National Center for Cultural Competence (NCCC), Georgetown University Center for Child and Human Development

The mission of the NCCC is to increase the capacity of health care and mental health care programs to design, implement, and evaluate culturally and linguistically competent service delivery systems to address growing diversity, persistent disparities, and to promote health and mental health equity. The Center publishes the Cultural and Linguistic Competence Assessment for Disability Organizations (CLCADO).

The Boggs Center on Disability and Human Development, Department of Pediatrics, Rutgers Robert Wood Johnson Medical School.

The Boggs Center is New Jersey’s federally designated University Center for Excellence in Developmental Disabilities, Education, Research, and Service, and has a Leadership Education in Neurodevelopmental and Related Disabilities Program. The Center provides information on person-centered disability culture and offers training and technical assistance to individuals with disabilities, their family and support staff. The website is rich with resources, including publications, podcasts, and links to organizations serving people with disabilities.

National Center for the Dissemination of Disability Research, Do Cultural Competency Interventions Work?  A Systematic Review on Improving Rehabilitation Outcomes for Ethnically and Linguistically Diverse Individuals with Disabilities, Technical Brief No. 31, 2011, 12 pp.

This brief reports on a systematic review of disability-related empirical research bearing upon the efficacy of “cultural competency interventions.” The team of nine researchers identified a total of 3,022 titles and abstracts of potentially relevant studies published between 1980 and the present. Only 22 studies, however, met the rigorous criteria for inclusion in the analysis, one of which was the use of control groups. Based on the analysis of these 22 studies, the researchers concluded that “culturally adapted interventions do improve rehabilitation outcomes for minority and immigrant individuals…” (Read More)

Center for International Rehabilitation Research Information and Exchange (CIRRIE), University of Buffalo, The Rehabilitation Provider’s Guide to Cultures of the Foreign-Born, 2001-2008

The thirteen monographs in this series contain specific information about the cultural backgrounds of recent immigrants in the U.S., with special attention given to how disability and rehabilitation are viewed in each culture. The monographs cover the top ten countries of origin of the foreign-born population: Mexico, China, Philippines, India, Vietnam, Dominican Republic, Korea, El Salvador, Jamaica, and Cuba. There are additional monographs on the culture of Haiti and the significance of the Muslim perspective. (Read More)

Multicultural Disability Advocacy Association of New South Wales, Culturally Competence Disability Support: Putting It Into Practice, a Review of the International and Australian Literature on Cultural Competence, 2004, 99 pp.

This international literature review focuses on individual practice and skills, as opposed to system and organizational change. The author discusses the relationship between critical thinking, “scientific mindedness,” ethnographic approaches and cultural competence, and calls attention to the theme of “empowerment” which underpins much of the literature. A section of the report discusses strategies for engaging families and ethnic communities in supporting individuals with disabilities. Finally, the author cites examples of effective outreach efforts to ethnic communities, including messaging strategies and media selection. (Read More)

Shannon B. Wanless & Patricia A. Crawford, Reading Your Way to a Culturally Responsive Classroom, National Association for the Education of Young Children (NAEYC), May, 2016

This article discusses the topic of addressing race in early childhood with intentionality, and how there are a number of ways educators can approach this challenge within the classroom.  Using the term “Race Related Teaching Practices (RRTPs),” the authors highlight how children’s literature can open the door to these conversations, and give tips for selecting diverse children’s literature. (Read More)

Cheryl Irish & Monica Scrubb, “Five Competencies for Culturally Competent Teaching and Learning,” Faculty Focus, November 12, 2012

Today’s classrooms require that instructors possess competencies for teaching all students. Robust instructional strategies and culturally sensitive curricula are critical, but more important is an instructor who is sensitive and responsive to the unique differences of each student. Recognizing the need to strengthen specific competencies to reach and teach all students requires an understanding of new ideas and a willingness to view instruction through varied cultural lenses. (Read More)

E.B. Kozleski, Culturally Responsive Teaching Matters!, The Equity Alliance, January, 2010

In this article, culturally responsive teaching is defined and discussed, and is also linked to behavior management systems within the classroom. The article goes on to highlight key features of culturally responsive teaching, such as communicating with high expectations, actively engaging students in learning, sharing control of the classroom with students, exploring personal and family histories, and engaging in reflective thinking and writing. (Read More)

