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1 – 10 of over 1000David A. Hurley, Sarah R. Kostelecky and Lori Townsend
The purpose of this paper is to introduce the idea of cultural humility, distinguish it from cultural competence and explore how it fits within librarianship.
Abstract
Purpose
The purpose of this paper is to introduce the idea of cultural humility, distinguish it from cultural competence and explore how it fits within librarianship.
Design/methodology/approach
The authors use an interdisciplinary exploration of the concept of humility to understand what cultural humility means and how it differs from cultural competence and other approaches to intercultural communication in libraries.
Findings
Despite some reservations with the term itself, the authors find that a practice of cultural humility is more appropriate to front-line interactions in library contexts than cultural competence models.
Practical implications
Libraries looking to address issues in intercultural communication and services to multicultural populations will find an approach that may be better suited to their contexts than prevailing models of cultural competency.
Social implications
Librarians need to commit to redressing the power imbalances and other structural issues that interfere with library service, for the benefit of the patrons, the library and librarians themselves.
Originality/value
While cultural humility is increasingly being used in librarianship, there has not been a systematic exploration of the concept and how it applies to library contexts.
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Paula Caligiuri, Nataliya Baytalskaya and Mila B Lazarova
For decades, expatriate scholars have understood that the individual factors of cultural humility and ethnocentrism and the contextual factors of feedback and support…
Abstract
Purpose
For decades, expatriate scholars have understood that the individual factors of cultural humility and ethnocentrism and the contextual factors of feedback and support affect expatriates’ outcomes. The study, rooted in the observation that great advice and support are often ignored by expatriates, seeks to uncover why. Based in the humility literature, the authors test whether individual differences interact with support to affect expatriate performance. The paper aims to discuss these issues.
Design/methodology/approach
The authors surveyed a matched sample of 62 expatriates and their supervisors from one multinational organization.
Findings
The study found that expatriates higher in cultural humility benefit more from the support and feedback offered in the host national work environment which, in turn, facilitates better supervisor ratings of performance. The authors also found that expatriates’ ethnocentrism has a direct negative influence on their ratings of performance.
Research limitations/implications
The findings in the study are focussed and robust, but tested within a single organization. That said, the authors believe the results have implications for expatriate selection and for ways to manage the host national environment to improve expatriate performance.
Originality/value
The study joins the research conversation on how expatriates’ individual differences interact with the environments in which they are placed to affect their success. This study also underscores the importance of humility in the global professional context.
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Candice Dowd Barnes and Chayla Rutledge Slaton
The way in which we teach cultural competence is evolving. There are emerging definitions, new perspectives, and social justice experiences that affect how we react and…
Abstract
The way in which we teach cultural competence is evolving. There are emerging definitions, new perspectives, and social justice experiences that affect how we react and respond to cultural competency ideologies – ideologies that can polarize or produce change. This chapter will examine the idea of cultural humility and explain why adding it to the diversity, equity, and inclusion lexicon can help engage various discourse communities and deepen one’s understanding of various cultural identities. The authors will briefly review key research findings that examine why college students are often resistant to discourse about culture, race, and bias. Finally, the chapter will use the model of influence framework as a conceptual approach to teach and foster cultural humility in higher education settings.
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Problematic attributes of providing development aid in International Service-Learning (ISL) placements exist with its paternalistic implications. Broadening the discussion…
Abstract
Problematic attributes of providing development aid in International Service-Learning (ISL) placements exist with its paternalistic implications. Broadening the discussion of ISL by shifting the focus toward prioritizing the incorporation of goals of cross-cultural learning and fostering cultural humility addresses these problematic attributes. Approaching ISL placements with a learning mindset inverts the service-learning model by emphasizing learning over helping. Additionally, cultivating a deeper self-awareness and learning from the host communities prior to offering service encourages cultural humility, enhances the ability to remain open to different perspectives, and sustains engagement as a lifelong learner. A framework for developing international education experiences with a systems-oriented approach is proposed: one that acknowledges the interdependent relationships with others in global social and economic structures. The proposed framework applies Milton Bennett’s Developmental Model of Intercultural Sensitivity and Vanessa de Oliveira Andreotti’s HEADS UP educational tool for critical engagement in global social justice issues. Transformative learning theory guides the process of perspective transformation and invites students to critically reflect on their own values, assumptions, and cultural beliefs. The intent is to establish a model for ISL placements which invites respectful collaboration across cultural differences and imbalances in power relations.
