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GRAND RAPIDS COMMUNITY FOUNDATION

Culturally Competent Communication Standards & Guidelines © 1

TABLE OF CONTENTS

This document is divided into several sections including Tenets, (cultural competence definition, vision and values), Standards (how we operate) and Guidelines.

Additional resources have been prepared as training and reference materials and are contained in the Grand Rapids Community Foundation Culturally Competent Communication Reference guide.

Section 1 Introduction .......................................................................2

Our Rationale and Expectations ...............................2

Community Involvement and Support .....................3

Tenets ................................................................................4

Our Definition of Cultural Competence ..................4

Cultural Competence Staff Vision Statement ..........5

Values ......................................................................5

How We Treat Each Other .......................................6

Section 2 Cultural Competence Standards ........................................7

Section 3 Guidelines .........................................................................8

Collateral ..................................................................8

Font Size and Value .................................................9

Color ......................................................................10

Imagery ..................................................................11

Language ................................................................15

© Copyright, Grand Rapids Community Foundation, 2010.



SECTION 1 | INTRODUCTION

OUR RATIONALE AND EXPECTATIONS

Culturally competent communications – external and internal – are important to who we are as an organization and the work we do in the community. As the voice and the public face of a culturally competent organization, our communication tools help us connect with people effectively and sensitively.

This is also important because the Community Foundation is a visible leader in our community and we want to model behaviors and ideas that are forward-thinking and inclusive. We need to ensure that our staff is sensitive to cultural differences and we are intentional in how we communicate with our audiences.

These standards and guidelines are meant to help all staff avoid mistakes in communication and to make better decisions regarding writing, imagery and interactions with the public. By infusing cultural competence criteria within its communication structure, the Grand Rapids Community Foundation supports its mission and core values while demonstrating the desire to have communication projects/products to which all people can relate and understand.

“I want to commend the Foundation for their bravery and leadership for taking on this initiative.”

Focus group participant



SECTION 1 | INTRODUCTION, CONTINUED

COMMUNITY INVOLVEMENT AND SUPPORT

The development of the criteria contained herein reflects the perspectives of a diverse West Michigan population who gathered on October 1, 2009 for a facilitated¹ focus group. We thank the people who contributed their insights.

COMMUNITY PARTICIPANTS

Mr. David Bulkowski Dr. Ora Jones

Ms. Denise Cheng Ms. Alice Kennedy

Ms. Eva Aguirre Cooper Mr. Elias Lumpkins

Ms. Jocelyn Detloff Ms. Lauri Parks

Mr. Paul Doyle Mr. Scott Pruski

Ms. DeDe Esque Mr. José Reyna

Ms. Floriza Genaitis Ms. Dottie Rhodes

Ms. Yolanda Gonzalez Mr. Carlos Sanchez

Ms. Joyce Henry Mr. Frederick Sebulske III

Ms. Joan Huyser-Honig Ms. Marilyn Titche

Dr. Courtney Jones Ms. Latricia Trice

STAFF PARTICIPANTS

Ms. Roberta F. King Ms. Amanda St. Pierre

Ms. Marcia Rapp Ms. Jonse Young

Ms. Diana Sieger

Marylu Dykstra, principal, Sirius Resources LLC



SECTION 1 | TENENTS

OUR DEFINITION OF CULTURAL COMPETENCE

Cultural competence should not be confused with diversity training or demographics relating to representational diversity. Here is how Grand Rapids Community Foundation defines cultural competence.

Cultural competence refers to an ability to interact effectively with people of different cultures. Cultural competence comprises four components: (1) awareness of one’s own cultural worldview, (2) open attitude towards cultural differences, (3) knowledge of different cultural practices and worldviews, and (4) cross-cultural skills.

Developing cultural competence results in an ability to understand, communicate with, and effectively interact with people across cultures.

It is a set of congruent behaviors, attitudes and policies that come together as a system, enabling an organization and its staff to work effectively in cross-cultural situations.

Cultural competence requires that organizations have a defined set of values and principles, and demonstrate behaviors, attitudes, policies, and structures that enable them to work effectively cross-culturally.

Cultural competence is a developmental process that evolves over

time. Both individuals and organizations are at various levels of awareness, knowledge and skills along the cultural competence continuum.

“You are doing wonderful things which have tremendous impact.”




SECTION 1 | TENETS

CULTURAL COMPETENCE STAFF VISION STATEMENT

With INTENTION and honesty, the Grand Rapids Community Foundation staff offers a safe environment that values diversity and fosters inclusion.

GRAND RAPIDS COMMUNITY FOUNDATION – VALUES

Innovation Embracing creative thinking and implementing new ideas.

