Dissertations / Theses: 'Cultural competency'

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Dement, Betty Antoinette. "Empowering Cultural Competency in Healthcare Providers." Thesis, Walden University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10822211.

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Racial and ethnic health disparities are highest in communities of color; providing culturally competent care could address these disparities. Culturally competent communication between the healthcare provider and the patient is an essential behavior that may improve health in racially and ethnically diverse women. A quality improvement project was completed with guidance from the 5 constructs of the Campinha-Bacote model as the conceptual framework, and the method used was the Consumer Assessment of Healthcare Providers and Systems survey. The perspective of 20 Mexican American and 20 African American women in El Paso, Texas between ages 45 and 72 with menopausal symptoms was surveyed to determine if culture had an impact on the presence or absence of communication with their healthcare providers. Results showed women’s perceptions of positive and negative communication behaviors with their healthcare providers was inconclusive; however, results showed that provider communication about health promotions, use of alternative medicine, and shared-decision making regarding health management needs improvement to promote adherence to medical regimen and feelings of mutual respect. Integrating cultural competence into existing evidence-based care can positively impact the delivery of services and help improve the quality of care. Healthcare providers can impact positive social change through the lessening of burdens associated with the lack of diversity in the workforce by including cultural competence training into the curriculum of nursing and medical schools.

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Malcolm, Caitlin. "Nursing Student's Perceptions of Cultural Competency." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/honors/75.

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As the United States population becomes more culturally diverse, it has become a priority for health care professionals to competently provide culturally sensitive care. Cultural competency is required in baccalaureate (BSN) programs, mandated by collegiate nursing accrediting agencies. Although BSN programs have integrated cultural competency education into their core curricula, little data has been collected evaluating outcomes and effectiveness. Using a 36 question survey, students in all levels of a selected BSN program were asked questions regarding cultural competency and attitudes towards cultural care. The ANOVA and a Tukey Kramer analyses were performed with an alpha coefficient of 0.05 and a confidence interval of 95%. The results revealed some statistically significant differences between several cohorts. Additionally, Cohort 5 (students in the last semester of the nursing program) did not differ significantly to Cohorts 2,3, and 4, indicating that current cultural competency education may not be adequate or effectively taught as students progress through the BSN program.

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Yeritsyan, Sargis. "Just Culture Consulting, LLC| Cultural Competency Services for Healthcare Providers." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839096.

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The U.S. healthcare industry seeks to improve patient satisfaction as the national trend of increasing diversity and ethnic representation continues. The provision of culturally sensitive health care will not only increase patient satisfaction and outcome metrics but also allow healthcare organizations to thrive financially by meeting patient needs and payer requirements. Just Culture Consulting, LLC. is a start-up, for-profit healthcare consulting firm that will provide cultural competency and language training services for healthcare professionals. Just Culture Consulting, LLC. aims to build a regionally and potentially a nationally recognized brand in specialty healthcare consulting by capitalizing on the growing need for culturally competent providers in healthcare. The Firm will retain a large client base through aggressive marketing and by leveraging the skills of its multicultural staff who possess significant career and native exposure to language, cultural sensitivity, healthcare delivery, and administration.

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Wallace, Deborah M. Wallace. "THE PERCEPTION OF CULTURAL COMPETENCY IN THE CONTEXT OF CROSS-CULTURAL MENTORING RELATIONSHIPS: MENTORING AS A CONDUIT TO TEACH CULTURAL COMPETENCY ATTRIBUTES." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1543081646781702.

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Kawashima, Asako. "Study on cultural competency of Japanese nurses." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3072.

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Thesis (Ph.D.)--George Mason University, 2008.
Vita: p. 231. Thesis director: Chen-Yun Wu. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Nursing. Title from PDF t.p. (viewed June 30, 2008). Includes bibliographical references (p. 217-230). Also issued in print.

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Ferreyra, Galliani Mariella. "Cultural Competency in the Primary Health Care Relationship." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23467.

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Cultural competency is theorized as the sensitivity of practitioners from the dominant culture towards the diverse cultural backgrounds of their patients. Less attention is placed on how communication between providers and patients can enable patients to share their health care beliefs. An evidence review of the literature around the conceptualization of cultural competency in health care was performed, and interviews were conducted aiming to understand what immigrant patients perceive as culturally competent care and its effect on the relationship between them and their providers. Definitions of cultural competence varied, and no conclusive studies linking cultural competence to improved health outcomes were found. Findings from the participant interviews helped to address gaps in the literature by confirming a preference for a patient-centred approach to culturally competent care, in addition to identifying pre-existing expectations for the health care encounter and patient-dependent factors as additional elements influencing the physician-patient relationship.

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Quigg, Seth Watson. "Intercultural Competency Assessment through International Cultural Immersion Programs." Thesis, Prescott College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1539431.

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This study examines how implementing ethnographic tools and techniques into an international cultural immersion program (ICIP) curriculum specifically influences group members' intercultural competency. For this study, an ethnographic inquiry curriculum is introduced to participants of three different World Challenge Exp edition (WCE) courses. Ethnographic tools and techniques included photo elicitation interviews, structured journaling and taking field notes, and observational activities. WCEs is an international cultural immersion organization based out of the United Kingdom with branches in Australia, New Zealand, United Arab Emirates, the United States,and Hong Kong and runs programs eight to 28-days in length. To gauge the effects the tools and techniques have on each group member's intercultural competency pre and post expedition surveys, and end-of-expedition interviews were employed. Literature on experiential education, ethnography, ethnographic tools and tech niques, and intercultural competencies support the overall project. Additionally, the results, data analysis, discussion of the findings, and recommendations for future studies are presented to summarize and solidify the overall research study. The study results showed that approximately half of the total study population increased their capacity to listen and observe because of the implementation of ethnographic tools and techniques. Additionally, the implementation of ethnographic tools and techniques may have provided insight into how the host culture, and family life are more similar than different to theirs back home. The group member's qualitative answers to the interview questions provided interculturally competent answers and looks in part to be due to the use of ethnographic tools and techniques.

