Cultural Self-awareness Research Articles

Infusing culture in career counseling

This article introduces the culture‐infused career counselling (CICC) model. Six principles are foundational to a tripartite model emphasizing cultural self‐awareness, awareness of client cultural identities, and development of a culturally sensitive working alliance. The core competencies ensure the cultural validity and relevance of career counseling practices for all clients and shift the focus of career practice to support social justice action.

A családi élet otthoni és közösségi terei a 19. század elején két könyvillusztráció-sorozat tükrében

Abstract Recent Hungarian and foreign researches into the reading customs of women in the 18–19th centuries display a peculiar duality. Some researchers evaluate the rapid growth in the number of reading women as a sign of emancipation, while others opine that reading novels further aggravated the social and cultural subordination of the women. Though many books written specifically for women – including calendars and literary almanacs – were basically aimed to prepare the women for their traditional social roles of good mother, good wife and good housewife, they also carried contents that served to enhance the women's level of culture, cultural competence and female self-awareness. The visual rendering of this endeavour is met with in the studied two series of Viennese book illustrations dating from the onset of the 19th century. Six pictures of a calendar show the woman's honoured place in the middle-class family, while the frontis-pieces of a book series popularizing the natural sciences depict women a...

Primary health care nurses' promotion of involuntary migrant families' health

Involuntary migrant families in cultural transition face a number of challenges to their health and to family cohesion. Primary health care nurses (PHCNs) therefore play a vital role in the assessment and promotion of their health. The aim of this study was to describe the promotion of health in involuntary migrant families in cultural transition as conceptualized by Swedish PHCNs. Interviews were conducted with 34 strategically chosen PHCNs covering the entire range of the primary health care sector in two municipalities of Southern Sweden. A contextual approach with reference to phenomenography was used in interpreting the data. There are three qualitatively different descriptive categories epitomizing the characteristics of the PHCNs' promotion of health: (1) an ethnocentric approach promoting physical health of the individual, (2) an empathic approach promoting mental health of the individual in a family context, and (3) a holistic approach empowering the family to function well in everyday life. For nurses to promote involuntary migrant families'health in cultural transition, they need to adopt a holistic approach. Such an approach demands that nurses cooperate with other health care professionals and community authorities, and practise family-focused nursing; it also demands skills in intercultural communication paired with cultural self-awareness in interacting with these families. Adequate knowledge regarding these skills should therefore be included in the education of nurses, both at under- and at post-graduate level.

Language proficiency and socio-cultural orientation of Turkish and Moroccan youngsters in the Netherlands

In this study, data and discourses on immigrant minority groups and languages other than Dutch at home and at school are presented in order to contextualise the status of Turkish and Moroccan communities and their languages in the Netherland. Patterns of language use, choice and attitudes of Turkish (n = 63) and Moroccan (n = 64) youngsters in the Netherlands are documented and discussed. The findings of this study show that pride in one's socio-cultural and linguistic backgrounds is not coupled with maintenance of the community language. Arabic and Berber informants report high attachment to their cultural backgrounds but their actual community language use is very restricted compared to their Dutch language use. They clearly shift to Dutch in most domains of language use. Turkish youngsters, on the other hand, show strong language maintenance patterns and their socio-cultural orientation is congruent with their language behaviour. While Moroccan youngsters identify more strongly with Islamic practices, Turkish youngsters identify strongly with the Turkish language. This, in turn, suggests that strong religious attachment does not affect community language maintenance but a strong identification with the community language does contribute to language maintenance. Apparently, for Turkish youngsters, cultural self-awareness goes hand in hand with linguistic self-awareness.

Process and Outcomes Evaluation of Retention Strategies Within a Nursing Workforce Diversity Project

A commitment to enhancing the diversity of the nursing workforce is reflected in the recruitment and retention strategies designed by Stony Brook University with support of a grant received from the Department of Health and Human Services, Health Resources and Services Administration. Three specific student retention strategies are evaluated in terms of their influence on student inclusion and promotion of student success. A review of the cultural competence of teaching and learning strategies and the promotion of cultural self-awareness underpinned these strategies. A mentorship program designed to provide individual support for students, particularly for those engaged in distance learning, proved to be challenging to implement and underused by students. Students found other means of support in their workplace and through individual connections with the faculty. Instructional programs that enhanced individual skills in the use of computer hardware and software were particularly effective in promoting student success.