Respect Honoring individual self-worth and creating a community of inclusion.

Excellence Performing at a level that exceeds everyone’s expectations and inspiring trust

Exceptional Results

Changing the community for the better.

People Transforming our community through the expertise of our staff, the gifts of our donors and the efforts of our grantees.

Hope Encouraging donors, nonprofits and the community to believe in a better future.

Inclusion Celebrating and fostering all aspects of diversity.



SECTION 1 | TENETS

HOW WE TREAT EACH OTHER

The internal vision: An environment where all levels of the organization freely participate in the generation of ideas focusing on the vision and mission of Grand Rapids Community Foundation. We strive to create a culture that:

Encourages free expression of opinions without judgment as to the value of the idea.

Embraces change in an atmosphere of limitless boundaries that

welcomes discussion without filters.

Focuses on work and strengthening rather than on hierarchy and job titles nurturing interdependencies among people and between tasks that fuel our collective success.

Expects measurement as a critical element tracking our actions

and our learning.

“This was a really brave thing to do.”




SECTION 2 | CULTURAL COMPETENCE STANDARDS

The following standards were developed with the support of our community participants and a number of Community Foundation staff. The results are standards and guidelines that reflect a balanced, functional approach to communications that is inclusive and respectful.

Grand Rapids Community Foundation strives to communicate and

interact in a manner that is inclusive, respectful, dignified, empathetic and authentic.

We want to build bridges of understanding, recognizing our commonalities and valuing our differences.

We will avoid the use of labels, generalizations and value-laden language.

We will work to understand our audience, being open to input and asking questions to ensure we understand others’ perspectives.

We will use simple, straightforward language without qualifiers or jargon.

We will work with our communication vendors and suppliers to ensure that they understand and reflect these standards in the work they produce for Grand Rapids Community Foundation.

We will ensure our facilities, rented venues; events and meetings are designed to for full accessibility for our guests.

“Find advocates and volunteers to help with talking with donors to show diversity.”




SECTION 3 | GUIDELINES | COLLATERAL

These guidelines reflect the insights of the focus group session as well as significant research collected from academia, professional communications, journalism and the design industries for guidelines.

Opinions are formed in an instant. An image will deliver the message before written content; therefore, ensure photographs or icons are carefully evaluated.

Regardless of audience, you cannot control who will see it and not everyone will be pleased with everything.

Stress the value and nature of ‘community’ allowing for the recognition of people and place. It is not always about the written information, but the feelings that are generated.

Even if there is no specific audience, the composition should always be respectful, inclusive of multiple backgrounds and cultures and portrayed in a positive manner. This further demonstrates the desire and intent to be inclusive.

Ensure that the design, size, paper, colors and overall cost reflect the message desired (a large, expensively packaged piece may send the opposite message, example: too much money spent to ask for money).

Industry lingo, jargon and acronyms, when not understood tend to polarize and exclude. Keep language clear, concise and free of technical terms unless there is a clear explanation or a compelling reason to do so.

Keep in mind people’s visual abilities when selecting font types, sizes and colors.

TIP

Consider more than one reviewer during the development process to ensure that multiple perspectives are addressed.

“Make a point of using environmentally friendly materials.”


“Don’t always use ‘big’ donors as examples of membership.”




SECTION 3 | GUIDELINES | FONT SIZE AND VALUE

The focus group participants reviewed and rated the following elements including font sizes, values (light or dark type), colors, symbols and various icons and photos.

SELECTING FONT SIZES

Font sizes sometimes decrease for design purposes; however, a 12 point font has better legibility and is used in this guide.

Type size in points (this guide is in 12 point type)

Size Typical Use Impact 7 business cards Extremely difficult to read 8 business cards Difficult to read 10, 10.5, 11

documents, reports Readable for a limited audience

12 titles Easy to read 14 titles, headers Easy to read 16 titles Too large for typical content, but

appropriate for titles

SELECTING VALUE

Value of type (this guide is in black minus 35%)

Actual Value Impact Word white plus 25% Extremely difficult to read Word white plus 35% Difficult to read Word white plus 50% Easy to read Word black minus 50% Easy to read Word black minus 35% Easy to read Word black minus 25% Easy to read Word black minus 15% Easy to read Word 100% black Easy to read, sometimes too harsh

“Harsh black type is difficult to read in fluorescent lighting.”


“Consider how much type is on the page and remember older people need bigger type.”




SECTION 3 | GUIDELINES | COLOR

SELECTING COLORS

Color may be interpreted differently. The following list depicts usage recommendations based on color theory research and supplemented by the Community Foundation focus group.