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Silverman, Anita S. "Cultural competency : an inside view of today's classrooms." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1354637.

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This study was designed to determine the effects of various teacher characteristics on their level of cultural competency as measured by the Cultural Competency Survey. Teacher characteristics of interest were sex, age, years of teaching, grade level currently teaching, and degree level earned.The sample consisted of 2800 teachers, teaching in 82 schools. They ranged in educational experience from student teachers to those with doctoral level degrees and in length of experience in urban schools from just a few months to over 29 years. Of the 2800 teachers requested to complete the survey, 594 were minority teachers. This makes up 20% of the teaching population.The Cultural Competency Survey was adapted with the help of the Indianapolis Public Schools from a paper-and-pencil survey to one that was administered to each and every IPS teacher through the IPS intranet survey capabilities delivered through the IPS Online portal.The data were analyzed using statistical programs from the Statistical Package for the Social Sciences (SPSS,13.0.1). Significant differences in the dependent variable on the Cultural Competency Survey were explored among the groups of teachers categorized by race/ethnicity, length of service, education, and grade level taught (the independent variable) with a standard split-plot factorial Analysis of Variance (ANOVA) design.Results showed main effects for sex and race with females generally scoring higher than males and African Americans scoring higher than Caucasians. Possible reasons for these findings were discussed and a call for future research was offered.
Department of Educational Leadership

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Steed, Robin. "Cultural Competency Instruction in a 3D Virtual World." NSUWorks, 2009. http://nsuworks.nova.edu/gscis_etd/315.

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Approximately one third of the population of Louisiana is African American. According to federal reports, Blacks in Louisiana receive a poorer quality of healthcare compared to the White population. Occupational therapy is a profession of predominately White, middle class females who report in surveys that they are not adequately prepared to provide culturally sensitive care to minorities. Leaders in occupational therapy have suggested instruction in cultural competency as a way to remediate the gap in quality of healthcare services for African Americans. This pilot study examined the efficacy of providing thirteen Louisiana occupational therapists with an immersive cultural experience in the virtual 3D world of Second Life in an effort to bring about increased sensitivity towards the African American culture. The study employed a pre-test, post-test case study design using the Race Argument Scale and the Race Attitude Implicit Association Test as outcome measures. Analysis of quantitative post-test data indicated that some participants had negative attitudes towards African Americans that might affect interactions with minority clients and that the instruction in cultural competency did not significantly change these attitudes. Examination of the qualitative data collected during the instructional intervention supported this conclusion, although many occupational therapists stated that the intervention increased their awareness of the effects of discrimination on the health of African Americans.

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Platten, Julie A. "THE RELATIONSHIP BETWEEN CULTURAL COMPETENCY AND SCHOOL CLIMATE." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1281019381.

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Harris-Haywood, Sonja. "MEASURING CULTURAL AND LINGUISTIC COMPETENCY OF HEALTH PRACTITIONERS." Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1422394993.

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Herring, Tonya. "The Self-Perceived Cultural Competency of HIV Interventionists." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6838.

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Despite significant research and inroads with the human immunodeficiency virus (HIV), disparities in HIV infection continue to widen for African American (AA) men who have sex with men (MSM). In recent times, cultural competence has been receiving increased attention as a possible factor to enhance the quality of health messaging and lessening HIV disparities. However, there is a dearth of research specifically dedicated to AA MSM and culturally competent HIV health messages. To address this gap, this qualitative research was designed to investigate the self-perceived cultural competency among HIV counselors. The theoretical framework for the project was the PEN-3 cultural model. The interview participants for the study were 10 HIV interventionists employed with health institutions that partially or entirely specialize in HIV prevention in the Richmond, Virginia, area. The analysis of the data was aided by a phenomenology analytical approach. The results revealed that cultural competence training can be one effective means to enhance the quality of health messages targeting AA MSM. This investigation has social change implications, especially in the context of developing sustainable HIV prevention interventions focused on integrating culture, thereby reducing HIV disparities in the Richmond metropolitan area. The findings may also lend insight into the various ways that health establishments can engage in culturally relevant prevention and position themselves to be leaders in informing the development of culturally competent HIV prevention messages that will aid in the acceleration of changing longstanding, ineffective prevention approaches targeting AA MSM.

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Wiser, Elizabeth A. "The New University President: Communicating a Vision, Cultural Competency, and Symbolic Cultural Forms." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1258905046.

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Seidel, Glass Paula E. "Differences Among Undergraduate and Graduate Nursing Students’ Cultural Competency." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/940.

