An Examination of The Effectiveness of Cultural Proficiency - Final

AN EXAMINATION OF THE EFFECTIVENESS OF CULTURAL 1
An Examination of the Effectiveness of Cultural Proficiency Staff Training at
Walter P. Reuther Middle School
Cheryl DeCroix-Wilson, Gina Hawkins, Laura Poxon, Anusuya Prashar
Oakland University
Lindson Feun, Ph.D.
April 20, 2021

Table of Contents
Acknowledgements …………………………………………………………………………….. 4
Abstract …………………………………………………………………………………………. 5
Chapter 1: Introduction ………………………………………………………………………..
6
Background ……………………………………………………………………………... 6
Assumptions and Limitations …………………………………………………………… 9
Definition of Terms …………………………………………………………………… 10
Evaluation/Research Questions ……………………………………………………….. 12
Chapter 2: Review of the Literature ……………………………………………………….. 13
Literature Review …………………………………………………………………….. 13
Chapter 3: Methods of the Study ………………………………………………………….. 20
Overview …………………………………………………………………………….. 20
Selection of Subjects ……………………………………………………………….... 21
Evaluation/Research Design ………………………………………………………… 21
Description of Instruments ………………………………………………………….. 21
Data Analysis ……………………………………………………………………….. 23
Summary ……………………………………………………………………………. 23
Chapter 4: Results of the Study ……………………………………………………………….
25
Triangulation of Data ……………………………………………………………………
25
Data Source 1…………………………………………………………………………… 25
Data Source 2 …………………………………………………………………………....
31
Data Source 3 ……………………………………………………………………………
32
Discussion of the results ……………………………………………………………….. 34
Chapter 5: Conclusions and Recommendations ……………………………………………. 37
Overview ………………………………………………………………………………. 37
Conclusions ……………………………………………………………………………. 37
Recommendations ……………………………………………………………………... 40
Implications for Future Research ……………………………………………………… 42
References …………………………………………………………………………………….. 44
Appendices
Appendix A ………………………………………………………………………….. 46
Appendix B …………………………………………………………………............... 47
Appendix C ………………………………………………………………................... 56
Appendix D ……………………………………………………………....................... 57
ACKNOWLEDGEMENTS
The research team would like to thank the faculty of Walter P. Reuther Middle School. Your
candor and willingness to share your ideas and expertise was appreciated. Thank you to Wendy
Darga for your willingness to allow access to your faculty to participate in the action research
project. A special thank you to Dr. Jay Marks for your knowledge and insight into this very
important topic of Cultural Proficiency within Metropolitan Detroit. To Dr. Lindson Feun and
Dr. Caryn Wells, thank you for igniting a passion for research within this team. Your guidance
and support has allowed the team to understand the importance and impact that action research
has on the transformation of a school community.

