Ethnocultural Empathy Research Articles

Development of tolerance among parents of students with special educational needs

In the article the very important issue of parental attitudes towards children with special educational needs was examined, the number of which increases every year. The legislative framework of the Republic of Kazakhstan, in adherence to international instruments safeguarding children's rights, has incorporated the notion of children with special educational needs and the principle of equitable entitlement to high-quality education for all students, considering their individual capabilities. Contemporary environments for children increasingly manifest malevolence, bitterness, and aggressiveness. This surge can be attributed to various factors such as mutual intolerance, cultural selfishness disseminated through mass media, and the familial and social spheres influencing schools. The primary objective of this study was to assess and ascertain the level of tolerance among parents. The investigation involved 32 parents of students attending a specialized boarding school in Taldykorgan, Kazakhstan. Specifically, 16 parents participated in a specialized course designed for parents of children with special educational needs. The assessment of parental tolerance commenced with pre and post-experimental phase testing, utilizing a self-translated questionnaire titled “Everyday Multicultural Competencies/Revised Scale of Ethnocultural Empathy” (Mallinckrodt, et al., 2014). The questionnaire comprises 10 statements that are assessed on a seven-point Likert scale

Ethnocultural empathy development of future language teachers through digital multiliteracy resources for low-literacy adult migrants.

A mixed-method pre-post study was conducted with 48 trainee teachers who participated in stand-alone digital multiliteracy interventions, in which they were encouraged to envisage themselves as future teachers of low-literate migrants. Policy documents such as the reference guide on Literacy and Second Language Learning for the Linguistic Integration of Adult Migrants, journal articles, audiovisual resources as well as examples of existing educational materials aimed at the target audience, were made available to them on an online platform. In two separate studies, trainees were encouraged to collaboratively produce two different multimodal outputs. The Revised Scale of Ethnocultural Empathy was administered before and after the intervention, subjecting the data obtained to quantitative analysis. Qualitative data was also collected to gain a better understanding of the affective and cognitive processes experienced by the participants. Simple statistical analysis coupled with the comparison of means was used to respond to the research questions. Statistical hypothesis testing, including correlations and non-parametric statistics were used to analyze the relationship between each of the factors within the RSEE and the participants, considering the different interventions applied. Non-parametric tests (U-Mann Whitney) were used to compare the differences between the levels of ethnocultural empathy of the participants in the two studies. Significant differences were found in Factor 3 (Empathy) and Factor 5 (Anxiety) between the groups and their post-intervention results, with a p value of 0.053 and 0.038, respectively. The effect size r was calculated, obtaining a size effect of 0.625 for Factor 3 (Empathy) and 0.674 for Factor 5 (Anxiety). These results indicate that the significant differences and the size effect between both groups are large. U-Mann Whitney non-parametric analysis also revealed gender differences in Factor 3 (Empathy), showing females higher levels than males. Effect size r analysis showed a large size effect of 0.708 for Factor 3 (Empathy). The findings pertaining to gender-related differences in empathy levels confirm the conclusions drawn by previous studies. When contrasting study 1 and 2, statistical differences were also shown after the intervention for the 'Anxiety and Lack of Multicultural Self-efficacy' factor. The qualitative data analysis was carried out with Atlas.ti v.8, in order to isolate and categorize the broader themes and the most significant explanatory quotes extracted from the participants' records and interviews. The results reveal the learning strategies that each group of learners applied to successfully complete the task at hand, as well as the participants' deployment of their critical thinking skills and the awakening of a sense of awareness of their own professional competence development process. This study set out to compare how effective two digital multiliteracy interventions were in developing future language teachers' ethnocultural empathy and cognitive abilities when appraising the educational needs of low-literacy migrants. Despite the small sample size, the study certainly adds to our understanding of the impact of multimodal tasks involving critical thinking skills on trainees' cognitive and affective abilities. Besides, it expands the growing body of research that points to the desirability of embedding digitally-based content creation tasks in training curricula for future language teachers.