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This study examined differences in cultural competency levels between undergraduate and graduate nursing students (age, ethnicity, gender, language at home, education level, program standing, program track, diversity encounters, and previous diversity training). Participants were 83% women, aged 20 to 62; 50% Hispanic/Latino; with a Bachelor of Science in Nursing (n = 82) and a Master of Science in Nursing (n = 62). Degrees included high school diplomas, associate/diplomas, bachelors’ degrees in or out of nursing, and medical doctorate degrees from outside the United States. Students spoke English (n = 82) or Spanish (n = 54). The study used a cross-sectional design guided by the three-dimensional cultural competency model. The Cultural Competency Assessment (CCA) tool is composed of two subscales: Cultural Awareness and Sensitivity (CAS) and Culturally Competent Behaviors (CCB). Multiple regressions, Pearson’s correlations, and ANOVAs determined relationships and differences among undergraduate and graduate students. Findings showed significant differences between undergraduate and graduate nursing students in CAS, p <.016. Students of Hispanic/White/European ethnicity scored higher on the CAS, while White/non-Hispanic students scored lower on the CAS, p < .05. One-way ANOVAs revealed cultural competency differences by program standing (grade-point averages), and by program tracks, between Master of Science in Nursing Advanced Registered Nurse Practitioners and both Traditional Bachelor of Science in Nursing and Registered Nurse-Bachelor of Science in Nursing. Univariate analysis revealed that higher cultural competency was associated with having previous diversity training and participation in diversity training as continuing education. After controlling for all predictors, multiple regression analysis found program level, program standing, and diversity training explained a significant amount of variance in overall cultural competency (p = .027; R2 = .18). Continuing education is crucial in achieving students’ cultural competency. Previous diversity training, graduate education, and higher grade-point average were correlated with higher cultural competency levels. However, increased diversity encounters were not associated with higher cultural competency levels.

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Newlon, Kelly Ann. "Cultural Competency of Short-Term Education Abroad Student Participants." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555429050879666.

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Loury, Sharon D., and Joe Florence. "Integrating Cultural Competency and Experiential Learning into Interdisciplinary Education." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/8192.

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Polaha, J. P., and Robert P. Public Health Pack. "Substance Use Disorder in Appalachia: Challenges for Cultural Competency." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1341.

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Thomas, Ashley Nicole. "Patient Experience of Cultural Competency in a Hospital Setting." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505183/.

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Anthropological research conducted in a local Texas hospital provides data to analyze cultural competency. Increasing health equity is a key aspect of cultural competency literature, hospital, and national goals. Examining the local context allows for the analysis of how one hospital can affect public health in the area by using patient-centered care. Using observational and interview data to create the ideal of the patient journey shows how patient families experience cultural competency. Overall, the patient families felt they experienced culturally competent healthcare, however from the hospital structure perspective there could more goals to attain.

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Rice, Ariel. "¡Viva Mexico! The Influence of a Short-Term Study Abroad Program on Speech-Language Pathology Students’ Cultural Competence." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23751.

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Speech-language pathology programs utilize short-term study abroad programs to enhance students’ cultural competence. Yet, an investigation of how study abroad impacts students' cultural competence does not exist. This study’s purpose was to investigate the effects of a study abroad program in Mexico on the cultural competence of SLP master's students. A two group, pre/post mixed methods quasi-experimental design was used. Participants included a treatment and control group. Pre/post-trip surveys and semi-structured interviews were completed and analyzed for differences in cultural competence between groups and for growth in cultural competence for the treatment group from pre- to post-trip. Findings indicated that the treatment group demonstrated gains across all components of cultural competence, and had significantly higher post-trip cultural confidence as compared to the control group. Gains in the treatment group’s cultural competence were influenced by gains in cultural and general professional skills and cultural interactions. Implications for the discipline are discussed.

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Ihsan, Shehla. "Cultural competency in pharmaceutical care delivery for minority ethnic communities." Thesis, University of Derby, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.732602.

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Babb, Katie A. "Cultural Competency of District Leaders: The Influence on Campus Leaders." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707256/.

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The purpose of this qualitative study was to determine the cultural competence of district leaders and their potential resulting influence on campus leaders in the face of a rapidly changing educational and community landscape. A secondary purpose was to ascertain district and school leaders' placement on the cultural proficiency continuum to gain a greater understanding of (a) the potential effect, if any, that district leaders' level of cultural competency had on the cultural competency of campus leaders, and (b) how the cultural competency level of both district and campus leaders influenced district policies, practices, and school climate. The analysis and interpretation of findings of this research study were based on a conceptual framework, informed by the six constructs of the cultural proficiency continuum as developed by R. Lindsey, Nuri-Robins, D. Lindsey and Terrell. Four district office leaders and three campus principals, from the same district, were selected as participants. The campus principals represented elementary, middle, and high schools. Data were gathered from semi-structured face-to-face interviews with each participant, three meeting observations, and document analysis. Findings revealed evidence of a strong relationship between district leaders' cultural competence, campus principals' cultural competence, and district policies and procedures. There was also a direct relationship between the district leaders' cultural competence levels and their direct reports' level of cultural competence. This study can afford school districts an opportunity to recognize the value and implications of culturally proficient leaders, as they serve all students.

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Mitchell, Lorianne D., and G. E. Boone. "Enhancing Business Students' Cultural Competency by Internationalizing OB Course Content." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/8329.

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Marston, Erin. "TEACHER CULTURAL COMPETENCY AND THE EFFECT ON SLAVIC STUDENT PERFORMANCE." Scholarly Commons, 2021. https://scholarlycommons.pacific.edu/uop_etds/3758.

