The Elusive Construct of Cultural Competence

Tehee, Melissa; Isaacs, Devon; Rodríguez, Melanie M. Domenech

doi:10.1007/978-3-030-32229-8_2

Cited by 16 publications

(16 citation statements)

References 61 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Definitions of cultural competence vary across and within disciplines. A recent review listed 35 definitions of cultural competence in the helping professions alone [ 14 ]. For instance, the Association for American Medical Colleges defined cultural and linguistic competencies as sets of “congruent behaviors, knowledge, attitudes, and policies that come together in a system, organization, or among professionals that enables effective work in cross-cultural situations” (p. 1) [ 15 ].…”

Section: Introductionmentioning

confidence: 99%

Development of the awareness, skills, knowledge: General (ASK-G) scale for measuring cultural competence in the general population

Rodríguez

Reveles²,

Litson

et al. 2022

PLoS ONE

Self Cite

View full text Add to dashboard Cite

Measuring cultural competence has been difficult for conceptual and practical reasons. Yet, professional guidelines and stated values call for training to improve cultural competence. To develop a strong evidence-base for training and improving cultural competence, professionals need reliable and valid measures to capture meaningful changes in cultural competence training. We developed a measure for cultural competence that could be used in a general population to measure changes in awareness, knowledge, and skills in interacting with culturally diverse others. We built an 81-item scale with items conceptually categorized into awareness, knowledge, and skills and was presented to an expert panel for feedback. For evaluation, a national panel of 204 adults responded to the new scale and other measures associated with cultural competence. Factor analysis revealed four factors with strong reliabilities: Awareness of Self, Awareness of Others, Proactive Skills Development, and Knowledge (as = .87 - .92). The final overall scale, Awareness, Knowledge, Skills—General (ASK-G) had 37 items and strong reliability (a = .94). The ASK-G was then compared to validated scales to provide evidence of concurrent, convergent, and divergent validity. Strong evidence emerged for these. The ASK-G is a promising tool to measure cultural competence in a general population.

show abstract

Section: Introductionmentioning

confidence: 99%

Development of the awareness, skills, knowledge: General (ASK-G) scale for measuring cultural competence in the general population

Rodríguez

Reveles²,

Litson

et al. 2022

PLoS ONE

Self Cite

View full text Add to dashboard Cite

show abstract

“…Dimensions of diversity include race / ethnicity, gender, sexual orientation, religion, country of origin, among others. Most definitions of cultural competence point to three important dimensions: self-awareness or awareness of the self as a cultural being, knowledge about cultural others, and specific skills in working with others [8,9].…”

Section: Introductionmentioning

confidence: 99%

Baseline cultural competence in physician assistant students

2019

Self Cite

View full text Add to dashboard Cite

Purpose Cultural competence is a critical component in health care services. The relationship between health disparities and prejudice and discrimination is well documented. Prejudicial attitudes and discriminatory behavior are modifiable through training yet few programs have evidence-based training. No published data has reported on baseline levels of cultural competencies in medical trainees which is necessary for tailoring programs appropriate to the audience. This manuscript fills that gap by reporting on data from three cohorts of first-year Physician Assistant (PA) students ( N = 216). We examined students’ baseline levels with special attention to differences in cultural competence constructs across age, gender, and ethnicity. Methods Students completed self-report measures for ethnic identity, ethno-cultural empathy, multicultural orientation, attitudes about diversity, health beliefs attitudes, colorblind racial attitudes, and burnout at the beginning of their first year. They completed the measures online (Qualtrics) during class time, prior to a lecture on cultural competence. Results Data indicate a correlation between cultural competence constructs supporting the validity of the battery of tests as a cohesive unit to measure cultural competence. There were statistically significant differences between age, gender identity, and ethnic groups across cultural competence variables. Conclusions Data provide baseline data that may be used to tailor educational programs. Findings suggest that our measures show promise for future educational research measuring effectiveness of cultural competence training.

show abstract

“…Cultural and ethnic borders are quickly vanishing (Koriakina, 2018), creating a natural demand for multicultural education and a culturally competent society. The definition of cultural competence can be somewhat elusive, yet there is evidence that the tripartite model of cultural competence provides a common understanding (Tehee, Isaacs, & Domenech Rodríguez, 2020). The tripartite model (D.…”

mentioning

confidence: 99%

Cultural competence shifts in multicultural psychology: Online versus face-to-face.

Alvarez

Rodríguez

2020

Translational Issues in Psychological Science

Self Cite

View full text Add to dashboard Cite

An undergraduate multicultural psychology class that aimed to promote shifts in the cultural competence domains of self-awareness, knowledge, and skills was offered online and face-to-face. Upon comparison of pre-and post-self-report measures for 155 students across the two modalities, we found significant between-group differences for gender, Wilks' ⌳ ϭ .821, F(6, 146) ϭ 5.291, p Ͻ .001, p 2 ϭ .179, with women reflecting more favorable scores than men. Within groups, we found a main effect for time, Wilks' ⌳ ϭ .726, F(6, 146) ϭ 9.203, p Ͻ .001, p 2 ϭ .274 -specifically, more favorable scores at Time 2 compared to Time 1 in ethnocultural empathy, color-blind racial attitudes, and multicultural experiences. Notably, the main effect for modality was statistically nonsignificant, Wilks' ⌳ ϭ .988, F(6, 146) ϭ 0.291, p ϭ .940, p 2 ϭ .012, reflecting similar general gains across modalities. However, a significant time by modality interaction within groups, Wilks' ⌳ ϭ .888, F(6, 146) ϭ 3.063, p ϭ .007, p 2 ϭ .112, suggested that in-person students had more favorable movement than online students between Time 1 and Time 2 on specific measures of ethnocultural empathy and color-blind racial attitudes. Results show that shifts in multicultural domains can be possible through mirroring gold standard courses in multicultural psychology regardless of the teaching modality. Results appear to be somewhat attenuated for online compared to in-person students. Recommendations for changes in teaching strategies and further evaluation are discussed. What is the significance of this article for the general public?College courses shape minds through knowledge. Our findings suggest that a college class on multicultural psychology showed promise in also shaping attitudes and behaviors that advance diversity and inclusion when taught in-person and online. Online teaching holds promise for reaching a wide audience.

show abstract

The Elusive Construct of Cultural Competence

Cited by 16 publications

References 61 publications

Development of the awareness, skills, knowledge: General (ASK-G) scale for measuring cultural competence in the general population

Development of the awareness, skills, knowledge: General (ASK-G) scale for measuring cultural competence in the general population

Baseline cultural competence in physician assistant students

Cultural competence shifts in multicultural psychology: Online versus face-to-face.

Contact Info

Product

Resources

About