Given that racial and ethnic minorities will comprise the majority of the U.S. demographic population by the 2050s, it is imperative that faculty and staff develop a level of cultural competence to effectively provide all students with a well-rounded classroom learning experience suitable for an increasingly diverse workforce. Previous research has suggested online learning as one effective way to engage university faculty and staff in their development of cultural competence in spite of time and resources constraints. However, little is known about the types of communicative processes in computer-mediated learning spaces that allow for transformative learning. In this qualitative research study, we draw on Mezirow’s transformative learning theory to explore how cultural competence is developed as faculty and staff interact and share stories about their experiences, perspectives, and beliefs in relation to other racial and ethnic groups. A key finding in our study is that faculty and staff reported having a better understanding of unconscious bias, microaggressions, and privilege, as well as a desire to take action to help ensure a more inclusive environment in their professional and personal spheres of influence. This study yields valuable insights for academics, diversity and inclusion educators, and practitioners alike.

No abstract

Organizational communication scholars have historically conducted research in large for-profit businesses, governmental agencies, and a few high-profile nonprofits/NGOs—all of which are relatively easy to access and presumably “safe” to study. It is largely unsurprising, then, that limited scholarship addresses the challenges associated with conducting research in less standard contexts that are often perceived to be difficult, dangerous, and/or vulnerable (DDV). In this forum, we offer lived stories—unfiltered messy narratives—to demystify three core ethical challenges inherent in conducting research of this nature and share how we (imperfectly) navigated them. In addition, we offer practical strategies for conducting research in DDV contexts. Taken together, our overall collective aim is to successfully prepare future scholars to conduct research projects in DDV contexts.

Given the increasing rate of military service members who experience mental health issues during reintegration into civilian culture, the need for counselors who specialize in postdeployment reintegration practices for Black men persists. Moreover, a nuanced approach to understanding how best to provide culturally competent support in therapeutic contexts for Black male veterans, a psychologically vulnerable population due to historical experiences of oppression and discrimination, is worthy of additional consideration. This study explored the impact of Black U.S. men's (N = 94) racial and military identities on postdeployment reintegration. Results indicated a significant predictive relationship between Black racial identity, military identity, and postdeployment reintegration. Practical implications and directions for future research are discussed.

No abstract