When I attend ACA conferences (which I do as a US Department of State Designated J-1 Sponsor for the Summer Camp Counselor Exchange Visitor Program), I make a point to attend sessions that include conversations about diversity. I do so hoping to gain some insight into how camps include international staff.

Typically, though, the presenters talk about diversity in other ways, such as including more campers and staff of color and of varying abilities, or how to identify our own biases. Though these topics were not what I was initially looking for, they have been valuable for a deeper understanding of why international counselors should play a critical role in meeting camp and camper needs.

Another conversation brought to my attention has been how difficult it is for camps to reach families in marginalized communities.

I should acknowledge that I am not a member of the communities referred to in this article. My knowledge is based on listening to stories and advice from these community members. My aim is to bring a lens of cultural comprehension based on my own studies of cultural competency and dimensions, through my experience living abroad, and through relationships with people who do not share my geographical background.

I hope what I’ve learned might also be helpful to you and your camp. And toward that end,  let’s describe our needs for:

• Cultural competency
• Outreach and recruitment
• Representation
• Training and education

Cultural Competency

Developing cultural competence among staff and volunteers to effectively engage with individuals from different cultural backgrounds, such as understanding necessary accommodations and making considerations such as food, clothing choices, and religious practices.

My favorite answer to the question, “What is culture?” is: “The need to communicate information and the basis of how it’s done depending on the community.” Anthropologists Edward T. Hall, Fons Trompenaars, and Geert Hofstede each developed their own structural definitions (AKA dimensions) of culture (Hall & Hall, 1990; Hampden-Turner & Trompenaars, 2000; Hofstede, Hofstede, & Minkov, 2010). The beautiful part of learning about culture is that no matter who we are, we can relate to it and see ourselves reflected in its essence.

Six cultural dimensions are particularly relevant to the camp space:

• Context refers to how much communication and information an individual can observe and utilize at any time. In a camp context: When we have counselors who have never worked at a camp, we must be aware of the codes/words we are using to communicate tasks, expectations, and our vision.
• Chronic time refers to the use and interpretation of time. Polychronic people have two main skills: multitasking and building and maintaining relationships. Monochronic people tend to take on one task at a time, and the schedule rules overall. In a camp context: One counselor may rush their campers to the next activity, while the other may be engaging in conversation with many campers at a time on the way to the destination, resulting in their being late.
• Space refers to how different cultures organize, perceive, and use space, and how these cultural variations influence human behavior, communication, and social interactions. In a camp context: We all have our own individual space bubbles (called proxemics) that vary in circumference depending on our relationship with those in our proximity. We may find that one counselor has a tendency to stand a little too close to hug and hang off of others.
• Power distance refers to how a culture perceives and responds to hierarchical structures and authority figures. In a camp context, some counselors will use terms like “sir” or “ma’am,” while others will call us by our first name. We know that camp is family style, and the directors are accessible and friendly. But to many, this is employment and hierarchy rules.
• Individualism versus collectivism refers to the degree to which individuals in a society are integrated into groups and the extent to which they prioritize individual or collective goals. In a camp context, while an individualistic counselor will expect and provide direct and assertive communication with an emphasis on expressing personal opinions and ideas, a collectivistic counselor will prioritize group harmony despite their personal needs remain unmet.
• Uncertainty avoidance refers to how a culture deals with ambiguity, unpredictability, and the unknown. In a camp context,  some counselors may want to try new things, learn new skills, and provide innovative suggestions. Others, however, may want to stick to what they know, and being pushed into new situations or environments may cause stress and anxiety.

To learn more about these cultural dimensions and explore some real-world feedback from J-1 camp counselors, read the Project Real Job article “A New Kind of Camp Counselor” at ACAcamps.org/blog/new-kind-camp-culture.

Outreach and Recruitment

Actively reaching out to diverse communities, using inclusive language in recruitment materials, and implementing practices that attract a broad range of candidates for opportunities.

I encourage you to adopt a mindset that asks not “How do I get these kids and families to my camp?” but instead asks, “How can my camp meet the community?”

To answer that question, you need to gain insight about immigrant and marginalized communities. I suggest, first, reaching out to community leaders. That can be in the form of community centers, spiritual leaders, resource centers — any individual or organization that is already meeting the needs of these communities. It’s important to understand that no one is required to provide you with such access, but going to them with genuine interest in getting to know the community and their customs will get you much further than a sales pitch, no matter how helpful your services.

