Subject Index
Cultural Competence in Higher Education
ISBN: 978-1-78769-772-0, eISBN: 978-1-78769-771-3
ISSN: 2055-3641
Publication date: 3 September 2020
This content is currently only available as a PDF
Citation
(2020), "Subject Index", Puckett, T. and Lind, N. (Ed.) Cultural Competence in Higher Education (Innovations in Higher Education Teaching and Learning, Vol. 28), Emerald Publishing Limited, Leeds, pp. 251-258. https://doi.org/10.1108/S2055-364120200000028030
Publisher
:Emerald Publishing Limited
Copyright © 2020 by Emerald Publishing Limited
INDEX
Subject Index
Accountability
, 203
Actions over words
, 208
Active learning
, 220, 222
Administrative structure and staffing
, 101
Advisors
, 93
Affective intercultural competence
, 239
Affirmative consent
, 191
American Association of Colleges of Nursing (AACN)
, 163
American Association of Medical Colleges (AAMC)
, 165
American Bar Association (ABA)
, 9–10, 186
American Council on Education (ACE)
, 100–101
Internationalization Laboratory
, 103, 105
American Educational Research Association (AERA)
, 70
American Physical Therapy Association (APTA)
, 163
American Psychological Association (APA)
, 220
Anonymous participation
, 223
Apparent consent
, 189–191, 195
Articulated institutional commitment
, 101
Association of Schools of Public Health (ASPH)
, 165
Attitude
, 45
Awareness
, 45, 87
B-Club
, 133–134, 136
Banking education
, 232
Bias
, 186–188, 192
boundaries
, 58–59, 61
Black Bruin, The
, 179
Bystander syndrome effects
, 118
Cage of Oppression
, 120
Camel’s Back
, 192
Campinha-Bacote model
, 158–159, 165–166
Campus-wide impact
, 108–109
Change enterprise
, 62
Circle keepers
, 202
Circle process
, 202, 204–207
Circumstantiality
, 134
Civil Rights Movement
, 55
Classroom
discussions
, 133–134
as microcosm of macrocosm
, 145–148
power and privilege manifesting in
, 148–151
as safe counter-space
, 177–178
Clients
, 38–39
Clinical exchange programs
, 11
Cognitive intercultural competence
, 237–238
Collaborations and partnerships
, 102
Collaborative learning
, 224
Colleges
of business
, 17
colleges/schools of nursing
, 13–16
colleges/schools of social work
, 17–18
of education
, 11–13
of engineering
, 16–17
of law
, 9–11
of medicine
, 13–16
“Color-blind” attitude
, 115
Competence
, 56
Competencies
, 164–165
Complex specificness
, 134
Comprehensive internationalization
, 101, 103
context
, 103
data analysis
, 105–106
data collection
, 104–105
methods
, 104–106
participants
, 104
results
, 106–109
theoretical framework
, 101–102
Conscientization of multilingual international student
, 34
Contemplation
, 41
Contemplative practices
, 45
Core competencies
, 86–88
Counter-stories
, 68–70
Critical literacy exercises
, 74
Critical pedagogy to developing teacher praxis
, 71
Critical race theory (CRT)
, 174–176
Critical reflectivity assessment
, 117–119, 126
Cross model
, 158, 161, 165–166
Cross-cultural competence/competency
, 8, 10, 231–232
Cultural and linguistic competence training (CALC training)
, 161
Cultural awareness
, 159
Cultural blindness
, 56, 159
Cultural competence (CC) (see also Intercultural competence; Multicultural competence/competencies (MCCs))
, 1, 7–9, 87, 116–118, 144, 158–161, 198, 220–221, 230, 231–232
applying restorative principles to teach
, 202–203
classroom as microcosm of macrocosm
, 145–148
commonalities in strategies
, 20
components of
, 45, 47–48
connecting theory and practice
, 133–134
course learning objectives
, 149
education
, 144
education for healthcare providers
, 156–157
ever-changing landscape
, 145
frameworks for teaching
, 163–165
in higher education
, 133
language policy and
, 25–27
for lawyers
, 186–187
learning about “the other”
, 135–137
marginalization
, 151–152
power and privilege manifesting in classroom
, 148–151
reflection
, 18–20
relational understanding
, 138–139
restorative principles and
, 216–217
RJ as relates to
, 201–202
