Chapter 10: Cultural competence

This chapter is intended to introduce you to the concept of cultural competence, with a focus on First Nations experience as a case study. Cultural competence is the ability to understand, respect, and interact with people from other cultures and belief systems. At university, you will meet many people from different backgrounds, and it is important that you are able to interact in a considerate and respectful manner. This chapter provides a starting point for these conversations.

10.1 What is diversity?

Diversity refers to the great variety of human characteristics. Ways that we are different even though we are all human and share more similarities than differences. These differences are an essential part of what enriches humanity. Aspects of diversity may be cultural, biological, or personal in nature. Diversity generally involves things that may significantly affect some people’s perceptions of others; not just any way people happen to be different. For example, having different tastes in music, movies, or books is not what we usually refer to as diversity.

When discussing diversity, it is often difficult to avoid seeming to generalise about different types of people, and such generalisations can seem similar to dangerous stereotypes. The following descriptions are meant only to suggest that individuals are different from other individuals in many possible ways and that we can all learn things from people whose ideas, beliefs, attitudes, values, backgrounds, experiences, and behaviours are different from our own. The following are various aspects of diversity:

Race

Race refers to what we generally think of as biological differences and is often defined by what some think of as skin colour. Such perceptions are often at least as social as they are biological.

Ethnicity

Ethnicity is a cultural distinction that is different from race. Ethnic groups share a common identity and a perceived cultural heritage that often involves shared ways of speaking and behaving, religion, traditions, and other traits. The term “ethnic” also refers to such a group that is a minority within the larger society. Race and ethnicity are sometimes interrelated but not automatically so.

Cultural background

Culture, like ethnicity, refers to shared characteristics, language, beliefs, behaviours, and identity. We are all influenced by our culture to some extent. While ethnic groups are typically smaller groups within a larger society, the larger society itself is often called the “dominant culture.” The term is often used rather loosely to refer to any group with identifiable shared characteristics.

Geography

People from different places often have a range of differences in ideas, attitudes, and behaviours.

Socioeconomic background

People’s identities are influenced by how they grow up, and part of that background involves socioeconomic factors. Socioeconomic diversity can contribute to a wide variety of ideas and attitudes.

Gender roles

Women hold virtually all professional and social roles, including those once dominated by men, and men have taken on many roles, such as raising a child, that were formerly occupied mostly by women. These changing roles have brought diverse new ideas and attitudes to university campuses.

Gender identity

Gender identity is each person’s internal and individual experience of gender. It is a person’s sense of being a woman, a man, both, neither, or anywhere along the gender spectrum. A person’s gender identity may be the same as or different from their birth-assigned sex.

Age

While younger students attending university immediately after high school are generally within the same age range, older students returning to school bring a diversity of ages. Because they often have broader life experiences, many older students bring different ideas and attitudes to the campus.

Sexual orientation

Sexual orientation is a personal characteristic that forms part of who you are. It covers the range of human sexuality from lesbian and gay, to bisexual and heterosexual. Exposure to this diversity helps others overcome stereotypes and become more accepting of human differences.

Neurodiversity

Neurodiversity is a term coined in the 1990s to fight stigma against people with autism, ADHD, and learning differences like dyslexia. It is used to describe the differences in the way people’s brains work. The idea is that there’s no “correct” way for the brain to work. Instead, there is a wide range of ways that people perceive and respond to the world.

These are just some of the types of diversity you are likely to encounter on university classes and in our society generally.

10.2 Cultural competency

Cultural competency can be defined as the ability to recognise and adapt to cultural differences and similarities. It involves “(a) the cultivation of deep cultural self-awareness and understanding (i.e., how one’s own beliefs, values, perceptions, interpretations, judgments, and behaviours are influenced by one’s cultural community or communities) and (b) increased cultural other-understanding (i.e., comprehension of the different ways people from other cultural groups make sense of and respond to the presence of cultural differences)” (Bennett, 2015).

In other words, cultural competency requires you to be aware of your own cultural practices, values, and experiences, and to be able to read, interpret, and respond to those of others. Such awareness will help you successfully navigate the cultural differences you will encounter in diverse environments. Cultural competency is critical to working and building relationships with people from different cultures; it is so critical, in fact, that it is now one of the most highly desired skills in the modern workforce (Bennett, 2015).

Acknowledge your own uniqueness, for you are diverse, too. Diversity doesn’t involve just other people. Consider that you may be just as different from other people as they are from you. Don’t think of the other person as being the one who is different, that you are somehow the “norm.” Consider your own (possibly unconscious) stereotypes. A stereotype is a fixed, simplistic view of what people in a certain group are like. It is often the basis for prejudice and discrimination: behaving differently toward someone because you stereotype them in some way. Stereotypes are generally learned and emerge in the dominant culture’s attitudes toward those from outside that dominant group. Thinking about stereotypes is the first step in breaking out of these irrational thought patterns. Do not try to ignore differences among people. Some people try so hard to avoid stereotyping that they go to the other extreme and try to avoid seeing any differences at all among people. But as we have seen throughout this chapter, people are different in many ways, and we should acknowledge that if we are to experience the benefits of diversity.