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Student demographic data in today’s elementary and secondary schools have shown an increase in the numbers of diverse students in classrooms across the United States. This change in classroom demographics has established the need for changes to both the classroom educational environment and the preparation of our teachers. Research supports a few documented ways teachers can support both their student experiences and academic performance. Culturally competent teachers, cultural humility, and culturally relevant pedagogy are a few of the ways educators can adapt to the change in student demographics. Linking the literature to these findings will help provide an overview of several factors associated with teacher cultural competency and student academic performance. Included in the research are classroom demographics, cultural bias, teacher education and experience, relational capacity, and culturally relevant pedagogy. The research suggests that the more teachers are aware of their own bias through culturally competent teacher education, the more successful teachers are at reaching diverse students in the classroom. The goal is to provide information on the importance of teacher cultural competency and how it relates to student success. This action research, case study analyzed the relationship between teachers’ cultural competency and their students’ academic performance through a post-positive research study. Data were collected from various resources: classroom observations; teacher, parent, and student focus groups; academic data; and observations of classroom instruction. This study was a 9-week, two-intervention cycle of action research. The purpose of this action research, case study was to gain insight into teacher, student, and parent experiences and perceptions of classrooms where teachers were of Slavic descent and classrooms where teachers were of non-Slavic descent. This action research, case study aimed to answer multiple research questions to investigate why there were discrepancies between classrooms led by Slavic and non-Slavic teachers with regard to the classroom pedagogy and the academic success of Slavic students. Past research has supported a wide array of culturally responsive teaching techniques for a variety of ethnic and linguistic subgroups. The past research did not specifically look at, or study, the Slavic cultural needs in the classroom. This action research, case study specifically looked at the Slavic cultural needs at one particular school. This is the first study to provide information on the importance of culturally responsive teaching for the Slavic community and how teacher cultural humility with Slavic students can potentially improve perceptions, experiences, and academic success. This study can help fill the gap and potentially lead to further inquiry into Slavic cultural humility.

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Pack, Robert P., and Samantha A. Mathis. "Substance Use Disorder in Central Appalachia: Challenges for Cultural Competency." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1344.

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Dr. Robert Pack is Professor of Community and Behavioral Health, Associate Dean for Academic Affairs in the College of Public Health at East Tennessee State University, and Director of the new ETSU Center for Prescription Drug Abuse Prevention and Treatment. The Center grew out of a university and community collaborative that was started in 2012 to address the regional problem of prescription opioid abuse. At least five funded projects and dozens of other academic products have grown out of the Working Group. Dr. Pack is currently PI of the NIH/NIDA-funded Diversity Promoting Institutions Drug Abuse Research Program at ETSU, the research component of which is the five-year set of three studies titled Inter-professional Communication to Prevent Prescription Drug Abuse and Misuse. He was trained in health education/health promotion at the UAB Royals School of Public Health and is experienced in designing, running and disseminating theory-based intervention studies. In 2014, he was trained at the NIH-funded Training Institute for Dissemination and Implementation Research in Health (TIDIRH, Boston, 2014).

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Lujano, José Luis. "A survey of social workers' cultural competency: An exploratory study." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2724.

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Robinson, Jeanene Nicole. ""With liberty and justice for all" assessing cultural competency in schools /." Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1120058449.

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Thesis (Ph. D.)--Miami University, Dept. of Psychology, 2005.
Title from second page of PDF document. Document formatted into pages; contains [3], vi, 75 p. : ill. Includes bibliographical references (p. 35-37).

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Robinson, Jeanene N. "“With Liberty and Justice for All”: Assessing Cultural Competency in Schools." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1120058449.

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Wusik, Katie. "CCA Measurement of Cultural Competency in a Genetic Counseling Student Population." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1179376187.

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Curtis, Shawn D. "Cultural influence on the assessment of adjudicative competency: A grounded theory." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1569868152642414.

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Coleman, Jennifer C. "A Study of a Professional Development Initiative to Increase Cultural Competency." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3603.

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Abstract A STUDY OF A PROFESSIONAL DEVELOPMENT INITIATIVE TO INCREASE CULTURAL COMPETENCY By Jennifer Crowe Coleman, Ph.D. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2014 Major Director: Charol Shakeshaft, Ph.D. Professor, Department of Educational Leadership School of Education While there are broad, societal forces that contribute to achievement gaps, the professional development of teachers is one way educational leaders have sought to improve schools, improve teacher performance, and increase teacher knowledge and skills. Given the achievement and cultural gaps that exist between teachers and students, professional development that targets the development of teacher cultural competence in an effort to reach all students is necessary. The purpose of this study is to describe the implementation of a cultural competency professional development program across 62 schools in a large, suburban school district in central Virginia, comparing and contrasting implementation activities and outcomes over the 2-year period of its implementation with the initial expectations for the professional development initiative. This quantitative, nonexperimental study was carried out in two phases. The purpose of Phase 1 was a content analysis of the professional development plans of each of the district’s schools. Phase 2 consisted of a multiple choice, electronic survey of those who were trainers of the cultural competency professional development initiative in order to examine the implementation of the cultural competency professional development program and the relationship between the intended goal and the actual outcomes of the initiative. The survey was also used to collect demographic data, such as race and years of experience in education, in order to determine what, if any, impact these factors may have had on the implementation of the professional development initiative. Descriptive and inferential statistics were used to generalize the results to the population the sample represents. As this initiative was not designed to provide the training necessary to expect changes in classroom practice, this survey and its analysis focused on the trainers’ perspectives on the implementation of the professional development initiative. The results of this research were offered to frame a discussion around the fidelity of implementation; the factors that affected implementation; the relationship between the intended goals of the initiative and the actual outcomes of the initiative; and suggested next steps for the district as it moved toward a goal of a more culturally proficient workforce.