Cultural Intelligence and Ethnocultural Empathy Among Psychology Students in Serbia: Insights and Perspectives

Cultural intelligence is of great importance for effective communication between members of different cultures, but also for the possibility of better adaptation to other cultural environments. Ethnocultural empathy is necessary to better understand the emotions and needs of members of other cultures. Ethnocultural empathy also involves the understanding and effectively communicating with individuals from different cultural backgrounds. This study aimed to assess the intercultural competencies of psychology students in terms of cultural intelligence and ethnocultural empathy. The Cultural Intelligence Scale, with 20 items, and the Ethnocultural Empathy Scale, with 30 items, was used for data collection. As such, participants completed questionnaires that included basic socio-demographic questions and questions corresponding to each item on the scale. The questionnaires were completed in both online and printed form. The sample included 100 psychology students from various universities in Serbia. A detailed statistical analysis was conducted in order to detect all results elements of importance. A significant correlation was detected between cultural intelligence and ethnocultural empathy. Dimensions of cultural intelligence through which the correlation was manifested were shown to be metacognitive and motivational one. Determination of cultural intelligence and ethnocultural empathy by intercultural competencies were examined. The study demonstrates that proficiency in communicating in other languages is the primary factor predicting both ethnocultural empathy and the influence of exposure to different cultures. The effect of experiencing other cultures on ethnocultural empathy may be partially influenced by one's ability to communicate effectively in multiple languages. This study offered a fresh perspective on a previously researched topic, considering the impact of changing contexts and social structures on its outcomes. It provided insights into how these changes have influenced the subject on a global scale. Practical changes in educational approaches indicated by this study results are needed to help psychology students become more culturally aware and empathetic, which impacts overall cultural diversity development.

Student multicultural attitudes and ethnocultural empathy in psychology classes.

Student multicultural attitudes and ethnocultural empathy in psychology classes.

Ecological predictors of cultural competence among nurses in the neonatal intensive care unit: A cross-sectional descriptive study.

Active migration and globalization have led to increased opportunities for critical care nurses to care for patients from diverse racial and cultural backgrounds. This study thus aimed to identify the individual, interpersonal, and organizational factors affecting cultural competence levels among neonatal intensive care unit (NICU) nurses based on an ecological model. This was a cross-sectional descriptive study that included 135 NICU nurses in South Korea. A hierarchical multiple linear regression analysis was conducted using the proposed ecological model, and a regression model for each of the four subdomains of cultural competence was constructed and compared. NICU nurses' cultural competencies were influenced not only by the "necessity of multicultural education" and "ethnocultural empathy" at the individual level but by the "hospital's readiness and support for cultural competencies" at the organizational level. To promote the cultural competence of nurses in critical care settings, environmental and organizational support should be improved, along with developing strategies that focus on nurses' individual characteristics. It is also necessary to investigate the "intersectionality" of the effects of individual and environmental factors on cultural competence.

Examining the pedagogical practices that support cultural proficiency development in graduate health science students

BackgroundHealth disparities are often a function of systemic discrimination and healthcare providers’ biases. In recognition of this, health science programs have begun to offer training to foster cultural proficiency (CP) in future professionals. However, there is not yet consensus about the best ways to integrate CP into didactic and clinical education, and little is known about the role of clinical rotations in fostering CP.MethodsHere, a mixed-methods approach was used to survey students (n = 131) from a private all-graduate level osteopathic health sciences university to gain insight into the training approaches students encountered related to CP and how these may vary as a function of academic progression. The research survey included instruments designed to quantify students’ implicit associations, beliefs, and experiences related to the CP training they encountered through the use of validated instruments, including Implicit Association Tests and the Ethnocultural Empathy Inventory, and custom-designed questions.ResultsThe data revealed that most students (73%) had received CP training during graduate school which primarily occurred via discussions, lectures, and readings; however, the duration and students’ perception of the training varied substantially (e.g., training range = 1–100 hours). In addition, while students largely indicated that they valued CP and sought to provide empathetic care to their patients, they also expressed personal understandings of CP that often fell short of advocacy and addressing personal and societal biases. The results further suggested that clinical rotations may help students attenuate implicit biases but did not appear to be synergistic with pre-clinical courses in fostering other CP knowledge, skills, and attitudes.ConclusionsThese findings highlight the need to utilize evidence-based pedagogical practices to design intentional, integrated, and holistic CP training throughout health science programs that employ an intersectional lens and empowers learners to serve as advocates for their patients and address systemic challenges.