safe space
, 153
self-reflexivity
, 137–138
situating critical perspectives through ethnographic approach
, 134–135
social justice framework in teaching CC
, 148
teaching cultural competence in higher education
, 9–18
voice for voiceless
, 151
work plan
, 117–121, 126–127
Cultural Competence and Health Disparities standard
, 162
Cultural Competence Continuum
, 56
Cultural competency
, 55–56, 175–176
as cultural engagement
, 139–140
skills
, 230
Cultural desire
, 160
Cultural destructiveness
, 56, 158
Cultural encounters
, 159–160
Cultural engagement, cultural competency as
, 139–140
Cultural field immersion
, 209
Cultural humility
, 8, 53, 57–58, 160–161, 222
acknowledge beliefs and values
, 61–62
active engagement and influence
, 62–63
benefit to self and others
, 62
bias boundaries
, 58–59
context
, 56–57
developing awareness of
, 60–61
framework for teaching
, 60
reimaging multiculturalism
, 54–56
resistance to cultural issues
, 59–60
Cultural incapacity
, 56, 158
Cultural incongruence
, 220
Cultural intelligence (CQ)
, 8, 231
CQ Action
, 232
CQ Drive
, 232
CQ Knowledge
, 231
CQ Strategy
, 232
Cultural knowledge
, 159
Cultural pluralism
, 116
Cultural portrait
, 117
Cultural pre-competence
, 56, 159
Cultural proficiency
, 56, 159
Cultural responsiveness
, 8, 46
Cultural self-awareness
, 187–189
cultural competence for lawyers
, 186–187
and torts
, 189–196
Cultural skill
, 159
Culturally Linguistically Appropriate Services (CLAS)
, 156–158
Culturally relevant pedagogy (CRP)
, 11, 68, 71
Culturally responsive competency
, 46–48
Culturally responsive education (CRE) (see also Dialogue education; Higher education)
, 38, 40–43
inner and outer knowing
, 43–44
lens in higher education
, 40
mindfulness as pathway to cultural competency
, 48–50
Culturally responsive educators
collaborative inquiry
, 70–71
findings
, 74–79
significance and implications
, 79–80
Silencing Simone
, 68–70
teaching context
, 72–73
teaching MCTA as method
, 73–74
Culturally responsive pedagogy
, 44–46
as individual and systems transformation
, 50–51
Culturally skilled lawyer
, 188
Culturally-informed practitioners
, 116
Culture
, 9, 57, 59, 144
culture-general knowledge
, 10
Curriculum, co-curriculum and learning outcomes
, 101, 109
Dear White People (Netflix series)
, 179
Deep self-knowledge
, 47
Degrees of Separation and Connection
, 191–192
Dialogue education (see also Culturally responsive education (CRE))
, 230–234
in graduate IC course
, 234
principles and practices
, 233
Discernment
, 49
Diversity
, 7, 10–13, 33, 84, 93, 117, 117, 121, 132–133, 140, 144
courses
, 85–86, 221–222
diversity/CC teaching
, 145
Dual consciousness
, 46
Education
, 41, 114, 123
Educational institutions
, 114
Educational Testing Service (ETS)
, 39–40
Educators
, 55
data analysis
, 118
data collection
, 117–118
as gatekeepers
, 114
implications
, 122–123
limitations
, 121
method
, 116–118
preparing practitioners
, 115–116
research questions
, 116–117
research setting
, 117
results
, 118–121
sample
, 117
social worker biases
, 114–115
teaching competence
, 116
Egolessness
, 160
Embodiment
, 47
Emotional intelligence
, 43
Emotions
, 43
Empathy
, 47
Empowerment approaches
, 147
Engagement
, 203
English language proficiency
, 31
English-only policy
, 31
Ethnic competence
, 8
Ethnic minorities
, 114
Ethnographic approach, situating critical perspectives through
, 134–135
Evaluative intercultural competence
, 238–239
Experiential learning theory (ELT)
, 201
Face-to-face class (F2F class)
, 235
Faculty
, 177
policies and practices
, 101
First-class session of RJCC
, 205–207
First-year law school classroom
, 187
Future healthcare professionals
cultural competence in
, 156
cultural humility
, 160–161
empirical evidence
, 165–166
health disparities
, 156–158
higher education environment
, 162–163
integrating models and developing MCO
, 161–162
national professional associations
