Building Culturally-Competent School Practices in Rural and Small Cities

2021 ◽  
pp. 1-26
Author(s):  
Sarah L. Crary ◽  
Elizabeth A. Gilblom
Keyword(s):  
Professional Development ◽  
School Districts ◽  
Cultural Competence ◽  
Rural Areas ◽  
Culturally Diverse ◽  
District Level ◽  
Culturally Competent ◽  
Small Cities ◽  
Culturally Diverse Students ◽  
School Practices

This chapter provides in-depth discussion of concepts and principles related to the development of cultural competence in school districts located in rural areas and smaller cities that have and are becoming racially, linguistically, and culturally diverse. The authors offer practical steps that help support the development of cultural competence among pre-service teachers, educators, and administrators. This framework can be implemented to create district-level professional development courses that can be used to renew teacher licenses. Additionally, suggestions of how to best address the discipline among culturally diverse students, and how to build authentic relationships with students, parents and the community are also discussed.

Culturally Competent Sport Psychology: A Survey of Sport Psychology Professionals’ Perception of Cultural Competence

2020 ◽  
Vol 34 (3) ◽  
pp. 242-253
Author(s):  
Alessandro Quartiroli ◽  
Justine Vosloo ◽  
Leslee Fisher ◽  
Robert Schinke
Keyword(s):  
Professional Development ◽  
Cultural Competence ◽  
Reflective Practice ◽  
Sport Psychology ◽  
Online Survey ◽  
Training Programs ◽  
Formal Training ◽  
Culturally Competent ◽  
Cultural Assumptions ◽  
Limited Role

Cultural competence, identified as the ability to understand other cultures and being aware of one’s own cultural assumptions, has been found to be important for sport psychology professionals (SPPs). In the current study, one of a few exploring the SPPs’ own perceived cultural competence, a sample of 203 SPPs completed an online survey examining the perceptions of their own levels of cultural competence. Most participants reported receiving formal training in cultural competence. However, this training was perceived as only moderately effective and only able to predict the reported level of the SPPs’ perceived cultural competence in a limited way. These results could be attributed to the reported lack of support for SPPs engaging in culturally centered self-reflective practice and to the limited role that these factors have played in training programs. Additional findings are described and discussed, along with recommendations for professional development and applied training.

scholarly journals University Educators’ Experiences of Teaching Abroad: The Promotion of Cross-cultural Competence

2019 ◽  
Vol 10 (3) ◽  
Author(s):  
Sonya Corbin Dwyer
Keyword(s):  
Professional Development ◽  
Cultural Competency ◽  
Culturally Diverse ◽  
Cross Cultural ◽  
Culturally Competent ◽  
Development Activity ◽  
Teaching Abroad ◽  
Effective Professional Development ◽  
Professional Development Activity ◽  
University Classrooms

As university classrooms become increasingly culturally diverse, how can educators learn to meet the needs of all of their students? Teaching abroad is an immersion activity that creates spaces which promote growth-producing experiences for faculty. The participants in this qualitative study reflected on their experiences of teaching abroad and discussed how it can help foster the development of cultural competency. Within this meta-theme, four subthemes emerged. The participants in this study discussed the personal dispositions and skills they think promote becoming culturally competent—the capacity to (a) adapt, (b) be interested in students and treat them as individuals, (c) embrace challenges, and (d) be comfortable with feeling uncomfortable. Teaching abroad is an effective professional development activity, one that should be supported by universities.

School Leaders and Cultural Competence

2013 ◽  
pp. 148-164 ◽  
Author(s):  
Maysaa Barakat ◽  
Maria Martinez Witte ◽  
James E. Witte
Keyword(s):  
Professional Development ◽  
United States ◽  
Achievement Gap ◽  
Cultural Competence ◽  
Cultural Differences ◽  
The United States ◽  
Educational Institutions ◽  
Development Programs ◽  
Core Element ◽  
Culturally Diverse Students

Culture is a core element in everyday living within the United States. The variety of races, traditions, languages, and religious beliefs contribute to a cultural combination that is rich and strengthens the bonds of our society. However, within school systems cultural differences, seen through the eyes of prejudice and stereotyping, can deter and hinder student achievement and teaching efforts. Incorporating cultural competencies within educator preparation and professional development programs can serve to provide equitable education and address the achievement gap with culturally diverse students. This chapter discusses current research practices and advances in cultural competence within U.S. schools and educational institutions.

scholarly journals Culturally competent, safe and equitable clinical care for Ma¯ori with bipolar disorder in New Zealand: The expert critique of Ma¯ori patients and Wha¯nau

2021 ◽  
pp. 000486742110314
Author(s):  
Tracy Haitana ◽  
Suzanne Pitama ◽  
Donna Cormack ◽  
Mau Te Rangimarie Clark ◽  
Cameron Lacey
Keyword(s):  
Bipolar Disorder ◽  
New Zealand ◽  
Cultural Competence ◽  
Health System ◽  
Clinical Care ◽  
Clinical Work ◽  
Culturally Competent ◽  
Structured Interviews ◽  
Clinical Culture ◽  
Competence Framework

Objective: Research designed to increase knowledge about Māori with bipolar disorder is required to understand how health services support wellbeing and respond to identified levels of community need. This paper synthesises the expert critique of Māori patients with bipolar disorder and their whānau regarding the nuances of cultural competence and safety in clinical encounters with the health system. Methods: A qualitative Kaupapa Māori Research methodology was used. A total of 24 semi-structured interviews were completed with Māori patients with bipolar disorder and members of their whānau. Structural, descriptive and pattern coding was completed using an adapted cultural competence framework to organise and analyse the data. Results: Three themes were evident from participants’ critique of clinical components of the health system. Theme 1 established that the efficacy of clinical care for bipolar disorder was dependent on Māori patients and whānau having clear pathways through care, and being able to access timely, consistent care from clinically and culturally competent staff. Theme 2 identified the influence of clinical culture in bipolar disorder services, embedded into care settings, expressed by staff, affecting the safety of clinical care for Māori. Theme 3 focused on the need for bipolar disorder services to prioritise clinical work with whānau, equip staff with skills to facilitate engagement and tailor care with resources to enhance whānau as well as patient wellbeing. Conclusion: The standard of clinical care for Māori with bipolar disorder in New Zealand does not align with practice guidelines, Māori models of health or clinical frameworks designed to inform treatment and address systemic barriers to equity. Research also needs to explore the role of structural and organisational features of the health system on Māori patient and whānau experiences of care.

VISION

2008 ◽  
Vol 29 (3) ◽  
pp. 141-148 ◽  
Author(s):  
Monica L. Bellon-Harn ◽  
Michael T. Garrett
Keyword(s):  
Cultural Competence ◽  
Service Delivery ◽  
Culturally Competent ◽  
Speech Language Pathologists ◽  
Knowledge And Skills ◽  
Linguistic Differences

The American Speech-Language-Hearing Association has established knowledge and skills needed for culturally competent service delivery by speech-language pathologists. Among these are skills needed to demonstrate sensitivity to cultural and linguistic differences. The purpose of this article is to describe a model, VISION, to assist in development of cultural competence. This article includes a description of the components of VISION followed by vignettes to illustrate its application.

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