Cultural Competence
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2021 ◽  
Vol 27 (2) ◽  
pp. 123-140
Uršula Lipovec Čebron ◽  
Ivanka Huber

The article seeks to stimulate dialogue about the evaluation of cultural competence in healthcare. The first part of the paper presents the different attempts to measure cultural competence in the field of healthcare and critically analyses the problems that arise concerning the use of instruments that measure the cultural competence of health providers. The second part of the article focuses on the evaluation process of the first cultural competence educational programme for healthcare workers in Slovenia, serving as an example to demonstrate the importance of complementing quantitative methods with qualitative ones and to emphasize the need to shift the focus from measuring the cultural competence of individual healthcare workers to the evaluation of educator performances, patient perspectives, and the cultural competence of healthcare institutions as a whole.

2021 ◽  
Vol 3 (1) ◽  
pp. 3-13
Yanelly Torres ◽  
Nichole Walsh ◽  
Negin Tahvildary

Mentorship in the field of service-learning has many variations. The utilization of peace circles has been on the rise as a way of bringing inclusion and cultural awareness when interacting with diverse perspectives in a group setting. Research on the impact of service-learning experiences on college students reflects that participation in these high-impact practices in higher education lead to positive outcomes through engagement in active learning practices that will impact their future careers. The purpose of this study was to investigate the potential factors that impact college students’ own growth and development within mentorship service learning experiences in virtual settings with school-aged students. Using Likert-style retrospective survey questions with open-ended responses, this mixed-methods research explored the impact of participating in mentorship service learning on college students’ development of social-emotional and cultural competence. The findings of the study are presented in a descriptive approach which led to conclusions and recommendations to improve the efficiency and effectiveness of the Mediator Mentors program at Fresno State University to positively impact the growth and development of college students in the areas of social-emotional expertise and cultural competence.  

Corinne Etienne

This article explores French L1 speakers’ attitudes toward French L2 speakers’ negation use. Negation in prescriptive grammars calls for a pre-verbal ne and a post-verbal element like pas. Although orally ne deletion is frequent, it is rarely or never taught. One common, albeit meagrely supported, explanation is that L1 speakers do not like L2 speakers to use informal styles. To test this assumption, the article addresses the following questions: Does L2 speakers’ ne deletion or retention influence their social evaluation by L1 speakers? Do age, gender, or being an educator influence judgments? A group of 157 French L1 speakers, aged 20 to 60, completed a matched-guise test judging three female L2 speakers. They gave statistically significant higher scores for politeness and distinction to two of the speakers in their ne-retention guise; judgments of the third speaker did not follow this pattern. The use of either ne retention or ne deletion had a significant impact on leadership assessment depending on the speaker. Findings refute the assumption that L1 speakers expect L2 speakers to behave prescriptively regardless of context. The conclusion presents pedagogical implications for teaching the social meanings of stylistic variants and developing students’ critical cultural competence.

John A. Bunce

AbstractIn much contemporary political discourse, valued cultural characteristics are threatened by interaction with culturally distinct others, such as immigrants or a hegemonic majority. Such interaction often fosters cross-cultural competence (CCC), the ability to interact successfully across cultural boundaries. However, most theories of cultural dynamics ignore CCC, making cultural diversity incompatible with mutually beneficial inter-group interaction, and contributing to fears of cultural loss. Here, interview-based field methods at an Amazonian ethnic boundary demonstrate the prevalence of CCC. These data motivate a new theoretical mathematical model, incorporating competing developmental paths to CCC and group identity valuation, that illuminates how a common strategy of disempowered minorities can counter-intuitively sustain cultural diversity within a single generation: Given strong group identity, minorities in a structurally unequal, integrative society can maintain their distinctive cultural norms by learning those of the majority. Furthermore, rather than a rejection of, or threat to, majority culture, the valuation of a distinctive minority identity can characterize CCC individuals committed to extensive, mutually beneficial engagement with the majority as members of an integrative, multi-cultural society.

