PRA-BRO-25315.CC-Standards.qxp_NASWCulturalStandards2003.Q4.11 10/14/15 4:06

NATIONAL ASSOCIATION OF SOCIAL WORKERSStandards andIndicators for

CulturalCompetencein Social Work PracticePRA-BRO-25315.CC-Standards.qxp_NASWCulturalStandards2003.Q4.11 10/14/15 4:06

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Standards andIndicators for

CulturalCompetencein Social Work PracticePRA-BRO-25315.CC-Standards.qxp_NASWCulturalStandards2003.Q4.11 10/14/15 4:06

National Association of Social Workers
Darrell P. Wheeler, PhD, ACSW, MPH
NASW President
Angelo McClain, PhD, LICSW
NASW Chief Executive Officer
National Committee on Racial and Ethnic
Diversity (NCORED) 2014–2016
Carol E. Bonner, EdD, MSW, MBA (Chair)
Karen Bullock, PhD, LCSW
Yvette Colón, PhD, ACSW, LMSW
Rowena Fong, EdD
Vivian Jackson, PhD, LICSW
Adelaida Montemayor, LCSW, CSSWS
Chathapuram S. Ramanthan, PhD
Nelrene Yellow Bird, LCSW, LAC
National Committee on Racial and Ethnic
Diversity 2002–2006 (Indicators)
Sally Alonozo Bell, PhD, LCSW
Barbara A. Candales, PhD, LCSW, MPH
Iraida V. Carrion, MSW
Betty Garcia, PhD, MSW, LCSWMary Hall, PhD, ACSW, LICSW
Vivian H. Jackson, ACSW, LICSW
Claudia Long, PhD, MSW
Adelaida Montemayor, LMSW-ACP
Irene Moreda, DSW
Clara Simmons, ACSW, DCSW
Saundra H. Starks, EdD, ACSW, LCSW
Rita Takahashi, PhD, MSW
Lann Thompson, MA, MSSW, EdD
Halaevalu F. Vakalahi, PhD
Susan Yi-Millette, ABD, MSW, EdD, ACSW, LCSWNational Committee on Racial and Ethnic
Diversity 1999–2001 (Standards)
Ada E. Deer, ACSW
Lina Fong, PhD, ACSW, LCSW
Inderjit K. Jaipaul, DSW, ACSWEmma Montero, MSW
Irene Moreda, DSW
Carmen Ortiz Hendricks, DCSW, ACSW
Robert D. Showers, BSW
Clara Simmons, ACSW, DCSW
Saundra H. Starks, EdD, ACSW, LCSWHalaevalu F. Vakalahi, PhD
Nelrene Yellow Bird, MSW
NASW Staff
Heidi McIntosh, MSW
Rita A. Webb, MSW©2015 National Association of Social Workers. All Rights Reserved.

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Contents
4Standards

7

Introduction

11

Definitions

17

Goals and Objectives

19

Standards and Indicators for Cultural Competencein Social Work Practice19Standard 1. Ethics and Values

22Standard 2. Self-Awareness24

Standard 3. Cross-Cultural Knowledge

28Standard 4. Cross-Cultural Skills

32Standard 5. Service Delivery

35

Standard 6. Empowerment and Advocacy

38

Standard 7. Diverse Workforce

41

Standard 8. Professional Education

43

Standard 9. Language and Communication

47

Standard 10. Leadership to Advance Cultural Competence

50

References

55

Acknowledgments

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Standards
Standard 1. Ethics and Values
Social workers shall function in accordance withthe values, ethics, and standards of the NASW
(2008) Code of Ethics. Cultural competence requires
self-awareness, cultural humility, and thecommitment to understanding and embracing
culture as central to effective practice.
Standard 2. Self-AwarenessSocial workers shall demonstrate an appreciationof their own cultural identities and those of others.
Social workers must also be aware of their own
privilege and power and must acknowledge theimpact of this privilege and power in their workwith and on behalf of clients. Social workers will
also demonstrate cultural humility and sensitivity
to the dynamics of power and privilege in allareas of social work.
Standard 3. Cross-Cultural Knowledge
Social workers shall possess and continue todevelop specialized knowledge and understandingthat is inclusive of, but not limited to, the history,
traditions, values, family systems, and artistic
expressions such as race and ethnicity; immigration
and refugee status; tribal groups; religion andspirituality; sexual orientation; gender identity
or expression; social class; and mental or
physical abilities of various cultural groups.
Standard 4. Cross-Cultural Skills
Social workers will use a broad range of skills(micro, mezzo, and macro) and techniques that
demonstrate an understanding of and respect
for the importance of culture in practice, policy,
and research.
Standard 5. Service Delivery
Social workers shall be knowledgeable about
and skillful in the use of services, resources, andinstitutions and be available to serve multiculturalcommunities. They shall be able to make culturally
appropriate referrals within both formal andinformal networks and shall be cognizant of, and4

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work to address, service gaps affecting specificcultural groups.
Standard 6. Empowerment and Advocacy
Social workers shall be aware of the impact ofsocial systems, policies, practices, and programson multicultural client populations, advocating
for, with, and on behalf of multicultural clientsand client populations whenever appropriate.
Social workers should also participate in thedevelopment and implementation of policies
and practices that empower and advocate for
marginalized and oppressed populations.
Standard 7. Diverse Workforce
Social workers shall support and advocate forrecruitment, admissions and hiring, and retention
efforts in social work programs and organizations
to ensure diversity within the profession.
Standard 8. Professional Education
Social workers shall advocate for, develop, andparticipate in professional education and training
programs that advance cultural competence within
the profession. Social workers should embrace
cultural competence as a focus of lifelong learning.
Standard 9. Language and Communication
Social workers shall provide and advocate for
effective communication with clients of all
cultural groups, including people of limited
English proficiency or low literacy skills, people
who are blind or have low vision, people whoare deaf or hard of hearing, and people withdisabilities (Goode & Jones, 2009).
Standard 10. Leadership to Advance CulturalCompetenceSocial workers shall be change agents who
demonstrate the leadership skills to work
effectively with multicultural groups in agencies,
organizational settings, and communities. Social
workers should also demonstrate responsibility
for advancing cultural competence within andbeyond their organizations, helping to challenge
structural and institutional oppression and build
and sustain diverse and inclusive institutions andcommunities.
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Introduction
This revision of the Standards and Indicators for
Cultural Competence in the Social Work Practice(the Standards) reflects the growth in theunderstanding of cultural competence since thedevelopment of both the NASW Standards for
Cultural Competence in Social Work Practice
published in 2001 and the Indicators for the
Achievement of the NASW Standards for CulturalCompetence in Social Work Practice (NASW,
2007). These revised standards are anchored in
the policy statement “Cultural and Linguistic
Competence in the Social Work Profession”
published in Social Work Speaks: National
Association of Social Workers Policy Statements(NASW, 2015) and the NASW (2008) Code of
Ethics, which charges social workers with the
ethical responsibility to be culturally competent.
The Indicators for the Achievement of the NASW
Standards for Cultural Competence in Social Work
Practice was developed in 2007 as an extension of
the standards to provide additional guidance on
the implementation and realization of culturallycompetent practice.
This revision, developed by the 2015 NASW
National Committee on Racial and Ethnic
Diversity, builds on the previous work to
introduce new concepts and expand on others.
These standards reinforce the concept of“culture” as being inclusive beyond race andethnicity; inclusive of, but not limited to, sexual
orientation, gender identity or expression, andreligious identity or spirituality. Similarly, they
reinforce the intended audience for thesestandards to be the broad spectrum of social
work practice at the micro, mezzo, and macrolevels. The revised standards retain the concept
of “competence” as an indicator of attitudes,
knowledge, and skills that enable effective
cross-cultural practice. As with any competency,
there is the expectation of continual growth andlearning. The revised standards introduce
concepts of “cultural humility,” as a guiding
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stance vis-à-vis cultural differences, and“intersectionality,” as a way of understanding thecomplexity of the experiences of those at themargins of our society. In addition, the revision
introduces “language and communication” toaddress a range of communication issues
including limited English proficiency, lowliteracy, and disabilities. Finally, the revisions
revisit the way the social work profession
engages in leadership to advance culturalcompetence within the profession, humanservices, and society at large and to challenge
structural and institutional oppression.
NASW “promotes and supports theimplementation of cultural and linguisticcompetence at three intersecting levels: theindividual, institutional, and societal. Culturalcompetence requires social workers to examine
their own cultural backgrounds and identities
while seeking out the necessary knowledge,
skills, and values that can enhance the deliveryof services to people with varying culturalexperiences associated with their race, ethnicity,
gender, class, sexual orientation, religion, age, ordisability [or other cultural factors]” (NASW,
2015, p. 65).
The United States is constantly undergoing
major demographic changes. The demographic
shift is projected to continue with increased
diversity in our population—American born andimmigrants and refugees. In 1980, 80 percent of
the population was white; in 2014, theproportion had decreased to 63 percent and is
projected through 2050 to continue this decline
to 44 percent (Ortman & Guarneri, n.d.). Shifts
in the growth of black, Hispanic, Asian andPacific Islander, and American Indian/Alaskan
Native populations are projected to continue toincrease, with more than 50 percent ofAmericans expected to belong to one of thesegroups by 2044 (Colby & Ortman, 2015). These
demographic changes increase the diversity thatsocial work practitioners, administrators, and8