Abstract
An action research team from Oakland University’s Education Specialist program studied the
effectiveness of Cultural Proficiency training with forty-two teachers from Reuther Middle
School in Rochester, Michigan. The training was an initiative to be more inclusive and equitable
as a district and participants engaged in multiple training sessions, and were given additional
support and resources. The purpose of the study was to confirm if the training was effective in
increasing teacher self-awareness and knowledge, in addition to identifying what supplementary
training teachers felt they needed to be more culturally proficient in the classroom. Personal
biases were analyzed to determine the impact of the training in relation to student and co-worker
relationships. Each participant completed a self-assessment in cultural proficiency and, along
with the administrator, participated in a small group interview. The action research team
collected data and the results uncovered two major themes a) the need for more time to have
deeper conversations with colleagues including being able to share personal stories and b) further
opportunities to participate in targeted training including LGBTQ awareness and sensitivity. The
investigation found teachers were able to increase their knowledge and self-awareness of cultural
competency as an outcome of the training and multiple respondents expressed the benefits of this
training. These findings suggest that training impacted the teachers’ interactions with their
students and provided more confidence in themselves for handling issues of race that were a part
of classroom discussions. Future implications include the imminent need for further research
amidst fast changing student demographics.
Keywords: Cultural Proficiency, Cultural Competency, equity, diversity, inclusion
An Examination of the Effectiveness of Cultural Proficiency Staff Training at Walter P.
Reuther Middle School
CHAPTER 1: INTRODUCTION
BACKGROUND
The action research team chose to evaluate the effectiveness of Cultural Proficiency
training among educators at Reuther Middle School, in the Rochester Community School district
(RCS). Reuther Middle School is located in southeastern Rochester Hills, Mi and is one of four
middle schools in the Rochester Community School District. Currently, Reuther has
approximately 674 students in the sixth through eighth grades for the 2019/2020 school year.
This total comprises about 332 female and 343 male students. Reuther has a rich and culturally
diverse student body. The student body represents over forty different nationalities and
languages spoken at home. While 60.7% are White students, 23.4% are Asian students, 6.4% are
Hispanic and 6.2% are Black students.
In addition to its rich diversity, Reuther is designated as a title 1 school and has about 162
students who receive “free” and “reduced” lunch which constitutes 24% of the overall student
population. There are many students from various socioeconomic backgrounds including
students who live in several apartment complexes surrounding the school, while others reside in
large new single-family homes in the area. Students from three elementary schools, with similar
demographics, feed into Reuther middle school. Another notable characteristic of Reuther is that
it supports a sizable English Language Learner (ELL) student population with approximately 34
students receiving ELL and Math support daily.
This district-wide training for educators was part of an initiative that was launched by the
Rochester School district as a proactive and comprehensive approach to shaping the overall
climate and culture of the district that aims to be more inclusive and equitable. The district’s
intention was to utilize this model to help its teaching staff meet the needs of their diverse
learners by ensuring inclusion and equity are prevalent in their learning environment.
Taking a good look at schools today, one would likely notice an array of students from
every walk of life, background, social class and culture. “For the first time in our history,
students of color make up the majority of students enrolled in U.S. public schools, yet 65 years
after Brown tried to pave a fair path for these students, the promise of educational equity remains
elusive.” (Muniz, 2019) The need for culturally responsive teaching is more pressing than ever
before, especially when you consider the deep demographic gaps between teachers and students.
As Muniz indicates “a teaching workforce that remains overwhelmingly female, white, middle-
class, and monolingual is increasingly likely to teach students who are of a different race,
ethnicity, socio-economic status, language group, and so on.” (Muniz, 2019) Culturally
responsive teaching is an approach that challenges educators to recognize that, rather than
deficits, students bring strengths into the classroom that should be leveraged to make learning
experiences more relevant to and effective for them. This reality emphasizes the cross-cultural
context of so many classrooms in existence today, and how cultural competency is critical more
than ever now in schools. Muniz mentions that educators who practice being culturally proficient
set rigorous learning objectives for all of their students and they continually build bridges
between what students need to learn, their heritage, lived realities, and the issues they care
about. (Muniz, 2019) Based on these findings, it is clear to see that teachers are the drivers of
culturally responsive practices in schools and classrooms. According to Muniz (2019), “without
the appropriate training and support, even the most well-meaning teachers can unwittingly
provide instruction that is irrelevant, ineffective, and even antagonistic to today’s diverse
learners (Muniz, 2019).” Therefore, all teachers, regardless of background, benefit from support
in reaching the diverse learners they are likely to serve. Unfortunately, teacher preparation
programs and professional development systems across the country are not sufficiently preparing
educators to be culturally proficient in their classrooms. So, what is critically needed now is a
major investment in developing culturally responsive educators, one that goes beyond providing
one-off courses or workshops.
Several frameworks exist for culturally responsive approaches, however ones that focus
upon an “asset-based” model instead of a deficit-based model seem to be most effective. After a
review of the many models available, the Rochester District determined that the “Train the
Trainer Model” was the best option that included an asset-based approach. This particular model
required the district to utilize a three-year phase in approach where two educators were selected
from each school building to participate and agree to the three-year commitment. These
representatives would serve as the Diversity, Equity, and Inclusion Liaison for their building and
would support the training of Diversity, Equity, and Inclusion for current and new staff in their
school. The training was facilitated by Dr. Jay Marks (Oakland County Equity & Inclusion
Consultant), and co-facilitated by Robin Carter (RCS Director of Diversity, Inclusion & Equity).
The Train the Trainer Model began in the fall of 2018 with each participant engaging in five full
days of mandatory Cultural Proficiency training spread out throughout the entire school year. In
addition, all trainers were required to attend four facilitation training sessions (four times per
year for two hours after school). The focus for the first year was to begin integrating the learning
and competencies of this training into their own personal practice. In addition, the intention of
this year was to have all liaisons understand the importance of this work and how it relates to
themselves on a personal and intimate level. This “inside-out” reflective approach as outlined in
John Krownapple’s book “Guiding Teams to Excellence with Equity and Culturally Proficient
Facilitation” stands as the hallmark and center of this framework. The focus in the second year
was to deepen the liaisons’ culturally responsive teaching, with the expectation was to begin to
integrate these competencies into their own practice. Furthermore, during this year, all trainers
participated in an additional five full days of training, and began training their building teams on
Cultural Competence, and many were able to include their entire staff with one or more training
sessions. In this third year, trainers continued to train their staff (based upon time availability
from school administration) during either staff meetings or professional development days.
Finally, all liaisons were invited to continue their learning path of becoming a more culturally
proficient educator through various workshops, presentations, readings and community
experiences.
The evaluation of this Cultural Proficiency training incorporated a triangulation process
of data from three primary sources: staff self-assessments, small group interviews with staff
members, and an administrator interview. Each staff member at Reuther Middle School was
asked to complete an on-line self-assessment survey that asked questions in five key areas:
Assessing Culture, Valuing Diversity, Managing the Dynamics of Difference, Adapting to
Diversity, and Institutionalizing Cultural Knowledge. During the small group interview, three
members of the research team asked specific open-ended questions reflective of their cultural
proficiency training thus far. Finally, the administrator was interviewed with questions that were
specific to her role as a school leader.
ASSUMPTIONS AND LIMITATIONS
The assumptions for this study included honesty and accuracy in self-assessments, as
they were completed anonymously and not looked at as an evaluation of any kind. In addition,
there was complete consistency of training for all staff members, and all members working at the
same school. An assumption that all participants who were being trained were equally prepared
and capable of implementing this work in the classroom. Another assumption is that all
participants are open to this training with biases being discussed. An additional presumption was
that teaching staff would be willing to use this new training in their classrooms and during staff
interactions. Furthermore, an expectation that all teachers are going to subscribe to the notion of
Cultural Proficiency training.
There were limitations noted in this action research study. One being that only one
school was included in this research; thus, generalizations cannot be made for other schools.
Second, only three training sessions were completed due to the limit of time offered by the
Professional Learning Communities (PLC) for staff development and training. A further
limitation, during this study, included state mandated COVID-19 restrictions due to a global
pandemic which curtailed the in-person teacher training to two sessions. Staff focus during this
global pandemic stretched to self-care, mental health check-ins, and creating new ways of
teaching to meet the needs of students. Educators went into survival mode forcing them to
prioritize what was most important at that time. Due to COVID-19, six staff members chose to
work virtually from home, resulting in a loss of personal interactions with staff and face-to-face
classroom practice. Staffing limitations also included a disruption when newly joined staff
members to the school were unable to participate in all previous training. As a result, they lost
out on the relationship building with students that other staff members were able to establish.
DEFINITION OF TERMS
Culture: Everything you believe and everything you do that identifies you as a member of a
group and distinguishes you from other groups. Cultures reflect the belief systems and behaviors
that are informed by race, and ethnicity, as well as other sociological factors like gender, age,
sexual orientation, and physical ability. Both individuals and schools (organizations) are defined
by their cultures.
Cultural Competency: Understanding your own culture, other’s culture, and the role of culture
in education. Using students' culture as a basis for learning, communicating high expectations,
and reshaping curriculum to reflect student’s diversity leads to better educational outcomes.
Cultural Proficiency: It is the policies and practices of an organization, or the values and
behaviors of an individual, that enable that organization or person to interact effectively with
clients, colleagues, and the community using essential elements of cultural competence:
assessing culture valuing diversity, managing the dynamics of difference, adapting to diversity,
and institutionalizing cultural knowledge. High levels through knowing, valuing, and using as
assets their cultural backgrounds, languages, and learning styles within the context of our
teaching.
Diversity: Refers to socioeconomics, power, privilege, class, ethnicity, language, gender, age,
ability, and sexual orientation and all other aspects of culture.
Equality: Equal treatment, or inputs, in the name of fairness involves treating all people alike
without acknowledging differences in age, gender, language, or ability. Though considered by

some to be fair, it is in fact culturally blind and often results in very unfair and unequal
outcomes.
Equity: This is the outcome of practices that result in the same outcomes for members of a
group. Equitable programs may make accommodations for differences so that the outcomes are
the same of all individuals.
Inclusion: In a school (organizational) setting means that the diverse groups are represented and
included in all sectors of the school (organization) and school (organizational) life.
Inside Out Method: Is guided by the belief that the inner strengths and capabilities of the
organization will produce a sustainable future.
Politically Correct: This term describes language that reflects sensitivity to the diversity of a
group, often without an understanding of or caring about why such sensitivity is important.
The intention of using such language is to stay out of trouble and is usually insincere.
Praxis: This integration of one’s theory about a particular field with one’s practice in that field
involves critical reflection about why one does what one does and conscious application of what
one believes to one’s professional practice.
School Climate: The way teachers and other staff members work together and the set of beliefs,
values, and assumptions they share. A positive school climate and school culture promote
students' ability to learn.
School Culture: The school's effects on students, including teaching practices; diversity; and the
relationships among administrators, teachers, parents, and students.
Tolerance: This begrudging acceptance of differences with which one disagrees or is unfamiliar
is the first in a progression of steps that may lead to cultural proficiency.

Train the Trainer Model: Is a training strategy widely used in the workplace. The trainer, a
subject-matter expert, trains other staff members – in the use of a new curriculum, for example –
and simultaneously teaches them how to train others in the use of the program.
EVALUATION/RESEARCH QUESTIONS
1. How has staff’s self-awareness and knowledge of Cultural Proficiency increased as a
result of training?
2. What additional training does staff need to be more cultural proficient?
3. How has Cultural Proficiency training received by staff affected interactions with
students?
CHAPTER 2: REVIEW OF LITERATURE
With student populations becoming increasingly diverse, cultural proficiency training is
essential for teachers and school leaders now more than ever. The ability to work with students
of all backgrounds is a necessary skill for an effective public-school educator. Students learn
more effectively when their backgrounds and cultures are represented, respected, and valued
throughout the school, and when teachers are aware of their own beliefs, values, and biases- they
are better prepared to make learning more meaningful. Cultural Proficiency, as defined by Nuri-
Robins et al. (2011), is the extent to which an individual or organization can effectively interact
with people who differ from themselves.
By 2024, it is estimated that 56% of all students in public schools will be minorities. In
order to meet the needs of all students and ensure success, schools need to encourage the
implementation of effective cultural proficiency training for all district employees.

