Exploring faculty and staff development of cultural competence through communicative learning in an online diversity course.

Abstract

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.

All inside our heads? A critical discursive review of unconscious bias training in the sciences

“…The introduction and group teaching of “bias reduction strategies” to “break the prejudice habit” (Devine et al., 2012) are grounded in psychological theories and language of health behavior change which target individuals at the level of subjectivity to bring about the intended changes in self‐regulating “thought processes” and social responses (Carnes et al., 2012) and cultivate “cultural competence” as an individual skill set (Hutchins & Goldstein Hode, 2019). Indeed, a range of strategies related to working on the mind were described, and in some cases, understood as being required to target this psychological problem:

The strategies most frequently employed to counteract personal bias included stereotype replacement, counterstereotype imaging, individuating, and perspective taking.

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Seeking Education, Equity, and Diversity (Seed)

“…These themes were learning through dialog, heightened self-awareness, empathy, and improved self-efficacy to be proactive against unconscious bias, micro aggressions, and privilege. 19 Unlike our study, both their course discussion and their qualitative data came from asynchronous online discussion forums, which may have limited responsive exchanges between participants. An interdisciplinary workshop for health professions faculty, too, focused on cultural competency.…”

“…Hutchins, et al, conducted a qualitative analysis in faculty from outside of health care who participated in an online course that focused on cultural competence. 19 Cultural competence largely involves promoting knowledge about the values, beliefs, and behaviors of certain cultural groups and tailoring professional and clinical encounters accordingly. In contrast, cultural humility, the focus of SEED, is both an interpersonal and intrapersonal approach, because it calls for individuals to learn from others' experiences, while being aware of their own engrained enculturation.…”

“…2 Professional development can potentially shape norms, values, beliefs, and common practices among health professions, faculty, and staff. 3,4 In light of ongoing appalling social injustices and health disparities in the U.S., a pressing need exists for professional development that prompts health care professionals, educators, and staff to reflect on and have meaningful discussions about DEI and, ultimately, change their behavior. 5,6 Health care systems are one of the largest community assets and can serve as agents for change to address systemic biases, which are unfair health organization policies and practices that adversely affect underrepresented or marginalized groups.…”

Interkulturalna efikasnost i preferencije glazbi svijeta u kontekstu visokoškolskog obrazovanja

“…Problematikom interkulturalnog obrazovanja u kontekstu razvijanja interkulturalnih kompetencija učenika i studenata bavio se veliki broj autora (Fylkesnes, 2018;Hutchins i Goldstein-Hode, 2019;Kim, Wee i Lee, 2016;King, Perez i Shim, 2013). Rezultati generalno potvrđuju značajnu ulogu interkulturalnog obrazovanja u smanjivanju predrasuda i razvijanju interkulturalne osjetljivosti, interkulturalnih stavova i interkulturalne efikasnosti učenika i studenata.…”