Multicultural Competence Research Articles

ИЗУЧЕНИЕ ОТРАЖЕНИЯ ЭПОСА «МАНАС» В СФЕРЕ КУЛЬТУРЫ ЧЕРЕЗ КРИТИЧЕСКОЕ МЫШЛЕНИЕ

The article notes the place and role of the epic "Manas" in the spheres of culture. Interethnic dialogue, folk traditions influence the multicultural education of young people. The conceptual approaches to the implementation of multicultural education of youth explained. Reflection of the epic "Manas" learned in the spheres of culture through the method of critical thinking. The article uses the methods of critical thinking, traditional and pedagogical, pedagogical experiment, dialogue, pedagogical survey, pedagogical interview, and studying the characteristics of the teaching staff. In research results, the peculiarity of differences between other epics, and performance of the epic "Manas" requires a corresponding tremendous strength, inner flair, and widespread use of facial expressions were determined. Therefore, manaschi skills combine not only the qualities of a poet, philosopher, thinker, but also a skillful musician. The implementation of cultural education with the help of the epic "Manas" influences on the formation of multicultural competences of students were determined. At the end of the lesson, the teacher summarizes the lesson, assesses the students, and assigns homework.

Pedagogical Design of the Technology of Students’ Multicultural Competence at Higher Education Institutions

Aim. The aim of the research is to justify the theoretical and methodological bases of multicultural education and verify experimentally the efficiency of the pedagogical technology of forming students’ multicultural competence at higher education institutions. Methods. The study reviews the changes in the levels of students’ multicultural competence. The methodological bases of the study are theories of language multicultural education, the unity of language and culture, multi-perspective learning, “cultural differences,” social learning, neo-Freudian theory, self-determination theory, developmental learning theory. Results. The realisation of the ideas of multiculturalism has a positive effect on the harmonious development, cultivates a tolerant attitude to other ethnic groups and peoples, promotes good neighbourly relations, effective conflict resolution, intercultural dialogue and mutual understanding. Acquiring these characteristics, students entirely understand national and universal values, and are able to interact constructively in the modern multicultural world at a sustainable level. Conclusions. The implementation of the developed pedagogical conditions and the author’s pedagogical technology of forming students’ multicultural competence at higher education institutions contributed to a significant increase in the levels of their multicultural competence. This was confirmed by statistical changes in the level of students’ multicultural competence of the experimental group compared to the control group: the number of students with stable (by 34,3%) and situational (by 12,7%) levels significantly increased, the number of students with fragmentary level decreased (by 47%). Thus, the obtained results prove that the developed pedagogical technology is effective for forming students’ multicultural competence.

Multicultural competencies training programs for health care staff and health students in academic and professional settings: a scoping review protocol.

The aim of the proposed scoping review is to identify training programs in multicultural competencies for health care staff and health students in professional and academic settings. Cultural competence training for health care professionals is an imperative challenge in today's culturally diverse societies to ensure that all people receive equitable and effective health care, particularly those from culturally diverse backgrounds. This scoping review will consider literature with adult participants aged ≥ 18 years, health care staff, and health students who may have received or are receiving multicultural competencies training. Literature published since 1960 in English, Portuguese, Spanish, and French will be considered for inclusion. Literature will be excluded if it reports on multicultural competencies training programs for students outside the health domain or for non-professional high school programs. The search strategy, designed according to the inclusion and exclusion criteria, will aim to find both published and unpublished literature. The following electronic databases will be searched: MEDLINE, CINAHL, Psychology and Behavioral Sciences Collection, Web of Science, Open Access Scientific Repository of Portugal (RCAAP), and Open Grey. Other sites to be searched include ClinicalTrials.gov; United Nations High Commissioner for Refugees (UNHCR); International Organization for Migration (IOM); and International Migration, Integration and Social Cohesion in Europe (IMISCOE). The screening process will consist of two steps carried out by two independent reviewers: firstly, screening by title and abstract; and secondly, by full text. Data will be charted to describe the body of literature according to the review research questions, which were defined following the Population, Concept, Context (PCC) mnemonic. Data will be presented graphically when possible, and accompanied by a narrative that describes the characteristics of the training programs.

THEORETICAL ASPECTS OF A GEOGRAPHY TEACHER’S POLYCULTURAL COMPETENCE FORMATION

Taking into account that a modern school is a place where representatives of different nations with unique national cultures, customs, psychological structures, and mentality study together, the paper emphasizes the polyethnic nature of education. It explains the importance of problems related to overcoming certain features and difficulties inherent in the relationship of participants in the educational process. These problems are due to the influence of behavioral stereotypes that are inherent in modern society.
 In the current conditions, the task of forming a culture of moral relations, which are based on national and universal values, becomes especially relevant in schools with multinational students. 
 The problem of the peaceful coexistence of different peoples, cultures, and states is a necessary condition for the development of human civilization. The solution to this problem is impossible without the usage of new scientific approaches and concepts. The process of forming a free personality that is ready to live in an open multicultural space becomes especially relevant. In view of this, the task of vocational education is not limited to the formation of the necessary knowledge, skills, and abilities, but is to organize multicultural future geography teacher training and the formation of multicultural competence as a necessary and integrated personality trait. Therefore, the important tasks of modern education are the formation of multicultural competence, which, according to the Recommendations of the Council of Europe, are considered the basis of life in a modern globalized, pluralistic society. The concept of multicultural competence in the research of Ukrainian scientists is analyzed and the author’s definition of «multicultural competence» is formed in the article. The main aspects of multicultural competence are highlighted. These are knowledge, skills, and abilities. Various views of scientists on the structure of multicultural competence are studied. Based on these studies, the following components are identified, i.e., motivational, cognitive, activity, and practical. An example of multicultural competence formation through the study of geographical disciplines and the integrated course «Multicultural Geography» in higher education institutions is given. Prospects for further research in this area are highlighted.