National Consensus Panel on Emergency Preparedness and Cultural Diversity, Office of Minority Health, Guidance for Integrating Culturally Diverse Communities into Planning for and Responding to Emergencies: a Toolkit, February, 2011

The Toolkit is a “user-friendly reference guide, with succinct summaries of key principles, practices, and strategies for appropriately working with diverse communities,” including those consisting of immigrants and other limited English proficient individuals. The Toolkit is divided into two main sections.  Section I presents the National Consensus Statement on Emergency Preparedness and Cultural Diversity originally released on June 11, 2008 – “a historic moment in the life of the nation’s emergency preparedness efforts.”  The preamble to the statement notes “that racial and ethnic minorities experience higher rates of injury, disease, traumatic stress, death and loss due to public health emergencies as compared with non-minority populations.” Section II identifies eight guiding principles that agencies, organizations, and providers should consider to improve their effectiveness in reaching diverse communities, along with suggested strategies and practices consistent with each principle. An “underlying tenet” of the Toolkit is that “effective preparedness and response requires the ongoing and active engagement of diverse communities.”  The Toolkit also features links to useful resources. (Read More)

Rutgers University Libraries. Cultural Competency

A comprehensive online guide with links to a variety of cultural competency resources including Initiatives and Groups, Select Databases, Select E-Books, Select E-Journals, University Resources, NJ Health and Cultural Competency, Select Web Resources, CME resources, Research projects and Assessment Tools, Health Sciences Tutorials, Hispanic American Health, Latino Health Databases, DEI Resources, Reports and Statistics, Health Literacy, Public Health, Resources for DEI in Medical Education. (Read More)

Rutgers University Libraries. Health Literacy

A comprehensive online guide with links to variety of health literacy resources including health Literacy initiatives and groups, health literacy guides/reports, databases, books, internet resources, and cultural competency. (Read More)

Cultural Competence or Cultural Humility? Moving Beyond the Debate, Health Promotion Practice. 2020:21(1):142-145.

This article defines the concepts of cultural competence and cultural humility and reviews the history of their use by public health, medical, social work, and other professionals in working with diverse populations and communities. The authors make the case for the relevance and importance of both concepts in bringing about needed personal, interpersonal, organizational, and systemic transformation.  Avoiding an “either/or” choice and embracing a “both/and” approach are called for in our ongoing efforts to achieve racial, social, and health equity and a more just society. (Read More)

Office of Minority Health (OMH), U.S. Department of Health and Human Services, National Standards for Culturally and Linguistically Appropriate Services (CLAS) in Health and Health Care: A Blueprint for Advancing and Sustaining CLAS Policy and Practice, April 2013

First developed by OMH in 2000, the national CLAS Standards have been widely circulated and implemented. In 2010, OMH launched a project to update the Standards to reflect growth in the field of cultural competency and increasing diversity in the nation.  The new Standards emerged out of an extensive consultation process with stakeholders and experts, many of whom recommended clarification as to the Standards’ intention, terminology, and implementation strategies. The Standards now reflect a broader and more inclusive definition of culture, encompassing racial/ethnic, linguistic, religious/spiritual, sociological, and biological markers of difference. The Standards are also directed toward a broader audience than the original Standards, including policy makers and legislators, accrediting and credentialing agencies, educators, and community-based organizations. The 15 standards are grouped into three categories:  (1) Governance, Leadership, and Workforce; (2) Communication and Language Assistance; and (3) Engagement, Continuous Quality Improvement, and Accountability.  This publication contains both the standards and a “blueprint” for the implementation of each standard.  The Blueprint explains the purpose and components of each standard, along with model implementation practices and useful resources.
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Association of American Medical Colleges and Association of Schools of Public Health, Cultural Competence Education for Students in Medicine and Public Health: Report of an Expert Panel, 2012.

This curricular monograph from the Association of American Medical Colleges (AAMC) and the Association of Schools of Public Health (ASPH) identifies a series of knowledge (cognitive), skills (practice), and attitudinal (values, beliefs) competencies that will help prepare practitioners in the medical and public health disciplines to work collaboratively in providing culturally competent care. These competencies can be used by “faculty in medical schools and graduate schools/programs of public health to standardize curricula, benchmark student performance, and prepare graduates for culturally competent practice.” Selected recommendations, practical implementation strategies, case studies, and a roadmap are provided.  Additional appendices include a mapping to the Accreditation Council for Graduate Medical Education’s (ACGME) six competency domains of medical knowledge, patient care, interpersonal and communication skills, professionalism, practice-based learning and improvement, and systems-based practice, as well as selected Entrustable Professional Activities (EPAs). Links to a number of helpful MedEdPORTAL Abstracts and resources are also provided. (Read More)

Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care for the Lesbian, Gay, Bisexual, and Transgender (LGBT) Community: A Field Guide, August 2011.