Cultural Self-Awareness Workshop

OPEN ACCESSApril 6, 2009Cultural Self-Awareness Workshop Donna Elliott, MD, EdD Donna Elliott, MD, EdD Keck School of Medicine of the University of Southern California Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.1128 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail AbstractCultural competence education begins with a focus on building cultural self-awareness and acquiring cultural knowledge as the first stages in a developmental process that leads to cultural competence. The explanatory model of illness and the philosophy of patient-centered care guide this progression. Cultivating effective cross-cultural communication skills requires an understanding of culture that includes both the physician's and the patient's perspectives. A culturally competent practice of medicine requires that physicians be aware of how their own assumptions, values, and beliefs influence the provision of clinical care. This 2-hour workshop lays the foundation for future growth by allowing learners to explore the different ways in which cultural constructs shape their cultural identities, experiences, and perceptions. The workshop begins with the exploration of the culture of the individual learner and then explores the culture of the group as a whole. Additionally, this exploration begins to connect these identities, experiences, and perceptions to the effect of culture on the patient-physician interaction. The session works best with a medium-sized group (20–24 learners). Ideally, the group should consist of individuals who work together on a regular basis to promote comfort, honest answers, and open dialogue. Logistically, a large room is needed due to the setup of one of the session's exercises. This workshop has been used with Year 1 medical students for 7 years at the Keck School of Medicine of the University of Southern California. It has consistently received favorable ratings from students (4.05 on a 5-point Likert scale). Educational Objectives By the end of this session, learners will be able to: Reflect on and share their individual culture and identity.Discuss ways in which culture impacts their lives.Promote an understanding of culture and its many expressions.Demonstrate an awareness of the ways a physician's culture and perceptions may impact the ability to provide culturally competent medical care. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Cultural Competence Faculty Guide.doc To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. CitationElliott D. Cultural Self-Awareness Workshop. MedEdPORTAL. 2009;5:1128. https://doi.org/10.15766/mep_2374-8265.1128 Copyright & Permissions© 2009 Elliott. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial-Share Alike license.KeywordsIdentitySelf-AwarenessCross-CulturalHumanistic EnvironmentRace RelationsACGMECultureSocial Identification Disclosures None to report. Funding/Support None to report. Loading ...

Untangling Barbed Wire Attitudes: Internment Literature For Young Adults

Fear and ignorance during World War II resulted in the physical confinement of many Japanese- Americans in internment camps. Most were released from the camps after the war, but few were released from Anglo-American suspicion and hatred or their own alienation and cultural selfloathing. In an attempt to build a multicultural sense of community for all Americans, several Japanese-American authors of young adult and children’s books exposed the harsh reality of wartime internment and the sad truth of peacetime racism. They described their camp and postcamp experiences to teach young readers historical truth, interracial understanding and fellowship, and cultural self-awareness.

Folk Art, Merchandise and Cultural Self-awareness- Rethinking the Flourishing of Modern China Folklore Culture Market

Folk Art, Merchandise and Cultural Self-awareness- Rethinking the Flourishing of Modern China Folklore Culture Market

Training Therapists to Be Culturally Sensitive with Asian American Women Clients

SUMMARY We describe here a developmental sequence of three key training experiences that contribute to developing cultural sensitivity for clinicians who are not of Asian heritage and are working with Asian American women. The sequence reflects and illustrates our guiding assumptions for developing multicultural sensitivity, including an emphasis on cultural self-awareness and a reflexive approach to knowledge acquisition and clinical practice. Effects of these training experiences are illustrated through three case examples of therapy with Asian American women written by an African American male and two European American female therapists at different stages in their training.

Impact of a Cultural Self-Analysis Project: Increasing Early Childhood Preservice Teachers' Cultural Competency

This study explored the impact of a Cultural Self-Analysis (CSA) Project on early childhood undergraduate preservice teachers' cultural awareness and dispositions toward working with culturally diverse students and families. The project was based on the ABC's of Cultural Understanding and Communication, a model designed to facilitate the development of cultural competencies in preservice and inservice teachers. Participants reported that the CSA Project experience increased their cultural self-awareness, ability to identify and appreciate cultural differences, and ability to convey the importance of understanding different cultures to enhance home-school interactions and communication with students and families from diverse backgrounds.