, 163–165
practice of
, 156
social determinants of health
, 156–158
toolbox for developing
, 167–168
training for current workers in healthcare field
, 158–160
Global competence
, 8, 231
Global learning
, 107
Graduate education
, 235
Graduate programs
, 84–86
Graduate Record Exam (GRE)
, 39
Graduate students
, 85, 88–90, 92, 94
reflections on intercultural competency
, 236–237
Ground rules
, 177–178
Harm
, 199
Healing
, 47
Health
disparities
, 156–158
professions
, 13–16
Healthcare field, training for current workers in
, 158–160
Hegemony of English
, 31–32
Higher education (see also Culturally responsive education (CRE))
, 38–42, 45, 174–176, 180, 198
colleges of business
, 17
colleges of education
, 11–13
colleges of engineering
, 16–17
colleges of law
, 9–11
colleges/schools of social work
, 17–18
cultural competence in
, 133
environment
, 162–163
health professions
, 13–16
implications for higher education graduate programs
, 93–94
programs
, 85
regionalization
, 100
teaching cultural competence in
, 9
Higher Education Administration and Leadership: Master of Arts (Ed. M. )
, 90
Higher education institutions (HEIs)
, 1, 100, 199
recommendations for language policy at
, 32–33
Higher Learning (film)
, 179
Hispanic serving institutions (HSI)
, 178
Historically Black College and University (HBCU)
, 95
Hot topic presentations
, 224
Human service practitioners
, 122
Inclusive internationalization
, 100
Inclusive language
, 177
Inner nature of inequity
, 42
Institute of International Education (IIE)
, 100
Institutions of higher education
, 114
Integration-Separate Course Model
, 221
Integrative learning strategies for cultural competence
, 164–165
Integrative reflection
, 231, 236–237
Intercultural communication (IC)
, 231, 234–235
Intercultural competence (see also Cultural competence (CC))
, 8, 100–102, 230–232
affective
, 239
cognitive
, 237–238
content, objectives, anticipated change, and learning tasks
, 235–236
dialogue education
, 232–234
using dialogue education in graduate IC course
, 234
dimensions
, 232
evaluative
, 238–239
graduate students’ reflections on intercultural competency
, 236–237
social
, 239–240
International students
, 24
Internationalization (see also Comprehensive internationalization)
, 27, 100–101, 103
Internationalization at Home (IaH)
, 3, 100, 102–103
Intersectional consciousness, culturally responsive competency as
, 46–48
Intersectionality
, 122
theory
, 41
Introductory identity essay
, 73
Inventory for Assessing the Process of Cultural Competence among Healthcare Professionals–Student Version (IAPCC-SV©)
, 166
Joint Commission on the Accreditation of Healthcare Organizations (JCAHO)
, 157
Journal assignments
, 222–223
Kegan’s developmental process
, 56
Kegan’s Model of Meaning Making
, 59
Knowledge
, 42, 45, 87
L.E.A.R.N. model
, 163–164
Language
, 25
beliefs or ideology
, 28
capability
, 26
intervention, planning, or management
, 28
language-as-problem orientation
, 26–27
language-as-resource orientation
, 26–27
language-as-right orientation
, 26–27
practices
, 28
Language ideology
, 28
shift in
, 32–33
Language policy
, 28
conscientization of multilingual international student
, 34
contradictory nature of language policy on campus
, 29–30
and cultural competence
, 25–27
hegemony of English
, 31–32
inherently racist and biased
, 27
language management efforts fail and creating racist environment
, 30–31
multilingual international student perspectives
, 28–29
recommendations for language policy at higher education institutions
, 32–33
Law school curriculum
, 186–188
Law students
, 188
Leadership
development
, 68, 73, 79
equity action plan, final essay and cultivating
, 74
Learner-focused dialogue education
, 233
Learning (see also Teaching)
, 201–202, 230–231
about “the other”
, 135–137
Learning Needs and Resource Assessment (LNRA)
, 233
Lesbian, gay, bisexual, transgendered, or questioning people (LGBTQ people)