Develop cultural sensitivity for communication. Realize that your words may not mean quite the same thing in different cultural contexts or to individuals from different backgrounds. This is particularly true of slang words, which you should generally avoid until you are sure the other person will know what you mean. Never try to use slang or expressions you think are common in the cultural group of the person you are speaking with. Similarly, since body language often varies among different cultures, avoid strong gestures and expressions until the responses of the other person signify they will not misinterpret the messages sent by your body language.

Take the initiative in social interactions. Many students naturally hang out with other students they are most like; that almost seems to be part of human nature. Even when we are open-minded and want to learn about others different from ourselves, it often seems easier and more comfortable to interact with others of the same age, cultural group, and so on. If we do not make a small effort to meet others, however, we miss a great opportunity to learn and increase our understanding. Next time you are looking around the classroom for someone to ask about a class you missed or to study together for a test or group project, choose someone different from you in some way. Making friends with others of different backgrounds is often one of the most fulfilling experiences for university students.

Work through conflicts as in any other interaction. Conflicts simply occur among people, whether of the same or different backgrounds. If you are afraid of making a mistake when interacting with someone from a different background, you might avoid interaction altogether, and thus miss the benefits of diversity. Nothing risked, nothing gained. If you are sincere and respect the other, there is less risk of a misunderstanding occurring. If a conflict does occur, work to resolve it as you would any other tension with another person.

Developing your cultural competency will help you be more in tune with the cultural nuances and differences present in any situation. It is also the first step in being able to appreciate the benefits diversity can bring to a situation.

10.3 Culture

Culture is a multifaceted construct that contains ever-changing worldviews, traditions, beliefs, knowledge and relationships that underpin a group’s actions and perspectives (Hargraves, 2022). While culture exemplified in cuisine or attire, it delves deeper and can be seen in behaviours associated with values, beliefs, social roles and communication. Culture can be collectively nurtured and shared among groups that are unified by history, geography, linguistics, religious beliefs or socio-economic status. However, culture remains fluid and multifaceted. Individuals can have different experiences and perspectives even within the same culture, which leads to differences among individuals within the same cultural group.

The basic understanding of culture can be used to better appreciate and empathise with the different cultures you encounter at university. Remembering that stereotypes can be quite unhelpful when trying to connect with others from diverse cultural backgrounds.

10.4 Communicating with diverse cultures

Because universities are a melting pot of different cultures, learning to communicate with people of different backgrounds becomes very important. Recognising that cultural differences influence how people perceive and interpret communication is an important aspect of communicating with respect. For example, some cultures may engage in direct communication, while others avoid confrontation. Similarly, body language can have different meanings across cultures. Try to keep an open and respectful mind when communicating with people of different cultures. Here are some tips to help you communicate with respect:

Listen. Listening shows respect and demonstrates your willingness to engage with cultural differences.

Ask questions thoughtfully. Whenever you ask questions about another person’s culture, make sure you do so respectfully to demonstrate genuine interest and mutual understanding.

Avoid assumptions and stereotypes. There is a danger of what is called the ‘single story’. Cultures are complex and individual, so avoid assuming that the behaviours or beliefs of your peers fully align with generalisations about their cultural background.

Use inclusive language. Try to avoid culture-specific language or expressions when you speak, as many jargon terms or slang phrases do not translate well across cultures.

Patience and empathy. Being patient and empathetic to those around you demonstrates that you are willing to develop your understanding of other cultures.

Developing respectful cultural communication skills is an ongoing but rewarding process. Often, universities are seen as spaces to develop cultural competence, opening our eyes to the rich diversity of the world. The next section discusses the experiences of First Nations students in Australia and offers insights into becoming more inclusive.

10.5 First Nations Success

Tertiary education is a crucial element in closing the education gap between First Nations students and non-Indigenous students. Higher levels of education have been linked to improved outcomes in employment, health, life expectancy, income, and mental well-being within First Nations communities (Australian Institute of Health and Welfare, 2021). This section outlines several ways that First Nations students can build a deadly support network to help them reach their study goals, as well as provides support to non-Indigenous students wishing to improve their allyship when they study and work alongside First Nations Australians.

10.6 Building the ‘uni’ in comm-uni-ty

The Australian higher education sector has made several necessary commitments to moving towards reconciliation, decolonisation, and recognition of historical barriers in accessing education by First Nations people. To this end, many universities offer an array of supports to help First Nations students to successfully navigate and complete their study journey. These supports are both formal and informal and are typically enacted through specified roles within the university’s structure, and through specific programs, units, and clubs. For First Nations students, it is important to access and utilise these services and supports when you feel like you may need some guidance in your studies. Accessing supports and resources early is the best way to maximise their impact; there is never any shame in asking for help.