Impact of a Cultural Self-Analysis Project: Increasing Early Childhood Preservice Teachers' Cultural Competency

This study explored the impact of a Cultural Self-Analysis (CSA) Project on early childhood undergraduate preservice teachers' cultural awareness and dispositions toward working with culturally diverse students and families. The project was based on the ABC's of Cultural Understanding and Communication, a model designed to facilitate the development of cultural competencies in preservice and inservice teachers. Participants reported that the CSA Project experience increased their cultural self-awareness, ability to identify and appreciate cultural differences, and ability to convey the importance of understanding different cultures to enhance home-school interactions and communication with students and families from diverse backgrounds.

"The Lunch Date": A Video for Developing Cultural Self-Awareness

Effective teacher education should guide preservice and practicing teachers in comprehending and facilitating educational concepts and pedagogical practices that examine and promote equity for all learners. Teachers and young learners benefit from sundry opportunities to recognize their self identities and to celebrate both individual and shared cultural characteristics while increasing their understanding and appreciation of others and society. Teachers' cultural characteristics frequently do not match the cultural characteristics reflective of their young learners, and teachers may not be cognizant that their young learners do not see and operate in the world as they do. Critical pedagogy frequently fails to occur when dissonance lies between teachers' backgrounds, beliefs, and behaviors and those characterizing their young learners. Therefore, a major responsibility of pre-K-12 school administrators and teacher educators focuses on developing cultural self-awareness in teachers concomitantly empowering them to develop cultural self-awareness in their young learners. This article addresses how to initiate and further enhance the development of cultural self-awareness in educators by viewing a short yet provocative video titled, "The Lunch Date." A synthesis of university class discussion techniques drawing on the experiences of two professors provides guiding questions and useful suggestions appropriate for pre-K-12 teachers, administrators, staff developers, and teacher educators.

Diversity and Learner-Centered Education

Diversity and Learner-Centered Education

Cultural self-awareness assessment: Practice examples from psychology training.

Competence in working with diverse clients is essential for all therapists. Acknowledgement of subjectivity is a good indicator of a key competence: therapists' awareness of their own assumptions, values, and biases. Receiving and understanding clients' different perspectives is a good indicator of another competence: understanding the worldviews of culturally different clients. The goals and evaluation of a curriculum for cultural self-awareness assessment are briefly described. Applications for cultural self-awareness assessment are provided, including a checklist of self-descriptions, a group activity for self-awareness development, and trainee analyses of critical incidents. Excerpts from trainees' process notes illustrate one type of self-awareness assessment, showing trainee learning.

Assessing outcomes in a multicultural training course: A qualitative study

The multicultural competencey checklist was used to assess a counseling psychology training programme's ability to meet multicultural competencies, providing a description of the overall framework of the training programme. Then qualitative methods were used to assess the immediate and longer term impact of a multicultural counseling course taught within the training programme. Written evaluations completed immediately after course completion, and follow-up interviews conducted four months after course completion were examined. Participants felt that they lacked adequate multicultural competencies and needed to extend existing development into new areas of multicultural competency. Specifically, students felt the need for additional training experiences within a supportive climate that developed professional and personal cultural self-awareness and self-knowledge.