The Effects of Reverse-Role Simulation on Nursing Students' Ethnocultural Empathy: A Quantitative Study.

The aim of this study was to examine the impact of reverse-role simulation on nursing students' empathy levels toward ethnoculturally diverse patients. Empathy is an essential component of culturally competent care; however, it is often left out of cultural competence education. Enhancing nursing students' cultural empathy may benefit students and patients. The study used a quasi-experimental one-group pretest-posttest design in a private nursing school in the Northeast. The sample consisted of 37 undergraduate nursing students. Pretest and posttest scores were statistically different, indicating a significant increase in the students' ethnocultural empathy, t (36) = -3.20, p = .003. This study supports using reverse-role simulation as an effective teaching strategy to enhance nursing students' empathy toward ethnocultural diverse patients. Placing students in the "shoes" of an ethnoculturally diverse patient can increase their empathy levels and enhance cultural competence education.

The Theology of the Ethnocultural Empathic Turn: Towards the Balkan Theology of Political Liberation

The theology of the ethnocultural empathic turn, on the general level, encompasses ethnocultural empathy, which, as a branch of social psychology, strives for a thorough understanding of the life context of those ethnically and culturally different from ourselves. In the context of Christian theology, this turn also embraces the turn reflected in Mt 15:21–28 (Mk 7:24–30), in which Jesus expands his missionary work from the locally based “House of Israel” into the global realm to include the entire “inhabited world”. In this essay, the theological discourse of ethnocultural empathic turn is embedded within a specific sociopolitical context, which brings us to the Balkans, i.e., the post-Yugoslav framework, where we discuss the legacy of Bishop Srećko Badurina and layperson Franjo Starčević. During the disintegration of the Yugoslav Federation, they vigorously resisted the dominant ethnonationalist-religious persuasions of the Croatian Catholic and Serbian Orthodox communities. They stood up for those who faced elimination due to the policy of ethnic cleansing. Today, both can serve as the foundation for the establishment of the theology in question, aiming at the development of the first post-Yugoslav contextual theology based on the political theology and the theology of liberation, capable of tackling the phenomenon of ethnoreligiosity as one of the most pressing problems plaguing this region.

Intercultural effectiveness in GPs' communication and clinical assessment: An experimental study

ObjectiveThis study aimed to investigate potential disparities in general practitioners’ overall communication and clinical assessments based on patient ethnicity, while examining the influence of intercultural effectiveness. MethodsEmploying a 2 × 2 experimental study design, online video recorded consultations with simulated patients were conducted and analyzed using OSCEs. Each GP (N = 100) completed a consultation with both an ethnic majority and an ethnic minority patient. Additionally, a follow-up survey was administered to gather supplementary data. Paired sample t-tests explored ethnic disparities, correlation and regression analyses determined associations with intercultural attitudes, traits and capabilities. ResultsNo statistically significant differences in GPs’ communication or clinical assessment were found based on patients’ ethnic background. Positive associations were observed between all aspects of intercultural effectiveness and GPs’ consultation behavior. Intercultural traits emerged as a strong and robust predictor of clinical assessment of ethnic minority patients. ConclusionIntercultural traits, such as ethnocultural empathy, may play a critical role in GPs' clinical assessment skills during intercultural consultations. Practice implicationsFindings provide valuable insights into the determinants of intercultural effectiveness in healthcare, fostering promising targets for interventions and training programs aiming to ensure higher-quality and more equitable care delivery.

