Cultural Proficiency

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.comWebsite - CCPEP.orgTwitter - @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 includ­ing 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

"The 4th edition of Cultural Proficiency: A Manual for School Leaders provides a structure for educators to reflect on their leadership, the students, faculty, and community they serve, and to consider whether their practices create a school environment where all students achieve and each stakeholder feels valued. With updated ideas, learning strategies, and case studies, Randall, Kikanza, Raymond, and Delores masterfully guide readers in the process of self-reflection and the necessity for school leaders to be culturally proficient leaders. This manual is a must read for all leaders in education!"

• Preface to the Fourth EditionForeword to the Third EditionForeword to the Second EditionForeword to the First EditionAcknowledgmentsAbout the AuthorsPART I. UNDERSTANDING CULTURAL PROFICIENCY1. Cultural ProficiencyCultural Proficiency: An Inside-Out Approach to DifferenceThe Four ToolsA Historical ContextWhy Would I or My School Want to Engage?Learning and Educating EffectivelyLiving in a Global CommunityParticipating in the CommunityCulturally Proficient Leadership: Diversity “Is”Resources for Developing Culturally Proficient LeadersRead the Text FirstCultural Proficiency Books’ Essential QuestionsGoing Deeper: ReflectionGoing Deeper: Dialogic Questions2. A Cultural and Historical Context for Our Unfolding DemocracyAn Inside-Out ApproachWhat It TakesCulture Is . . .What Happened to Race?The Legacy of Segregation and ExclusionA History of Caste in the United StatesLabels for Historically Oppressed PeopleFrom Segregation to Cultural ProficiencyCulture and History Provide PerspectiveGoing Deeper: ReflectionGoing Deeper: Dialogic Questions3. Leadership for Today’s SchoolsOur Journey With Culturally Proficient LeadersCulturally Proficient Leadership: Exploring Deeply Held Values for EquityShared VisionLong-Term, Systemic Change: Finding Leverage Points for ActiLimitations of Local School Change InitiativesInside-Out Approach to Change: Why Leaders Ask Why?Cultural Proficiency as a Frame for ChangeReflectionCulturally Proficient Leadership Is TransformativeContinuum as a Guide: Creating Initial Awareness Is Cultural PrecompetenceTools for ChangeFormal and Nonformal LeadersReflectionCulturally Proficient Leaders Focus on InequitiesGoing Deeper: ReflectionGoing Deeper: Dialogic Questions4. Framing Your Work With the Tools of Cultural ProficiencyThe Important First Step: Inside-Out ChangeCultural Proficiency Conceptual FrameworkThe Four Tools of Cultural ProficiencyGoing Deeper: ReflectionGoing Deeper: Dialogic QuestionsPART II. USING THE TOOLS OF CULTURAL PROFICIENCY5. The Tool: Overcoming BarriersBarriers to Cultural ProficiencyThis Chapter Is for EveryoneCaveat: Systemic OppressionCaveat: Privilege and EntitlementCaveat: Unawareness of the Need to AdaptChanging Educational PracticesCulturally Proficient EducatorsOvercoming ResistanceVery Good NewsGoing Deeper: ReflectionGoing Deeper: Dialogic Questions6. The Tool: The Guiding Principles of Cultural ProficiencyCultural Proficiency as an Expression of ValuesPrinciple: Culture Is Ever PresentPrinciple: People Are Served in Varying Degrees by the Dominant CulturePrinciple: People Have Group Identities and Personal IdentitiesPrinciple: Diversity Within Cultures Is ImportantPrinciple: Each Group Has Unique Cultural Needs That Must Be RespectedPrinciple: The Family, as Defined by Each Culture, Is the Primary System