Cultural Competency Statement
As an international student who came to the U.S. for academic studies, I have firsthand experience with the challenges that ethnic minorities face in new learning environments. As such, I have actively participated in organizations such as the African Student Association and other multicultural groups to deepen my understanding of diverse cultures. Engaging in these communities has broadened my perspective and reinforced the idea that, as Patricia Overall states, “the culture of communities is at the core of developing cultural competence.” This has guided my efforts to connect with individuals from varied backgrounds and learn from their experiences. Additionally, my research experiences in different countries have allowed me to immerse myself in diverse cultural settings, which has exposed me to the fact that there are cultural peculiarities within the learning environment and outside of it.
My goal in the classroom is to foster an environment that honors and embraces the diverse cultures, experiences, and perspectives each learner brings. Every individual brings a unique perspective and worldview to the table. Most significantly, as I reflect on my research and the context around which it revolves, i.e., the international context, it is essential that I am self-aware of the environment, self-other-aware, and self-world-aware.
Through my engagement with pedagogy courses and workshops at the University of Wisconsin-Madison, I have developed a strong foundation in cultural competency as a Ph.D. student. These trainings have given me the tools to critically reflect on my approach to fostering inclusive and equitable learning environments. My first formal training in cultural competency was the workshop “Better Assessments When Teaching About Race/Racism.” This workshop introduced principles for designing fair, thoughtful, and culturally responsive assessments. As a teaching assistant for an Ethnic Studies course, this training equipped me with strategies to navigate sensitive discussions, acknowledge diverse perspectives, and create an environment where all students feel heard and respected.
In addition, my pedagogy class has also exposed me to a broader range of literature and discussions on cultural competency, such as ‘Guide for Inclusive Teaching by Columbia and, most notably, Patricia’s Overall work titled ‘Cultural Competence: A Conceptual Framework and Information Science Professionals’ which has been central to my development of cultural competency. Overall emphasizes the ability to recognize the significance of culture in one’s own life and the lives of others and to learn about and respect diverse cultural backgrounds and characteristics through interactions with people from diverse linguistic, cultural, and socioeconomic groups. Additionally, I had the opportunity to enroll in a course called “Code and Power,” where I served as both a student and a teaching assistant. As a student, this class deepened my understanding of the socio-political dynamics that influence coding and technology. It highlighted how power structures and biases can be embedded in technological systems and practices. Engaging with students in this course was a transformative experience as an instructor. It prepared me to facilitate discussions on complex issues related to race, class, and gender. Through this learning, I define my core cultural competence around Overall’s triangulated model of the Cognitive, Interpersonal, and Environmental domains.
- In the cognitive domain, cultural self-awareness and knowledge are developed. This entails understanding the culture of oneself and other individuals.
- In the interpersonal domain, cultural appreciation is fostered through interaction and communication.
- The environmental domain encompasses many conditions that must be comprehended to be culturally competent. Understanding local resources and assets, such as the community’s languages and dialects, falls under this domain.
I view the three (3) domains [cognitive, interpersonal, and environmental] discussed above as a simultaneous process rather than isolated. As an instructor, I push to maintain an inclusive classroom where all students feel free to contribute to class discussions.
References:
- Columbia University Center for Teaching and Learning. (n.d.). Inclusive teaching: Strategies for promoting equity in the classroom. Columbia University. Retrieved May 25, 2024, from https://ctl.columbia.edu/resources-and-technology/resources/inclusive-teaching-guide/
- Overall, P. M. (2009). Cultural Competence: A Conceptual Framework for Library and Information Science Professionals. The Library Quarterly, 79(2), 175–204. https://doi.org/10.1086/597080
- University of Wisconsin–Madison. (n.d.). Best practices for equitable and inclusive instruction. Retrieved May 25, 2024, from https://kb.wisc.edu/ls/page.php?id=111802