Color Recommendation

Red Appropriate for use as an accent color. Context should

be considered, avoiding political topics.

Orange Appropriate for use as an accent color, avoiding political

topics (specific to Ireland).

Yellow Yellow should be used sparingly. Context should be

considered, as yellow is perceived to reflect a number of

cultural issues include, cowardice, history, conflict, and

mourning.

Green Green is an appropriate color for wide use.

Blue Appropriate for use within context of business or

conservative content.

Purple Appropriate for general use.

White Appropriate for general use. Avoid use of white to

represent descriptive terms that may promote stereotypes.

Black Appropriate for general use. Avoid use of black to

represent descriptive terms that may promote stereotypes.

See the accompanying reference document for more detailed information.



SECTION 3 | GUIDELINES | IMAGERY

SELECTING PHOTOGRAPHY

Photography brings color and life to a document. Photos are widely available on stock photography sites, and while some are quite good, there are populations of people that are not appropriately represented. The following checklist and the examples following may be useful for selecting and evaluating photography.

Determine purpose and potential impact for the image.

Evaluate how different people will perceive the image. It is important that the audience ‘see’ themselves in the images.

Evaluate the image to ensure that people are portrayed in a positive manner (unless the content specifically requires otherwise).

Use photos that are candid, rather than staged and reflect people in a positive way.

Use images that do not need a caption to ensure understanding to avoid misinterpretation.

Ensure the image fits the context of the story or presentation.

Evaluate the image. Note the diversity, balance, prominence, dress, location and action of the people.

Avoid images that promote stereotypes, or present a negative, rather than a positive, perspective. (See examples on the following pages).

Seek images that draw people together rather than segregate them.

Use images that portray people with disabilities in a positive, productive manner.

Use icons and symbols that represent a diverse population, those that are universally recognized.

Do not use images or icons for a specific culture or religion (cross, Star of David) unless appropriate for the audience and the message.

“Don’t force diversity. It should be natural, real and reflect authentic relationships within the community.”


“I rarely see images of

African-American

families.”


“Pictures and headlines... determine if this is for me...

If it doesn’t look like me, I’m not going to read it.”




SECTION 3 | GUIDELINES | IMAGERY, CONTINUED

EXAMPLES

These two images are of the same man. The image on the right illustrates him as an independent person and is far more positive than the image showing inactivity on the left.

Similarly, the image on the left illustrates content concerning a person requiring a wheelchair with worried people. The image on the right reflects a person in a wheelchair actively engaged in productive activities.

The image on the left was found using the search word, ‘students.’ The child in front appears tired or disinterested. In the back a young African-American girl gazes into space. The white students are working. This image is well balanced, with good composition, but it portrays the African-American students as inattentive while the white students are working. Conversely, the image on the right shows a balance in roles and is natural, rather than posed.

“Promote inclusion –

take the leadership role

in showing real people.”




SECTION 3 | GUIDELINES | IMAGERY, CONTINUED

SELECTING ICONS

At first glance, icon imagery appears neutral however, upon closer examination; the lack of diversity becomes more evident.

Evaluate the icon to ensure it is truly ‘neutral’.

Ensure the icon or clip art appropriately reflects the intended audience.

Ensure the icon is diverse in age, body type, physical attributes, etc.

Confirm if there is any possible aspect that could be misinterpreted.

“Use recognized symbols.”


EXAMPLES

This icon set was located using the search word, ‘business.’ Evaluation by the focus group of this image set resulted in the following positives and negatives:

Positive: Powerful, leadership, professional

Negative: Based on hair styles and dress, the images tend to reflect white people. No indication of people with visible disabilities. All images reflect a sense of youth and beauty.

The icon set (below left) does not stereotype professionals or body types, yet it still lacks people with disabilities.

Further searching yields the universal symbol for ‘handicapped.’ This icon set reflects ability rather than disability by virtue of its engaging all participants and illustrates more than one disability.

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SECTION 3 | GUIDELINES | LANGUAGE

Words, while carefully chosen, may easily be misunderstood and misinterpreted. Compounding these issues is the constantly evolving vernacular and changes in our perceptions.

DEVELOPING WRITTEN CONTENT | STEREOTYPES

Does the content include sensitive subjects such as politics, socio-economic conditions, demographics, or religion?

Is the structure, vernacular or tone consistent with the audience?

Does the content avoid the use of industry language, acronyms and specific symbols that may not be familiar to the general public?

Even if the content is for a specific audience, is the whole composition respectful and embracing of all cultures?

Is the content concise, avoiding superficial words?

Does it keep the audience in focus?

Is the reading level appropriate for different literacy abilities?

