National Center for Cultural Competence
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Cultural Awareness

Teaching Tools, Strategies, and Resources, continued

=Case 1:
Faculty Dynamics Associated with Advancing Cultural and Linguistic Competence

You are faculty of an interdisciplinary training program in maternal and child health. Your program was successful in a grant application to MCHB that requires the integration of content on cultural competence into leadership curricula.

Only two program faculty were involved in conceptualizing and writing the grant, and there were no internal review processes for other faculty and staff to provide input.

Since the grant award was announced there has been tension among program faculty about the mandates, and a considerable degree of dissension among program faculty. Detractors state that:

  • The grant represents another federal mandate based on scant evidence about the efficacy of cultural competence
  • The curriculum is already full and there is no place for additional content without taking something else away
  • Cultural competence is only applicable to clinical care and lacks relevance for population-based studies
  • There is a lack of awareness, knowledge and skills in this content area among faculty.

Proponents feel that the grant provides the impetus and much needed resources to finally begin to address cultural competence in a meaningful manner across the entire program and it is simply the right thing to do.

As a faculty member proponent of this program, what strategies would you use to address this dilemma?

Area of Guidance for Faculty

"Students, research workers, and professionals in the behavioral sciences—like members of the clergy and educators—are no more immune by virtue of their values and training to the diseases and superstitions of American racism than the average man” K. Clark, from E. Mazel, 1998.

=From the NCCC’s experiences, issues of culture and language typically evoke powerful emotions and responses which sometimes underlie rational arguments against integrating cultural and linguistic competence.

As a faculty member proponent, you must anticipate resistance and be prepared to respond to it in a variety of ways.

The NCCC has found the following strategies to be helpful in addressing these challenges (see next page).


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Additional Info FAQs Glossary Resources Search Site Map National Center for Cultural Competence Georgetown University Center for Child and Human Development Home Cultural Awareness: Introduction and Rationale About the NCCC Print Modules Cultural Awareness: Introduction and Rationale Key Content Areas; What is Culture? How Do Human Beings Acquire Culture What culture is not Cultural identity and cultural clustering Culture and race in the epidemiology of disease Culture and personal identity Cultural awarenss and professional effectiveness Teaching Tools, Strategies, and Resources: Awareness, Knowledge, and Skills Case Studies Self-Discovery Exercises Teaching Tools Definitions Resources for Module Resources for the series References Acknowledgments Home