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executives encounter daily in their settings.
These changes affect the social work policy
agenda at organizational, community, county,
state, and national levels. They challenge social
work educators to effectively recruit, retain, andgraduate a diverse student body, and to deliver arobust curriculum that embeds the implicationsof cultural diversity in all aspects of social work
practice. Finally, these demographic changes
challenge social work researchers to examinequestions of relevance to culturally diverse
populations and engage in culturally competentresearch practices. The social work profession,
with contributions of pioneers such as
Richmond (1922), Reynolds (1935), and Bartlett(1970), traditionally has emphasized theimportance of the person-in-environment (PIE)model to address social functioning, in which
individuals experience relationships influenced
by interrelated factors of environmental,
physical, and emotional challenges; Karls andO’Keefe (2008) have advanced the PIE concept
to address functionality. Social workers using
this ecological perspective for assessment
recognize the need to attend to important
cultural factors that have meaning for clients.
Diversity, more than race and ethnicity,
includes the sociocultural experiences of people
inclusive of, but not limited to, national origin,color, social class, religious and spiritual beliefs,
immigration status, sexual orientation, gender
identity or expression, age, marital status, andphysical or mental disabilities. The social workand human services literature includes content
areas that address culturally appropriate andculturally competent interventions. These
include addressing racial identity formation forpeople of color as well as for white people; theinterrelationship among class, race, ethnicity,and gender; working with low-income families;
working with older adults; the importance ofreligion and spirituality in the lives of clients;
the development of gender identity and sexual
orientation; immigration, acculturation, andassimilation stressors; biculturalism; working
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with people with disabilities; empowerment
skills; community building; reaching out to new
populations of color; conscious and unconscious
bias; cultural humility, culture-specific andculturally adapted interventions; and training in
culturally competent models of practice.
Cultural competence in social work practice
implies a heightened consciousness of how
culturally diverse populations experience theiruniqueness and deal with their differences andsimilarities within a larger social context.
Concurrently, cultural competence requires
social workers to use an intersectionality
approach to practice, examining forms of
oppression, discrimination, and domination
through diversity components of race andethnicity, immigration and refugee status,
religion and spirituality, sexual orientation andgender identity and expression, social class, andabilities. Furthermore, it requires social workers
to acknowledge their own position of powervis-à-vis the populations they serve and topractice cultural humility (Tervalon &Murray-Garcia, 1998). The achievement of
cultural competence is an ongoing process.
Cultural competence is not just a statement ofquality practice. Cultural competence also
requires advocacy and activism. It is criticallyimportant to provide quality services to those
who find themselves marginalized; and it is alsoessential to disrupt the societal processes thatmarginalize populations. Cultural competence
includes action to challenge institutional andstructural oppression and the accompanying
feelings of privilege and internalized oppression.
Although these standards and their accompanying
indicators describe an ideal state, the National
Committee on Racial and Ethnic Diversity(NCORED) encourages social work
practitioners and agency leaders to put forthgood faith efforts to use them.

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Definitions
In 2015 NCORED revised the definitionsof culture and cultural competence and added
definitions of cultural humility andintersectionality that are important to social
work practice at the micro, mezzo, and macrolevels. Definitions are drawn from the NASW
(2008) Code of Ethics, the 10th edition of Social
Work Speaks (2015), the 6th edition of The
Social Work Dictionary (Barker, 2013), and otheracademic sources.
Areas of PracticeIn these standards, “practice” refers to at alllevels of practice—micro, mezzo, and macro.
Macro PracticeSocial work practice “aimed at bringing about
improvement and changes in the general society.
Such activities include some types of politicalaction, community organization, public
education campaigning, and the administrationof broad-based social services agencies or publicwelfare departments” (Barker, 2013, p. 253).
Mezzo Practice
Refers to “social work practice primarily withfamilies and small groups. Important activities atthis level include facilitating communication,
mediation, and negotiation; educating; andbringing people together” (Barker, 2013, p. 269).
Micro Practice“The term used by social workers to identify
professional activities that are designed to help
solve the problems faced primarily by
individuals, families, and small groups. Usually
micro practice focuses on direct intervention ona case-by-case basis or in a clinical setting”(Barker, 2013, p. 269).

