EDUC848 Cultural Proficiency Receptivity Scale
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School
Liberty University *
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Course
848
Subject
Management
Date
Apr 3, 2024
Type
Pages
12
Uploaded by ChancellorManatee4239
3
1
Why Is
Culturally
Proficient
Leadership
Important?
Giving priority to what matters is the path of
risk and adventure, but I also believe that the
institutions and culture that surround us are
waiting for us to transform them into a fuller
expression of
our own desires. We have the
potential to reclaim and experience our freedom
and put our helplessness behind us. We have the
capacity to experience an intimate connection
with other people and with all we come in
contact with, rather than feeling that we exist in
relationships born of
barter and instrumentality.
We also have the capacity and maturity to live a
life of
service and engagement, rather than the
primary pursuit of
entitlement and interests that
focus on ourselves.
—Peter Block (2001, p. 7)
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The Case: Maple View
Maple View is a growing suburban city that has expanded rapidly
during the past 6 years. Two years ago, the city’s population was
30,000 and included mainly middle-income and lower-salaried
workers and their families. At that time, the new Pine Hills Estates
development of
“executive” homes was just beginning to grow and
add upper-income residents. These professionals commuted from
several large high-tech corporate headquarters and research and
development centers in the area. It was just 2 years ago that the
city’s Planning and Economic Development Department estimated
that the Pine Hills Estates residents represented approximately 5% of
the population. At that time, middle-income residents comprised
approximately 65% of the city’s population and major economic
base; approximately 23% of the population were low-salaried, ser-
vice industry workers; and the remaining 7% were “working poor”
or unemployed and dependent on government assistance for many of
their basic services and family needs.
Now, 2 years later, Maple View’s population has increased by
more than 2,500 residents. The city’s chamber of commerce has
adopted the slogan, “Maple View on the Rise: Our City Is Growing to
Meet Your Needs!” This growth has included additional residents in
all sectors of
the population. The key stimulus for this increase has
been the upsurge of
housing across economic segments. On the west
side, the developer of
the Pine Hills Estates has built an additional 150
large, expensive homes, many around a newly developed golf
course.
Much of
this new construction has taken over land previously used
for agriculture, including a popular cut-flower farm that employed
40 people throughout the year, with additional temporary workers
during high-volume times. The west side has also been a growth area
for new middle-class housing tracts that have drawn new residents
to Maple View from more congested and densely populated urban
centers. Three new, moderately priced developments have added 275
well-constructed but small homes that have sold very quickly because
of their pricing. In addition, because of the master plan developed
with the support of the volunteer service group, Leadership Maple
View, the Planning and Economic Development Department submit-
ted a housing development proposal to the U.S. Department of
Housing and Urban Development. Maple View successfully won a
federal grant and built 186 subsidized apartments and 30 low-cost
houses on the east side of
the city.
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The city’s rapid growth is exerting pressure on its social institutions,
such as schools, public transit, and hospitals, while at the same time
stimulating economic development of
its business community. Several
new retail shopping centers, banks, chain restaurants, movie theater
complexes, and national chain superstores such as Home Depot,
Target, and PETsMART have opened on the west side. In addition, a
new upscale shopping “galleria” has replaced the old mall next to the
state highway. A state-of-the-art movie multiplex is near completion
next to the galleria, along with four new upscale restaurants. The
city’s planners are also developing construction specifications for a
civic center complex that will include a new city hall, police depart-
ment, and performing arts center. The specifications will go out to
bid next month.
The east side, with the exception of the new low-cost housing
units, is not experiencing much outside economic development. A
major state highway divides Maple View into two separate commu-
nities, and few east side residents go beyond this boundary unless
they are venturing to one of the large discount chain stores just
across the highway. The “old” downtown, as people in the city’s busi-
ness community refer to it these days, is no longer the economic
center of
the city. Many of
the original stores have gone out of
busi-
ness. However, new businesses, stores, and restaurants are opening
in the old buildings, and they are contributing to a vibrant local
economic community that offers the products and services reflect-
ing the lifestyles and preferences of
the east side residents. The city’s
Planning and Economic Development Department is neither invest-
ing in new development nor refurbishing the old neighborhood
parks and public buildings on the east side, and the area is taking on
a shabby look of disrepair in some sections. Quite a few east side
homeowners in the Maple Street and Main Street sections are justifi-
ably proud of their vintage houses and have invested a great deal
of
time and effort in restoring and maintaining them. In fact, many
young professional couples are choosing to purchase these older
homes and live in east side neighborhoods rather than in the newly
built homes on the west side.
