Table Of ContentDeveloping Cross-Cultural Competence
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Developing Cross-Cultural Competence
A Guide for Working with Children and Their Families
Fourth Edition
edited by
Eleanor W. Lynch, Ph.D.
Department of Special Education, Emerita
San Diego State University
and
Marci J. Hanson, Ph.D.
Department of Special Education
San Francisco State University
Baltimore • London • Sydney
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Paul H. Brookes Publishing Co.
Post Office Box 10624
Baltimore, Maryland 21285-0624
USA
www.brookespublishing.com
Copyright © 2011 by Paul H. Brookes Publishing Co., Inc.
All rights reserved.
Previous edition copyright © 2004.
“Paul H. Brookes Publishing Co.” is a registered trademark of Paul H. Brookes Publishing
Co., Inc.
Sheridan Books, Inc., Chelsea, Michigan.
The individuals described in this book are composites or real people whose situations are
masked and are based on the authors’ experiences. In all instances, names and identifying
details have been changed to protect confidentiality. All photographs were provided by
permission.
Permission to reprint the following material is gratefully acknowledged:
Page 20: Quotation from The Unquiet Grave, by Cyril Connolly. Copyright © 1981 by
Deirdre Levi. Reprinted by permission of Persea Books, Inc., New York.
Library of Congress Cataloging-in-Publication Data
Developing cross-cultural competence: a guide for working with children and their
families/edited by Eleanor W. Lynch, and Marci J. Hanson.—4th ed.
p. cm.
Includes bibliographical references and index.
ISBN-13: 978-1-59857-163-9 (paperback)
ISBN-10: 1-59857-163-X (paperback)
ISBN-13: 978-1-59857-530-9 (EPUB)
ISBN-10: 1-59857-530-9 (EPUB)
ISBN-13: 978-1-59857-878-2 (Kindle)
1. Social work with children with disabilities—United States—Cross-cultural studies. 2.
Family services—United States—Cross-cultural studies. 3. Minorities—United States.
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I. Lynch, Eleanor W. II. Hanson, Marci J. III. Title.
HV888.5.D48 2011
362.7086’93—dc22 2011008406
British Library Cataloguing in Publication data are available from the British Library.
Version 1.0
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Contents
About the Editors
About the Contributors
Preface
Acknowledgments
For the Reader
Part I: Introduction
Chapter 1: Diversity in Service Settings
Marci J. Hanson
Chapter 2: Conceptual Framework: From Culture Shock to Cultural Learning
Eleanor W. Lynch
Chapter 3: Developing Cross-Cultural Competence
Eleanor W. Lynch
Part II: Cultural Perspectives
Chapter 4: Families with Anglo-European Roots
Marci J. Hanson
Chapter 5: Families with American Indian Roots
Jennie R. Joe and Randi Suzanne Malach
Chapter 6: Families with African American Roots
Tawara D. Goode, Wendy Jones, and Vivian Jackson
Chapter 7: Families with Latino Roots
Maria E. Zuniga
Chapter 8: Families with Asian Roots
Sam Chan and Deborah Chen
Chapter 9: Families with Filipino Roots
Rosa Milagros Santos and Sam Chan
Chapter 10: Families with Native Hawaiian and Samoan Roots
Noreen Mokuau and Pemerika Tauili’ili
Chapter 11: Families with Middle Eastern Roots
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Virginia-Shirin Sharifzadeh
Chapter 12: Families with South Asian Roots
Namita Jacob
Postlude: Children of Many Songs: Diversity within the Family
Eleanor W. Lynch and Marci J. Hanson
Part III: Summary and Implications
Chapter 13: Steps in the Right Direction: Implications for Service Providers
Eleanor W. Lynch and Marci J. Hanson
Suggested Readings and Resources
Author Index
Subject Index
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About the Editors
Eleanor W. Lynch, Ph.D., Emerita, Department of Special Education, San Diego State
University, San Diego, California 92182
For nearly 35 years, Dr. Lynch was involved in teaching, research, and community and
family services that focused on improving the lives of young children who had, or were at
risk for, disabilities. Prior to joining the faculty at San Diego State University (SDSU), Dr.
Lynch received her doctorate in teaching exceptional children in 1972 from The Ohio
State University and joined the faculty of Miami University. She subsequently joined the
faculty of the University of Michigan, working in both academic and clinical positions.
Dr. Lynch became Professor Emerita at SDSU after chairing the Department of Special
Education, directing the Early Childhood Special Education graduate program, and serving
on the faculty of the SDSU–Claremont Graduate University joint doctoral program. Over
the course of her career, Dr. Lynch directed a model demonstration project and personnel
preparation grants in early intervention and early childhood special education as well as a
series of research grants on topics such as parental perspectives on special education, the
status of educational services for children with ongoing medical conditions, individualized
family service plan development, and the use of behavioral data and reflective practice to
improve novice teachers’ skills.
Dr. Lynch has served on numerous local and statewide committees and was one of the
national collaborators on the Culturally and Linguistically Appropriate Services Early
Childhood Research Institute. Most recently, she served as one of the Regional
Coordinators of the federally funded Early Intervention Distance Learning Program, a
collaborative project involving five California state universities and state partners. In 2003,
she was honored by SDSU as one of the Top 25 on the campus and as the Outstanding
Faculty Member from the College of Education. Dr. Lynch has lived in and taught special
education to college instructors in Indonesia, taught human services professionals in
American Samoa, given invited presentations in Australia and Taiwan, and lived in India
while her husband served on a U.S. Agency for International Development project. She is
the author or coauthor of numerous articles and chapters and has been a frequent presenter
and workshop leader in the area of cultural competence.
