Abstract
Purpose. The first purpose of this study was to identify and describe the culturally competent behaviors community college vice presidents use to develop culturally proficient learning communities. The second purpose of this study was to identify vice presidents' perceptions about the culturally competent practices of their community colleges. Methodology. The subjects in the present study were thirty vice presidents of instruction and student services of the California Community College System. Subjects responded to two research instruments: (1) a fifty-four-item survey assessing their culturally competent behaviors, and their perception of the culturally competent practices of their colleges and (2) an interview utilizing sixteen structured interview questions assessing the behaviors and practices not quantified in the survey. Findings. Examination of quantitative and qualitative data from administrators in the California Community College system indicated that vice presidents assess culture, value diversity, manage dynamics of difference, and institutionalize cultural knowledge. The regularity of these behaviors occurring is substantially low. Secondly, vice presidents perceived that their colleges "often" assess culture, value diversity, manage the dynamics of difference, adapt to diversity, and "sometimes" institutionalize cultural knowledge. Third, barriers to cultural proficiency exist, described as entitlement, an unawareness of the need to adapt, insufficiency of resources and apathy. Conclusions. The study data support the conclusion that cultural proficiency is crucial to effective leadership. Vice presidents and their colleges apply some elements of cultural proficiency. However, the culturally competent behaviors and practices of vice presidents and their colleges are woefully insufficient in developing culturally proficient learning environments. Recommendations. Administrators should learn how to be culturally proficient leaders and offer a formal, systemic process to aid members of the college in learning about cultures. Educators should integrate cultural proficiency into their curriculum, and performance evaluation systems. College district leaders should support research on cultural proficiency as a viable approach toward community colleges fulfilling its societal role. Training organizations should develop a culturally proficient leadership module for current and future college faculty and administrators. Finally, this study should be replicated to examine the culturally proficient practices among colleges with a predominant ethnic and/or cultural group.