Intercultural experience facilitates majority-group acculturation through ethnocultural empathy: Evidence from a mixed-methods investigation in Japan

The present two-phased sequential exploratory mixed-methods study investigated majority-group members’ acculturation through pre-tertiary Japanese teachers’ experiences with children of Kurdish asylum-seekers in school settings. In Study 1, we employed an interpretative phenomenological analysis to understand and make meaning of the personal experiences of nine Japanese pre-tertiary teachers from a majority-group acculturation perspective. The qualitative data suggested a link between the participants’ intercultural contact experience, ethnocultural empathy, and receptiveness to majority-group acculturation. Furthermore, the acculturative changes experienced by the majority-group members appeared to influence institutional changes. Subsequently, we tested these relationships in quantitative analysis with a sample of 110 Japanese school teachers in Study 2. We used a survey informed by the works of Wang et al.’s (2003) Ethnocultural Empathy scale and Kunst et al.’s (2023) Majority-Group Acculturation scale. The results confirmed the positive association between intercultural contact experience, ethnocultural empathy, and majority-group members’ acculturation. We conclude that promoting multiculturalism in school settings may have long-term benefits for both majority and minority group members within the Japanese context despite potential adversities involved in regular intercultural contact.

Akulturacijska očekivanja hrvatskih učitelja od učenika izbjeglica: uloga etničkog identiteta, empatije, međugrupnoga kontakta i školske klime

The aim of this research conducted on a sample of 163 teachers from elementary schools in Zagreb attended by refugee students was to assess the individual contribution of ethnic identity, general and ethnocultural empathy, direct contact and school climate on teacher's acculturation expectations from refugee students. The first hypothesis stated that ethnic identity would be negative, while general and ethnocultural empathy, contact and school climate would be positive predictors of integration expectations. The second hypothesis stated that all the predictors would negatively predict assimilation expectations. The results indicate that increased ethnocultural empathy and school climate predict increased expectation of integration, while contrary to the hypothesis, increased school climate positively predicts acculturation expectations of assimilation. The research's insights indicate that ethnocultural empathy and school climate can explain intergroup relations between Croatian teachers and refugee students and can help in preparing Croatian teachers for teaching refugee students.

Effectiveness of Cultural Sensitivity Training on Undergraduate Students' Knowledge, Self-Efficacy, and Ethnocultural Empathy.

Institutional racism and systemic bias must be addressed in health care education with embedded cultural sensitivity training. We report the results of remote training on culturally sensitive care to increase knowledge, self-efficacy, and empathy in undergraduate nursing students ( n = 16). The training included four weekly remote sessions (~90 minutes). A pre-post survey indicated knowledge and self-efficacy increased ( p < .01); empathy increased but not significantly, likely because of ceiling effects ( p > .11). Compliance (94%) and satisfaction were excellent. This pilot study demonstrates a flexible, effective training model for nurse educators to implement within or alongside undergraduate nursing curricula.

Do we care? Nursing faculty experiences with ethnocultural empathy

The nursing workforce in America continues to experience significant challenges. Namely, the lack of student and faculty diversity in nursing programs leaves workforce diversity in a gridlock. Well documented in the literature, the nursing workforce does not match the current demographics in the United States. This poses significant obstacles with far-reaching implications, from student and faculty trauma and violence to adverse patient outcomes. Improving inclusion and reducing barriers for historically and intentionally marginalized people involves self-awareness and appropriate expressions of empathy. This study used a quantitative exploratory method with a cross-sectional design to survey nurse faculty (n = 318) empathy nationwide utilizing the scale of ethnocultural empathy. The findings indicate that, overall, nurse faculty report moderate levels of ethnocultural empathy (15.25 ± 1.87). However, when the data were stratified by participant-reported racialized groups, non-white participants had statistically significant higher empathy scores F (25, 257) = 4.35, p < .001. These findings are consistent with research reporting the adverse experiences of underrepresented students and faculty in nursing programs and the persistent racism, oppression, and violence they face. Increasing empathy through ongoing self-awareness, perspective-taking, and training with a full review of institutional policies can mitigate exclusionary harm. Institutional commitment to diversity alone will not rectify contemporary challenges. Intentional actions to create inclusive spaces, remove barriers, and improve empathy are critical implications for nursing programs nationwide.