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Cissexism
Cissexism is discrimination against individuals
who identify with and/or present as a different
sex and gender than assigned at birth andprivilege conveyed on individuals who identify
with and/or present as the same sex and genderas assigned at birth. It is a form of sexism basedon sexual and gender identity and expression(Hibbs, 2014).
CultureCulture is a universal phenomenon reflecting
diversity, norms of behavior, and awareness ofglobal interdependence (Link & Ramanathan,2011).
The word “culture” implies the integrated
pattern of human behavior that includes
thoughts, communications, actions, customs,
beliefs, values, and institutions of a racial, ethnic,
religious, or social group (Gilbert, Goode, &Dunne, 2007). Culture often is referred to as thetotality of ways being passed on from generation
to generation. The term “culture” includes ways
in which people with disabilities or people fromvarious religious backgrounds or people who aregay, lesbian, or transgender experience theworld around them. Culture includes, but is not
limited to, history, traditions, values, familysystems, and artistic expressions of client groups
served in the different cultures related to raceand ethnicity, immigration and refugee status,
tribal status, religion and spirituality, sexual
orientation, gender identity and expression,social class, and abilities.
The Preamble to the NASW (2008) Code of
Ethics states, “The primary mission of the social
work profession is to enhance human well-being
and help meet the basic human needs of all
people, with particular attention to the needs
and empowerment of people who are vulnerable,
oppressed, and living in poverty” (p. 1). And it
continues, “Social workers are sensitive to
cultural and ethnic diversity and strive to end
discrimination, oppression, poverty, and otherforms of social injustice” (p. 1).
Cultural and ethnic diversity is mentioned in
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two ethical standards:(1) Value: Social Justice
Ethical Principle: Social workers challengesocial injustice.
Social workers’ social change efforts
are focused on issues of social injustice.
These activities seek to promote sensitivity
to and knowledge about oppression andcultural and ethnic diversity.
(2) Value: Dignity and Worth of the Person
Ethical Principle: Social workers respect theinherent dignity and worth of the person.
This value states that social workers
treat each person in a caring and respectful
fashion, mindful of individual differences
and cultural and ethnic diversity.
Cultural Competence
Cultural competence refers to the process bywhich individuals and systems respondrespectfully and effectively to people of all
cultures, languages, classes, races, ethnic
backgrounds, religions, spiritual traditions,immigration status, and other diversity factors ina manner that recognizes, affirms, and values theworth of individuals, families, and communities
and protects and preserves the dignity of each
(Fong, 2004; Fong & Furuto, 2001; Lum, 2011).
“Cultural competence is a set of congruent
behaviors, attitudes, and policies that cometogether in a system or agency or amongst
professionals and enable the system, agency, or
those professions to work effectively incross-cultural situations” (National Center for
Cultural Competence, n.d., p. 1).
Operationally defined, cultural competenceis the integration and transformation ofknowledge about individuals and groups ofpeople into specific standards, policies, practices,
and attitudes used in appropriate cultural
settings to increase the quality of services,
thereby producing better outcomes (Davis &Donald, 1997). Competence in cross-culturalfunctioning means learning new patterns of
behavior and effectively applying them inappropriate settings. Gallegos (1982) provided
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one of the first conceptualizations of ethnic
competence as “a set of procedures and activities
to be used in acquiring culturally relevant
insights into the problems of minority clientsand the means of applying such insights to thedevelopment of intervention strategies that areculturally appropriate for these clients” (p. 4).
This kind of sophisticated cultural competence
does not come naturally to any social worker
and requires a high level of professionalism andknowledge. Other culturally related terms exist,
such as “cultural responsiveness,” “cultural
proficiency,” and “cultural sensitivity.” Note thatthe definitions of some of these terms are
similar to the definitions of cultural competence.
However, others, such as “cultural sensitivity,”
do not incorporate an expectation of skillful oreffective action.
On the organizational level, there are fiveessential elements that contribute to a culturallycompetent system (Cross, Bazron, Dennis, &Isaacs, 1989). The system should (1) value
diversity, (2) have the capacity for cultural
self-assessment, (3) be conscious of the dynamics
inherent when cultures interact, (4) institutionalize
cultural knowledge, and (5) develop programs
and services that reflect an understanding ofdiversity between and within cultures. These fiveelements must be manifested in every level ofthe service delivery system. They should bereflected in attitudes, structures, policies, andservices. The specific ethical standard for
culturally competent social work practice iscontained under Section 1 of the NASW (2008)
Code of Ethics—Social Workers’ EthicalResponsibilities to Clients.
1.05 Cultural Competence and Social Diversity
䡲 Social workers should understand culture andits functions in human behavior and society,recognizing the strengths that exist in all
cultures.
䡲 Social workers should have a knowledge baseof their clients’ cultures and be able todemonstrate competence in the provision ofservices that are sensitive to clients’ cultures
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and to differences among people and culturalgroups.
䡲 Social workers should obtain education about
and seek to understand the nature of social
diversity and oppression with respect to race,
ethnicity, national origin, color, sex, sexual
orientation, gender identity or expression,age, marital status, political belief, religion,
immigration status, and mental or physicaldisability.
Finally, the NASW (2008) Code of Ethics
reemphasizes the importance of culturalcompetence in Section 6: Social Workers’
Ethical Responsibilities to the Broader Society.
6.04 Social and Political Action
䡲 Social workers should act to expand choice
and opportunity for all people, with special
regard for vulnerable, disadvantaged,
oppressed, and exploited people and groups.
䡲 Social workers should promote conditions
that encourage respect for cultural and social
diversity within the United States andglobally.
䡲 Social workers should promote policies andpractices that demonstrate respect fordifference, support the expansion of cultural
knowledge and resources, advocate forprograms and institutions that demonstratecultural competence, and promote policies
that safeguard the rights of and confirm
equity and social justice for all people. Social
workers should act to prevent and eliminate
domination of, exploitation of, anddiscrimination against any person, group, orclass on the basis of race, ethnicity, national
origin, color, sex, sexual orientation, gender
identity or expression, age, marital status,
political belief, religion, immigration status,
or mental or physical disability.
䡲 Cultural competence is never fully realized,
achieved, or completed; it is a lifelong process
for social workers who will always encounter
diverse clients and new situations in theirpractice. Supervisors, colleagues, and workers
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should have the expectation that culturalcompetence is an ongoing learning processintegral and central to daily supervision.
Cultural Humility
For development of cultural competenceknowledge, training, acquiring, and use of skill
sets to be effective, we need to be both aware andattentive to the dynamic quality of culture and becommitted to the practice of cultural humility.
Cultural humility is an important facet ofprofessional identity that encourages
self-evolvement and evolvement of self throughone’s professional life. It also includes
evolvement of the profession’s identity thatbridges social distance as well as power
differential between the social worker and clientsystems (Ramanathan, 2014).
Cultural humility refers to the attitude andpractice of working with clients at the micro,
mezzo, and macro levels with a presence of
humility while learning, communicating, offering
help, and making decisions in professional
practice and settings. According to Tervalon andMurray-Garcia (1998), “Cultural humility
incorporates a lifelong commitment toself-evaluation and self-critique, to redressing
the power imbalances in the patient–physician
dynamic, and to developing mutually beneficial
and nonpaternalistic clinical and advocacy
partnerships with communities on behalf ofindividuals and defined populations” (p. 117). As
Hook, Davis, Owen, Worthington, and Utsey(2013) suggested, cultural humility is a way ofmaintaining an interpersonal stance that isother-oriented.
Intersectionality
Intersectionality theory (grounded in a feminist
perspective) examines forms of oppression,
discrimination, and domination as they manifest
themselves through diversity components(Crenshaw, 1989; Hancock, 2007; Hunt, Zajicek,
Norris, & Hamilton, 2009; Viruell-Fuentes,
Miranda, & Abdulrahim, 2012). These diversity
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components include such multiple identities asrace and ethnicity, immigration, refugee andtribal status, religion and spirituality, sexual
orientation, gender identity and expression,social class, and mental or physical disabilities.
An intersectionality approach to social work
practice at the micro, mezzo, and macro levels
includes integrating the various diversity
components and identities and approachingpractice from a holistic point of view. For
example, a social worker would approach afirst-generation client in the context of theclient’s family and with recognition of theperson’s race and ethnicity, religion and spiritualexpression, social class, sexual orientation,abilities, and other factors. Intersectionality
theory is reinforced by critical race theory andsocial systems theory, emphasizing humanbehavior in the social environments. Thus,
intersectionality perspective provides acomprehensive approach with a commitment tosocial justice and captures transactions in the
PIE configuration that form the common basefor social work knowledge and practice.

Goals and Objectives
These standards provide focus for thedevelopment of culturally competent social
work practice. These standards provide
guidance to social workers in all areas of social
work practice in responding effectively toculture and cultural diversity in policy andpractice settings.
These standards, revised in 2015, incorporate
updated literature in culturally competent
practice. These revised standards are intended
to be inclusive of all populations served andfocused on self-awareness, cultural humility, andthe dynamics of power and privilege. Cultural
humility, which is integral to culturallycompetent practice, is described and highlighted
in this revision of the standards.
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The specific goals of the standards are to䡲 enhance knowledge, skills, and values inpractice and policy development relative to
culturally diverse populations
䡲 articulate specific standards to guide growth,learning, and assessment in the area ofcultural competence䡲 establish indicators so that social workers in
all areas of practice can monitor and evaluate
culturally competent practice and policies inrelationship to these standards
䡲 educate consumers, governmental regulatory
bodies, insurance carriers, and others about
the profession’s standards for culturallycompetent practice䡲 maintain or improve the quality of culturallycompetent services provided by social workers
in agencies, programs, and private practicesettings
䡲 inform specific ethical guidelines for
culturally competent social work practice inagency and private practice settings
䡲 document standards for agencies, peer review
committees, state regulatory bodies, insurance
carriers, and others.

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Standards and Indicators for CulturalCompetence in Social Work PracticeStandard 1. Ethics and Values
Social workers shall function in accordance withthe values, ethics, and standards of the NASW
(2008) Code of Ethics. Cultural competence
requires self-awareness, cultural humility, andthe commitment to understanding andembracing culture as central to effective practice.
Interpretation
A major characteristic of a profession is its ability
to establish ethical standards to help professionals
identify ethical issues in practice and to guidethem in determining what is ethically acceptableand unacceptable behavior (Reamer, 1998). The
NASW (2008) Code of Ethics speaks directly tocultural competence in section 1.05, CulturalCompetence and Social Diversity. The Code of
Ethics includes a mission statement, which sets
forth several key elements in social work
practice, mainly the social workers’ commitment
to enhancing human well-being and helping
meet basic human needs of all people; client
empowerment; service to people who arevulnerable and oppressed; focus on individual
well-being in a social context; promotion ofsocial justice and social change; and sensitivity tocultural and ethnic diversity. Social workers
clearly have an ethical responsibility to be
culturally competent. The NASW (2008) Codeof Ethics also identifies service, social justice,dignity and worth of the person, the importanceof human relationships, integrity, andcompetence—all values that provide afoundation for culturally competent practice.
Regarding cultural competence the NASW
(2008) Code of Ethics states,䡲Social workers should understand culture andits function in human behavior and society,recognizing the strengths that exist in all
cultures.
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Social workers should have a knowledge base of
their clients’ cultures and be able to demonstratecompetence in the provision of services thatare sensitive to clients’ cultures and todifferences among people and cultural groups.
䡲 Social workers should obtain education about
and seek to understand the nature of social
diversity and oppression with respect to race,
ethnicity, national origin, color, sex, sexual
orientation, gender identity or expression,age, marital status, political belief, religion,
immigration status, and mental or physicaldisability.
䡲