The large University Medical Center is located near the north-
west city limits of Maple View. This 450-bed teaching hospital is
an important source of employment for the city’s residents—from
doctors to janitors and from administrators to laundry workers.
The hospital’s chief
administrative officer, Dr. Jack Bradley, has been
involved in community development efforts in Maple View for the
Why Is Culturally Proficient Leadership Important?
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15 years that he has worked at the hospital. As a pediatrician, he has
experienced the changes in Maple View’s population firsthand. In
the past 5 or 6 years, he has treated an increasingly diverse group of
young patients and also has observed the results of
economic, cul-
tural, social, and educational disparities. Dr. Bradley lives with his
family in an older section of Maple View on the east side. As the
volunteer project director for Leadership Maple View, Dr. Bradley has
made it his personal mission to develop leadership capacity across
his diverse community. He spearheaded the leadership group that
developed the proposal for federal funding of low-cost housing in
the city. He is currently working with Dr. James Harris, Director of
Academic Programs at the Tri-Cities Community College (TCCC), on
a new leadership effort to involve east-side residents in an innovative
bilingual–bicultural medical assistant training at the hospital. The
new program will be called “Culturally Proficient Medical Assistance
Training.”
Tri-Cities Community College is on the southeastern edge of
the
city, approximately 5 miles from the old downtown center. The
2-year college serves 1,900 students from Maple View and two
nearby cities. Dr. Harris and other administrators at the college are
concerned about the disappointing statistics they have just received
as part of
a report on their students’ transfer to 4-year colleges and
universities. Only approximately one third of
their entering students
complete the university transfer credits and go on to complete a
4-year degree program. The administrators at TCCC worry that
many graduates from area high schools are entering the college
poorly prepared to succeed in the rigorous academic program
required for transfer to a 4-year degree program. Dr. Harris fears that
these students not only enter TCCC poorly prepared but also have no
idea how to access sufficient support and assistance to become fully
prepared. He believes that these students grow to fault themselves
and accept blame for not having the “cultural capital” to successfully
navigate the educational system. Dr. Harris has made an appoint-
ment with Dr. Barbara Campbell, the superintendent of the Maple
View School District, to discuss this issue and find ways to support
the students.
Maple View School District
The public school system in Maple View has a great reputation.
The district consistently scores in the top 15% of
districts through-
out the state in the statewide standardized testing program. As a
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result, almost all the families in the city send their children to their
local, neighborhood schools. The Maple View School District serves
11,200 students from preschool through Grade 12. The ethnic com-
position of
the student enrollment reflects the racial diversity of
the
city’s population:
37% European American
24% Latino American (first, second, and third generation from
Central America, South America, and Mexico)
21% Asian American (third and fourth generation from China
and second and third generation from Korea and the Philippines)
14% African American
2% Native American
2% Pacific Islanders (first and second generation from American
Samoa)
Twelve percent of
the student population is in special education
programs, and 10% of
the students are learning English as a second
language. Across the district, students speak nine different primary
languages.
Dr. Barbara Campbell, in her second year as superintendent, and
the members of the district’s school board, along with other district
administrators, recently worked together at an administrative retreat
to create a statement of their vision for the district. They published
the following statement: “The Maple View School District commits its
effort and resources to provide a high-quality education for all students
that enables each one to achieve or exceed high academic and perfor-
mance standards.” Dr. Campbell, or “Barbara” as she prefers to be called
by her colleagues, is not completely satisfied with the negotiated state-
ment, but she knows that she can work with it. However, she is pleased
with the collaborative process used to develop the vision statement.
The growth in student enrollment is a major concern for the
superintendent and the school board. In the past year, they have
dealt with thorny issues of reassigning students, locating portable
classrooms on school sites, and investing in new construction.
Throughout this challenging period, Dr. Campbell has kept her focus
on issues of
equitable distribution of
resources, fair and just alloca-
tion of high-quality educational experiences, and the acceleration
of
achievement for undereducated and underperforming students.
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The school board members are elected at-large and serve
the entire district rather than a particular geographical area or con-
stituency. In elections during the past 10 years, very few east-side
residents have sought office, and no one from the east-side neighbor-
hoods has served on the board for at least 6 years. Eighteen months
ago, the five current board members asked Dr. Campbell, then Assistant
Superintendent of Educational Services, to consider assuming the
position of
district superintendent. The previous superintendent
retired after 10 years in the position. Barbara agreed, and the board’s
vote to approve her contract was unanimous, and they assured her
that she had their full support.
