The school-wide cultural competence observation checklist for school counselors: an exploratory factor analysis

Professional School Counseling, April, 2008 by Judith A. Nelson, Rebecca M. Bustamante, Eric D. Wilson, Anthony J. Onwuegbuzie

In another study, Holcomb-McCoy (2001) suggested that school counselors perceived themselves as competent in the terminology of multiculturalism, but not as competent in racial identity development. Comprehensive guidance programs are developmental in nature and must include the notion of racial identity development in order to meet the needs of all students. In spite of the acknowledged need for culturally proficient schools and the position statements of ASCA, there is a paucity in the literature regarding the role of comprehensive guidance programs and cultural competence. Recent studies focused on student achievement, accountability, career goals, and school safety, but did not mention cultural competence (Lapan, Gysbers, & Kayson, 2007; Lapan, Gysbers, & Petroski, 2003). As the numbers of diverse students entering public schools increase dramatically, professional school counselors must be prepared to assist in creating culturally competent school environments.

THE CULTURALLY COMPETENT SCHOOL

Based on 20 years of consultations with schools across the country, Lee (2001) identified certain schools as being culturally responsive. These schools exhibited certain characteristics such as forging a sense of community out of cultural diversity, having the same high academic expectations for every student, presenting a curriculum that reflects many cultures, providing ways for students and staff to deal with racial/cultural tensions, actively hiring a diverse and committed staff of educators, promoting continuous staff development, involving parents in the educational process and being sensitive to their cultural needs, and defining cultural diversity in broad terms to include diverse sexual orientations, religious traditions, age groups, and learning differences.

Lee's (2001) idea of the culturally responsive school is further supported by the notion of culturally proficient schools proposed by Lindsey, Robins, and Terrell (2003) and Lindsey, Roberts, and CampbellJones (2005). Lindsey et al. (2003) adapted their model for schools from the cultural competence continuum originally presented by Cross, Bazron, Dennis, and Isaacs (1989) in their seminal monograph, Towards a Culturally Competent System of Care. A culturally competent and proficient school is essentially a school that promotes inclusiveness and appropriate responses to difference as reflected by its policies, programs, and practices. This idea of a culturally competent school was further supported by Banks' (2002) seminal work that described aspects of truly multicultural schools. Banks stressed the importance of attending to the "hidden curriculum" or implicit behaviors, messages, and structures that are conveyed in schools. These ideas have been echoed by recent work in the mental health field that examined systematic and organizational cultural competence (Darnell & Kuperminc, 2006; Pederson & Carey, 2003; Sue & Constantine, 2005).

Lindsey et al.'s (2003) notion of a culturally proficient school provided a viable framework for exploring how schools in general might identify and create school-wide social structures that address the unique diversity and cross-cultural nature of their particular school settings (Bustamante, 2006). Throughout the literature related to cultural competence, change is evident as an essential characteristic. According to Lindsey, Robins, and Lindsey (2002), "the culturally proficient approach to diversity invites and encourages everyone to learn and change" (p. 123). While the literature in multicultural counseling in schools also suggests that school counselors act as "change agents," researchers rarely specify how to go about influencing changes that are culturally competent.