Is the content devoid of stereotypical descriptors?

Is the language inclusive, positive and respectful?

When descriptive language is used, does it reflect universally acceptable terms?

Insensitive Phrases Possible Alternatives Black sheep Outcast, different Oriental Asian (use the specific nationality when possible) Chairman Chair, president Illegal aliens Undocumented immigrants Manning the project Staffing the project Gifted children Exceptional learners Race Ethnicity Uneducated Literacy level Old people, Seniors Older adults, experienced adults Fat Obese, overweight White lie Lie Blacklisted Banned, ostracized Minority Ethnically diverse

“Use individuals of different backgrounds and cultures in assessing communication media and materials.”


“Be open to constructive criticism and don’t be afraid to ask questions in earnest.”


“We sometimes want to reclaim our descriptive words.”




SECTION 3 | GUIDELINES | LANGUAGE, CONTINUED

People with disabilities may be sensitive to the negative connotations of some expressions. While this might be regarded as political correctness; language conveys powerful messages and can lead to inaccurate labeling that dehumanizes or belittles others.

PEOPLE WITH DISABILITIES | APPROPRIATE TERMS

People with disabilities. Using the word people or person first ensures that the disability is second to the human being.

Blind, partially sighted

Deaf, hearing impaired, partially deaf

Deaf people who use sign language

Behavioral health issues, a person with behavioral health issues

Emotionally impaired

Cognitively impaired

Wheelchair users

Specific learning difficulties

PEOPLE WITH DISABILITIES | TERMS TO AVOID

Handicapped people, invalid, cripples, wheelchair bound

Any word ending in "...ic" which replaces the identity of the individual e.g. the epileptic, dyslexics, or spastic

ESN (educationally subnormal), Special needs child

EBD (emotionally and behaviorally disturbed)

A victim of... or suffering from...

Deformed, retarded, dumb

“Consider alternate presentation formats such as large print materials and electronic projection with larger sized writing.”





LESBIAN AND GAY PEOPLE | APPROPRIATE TERMS

Lesbian, gay, bi-sexual and transgender people also use labels that are more respectful to their culture.

Use the words Lesbian, Gay, Bi-Sexual and Transgender or as a group LGBT. The L first acknowledges gender discrimination and moves to correct that.

It is always important to include transgender people as they are often marginalized -- even by some in the LGBT community.

Young people will often add the letter Q, which means Queer -- a term they prefer to Gay or Lesbian. Q can also mean Questioning, which refers to people -- mostly younger individuals" -- who are at the stage when they are questioning their sexuality. Use of “Q” has not been adopted by the mainstream movement and is not recommended.

Thanks to The Arcus Foundation for help with this section.

HISPANIC | APPROPRIATE TERMS

Both Latino and Hispanic are generally acceptable, but some people have a strong preference. If you are writing or talking about someone ask which they prefer. Otherwise use Hispanic. This was selected because of the common local use of Hispanic (as in the Hispanic Center and the West Michigan Hispanic Chamber of Commerce).

When possible, and appropriate, specific references like “Puerto Rican” or “Mexican-American” or “Guatemalan immigrant” are the best option.

References to ethnicity should be used only when they are relevant, and the reason for the usage is obvious to the reader.

Some second- and third-generation Hispanics regard themselves as simply American or Grand Rapidian. If ethnicity is relevant to the writing, phrases like “a college student of Mexican descent” or “a Grand Rapids native of Cuban descent” might be useful.




OTHER RACE-BASED | APPROPRIATE TERMS

When in doubt, ask whomever you are speaking with, interviewing, writing about or introducing what, if any term they prefer to use, if it is relevant to the story. Sometimes it won’t be necessary, but in cases when it is, strive to be accurate and sensitive to their needs.

African American not hyphenated and is the preferred term if needed.

In some cases the word Black is still used, Black History Month, Historically Black Colleges and Universities and Black Men Building Resources Scholarship Fund.

Caucasian is the preferred term if needed.

Native American is the preferred term, not Indian, unless the subject is from the country of India. It is not hyphenated.

Asian Americans are Americans of Asian descent. The term commonly refers to people who have ancestry in East Asia, which includes China, Korea, Japan, Mongolia, Hong Kong and Taiwan. These people could also be Chinese American or Japanese American. Do not hyphenate.

It might be easy to lump together all people any minority group who comes from the Asian continent as Asian, but many have distinct and strong ties to a country of origin. These include Turkey, Afghanistan, Iran, Oman, Saudi Arabia and 40+ other countries.

The information in this document is copyrighted and may not be reproduced without permission of Grand Rapids Community Foundation.

Documents

Culturally Competent Communication - Standards