Recent construction and development within the district’s
boundaries, especially on the west side, have resulted in significant
revenue growth from developer fees and real estate assessments.
Dr. Campbell views these funds as resources that she can use to equal-
ize resources across the district. She is troubled by poor student per-
formance results in the schools in east-side neighborhoods, and she
knows that those schools have fewer fully qualified teachers than
schools on the west side. She also knows that many of
the teachers at
the east-side’s Maple View Elementary School and Maple View Middle
School are working with emergency credentials and are not fully
prepared to teach the subject matter for their assigned grade levels or
departments. Barbara’s vision is to transform these schools into high-
performing learning communities like the schools on the west side.
Maple View: The People
The story of the city of Maple View, its school district, and its
residents provides an illustration of
why culturally proficient
leadership is important. The fictional characters in the case face
many of the challenges that will confront you as a leader who is
searching for ways to integrate culturally proficient attitudes and
behaviors into your leadership practices. Because schools do not exist
in isolation of
the communities they serve, the Maple View case story
allows us to present a contextualized setting in which a variety of
sit-
uations occur and in which the members of
this community are will-
ing and motivated to reveal themselves and their thinking because
they have problems to solve. The process of
learning and solving the
problems faced by characters in this case story makes known the cul-
tural transformation that takes hold in their schools and alters the
outcomes of
its members. This case presents only a small sampling of
the kinds of
issues that might surface in an educational setting such
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as the Maple View School District. Nonetheless, the case offers an
opportunity to analyze the actions of
the characters and learn why
culturally proficient leadership is so important.
You will meet many of
the citizens of
Maple View in your read-
ing of this book. The Resource lists the people in the sequence in
which they appear in the book. People are identified by their roles in
the school or community.
Leadership Action That Matters
In the chapters that follow, the Maple View case unfolds as a story
of leadership that matters. The leaders—administrators, teachers,
parents, and community members—of
Maple View tackle challenges
such as equitable opportunities and resources to learn, culturally sen-
sitive instruction, expectations and assumptions about student per-
formance, and willingness to learn new ways of
being with students.
As educators and parents work together to resolve these problems,
they learn to view their individual and collective behavior through
the lens of
cultural proficiency. They learn to ask, “Will this decision
to act result in a more culturally proficient organization?”
Each chapter offers an opportunity to learn more about the
phases of
development toward cultural proficiency and to consider
why it is important and how you might integrate culturally profi-
cient practices into your daily leadership practice. The elements
of
culturally proficient practice provide benchmarks against which
you can calibrate your leadership behavior. To begin, use the scale
presented in the following section to assess your openness to the
work you will undertake in this book.
Invitation: Assess Your Receptivity
To read this book with purpose, we invite you to assess your recep-
tivity to its content. The Cultural Proficiency Receptivity Scale will
assist you in your own learning. Cultural proficiency is deep, per-
sonal work that one undertakes before attempting to influence the
behavior of
others. Chapters 2 through 5 present the tools of
cultural
proficiency designed to support you in self-examination of
your own
values and behaviors and to enable you to examine the policies and
practices of
your school and its subunits.
Why Is Culturally Proficient Leadership Important?
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I want to do whatever is necessary to ensure that the
students for whom I am responsible are well-educated and
successful learners.
It is our belief that personal leadership evolves from the inner
work experienced by effective leaders. Leader effectiveness occurs when
leaders are clear with themselves and others about what they value and
believe (Banks, 1999; Covey, 1989; Heifetz, 1994; Sergiovanni, 1992).
In discussing the inner work of principals, Fullan (2003) states, “The
principal with a moral imperative can help realize it only by developing
leadership in others” (p. xv).
The Cultural Proficiency Receptivity Scale is a nonscientific
instrument designed to guide you through a process of
self-reflection.
The concepts in this scale derive from the information you will be
reading in Chapters 2 through 5. We urge you to read each of
the
statements and indicate your level of
agreement on the 1-to-7 Likert
scale. A response of
1 indicates strong disagreement, and a response
of 7 indicates strong agreement. When you have finished reading
the book, we encourage you to return to the scale and reassess your
levels of
agreement. The purpose of
this scale is to introduce you to
important concepts in a manner that personalizes the content of
the
book. The scale is not a test and is not intended for that use.