Effects of a Decolonizing Training on Mental Health Professionals' Indigenous Knowledge and Beliefs and Ethnocultural Empathy.

Indigenous communities suffer from the highest rates of mental health disparities of any ethnic group in the United States, as well as experience significant amounts of historical and contemporary trauma including violence, racism, and childhood abuse. Unfortunately, the mental health workforce is unprepared to effectively work with this population due to the influence of stereotypes, bias, and lack of training. A 90-minute training for mental health agency employees using decolonizing methods was delivered to improve knowledge of and empathy for Indigenous patient populations (N = 166). Results indicated that the training increased participants' Indigenous knowledge and beliefs across demographic variables and may increase aspects of empathy including awareness. This training was feasible for a wide variety of mental health employees and resulted in increased learning about Indigenous people, which is a critical starting point for mental health professionals working with this population. Suggestions are offered to train mental health providers to deliver culturally responsive care to Indigenous clients and families and for decolonizing mental health professions.

Early Childhood Preservice Teachers’ Levels of Multiculturalism Perception and Ethnocultural Empathy: A Study in the Turkish Context

The aim of this study is to investigate the multiculturalism perceptions and ethnocultural empathy levels of early childhood preservice teachers. This study was conducted in a correlational research design. This study had a sample of 380 undergraduate students studying in the academic year 2021-2022 in the Department of Early Childhood Education, Faculty of Education, Turkey. In this study, Multiculturalism Perception Scale, The Scale of Ethnocultural Empathy, and individual demographic form were used. The One-Way Variance Analysis (ANOVA) and Independent Samples t-tests were used to analyze if there are significant differences between early childhood preservice teachers’ descriptive characteristics on their perceptions of multiculturalism and ethnocultural empathy levels. Pearson correlation was utilized to determine the relationship between early childhood preservice teachers’ perceptions of multiculturalism and their ethnocultural empathy levels. According to research results, early childhood preservice teachers’ perceptions of multiculturalism and their ethnocultural empathy are positively correlated. Furthermore, results revealed that those who have cross-cultural friends have higher mean scores on both multiculturalism perception and ethnocultural empathy than those who do not have cross-cultural friends. Moreover, early childhood preservice teachers who want to take courses on multiculturalism have higher scores on multiculturalism perception and ethnocultural empathy than those who do not want to. The results were discussed in the context of related research and recommendations were given for future research.

Racial embodiment in virtual environments for facilitating students’ understanding of racism.

Virtual technology provides educators a unique opportunity to offer students’ racial embodiment experiences, operating an avatar of a different racialized experience than their own. A few studies using headset-based virtual technology demonstrate such experiences can be beneficial for reducing implicit bias; we extend this line of inquiry for personal computer–based virtual environments (PVEs) which would be ideal for teaching in a distance learning capacity given their relative affordability and accessibility. In two previous pilot studies, we found only minimal support for the positive impact of racial embodiment experiences in PVEs. Here, we conducted a third study using a more tightly controlled experimental design, with higher power, and dependent measures (i.e., Implicit Association Tests) that are less vulnerable to social desirability effects. Overall, our hypotheses were not supported; White participants (N = 170) who operated an Asian or Black avatar did not demonstrate significantly lower implicit bias, higher ethnocultural empathy, or higher awareness of racism compared to those who operated White avatars. Peripheral to the tests of hypotheses, there was preliminary support for our newly developed brief Implicit Association Tests that may be of interest to future researchers. Null findings are discussed in relation to the broader literature on racial embodiment.