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Zheng, Yan. "Strategies for Cross-Cultural Physician-Patient Communication: A Case of International Patients in a Cultural Competency Laboratory." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1373634504.

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McKee-Williams, Ashara Buckhalt Joseph Archie. "Self-ratings of multicultural competency by consulting school psychologists." Auburn, Ala., 2007. http://repo.lib.auburn.edu/2006%20Fall/Dissertations/MCKEE-WILLIAMS_ASHARA_31.pdf.

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Hanson, Erica. "An assessment of cultural competency perceptions and training needs at West CAP." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007hansone.pdf.

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Graham-Johnson, Judith. "Incorporating equity dynamics in professional development| Building Educator Cultural and Professional Competency." Thesis, Fielding Graduate University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629593.

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Since the statement of then -Secretary of Education Paige on the "soft bigotry of low expectations," the necessity of holding "high expectations" appears to be generally accepted as an important factor in student achievement. Secretary Paige asserted that not all teachers hold high expectations of their students, yet the possibility of such thinking is not typically acknowledged among educators. Instead there appears to be a presumption that all teachers do hold high expectations for their students and there is no evidence that this assumption is ever questioned. The assumption that high expectations are universally held negates belief that expectations should be part of the professional conversations in which educators engage and precludes the topic from being included in the professional development programs in which school staffs are engaged.

My review of literature includes learning from the other social sciences on beliefs, cultural assumptions, and expectations. This dissertation examines the development of negative stereotypes and manifestations of those stereotypes in the educational experiences, past and present of African Americans, as representatives of those segments of the population who have historically been under-served by education.

The results of the survey conducted as part of this study indicate that expectations are rarely included in professional development programs. Additionally, the results demonstrate a lack of consistency among districts in approaching similar challenges. Finally, a model developed to increase the effectiveness of professional development is proposed.

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Hall, Tracy Lynn Pfeifer. "Nurse Focused Cultural Competency Education for Patients with Differences of Sex Development." Mount St. Joseph University Dept. of Nursing / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=msjdn161944517472267.

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Zeng, Tian S. M. Sloan School of Management. "The competency model of movie producers for cross-cultural co-production projects." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/126999.

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Thesis: S.M. in Management Studies, Massachusetts Institute of Technology, Sloan School of Management, May, 2020
Cataloged from the official PDF of thesis.
Includes bibliographical references (pages 36-38).
Movie producers are the de facto managers and leaders of movie crews who demand a comprehensive set of communication skills to solve the hundreds of problems during daily productions. The recent rise of international co-production movies has created more and more workspaces with multicultural teams. This calls for additional cross-cultural communication skills for producers to resolve new intercultural conflicts and communication issues that have emerged in this new working environment. This paper examines the competency model of movie producers in the context of cross-cultural communication. This paper also presents a co-production case to illustrate the findings of cross-cultural communication competency theories.
by Tian Zeng.
S.M. in Management Studies
S.M.inManagementStudies Massachusetts Institute of Technology, Sloan School of Management

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Atchley, Cindy J. "Exploring Linguistic Challenges and Cultural Competency Development in a Small Multinational Corporation." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2518.

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In 2016's global business landscape, the increase in workers moving across borders to find employment accentuates the language and cultural challenges for both employees and organizations. Employees working in a multinational environment need to have an understanding of language and culture to handle the complex nature of professional work in a multinational corporation (MNC). The purpose of this study was to explore what communication competencies employees in a small MNC needed to communicate across multicultural environments in the workplace. A dialectic approach of intercultural communication was used to explore these needs in one small MNC located in the Kingdom of Saudi Arabia using English as the corporate language. Data were collected from 9 employees of one data security firm using semistructured interviewing, the data was then coded into NVivo. Using interpretative phenomenology analysis, the themes of understanding, cultural sensitivity, pace, and fitting in emerged. Results of the study indicated a disconnect in the cultural mentality of Americanness versus Arabness in the business environment where societal factors and national identity reflected in how the employees think and act in the workplace. Lack of cultural knowledge in an MNC can impact the financial health of an organization in lost opportunities, reduced productivity, and long-term relationship damage with clients and partners. The results of this study could contribute to positive social change by providing small MNCs with the insight to enhance intercultural communication and intercultural awareness among employees in building a global workforce.

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Whitfield, Marvin. "Influence of Implicit-Bias Training on the Cultural Competency of Police Officers." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7095.

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Highly publicized media events involving African American men and the use of deadly force by police officers have occurred between 2013 and 2014. These events have emphasized the need to examine the influence of implicit bias training on police officers' decision-making processes. During the past two decades, Community Oriented Policing Services has invested several billion dollars in training programs designed to eliminate racial bias within the law enforcement community. The purpose of this qualitative study was to examine how implicit-bias training influences the decision-making processes of police officers. More specifically, this study examined the perceptions of police officers regarding the practical value of implicit-bias training and how the training influences their cultural awareness, knowledge, and skills. An online questionnaire containing open-ended questions was administered to 32 sworn, full-time police officers who interact daily with members of diverse communities. The data were coded using evaluation coding, magnitude coding, and descriptive coding. This form of coding assisted in identifying attitudes and stereotypes as well as the impact of implicit bias training police officers' cultural awareness, knowledge, and skills. Participants reported that implicit bias training made them better prepared to manage their biases while interacting with diverse communities. The findings of this study will provide police agencies and law enforcement training facilitators with the tools they need to improve future training outcomes. Successfully training police officers on how to manage implicit bias during the decision-making process will reduce the potential for stereotyping.