This excellent Field Guide was developed by the Joint Commission to assist hospitals, clinicians, administrators, and other health care professionals in building trust and making the health care environment more welcoming, inclusive, and safe for LGBT patients and their families.  Five chapters provide a compilation of strategies, practice examples, and resources relating to the following key subjects:  Leadership; Provision of Care, Treatment, and Services; Workforce; Data Collection and Use; and Patient, Family, and Community Engagement.  Several additional Appendices include:  Checklists to Advance Effective Communication, Cultural Competence, and Patient- and Family-Centered Care for the Lesbian, Gay, Bisexual, and Transgender (LGBT) Community; Joint Commission Requirements Supporting Effective Communication, Cultural Competence, and Patient- and Family-Centered Care; Laws, Regulations, and Executive Materials; a Resource Guide, and a Glossary. (Read More)

Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care: A Roadmap for Hospitals, August 2010.

This excellent Roadmap was developed by the Joint Commission to assist hospitals, clinicians, administrators, and other health care professionals in communicating more effectively and providing culturally and linguistically competent, patient- and family-centered care to our increasingly diverse population. Six chapters address recommended issues and practice examples relating to the following key subjects:  Admission; Assessment; Treatment; End-of-Life Care; Discharge and Transfer; and Organization Readiness. Helpful checklists are provided that summarize best and promising practices. Several additional Appendices include: Current Joint Commission Requirements; New Joint Commission Standards; Laws and Regulations; a Resource Guide; and a Glossary. (Read More)

Toward Health Care Equity Sensitive Care for a Diverse Patient Population, The Joint Commmission, 2023

“The purpose of this guide is to provide health care professionals with some basic knowledge and awareness about the myriad ways in which their patients are diverse. This guide also encourages health care providers to recognize and address any systemic health care biases and to reject assumptions or stereotypes about individuals or groups.” (Read More)

Cultural Competency: An Organizational Strategy for High-Performing Delivery Systems. NQF Issue Brief No. 14, Washington, DC: NQF. April, 2009, pp. 1-6.

This Issue Brief from the National Quality Forum (NQF) discusses how developing cultural competency is a strategy that can help health care organizations to reduce disparities and foster equity in health care.  Four Guiding Principles of Cultural Competence are offered. An operational framework and the following NQF Seven Primary Domains for Measuring and Reporting Cultural Competency are reviewed:  Leadership; Integration Into Management Systems and Operations; Patient-Provider Communication; Care Delivery and Supporting Mechanisms; Workforce Diversity and Training; Community Engagement; Data Collection, Public Accountability, and Quality Improvement. Two case studies share experiences from Kaiser Permanente Health System and New York-Presbyterian Hospitals. (Read More)

Rand Health Care – Evaluation of the National CLAS Standards: Tips and Resources, 2018

This toolkit can be employed by health care organizations who are implementing and evaluating the effectiveness of the National CLAS Standards in improving quality and reducing disparities in their programs and activities. The framework and toolkit can help guide CLAS evaluation efforts in ambulatory care, behavioral health, hospital, and public health settings. (Read More)

American Immigrant Policy Portal, Portal Collaborative

The Collaborative provides digests of important research dealing with model practices and policy reforms designed to promote immigrant integration, intergroup understanding, economic revitalization, and organizational effectiveness. About 2,000 abstracts (with links to full studies) have been grouped into 19 collections, covering topics such as health care, aging and disability, refugee and asylee issues, adult education and workforce training. The Portal publishes a monthly newsletter summarizing recent additions to their collections.

