Building Cultural Competence and Changing Cultural Perceptions:
                    Students from the UAE and USA Participate in a Cultural Exchange
                    Project

Leslie Seawright; Robyn Albers; Susan Schanne

doi:10.22682/bcrp.2021.4.1.5

Transcultural Barriers and Cultural Competence in Dental Hygiene Practice

The Journal of Contemporary Dental Practice ◽

10.5005/jcdp-8-4-43 ◽

2007 ◽

Vol 8 (4) ◽

pp. 43-51 ◽

Cited By ~ 3

Author(s):

Khalid Almas ◽

Salim Rayman

Keyword(s):

Cultural Competence ◽

Cultural Awareness ◽

Dental Hygiene ◽

Oral Care ◽

Healthcare Services ◽

The United States ◽

Hygiene Practice ◽

Cultural Backgrounds ◽

Cultural Perceptions ◽

Cultural Care

Abstract Aim The aim of this paper is to highlight the need to integrate cultural care into dental hygiene practice. Background Culture can be better understood through the concepts, beliefs, and norms of the culturally diverse population of the United States. It is important to understand cultural perceptions of oral health in order to manage transcultural barriers that may arise during the utilization of oral healthcare services. It is assumed cultural competence can only be achieved through the knowledge of various cultural backgrounds in an extremely diverse US population. Conclusions There is a need to integrate cultural awareness, knowledge, identification, and respect into the dental hygiene curriculum through the incorporation of competencies and standards associated with dental hygiene practice. Future dental hygienists should be culturally competent to render oral care to an ever expanding and diversified US population. Citation Rayman S, Almas K. Transcultural Barriers and Cultural Competence in Dental Hygiene Practice. J Contemp Dent Pract 2007 May;(8)4:043-051.

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Education in Biosphere Reserves to Enhance Intercultural Competence between Japanese and Russian Youth

European Journal of Sustainable Development ◽

10.14207/ejsd.2019.v8n5p87 ◽

2019 ◽

Vol 8 (5) ◽

pp. 87

Author(s):

Aida Mammadova

Keyword(s):

Cultural Competence ◽

Environmental Education ◽

Intercultural Competence ◽

Negative Effects ◽

Biosphere Reserves ◽

Cultural Perceptions ◽

Cultural Stereotypes ◽

Cross Cultural Communication ◽

Strongly Agree ◽

Positive Results

Japan and Russian youth has many stereotypical cultural perceptions about each other’s culture, which in many times leads to cultural misunderstandings with negative effects. In this study we decided to use Biosphere Reserves (BRs), which are highly recognized areas under UNESCO’s MAB Programme for their conservation, learning and sustainable development initiatives, to enhance the cultural competence and awareness in youth of both countries. 50 Japanese students were divided into two groups and visited 3 Russian BR with 4 universities, with 2 weeks’ duration of each trip. Later 14 Russian students visited Japanese Mount Hakusan BR and participated in the academic BR training course for 3-weeks. We have conducted the specific survey to evaluate the changes in students’ knowledge, attitude and skills towards each other’s culture, and it was observed that all 3 elements were increased in all students. Besides 90% of students replied that they were strongly agree, that BR helped them to understand cultural diversity of each county. 87% replied that community interaction was the most effective way to break cultural stereotypes. This kind of cross-cultural communication in BR, showed very positive results and can be used as the new methodology for the future environmental education. Keywords: Environmental Education, Sustainability, Biosphere Reserves, Cultural Competence, Awareness

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International and American Students' Perceptions of Informal English Conversations

Journal of International Students ◽

10.32674/jis.v6i1.394 ◽

2016 ◽

Vol 6 (1) ◽

pp. 14-34

Author(s):

Eun Jeong (Esther) Lee

Keyword(s):

International Students ◽

Cultural Competence ◽

Cultural Exchange ◽

Program Administrators ◽

Informal Conversation ◽

American Students

This study investigated international and American students’ perceptions of structured but informal English conversations with each other. American and international students perceived the effects of these conversations differently. While the international students claimed increased linguistic and cultural competence, the Americans identified cultural exchange as the main benefit: they shared their own cultures and experiences and learned more about their conversation partners’ home countries. Both sets of participants associated these benefits with a non-threatening and non-judgmental atmosphere and emphasized the importance of comfort and friendship. Understanding these expectations and assessments can help ESL program administrators design effective informal conversation programs, and help identify opportunities for ESL improvement outside of formal coursework.