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Hartman, Deborah Smith. "Self-Efficacy and Cultural Competency Assessment of the Associate Degree Nursing Student." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3995.

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Effective nursing care can be threatened when nurses are not culturally attuned with their patients. Associate degree nursing (ADN) students receive information about diverse ethnicities in the nursing curriculum, but it may not be sufficient to provide the expertise necessary to care for patients of various cultural backgrounds. The purpose of this quantitative study was to explore the 2nd year ADN students' levels of cultural competence and their perceptions of self-efficacy in working with Caucasian, African American, Native American, Hispanic, and Asian ethnicities. The study used a cross-sectional survey design to determine if a relationship existed between the students' reported cultural competencies and their self-efficacy scores while providing care to patients of these diverse cultures. The process of cultural competence in the delivery of health care services was used as the theoretical framework for this study. A volunteer convenience sample of 64 2nd-year ADN students completed the Nurse Cultural Competence Scale and the Cultural Self-Efficacy Scale. The Pearson-Product Moment correlation revealed a significant negative, moderate relationship between self-efficacy and the students' perceptions of cultural competence. A project was designed to enhance skills and knowledge to improve the students' cultural competency while caring for patients of Asian, Native American, and Hispanic cultures because minimal familiarity of those cultures contributed most to the negative correlation. Research on methods to improve cultural competence among health care professionals should be continued. Positive social change will occur as nursing students gain proficiency in their abilities to provide culturally appropriate care to patients of diverse ethnic backgrounds.

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Holstein, Jane. "Cultural Competence for Health Professionals : Instrument Development." Licentiate thesis, Linköpings universitet, Avdelningen för arbetsterapi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-156147.

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In recent decades, both global migration in general and specifically migration to Sweden have increased. This development compels the need for delivering healthcare to the increasingly diverse populations in Sweden. To support health professionals, for instance occupational therapists, in developing their professional knowledge in encounters with foreign-born clients a self-rating instrument measuring cultural competence is developed. This may contribute to the development of suitable services for foreignborn clients and improve person-centered interventions for these clients. The general aim of this thesis was to develop an instrument for health professionals by examining psychometric properties and utility of the Swedish version of the Cultural Competence Assessment Instrument (CCAI-S) among occupational therapists. The specific aim of study I was to evaluate the content validity and utility of the Swedish version of the Cultural Competence Assessment Instrument (CCAI-S) among occupational therapists. The study had a descriptive and explorative design. Nineteen occupational therapists participated, divided into four focus groups. Qualitative content analysis was used to examine the content validity and utility of the CCAI-S. The specific aim of study II was to examine the clinical relevance, construct validity and reliability of the Swedish version of the Cultural Competence Assessment Instrument (CCAI-S) among Swedish occupational therapists. The study had a cross-sectional design. A web-based questionnaire was e-mailed to a randomised sample of 428 occupational therapists to investigate the construct validity, reliability and utility of the CCAI-S. Factor analysis was performed as well as descriptive statistics. The findings from study I revealed high content validity for all 24 items. However, six items needed reformulations and exemplifications. Regarding utility, the results showed strong support for CCAI-S. The category ‘Interactions with clients’ showed that the CCAI-S could be utilised individually for the health professional and create a higher awareness of cultural questions in practice. The category ‘Workplace and its organisational support’ displayed potential for use in different workplaces regarding CCAI-S and indicated the importance of organisational support for health professionals in the development of cultural competence. The findings from study II regarding construct validity generated a three-factor model with the labels ‘Openness and awareness’, ‘Workplace support’ and ‘Interaction skills’. All three factors showed high factor loadings and contained 12 of the 24 original items. The Cronbach’s Alpha showed high support for the three-factor model. Concerning utility, the participants reported that all 24 items had high clinical relevance. In conclusion, the findings from the two studies indicated good measurement properties and high clinical relevance for the CCAI-S. This may sup-port the utilisation of CCAI-S in the Swedish context for health professionals, for instance occupational therapists. The results of the instrument development show that the upcoming published version of the CCAI-S can be a valuable self-assessment tool for health professionals who strive to improve in person-centred communication in encounters with foreign-born clients. CCAI-S can also be of support for the organisation to serve as a guide for what to focus on to develop cultural competence within the staff. Altogether this presumably influence the effectiveness of the healthcare and enhance the evidence of interventions for foreign-born clients. To develop an instrument is an iterative process requiring several evaluations and tests in various settings and populations. Therefore further psychometric testing and utility studies on the CCAI-S is crucial.

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Wicinski, Melanie Lynne. "The Development and Initial Validation of an Instrument Measuring the Cognitive Domain of Intercultural Maturity." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5330.