, 39, 120
Liaison Committee on Medical Education (LCME)
, 162
Linguistic
competence
, 8
flows
, 26
Marginalization
, 151–152
Master of Science (M. S. )
, 90
“Me too” movement
, 39
Media
, 20
Medical school
, 13–14
Microaffirmations
, 177
Microaggression
, 145
Microassaults
, 175
Microinsults
, 175
Microinvalidations
, 175
Mindful of Race
, 49
Mindfulness
, 45
as pathway to cultural competency
, 48–50
Mock Circle process
, 208
Model of influence (MOI)
, 54, 60
Multicultural Competence in Student Affairs–Preliminary 2 Scale (MCSA-P2)
, 88–89, 92, 94
Multicultural competence/competencies (MCCs) (see also Cultural competence (CC); Restorative justice cultural competence (RJCC))
, 55, 84, 87, 160–161, 231
context
, 89–90
core competencies
, 86–88
future research
, 94–95
graduate programs and diversity courses
, 85–86
implications for higher education graduate programs
, 93–94
limitations of study
, 94
research method
, 88–89
researcher reflexivity
, 95
results
, 90–93
Multicultural curriculum transformation assignment (MCTA)
, 68–69
critical literacy exercises
, 74
final essay and cultivating leadership equity action plan
, 74
introductory identity essay
, 73
teaching MCTA as method
, 73–74
weekly reflection journals
, 73–74
Multicultural education
, 55
Multicultural lawyering training
, 188
Multicultural orientation (MCO)
, 160–161
integrating models and developing
, 161–162
Multiculturalism
, 8, 55
diversity and
, 93
reimaging
, 54–56
Multilingual international student
conscientization of
, 34
perspectives
, 28–29
Multilingualism
, 26
National Association of School Psychologists (NASP)
, 220
National Association of Social Workers (NA SW)
, 17–18
National Center for Educational Statistics (NCES)
, 7–8
National CLAS Standards
, 157, 162
National professional associations
, 163–165
Nurse educators
, 15
NVivo Qualitative Data Analysis Software
, 105
Observer comment (OC)
, 136
Offenders
, 203
Openness
, 160
Orientations toward language
, 26
P-12 students
, 68
Parallel Universes
, 192
Parental influences
, 119
Pedagogy
, 68, 70, 176, 179
Peers
, 93
Pitfalls, Red Flags and Remedies
, 192
Pluriversality
, 47–48
Podcasts
, 224–225
Polyvocal meanings
, 137–138
Power and privilege manifesting in classroom
, 148–151
Practitioners
, 115–116
Praxis
, 68, 70–71, 74–75, 78
Predominantly White Institutions (PWI)
, 95
Presence
, 47
Privilege Walk
, 225
Professional psychology
, 220
Race
, 48, 114, 116, 118, 120–123, 178–179, 200
Racial awareness
, 179
Racial concepts in everyday life
, 179–180
Racial microaggressions
, 174
consequences
, 180
cultural competency, and CRT
, 175–176
empowering students to respond
, 181
ripple effects
, 180
strategies for teaching
, 176–181
“Racially conscious” people
, 179
Racism
, 174–176, 178
Reavis v. Slominski (1996)
, 189–190
Recognize, Allow, Investigate, and Nurture (RAIN)
, 49–50
Reflection of cultural values
, 190–191
Reflexive strategies
, 176–177
Reflexivity
, 137–138
Relational understanding
, 138–139
Researcher reflexivity
, 95
Resistance to cultural issues
, 59–60
Response and answer
, 208–209
Restoration
, 203
Restorative approach
, 203
Restorative community justice
, 199
Restorative justice (RJ) (see also Social justice)
, 198
African and indigenous RJ historical context
, 200–201
applying restorative principles to teach cultural competence
, 202–203
cultural field experiences and
, 217–218
historical context
, 199–201
as relates to cultural competence
, 201–202
in relation to culture
, 215–216
RJ Bubble
, 207–208
Restorative justice cultural competence (RJCC)
, 198, 203
circle process and first-class session
, 205–207
objectives and goals
, 204–205
seminar
, 203–209
seminar content activities
, 207–209
Restorative principles and cultural competence
, 216–217
Role playing
, 20
in nursing education
, 16
Safe counter-space, classrooms as
, 177–178
School psychology, demographics of field of
