Undergraduate student change in cultural competence: Impact of a multicultural psychology course.

Patterson, Christina A.; Papa, Lesther A.; Reveles, Alexandra K.; Rodríguez, Melanie M. Domenech

doi:10.1037/stl0000108

Cited by 34 publications

(71 citation statements)

References 40 publications

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“…Consistent with existing recommendations from the Tool for Assessing Cultural Competency Training [28], instructors can target colorblindness in the curriculum by including content that makes culture visible (e.g., reporting health disparities). Furthermore, programs can use these scales with their students in an effort to increase students’ self-awareness in regards to the various constructs and also their movement over time [20]. Connecting the interventions to specific constructs being measured would allow for a clear connection between interventions and the accompanying shifts in specific cultural competence constructs providing medical educators with a process befitting an evidence-based profession.…”

Section: Discussionmentioning

confidence: 99%

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Baseline cultural competence in physician assistant students

2019

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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.

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Section: Discussionmentioning

confidence: 99%

“…Participants completed measures for ethnic identity, ethnocultural empathy, multicultural orientation, attitudes about diversity, health beliefs attitudes, colorblind racial attitudes, and burnout. A similar battery has been utilized in a pedagogical context for multicultural training using the tripartite model [20].…”

Section: Methodsmentioning

confidence: 99%

Baseline cultural competence in physician assistant students

2019

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“…The standalone coursework builds trainees’ knowledge of multicultural terminology, specific cultural groups, and multicultural interventions (Fouad, 2006; Mallott, 2010). It can also help trainees increase their awareness of and sensitivity to cultural issues (Patterson, Papa, Reveles, & Domenech Rodríguez, 2018; Vega, Tabbah, & Monserrate, 2018). The integration of multicultural content in core school psychology courses emphasizes to trainees that multiculturalism is central to all school psychology practice.…”

Section: A Snapshot Of the State Of Multicultural Training In School mentioning

confidence: 99%

A snapshot of multicultural training in school psychology

Malone

Ishmail

2020

Psychology in the Schools

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With the rapidly increasing racial and ethnic diversity of the school‐aged population, school psychologists must be properly trained to engage in culturally competent practice; however, little is known about how school psychology programs prepare their trainees to serve diverse populations. The purpose of this study was to update Rogers et al.'s study on multicultural training by examining the extent to which school psychology programs use multicultural training recommendations noted in the literature. Thirty‐eight school psychology program coordinators completed the Multicultural Environmental Inventory‐Revised (MEI) to assess their perceptions of their program's multicultural environment. Participants were also asked about their training in multicultural and diversity issues and how their program conducts multicultural training. Findings suggest that programs most frequently used the integration and separate course models for multicultural training along with clinical experiences serving diverse students. In addition, multicultural coursework was associated with higher scores on the MEI Curriculum and MEI Research subscales. With regard to program environment, the percentage of racial and ethnic minoritized (REM) students was positively correlated to the percentage of REM faculty and the number of required multicultural courses. However, programs lacked specific strategies to recruit and retain diverse students. Findings and implications for training programs are discussed.

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“…While this conscious challenging of racism and sexism at both an individual and systemic level has been emphasized, the best methods for promoting such behaviors continue to be debated. Though discriminatory behaviors have historically been thought to rely on the holding of underlying prejudiced attitudes or beliefs (Schütz & Six, 1996), more recent research has emphasized the role of psychological factors (e.g., Bosson et al, 2020;Donald et al, 2019;McManus et al, 2019;Patterson et al, 2018). For instance, white individuals who report having non-racist attitudes may still have aversive emotional reactions to racial outgroups, which can lead to inhibitions in helping behaviors (McManus et al, 2019).…”

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confidence: 99%

The role of psychological inflexibility and perspective taking in anti-racism and anti-sexism

Davis

Krafft

Hicks

et al. 2021

Personality and Individual Differences

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Racism and sexism are pervasive forms of discrimination that cause significant individual and societal burden. Understanding manipulable psychological processes that contribute to these modes of discrimination would aid in developing anti-prejudice interventions that target them. Psychological flexibility has been proposed as a potential tool in combating prejudice by modifying one's relationship with unwanted or automatic prejudicial thoughts, in addition to the ability to take the perspective of marginalized groups. A survey assessing psychological inflexibility and perspective taking along with anti-racist/anti-sexist attitudes and behaviors was administered to a sample of 395 undergraduate students. Perspective taking predicted antiracist/anti-sexist behaviors above and beyond their corresponding attitudes. Psychological inflexibility was a not a significant predictor of relevant attitudes or behaviors. Our findings suggest that perspective taking may be an important target of anti-prejudice interventions.

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Undergraduate student change in cultural competence: Impact of a multicultural psychology course.

Cited by 34 publications

References 40 publications

Baseline cultural competence in physician assistant students

Baseline cultural competence in physician assistant students

A snapshot of multicultural training in school psychology

The role of psychological inflexibility and perspective taking in anti-racism and anti-sexism

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