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Abstract Through a two-phase process an instrument was created to measure the cognitive domain as proposed by King and Baxter Magolda in their Developmental Model of Intercultural Maturity (2005). The first phase involved expert panels who identified the competencies which exist in the cognitive domain, identified situations which might exist between individuals from different cultures, validated scenarios created from the identified situations, and created responses which corresponded to the three developmental levels (Initial, Intermediate, and Mature) defined in the Developmental Theory of Intercultural Maturity. Within the second phase, the created instrument was administered to 371 individuals representing eight geocultural world divisions (Asia, Caribbean, Europe, Middle East, North America, South/Latin America, South Pacific/Polynesia, and Sub-Saharan Africa). The initial instrument contained 8-12 interactive demographic questions and 20 scenario-based questions which were created to measure the four identified competencies (Ability to Shift Cognitive Perspectives, Flexibility in Thinking, Willingness to Seek Knowledge about Other Cultures, and Willingness to Consider Others' Viewpoints as Valid). Through exploratory factor analysis (EFA), the instrument was analyzed and a final 12-item instrument was identified which corresponded to three competencies: Ambiguity, Acclimation, and Acceptance. Overall, the final instrument functioned with minimal gender bias. Some differences in world regions were noted. The Caribbean was the only region who had consistently different scores from the other regions. While some significant differences were noted in scores of those who had lived abroad and those who had not, time spent outside one's home region was not correlated to scores on the instrument. Low reliability scores, factor pattern coefficients, and communality estimates indicated that opportunities to improve the instrument exist. Additional opportunities for further research include the creation of additional instruments to measure all three domains (Cognitive, Interpersonal, and Intrapersonal) and thus measure Intercultural Maturity in full. Recommended uses for the instrument are in the creation of intercultural curriculum to prompt discussion or to create metacognitive opportunities within intercultural training and classrooms.

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Mulhall, Jan. "Cultural competency : a review and critique of the literature in social work practice." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81254.

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Cultural Competency has become a concept central to the professional practice of social work. It is endorsed because it is perceived that cultural competency of social work practitioners results in encounters with their clients that are more appropriate in manner, and more helpful in outcome. Originally a critique of failures of conventional practice, cultural competency has become so widespread that its meaning has become obscured.
This study examines the literature on Cultural Competency. It includes the preceding work on cross-cultural, multi-cultural and diversity literature. It examines definitions of culture in the context of competency and what is included and excluded; historical and regional development and its relationship to concepts such as ethnicity, race, class, identity and cultural indices. It also reviews what is considered best Social Work practice at this time and what problems can develop from this perspective.

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Harrison, Giulietta Domenica. "Tools for learning: a socio-cultural analysis of pedagogy in early reading competency." Doctoral thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13295.

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Includes bibliographical references.
This research aimed to understand how children learn to read and how best to facilitate early reading competencies. It examined pedagogic styles through a socio-cultural lens with a view to describing what currently yields results in South African Grade One classrooms. The participants were Grade One educators in both former Model C 1 schools and less privileged schools. This multiple case-study comprised a research demographic of 126 learners, 14 teachers and five schools. Use was made of a basal reading test, comprehension test, problem -solving test, film observations of teachers giving lessons, and teacher interviews. A coding schedule was designed to facilitate the analysis of pedagogic modes as observed in the film footage. The pedagogic modes were determined from a pilot study and the use of a Vygotskian framework. Ten modes were identified: use of existing knowledge, practicing a concept, collaborative learning, conscious mediation, use of the ZPD, scaffolded learning, rote learning, worksheet-based learning, ability-group teaching and didactic teaching. The first six modes are Vygotskian in nature, of which the first four were the most frequently used. Qualitative analysis of teacher interviews, together with a quantitative analysis of pedagogic modes, permitted comparison of what teachers said with what they did in their classrooms. A stratified sample of nine learners per teacher evidenced a significant improvement between the pre- and post-tests of literacy. Cross analysis of learner test results with pedagogic modes showed that collaborative learning was an effective tool for mediation. This research showed that use of Vygotskian principles was not fully developed. Some of the challenges faced in South African classrooms were revealed. Despite these challenges, learners did progress, even in underprivileged circumstances. A central message that emerged is that learners’ individual strengths and weaknesses are not adequately identified or catered for in Grade One classrooms, and their teachers need support in acquiring the skills to do so.

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Hogan, Terry. "Global leadership and the development of intercultural competency in U.S. multinational corporations." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/709.

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This study addresses the challenges of developing the intercultural competency of global leaders within the context of the U.S. multinational corporation (U.S.M.C.). This research seeks to examine how organizations develop managers capable of leading in a pluralistic work environment and the implications of this kind of learning on the current assumptions held by intercultural academia and the business community. The research approach was interdisciplinary: combining adult learning theory (self-directed and transformational learning), international business communication and leadership, systems thinking, organizational development and learning, and intercultural theory. The following questions were addressed: How is cultural competence developed, supported, and integrated by the U.S. multinational organization? What challenges and obstacles do organizations face in effectively developing globally competent leaders? How can the intercultural academic community help to facilitate cultural competency development in the organizational context? The study found that, although global leadership competency is largely undefined in organizations, the mandate "to be global" is pervasive. In spite of this, culture in the organizational context and its impact on leadership development and performance are not widely understood in U.S.M.C.s. Yet, the study also found that most organizations do not have programs of any kind that promote intercultural competency development. Reasons for this discrepancy centered mostly on lack of awareness and support at the highest levels in organizations, business cost justification, and the lack of collaboration among (corporate) departments as well as between organizations and the intercultural academic community. Two data sets were used to complete this research. The first set included members of the corporate business units of Learning and Development.(L&D), Human Resources (HR), and Diversity. The second data set was comprised of interculturalists who hailed from the academic community, the business community, or both.

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Shergill, Amritpal Singh. "An evaluation of the Social Cultural Competency for Success training program for the acquisition of intercultural interpersonal competency skills among health care trainees." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25158.pdf.