Dr. Lynch continues to write in the area of early intervention and cultural competence.
Her commitment to family support and social justice continues through her volunteer
work within the San Diego community.
Marci J. Hanson, Ph.D., Department of Special Education, San Francisco State
University, 1600 Holloway Avenue, San Francisco, California 94132
Dr. Hanson is Professor at San Francisco State University (SFSU), actively engaged in
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teaching, research, and services related to young children and their families. In addition to
these responsibilities, she directs the SFSU Joint Doctoral Program in Special Education
with the University of California, Berkeley, and codirects the Early Childhood Special
Education graduate program. She is a consultant with the Child and Adolescent
Development faculty of the Marian Wright Edelman Institute for the Study of Children,
Youth, and Families at SFSU and with San Francisco Head Start.
Dr. Hanson received her doctorate in special education with a minor in developmental
psychology in 1974 from the University of Oregon. Prior to joining the faculty at SFSU,
she worked as a research scientist in charge of the Early Intervention Unit of the Institute
for the Study of Exceptional Children, Educational Testing Service, in Princeton, New
Jersey. For many years, Dr. Hanson has been actively involved at the national, state, and
local levels with teaching, research, and community service related to young children who
are at risk for or who have disabilities and their families. She was one of the principal
investigators of a national research institute, the Early Childhood Research Institute on
Inclusion, and of a collaborative curriculum evaluation study to prevent school failure for
young children at risk, the Children’s School Success project.
She also has directed a number of federally funded personnel preparation and research
grants in early childhood and has directed two model demonstration early intervention
programs. The graduate training programs and the early intervention programs reflect the
rich cultural diversity of the San Francisco Bay Area. Dr. Hanson has lived in Austria and
has presented and consulted widely in the United States and in India, Italy, Egypt, Spain,
Australia, Taiwan, and New Zealand.
Dr. Hanson has contributed actively to the peer-reviewed research literature. She has
authored a number of chapters and has authored, coauthored, or edited several books
including Teaching the Infant with Down Syndrome: A Guide for Parents and Professionals,
Second Edition (PRO-ED, 1987); Teaching the Young Child with Motor Delays: A Guide for
Parents and Professionals (PRO-ED, 1986), with Dr. Susan Harris; Homecoming for Babies
After the Intensive Care Nursery: A Guide for Parents and Professionals in Supporting Families
and Their Infants’ Early Development (PRO-ED, 1993), with Kathleen VandenBerg;
Atypical Infant Development, Second Edition (PRO-ED, 1996); the Me, Too! Series, with Dr.
Paula J. Beckman (Paul H. Brookes Publishing Co., 2001); and Early Intervention Practices
Around the World (Paul H. Brookes Publishing Co., 2003), with Dr. Samuel L. Odom, Dr.
James A. Blackman, and Dr. Sudha Kaul. She also is the coauthor with Dr. Lynch of Early
Intervention: Implementing Child and Family Services for Infants and Toddlers Who Are At-
Risk or Disabled, Second Edition (PRO-ED, 1995); and Understanding Families: Approaches
to Diversity, Disability, and Risk (Paul H. Brookes Publishing Co., 2004).
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About the Contributors
Sam Chan, Ph.D., Los Angeles County Department of Mental Health, 600 S.
Commonwealth Avenue, 6th Floor, Los Angeles, California 90005
Dr. Chan is a clinical psychologist and District Chief who directs the Family and
Community Partnerships Program at the Los Angeles County Department of Mental
Health. He has held senior administrative and faculty positions at the California School of
Professional Psychology; the University Affiliated Program at Children’s Hospital Los
Angeles; the University of Southern California School of Medicine; and the University of
California, Los Angeles, Department of Psychiatry. Dr. Chan has focused much of his
career on early intervention with infants and young children with special needs and has
directed community-based parent education, advocacy, and leadership programs for
culturally/linguistically diverse populations. He has authored several publications; produced
videotape programs; and given many keynote presentations at statewide, national, and
international conferences.
Deborah Chen, Ph.D., Department of Special Education, California State University,
Northridge, 18111 Nordhoff Street, Northridge, California 91330
Dr. Chen is Professor, Early Childhood Special Education, California State University,
Northridge. She has been an early interventionist, teacher, and administrator serving
children with sensory impairments and additional disabilities. Her research and
publications focus on strategies to promote communication development of children with
sensory impairments and multiple disabilities, interdisciplinary teaming, and culturally
responsive services to families of diverse backgrounds.
Tawara D. Goode, M.A., National Center for Cultural Competence, Georgetown
University Center for Child and Human Development, 3300 Whitehaven Street, NW,
Suite 3300, Washington, D.C. 20007
Ms. Goode is an assistant professor in the Department of Pediatrics, Georgetown
University Medical Center in Washington, D.C., and director of the National Center for
Cultural Competence at Georgetown University. She is nationally recognized as a thought
leader in the area of cultural and linguistic competency and has had a primary role in
developing curricula, assessment instruments, professional development series, and other
resources that support cultural and linguistic competence for systems, organizations, and
individuals. Ms. Goode has been actively involved in the development and implementation
of such programs and initiatives at local, national, and international levels. These efforts
address the needs of diverse audiences, including health care, mental health, social services,
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