Ethnic Discrimination among Nigerians: The Predictory Roles of Perceived Ethno-Cultural Empathy and Ethnocentrism

This study investigated the extent to which Perceived ethno-cultural empathy and ethnocentrism predict ethnic discrimination among Nigerians. This study adopted a cross-sectional survey design. Participants comprised 412 people (male=220; female=192). They were selected from three states in Nigeria namely Ondo (youruba ethnic group), Abia (Igbo ethnic group) and Taraba (Hausa ethnic group), using accidental sampling technique. Their ethnic group classifications (33.9%) were Yoruba’s, (33.8%) were Igbo’s, and (32.3%) were Hausa’s. They responded to ethnocentrism scale, scale of ethno-cultural empathy, perceived ethnic discrimination questionnaire. The study hypothesis was tested with a multiple regression analysis. Results revealed that perceived ethno-cultural empathy significantly predict ethnic discrimination such that high level of ethno-cultural empathy decreases ethnic discrimination (β=-0.12, t(412)=-0.2.59, p&lt;0.05). Ethnocentrism significantly predict ethnic discrimination such that high level of ethnocentrism increases ethnic discrimination (β=-0.40, t (412)=8.69, p&lt;.01). This study showed that ethno-cultural empathy was negatively related to ethnic discriminations. Ethnocentrism was positively related to ethnic discriminations. Therefore in order to reduce ethnic discrimination, the researcher suggest that direct public education initiatives that help prevent and contribute to the eradication of incitement to discrimination, hostility, and violence in the society should be encouraged and promoted. National program such as NYSC should be recalibrated and sustained. Knowledge of other people’s ethnic beliefs should be promoted within the society to increase understanding, tolerance and respect and to ensure that their belief and ethnic differences does not become a source of division, tensions and violence.

The Study of Ethnocultural Empathy in a Pluralistic Society: Exploring Inter-Ethnic Relationships Among Javanese and Chinese Children in Surakarta

This study conducts a qualitative research analysis to examine the levels of ethnocultural empathy among Javanese and Chinese children in a diverse population, encompassing both cognitive and affective aspects as well as the ability to express empathetic thoughts and emotions towards individuals from diverse ethnocultural backgrounds. Data was collected through focus group discussions and oral interviews involving sixteen male and female students from multi-ethnic schools in Surakarta, Indonesia. The findings indicate that participants recognized the importance of empathizing with others as an initial step toward developing ethnocultural empathy. Those who engaged in interactions with individuals from diverse backgrounds demonstrated higher levels of ethnocultural empathy. In the educational setting, both ethnic groups were encouraged to show mutual respect for each other's cultural heritage. The study highlights the pivotal role of empathy in fostering social cohesion, enabling each group to better understand and relate to the circumstances of others.

The Experiences of United States Emergency Nurses Related to Witnessed and Experienced Bias: A Mixed-Methods Study

IntroductionThe purpose of this study was to obtain a broad view of the knowledge, attitudes, beliefs, and lived experiences of emergency nurses regarding implicit and explicit bias. MethodsAn exploratory, descriptive, sequential mixed-methods approach using online surveys and focus groups to generate study data. Two validated instruments were incorporated into the survey to evaluate experiences of microaggression in the workplace and ethnocultural empathy. Focus group data were collected using Zoom meetings. ResultsThe final sample comprised 1140 participants in the survey arm and 23 focus group participants. Significant differences were found in reported experiences of institutional, structural, and personal microaggressions for non-white vs white participants. Respondents who identified Christianity as their religious group had lower mean scores on items representing empathetic awareness. Respondents who identified as nonheterosexual had significantly higher mean total Scale of Ethnocultural Empathy scores, empathetic awareness subscale scores, and empathetic feeling and expression subscale scores. Thematic categories that arose from the focus group data included witnessed bias, experienced bias, responses to bias, impact of bias on care, and solutions. DiscussionIn both our survey and focus group data, we see evidence that racism and other forms of bias are threats to safe patient care. We challenge all emergency nurses and institutions to reflect on the implicit and explicit biases they hold and to engage in purposeful learning about the effects of individual and structural bias on patients and colleagues. We suggest an approach that favors structural analysis, intervention, and accountability.

Concerns about counseling racial minority clients: Ethnocultural empathy, insight, and multicultural intervention self-efficacy.

Concerns about counseling racial minority clients: Ethnocultural empathy, insight, and multicultural intervention self-efficacy.