National Center on Immigrant Integration Policy, Migration Policy Institute

The Center is a crossroads for elected officials, researchers, state and local agency managers, grassroots leaders, service providers, and others who seek to understand and respond to the challenges and opportunities created by immigration to the U.S. The Center has produced research studies on topics such as early childhood and K-12 education, adult education, employment and workforce issues, language access, children and family policy, and health-related issues

Welcoming America

Welcoming America is a nonprofit organization that leads a movement of inclusive communities around the United States.  The organization has developed certification standards for welcoming communities. Through the Welcoming Network, the organization works to help communities develop the roadmap they need to create welcoming policies and share new approaches to inclusion to create an environment where everyone can truly thrive.  The website of Welcoming America has links to many resources designed to help communities achieve the welcoming goal. 

Aspen Institute

The Aspen Institute has produced a series of publications and videos on the importance of cultural competency in working with immigrant populations in the U.S. In their four webinars on the subject, they have gathered together representatives of service organizations that have shown remarkable effectiveness in serving immigrant populations. Links to all four webinars may be found at this site. Links to publications on this topic may be found at this site.

David Vialpando, Community Engagement through Cultural Competency, The Police Chief, July, 2016

Several controversial incidents across the United States involving law enforcement have raised the ire of segments of U.S. communities and shaken the trust some citizens have in their public safety officers. Several strategies are currently being employed to address misperception, share the facts, and restore trust. These strategies include timely dissemination of factual information, enhancing community-oriented policing initiatives, and integrating best practices in law enforcement patrol operations. Consideration should also be given to encouraging community engagement through the development of cultural competency among agency law enforcement personnel. (Read More)

Vera Institute of Justice, Police Perspectives Guidebook Series: Building Trust in a Diverse Nation, 2016

Law enforcement officers must be able to fairly and effectively engage with all communities in their jurisdiction. As the country continues to diversify, officers must cultivate trust and collaboration with communities that have various languages, cultures, and customs, to ensure public safety for all. Since 2014, the nation has focused on how police respond to contentious encounters, how and when they use force, and the disparate impact of policing on people of color. This three-part series—written for police, by police—seeks to fill the knowledge and practice gap in effective policing, highlighting practical, field-informed approaches to building trust with multiracial, multiethnic communities. (Read More)

Mental Health Association in New Jersey (MHANJ)
The MHANJ provides support services that recognize health disparities and works to increase awareness, education, and engagement. MHANJ promotes emotional wellness byembracing the mind, body and spirit approach while addressing stigma and other barriers. MHANJ offers opportunities for training, presentations, and community education. (Read More)

New Jersey Association of Mental Health and Addiction Agencies (NJAMHAA)
NJAMHAA’s mission is to promote the value of its members as the highest quality behavioral healthcare providers for the residents of New Jersey through advocacy and professional development. The website offers a litany of resources specifically related to cultural competency and racial and social justice as it pertains to the delivery of mental health and substance use services. (Read More)

National Alliance on Mental Illness (NAMI)
NAMI the nation’s largest grassroots mental health organization dedicated to building better lives for the millions of American affected by mental illness.  NAMI provides support to those in need through education, advocacy and public awareness events.  NAMI is a source of relevant and current information on multicultural awareness and engagement. (Read More)

The Substance Abuse and Mental Health Services Administration (SAMHSA)
SAMHSA is agency within the U.S. Department of Health andHuman Services (HHS) that leads public health efforts to advance the behavioral health of the nation and to improve the lives of individuals living with mental and substance use disorders, and their families. SAMHSA’s mission is to lead public health and service delivery efforts that promote mental health, prevent substance misuse, and provide treatments and supports to foster recovery while ensuring equitable access and better outcomes.SAMHSA.gov makes substance use and mental disorder information, services and research easily accessible. SAMHSA publishes TIPs or Treatment Improvement Protocols for behavioral health professionals. TIP 59, Improving Cultural Competence, is a comprehensive guide for best practices in culturally competent counseling skills. (Read More)

Office of Minority Health (OMH) / Substance Abuse and Mental Health Services Administration (SAMHSA)
Behavioral Health Implementation Guide for the National Standards for Culturally and Linguistically Appropriate Services in Health and Health Care.

This Guide is designed to help improve access to behavioral health care, promote quality behavioral health programs and practice, and decrease inequities in mental health and substance use treatment for underserved, minority populations and communities. The Guide is a companion document to the OMH Blueprint for Advancing and Sustaining CLAS Policy and Practice.  Topics addressed include the following: 1) Purpose of the 15 National CLAS Standards; 2) Behavioral Health Scenarios; 3) Implementation Strategies; and 4) Real World Implementation Examples. (Read More)