Know that “Parents in refugee families face many obstacles to involvement in their children’s education. These include illiteracy, not speaking English, heavy work schedules, unaccustomed to active school involvement, sense of embarrassment about their children’s performance or conduct, and unfamiliarity with how to support their child’s education” (Weine, 2008).

Here are some questions to lead you in the right direction:

• What do these communities usually do over the summer and during school breaks — and is there a way to meet them and understand how to support them during those times?
• Do these communities feel at home in their cities?
• Does sending their children elsewhere feel like sending them to the moon?
• Do parents know what activities your camp offers?
• Have the parents seen or done camp activities before?
• Can they afford this sort of expense?

Representation

Ensuring diverse representation in decision-making processes, leadership positions, and promotional opportunities within organizations or communities.

Once you start to build relationships with community leaders, they should be included in conversations at camp to ensure their community is represented. Ask for their participation and insight. Use leadership-in-training programs in camp to help identify young leaders in these communities and support them. The campers you want at your camp need to see themselves represented there, and their families need to know their community has their best interest at heart.

Use social media to engage with Black, Indigenous, and People of Color (BIPOC) outdoor educators. As you hire international staff, engage them early with opportunities to contribute to programming. Provide examples and activity structure that enables them to take ownership of activities and demonstrate their cultural identities to the campers and their peers.

As you bring on international staff, have them connect with one another. This is a key element in cohesion. They can get to know each other prior to arrival and start to build a sense of community. You can also request their input and feedback to engage with them and build trust. You can easily create WhatsApp group chats, Slack channels, Discords, and Facebook groups for these purposes. The international staff are going to have a different experience compared to your domestic staff. Having others to connect with will give them a sense of control over this experience.

Training and Education

Providing training and education on diversity, equity, and inclusion to create awareness, build understanding, and develop skills for establishing diverse settings.

Cultural competency resources are available, including educational facilitators. Invite your camp leadership to take seminars and use the tools they learned in staff training. Encourage the conferences you attend to include international cultural training in the curriculum, and attend that training.

An interesting question to ask is, “Whose tradition is camping and summer camp?” In many parts of the world, camping is a mode of survival rather than recreation. So, for some families, the idea of engaging in this sort of activity may be difficult. Consider generational trauma in relation to being outdoors. Other families prefer to have their children participate in activities that are more traditionally known to enhance their children academically, such as STEM extracurriculars.

And some see camping as a unique opportunity to build family relationships. Said first-generation immigrant Francis Mendoza: “I remember biking, picnicking, and taking long road trips with my cousins, ‘play cousins’ and ‘Aunties’ and ‘Uncles’ who weren’t even related to us. This was our summer camp” (Mendoza, n.d.).

International counselors are a tool to connect with communities you may not normally reach. Engaging the international staff in programming, marketing, and cultural understanding can open a path for your camp to generate access for new communities. This creates a world of opportunities. Pun intended.

Photo courtesy of YMCA Camp Carson, Princeton, IN.

References

Hall, E. T. & Hall, M. R. (1990). Understanding cultural differences. Yarmouth, ME: Intercultural Press, Inc.

Hampden-Turner, C. & Trompenaars, F. (2000). Building cross-cultural competence. New Haven, CT: Yale University Press.

Hofstede, G. J., Hofstede, G., & Minkov, M. (2010) Cultures and organizations: Software of the mind (3rd edition). New York, NY: McGraw-Hill Companies.

Mendoza, F. (n.d.). Every kid has the right to camp. theoutbound.com/francis-mendoza/every-kid-has-the-right-to-camp

Weine S. (2008). Family roles in refugee youth resettlement from a prevention perspective. Child and Adolescent Psychiatric Clinics of North America, 17(3), 515–viii. doi.org/10.1016/j.chc.2008.02.006

Kelsy has dedicated much of her life to culture exchange both personally and professionally. She has worked as a J-1 visa sponsor in the Intern, Trainee, and Camp Counselor visa categories. She has also worked with international recruitment agents producing candidates for these categories. Her educational background is in international management, earning her MBA at Université de Rennes (France) during which she took a Cultural Competency course that strengthened her foundation of cultural exchange. She has had the pleasure of living in Turkey, France, and The Netherlands, as well as extensive travel in neighboring areas. If interested in speaking to her more about culture competency for your camp, she can be emailed at Kelsy@Roamconsultant.com.