The term “cultural humility” (Tervalon &Murray-Garcia, 1998) has been introduced inthese standards to underscore its importance in
culturally competent practice. In relationship tochild welfare practice, Ortega and Faller (2011)
described a cultural humility perspective as one
that “encourages workers to take into account an
individual’s multiple identities and the ways inwhich their social experiences impact theirworldview, particularly as it related to theirexpression of their culture. This perspective has
the benefit of placing the worker in a learningmode as opposed to maintaining power, control
and authority in the working relationship,especially over cultural experiences about which
the client is far more knowledgeable” (p. 33). The
practice of cultural humility provides greater focus
on the role of the social worker as learner andlistener, empowering clients as “expert” in theirown lives. In this context, cultural humility isviewed as both a value and practice.
Culture may affect how individuals cope withproblems and interact with each other. What is
assessed as behaviorally appropriate in one culture
may be assessed as problematic in another.
Accepted practice in one culture may be prohibitedin another. To fully understand and appreciatethese differences, social workers must be familiar
with varying cultural traditions and norms.

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Clients’ cultural backgrounds may affect their
help-seeking behaviors. The ways in whichsocial services are planned and implemented
must be culturally sensitive and responsive toclient needs to be effective. Cultural competencebuilds on the profession’s ethics and values
relative to self-determination and individual
dignity and worth and embraces the practices ofinclusion, tolerance, cultural humility, andrespect for culture and diversity, broadly
defined. Social workers are required to address
the struggle with ethical dilemmas arising fromvalue conflicts or special needs of marginalizedclients (such as helping clients enroll in
mandated training or mental health services thatare culturally insensitive). Cultural competence
requires social workers to recognize thestrengths that exist in all cultures whilerenouncing cultural practices that violate humanrights and dignity. For example, some culturessubjugate women, oppress people based on
sexual orientation, or value the use of corporalpunishment and the death penalty. Culturalcompetence in social work practice must be
informed by and applied within the context of
NASW’s Code of Ethics and the United Nations
Declaration of Human Rights.
Indicators
Culturally competent social workers shalldemonstrate
1. knowledge and practice of the NASW Codeof Ethics
2. understanding of cultural humility as integral
to client self-determination and worker
self-awareness3. commitment to social justice and human rights
4. ability to describe and negotiate areas ofconflict and congruity between their personal
and professional values and those of othercultures.
5. ability to recognize the convergence anddisparity between the values and practices ofthe dominant society and the values andpractices of the historically oppressed,
underrepresented, and underserved populations
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6. respect for cultural differences andaffirmation of cultural strengths
7. capacities to manage and effectively negotiate
the ethical dilemmas encountered in workwith marginalized groups in relation to䡲 boundaries
䡲 conflicts in values and expectations
䡲 power and privilege
䡲 norms of behavior
䡲 styles of advocacy
䡲 diverse values and beliefs
䡲 dual relationships
䡲 styles of conflict management.
Standard 2. Self-AwarenessSocial workers shall demonstrate an appreciationof their own cultural identities and those ofothers. Social workers must also be aware of
their own privilege and power and mustacknowledge the impact of this privilege andpower in their work with and on behalf ofclients. Social workers will also demonstratecultural humility and sensitivity to the dynamics
of power and privilege in all areas of social work.
Interpretation
Cultural competence requires social workers to
examine their own cultural backgrounds andidentities to increase awareness of personal
assumptions, values, stereotypes, and biases. The
workers’ self-awareness of their own cultural
identities is as fundamental to practice as theirinformed assumptions about clients’ cultural
backgrounds and experiences. This awareness of
personal values, beliefs, stereotypes, and biases
informs their practice and influences relationships
with clients. Social workers must also be awareof occupying a role of privilege and power by
the nature of their professional role and cultural
identities and must acknowledge the impact of
this privilege and power on oppressed populations.
Cultural competence includes knowing andacknowledging how fears, ignorance, and the“isms” (for example, racism, sexism,
ethnocentrism, heterosexism, homophobia,
cissexism, ageism, ableism, xenophobia, classism,22

PRA-BRO-25315.CC-Standards.qxp_NASWCulturalStandards2003.Q4.11 10/14/15 4:06

among others) have influenced their attitudes,
beliefs, and feelings.
Social workers need to be able to move frombeing aware of their own cultural heritage to
becoming aware of the cultural heritage ofothers. This cultural awareness enables them tovalue and celebrate differences in others as wellas to demonstrate comfort with culturaldifferences. Although they strive to obtain theknowledge and skills necessary to serve a
multicultural clientele, they have an awarenessof personal and professional limitations that may
warrant the referral of a client to another social
worker or organization that can best meet theclients’ needs. Self-awareness and self-reflection
also helps in understanding the process ofcultural identity formation and helps guard
against stereotyping. As one develops
understanding of the diversity within one’s own
cultural groups, one can be more open to thediversity within other groups.
The development of cultural competence
requires social workers to move from culturalawareness to cultural sensitivity and to evaluate
growth and development throughout thesedifferent levels of cultural competence in practice.
Self-awareness becomes the basis for professional
development and should be supported byprofessional supervision and organizational
administration. Administrators and public policy
advocates also need to develop strategies to reduce
their own biases and expand their self-awareness.
Indicators
Culturally competent social workers shall
1. examine and describe their cultural identities,
to increase awareness of assumptions, values,
beliefs, stereotypes, and biases, and to recognize
how these affect services, and influence
relationships and interactions with clients.
2. identify how their own knowledge, fears, and“isms” (such as racism, sexism, ethnocentrism,23

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heterosexism, homophobia, cissexism, ageism,
ableism, xenophobia, and classism) influence
their attitudes, beliefs, and feelings
3. develop and apply strategies to inform andchange their detrimental attitudes, beliefs,
and feelings
4. demonstrate an awareness of personal or
professional limitations that may warrant thereferral of a client or organization to anotherresource that can better meet the client’s
needs, along with the skills to make suchreferrals effectively
5. demonstrate comfort with self- andother-awareness about different cultural
customs and views of the world
6. use relationships with supervisors, mentors,
and colleagues to enrich self-awareness andself-reflection
7. practice cultural humility to balance thedynamics of power and privilege inherent in
the social work position and the practitioner’s
multifaceted cultural identity.
Standard 3. Cross-Cultural Knowledge
Social workers shall possess and continue todevelop specialized knowledge and understandingthat is inclusive of, but not limited to, the history,
traditions, values, family systems, and artistic
expressions such as race and ethnicity; immigration
and refugee status; tribal groups; religion andspirituality; sexual orientation; gender identity
or expression; social class; and mental or
physical abilities of various cultural groups.
Interpretation
Culture is a universal phenomenon, and everyone
is part of multiple cultures. Cultural education
begins with social workers understanding theirown roots and cultures, and with such a sense ofgrounded identity, they can learn and value
others. To have a grounded understanding ofdiversity, awareness of global interdependence iscritical, whether the social worker is engaged insocial work assessment, intervention, or
evaluation. To be effective social work
practitioners, educators, policymakers,
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administrators, and researchers, there is a need
to focus on cultural awareness as well as crosscultural transactions. Unprecedented movementof people across the globe, globalization oflabor, and concerted attention to educational
exchanges to prepare practitioners for aninterdependent world increases the importanceof cultural competence and cross-cultural
knowledge (Link & Ramanathan, 2011). This
global interdependence is an integral part of themulticultural knowledge base of social workers.
Cultural competence is dynamic and requires
frequent learning, unlearning, and relearning
about diversity. Social workers need to expand
their cultural religious traditions, spiritual belief
systems, knowledge, and expertise by expanding
their understanding of the following areas: “theimpact of culture on behavior, attitudes, andvalues; the help-seeking behaviors of diverse
client groups; the role of language, speech
patterns, religious traditions, spiritual belief
systems, and communication styles of various
client groups in the communities served; theimpact of social service policies on various clientgroups; the resources (agencies, people, informal
helping networks, and research) that can be usedon behalf of diverse client groups; the ways thatprofessional values may conflict with oraccommodate the needs of diverse client groups;
and the power relationships in the community,
agencies, or institutions and their impact ondiverse client groups” (Gallegos, 1982, pp. 7–8).
Cultural competence refers to social workers’
ability to identify their own affiliations toculture and recognize and respect differing
traditions of culture in others in ways that
influence styles of communication andexpressions of respect. Recognition of andrespect for others’ cultural traditions implies
deep understanding of the intrapersonal layersthat are built through cultural heritage andnorms of behavior. People in parallel cultures
may not share norms, and caution is advised25