of Support in the Education of ChildrenPrinciple: People Who Are Not a Part of the Dominant Culture Have to Be at Least BiculturalPrinciple: Inherent in Cross-Cultural Interactions Are Social and Communication Dynamics That Must Be Acknowledged, Adjusted to, and AcceptedPrinciple: The School System Must Incorporate Cultural Knowledge Into Practice and PolicymakingMake It CountGoing Deeper: ReflectionGoing Deeper: Dialogic Questions7. The Tool: The Cultural Proficiency ContinuumMacro- and MicroaggressionsThe ContinuumGoing Deeper: ReflectionGoing Deeper: Dialogic Questions8. The Tool: The Essential ElementsThe Essential Elements of Cultural ProficiencyFinding Leverage for School LeadershipGoing Deeper: ReflectionGoing Deeper: Dialogic QuestionsPART III. MAKING THE COMMITMENT TO CULTURAL PROFICIENCY9. Commit to ActionSo Where Do You Start?You Are HereAction Through Transformative Collaborative InquiryDesign the InquiryGoing Deeper: ReflectionGoing Deeper: Dialogic Questions10. A Note to Those Preparing School LeadersPreambleIntroductionHistorical OverviewLegacy in PartTransformative Leadership Is Inclusive LeadershipSystemic Leadership and Tools of Cultural ProficiencyAchievement Gaps, Disproportionality, and Our Preparation ProgramsCall to ActionReferencesResourcesIntroduction to Learning StrategiesDo Your Own WorkBelieve ItBe Able to Work Without the ScriptSet the ToneTake Time to ProcessUse Small GroupsWork in TeamsDevelop Your Own StyleBe Prepared for TroubleHave FunResource A: Understanding DiversityLearning Strategy 1: Telling Your StoriesLearning Strategy 2: Diversity in Your LifeLearning Strategy 3: Stand UpLearning Strategy 4: Line UpResource B: Getting to Know MyselfLearning Strategy 1: JournalingLearning Strategy 2: Diversity LifelineLearning Strategy 3: Name Five ThingsLearning Strategy 4: Who Are You?Learning Strategy 5: Who Am I?Learning Strategy 6: Cultural PortraitLearning Strategy 7: IdentitiesLearning Strategy 8: Group StereotypesLearning Strategy 9: The Process of Personal ChangeLearning Strategy 10: Seven Dynamics of ChangeLearning Strategy 11: ParadigmsLearning Strategy 12: Strength BombardmentResource C: Getting to Know Your Colleagues and Your OrganizationLearning Strategy 1: Introductory GridLearning Strategy 2: Cultural PerceptionsLearning Strategy 3: What’s in a Name?Learning Strategy 4: Totems or CrestsLearning Strategy 5: Family PortraitLearning Strategy 6: Group StereotypesLearning Strategy 7: Circle of HistoryLearning Strategy 8: StorytellingLearning Strategy 9: Voices That ResonateLearning Strategy 10: Needs AssessmentResource D: Understanding Power and PrivilegeLearning Strategy 1: Barriers to Cultural ProficiencyLearning Strategy 2: Describe a Culturally Incompetent OrganizationLearning Strategy 3: A Survey of Privilege and EntitlementLearning Strategy 4: Listening and HearingLearning Strategy 5: Seven-Minute DayResource E: Going Deeper With the PrinciplesLearning Strategy 1: Guiding Principles Discussion StartersLearning Strategy 2: Family ValuesLearning Strategy 3: My Work ValuesLearning Strategy 4: Examining Your Organizational ValuesResource F: Going Deeper With the ContinuumLearning Strategy 1: Cultural Proficiency ContinuumLearning Strategy 2: Exploring Behaviors Along the ContinuumResource G: Going Deeper With the Essential ElementsLearning Strategy 1: Using the Essential ElementsLearning Strategy 2: Essential Elements of Culturally Proficient LeadersLearning Strategy 3: Cultural Competence Self-AssessmentResource H: Book Study GuideResource I: Cultural Proficiency Books’ Essential QuestionsSuggested Foundational ReadingsReferencesIndex