Despite an extensive literature search, there is little evidence of documented research examining
the effectiveness of Cultural Proficiency training for educators. Cultural proficiency training
allows teachers to possess the attitude, knowledge, and skills necessary to effect lasting change
in the lives of their students.
Literature Review
Throughout the country, school districts are becoming more diverse. Some teachers,
administrators and parents view their schools’ increasing diversity as a problem rather than an
opportunity. (Howard, 2007) Schools need to transform into safe places that serve all of their
students through five phases of transformation. According to the author, building trust by
developing new competencies and pedagogues, engaging personal culture by building educators’
cultural competence through professional development, confronting issues of social justice by
confronting current and historical inequities that affect education, transforming instructional
practices through becoming more responsive to diversity by revamping curriculum and by
engaging the entire school community. These phases are instrumental in quality professional
development and change that will lead to long term improvements.
A charter school in Washington D.C. has created a culturally positive environment by
providing opportunities for both teachers and students to share their own culture. They believe
being able to voice their own culture moves students toward global readiness. “We want to
prepare students for a world of many cultures and to contribute to a world in which those
cultures are preserved, valued, and built upon.”(Rodberg, 2017, p.67) To be a culturally positive
school Rodberg, 2017 suggests to structure ways for staff, students, and families bring in the
cultures early in the school year, take individualized approaches to cultural celebrations, ensure
that everyone both teaches and learns, this includes teachers with staff development, integrate
cultural learning both in and out of class. “Culturally positive schools call on students and adults,
from every cultural background, to step forward, not as representatives of a particular culture,
but as themselves. By doing so, we can create a path to global readiness and to making diverse,
integrated schools work”. (Rodberg, 2017, p. 69)
According to Hawley & Nieto (2010), race and ethnicity influence teaching and learning
in two important ways. They affect how students respond to instruction and curriculum, and they
influence teachers’ assumptions about how students learn and how much students are capable of
learning. They state that educators take three steps for effective implementation of race- and
ethnicity- responsive approaches to school improvement that benefits all students. One is
understanding how race affects teaching and learning. Improvement begins by understanding the
influence of race and ethnicity on behavior and on attitude about racial and ethnic differences.
“One study found that teachers who became active in antiracist projects broadened their
understanding and were able to use their new skills in creating affirming learning environments
for their students”. (Hawley & Nieto, 2010, p. 67) Two, uses race- and ethnicity- responsive
teaching practices. “Numerous researchers have investigated the kind of teaching that makes a
difference, particularly for students whose culture, race, and language differ from the majority”.
(Hawley & Nieto, 2010, p. 68) Some examples of this are respecting and being interested in
students’ experiences and cultural backgrounds, avoiding stereotyping students, and building on
students' prior knowledge, values, and experiences. Three is to promote supportive school
conditions. “School structures, processes, and cultures affect student dispositions and their
opportunities to learn. Under the best of situations, these racially and ethnically responsive
conditions are aligned and reinforcing. The source of this coherence is a belief shared by
teachers, administrators, and school staff that they have both the ability and the responsibility to
significantly influence student learning, regardless of students backgrounds”. (Hawley & Nieto,
2010, p. 68) It is stated by Hawley & Nieto (2010) that people seldom believe in practices they
don’t know how to implement. School- based professional learning communities can improve
teaching and learning and lead to a fundamental change in teachers’ work. Administrators could
support teacher collaborative inquiry by providing needed resources, such as books and other
materials, time before or after school, or simply moral support for teachers’ work.
There is not a single cultural competency model that is agreed upon and used in schools
today. Each school, each district interested in aiding their staff in the classroom to address any
biases is overwhelmed with surveys and presentations. In the McAllister and Irvine study (2000)
they tackle three models, each with their own end goals and outcomes. Creating an
understanding of self-knowledge, cultural knowledge along with cross-cultural skills is the basis
of the Helms’ Racial Identity Theory (1984, 1990). This model has been most associated within
the counseling field, but it deals with human development. People continue to grow and learn
from experiences and relationships which in turn caused their belief system to develop. This
theory is limited in the groups that were studied, but leaders should not throw the baby out with
the bathwater. Schools need to be the building blocks in helping future generations to celebrate
not only their own culture, but the cultures of those with which they live and work.
The Bank’s Typology of Ethnicity (1994) has the foundation for cultural competency to
reach multi ethnic or racial groups according to McAllister and Irvine (2000). Leaders may find
that this approach reaches a diverse staff and student body as the six levels are addressed. Not
everyone in a school will have identical experiences with people from other cultures or
ethnicities or the same belief system. Bank’s model meets people where they are at and helps to
move the staff through other levels based on their desire and commitment to each other. No one
will change their attitudes, thinking, or belief system unless there is a basic desire to do so. Staff
members can’t be forced or punished if they fail to move upwards and onwards. There may be
fear of the unknown ethnic group due to little interaction or even guilt that may hold staff back in
their journey and time can only be given.
Milton Bennett’s Developmental Model of Intercultural Sensitivity (1986) takes a
different path to gaining cultural understanding. Many times in schools we have to deal with the
walls that are already built up in our minds and can’t be ignored. Bennett addresses the elephant
in the room confronting the denial, defensiveness, and minimizing another’s culture. These
should be a consideration of every person in a school that they hold onto thoughts of prejudice or
stereotypes that need to be understood and unpack the reasons associated with them in order to
move onto accepting, adapting and integrating a new outlook on other ethnic groups and their
own culture. These will be hard discussions, but needed in order to move a school staff to see the
richness in the diversity of their students and coworkers. Teachers that really see and know their
students can lead the learning of diversity. Teachers are able to build a multicultural foundation
in their own lenses and begin that process for their students, growing together and gaining a
more encompassing worldview.
In the study “Promoting Educators’ Use of Culturally Responsive Practices: A
Systematic Review of In-service Interventions, the authors reviewed ten empirical studies to
determine the impact of in-service (CRP) Culturally Responsive Practices training models (two
quantitative and eight qualitative). (Bottiani, Larson, Debnam, Bischoff, Bradshaw, 2018). The
purpose of this study was to determine the state of the evidence in support of in-service
interventions to promote teacher and school administrator CRP in public K-12 schools in the
U.S.
In all studies, the focus was on teachers and administrators. The review centered around
three specific aims: a) to describe the features of in-service CRP interventions that have been
empirically examined, b) to analyze the quality of empirical studies of in-service interventions to
promote CRP, and c) to characterize study measures, outcomes and conclusions regarding
intervention impact on schools’ and teachers’ use of CRP and on disparities in student
outcomes. The overarching goal of this study was to inform educational researchers and
practitioners regarding in-service interventions that have demonstrated improvements in CRP or
reductions in student outcomes.
Overall, the study methods failed to meet standards of evidence for effectiveness, and
none were able to employ rigorous design features to allow for causal inference. Findings
suggest that the research base is inadequate to draw conclusions regarding effectiveness and that
more rigorous CRP in-service intervention research is needed. This central finding highlights the
need to strengthen empirical research examining whether in-service intervention to support
teachers’ and administrators’ CRP translates to a) improvements in the use of CRP in schools
and b) equity and improvement in student academic, social, emotional, and disciplinary
outcomes.
According to Spiess & Cooper (2020), a study was conducted using a hierarchical
regression analysis to determine the extent to which mind-set and beliefs about knowledge
predicted cultural proficiency. Their research article titled “Examining the Relationship between
Beliefs about Mind-Set, Beliefs about knowledge, and Cultural Proficiency Development for K-
12 Public School Teachers. There were 853 K-12 public school educators that participated and
five constructs were identified via factor analysis- mind-set of self, mind-set of others, simple
knowledge, certain knowledge, and source of knowledge. Results indicated all five constructs,
including the demographic variables of gender and age, were statistically significant predictors
of cultural proficiency. Implications for professional development and human resource practices
are discussed as well as topics for future research. The purpose of this study was to determine
the extent to which mind-set and epistemic beliefs can lead to (or inhibit) the development of
cultural proficiency for public school teachers. The authors suggest that the type of mind-set a
teacher possesses influences their teaching practices in many different ways. It is beneficial for
students when both the students themselves and their teachers hold growth mind-sets (Magno,
2012; Rattan, Good, & Dweck, 2012: Yeager et al., 2016). According to the authors, by
adjusting practices and procedures, both school leaders and teachers can improve outcomes for
all students. They further explain how Cultural Proficiency training that focuses solely on
cultural proficiency does not take into account the background and realities of the participants of
the training. The values and beliefs participants hold prior to cultural proficiency training can
significantly influence the outcome of the training. In addition, the study suggests that mind-set
and epistemic beliefs are predictors for cultural proficiency development. Using this
information, human resource professionals could craft new sets of interview questions. Finally,
the results of this study suggest that current cultural proficiency professional development is not
necessarily ineffective, but may be incomplete.