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because the word “normal” could become a trap
for judging others (Link & Ramanathan, 2011).
Naturally, to have this frame of reference will
require that we approach this understanding
with cultural humility.
Social workers need to possess specificknowledge about the culture of the providers
and client groups with whom they work. This
includes, among other considerations, historicalexperiences, religious traditions, spiritual belief
systems, individual and group oppression,adjustment styles, socioeconomic backgrounds,
life processes, learning styles, worldviews andspecific cultural customs and practices,
definitions of and beliefs about wellness andillness or normality and abnormality, and waysof delivering services.
They also must seek specialized knowledge
about domestic and global social, cultural, andpolitical systems. Knowledge of how the systems
operate and how they serve or fail to serve
specific client groups is important. This includes
knowledge of institutional barriers that prevent
marginalized groups from using services.
Culturally competent social workers need toknow the limitations and strengths of current
theories, processes, and practice models, andwhich have specific applicability and relevanceto the service needs of culturally, religiously, andspiritually multicultural clientele.
Indicators
Culturally competent social workers will
1. expand their cultural knowledge, expertise,and humility by studying
䡲 the help-seeking behaviors and pathwaysof diverse client groups
䡲 the historical context of marginalized
communities
䡲 the role of language and communicationstyles of various cultural groups
䡲 the impact of social policies on
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marginalized groups served
the resources such as organizations,people, informal helping networks, andresearch that can be mobilized on behalfof various cultural groups
2. possess specific knowledge about traditionaland nontraditional providers and clientgroups that they serve, including
䡲 understanding historical experiences,immigration, resettlement patterns,
individual and group oppression,adjustment styles, socioeconomic
backgrounds, and life processes
䡲 learning styles, cognitive skills, worldviews,
and specific cultural concerns and practices
䡲 definitions of and beliefs about servicerelated concepts such as the causation ofwellness and illness, physical andpsychological disorders, normality andabnormality, family roles and responsibilities,
child rearing practices, birth, marriage,
death and dying, and so forth䡲 beliefs and practices related to how careand services should be delivered, including
diverse approaches to service delivery andalternative healing options
䡲 factors associated with acculturation andassimilation
3. demonstrate knowledge of the power
relationships in the community and ininstitutions, and how these affectmarginalized groups
4. possess specific knowledge about U.S., global,
social, cultural, and political systems—how
they operate and how they serve or fail toserve client groups; include knowledge about
institutional, class, cultural, and linguistic
barriers to service
5. identify the limitations and strengths ofcontemporary theories and practice models
and those that have applicability andrelevance to their specific client population
6. recognize the heterogeneity within culturalgroups and similarity across cultural groups
7. describe how people within different groups
manifest privilege䡲27

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8. describe the effects that dominant andnondominant status has on interpersonal
relations and group dynamics in the workplace
9. distinguish between intentional andunintentional assertion of privilege related torace, class, and other cultural factors
10. recognize the intersection of “isms” (forexample, racism with classism) and their
institutionalization
11. acknowledge the ways in which theirmembership in various social groups
influences their worldview and contributes totheir own patterns of privileged behavior orinternalized oppression
12. understand the interactions of cultural systemsof the social worker, client, the service setting,and the community
13. demonstrate cultural humility and empathy
toward clients from different cultural groups.
Standard 4. Cross-Cultural Skills
Social workers will use a broad range of skills(micro, mezzo, and macro) and techniques that
demonstrate an understanding of and respect for
the importance of culture in practice, policy, andresearch.
Interpretation
Practice in an increasingly multicultural andglobally interconnected world requires social
workers to continuously hone new skills forpractice, research, education, administration,and policy development while enhancing theknowledge base that informs their skills. Most
specifically, active listening, empathy, andstrengths-based interventions are essential inculturally competent practice. In addition,
critical thinking and comfort in both asking
questions and “not knowing” open communication
and build the relationships critical to helping
clients and advancing social justice.
Cultural humility is described as a complement
to cultural competence (Ortega & Faller, 2011).
Cultural humility actively involves multicultural
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clientele in the delivery of services, research, andpolicy making, thereby mitigating the
expectation that social workers should know
about all cultures. Social workers should
demonstrate the ability to work sensitively andeffectively at counteracting biases based on theirown positions of power and privilege.
Skills in cross-cultural practice include theability to convey and communicate authenticity,
genuineness, empathy, and warmth and toengage culturally relevant community resources.
Engaging the client in finding solutions requires
the flexibility to consider what is best for theclient. Second-language acquisition and expertiseare included here as cross-cultural skills.
Furthermore, social workers should demonstrate
the ability to critique and assess policies andresearch for cultural appropriateness, sensitivity,
relevance, and inclusiveness, to ensure thatoutcomes benefit client groups or populations.
This includes engaging client groups in thedesign of policy and research.
More specifically, social workers withcross-cultural skills
䡲 work with people and groups of different
cultures, taking responsibility for learning
about differences and recognizing themultiple identities that are inherent inunderstanding people and their culturalcontexts
䡲 assess the cultural context for clients andclient groups, encouraging open discussion ofdifference while maintaining a stance of
curiosity and openness to learning䡲 respond skillfully to cultural bias in boththemselves and others
䡲 practice interview techniques that appreciate
the role of diverse languages and meanings in
the client’s culture䡲 demonstrate sensitivity to challenges in theuse of interpreters and translated materials

29

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conduct culturally effective assessments andculturally appropriate intervention plans,
collaborating with and empowering clients bysoliciting and prioritizing their perspectives
and service goals
䡲 select and develop appropriate methods, skills,
and techniques that are attuned to theirclients’ cultural, bicultural, or marginal
experiences in their environments
䡲 recognize the verbal and nonverbal
communication skills of marginalized clientsand groups and respond in culturally
empathic ways
䡲 understand the interaction of the cultural
systems of the social worker, the client, theparticular organizational setting, and thecommunity䡲 effectively use clients’ natural support systems
in resolving problems—for example, folk
healers, storefronts, religious and spiritualleaders, families of choice, and othercommunity resources䡲 demonstrate advocacy and empowerment
skills in work with clients, recognizing andcombating the isms, stereotypes, and myths
held by individuals and institutions
䡲 identify service delivery systems or models
that are appropriate to the client populationof focus and make appropriate referrals whenindicated䡲 consult with supervisors and colleagues for
feedback and monitoring of performance andidentify features of their own professional
skills that impede or enhance their culturallycompetent practice䡲 evaluate the validity and applicability of newtechniques, research, and knowledge for workwith specific client groups.
䡲Indicators
Culturally competent social workers will
1. interact with people from a wide range ofcultures, religions, and spiritual belief systems
and take responsibility for learning what they
do not know

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2. display proficiency and comfort in discussing
cultural difference with colleagues and clients
3. demonstrate skill in conducting a comprehensive assessment of clients in which culturally
normative behavior is differentiated frompotentially problematic or symptomatic
behavior
4. assess cultural strengths and challenges andtheir impact on individual and groupfunctioning, and integrate this understanding
into intervention plans
5. select and develop appropriate methods, skills,
and techniques that are attuned to theirclients’ cultural, bicultural, multicultural, or
marginal experiences in their environments
6. adapt and use recognized culturally appropriate
models
7. communicate effectively with clients throughlanguage acquisition, proper use of interpreters,
professionally translated materials, verbal andnonverbal skills, and culturally appropriate
protocols
8. advocate for the use of, and work effectively
with, interpreters who are both linguisticallyand culturally competent and prepared towork in the specified service environment
9. demonstrate cultural humility in engagementwith all clients and client groups
10. effectively engage clients’ natural support
systems in resolving problems; for example,
work with folk healers, indigenous remedies,religious leaders, friends, family, and othercommunity residents and organizations
11. use empowerment skills in their work withclients
12. identify features of their own professional
style that impede or enhance their culturally
effective practice and consult with supervisorsand colleagues for feedback and monitoringof performance and learning needs
13. conduct supervision and other professional
responsibilities with cultural humility andsensitivity to culture, language, and difference
14. convey empathy, curiosity, and a willingness
to learn.