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Ling Yuan, Leilei Zhang and Yanhong Tu
The purpose of this paper is to investigate how leader humility affects the engagement of employees in creative processes, using perceived organizational support (POS) as…
Abstract
Purpose
The purpose of this paper is to investigate how leader humility affects the engagement of employees in creative processes, using perceived organizational support (POS) as a mediator and leader competence as a moderator.
Design/methodology/approach
Data were collected from a two-wave sampling of 113 dyads of leaders and subordinates in China.
Findings
A curvilinear relationship was found between leader humility and employee engagement in creative processes. Further, POS partially mediates this relationship, and leader competence positively moderates the relationship between leader humility and POS.
Practical implications
First, organizations should select and train leaders who show humility as a character trait and foster a supportive organizational climate. Second, managers should study the benefits of moderate and harms of superfluous humility, especially in the Chinese cultural context. Third, competent leaders are more effective as humble leaders.
Originality/value
Few studies have concentrated on leader humility in the eastern cultural context. The results challenge traditional views of the impact of leader humility and shed light on its mechanism and the conditions under which it promotes employee engagement in creation. This study also clarifies the nonlinear influence of leader humility, building a fine-grained theoretical framework integrating the motivation-opportunities-abilities model and Chinese Zhong-Yong theory.
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Melissa Gomez and Linda Darnell
This chapter presents information related to models and frameworks from the perspective of cultural competence in healthcare settings, such as the Joint Commission on…
Abstract
This chapter presents information related to models and frameworks from the perspective of cultural competence in healthcare settings, such as the Joint Commission on Accreditation of Healthcare Organizations, Department of Health and Human Services, specifically the Office of Minority Health and Healthy People 2020. National health-related organizations such as the American Physical Therapy Association and the American Association of Colleges of Nursing provide scaffolding for educating future health professionals regarding providing culturally competent care. Research on effectiveness of professional development and integrating cultural competence into the curriculum will be presented along with suggestions for faculty interested in incorporating these models and practices into their courses.
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- Cultural competence education for healthcare providers
- competencies in cultural competence
- integrating cultural competence into healthcare program curricula
- models for cultural competence in healthcare
- faculty resources for teaching cultural competence
- integrative learning strategies for cultural competence
Carlos M. Cervantes and Langston Clark
Given their history of preparing African Americans, ethnic minorities, and first-generation college students for careers in education, the culture and traditions of…
Abstract
Given their history of preparing African Americans, ethnic minorities, and first-generation college students for careers in education, the culture and traditions of Historically Black Colleges and Universities (HBCU) can provide insight into the preparation of diverse physical educators for the cultural, linguistic, and ethnic diversity in today’s American K-12 schools. As such, this chapter will present practical findings from an ethnographic study of a historically Black urban Physical Education Teacher Education (PETE) program with a large native Spanish-speaking population. Specifically, we focus on the concepts of cultural sustainment and code-switching as strategies used by teacher educators to promote bilingualism and biculturalism. To achieve this, we highlight the relationship among institutional, programmatic, and classroom cultures for the cultural sustainment and development of preservice physical educators. According to Paris (2012), culturally sustaining pedagogy seeks to perpetuate and foster linguistic, literate, and cultural pluralism as part of the democratic project of schooling. We conclude with strategies on how to successfully work with culturally diverse college students, promoting bilingual and biculturalism through cultural sustainment and code-switching.