CHAPTER 3: METHOD OF STUDY
OVERVIEW
According to the National Education Association, cultural competence means
understanding your own culture, other’s culture, and the role of culture in education. Using
student culture as a basis for learning, communicating high expectations, and reshaping
curriculum to reflect students’ diversity leads to better educational outcomes. Cultural
proficiency training of this type is important to have, within schools, because of the changing
demographics of the students across the nation. In addition, this training can empower educators
to address inequities that interfere with student learning and success, and also provide
opportunities for student voice and engagement. The purpose of this study was to determine
whether cultural proficiency training at Walter Reuther Middle School in Rochester, Michigan
was beneficial to enhancing awareness and increasing empathy among the teaching staff.
The examination of Reuther Middle School’s Cultural Proficiency training was
conducted using a triangulation process of data from three primary sources: staff self-
assessments, small group interviews with staff members, and an administrator interview. Each
staff member at the school was asked to complete an on-line self-assessment that asked questions
in five key areas: Assessing Culture, Valuing Diversity, Managing the Dynamics of Difference,
Adapting to Diversity, and Institutionalizing Cultural Knowledge. During the small group
interview, three members of the research team asked specific open-ended questions reflective of
their cultural proficiency training thus far. Finally, the administrator was interviewed with
questions that were specific to her role as a school leader. All subjects agreed to participate in the
interview and self-assessment prior to the beginning of the process.
SELECTION OF SUBJECTS
The subjects in this study were selected from the teaching staff at Reuther Middle School
in the Rochester Community District in Rochester, Michigan. All teachers who participated in
the district’s Cultural Competency training, at Reuther, were invited to complete the survey.
EVALUATION/RESEARCH DESIGN
The teaching staff at Reuther Middle School participated in Cultural Competency
Training in the first semester of the 2019-2020 school year. The training consisted of two, two-
hour Professional Development training sessions presented by the school’s counselor, Ann
Prashar and a social studies teacher, Jeanne VanLaan. The Cultural Competency training was
based on the book, Cultural Proficiency: A Manual for School Leaders by Randall B. Lindsey,
Kikanza Nuri Robins, and Raymon D. Terrell in conjunction with the Train the Trainer model by
Dr. Jay Marks, PhD.
On June 10, 2020, the teaching staff was invited to complete a Cultural Competence self-
assessment based on the standards addressed in the training. On December 12, 2020, an
interview was conducted from a selection of teachers who had completed both the training and
self-assessment. On January 15, 2021 an interview was conducted with Reuther Middle School’s
building administrator.
DESCRIPTION OF INSTRUMENTS
Our action research team employed the use of a Cultural Competence Self-Assessment
employing a Likert Scale. We also interviewed a sampling of the teaching staff in addition to the
building administrator. The interviews consisted of five open ended questions, surveying the
attitudes and awareness of the respondents based on their cultural proficiency training. We used
both qualitative and quantitative data analysis with our self-assessment and interviews.
SURVEY: “Cultural Competence Self-Assessment”
Our survey was administered digitally through Google Surveys using 31 Likert-scale
questions and one open-ended question. The Likert-scale questionnaire allowed the subjects to
choose from a point scale of rarely, seldom, sometimes, often, and usually. The questions were
broken down into five subcategories: Assesses Culture, Values Diversity, Manage the Dynamics
of Difference, Adapts to Diversity, and Institutionalize Cultural Knowledge. Finally, an open
question asked teachers for suggestions on how to improve the cultural training in the school.
INTERVIEW 1: Reuther Middle School Teaching Staff
Our first interview was held virtually with a sampling of teachers who had participated in
the Cultural Competency training and who took the survey. Five diverse teachers, from different
subject areas, were asked five open-ended questions about their knowledge of awareness,
attitudes and preparedness of teaching a culturally diverse student body. Each participant was
encouraged to answer all questions posed to them.
INTERVIEW 2: Reuther Middle School Building Administrator
Our second interview was conducted virtually with the Building Administrator who had
attended district training for Cultural Competency along with the Reuther Middle School
teaching staff. She was asked three open-ended questions focused on her own training,
knowledge of cultural proficiency and experience as an administrator in a culturally diverse
school. She also shared her vision of continued cultural proficiency growth.
DATA ANALYSIS
The action research team used various methods of research to triangulate the data. Using
results from Google surveys and virtual interviews, the research group was able to examine the
effectiveness of the teacher attitudes and knowledge after having participated in cultural
proficiency training. Based on the information gathered the partners were able to determine that
the teachers enjoyed the training in cultural proficiency and found it helpful. Reviewing the
surveys and interviews, the team was able to examine whether teachers displayed a positive
change in their interactions with students. Additionally, the research partners were able to delve
into other areas where teachers felt the need for more support with implementation. Looking
forward, teachers are anticipating additional training to continue an increase in mindful and
intentional self-awareness to support and strengthen culturally proficient teaching practices.
SUMMARY
The action research team used a combination of surveys and interviews to triangulate
data that determined fidelity in teacher cultural proficiency training. Teachers were surveyed and
interviewed to gain feedback about their training and how this cultural proficiency training made
a difference in their interactions, self-awareness and knowledge. The survey provided
information on each teacher's self-awareness of culture, values of diversity, how they manage the
dynamics of differences, and adapt to diversity and institutionalize cultural knowledge. Teachers
also shared suggestions on how to improve the cultural training in the school. During the
interviews, information was gathered on topics ranging from experiences with the training, the
impact of this new knowledge and the implementation of the training in the classroom. The
teachers surveyed also shared their thoughts of the training and how it could be improved to
better support them.

CHAPTER 4: RESULTS OF THE STUDY
TRIANGULATION OF DATA
Based on cultural proficiency training that began in the 2019-2020 school year and
continued into the 2020-2021 school year for all members of the teaching staff at Reuther Middle
School, data were collected to determine its effectiveness for all members of the teaching staff.
Three primary data sources were utilized in this action research: staff self-assessment using
Likert Scale questions, small group interviews with staff members, and an administrator
interview. Each staff member at Reuther Middle School was asked to complete the self-
assessment survey on an on-line Google form asking questions in five key areas: Assessing
Culture, Valuing Diversity, Managing the Dynamics of Difference, Adapting to Diversity, and
Institutionalizing Cultural Knowledge. During the small group interview, three members of the
research team asked specific open-ended questions reflective of their cultural proficiency
training thus far. Finally, the administrator was interviewed with questions that were specific to
her role as a school leader.
DATA SOURCE 1: REUTHER STAFF SELF-ASSESSMENT
For the past two years, Reuther Middle School teachers participated in several Cultural
Proficiency training sessions. This district-wide initiative used a train-the-trainer model that
encouraged teachers to look at their own biases, first. Staff members were asked to complete a 32
question self-assessment online through Google Forms addressing five key areas. Thirty-two
staff members responded to the survey. The experience of the teachers who responded to the
survey ranged from a student teacher to veteran teachers with up to 20 years in the field of
education. The survey used a Likert Scale, usually, often, sometimes, seldom, and almost never
and ended with the opportunity to answer an open-ended question.
The data in Figure 4.1, reveals that 50% of the staff were aware of their own culture and
ethnicity, yet only 35% were comfortable sharing about their culture and ethnicity. Due to the
Covid-19 state restrictions limiting interactions of staff members, teachers were not able to
connect with one another on a relational level. Relationship building was put on hold during this
global pandemic restricting staff interactions. Teachers actively wanting to learn about a
colleague’s culture was only 26%.
Figure 4.1 Assesses Culture