Cultural Proficiency Receptivity Scale
I believe that all children and youth learn successfully when
informed and caring teachers assist them and make suffi-
cient resources available to them.
10
•
Cultural Proficiency and the Achievement Gap
Strongly Disagree
Agree
Strongly Agree
1
2
3
4
5
6
7
Strongly Disagree
Agree
Strongly Agree
1
2
3
4
5
6
7
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Why Is Culturally Proficient Leadership Important?
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11
I am willing to ask questions about racism, cultural prefer-
ences, and insufficient learning conditions and resources
that may be uncomfortable for others in my school or district.
I am committed to creating both an educational environment
and learning experiences for our students that honor and
respect who they are.
I believe that all students benefit from educational practices
that engage them in learning about their cultural heritage
and understanding their cultural background.
I am willing to ask myself
uncomfortable questions about
racism, cultural preferences, and insufficient learning con-
ditions and resources that are obstacles to learning for many
students.
Strongly Disagree
Agree
Strongly Agree
1
2
3
4
5
6
7
Strongly Disagree
Agree
Strongly Agree
1
2
3
4
5
6
7
Strongly Disagree
Agree
Strongly Agree
1
2
3
4
5
6
7
Strongly Disagree
Agree
Strongly Agree
1
2
3
4
5
6
7
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It is important to know how the various cultural and ethnic
communities represented in our schools view me as an edu-
cational leader and to understand how well my leadership
serves their expectations.
It is important to know how well our district serves the
various cultural and ethnic communities represented in our
schools, and it is also important to understand how well
served they feel by the educational practices in our schools.
I believe that all students benefit from educational practices
that provide them with hope, direction, and preparation for
their future lives.
Our district and schools are successful only when all sub-
groups are improving academically and socially.
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Cultural Proficiency and the Achievement Gap
Strongly Disagree
Agree
Strongly Agree
1
2
3
4
5
6
7
Strongly Disagree
Agree
Strongly Agree
1
2
3
4
5
6
7
Strongly Disagree
Agree
Strongly Agree
1
2
3
4
5
6
7
Strongly Disagree
Agree
Strongly Agree
1
2
3
4
5
6
7
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I believe that lack of
cultural understanding and historic
distrust can result in cultural discomfort and disagreements.
Cultural discomfort and disagreements are normal
occurrences in a diverse society such as ours and are parts
of
everyday interactions.
I believe we can learn about and implement diverse and
improved instructional practices that will effectively serve all
our students.
I believe we can use disaggregated data to understand more
precisely the achievement status of
all students in our
schools, and that we can use that information to identify and
implement effective instructional practices for each of
them.
Why Is Culturally Proficient Leadership Important?
•
13
Strongly Disagree
Agree
Strongly Agree
1
2
3
4
5
6
7
Strongly Disagree
Agree
Strongly Agree
1
2
3
4
5
6
7
Strongly Disagree
Agree
Strongly Agree
1
2
3
4
5
6
7
Strongly Disagree
Agree
Strongly Agree
1
2
3
4
5
6
7
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As a leader, it is important for me to be able to communicate
across cultures and to facilitate communication among diverse
cultural groups.
Review your responses, compute your total score, and record it
here _____. (The range of
scores is from 15 to 105.)
What does your score mean? Are you highly receptive? Are you
not receptive? Are you “middling”? We ask that you resist using your
initial score as anything more than a baseline of information. This
book will guide and support your personal journey to becoming more
effective in cross-cultural situations. Accordingly, this instrument is
one tool among several reflective tools in this book that you will use
in the development of
a personal leadership perspective for making a
difference in your school community.
When you have completed the book, we invite you to return to
your responses and to analyze them to support you in your journey
to cultural proficiency. If
you are reading about cultural proficiency
for your own personal growth, reflect on your responses and be
prepared to revisit them after completing the book. At that time, you
will be able to assess what you have learned about yourself, about
personal change, and about complex organizational change. If
you
are reading this book as part of
a professional development activity
with colleagues or as part of
a university course, discuss your
responses with others and explain why you responded as you did to
the several items. Then, as with the focus on personal growth, you
will want to revisit your responses after completing your work and
reflect on your learning about personal and complex change.
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Cultural Proficiency and the Achievement Gap
Strongly Disagree
Agree
Strongly Agree
1
2
3
4
5
6
7
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