The Cultural Repertoire of Adult Learning

Nearly 20 years ago, I packed my belongings and left my home state of Minnesota. Shortly afterward, while attending a wedding in another state, I was shocked discover there would be no polka dance band at reception. What, I asked, you mean you don't dance polka?! I soon discovered I would have learn a different dance if I were enjoy my new surroundings. It wasn't long before I realized polka was only one of many aspects of my native that made it unique. I found there were many dances I didn't know outside of Minnesota. Learning new dances was, for me, beginning of I would like introduce this issue by considering a definition for culture and its relevance educators of adults. Next, I'll look at phrase learning cultures. Examples from earlier issues of journal illustrate way in which theme has taken shape during last 10 years. Next, I'll provide a brief overview of each article included in this issue. Finally, I'll use concept of dialogue, a critical component of cultures, further illustrate how editors and contributing authors envision theme. As we move into new millennium, ability bridge (and learn new dances!) is more important than before. Nieto, in her book Affirming Diversity, (Longmont, 1996) describes as the ever-changing values, tradition, social and political relationships and worldview created and shared by a group of people bound together by a combination of factors that can include a common history, geographic location, language, social class, and/or religion, and how these are transformed by those who share them (138). To foster among cultural milieu in which we live and work requires that we continue reflect on and develop cultural self-awareness. If, as Nieto suggests, is ever changing, then this will be a lifelong process. As educators, it is our advantage develop our own cultural self-awareness and foster an environment that enables adult learners do same. In his book Emotional Intelligence (Bantam Books, 1994), Goleman suggests three reasons for deal with diverse First, workforce is shifting. White males who used be dominant group are becoming a minority, he states. Second, increase of international companies requires employees who not only put any bias aside appreciate people from diverse and markets but also turn that appreciation competitive advantage. Finally, Goleman suggests that it heightens collective creativity and entrepreneurial energy (155-156). So what exactly does phrase learning cultures mean? Webster defines across as to be understandable. Educators of adults seek understand and be understood by students who are members of other While preparing this issue, I perused issues of Adult Learning dating back 1989. I found that practitioners have actively engaged in for several years. There only few issues that used words tike diversity or intercultural describe their focus. Yet, educators were working with adult learners representing many aspects of diversity. For example, literacy programs are conducted in prisons. ABE and GED programs serve adults who represent minority in terms of their economic position in society or racial/ethnic background. Women Working Technical, in New Jersey, trains women work in non-traditional fields (May 1996). The Arkansas Witness Project focuses on increasing cancer survivorship skills and awareness in African-American community (July 1996). Other community development programs in Korea and Germany were covered (July 1996; January 1997). The of workplace received attention in several of earlier issues, as did older adult learners. Learning is reported among adults with disabilities (April 1992) and adults who are homeless (January 1997). …

Interventionist Literary Histories: Nostalgic, Pragmatic, or Utopian?

rels of ancients and moderns), literary history as we know it appears to have grown out of eighteenth-century antiquarian interests. In its earliest form it was often simply a compendium of information about writers (of practically anything), usually in straightforward chronological order. With Friedrich Schlegel, the story goes, came the shift from this sort of vast sequence of authors to a more limited corpus (and thus canon) of literary texts.1 The nineteenth century is generally viewed as the time of the greatest achievement in this vein, and many fundamental principles of Western literary history as a discipline were established then.* It is no coincidence that the same moment in history also witnessed the rise of a new form of national cultural self-awareness. A Western literature from the start (as in the various European quar-

Warming the Arctic Air: Cultural Politics and Alaska Native Radio

This article charts and analyses the place of community radio among rural-based Native Alaskans. The introduction of community radio received major financial support during the War on Poverty in the 1960s, but since has had to struggle and compromise on principles of control for existence. One of the outcomes of this struggle was increasing cultural self-awareness and willingness to engage in collective actions by Alaska Natives. The analysis of this development leans on Carey’s notion of a ritual view of communication, and the authors contend, in conclusion, that the cultural integrity of Native peoples in Alaska requires restoration of local control over community radio.

Enhancing cultural self-awareness: use of drawing.

1Assistant Professor, Marquette University, Milwaukee, Wisconsin 2Associate Professor, Marquette University, Milwaukee, Wisconsin

One person's ‘spoiling’ is another's freedom to become: Overcoming ethnocentric views about parental control

Gaining cultural self-awareness by health and human services professionals in areas that are bastions of conservatism like childrearing is particularly difficult to achieve. It is argued that polarized ideas about parental control dominate the Anglo Dominant Culture's value orientations, reflected in both popular and scientific literature. Parental permissiveness is cast into an opposing category of ‘noncontrol’, imbuing it with negativism. Prejudice against Eskimo childrearing is examined in that context and a method is offered to ‘loosen’ the grip of Anglo beliefs about parenting.