5. Conceptual frameworks, definitions, and guiding values and principles

There is no one definition of either cultural competence or linguistic competence. Definitions of cultural and linguistic competence vary considerably.

Such definitions have evolved from diverse perspectives, interests, and needs and are incorporated into state legislation, federal statutes and programs, non-governmental organizations, and academic settings.

Definition and conceptual framework of cultural competence

The NCCC embraces a conceptual framework and model for achieving cultural competence based on the work of Cross, Bazron, Dennis, and Isaacs (1989).

The NCCC uses this framework and model as a foundation for all of its activities. Cultural competence requires that organizations:

• Have a defined set of values and principles, and demonstrate behaviors, attitudes, policies, and structures that enable them to work effectively cross-culturally
• Have the capacity to:
  1. Value diversity
  2. Conduct self-assessment
  3. Manage the dynamics of difference
  4. Acquire and institutionalize cultural knowledge
  5. Adapt to diversity and the cultural contexts of the communities they serve
• Incorporate the above in all aspects of policy making, administration, practice, and service delivery and systematically involve consumers, key stakeholders, and communities

Cultural Competence Continuum

Cultural competence is a developmental process that evolves over an extended period. Both individuals and organizations are at various levels of awareness, knowledge, and skills along the cultural competence continuum (adapted from Cross et al., 1989). For information on characteristics of organizations along the entire continuum, please see Selected Characteristics along the Cultural Competence Continuum (developed by Tawara Goode, 2004).