Cultural Competence: A Journey to an Elusive Goal

Infusing Diversity and Equity Into Clinical Teaching: Training the Trainers

“…This process begins with exposure to difference, then proceeds to identification of cultural dissonance. Next, both learner and preceptor recognize and acknowledge the narrative and history of the other's cultural group, possibly a group never before encountered . Finally, out of transparent and vulnerable risk‐taking interactions, empathy develops for the student.…”

“…Although contemporary clinical preceptors are often trained to provide culturally competent client care, they may lack awareness or training to address the needs of a diverse student body. Because of this disconnect, faculty are often left in the role of referee or moderator when dilemmas concerning equitable treatment of the client or the student arise in clinical placement or field experience settings . At the same time, students may feel isolated and further marginalized, thereby having suboptimal learning experiences, which is contrary to policies that charge academic institutions to provide learning environments and safe spaces for students of diverse backgrounds…”

Diverse Women Faculty Experiences Using Identity and Relational Concepts to teach Cultural Competence

“…Faculty worked to create positive classroom cultures that allowed expression and risk, promoting a continuation of exploring racial and ethnic identity processes. (Williams, 2017) Faculty noted using various pedagogical approaches to teach cultural differences (Saunders, Haskins & Vasquez, 2015) when they noted being impacted by student experiences which were shared in the classroom. This sharing created examples of the relational teaching concept of mutual empathy.…”

“…(Williams, 2017) Social work faculty members' teaching experiences connected with relational cultural theory concepts outlined in relational teaching (Edwards & Richards, 2002;Williams, 2017). Each relational teaching concept connected to current literature associated with social work faculty experiences in teaching social justice and intersectionality (Robinson, Cross-Denny, Lee, Werkmeister Rozas, & Yamada, 2016), cultural competence (Saunders, Haskins, & Vasquez, 2015), white privilege and identity development for faculty and students (Davis, Mirick, & McQueen, 2015), as well as faculty reflection on their teaching experiences. The most common component in each relational teaching concept's cluster of themes was that of identity.…”

Integrating a Trauma-Informed Care Perspective in Baccalaureate Social Work Education: Guiding Principles

“…The EPAS (CSWE, 2015) asserts that the generalist practitioner will "engage diversity in their practice and advocate for human rights and social and economic justice" (p. 11). Cultural competency can be seen as a more of a continuum of learning (Cross, 1988), and embodies a willingness to be a lifelong learner of other cultural and diverse peoples and traditions (Saunders, Haskins, & Vasquez, 2015). We suggest BSW programs incorporate content into their curriculum that a) explores the unique relationship between culture and trauma, b) emphasizes the importance of selfreflexivity and understanding the effect one's own cultural background has on perception and attitude toward others, and c) frames cultural competency as a lifelong journey of inquiry and personal exploration.…”