Cultural Competency Evaluation

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CulturalCompetency Evaluation


CulturalCompetency Evaluation



The school system should be able to bring together all the cultural elements through its practices

School rules

The school rules should create a conducive environment in both the classroom and school compound for the transmission of different cultural values to the students


Students freely interacts with one another irrespective of the ethnic diversity

School programs

The school programs should promote cultural diversity and also allows sharing of cultures among students and teachers


The teachers are the active players and serve as role models in ionizing all the cultural differences

Aculturally competent school is one which has addresses all the fourcultural practice areas within its system, and this are awareness,learning partnerships, information processing and a community oflearners and a learning environment. In my school, all the threelevels of culture are well understood and embraced accordingly as pertheir areas of application. The community’s cultural lens are wellknown and embraced and therefore this has made it easier to adopt andappreciate the cultural practices from the other communities in theschool (Huey, 2014). The school also puts into great considerationthe welfare of all the students by protecting them from all sorts ofpsychological tortures that they might experience in the course oftheir learning. Of the highest priority, my school is committedtowards the cognitive development of all the learners and this isachieved through the exposure of the students various challenges thatare appropriate to their levels and also giving them culturallyrelevant examples to help them achieve maximum growth in theirbrains. The administration has also ensured that the schoolenvironment is conducive for learning and other socio-culturaldimensions.

Throughthe use of culturally responsive instructions in the classroomteaching, it increases the students’ ease of understanding and thistherefore empowers them socially, intellectually, politically andemotionally. This is because the culturally responsive instructionsdraws examples from their local understandings which they then relateeasily to that taught in the classrooms.

Itis very important that the today’s school curriculums should adoptculturally responsive pedagogy to help in the creation of globallyminded students. This is because, in the past, the existence of vicessuch as racism and discrimination has hampered learning in someregions due to the failure of the people to understand and accepteach other’s cultural practices (Rosenblatt, 2016). By adopting aculturally responsive pedagogy, the entire world will therefore beable to appreciate and accept the world’s diverse cultures and thiscan be propagated through the use of digital communication devices.It is only through this that we can develop global mindedness andcooperation.

Inorder to promote a digital etiquette and provide a responsible socialinteractions and cultural sensitivity through the use digital media,it will start by organizing for educative campaigns over the mediathat will enable the students and other individuals to understand theeffects of irresponsible interactions over the media. The governmentswill also have to instil strong actions that will be taken againstthe people who will violate the rules of responsible interactions andhence this will help in creating a limitation to the interactionprocess over the digital communication tools such as social mediagroups.

Thefirst student centered strategy that can help in improving thecultural competency in school is by appreciating the existence ofother cultures. By being able to appreciate other cultures, a studentwill give himself an opportunity to learn and understand othercultures which can later transpire into the transmission of suchpractices to different groups. Secondly if the students can be taughtwithin the context of culture, which will involve bringing theaspects of different cultures while teaching in classroom, by sodoing the students will gain interest in some of the aspects in theother cultures and thus helping them to develop positive attitudestowards them (Cook, 2016). Such teachings may also expose thestudents to particular knowledge that they might not have gainedbefore. Lastly the students should also understand the dynamics ofdifference, by this the students becomes aware of the impacts ofembracing the cultural differences and also what can go wrong in caseof different cultural communications.

Onelocal community that has embraced creative and the application oftechnology to improve the students learning outcomes is the NiagaraFalls City School district in the US that draws students fromdifferent ethnic backgrounds. The school has adopted the use ofvarious online tools such as internet that enables the students tocommunicate with their teachers, carry on educational research andalso interact with the other students globally. One global learningcommunity is the University of Adelaide, which has enhancedtechnology application in its system to improve the learningstandards of its students. It has an online library that allows itsstudents to access various learning resources over the internet, theuniversity also has acquired computers and other technologicaldevices which have improved learning in the institution.

Theadoption of the cultural responsive instructions, curriculum andtechnology in various institutions has therefore contributed to thepromotion of the global awareness, comprehension of globalization,bringing a cultural understanding and the interconnection of theentire world. To further promote the diversification of cultures inthe world schools should therefore take an upfront by inculcating allthe areas of cultural competency within their systems.



HueyJr, S. J., Tilley, J. L., Jones, E. O., &amp Smith, C. A. (2014).Thecontribution of cultural competence to evidence-based care forethnically diverse populations.Annual Review of Clinical Psychology, 10, 305-338.

Rosenblatt,P. C. (2016). CulturalCompetence and Humility. Handbook of Social Justice in Loss andGrief: Exploring Diversity, Equity, and Inclusion,67.