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Cultural competence is a continual process that is ever expanding. Cultural competence is defined as proficient knowledge, skill development, and the application of that…
Abstract
Cultural competence is a continual process that is ever expanding. Cultural competence is defined as proficient knowledge, skill development, and the application of that knowledge and skills to demonstrate cultural awareness, understanding, sensitivity, and humility. The objective of a health science-related cultural competence seminar is to provide meaningful and in-depth discourse expounding upon cultural attitudes, expressions, and experiences that shape and direct interactions between patient and health providers, allied health professionals, medical and allied health students, and faculty. The current health care infrastructure is “ill-equipped to provide effective health care to underserved populations in the United States” (Roberts et al., 2015, p. 1408). As such, the Post Baccalaureate Seminar was developed to mitigate the gap between what students know upon entering medical studies versus what they need to know to provide culturally competent care, particularly in medically underserved areas. The Post Baccalaureate Seminar is a 15-week course given during the fall semester of the one-year program in preparation for matriculation into medical school. Students have required readings, small group didactics, and group activities which address professionalism, medical ethics and experimentation, informed consent, cross-cultural communication, Lesbian/Gay/Bisexual/Transgender/Questioning (LGBTQ + ) concerns, and other aspects of cultural diversity. The required texts were selected as a pedagogical strategy to introduce the constructs of valuing diversity in a holistic manner. Upon completion of the seminar, premedical students indicate increased knowledge and skills for displaying cultural awareness and a greater level of sensitivity for their medical studies.
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Mary Knight-McKenna, Judy Esposito and Lindsay Michelle Clement
The purpose of this paper is to chronicle the efforts of a new White teacher in her first two years of teaching in an elementary school with a largely Hispanic population…
Abstract
Purpose
The purpose of this paper is to chronicle the efforts of a new White teacher in her first two years of teaching in an elementary school with a largely Hispanic population as she forged connections with her students’ families while drawing on continued, constructivist mentoring from her university professor. The case points to the need for new teacher mentoring programs to include some emphasis on family-teacher relationships.
Design/methodology/approach
The new teacher kept a weekly journal of her interactions with families over a two-year period. Notes were taken during and after mentoring sessions. Data analysis was conducted using the case analysis format designed by Miles et al. (2014).
Findings
The goal of fostering constructive family-teacher relationships was not fully realized for this teacher in her first year. Through reflections, readings, and discussions in mentoring sessions, she gradually learned to respect the wisdom and expertise of families.
Research limitations/implications
As with all case studies, the results are not generalizable in a traditional sense (Hodkinson and Hodkinson, 2001); however, a larger issue can be addressed in a case (Stake, 1995). In this case, the larger issue is that White teachers working in high-poverty schools are likely to encounter differences between their cultural backgrounds and those of their students’ families. New teachers must determine how to respond in this situation, and mentoring offers support in helping them to act.
Practical implications
Action steps and guidelines developed by the teacher are included, along with a list of selected articles to spur discussions in constructivist mentoring sessions.
Originality/value
Coordinators of new teacher induction programs are encouraged to include a component in their curriculum for best practices in developing relationships with families.
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Shewanee Howard-Baptiste and Moise R. Baptiste
According to Gardner (1990), leadership is defined as “the process of persuasion or examples by which an individual (or leadership team) induces a group to pursue…
Abstract
According to Gardner (1990), leadership is defined as “the process of persuasion or examples by which an individual (or leadership team) induces a group to pursue objectives held by the leader or shared by the leader and his or her followers” (p. 1). Though this definition of leadership is popular, this analysis is laced with assumptions. It fails to acknowledge the intentional and often covert hierarchical nature of leadership, which negatively affects marginalized groups, that is, the “so-called” followers. The assumption in traditional notions is that everyone is striving toward the same goals and all receive the same benefits. Under this model, no individual is forced or compelled to acknowledge his/her own privilege, biases, or recognize the potential role each person has in perpetuating oppression. By demystifying these assumptions, the authors provide alternative ways to think about leadership.