Kyle Reeping

05/07/2016
EDL 274
Executive Summary of Cultural Proficiency
Randall B. Lindsey, Kikanza Nuri Robins, and Raymond D. Terrells book, Cultural
Proficiency, A Manual for School Leaders, forces leaders to reflect on their systems and if they
are appropriate and unbiased. This book is broke up into four large sections, understanding
cultural proficiency, using the tools of cultural proficiency, and making the commitment to
cultural proficiency. The last portion of the book is resources to allow a school leader to lead a
work shop or use professional development time to help the audience learn or gain perspective of
cultural proficiency. In all, there is seventeen sections in this book. Eight of the seventeen
sections are found in the Resource section, four a piece in the Cultural Proficiency and Using the
Tools of Cultural Proficiency and one section is in the Making the Commitment to Cultural
Proficiency. To summarize this book, I will focus on the first two portions of the book as those
section make up a majority of what needs to be understood in order to put the lessons in this
book into practice. At the end, I will briefly summarize the last two portions and encourage the
reader to pick up this book if they wish to gain further understanding.
Understanding Cultural Proficiency
The first four sections of this book helps the reader comprehend and define cultural
proficiency. In this portion we learn about the four tools for developing cultural competence; the
barriers, the guiding principles, the continuum, and the essential elements. After those tools are
defined the book then moves on to the discussion between culture and ethnicity. It defines

culture as inclusive and refers to the practices of a person. While ethnicity is defined by traits
such as ancestry, language, and geographic location.
After these tools and definitions are introduced the book leads the reader into selfreflections about their own values and understanding. This is tied into education with how we
need to consider a systemic change as it relates to culture rather than blaming the culture.
Blaming of a culture is shown to be typical and what has been done throughout history. The book
discusses how humans objectify undesirable people or traits while the dominate group doesnt
receive any type of special recognition. This labeling has been seen in history through
segregation and marginalizing of human groups. This section ends with the discussion of the
most recent progression in labels with bicultural affirmation, the effective function of two
cultures in one person.
Consequently cultural proficiency must be integrated into school rather than treated as a
supplement to the status quo. The book gives four components of transformational leadership;
idealized influence, inspirational motivation, intellectual stimulation, individual consideration.
These components make up leaders who look beyond self-interest and help greater a healthier
culture. Transitioning from the discussion on leadership this sections then discusses what needs
to be in place for students to learn at the highest possible level. The final outcome is that we need
to teach students, how to learn, provide them with resources to learn, and give them a reason to
believe they control their own destiny.
The final portion of Understanding Cultural Proficiency deals with framing the work of
schools with cultural proficiency. The discussion of mental models as well as the aforementioned
four tools of cultural proficiency is key to meet the needs of under-represented learners.
Understanding where barriers to cultural proficiency are helps leaders recognize where

entitlement exists. If leaders are unaware of privilege or entitlement than they may have a
skewed sense of reality that can negatively impact meeting the needs of under-presented groups
according to the book. Now that readers have been given the tools as well as they have been
explained to them the book now moves towards utilizing these tools in the field.
Using the Tools of Cultural Proficiency
The first tool that the authors discuss is overcoming barriers. The barriers that identified
and focused upon are systemic oppression, privilege and entitlement, and unawareness of the
need to adapt. In order to be a culturally proficient it is suggested that we counteract these
barriers. In education, we need to have an awareness of strengths, weaknesses, and what the
student wants to learn. Educators and students both need to not be afraid to change their
viewpoints. Lastly, all need to embrace the process of change on and individual and systemic
level.
The second tool explained to the reader is culture is ever present. Culture is everywhere
and is defining aspect in shaping behaviors and values. In order to be culturally proficient one
must realize the surrounding culture is always a factor however the impact of the culture may
differ. Each culture has diversity and unique needs that are individual to each culture. In
education, we must rely on the support of each family to help students be successful. A tool that
we can utilize is cultural awareness of what the family values. As a system, schools need to teach
what cultural norms and expectations are across different cultures.
The third tool introduced in the portion of the book is the aforementioned cultural
proficiency continuum. This is a language created to indicate distinct ways of seeing and
responding to difference in society. The left side of the continuum focuses on tolerance and the
other as being problematic. These are described as cultural destructiveness, cultural incapacity,

and cultural blindness. The right side of the continuum is proactive and focuses on transforming
practice. These are described as cultural precomptence, cultural competence, and cultural
proficiency. The right side of the continuum is where educators should strive to be to give all
students an equal opportunity for success.
The last tool is the essential elements that can serve as standards for creating a culturally
proficient environment. The five elements are assessing culture, valuing diversity, managing the
dynamics of difference, adapting to diversity, and institutionalizing cultural knowledge. When
we combine these five elements we can create policies that are inclusive for all cultures. These
policies should affect the practices that take place within a system. Through these tools the
reader should feel adequately prepared to act and lead in a culturally proficient manner.
Making the Commitment to Cultural Proficiency and Resources
This portion of the book is geared for leaders who are enacting the elements of Cultural
Proficiency in their building/district etc. The commitment portion of the book is a fictitious story
based on real life events that highlight the need for cultural proficiency. The goal of this story is
to get readers to think about how to bring up these conversation and make culturally proficient
decisions when the opportunity presents itself. All the previous teachings in the book lead up to
this story which describes how cultural proficiency can be enacted.
The resource portion gives leaders the diagrams and ideas for leading activities with other
people to inform them of cultural proficiency and cultural proficiency goals. Each resource has
numerous activities that can be performed in any setting. Each activity has a suggested time
needed, purpose, materials etc. to give the reader the guidelines to make the activity worthwhile
and successful.

Cultural Proficiency, A Manuel for School Leaders, by Lindsey, Robins, and Terrell is an
outstanding guide to understanding cultural differences. This book can help inform anyone who
is curious about the subject matter to give a person multiple ideas to put into practice that is very
familiar with the concept. As an educator I would encourage you to pick up this book if you feel
that your building could need a lesson about how culture functions in your building.