Cultural competence is an ongoing process of increasing proficiency in the ability to assess and revise individual and organizational behavior in response to an expanded understanding of culture. Culture refers to an integrated pattern of collective behavior, including habits, customs, values, beliefs, and institutions. Cultural competence is associated with attributes, knowledge and skills that enable individuals and organizations to demonstrate respect and value for each person and to manifest an understanding of the dynamics of difference.
Cosumnes River College pursues attitudes, values, and practices that promote healthy, constructive interactions in a diverse community and enable the college to work effectively with our diverse students. To promote cultural competence and create an inclusive learning environment, CRC values:
- Diversity and pluralism
- Continuous personal and professional development, assessment and revision
- Awareness of the dynamics of cross-cultural interactions
- The ongoing pursuit of teaching strategies and student services that better serve diverse populations
- An environment of respect, equity, and justice
- Enrollment at CRC was approximately 14,675 students.
- CRC served a diverse community including many students of mixed heritage. The composition included: 26.3% Asian-American/Pacific Islander, 22.1% White/European American, 21.9% Hispanic/Latino, 12.6% African American/Black, 10.7% Unknown, 4.9% Multi-Race/Multi-ethnic, 1% other Non-White and 0.4% Native American.
- CRC served the younger as well as the older student with almost 60% of the student population under the age of 25 and almost 14% over the age of 39.
- The ratio of female students to male students was approximately 55 % female and 44% male. One percent of our students selected unknown as their gender.
- According to the Spring 2010 UCLA Diverse Learning Environments Survey, more than 18% of our students identified they were bisexual, gay, lesbian or questioning their sexual orientation.
- More than 42% of CRC students were first-generation college students.
- CRC students come from varied economic backgrounds with slightly more than 41% of students reported incomes considered below poverty and almost 27% of students reported incomes that are considered middle income.
- Almost 49% of CRC students attended classes only during the day and 16% of students attended only at night. Slightly more than 23% of students took classes during the day and evening and almost 13% of our enrollments were in online classes.
- Most students attended part time with approximately 27% taking fewer than 6 units and 42% enrolled in 6 to 11.9 units.
- Approximately 4.5% of CRC students received services through the Disabled Students Program.