usually often sometimes seldom almost never
I am aware of my own culture and ethnicity. 48% 35% 10% 3% 3%
I am comfortable talking about my culture and ethnicity. 35% 48% 10% 0% 6%
I know the effect that my culture and ethnicity may have on the people in my work setting. 13% 32% 42% 6% 6%
I am aware of the overall culture of this school. 23% 52% 19% 6% 0%
I seek to learn about the cultures of this school’s employees. 26% 19% 39% 16% 0%
I seek to learn about the culture of this school’s students. 35% 39% 19% 6% 0%
I anticipate how this school’s students and employees will interact 19% 29% 35% 13% 3%
with, conflict with, and enhance one another.
In Figure 4.2, the data collected recognizes the tolerance of a diverse staff and student
populations at Reuther. When asked about “creating opportunities at school for more inclusivity
and diversity” staff were divided in their responses with” usually” and “often” identified as level
of competency in this area. However, eight respondents expressed they were only “sometimes”
able to create these opportunities. This result could be attributed to the various content areas
taught by teachers and the ease in which they can engage in being more culturally proficient.
Another response to note was the variance in how teachers felt they interact with people from
diverse backgrounds. A noticeable number of responses felt that “they don’t proactively seek to
interact with people from diverse backgrounds in both their personal and professional life.
Out of 32 respondents, eight felt they sometimes do, and fourteen reported that they
“often” do in both their personal and professional life. When asked about “appreciating diversity
with coworkers & students,” there was a noticeable difference in appreciation between the two.
It appears “appreciation of diversity” with coworkers seemed lower with four indicating that they
“seldom” do, and four staff indicating that they “sometimes” do. These scores were lower in
comparison to students. This could be due to limited opportunities for staff to connect with each
other, or not having enough time to feel comfortable around one another. Furthermore, the
Covid-19 pandemic halted many of these opportunities that may have affected staff results.
Figure 4.2 Values Diversity
I welcome a diverse group of students and colleagues into the school setting 94% 6% 0% 0% 0%
I create opportunities at school for us to be more inclusive and more diverse 35% 32% 26% 3% 3%
I appreciate both the challenge and opportunities that diversity brings 71% 9% 0% 0% 0%
I share my appreciation of diversity with my coworkers 32% 39% 13% 13% 3%
I share my appreciation of diversity with my students 35% 48% 3% 0% 3%
I accept that each culture finds some values and behaviors more important than others 48% 39% 13% 0% 0%
I make a conscious effort to teach the cultural expectations of my school or department 19% 2% 32% 0% 6%
to those who are new or who may be unfamiliar with the school’s culture
I proactively seek to interact with people from diverse backgrounds in my personal 23% 45% 26% 3% 3%
and professional life
In Figure 4.3, the data collected identifies the differences among the staff and student
populations at Reuther. In Managing the dynamics of difference, it appears 10% of participants
understood that what appears to be clashes in personalities may in fact be conflicts in culture.
This discrepancy may be attributed to the lack of identifying between the two or the discomfort
around having those difficult conversations. Another noteworthy response regarding fact vs
stereotypes is that staff members may still be acting under stereotypical assumptions, often
without knowledge of doing so.

Figure 4.3 Manages the Dynamics of Difference
I recognize that conflict is a normal part of life 48% 39% 13% 0% 0%
I work to develop skills to manage conflict in a positive way, particularly as it relates 42% 39% 19% 0% 0%
to cultural differences
I understand that what may appear to be clashes in personalities may in fact be 10% 45% 42% 3% 0%
conflicts in culture
I understand the effect that historic distrust between cultural groups have on 52% 32% 16% 0% 0%
present-day interactions
I check myself to see if an assumption I am making about a person is based upon. 23% 61% 13% 3% 0%
facts or upon stereotypes about a group
I accept that the more diverse our group becomes, the more we will change and grow 68% 19% 10% 0% 0%
In Figure 4.4, the data collected recognizes how well the staff and student populations at
Reuther adapt to various diverse groups. More than 70% of the Reuther Middle School staff
members indicated that they were committed to continuing to learn about differences that arise
from having a multicultural school. This is in alignment with the ability to adapt to diversity.
However, a smaller degree of respondents indicated they had difficulty recognizing their
privilege without having their attention brought to it. It is noteworthy that only 9% of teachers
felt comfortable in learning about people’s culture without being offensive. This discrepancy
brings to light that teachers may be afraid of offending people by asking too many questions
about their culture.
Figure 4.4 Adapts to Diversity
I realize that once I embrace the principles of cultural proficiency, I too, must change 45% 48% 3% 3% 0%
I am committed to the continuous learning that is necessary to deal with the issues 71% 26% 3% 0% 0%
caused by difference
I seek to enhance the substance and structure of the school, I do so that it is informed 32% 35% 29% 3% 0%
by the guiding principles of cultural proficiency
I recognize the unsolicited privileges I might enjoy because of my title, gender, age, 23% 45% 13% 16% 3%
sexual orientation, physical ability, race, or ethnicity
I know how to learn about people and cultures unfamiliar to me without giving offense 9% 35% 32% 3% 0%
I know how to effectively communicate with people from different cultures other than my own 32% 5% 29% 3% 0%
In Figure 4.5, the data collected recognizes how well the staff at Reuther Middle School
feels the school recognizes cultural diversity. More than half of the teaching staff would speak up
if aware that part of the school population is being discriminated against due to a program.
Ninety percent of the staff are sensitive to and willing to have a teachable moment with their
students. This was reaffirmed during the staff interviews when teachers shared about discussions
that they led in class after the George Floyd protests. Conversely, only 16% indicated that they
felt they had influence in school policies and practices. Furthermore, the same number of
participants sought opportunities to learn about one another, including their colleagues and
stakeholders.
Figure 4.5 Institutionalize Cultural Knowledge
I work to influence the culture of this school so that its policies and practices are informed 16% 42% 29% 3% 3%
by the guiding principles of cultural proficiency
I speak up if I notice that policy or practice unintentionally discriminates against or 35% 29% 23% 10% 0%
causes an unnecessary hardship for a particular group in this school’s community
I take advantage of teachable moments to share cultural knowledge with this 48% 42% 10% 0% 0%
school’s students
I seek to create opportunities for my colleagues, administrators, students, and the 16% 19% 55% 6% 3%
communities we serve to learn about one another
The last question of the self-assessment allowed for Reuther teachers to share suggestions
for future cultural proficiency training and comments in two parts. In Figures 4.6 and 4.7
teaching staff responses are included to express the impact this training had on them as well as
suggestions for upcoming training.