Many Australian universities have a dedicated department or unit that specialises in First Nations student support. These units are culturally safe spaces for First Nations students to study, as well as to seek support from, or referrals to, a range of other services. Services may include:

• Admission and enrolment support.
• Orientation programs.
• Academic skills support.
• Indigenous tutoring schemes.
• Support with scholarships and bursaries.
• Accommodation assistance.
• Culturally safe advocacy.

In addition to a First Nations unit or department, many higher education institutions also embed First Nations-specific staff and roles throughout teaching teams, administrative services, and academic support. This ensures First Nations students are comprehensively supported throughout their institution. As a First Nations student, engaging with First Nations staff, services, and supports can be a very useful tool in improving your study experience and building your university support community.

As well as the formal supports mentioned above, there are several informal and social supports at university that First Nations students can often access while studying, including:

• Peer-to-peer learning and peer group study sessions.
• University friends.
• Mentors.
• Clubs and associations.
• Sports teams.

These informal supports are a great way to build positive relationships that can support your study, your well-being, and your overall university experience. Your university may host yarning circles, culture events, or celebrations, First Nations-specific peer-to-peer learning programs, and casual meetups for First Nations students and staff. You may also find that your Student Guild supports a First Nations student social club, which can be a culturally safe space to talk about anything you wish, whether it be related to your studies or not.

Your university support community is just like your personal support mob. They are there to guide you and help you achieve your goals. So, reach out to your First Nations supports and start building your ‘uni mob’ today!

“This piece depicts how both your personal mob and your ‘uni mob’ provide wrap-around, holistic support as you journey through your study experience. While family, friends, Aunties, Uncles, Ancestors, lecturers, support officers, study peers and First Nations uni programs all offer a variety of supports, they are all there to ensure that you not only succeed, but also enjoy your study experience.” Kc Rae, Aboriginal artist.

10.7 YaRN strong

Yarning is fundamental in establishing strong, reliable, and trustworthy connections in your university community. Whether it is yarning with your lecturers, peers, support staff, or tutors, it is important to be an active listener who is genuinely invested in hearing from other parties.

But what is yarning? Yarning is a valuable form of communication in Australian First Nations cultures and takes the form of one person speaking while another person, or group of people, genuinely and actively listens. Terare and Rawsthorne (2019) describe yarning as storytelling that utilises sound, silence, and non-verbal cues. Yarns can be quick, long, funny, serious, or informative, and their aim is to create knowledge, understanding, and genuine connection (Bessarab & Ngandu, 2010; Walker et. al., 2014). All yarns carry meaning (Phillips et al., 2018) and are useful in developing connections that support help-seeking during your study journey. You can use yarning to build peer relationships, seek out mentors, discuss the stressors of studying, share study tips and tricks, or share concerns about the challenges of working and being a student. Yarning aims to build a judgment-free dialogue that encourages knowledge-sharing and learning, and because of this, yarning has been shown to have positive impacts on one’s health and well-being (Terare & Rawthorne, 2019). Therefore, yarning is useful in maintaining balance physically, mentally, and spiritually.

Yarning helps us learn from others and be reflective of those learnings. By engaging in yarning authentically, you are able to better engage with your ‘uni mob’ and create deeper and more meaningful connections that will help support you throughout your studies.

10.8 Two-way learning

Two-way learning, or both-way learning, is a learning paradigm which notes that there is togetherness to be found by non-Indigenous and First Nations people learning from each other’s perspectives (Johnston & Forrest, 2020). Two-way learning encourages us to “walk in both worlds” and amplifies First Nations ways of knowing, being, and doing (Johnston & Forrest, 2020). If you are a non-Indigenous student, university is a fantastic time to engage in two-way learning as higher education institutes are often full of diverse students and staff who may wish to share their cultural knowledge with you, in an exchange of learning. If you are a First Nations student, two-way learning is a fantastic opportunity to share culture and knowledge, which supports truth-telling efforts and reduces individualised racism (Johnston & Forrest, 2020). Two-way learning benefits all parties involved by making them more engaged learners and more reflective communicators. Additionally, this learning process assists with decolonial efforts, advocacy and allyships, as well as awareness raising and education about First Nations cultures and practices (Johnston & Forrest, 2020).

“This image depicts the two-way or both-ways learning process. Notice how the footprints, or tracks, are travelling from both locations to the other? In this piece, a deep red represents one group, and a burnt orange another. Along their journey to each other’s site of knowledge, they are sharing their own ideas and experiences, depicted by the small dots in their associated colours. This piece reminds us that two-way learning is not a one—directional transaction.” Kc Rae, Aboriginal artist.