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Standard 5. Service Delivery
Social workers shall be knowledgeable about
and skillful in the use of services, resources, andinstitutions and be available to serve multiculturalcommunities. They shall be able to makeculturally appropriate referrals within bothformal and informal networks and shall becognizant of, and work to address, service gaps
affecting specific cultural groups.
Interpretation
Organizations need to support the evaluation ofculturally appropriate service delivery models
and setting standards for cultural competence.
Culturally competent social workers need to be
vigilant about the dynamics that result from
cultural differences and similarities between
workers and clients. This includes monitoring
cultural competence among social workers(agency evaluations, supervision, in-service
training, and feedback from clients).
Social workers need to detect and prevent
exclusion of underserved clients from service
opportunities and seek to create opportunities
for clients, matching their needs with culturally
appropriate service delivery systems or adapting
services to better meet the culturally uniqueneeds of clients. Furthermore, they need tofoster policies and procedures that help ensure
access to care and accommodate varying culturalbeliefs.
Direct practitioners, policymakers, andadministrators should
䡲 recruit and retain multicultural staff andinclude cultural competence and cultural
humility as requirements in job descriptions
and performance and promotion measures䡲 review the current and emergent demographic
trends for the geographic area served by theorganization to determine service needs andrequirements for interpretation services
䡲 integrate and create (or advocate for thecreation of ) service delivery systems or
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models that are more appropriate to targetedclients who are underserved
䡲 include clients and constituents as major
stakeholders in the development of service
delivery systems and policy and research
agendas䡲 ensure that program design is reflective of thecultural heritage of clients and families using
the service
䡲 attend to social issues (for example, housing,education, policing, and social justice) thatconcern clients or constituents
䡲 confront staff remarks that demean theculture of clients, constituents, and colleagues
䡲 support the inclusion of cultural competence
standards in accreditation, organizational
policies, and licensing and certification
examinations
䡲 develop staffing plans that reflect target
populations served and those populations theagency wishes to serve (for example, hiring,
position descriptions, performance evaluations,training)
䡲 develop performance measures to assess
culturally competent practice䡲 engage client groups in the development ofresearch and intervention protocols.
Indicators
Culturally competent social workers will
1. identify the formal and informal resources in
the community, describe their strengths andweaknesses, and facilitate referrals as
indicated, tailored to the culturally relevant
needs of clients and client groups
2. advocate for and promote efforts to create
culturally competent services and programs by䡲 recruiting multicultural staff and including
cultural competence requirements in job
descriptions and measures of performanceand promotion
䡲 reviewing current and emergent
demographic trends for the geographic
area served by the organization to determine
needs for the provision of interpretation orother culturally relevant services
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integrating and creating service delivery
systems or models that are appropriate totargeted client populations or advocate forthe development and implementation ofsuch services
䡲 including clients as major stakeholders inthe selection, decision making, andevaluation of service delivery systems
䡲 ensuring that program design reflects theculture of clients and families using theservice䡲 attending to social issues (for example,
housing, education, policing, and social
justice) that concern clients andconstituents of diverse backgrounds
䡲 using effective strategies for confronting
staff remarks that insult or demean clientsand their culture䡲 supporting the inclusion of culturalcompetence standards in accreditation
bodies and organizational policies as wellas in licensing and certification examinations
䡲 developing staffing plans that reflect thetargeted client population (for example,
hiring, position descriptions, performance
evaluations, training)䡲 developing performance measures to assess
culturally competent practice䡲 supporting participation of client groups inthe development of research andintervention protocols
3. building culturally competent organizations
through the following policies and practices:䡲 an administrative mission and purpose that
embodies cultural competence and cultural
humility in the values, goals, and practices
䡲 effective recruitment of multilingual andmulticultural staff
䡲 sensitivity to and respect for cultural andreligious calendars as they relate to ouremployees and people served
䡲 staff composition reflecting the diversity of
the client population
䡲 service planning strategy that includes anassessment/analysis of the client
demographics compared with the䡲34PRA-BRO-25315.CC-Standards.qxp_NASWCulturalStandards2003.Q4.11 10/14/15 4:06

䡲

䡲

䡲

䡲
䡲

䡲

䡲

demographic trends of the service
community
expanded service capacity to improve thebreadth and depth of services to a greater
variety of cultural groups
meaningful inclusion of clients andcommunity members representing relevant
cultural groups in decision-making andadvisory governance entities, program
planning, program evaluation, andresearch endeavors
physical surroundings designed anddecorated in a manner that is welcoming
to the diverse cultural groups served
engagement in advocacy to improve social
issues relevant to targeted client groups
a work climate that addresses workforce
diversity challenges and promotes respect
for clients and colleagues of different
backgrounds
advocacy for culturally competent policies
and procedures from accrediting,licensing, and certification bodies andcontracting agencies
inclusion of cultural competence and cultural
humility in job descriptions, performance
evaluations, promotions, and training.

Standard 6. Empowerment and Advocacy
Social workers shall be aware of the impact ofsocial systems, policies, practices, and programson multicultural client populations, advocating
for, with, and on behalf of multicultural clientsand client populations whenever appropriate.
Social workers should also participate in thedevelopment and implementation of policies
and practices that empower and advocate for
marginalized and oppressed populations.
Interpretation
Culturally competent social workers should beaware of and take action to confront and change
the deleterious effects of bias, fears, and isms,
including, but not limited to, racism, sexism,
ethnocentrism, heterosexism, homophobia,
cissexism, ageism, ableism, xenophobia, classism,
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and other forms of oppression on clients’ lives.
Social advocacy and social action should bedirected at empowering marginalized clients andstrengthening communities. Social workers
should advocate for anti-isms and social justicewhen colleagues and clients express biases andstereotypes based on culture.
Empowerment has been defined as anintervention, a skill, and a process. Hegar andHunzeker (1988) and McDermott (1989)
described empowerment as an effective
intervention with oppressed populations.
Pinderhughes (1983) defined empowerment as
an individual feeling of increased power and thecapacity to influence forces that affect a person.
Empowerment refers to enhancing a client’s
ability to do for himself or herself. Empowerment
is closely related to advocacy. When engaging in
advocacy, social workers must be careful not to
impose their values on clients and must seek tounderstand what clients mean by advocacy.
Respectful collaboration needs to take place topromote mutually agreed-on goals for change.
Social workers need commitment and skill to
advocate for and with clients against conscious
and unconscious devaluation of culturalexperiences related to difference, oppression,
power, and privilege domestically and globally.
The empowerment tradition in social work
practice suggests a promotion of the combined
goals of consciousness raising, education,
self-awareness, and the development of a senseof personal power and skills while working
toward social change. Best practice views this as
a process and outcome of the empowerment
perspective (Gutiérrez, 1990; Simon, 1994).
Social workers using this standard will apply anecosystems perspective and a strengths
orientation in practice and policy development.
This means that in describing client needs,
workers consider client situations as transitory
challenges rather than fixed problems.
According to Gutiérrez and Lewis (1999),
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empowerment is a model for practice, aperspective, and a set of skills and techniques.
Culturally competent social workers reflect
these concepts in their practice.
Indicators
Culturally competent social workers will
1. advocate for public policies that respect thestrengths, cultural values, norms, andbehaviors of multicultural groups andcommunities
2. advocate for policies that address social
injustice and institutionalized isms
3. select appropriate strategies to intervene withcolleagues, collaborating partners, andinstitutional representatives, helping themexamine their levels of awareness and theconsequences of fears and isms, such as
exclusionary behaviors or oppressive policies, by䡲 assessing dominant group members’ levelof readiness for feedback and intervention
䡲 adopting strategies including developing
allies, education, dialogue, increased
intergroup contact, or social action
䡲 participating in antidiscriminatory
activities and social action to better
empower diverse clients and communities
at the local, state, and national levels
4. use practice approaches that help clientsfacilitate a connection with their own power
in a manner that is appropriate for theircultural contexts
5. provide support to marginalized culturalgroups who are advocating on their own behalf
6. partner, collaborate, and ally with clientgroups in advocacy efforts
7. work to increase each client group’s skills andsense of self-efficacy as social change agents
8. demonstrate intentional effort to ensure thatthey do not impose their own personal values
in practice
9. respect and foster client rights to
self-determination.

