Perception of students enrolled in the bachelor's degree program in human services regarding cultural competence

Abstract

This study examined the perception of students in their final year of their bachelor's degree program in human services about "cultural competence" as a skill. By utilizing the method of interpretative phenomenological analysis, the researcher gained an in-depth perspective and meaning about the importance of cultural competence skills from the students' frame of reference. Through semi-structured interviews, five study participants were asked to describe their experiences related to cultural competence, its definition, and their perception of the term in relation to the work of professionals in human services. Three super-ordinate themes emerged: motivation for a career in human services, perception of cultural competence, and cultural competence training as part of degree curricula. These findings were considered in light of the extant literature and Purnell's model for cultural competence that provided the framework for this study. The findings suggests opportunities for the review and revision of the current curricula for human services degree programs, add a component of cultural competence to the degree, and a chance to develop a center for cultural competence in the New England area. Keywords: culture, cultural competence, cultural proficiency, human services education, cultural competence assessment