitate accessible communication, such as video phones, dry erase boards, and visual alerting devices.
Ensure that the organization’s data collection/evaluation processes are rooted in CLC/EDI principles. When collecting data for evaluation, culturally competent programs carefully ensure that all instruments (surveys, interview/focus group protocols, etc.) are culturally appropriate. Culturally competent programs collect demographic data (e.g., race, ethnicity, sexual orientation, gender identity, immigration status, etc.) to assess disparities in care and outcomes. Organizations can develop a work group of diverse family members and youth to ensure an inclusive and transparent process.
Resources:
Ajmera, T., Collins, J., Henderson-Smith, L., Coggins, C., & Blau, G.M. (2020). Advancing equity, diversity, and inclusion in residential interventions. In B. Caldwell, R. Lieberman, J. LeBel, & G.M. Blau (Eds.), Transforming Residential Interventions: Practical Strategies and Future Directions (pp. 54–74). Routledge.
Building Bridges Initiative (BBI) Leaders of Color Project. (2020). Building Bridges Initiative.
Building Bridges Issue Brief: Creating and Maintaining Cultural and Linguistic Competence in Human Service Agencies: Rationale and Recommendations for Promising Practices. (2015). Building Bridges Initiative.
Building Consensus on Residential Measures: Recommendations for Outcome and Performance Measures: A Report Commissioned by the National Building Bridges Initiative. (2014, March). Building Bridges Initiative.
Jackson, V.H., Fisher, S., & Green, D. (2014). Cultural and linguistic competence in residential: What, why, and how. In G.M. Blau, B. Caldwell, & R.E. Lieberman (Eds.), Residential interventions for children, adolescents, and families: A best practice guide. (pp. 61–77). Routledge.
Annie E. Casey Foundation. Race, Equity, and Inclusion Action Guide. (2014).
1 CWLA, 2001, as cited in Cultural and Linguistic Competence Guidelines for Residential Programs.
2 National Health Care for the Homeless Council, 2016, Slide 12, as cited in Building Consensus on Residential Measures.
3 Derezotes, Poertner, & Testa, 2005, as cited in Cultural and Linguistic Competence Guidelines for Residential Programs.
4 Goode & Jones, 2004, as cited in Cultural and Linguistic Competence Guidelines for Residential Programs.
5 Kapila, Hines & Searby, 2016, Independent Sector, para. 4, as cited in Building Consensus on Residential Measures..
6 http://racialequitytools.org
7 http://racialequitytools.org
8 One example of a diversity, equity, and inclusion self-assessment: https://dei.extension.org/dei-activity/org-self-assessment/
9 Hust, J.A. & Kuppinger, A. (2014). Moving toward family-driven care in residential. In G.M. Blau, B. Caldwell, & R.E. Lieberman (Eds.), Residential interventions for children, adolescents, and families: A best practice guide. (pp. 15-33). Routledge.
10 LGTBQ+ is used inclusively here to refer to all youth whose identities and experience fall outside of heterosexual, cisgender norms.