Figure 4.6 Teacher training suggestions
Sharing personal stories and experiences of staff members
Experiences where we examine our teaching and our practices in the classroom from different lenses to see how our students interpret it.
Be honest and open about differences
We should incorporate more cultural awareness in the classroom. We should talk to the students more about their ethnicity, religion, food, family structure etc.
We could use more discussions with students and staff. It would only benefit staff to be more aware of one another in order to be more accepting of each other. There
is a lot of division in our building.
Constant discussions of different cultures (good, bad, and biases), constant display of differences throughout building, and community discussions with staff and
students.
More time to work together as a staff. The time we have spent has been valuable and meaningful --we just haven't had enough of those opportunities. Working on
digging into the biases and preconceived notions that we all have is that powerful first step.
Figure 4.7 Teacher comments
More of it! Thanks for moving this important work forward.
Small group settings, make it optional
Time must be given to this training, and admin must give their support. I don't feel it's a priority with our building leadership.
I understand this does not relate to the training at our school. However, I feel that Rochester needs to hire a more diverse staff at all levels.
I think we need a lot of help. I will admit that I struggle with the parts of our evaluation that deal with culture. I love all of my students and want to know how to best
represent them/talk to them/etc. but I just don't know how. I feel that it is very difficult to tie in culture into the subject that I teach. But I am willing and wanting to
learn.
Bring back diversity committee
Let people celebrate and live their culture in their own way
As a new teacher, I would appreciate a greater overview of the culture of the student body and the community. It was easy to map that based on students in my
classroom, but a view of the bigger picture would also be beneficial.
DATA SOURCE 2: REUTHER STAFF INTERVIEW
A cross-curricular segment of the staff were selected for the small-group interview.
There were four teachers representing the music, language arts, ELL program and math
department. The first question asked, How has your awareness and knowledge increased as a
result of cultural proficiency training? Staff awareness and knowledge has increased based on
the responses shared. Respondents acknowledged the value of the training and validated the need
for additional professional development in this area. Multiple respondents expressed the benefits
of this training; one mentioning that a specific activity, conducted during the last session, was
especially “eye-opening” and impactful.
The second question asked, What additional cultural proficiency training or topics do
you need? The subjects expressed a need for more training, as too much information was
condensed into a short amount of time. All of the respondents expressed a wish for more
opportunities to engage in deeper-level conversations that would help them in difficult situations
that arise in the classroom. The participants noted the importance of sharing and learning from
one another's personal experiences. One teacher stated that hearing her colleagues stories, “made
it real for her.” While professional development is beneficial, the participants felt it was
necessary to focus on taking action. For example, analyzing the curriculum through a culturally
proficient lens.
The final question, How has cultural proficiency training impacted your interactions
with students? All contributors shared how this training impacted their interactions with their
students. The language arts teacher surmised that the training enabled her to select more
inclusive and diverse reading materials for her students. Additionally, she believed she gained
more confidence in handling issues of race that arose in class discussions. As a result of the
training, the band teacher concluded that he became more understanding of students’ home lives
and how their culture has been influenced by the Pandemic. In addition, due to the training, the
band teacher was intentional about selecting more diverse musical selections for his students.
DATA SOURCE 3: ADMINISTRATIVE INTERVIEW
The principal at Reuther Middle school, Wendy Darga, was interviewed in January 2021.
Wendy shared that her journey with cultural proficiency training started years ago and has had an
impact on her career. The majority of her career was spent on the North side of the Rochester
Community School district, in a school with a culturally homogeneous student body; she is
currently leading a school on the South side of the district, with a noticeably more diverse
student body. This reassignment brought the cultural differences between the two sites to her
attention. One main difference was the belief that some students were more needy, and that the
expectations should be lowered for these pupils. Ms. Darga noted that, “Our kids are no
different; they can do anything other kids can do.” Her students were capable of doing what
every other schools’ students were able to do. She referenced the importance of having a mindset
to avoid assumptions. She acknowledged that there are assumptions on both sides. She gave an
example of an irate parent coming into the school to meet with her. The parent felt that she was
being judged because of being a single parent. They ended up having a good conversation,
realized they are both single parents and there was no judgement. These deep conversations
make a difference even though they are not easy to have. It is what we need to better understand
each other and to grow. Working through these tough conversations and building relationships is
key.
The district has built a good foundation in cultural proficiency training. Similar to the
teacher's responses, Ms. Darga felt that there are many resources shared but there is not a lot of
time to really dig into these topics and process everything. “The teachers and administration need
a sounding board, have conversations, and learn about different perspectives.” Ms. Darga
continued that, “We need more opportunities to learn from each other. This is what so much of
this is about.” Diversity and inclusion is not just about race, it is about everything. She shared a
current situation at their school involving a student asking that her teachers no longer refer to her
with female pronouns without parent notification. This is a good example of how LGBTQ
sensitivity and awareness need to be included in cultural proficiency training.
When asking Ms. Darga about specific topics that would benefit her staff, she shared
several important areas staff should consider for cultural proficiency. Create a safe space for
teachers to engage in open dialogue and discussion with their colleagues. Reuther should be a
place where educators can organize their thoughts of their own biases, collaborate with staff, and
introduce instructional practices in their classrooms. It is imperative to also recognize there are
different equity among the families in our school. Family involvement and engagement provides
a safe place to get to know our families and what inequities they might have. A positive outcome
from Covid has been the ability to have parent teacher conferences on Zoom.
DISCUSSION OF THE RESULTS

The intention of this action research project is to discern whether Cultural Proficiency
training proved effective in increasing the self- awareness and knowledge of their own cultural
development of the teaching staff at Walter Reuther Middle School. For the past two years,
Reuther Middle School teachers participated in several Cultural Proficiency training sessions.
Rochester Community Schools’ district-wide initiative challenged teachers to look at their own
biases towards students, staff, and families. Additionally, the training provided the opportunity
for teachers to reflect upon their own culture and ethnicity.
The teaching staff was given a self-assessment to understand their current level of
cultural competency within five domains: Assesses Culture, Values Diversity, Manages the
Dynamics of Difference, Adapts to Diversity and Institutionalize Cultural Knowledge. The data
gathered from the self-assessment indicated that the subjects were not aware of the effects their
culture had on the work setting or sought to learn about the cultures of the school employees.
The majority of the teaching staff indicated that they appreciate both the challenges and
opportunities that diversity brings. There were few teaching staff that understood that what may
appear to be clashes in personalities may in fact be conflict in culture or that they check
themselves to see if an assumption they are making is about a person is based upon facts or a
stereotype about a group. Few teaching staff recognize the unsolicited privileges I might enjoy
because of my title, gender, age, sexual orientation, physical ability, race or ethnicity. Few
teaching staff know how to learn about people and cultures unfamiliar to them without giving
offense. Few teaching staff work to influence the culture of the school so that its policies and
practices are informed by the guiding principles of cultural proficiency. In addition, it was noted
that a small number of teachers seek to create opportunities for my administrators, colleagues,
students and communities we serve to learn about one another. When staff were able to provide
comments and suggestions, they expressed their want or need for the opportunity to share
personal stories and experiences and have discussions about our own ethnicity with both students
and colleagues. There was the acknowledgement that there needs to be more cultural proficiency
training, more support and most of time to put it into practice. According to Hawley & Nieto
(2010), improvement begins by understanding the influence of race and ethnicity on behavior
and on attitude about racial and ethnic differences.
In the interview conducted with a cross-curricular segment of the staff, an opportunity
was given to answer questions and share their experience of the cultural proficiency training. The
educator survey encouraged Reuther staff to to find their voice for sharing their own culture.
According to Rodberg, cultures of staff and students should be cherished and maintained as it
continues to evolve (Rodberg, 2017). Teaching staff validated that their knowledge and self-
awareness of cultural competency has increased. Respondents stated that they found value in the
training and that additional professional development is needed. The training provided too much
information in a short amount of time. The teachers would like to have more time to participate
in training and to be able to put it into action. More opportunities to engage in deeper-leveled
conversations with each other would help them in difficult situations that arise in the classroom.
The participants felt that it was important to have the sharing and learning from their own
experiences. Training impacted the teachers’ interactions with their students and provided more
confidence in themselves in handling issues of race that were a part of classroom discussions.
The interview with the Reuther Middle School principal highlighted her experiences with
cultural proficiency throughout her career. According to Howard, educators need to build their
own cultural competency by responding to diversity and working together as a school
community to combat social dominance and enable social justice (Howard, 2007.) She
recognized that there was a noticeable difference in the expectations for students between the
different areas of the district in which she has worked. Ms. Darga acknowledged that there are
assumptions on both sides. She feels that having difficult conversations with staff, students and
parents not only clears up those assumptions, but builds strong relationships. Like the teachers,
Ms. Darga felt that while many resources are shared, there is not a lot of time to process the
information and delve into specific topics. She felt that the teaching staff needs to be able to
share experiences to learn different perspectives. According to the principal, diversity and
inclusion is about everything to do with differences, not simply race.
CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS
OVERVIEW
The evaluation of this Cultural Proficiency training incorporated a triangulation process
of data from three primary sources: staff self-assessments, small group interviews with staff
members, and an administrator interview. Each staff member at Reuther Middle School was
asked to complete an on-line self-assessment survey that asked questions in five key areas:
Assessing Culture, Valuing Diversity, Managing the Dynamics of Difference, Adapting to
Diversity, and Institutionalizing Cultural Knowledge. A random group of teachers representing
various departments, including: Performing Arts, English, social studies and English Language
Learners were chosen to participate in a small group interview. During the small group
interview, three members of the research team asked specific open-ended questions reflective of
their cultural proficiency training thus far. Finally, the administrator was interviewed with
questions that were specific to her role as a school leader.
CONCLUSIONS
Overwhelmingly, the data collected from the research team identified two overarching
themes. The first major theme in our study uncovered that teachers expressed the need for more
time to have deeper conversations with their colleagues, including sharing their own personal
experiences and having a platform to tell their stories. Time to have the difficult conversions that
can be so beneficial. There is the need for time to implement the new skills they have learned in
the classroom and to process all of the information they heard and learned.
The second major finding was the teachers’ desire for further opportunities to participate
in training. The cultural proficiency training would benefit not just the teachers but also the
students, families and the community. Suggested additional training topics included LGBTQ
awareness and sensitivity, family engagement and socio-economic equity.

