Cross-Cultural Competence in Education

Cross-cultural competence is defined as a set of attitudes, knowledge, and practices that enable individuals and institutions to function effectively in cross-cultural situations. Used extensively in corporations, health care, social services, and counseling, the term is often used interchangeably with cultural proficiency, multicultural competence, and cultural or intercultural effectiveness. Cross-cultural competence is necessary for students and educators to function effectively in our increasingly diverse and globalized society. This entry describes how cross-cultural competence has been defined and conceptualized, then applies the concept to educational settings.

In the United States, inequalities persist between the social, educational, and health care services received by Whites and people of color. Children from African American and Latino family backgrounds are overrepresented in the social services system and overidentified as having emotional disturbances. Gaps persist between the educational achievement scores of White and some Asian students and those of African American, Latino, and Native American students. Racial, ethnic, and linguistic minorities are underrepresented among professionals. Several professional associations such as the American Psychological Association and the National Association of Social Workers have responded to these inequalities by developing guidelines to respond to cultural diversity. The U.S. Department of Health and Human Services has developed National Standards on Culturally and Linguistically Appropriate Services (CLAS). Such standards and guidelines affirm that individuals, children, and families have a right to services that are culturally acceptable to them and establish an ethical obligation for professionals to develop the competencies required to provide such services.