Social Model Of Cultural Competence

Though Purnell’s focus was for health care, it can be adopted to any sector as a framework for cultural competence. Therefore, we are using it to apply to the education sector; specifically, in high school and postsecondary settings. The primary lens of this model was for medical/healthcare model of cultural competence. Therefore, this model is adapted for the social services sector as a social model of cultural competence. The undergirding of this model is the interrelating of the characteristics of culture to be considered in developing a more equitable and inclusive environment (Purnell, 2008). Purnell focus is on the development of a more culturally inclusive model that is sensitive to all cultures to promote and facilitate a more sensitive
Kittrell demonstrates this through critical race theorist, Gloria Ladson-Billings, author of “The Dreamkeepers: Successful Teachers of African American Children” (Kittrell, 2011). In this book, Billings addressed the low performance of African American students. Her claim is that there is little academic attention given to the needs of these students. Primarily due to stubborn refusal in American traditional education to recognize African American as a distinct and unique cultural group (Kittrell, 2011). Furthermore, Billings acknowledged that African Americans are recognized as a distinct racial group, however not as a distinct cultural group (Kittrell, 2011). Therefore, the feasibility of race and culture playing a role in the learning and eventually academic success of African American students get ignored. Consequently, then these African American students are treated as White students who need a little extra help (Kittrell, 2011). There are many other CRT scholars that have discourse on this subject. However, due to the space of time and the constraint of this paper we will only discuss one more
However, rarely are efforts illuminated towards the effects of race in school practices, policies and structures in these disparities (Lynn, 2006). This is where CRT’s movement and discoveries have evolved the discourse in education to address concerns about race and how it operates in schools and society and its impacts of the academic success on African American students. This theory also can address responses that can bring about positive changes to bring about a more inclusive learning environment. Though there is a considerable amount of debate surrounding this theory of Critical Race, it has been deemed as a valid construct for exploring inequalities in school (Lynn,