The conclusions from this action research study have been desegregated by the three
research questions:
1. How has staff’s self-awareness and knowledge of Cultural Proficiency increased as a
result of training?
2. What additional training does staff need to be more cultural proficient?
3. How has Cultural Proficiency training received by staff affected interactions with
students?
How has staff’s self-awareness and knowledge of Cultural Proficiency increased as a result
of training?
The research team found that teachers are more aware of their own cultural background
and how it relates to other staff members and students. Furthermore, it was noted that Reuther’s
staff was inclined to find their voice in sharing their own culture. Teaching staff validated that
their knowledge and self-awareness of cultural competency has increased. Multiple respondents
expressed the benefits of this training; one mentioning that a specific activity, conducted during
the last session, was especially “eye-opening” and impactful. The majority of the teaching staff
indicated that they appreciate both the challenges and opportunities that diversity brings. For
example, the band teacher concluded that he became more understanding of students’ home lives
and how their culture has been influenced by the Pandemic. It is imperative to also recognize the
inequities existing among the families in our school.
However, it was noted that a small segment of the teaching staff understood what may
appear to be clashes in personalities may, in fact, be a conflict in culture. Furthermore, some
teachers admitted that they do not always check themselves to see if an assumption they are
making about a person is based upon facts or a stereotype about a group. Likewise, few teaching
staff recognize the unsolicited privileges they might enjoy as a result of their title, gender, age,
sexual orientation, physical ability, race or ethnicity. Albeit, few teaching staff work to influence
the culture of the school so that its policies and practices are informed by the guiding principles
of cultural proficiency.
What additional training does staff need to be more cultural proficient?
This study has found that, there was the acknowledgement that there needs to be more
cultural proficiency training, more support and most of time to put it into practice. All of the
respondents expressed a wish for more opportunities to engage in deeper-level conversations that
would help them in difficult situations that arise in the classroom. Furthermore, the participants
noted the importance of sharing and learning from one another's personal experiences. One
teacher stated that hearing her colleagues stories, “made it real for her.” Create a safe space for
teachers to engage in open dialogue and discussion with their colleagues. More opportunities to
engage in deeper-level conversations with each other would help them in difficult situations that
arise in the classroom. Teachers expressed that they needed more training on how to be able to
“put into action” the knowledge and skills learned from the training in their classroom with
students.
While professional development is beneficial, the participants felt it was necessary to
focus on taking action. For example, analyzing the curriculum through a culturally proficient
lens. Teachers felt that it was imperative that LGBTQ sensitivity and awareness training be
included in cultural proficiency training. Additionally, training to increase family involvement
and engagement provides a safe place to get to know our families and what inequities they might
have. Few teaching staff believed that they knew how to learn about people and cultures
unfamiliar to them without giving offense.

How has Cultural Proficiency training received by staff affected interactions with
students?
These findings suggest that training impacted the teachers’ interactions with their
students and provided more confidence in themselves in handling issues of race that were a part
of classroom discussions. For example, the language arts teacher surmised that the training
enabled her to select more inclusive and diverse reading materials for her students and the band
teacher stated he was more intentional in his selection of music to include more culturally
diverse composers and artists. In addition, teachers wanted to learn new strategies to encourage
family involvement and engagement. Their hope was to provide a safe place to get to know their
families and what inequities they might be experiencing, in the future.
RECOMMENDATIONS
The results of this study indicate that there are three areas of recommendation that should
be considered for educators. These include specialized targeted training, additional time to
engage in meaningful discussion with colleagues, and opportunities to build relationships with
each other. Our research findings suggest that although the response to Cultural Proficiency
training was positive and well-received, there were additional areas that needed further attention.
The data collected from interviews and self-reflection revealed core ideas that were important to
staff when learning about their own biases and culture. As an example, more than half of the
staff members responded that they weren’t aware of how their own culture and ethnicity may
influence their work environment.
The data also indicated that targeted staff training in cultural proficiency would
encourage staff to be more culturally self-aware and better prepared in working with diverse
student groups. This type of training would benefit and impact students and the school
community in a positive way equipping teachers to be more culturally responsive and prepared.
During the staff interview, teachers shared the need for training to support all of the diverse
learners in the school, in an equitable manner. Targeted training should include opportunities to
engage in more discussion about race and culture with adequate facilitation of these potentially
difficult conversations. Additionally, training in working with the Lesbian, Gay, Bi-Sexual,
Transitioning, and Questioning (LGBTQ) student population would be beneficial in supporting
these students. Furthermore, it is imperative when addressing issues of equity that socio-
economic disparities are not overlooked; addressing systemic inequities should be a priority. As
the Rochester Community Schools continue to promote Cultural Proficiency as a district
Initiative, the aforementioned areas should be included in future professional development.
Alternative ways of training could be extended to staff as needed. For instance, follow-up book
studies, videos, weekly or monthly check-ins on the use of instructional strategies, quick reads,
mindfulness, learning peer classroom tours, and personal surveys to meet ongoing needs and
questions could be implemented. In addition, teachers could incorporate and enhance cultural
awareness and understanding in their classroom by encouraging their students to share more
about their ethnicity, religion, and cultural experiences through unique opportunities. Teachers
could also consider highlighting positive role models in society and their community within their
curricular areas that reflect the student demographics.
Across all data collection points the subject of time was an overarching theme. It was
clear that both staff and the administration felt the issue of not having enough time was highly
evident. Although the time spent in Cultural Proficiency training was valuable and useful, it was
stated that more time would’ve allowed for putting the training into action. For example,
additional time for meaningful dialogue with colleagues to implement new skills and strategies
learned. By providing more time and practice, staff members would gain confidence in sharing
their experiences, personal stories, and listening to others’ stories. Trainers can provide the
opportunity to have more time to discuss, implement, and practice cultural proficiency
consistently throughout the school year. Likewise, there can be smaller pods of teachers working
together to foster relationships. This will create a brave space for teachers to be honest and open
about all possible differences. In addition, these teacher groupings can promote more acceptance
and empathetic understanding among staff members.
IMPLICATIONS FOR FUTURE RESEARCH
The purpose of this study was to determine whether cultural proficiency training at
Reuther Middle School in the Rochester Community Schools’ district was effective and
beneficial in enhancing teacher self-awareness, overall knowledge and implementation of
cultural proficiency with students. In reviewing past studies, the research team found that there
was a substantial lack of empirical research and data on cultural proficiency training and its
effectiveness for teachers. As a result of this, the need for additional investigation and research
is crucial and extremely time sensitive as the demographic gaps between teachers and students
increase. Therefore, the following research questions should be strongly considered: What
Cultural Proficiency models have proven successful in school districts? What are the cultural
competency requirements in various states and how much do they vary? Is there a mandate that
requires all teacher preparation institutions to prepare teachers by developing their professional
cultural competencies?
To conclude, the lack of evidence and research in these areas hinders the teaching
practitioners’ ability to meet the needs of the students they serve. Considering the diverse student
demographics in schools today, this work should be a priority for schools across the country, and
not just offered as an option. The team would want to create policies and procedures that require
all school districts (PreK-12) to implement culturally proficiency training for educators across
the country, especially those new to teaching. Teachers should be provided with support in
instructional practices to enhance culturally responsive teaching. Fully-funded training for all
districts in schools across the country should be mandatory through the Department of
Education. Teachers should be offered coaching opportunities in grant writing to learn how to
obtain funds for additional training and resources for their schools.
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Appendix A - Administration Permission

