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The basic requirements for intercultural competence are empathy, an understanding of other people's behaviors and ways of thinking, and the ability to express one's own way of thinking.

Ladson-Billings (1992) also provides some clarification between critical and culturally relevant pedagogy, with the difference being that culturally relevant pedagogy urges collective action grounded in cultural understanding, experiences, and ways of knowing the world. Department of Education's Equity Assistance Centers, such as the Equity Alliance at ASU help states, school districts and schools to establish the conditions for equitable educational outcomes for all students, using cultural responsiveness as one of the measures of the needed capabilities of teachers, principals and school communities as a whole.The report gives particular attention to the mental and behavioral health needs of immigrants across the lifespan and the effects of acculturation, prejudice/discrimination, and immigration policy on individuals, families and society.With this mission, the report’s three major goals are to: (a) raise awareness about this growing (but poorly understood) population (b) derive evidence-informed recommendations for the provision of mental health services to immigrants (c) make recommendations to improve education, research, practice and policy affecting immigrants of all ages and backgrounds.Within Psychology of Immigration 101, the APA Presidential Task Force on Immigration and Public Interest Directorate have developed information and various tools for mental health professionals, educators, advocates, service providers and members of the public on the mental health needs of immigrants in the United States.Psychology has a unique and important perspective to offer on this topic.Students who have frequent contact with faculty members in and out of class during their college years are more satisfied with their educational experiences, are less likely to drop out, and perceive themselves to have learned more than students who have less faculty contact. Patricia Cross, 1998)Students do not begin a college course with the intention of dropping out before the end of the term, yet many do.