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Standard 7. Diverse Workforce
Social workers shall support and advocate forrecruitment, admissions and hiring, and retention
efforts in social work programs and organizations
to ensure diversity within the profession.
Interpretation
Increasing cultural competence within theprofession requires recruitment and retention ofa multicultural cadre of social workers, many ofwhom would bring some “indigenous” culturalcompetence to the profession as well as
demonstrated efforts to increase avenues for theacquisition of culturally competent skills by allsocial workers. Cultural diversity should be
evident within all organizational levels, and notjust among direct practitioners.
The social work profession has espoused acommitment to diversity, inclusion, andaffirmative action. However, available statistics
indicate that in the United States social workers
are predominantly white and female (86.0
percent), 8 percent are African American, 3
percent are Latinas, and 3 percent identify asother (NASW, Center for Workforce Studies[CFWS], 2006a); male social workers are 85
percent white, 8 percent African American, 5percent Latino, and 2 percent other (NASW,
CFSW, 2006b).
The proportion of people of color has increasedin NASW’s membership over a period of several
years: 8.5 percent identify themselves as African
American; Hispanics, including Mexican
Americans, Puerto Ricans, and other Hispanicgroups, constitute about 4.5 percent of themembership; Asians and Pacific Islanders 1.9
percent; and American Indians/First Nations
People 0.5 percent (personal communication
with T. Chang, database administrator, NASW,
Washington, DC, March 16, 2015).
Major demographic shifts in the U.S. population“will affect the social work workforce, their38

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clients, agencies, organizations, communities
and service delivery systems” (NASW, CFSW,
2011, p. 1). Social work client populations are
more diverse than the social work profession
itself. In many instances, services to clients aretargeted to marginalized communities andspecial populations, groups that typically include
disproportionately high numbers of people ofcolor, older adults, people with disabilities, andclients of lower socioeconomic status.
The discrepancy between the social work labor
force racial and ethnic makeup and the changing
demographics of the populations they serve
guided the profession to respond to the need forsocial workers to increase cultural competence(Gibelman, 2005; Whitaker, Weismiller, Clark,& Wilson, 2006). To meet this identified needfor increased diversity in the workforce, thefederal government has taken steps through thefunding of education and training programs forhealth and mental health workers, including
social workers from communities of color (U.S.
Department of Health and Human Services,
Health Resources and Services Administration,
Bureau of Health Workforce, National Centerfor Health Workforce Analysis [HRSA], 2015).
Aligning workforce demographics to client
populations can be an effective strategy forbridging cultural differences between social
workers and clients, although it cannot be theonly strategy. The assumption is that individualsof similar backgrounds can understand eachother better and communicate more effectively(Jackson & López, 1999). Yet an equallycompelling fact is that “the majority of cliniciansfrom the mainstream dominant culture willroutinely provide care for large numbers ofpatients of diverse ethnic and/or cultural
backgrounds. Clearly, increasing the numbers ofculturally diverse social workers is not sufficient.
Even these professionals will need to be able toprovide care for patients who are not likethemselves” (Jackson & López, 1999, p. 4). In
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addition, culturally competent social workers
who bring knowledge or special language skills
to the profession, like bicultural or bilingual
skills, are entitled to professional equity andshould not be exploited for their expertise but
should be appropriately compensated for skills
that enhance the delivery of services to clients.
Indicators
Culturally competent social workers will
1. advocate for and support human resource
policies and procedures that ensure diversity
and inclusion within their organization
2. work to achieve a multicultural workforce
throughout all levels of the organization thatreflects the demographics of both the
population served and other potential clientele
3. advocate for and support policies that assure
equity and appropriate compensations forsocial workers who bring special skills or
knowledge to the profession, such as
bicultural or bilingual skills
4. advocate for and support recruitment andretention and promotion strategies that
increase the diversity within the profession
through social work programs and schools ofsocial work
5. promote and maintain the expectation that all
staff, regardless of cultural membership,
continuously engage in the process ofimproving cultural competency and thecapacity to serve a variety of populations.
Culturally competent organizations will
1. develop and implement organizational
policies, procedures, and practices that
support staff multiculturalism at all levels of
the organization
2. develop and implement policies, procedures,and practices that effectively address the
dynamics of a multicultural workforce
3. regularly monitor the extent to which their
management and staff composition reflect thediversity of the client population and thecommunity
4. review organizational selection and hiring40

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policies for inclusion and inadvertent exclusionof the underrepresented, underserved, andoppressed cultural groups and the community
5. regularly monitor and take remedial action asneeded to ensure that all client groups canaccess services and communicate in theirpreferred language by䡲 actively recruiting and seeking to retain
multilingual staff who are qualified toperform their work tasks in the indicatedlanguage(s)䡲 providing “second language” and certification
courses and testing to existing staff
䡲 providing appropriate compensations forsocial workers who bring special language
skill or knowledge to the profession, suchas bicultural or bilingual skills
6. include cultural competence as a requirement
for job performance, by including it in job
descriptions, performance evaluations,promotions, and training
7. foster a work climate, through formal andinformal means, that addresses workforce
diversity challenges and promotes respect forgroups, communities, clients, and colleaguesof different backgrounds
8. establish cultural norms of䡲 openness and respect for discussion ofsituations in which insensitive or
exclusionary behaviors were experienced
䡲 intolerance of bias, discrimination, andmarginalization within the organization
and among colleagues.
Standard 8. Professional Education
Social workers shall advocate for, develop, andparticipate in professional education and training
programs that advance cultural competence within
the profession. Social workers should embrace
cultural competence as a focus of lifelong learning.
Interpretation
Cultural competence is a vital link between thetheoretical and practice knowledge base thatdefines social work expertise. Social work is apractice-oriented profession, and social work
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education and training need to remain current
while anticipating future changes in professional
practice, which includes the changing needs ofmulticultural client populations. Diversity andcultural competence need to be addressed insocial work curricula and practice, and viewed as
relevant to faculty, staff appointments, andresearch agendas.
The social work profession continues to takesteps to ensure that cultural competence is acore component of social work education,
training, and practice and to engage in researchand scholarship that focus on culturallycompetent practice among social workers. This
includes undergraduate, master’s, and doctoral
programs in social work as well as post-master’s
training, continuing education, and meetings ofthe profession. Practice settings should be
encouraged to provide in-service training andother continuing education opportunities
focused on cultural competence to staff.
In addition, the NASW (2008) Code of Ethics
clearly states, “Social workers who provide
supervision and consultation are responsible forsetting clear, appropriate, and culturally sensitiveboundaries” (p. 14). This highlights theimportance of providing culturally sensitive
supervision and field instruction, as well as thepivotal role of supervisors and field instructors
in promoting culturally competent practiceamong workers and students.
Educational content for professional practiceand licensing should prepare social workers for
culturally competent practice across the full
spectrum of social work practice roles—direct
practice, supervision, administration, policy,
education, and research.
Indicators
Culturally competent social workers will
1. include cultural competence content as an
ongoing part of their professional development
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2. promote professional education that advances
cultural competence within the profession
3. advocate for the infusion and integration ofcultural competence in social work curriculaand research at the BSW, MSW, and PhD levels
4. encourage and conduct research that develops
conceptual, theoretical, and practice skills toenhance practice at all levels
5. advocate for professional education on social
justice and inclusion
6. educate staff in cross-cultural skills andtechniques for resolving conflicts that emerge
from differences in communication, customs,
values, norms, and behaviors between staff
and the clients served.
Culturally competent organizations will
1. provide ongoing training, leadership, andsupport for improving cultural competence toall employees, including top management,
middle management, immediate supervisors,
direct staff, and administrative/custodial staff
2. resolve cultural conflicts between staff and theclients served and among employees
3. teach skills to conduct evaluation research toensure effectiveness in serving and engaging
with multicultural client groups
4. determine the demographics of their service
area and assess potential service utilization
gaps of underserved client groups in thegeographic area.
Standard 9. Language and Communication
Social workers shall provide and advocate for
effective communication with clients of all
cultural groups, including people of limited
English proficiency or low literacy skills, people
who are blind or have low vision, people whoare deaf or hard of hearing, and people withdisabilities (Goode & Jones, 2009).
Interpretation
Social workers should accept each individual in
totality and ensure access to needed services.
Language is a source and an extension of
personal identity and culture and, therefore, is
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one way that individuals interact with others intheir families and communities and acrossdifferent cultural groups. Individuals and groups
have a right to use their preferred language.
Linguistic diversity is a resource for society, andas such, should be preserved and promoted. The
essence of the social work profession is to promotesocial justice and eliminate discrimination andoppression based on linguistic or other diversities.
Title VI of the Civil Rights Act of 1964,
Executive Order 13166 is titled “Improving
Access to Services for Persons with Limited
English Proficiency.” The Executive Order,
signed in August of 2000, “requires Federal
agencies to examine the services they provide,
identify any need for services to those withlimited English proficiency (LEP), and develop
and implement a system to provide thoseservices so LEP persons can have meaningfulaccess to them. It is expected that agency plans
will provide for such meaningful accessconsistent with, and without unduly burdening,
the fundamental mission of the agency. The
Executive Order also requires that the Federal
agencies work to ensure that recipients ofFederal financial assistance provide meaningfulaccess to their LEP applicants and beneficiaries”(LEP.gov, 2015).
Organizations and social work practitioners who
receive federal funds are therefore required tofacilitate quality language access at no charge tothe consumer. Organizations may neither
discriminate nor use methods of administering
services that may subject individuals todiscrimination. Organizations and social work
practitioners are expected to take reasonable
steps to provide services and information inappropriate languages, other than English, toensure that people with LEP are informed andcan effectively participate in and benefit fromtheir programs. Similarly, the Americans with44