March 23, 2020
Ms. Wendy Darga, Principal

Walter P. Reuther Middle School
1430 E. Auburn Rd.

Rochester Hills, MI 48307
Dear Mrs. Darga,
We are part of an Educational Specialist cohort in Leadership from Oakland University

conducting action research on the effectiveness of cultural proficiency training at Walter P.
Reuther Middle School.
We are seeking permission to survey all teaching staff involved in the Cultural Proficiency
training in the Spring of 2020. Their participation will be voluntary, and all information will
remain anonymous. There is no risk in taking this survey. Refusal to participate will involve no
penalty or loss of benefits and subjects may discontinue participation at any time without penalty
or loss of benefits. In addition, we would like to collect additional data and interview you
(administrator) along with a sample group of teachers who have received the training.
When the research is complete, the findings will be made public, but no staff information will be
identifiable as the survey is being completed anonymously. The information from our research
and interviews will allow us to monitor the benefits of Cultural Proficiency Training and its
impact on relationships and of staff and their students.
We would appreciate your approval for this research project. Please indicate your permission on
the form below and return it to If you have specific questions regarding this research project
please contact Ann Prashar at 248-726-4700 or Lindson Feun, Ph.D., Faculty Sponsor, Oakland
University, 248-877-6565.
Sincerely,
Anusuya Prashar, Gina Hawkins

Laura Poxon, Cheryl DeCroix-Wilson
I give permission for the Macomb cohort group from Oakland University to conduct a survey of
staff on Cultural Proficiency training in the Spring of 2020.
Administrator Signature: _______________________________________________
Date: _______________________________________________________________
Appendix B - Staff Self- Assessment Survey:

Appendix C - Teacher Interview Questions:
1. How has your awareness and knowledge of CP increased as a result of the Training?
Give an example.
2. What additional CP training or topics do you need to be culturally
proficient?
3. How has your perspective changed as a result of CP training?
4. How has CP training impacted your interactions with students? Can you share a
story or experience you’ve had.

Appendix D - Administration Interview Questions:
1. How has your awareness and knowledge of CP increased as a result of the Training?
2. How has CP training influenced the way you interact and communicate with staff,
families and the community from diverse backgrounds? Can you share a story or
experience you’ve had.
3. What additional CP training or topics do you need to be a culturally proficient leader?
4. Are there specific topics you feel would benefit your staff in becoming more culturally
proficient?

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AN EXAMINATION OF THE EFFECTIVENESS OF CULTURAL 1

An Examination of the Effectiveness of Cultural Proficiency Staff Training at

Walter P. Reuther Middle School

Cheryl DeCroix-Wilson, Gina Hawkins, Laura Poxon, Anusuya Prashar

Lindson Feun, Ph.D.

April 20, 2021

Chapter 1: Introduction ………………………………………………………………………..

Assumptions and Limitations …………………………………………………………… 9

Definition of Terms …………………………………………………………………… 10

Chapter 2: Review of the Literature ……………………………………………………….. 13

Chapter 3: Methods of the Study ………………………………………………………….. 20

Data Analysis ……………………………………………………………………….. 23

Chapter 4: Results of the Study ……………………………………………………………….

Triangulation of Data ……………………………………………………………………

Data Source 1…………………………………………………………………………… 25

Data Source 2 …………………………………………………………………………....

Data Source 3 ……………………………………………………………………………

Discussion of the results ……………………………………………………………….. 34

Chapter 5: Conclusions and Recommendations ……………………………………………. 37

Implications for Future Research ……………………………………………………… 42

has on the transformation of a school community.

increasing teacher self-awareness and knowledge, in addition to identifying what supplementary

relationships. Each participant completed a self-assessment in cultural proficiency and, along

amidst fast changing student demographics.

Keywords: Cultural Proficiency, Cultural Competency, equity, diversity, inclusion

An Examination of the Effectiveness of Cultural Proficiency Staff Training at Walter P.

Reuther Middle School

Hispanic and 6.2% are Black students.

students receiving ELL and Math support daily.

one-off courses or workshops.

proficient educator through various workshops, presentations, readings and community

The evaluation of this Cultural Proficiency training incorporated a triangulation process

Assessing Culture, Valuing Diversity, Managing the Dynamics of Difference, Adapting to

specific to her role as a school leader.

ASSUMPTIONS AND LIMITATIONS

Cultural Proficiency training.

ability, and sexual orientation and all other aspects of culture.

without acknowledging differences in age, gender, language, or ability. Though considered by

the same of all individuals.

organization will produce a sustainable future.

one believes to one’s professional practice.

students' ability to learn.

relationships among administrators, teachers, parents, and students.

is the first in a progression of steps that may lead to cultural proficiency.

1. How has staff’s self-awareness and knowledge of Cultural Proficiency increased as a

2. What additional training does staff need to be more cultural proficient?

CHAPTER 2: REVIEW OF LITERATURE

With student populations becoming increasingly diverse, cultural proficiency training is

with people who differ from themselves.

implementation of effective cultural proficiency training for all district employees.

in the lives of their students.

cultural competence through professional development, confronting issues of social justice by

practices through becoming more responsive to diversity by revamping curriculum and by

development and change that will lead to long term improvements.

A charter school in Washington D.C. has created a culturally positive environment by

integrated schools work”. (Rodberg, 2017, p. 69)

their journey and time can only be given.

Milton Bennett’s Developmental Model of Intercultural Sensitivity (1986) takes a

more encompassing worldview.

In the study “Promoting Educators’ Use of Culturally Responsive Practices: A

empirically examined, b) to analyze the quality of empirical studies of in-service interventions to

practitioners regarding in-service interventions that have demonstrated improvements in CRP or

reductions in student outcomes.