2021 ◽  
Natal'ya Sklyarova

The textbook is intended for the formation of linguistic and cultural competence of students based on a comparative analysis of the phraseological fund of English and Russian languages in an extralinguistic aspect, as well as for the development of foreign language competence through the use of English phraseological units in speech. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of various philological areas of bachelor's and master's degree preparation.

Jori Hall

Cultural competence is a complex and contested notion. Yet, cultural competence remains integral to working with difference in the context of evaluation practice. Given its status in evaluation practice, the field’s commitment to cultural competence prompts the need for further interrogation and reconsideration. Accordingly, this paper explores the establishment and conceptualization of cultural competence. Potential challenges to cultural competence are also examined. In consideration of these challenges, an alternative framework is offered based on the philosophy of Emanuel Levinas. This work aims to support the evaluation community’s ability to work with cultural diversity, a vital aspect of evaluation practice.

Kevin Oh ◽  
Natalie Nussli

This qualitative study was conducted with teacher candidates studying in a Masters program at a university on the west coast in the United States. The main goal was to capture if immersion in a foreign culture and the short-term teaching of primary and secondary school students in South Korea had any sustainable impact on the participating teachers’ perception of their cultural knowledge, competence, and awareness almost a decade after their immersion experience. The researchers interviewed four teachers who had participated in one of two immersion projects conducted in 2010 and 2011. A questionnaire on teachers’ self-efficacy regarding culturally responsive teaching (modified from Chu & Garcia, 2014) was administered prior to the interview giving the participants a tool to reflect on what it means to be a culturally responsive teacher and to self-assess their own cultural competence and teaching practices. Four themes emerged from the interviews, namely, perspective-taking ability, relationships, teaching strategies, and cultural knowledge. The findings indicate that international immersion not only offers an effective way for pre-service teachers to receive intercultural training. It also has the potential to create transformative learning experiences by immersing students in cultural contexts unfamiliar to them. The findings from this study will be interesting to teacher educators who consider integrating international immersion projects into their teacher education programs.

2021 ◽  
Vol 12 ◽  
Long Ye ◽  
Xu-Yang Dong

The purpose was to integrate cultural psychology into cross-cultural adaptation and analyze the factors of entrepreneurial psychology and entrepreneurial intention of venture entrepreneurs. The research framework of cross-cultural adaptation is constructed, and four hypotheses are put forward, and 100 venture entrepreneurs in multinational enterprises are randomly recruited and investigated through the QS (Questionnaire Survey) design. Finally, the results are analyzed through statistical software. The results show that among the basic information of venture entrepreneurs, the proportion of gender is balanced, and the educational level is generally high, with the majority of young entrepreneurs aged 20–35. Meanwhile, there are significant differences in the four dimensions of cross-cultural competence, cross-cultural adaptation, entrepreneurial intention, and psychological adaptation of venture entrepreneurs (p<0.05). Length of service influences cross-cultural competence, cross-cultural adaptation, and entrepreneurial intention but does not affect psychological adaptation. Hence, cross-cultural adaptation has a great impact on the entrepreneurial intention and psychological adaptation of venture entrepreneurs and provides a practical basis for the entrepreneurial optimization of venture entrepreneurs.

2021 ◽  
Vol 7 (3D) ◽  
pp. 50-59
Igor Mikhailovivh Krasilnikov

Students’ mastery of the content of musical pieces in different artistic genres provides for a versatile development of their moral culture as the basis of social culture and cultural competence. The condition for the success of this process lies in the musical activity transcending to the creative level allowing access to the imaginative and emotional “overtones” in the sound of music. Involving all children and adolescents in musical creativity is possible through the implementation of the pedagogical technology of interactive music-making that involves a complementary interaction with the outside source of sound. A pedagogical experiment conducted as a part of concerts of the artistic and educational project “Music-making for all” that were designed based on the aforementioned technology demonstrates students’ successful mastery of the content of the performed pieces, as well as the development of the required characteristics of social culture in them.

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