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Brown, Jill Marie. "Servant Leadership Towards Cultural Competency and Critical Thinking: A Mixed Methods Study in Zambia." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/hpd_ot_student_dissertations/65.

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There is a paucity of occupational therapy literature related to the professional development process that occurs when students participate in immersive, international servant leadership experiences in developing countries. A scarcity of literature exists on how such culturally rich experiences can influence the development of the participating students’ dispositional critical thinking and cultural competency skill sets. This mixed methods study depicts how a 3-week servant leadership experience in Zambia, Africa, measured the acquisition of dispositional critical thinking and cultural competency skill sets in novice to experienced occupational therapy students. Moreover, this study infuses a constructivist grounded theory approach to uncover a holistic understanding of the professional development process that occurred for the participating students over a 3-week immersion experience in Zambia. This study highlights how a hands-on servant leadership experience in Zambia contributed to the acquisition of professional development and problem-solving skills and cultural responsiveness for students who were trained in westernized health care practices. The participants demonstrated statistically significant increases in their critical thinking skills with medium effect sizes in truth-seeking, inquisitiveness, analyticity, systematicity, confidence, and maturity of judgment. In addition, the participants demonstrated statistically significant increases in cultural competency skills with medium to very large effect sizes in cultural awareness, cultural knowledge, cultural skills, cultural encounters, and cultural desires. The qualitative strand of the study revealed the professional growth of the students during the experience through the themes that emerged: “resilient occupational therapy lens” and “empowered occupational therapy students.” Furthermore, this mixed methods study provides a Servant Leadership Professional Development Model to illustrate the transformational professional development process that students underwent that is supported by the mixed methods data findings.

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Hudgins, Cathy Mills. "Region as a Cultural Context in Family Therapy." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26521.

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Environmentally-constructed, regional culture as defined by geographic place is not generally included in family therapy research and training concerning race, ethnicity, gender, sexual orientation, and other contextual factors. This grounded theory research project explores how practitioners working with families acknowledge, access, and use region as a cultural context in their service delivery, specifically in the New River Valley region of Southwest Virginia. Ecological theory, social construction theory, family systems theory, and cultural competency perspectives were used to frame the research questions, to develop the interview protocol, and to support the analysis of the properties and dimensions of the concepts and categories that emerged from the data analysis. The resulting grounded theory revealed that clinicians working with regionally distinct clients combine a client-centered approach with multiple-layers of regional knowledge and self-awareness.
Ph. D.

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Phillips, Karon L. "Cultural Competence in Health Care: A Client-Based Perspective." Scholar Commons, 2009. http://scholarcommons.usf.edu/etd/3681.

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In response to the presence of health disparities among a diverse population of older adults, creating culturally competent health care services has emerged as a possible method to help reduce and eventually eliminate inequalities in health care. However, little information exists concerning the effectiveness of cultural competence, and even less is known about how culturally competent clients perceive their providers to be. This dissertation examined a number of indicators related to cultural competence, including the predictors of client-provider racial/ethnic concordance, client perceptions of the interpersonal sensitivity of their health care providers, and the overall satisfaction with care reported by older Non-Hispanic White, African American/Black, Hispanic/Latino, and Asian American adults. In order to accomplish these aims, three related studies were conducted, all drawing on data from the Commonwealth Fund 2001 Health Care Quality Survey. The first study focused on the factors that predicted racial/ethnic concordance between clients and their health care providers. The second study examined several factors that can affect the clients’ perception of their providers’ interpersonal sensitivity, including client-provider racial/ethnic concordance. The third and final analysis utilized the outcome variables from the two previous studies, in addition to the client-level variables, to determine which factors predicted satisfaction with care received. The results show that the factors that predicted client-provider racial/ethnic concordance and perceived interpersonal sensitivity varied across the four groups. In addition, perceived interpersonal sensitivity was a significant predictor of satisfaction with care for all four of the groups. The findings from this dissertation contribute to a broader understanding of racial/ethnic differences in client-provider racial/ethnic concordance, perceptions of interpersonal sensitivity, and overall satisfaction with care among older adults from racially and ethnically diverse backgrounds.

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Quinn, Megan, Gabrielle Caldara, Kathleen Collins, Heather Owens, Ifeoma Ozodiegwu, Elaine Loudermilk, and Jill D. Stinson. "Methods for Understanding Childhood Trauma: Modifying the Adverse Childhood Experiences International Questionnaire for Cultural Competency." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/6778.

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Tabor, Lisa Maria. "Cultural Competency in Healthcare Policy: Pursuing Elder, African-American Diabetics as Stakeholders in Successful Treatment." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/27428.

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Healthcare agencies and researchers identify several areas in which healthcare disparity affects elder, African-American diabetics including higher rates of diagnosis, higher limb amputation, increased kidney failure, and stroke. While the disparities have been documented, elder, African-American diabetics rarely have been invited into discussions concerning these disparities, research questions, project or program design, and results. They are not asked to be stakeholders in health care or health policy discussions. This study used grounded theory as a participatory action research method to invite elder, African-American, diabetics into the discussion using focus groups. The patient participants then suggested providers they believed to be â successfulâ in their care who were then interviewed. The analysis suggests that where patient/ provider communication has been peripheral that care and perception of care and patient suffer. Where successful communication was central to the patient/provider relationship, provider preconceptions lessened and patient compliance levels rose. This dissertation offers several downstream, midstream, and upstream recommendations using a patient-focused lens.
Ph. D.

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Dissertations / Theses on the topic 'Cultural competency'

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