Promoting cultural awareness and knowledge among faculty and doctoral students.

Abstract

This article describes the activities conducted by the Race and Gender Committee of one school of nursing in North Carolina to promote cultural awareness and knowledge among faculty and doctoral students. Wells's Institutional Cultural Development Model provided a theoretical framework for a systematic approach to the development of activities designed to identify cultural issues as they relate to teaching and research. Strategies used included a variety of seminars and workshops and the participation of consultants and experts. The workshops and other programs led to improved interdepartmental dialogue among faculty and doctoral students, facilitated faculty and students' understanding of cultural diversity, provided the groundwork for promotion of attitudinal and behavioral changes, and increased cultural awareness and knowledge. Recommendations are included for developing similar programs.