, 220–221
Self-awareness (see also Cultural self-awareness)
, 9, 86, 115, 160
Self-care
, 47
Self-reflection and critique
, 160
Self-reflexivity
, 137–138, 140
Self-selection bias
, 94
“Sentipensante” (pedagogical approach)
, 51
Service learning
, 133–134
Silencing Simone
, 68–70
Skills
, 45, 87
Social determinants of health
, 156–158
Social intercultural competence
, 239–240
Social justice (see also Restorative justice (RJ))
, 47, 221, 223
cultivating educators for
, 71
education
, 68
framework in teaching CC
, 148
Social work
, 114–115
education
, 18
students
, 116
Social worker(s)
, 18
biases
, 114–115
Socio-political context
, 39
Southern Association of Colleges and Schools (SACS)
, 105
State comprehensive university (SCU)
, 100, 103
IaH at
, 109
SCU-South
, 104–105, 107–109
Stereotypes
, 61
Structural competence
, 148
Student
affairs
, 84–91, 93–95
development
, 85
mobility
, 102
student-centered approach
, 179
Supportive interactions
, 160
Talking piece
, 205, 209
Teacher education programs
, 70, 73, 80
Teaching
, 230–231
competence
, 116
framework for
, 60
social justice framework in teaching CC
, 148
Teaching English to Speakers of Other Language (TESOL)
, 234–235
Technology-enhanced pedagogy
, 220
demographics of field of school psychology
, 220–221
diversity course
, 221–222
privilege points
, 225
technology-based strategies
, 222–225
Three Rings
, 192
Tool for Assessing Cultural Competence Training (TAA CT)
, 165
Torts
, 194–196
cultural self-awareness and
, 189
degrees of separation and connection and three rings
, 191–194
Reavis v. Slominski (1996)
, 189–190
Training for current workers in healthcare field
, 158–160
Transcultural competence
, 8
Transdisciplinarity
, 47–48
Transformative curricular and co-curricular experiences
, 106–107
Translingual communicative practices
, 33
Universal Diverse Orientation (UDO)
, 16–17
Washington Post
, 23–24
Weekly reflection journals
, 73–74
Well-being
, 47
White property
, 27
Whiteness
, 86
Wisdom
, 42
Xenophobia
, 24
- Prelims
- Introduction
- Part I: The Importance of Cultural Competence
- Chapter 1: The Importance of Developing Cultural Competence
- Chapter 2: Language and Cultural Competence: Embracing Multilingual Ideologies and Language Policies
- Chapter 3: Bridging the Ivory Tower: Culturally Responsive Education Connects Content to People
- Chapter 4: Cultural Humility: Expanding our View
- Part II: The Importance of Cultural Competence
- Chapter 5: Transforming Curriculum, Exploring Identity, and Cultivating Culturally Responsive Educators
- Chapter 6: Assessing Multicultural Competence in Student Affairs and Other Higher Education Professionals PrograMming: A Preliminary Research Study
- Chapter 7: Faculty and Staff Perspectives on Internationalization and Intercultural Competence at a State Comprehensive University (SCU)
- Chapter 8: Educators as the Gatekeepers: Promoting a Race Informed, Culturally Responsive Pedagogy for Human Service Professionals
- Part III: The Importance of Cultural Competence
- Chapter 9: Cultivating Cultural Competence through Cultural Engagement: Experiences of Undergraduate Service Learning in a Play-Based AFTER-SCHOOL Program
- Chapter 10: Using Classroom Composition in Delivering Cultural Competence Education
- Chapter 11: Developing Cultural Competence in Future Healthcare Professionals
- Part IV: The Importance of Cultural Competence
- Chapter 12: Raising Racial Awareness: Strategies for Teaching Students about Racial Microaggressions
- Chapter 13: Toward a Pedagogy of Cultural Self-Awareness in the First-Year Law School Classroom
- Chapter 14: Teaching Cultural Competence through the Lens of Restorative Justice
- Chapter 15: Using Technology to Teach Cultural Competence
- Chapter 16: On Teaching and Learning: Integrative Reflections on Intercultural Competence through Dialogue Education
- Name Index
- Subject Index