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Disabilities Act requires communicationaccommodation for people with disabilities.
It is the responsibility of both social workers andorganizations to provide services in each client’s
preferred language or to seek the assistance ofprofessional interpreters. Social workers need tocommunicate respectfully and effectively withclients from different cultural and linguistic
backgrounds. It is advantageous if the worker
speaks the client’s preferred language with theproficiency required for specific interaction one
is having (for example, the language skill isdifferent for casual conversation as comparedwith psychotherapy). Professional interpreters(for example, certified or registered sign language
interpreters) should be used. Interpreters shouldbe treated as members of the services provisionteam and offered orientation and training forthe type of setting and services that are being
provided (for example, health, legal, mental
health, child welfare).
Such orientation and training would include
guidelines regarding specialized terms andconcepts, confidentiality, interpreter–client
relationships, and social work ethics that may
reinforce the interpreters’ own professional ethics.
Written communication should be provided in
the language and at the literacy level appropriate
for the intended audience. Priority should begiven to legal documents (for example, consent
for treatment), informational and educational
materials, and public awareness campaigns.
Materials should be created in the appropriate
language or translated by people with theknowledge and skills relevant to the organizational
context, understanding of variations within alanguage (for example, multiple variations of
Spanish based on national origin and region)and literacy level. Literacy level in English is afactor that should be accounted for in thedevelopment of any correspondence or writtenmaterials (Goode & Jones, 2009).
45

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Indicators
Culturally competent social workers will
1. demonstrate an understanding that language
is part of the social identity of a person
2. advocate for rights of individuals and groups toreceive resources in their preferred language
3. provide and advocate for written and oral
information, referrals, and services in the
person’s preferred language
4. provide jargon-free, easy-to-read material
5. use descriptive and graphic representations(for example, pictures, symbol formats) for
individuals with LEP or with limited literacy
6. advocate for the preservation and appreciationof linguistic diversity among clients
7. provide and advocate for reasonableaccommodations of clients’ linguistic needs,
including professional interpreters,
professionally translated materials, assistive
devices, and alternate communication strategies
8. improve their own ability to speak, read,
write, and understand the languages anddialects of their clients without attempting toengage in dialogue that is beyond their own
skill level
9. check to ensure accurate communication,
realizing that there can be significant
variations of word usage and colloquialisms
within the same language family based onnationality or region
10. prepare themselves to work effectively withprofessional interpreters and translators:
䡲 attend workshops䡲 seek consultation from interpretation
services䡲 become familiar with standards for
professional interpretation and translation
䡲 become familiar with techniques oftranslation
䡲 develop or advocate for appropriateorganizational policies that support theeffective use of standards for professional
interpretation and translation
䡲 support the effective use of and orientationand training for interpreters and translators.

46

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Standard 10. Leadership to Advance CulturalCompetenceSocial workers shall be change agents who
demonstrate the leadership skills to work
effectively with multicultural groups in agencies,
organizational settings, and communities. Social
workers should also demonstrate responsibility
for advancing cultural competence within andbeyond their organizations, helping to challenge
structural and institutional oppression and build
and sustain diverse and inclusive institutions andcommunities.
Interpretation
Leadership has been described as an “activity”(Heifetz, 1994). Social workers should
demonstrate responsibility to advance policies
and practices related to cultural competence,with and without formal authority. Social
workers should aspire to leadership in the serviceof helping organizations become diverse andinclusive. They should also help theseorganizations recognize and eradicate policies
and practices that reflect structural andinstitutional oppression.
Social workers shall demonstrate the skill tofacilitate difficult conversations that lead tounderstanding, growth, and organizational
strength. They should be able to recognize,within themselves, the ways in which their own
positions of power and privilege advance or
impede progress relative to cultural competencein their own organizations. In areas such as
recruitment, hiring, promotion, team building,and conflict management, social workers should
be vigilant about colluding with forces that often
reinforce a problematic status quo.
Social workers should lead by example,
demonstrating leadership, self-reflection, andadvocacy within their own organizations,promoting culturally competent practice at alllevels of the organization. Concurrently, theyshould lead by demonstrating advocacy and47

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activism to confront community, local, andsocietal policies and practices that reinforce themarginalization of oppressed populations. Rank
and Hutchison (2000) identified, through asurvey of social workers, diversity skills including
sensitivity to diversity, multicultural leadership,
acceptance and tolerance, cultural competence,and tolerance of ambiguity, core skills for
successful social work leadership.
Advocating for increasing knowledge development
about culturally competent practice with diverse
client groups is paramount to social work
leadership, as is being a change agent to address
injustices with colleagues and peers. The social
worker’s responsibility is to advance culturalcompetence and social justice with clients andwithin organizations, the profession, systems,
and society.
Social work leaders will understand cultural
humility and the dynamics of privilege, power,
and social justice as manifested in their own
places of work, taking responsibility to educate
others and, ultimately, advance social change
within systems, organizations, and society.
Indicators
Culturally competent social work leaders shall
1. advance and promote culturally competent
practice with clients and within organizations,the social work profession, and communities
2. create effective multicultural work teams
3. incorporate and disseminate information on
cultural competence in professional activities(for example, committee work, scholarship,
research) and in other appropriate arenas
4. work in partnership with marginalized clientsand communities to strengthen thesecommunities, encouraging the use of power andfacilitating client–community empowerment
5. advocate both within and beyond the profession
for fair and equitable treatment of clients andcolleagues, especially those from marginalized
cultural groups
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6. serve in roles in which they can make adifference in advancing multiculturalism
inclusion and cultural competence
7. develop the skill and confidence to engage inand facilitate difficult conversations about
cultural differences
8. recognize and respect the strengths anddifferences in professional and personal
relationships with others
9. address resistance to the adoption ofculturally competent practice
10. engage colleagues in the identification andimplementation of strategies that strengthenand sustain inclusive multicultural organizations
11. mobilize colleagues, clients, and organizations
to address injustice, bias, and isms on all levels
12. advocate for multicultural membership on
state regulatory and licensing boards for thesocial work profession.

49

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Acknowledgments
Thank you to the members and staff of the
National Committee on Racial and Ethnic
Diversity 1999–2001 (Standards) and 2002–2006(Indicators), who developed the first editions of
the NASW Standards for Cultural Competence inSocial Work Practice (2001) and Indicators for the
Achievement of the NASW Standards for CulturalCompetence in Social Work Practice (2007).

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NATIONAL ASSOCIATIONOF SOCIAL WORKERS
750 First Street, NE
Suite 800
Washington, DC 20002-4241
202.408.8600
socialworkers.org