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Culturally and Linguistically Diverse Populations: Serving GLBT Families in Our Schools

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds16.1.11 ◽

2009 ◽

Vol 16 (1) ◽

pp. 11-19 ◽

Cited By ~ 1

Author(s):

Ashley M. Frazier

Keyword(s):

Sexual Orientation ◽

Cultural Competence ◽

Service Delivery ◽

Linguistically Diverse ◽

Culturally And Linguistically Diverse ◽

Diverse Populations ◽

Cultural Issues ◽

Willingness To Disclose ◽

Bisexual And Transgender ◽

Societal Changes

Abstract School speech-language pathologists (SLPs) are increasingly likely to serve children of gay, lesbian, bisexual, and transgender (GLBT) parents or GLBT students as cultural and societal changes create growth in the population and increased willingness to disclose sexual orientation. The American Speech-Language-Hearing Association (ASHA) has a progressive nondiscrimination statement that includes sexual orientation as a protected status and strongly urges the membership to develop cultural competence as a matter of ethical service delivery. The purpose of this article is to describe cultural competence in relation to GLBT culture, discuss GLBT parent and student cultural issues as they are important in parent-school or student-school relations, and to provide suggestions for increasing sensitivity in these types of interactions. A list of resources is provided.

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Students Involvement in Multilingual and Multicultural Community Services

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds22.2.77 ◽

2015 ◽

Vol 22 (2) ◽

pp. 77-89 ◽

Cited By ~ 2

Author(s):

Ying-Chiao Tsao

Keyword(s):

Service Learning ◽

Cultural Competence ◽

Linguistically Diverse ◽

Community Services ◽

Cultural Humility ◽

Self Assessment ◽

Multicultural Community ◽

Raising Awareness ◽

Hands On ◽

Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

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Cultural Competence Needed to Distinguish Disorder from Difference: Beyond Kumbaya

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds22.2.64 ◽

2015 ◽

Vol 22 (2) ◽

pp. 64-76 ◽

Cited By ~ 7

Author(s):

Catherine J. Crowley ◽

Kristin Guest ◽

Kenay Sudler

Keyword(s):

New York ◽

New York City ◽

Public Schools ◽

Cultural Competence ◽

York City ◽

Cultural Sensitivity ◽

Graduate Program ◽

Language Disorder ◽

New York State ◽

Deep Understanding

What does it mean to have true cultural competence as an speech-language pathologist (SLP)? In some areas of practice it may be enough to develop a perspective that values the expectations and identity of our clients and see them as partners in the therapeutic process. But when clinicians are asked to distinguish a language difference from a language disorder, cultural sensitivity is not enough. Rather, in these cases, cultural competence requires knowledge and skills in gathering data about a student's cultural and linguistic background and analyzing the student's language samples from that perspective. This article describes one American Speech-Language-Hearing Association (ASHA)-accredited graduate program in speech-language pathology and its approach to putting students on the path to becoming culturally competent SLPs, including challenges faced along the way. At Teachers College, Columbia University (TC) the program infuses knowledge of bilingualism and multiculturalism throughout the curriculum and offers bilingual students the opportunity to receive New York State certification as bilingual clinicians. Graduate students must demonstrate a deep understanding of the grammar of Standard American English and other varieties of English particularly those spoken in and around New York City. Two recent graduates of this graduate program contribute their perspectives on continuing to develop cultural competence while working with diverse students in New York City public schools.

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