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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.

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.

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.

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.

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.

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.

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.

The authors surveyed a matched sample of 62 expatriates and their supervisors from one multinational organization.

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.

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.

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.

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.

Psychotherapy and clinical supervision outcomes are influenced by client and supervisee factors, one of which is cultural identity. Those with diverse racial and ethnic minoritised identities often experience disparities in therapy outcomes. Therapists and supervisors need to be responsive to the identity of those they support. The multicultural orientation (MCO) framework is an emerging concept in psychotherapy and clinical supervision that may offer these practitioners a framework to be responsive.

A preferred reporting items for systematic reviews and meta-analyses extension for scoping reviews was conducted. Six databases, PubMed, Scopus, Embase, Academic Search Complete, Web of Science and PsychInfo, were searched for peer-reviewed literature published in English between the years 2000 and 2023.

A total of 1,553 sources were identified, of which (n = 42) are included in this review. Findings suggest that MCO is still in its infancy as applied to therapy and clinical supervision. Most of the research has been conducted in America, using quantitative methodologies with white western populations. Cultural humility is the most studied MCO pillar, and variables such as reductions in psychological stress, the working alliance and microaggressions are reported on as outcomes. MCO applied to the group therapy process is an emerging finding of interest. However, more research is needed, especially experiential designs across different and diverse populations and contexts.

MCO is an emerging therapy and clinical supervision process that has the potential to improve the outcomes for therapy clients and supervisees. Further research is needed to replicate current studies, and further research with diverse populations, countries and contexts should be undertaken as a priority.

In a world that represents a diverse genre of individuals ranging from age to sexual orientation and beyond, organizations struggle to create a culture of belonging. A culture where an individual feels comfortable and empowered to bring her authentic self to the workplace. We argue that a culture of belonging happens when leaders practice cultural humility and inclusion competencies and work together with their diverse populations to transform the existing culture. Creating a culture of belonging requires all leaders of the organization to assess their inclusion competencies, understand power dynamics that exist within the organization, and be constantly aware that belonging is a continual process. We found that when leaders of an organization engage in cultural humility training, inclusion competencies assessments, and personal development plans (PDPs), the outcome resulted in a greater awareness of self and others along with a recognition of the existing power dynamics that can result in employees feeling they are a part of the organization. We opined that cultures of belonging exist when organizational leaders ensure each members’ psychological well-being and safety. We conclude that transparency in today’s organization consists of leaders finding practical ways to connect diverse groups of members. Transparency is also about having open doors where people of all ethnic, racial, sexual, and religious statuses are welcome to enter. Our study supports the findings of Katz and Miller (2016) that a culture of belonging is where trust is built, the thoughts and ideas of others are respected, and safety exists for all members.

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.

The purpose of this paper is to understand how to build and implement information and communication technology (i.e. ICT) to help vulnerable people when significant social, cultural and economic barriers exist between the stakeholders.

The authors followed an action research approach to design and implement a mobile health hypertension education application to help India's most vulnerable populations. The authors used interpretive analysis, guided by the sustainable livelihoods framework, to uncover key findings.

Successfully implementing information and communication technology for development (ICT4D) requires understanding that all stakeholders (i.e. donors, facilitators and the beneficiaries) have important assets to contribute. Facilitators play an important role in connecting donors to the beneficiaries and fostering cultural humility in donors so that the donors will understand the role beneficiaries play in success. Stakeholders may use the ICT4D in unintended ways that both improve the people's health and increase some beneficiaries' financial livelihood.

This research expands the definition of information systems success when implementing ICT4D in resource-constrained environments. Success is more than creating an mHealth app that was easy for beneficiaries to use and where they learned based on a pre- and post-test statistical analysis. Success involved development in all the stakeholders impacted by the social innovation collaboration. For the beneficiary community, success included getting screened for noncommunicable diseases as a first step toward treatment. For the facilitator, success involved more resources for their community health program. Amongst the donors, success was a change in perspective and learning cultural humility.

Although universities encourage faculty to work in interdisciplinary research teams to address serious world problems, university researchers may have to exert considerable effort to secure contracts, approvals and payments. Unfortunately, universities may not reward this effort to build ICT4D and continue to evaluate faculty based on journal publications. When universities undertake social innovation collaborations, administrators should ensure responsive and flexible university processes as well as appropriate academic reward structures are in place. This need is heightened when collaborations involve international partners with limited resources and time needed to build relationships and understanding across cultures.

This study discovered the importance of fostering cultural humility as a way of avoiding potential conflicts that may arise from cultural and power differences. Cultural humility moves the focus of donor-beneficiary relationships away from getting comfortable with “them” to taking actions that develop relationships and address vulnerabilities (Fisher-Borne et al., 2015). This research shows how the facilitator helped the donor develop cultural humility by involving the donor in various initiatives with the beneficiary community including allowing the donor to live in a dormitory at the hospital, work in an urban slum and visit health screening campus.

This study (1) extends the ICT4D literature by incorporating cultural humility into the sustainable livelihoods framework, (2) provides a contextual understanding of developing cultural humility in ICT4D projects with a complex group of stakeholders and (3) describes how facilitators become a catalyst for change and a bridge to the community. The culturally humble approach suggests revising the livelihood framework to eliminate words like “the poor” to describe beneficiaries.

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.

Data were collected from a two-wave sampling of 113 dyads of leaders and subordinates in China.

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.

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.

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.

The policing of Black male bodies is not uncommon to America. Less known is Black male bodies policed in public libraries. Having worked at the Nashville Public Library’s Hadley Park branch, I saw behaviors and stereotypes played out on both sides of the public service desk. Hyper masculine behavior, homophobia, mental illness, and staff safety were issues that had to be faced by me and my staff. The quandary was my being a Black man who understood the ramifications of a police call or verbal exchange. Putting a Black man in a “problem” branch in a Black neighborhood was not by accident. Administrative choices were based upon racist and sexist tropes that Black men are familiar with dysfunctional environments of drugs and prostitution and don’t need a sense of safety like any other human beings.

In this chapter, Ravind Jeawon and I discuss the ideas around being responsive to diversity in an evidence based manner. Although this chapter belongs within the evidence based responsiveness section discussed in the previous chapter, we both considered it essential to provide a whole chapter on its theory and application, as it is an integral area often overlooked in clinical training and provided a curtesy overview during ongoing professional development and clinical supervision. The multicultural literature uses different terminology to refer to the practice of responsiveness, we discuss these ideas and the evidence base for them, while introducing the reader to other processes and theories which will help developing practitioners make sense of what can be a vastly complex area of clinical work. Several adapted, real life case examples are drawn from Ravind’s clinical experience to encourage reflection and provide insight into these processes.