10.9 Inclusive language

Inclusive language is important in making everyone feel safe, valued, and respected. It is a powerful strategy of your academic writing toolkit that ensures your writing is relevant, accurate, and respectful (Diversity Council Australia, 2016). Learning how to write respectfully about First Nations Australians, their communities, and their cultures is a beneficial skill for all university students as it has applications throughout many industries and professions. Below are some examples to guide you in writing respectfully about First Nations Australians (see Figure 18). It is important to note that while there is no single guideline on when to utilise certain terms, or whether terms are interchangeable, your higher education institution may have a respectful languages guide or appropriate terminology guide that you can use to assist your writing. There are many terms in the table below that may not be familiar to you. To make sure you understand them and are using them appropriately you are encouraged to do some additional reading, and talk with a First Nations advisor or support officer at your university.

* As a sign of respect, these words or phrases should be capitalised at all times (Australian Public Service Commission, 2023; Australians Together, 2020).

10.10 Conclusion

Universities are places that welcome and include all students, including First Nations students. As a First Nations student there are many opportunities for you to connect with your ‘uni mob’ who will be there to support, guide, and celebrate with you as you work towards your study and career goals. As a non-Indigenous student, you can listen to, and learn from, First Nations perspectives and contribute to inclusive environments. Whether you are a First Nations student or non-Indigenous student, university is a fantastic time to grow and build unique connections.

References

Australian Institute for Health and Welfare. (2021). Australia’s welfare: Snapshots. Indigenous Australians. Indigenous education and skills. https://www.aihw.gov.au/reports/australias-welfare/indigenous-education-and-skills

Australian Public Service Commission. (2023). Style manual. Aboriginal and Torres Strait Islander peoples. https://www.stylemanual.gov.au/accessible-and-inclusive-content/inclusive-language/aboriginal-and-torres-strait-islander-peoples

Australians Together. (2020). Language and terminology guide. Australians Together. https://australianstogether.org.au/assets/Uploads/General/AT-Language-and-Terminology-Guide-2020.pdf

Bennett, J. M. (2015). Intercultural Competence Development. The SAGE Encyclopedia of Intercultural Competence. Thousand Oaks.

Bessarab, D., & Ngandu, B. (2010). Yarning about yarning as a legitimate method in indigenous research. International Journal of Critical Indigenous Studies, 3(1), 37-50. https://doi.org/10.5204/ijcis.v3i1.57

Diversity Council Australia. (2016). Words at work: Building inclusion through the power of language. Diversity Council Australia. https://www.dca.org.au/sites/default/files/dca_wordsatwork_overall_guide.pdf

Hargraves, V. (2022). The principles of culturally responsive teaching. The Education Hub. https://theeducationhub.org.nz/what-is-culturally-responsive-teaching/

Johnston, M., & Forrest, S. (2020). Working two ways: Stories of cross-cultural collaboration from Nyoongar Country. Springer. https://doi.org/10.1007/978-981-15-4913-7

Phillips, L., Bunda, T., & Quintero, E. (2018). Research through, with and as storying. Routledge. https://doi.org/10.4324/9781315109190

Taylor, S. V., & Sobel, D. M. (2011). Culturally responsive pedagogy: Teaching like our students’ lives matter. Emerald.

Terare, M., & Rawsthorne, M. (2019). Country is yarning to me: Worldview, health and well-being amongst Australian First Nations People. British Journal of Social Work, 50(4), 944-960. https://doi.org/10.1093/bjsw/bcz072

Wages, M. (2015). Creating culturally responsive schools: One classroom at a time. Rowman & Littlefield.

Walker, M., Fredericks, B., Mills, K., & Anderson, D. (2014). Yarning as a method for community-based health research with Indigenous women: The Indigenous Women’s Wellness Research Program. Health Care for Women International, 35(10), 1216-1226. https://doi.org/10.1080/07399332.2013.815754

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Licencing note  This chapter: “Cultural competence” by Liam Frost-Camilleri, Federation University Australia is licensed under CC BY-NC-SA 4.0 is a derivative of the original works:

First Nations Success by Kacie Fahey in Academic Success licensed under CC BY-NC-SA 4.0

Diversity and Cultural Competency by Heather Syrett and Laura Lucas in Learning Framework: Effective Strategies for College Success licensed under CC BY-NC-SA 4.0

and

Designing for cultural responsiveness by Nhung Nguyen in Designing Learning Experiences for Inclusivity and Diversity: Advice for Learning Designers. licensed under CC BY-NC

Media

The following are excluded from the above chapter licence.

Fig. 15 “Uni Community” by KC Rae Aboriginal Artist  from First Nations Success are used under CC-BY-NC-ND license

Fig. 16 “Sharing both ways” by KC Rae Aboriginal Artist  from First Nations Success are used under CC-BY-NC-ND license