Supervisors’ Perceptions of Their Integration of Strength-Based and Multicultural Approaches to Supervision

This study explored how, and to what degree, clinical supervisors utilize and integrate strength-based and multicultural approaches. We conducted a qualitative investigation using a grounded theory paradigm and consensual qualitative research methodology and analysis. Participants included 14 licensed psychologists. We organized the data into four domains: (a) supervisory approaches, (b) multicultural content/integration of multicultural approaches, (c) strength-based content/integration of strength-based approaches, and (d) supervisor power and supervisee empowerment. Results suggested that participants were keenly aware of multiculturalism and multicultural competence, and infused these perspectives throughout their supervision. Supervisors as a group were less aware of the ways that they used strength-based approaches with their supervisees, although a subset of participants intentionally used strength-based interventions. Notably, some supervisors used multicultural and strength-based perspectives in an integrative fashion by recognizing that strengths vary depending on the cultural context. We discuss implications for supervision practice, advocacy, theory, and research.

Multicultural Competence in Supervision within the Helping Profession

Multicultural Competence in Supervision within the Helping Profession

Between two cultures: an autoethnographic reflection on multicultural competence as a science educator

Multicultural competence has gained attention in education as the diversity of students has increased. Thus, teachers ought to be expected to develop ways of understanding students’ cultural differences and to improve their ability to communicate with and be culturally empathic with students from different backgrounds. Using an autoethnographic approach, I reflect on my lived experiences based on the three aspects of multicultural competence -cultural knowledge, awareness, and skills: through the lens of multiracial feminist theory and Gloria Anzaldúa’s ideas in her Borderlands theory. I specifically discuss how my experiences as a female science educator were shaped in both South Korea and the USA to understand my cultural beliefs. This autoethnography points to the aspects of multicultural experiences that teachers can reflect on to understand both students’ realities and their own in science education.

Introduction to the Special Issue on Social Justice, Liberation, and Action

Introduction to the Special Issue on Social Justice, Liberation, and Action

THE ESSENCE AND WORLDVIEW APPROACHES OF MULTICULTURAL EDUCATION IN UPBRINGING THE UNIVERSITIES

The article deals with the conceptual appraches of multicultural upbringing in the contemporary education system. There are described the key purposes and content of multicultural education process. Particular attention was paid to the school disciplines in multicultural upbringing system. The purpose of the study: to identify the pedagogical conditions of the impact of national values on multicultural education. Research methods: Research methods used in scientific-theoretical analysis, theoretical modeling, traditional pedagogical, pedagogical experiment, pedagogical dialogue, pedagogical survey, pedagogical pedagogical interview. Research results: The need for retraining and regional educational institutions in the field of multicultural education, as well as the need for language training of future teachers, the conduct of seminars on multiculturalism and multiculturalism. Conclusions: multicultural education is one of the tools influencing the formation of multicultural competencies of students, as well as the ability to provide full-time cooperation of graduates of universities in the modern multicultural environment.

Ethnic and religious identity as a client’s resources in working with a psychologist

This article is a part of series of articles, and demonstrates positive dynamics of psychological work within the framework of a specific case activity based on Ingush culture and religious values. In the first article of the series “Multicultural approach in psychological counseling: ethnoreligious aspect (analysis of case)”, using the example of father-daughter relationship, we described the content of the process of psychological counseling, performed considering ethno-cultural and spiritual characteristics of a client. In the second article, “Consulting in the client’s ethno cultural and spiritual context (case analysis)”, the process of culturally oriented counseling is revealed on the example of the Father-Son relationship. The results of the study revealed that the multicultural competence of a therapist, based on the use of ethno-religious resources, serves as a bed for a high level of trust from a client and displays a professional approach based on the use of ethno-religious resources in therapeutic work. This article describes the process of culturally oriented counseling on the example of a woman treated on the basis of analysis of her attitude to the fact of her missing husband.

Adaptation and validation of a Spanish instrument for assessing multicultural competencies and empathy

Purpose of this study was the adaptation and validation of an instrument for the assessment of multicultural outcomes and ethnocultural empathy in Spanish speaking populations. For this purpose, the Everyday Multicultural Competencies Scale / Revised Scale of Ethnocultural Empathy (EMC/RSEE) was chosen. Translation and back translation of the items were conducted resulting in the Spanish version of the scale and were subsequently adapted through cognitive pretesting. For the validation of the scale 485 students responded to an online survey. Results show high reliability and validity for some of the scales, but a general poor fit of the originally proposed six factor solution. An alternative arrangement of 41 items is presented with five factors: Cultural Openness, Conscience of Racism, Empathy, Resentment, and Anxiety. In this arrangement the original factors were maintained, but items relating to empathy, cognition, and emotion, were grouped into a single factor. Possible audiences for the instrument beyond universities are discussed.

Multicultural leaders from emerging markets: transforming international acquisitions and corporate social responsibility

PurposeThe purpose of this paper is to explore the influence and advantages of leadership multiculturalism on global strategy development through cross-border mergers and acquisitions (CBA) and corporate social responsibility (CSR) from emerging market multinational companies (EMNCs) expanding into emerged markets. The key contribution of asymmetric multiculturalism is a novel finding based on inductive research. We fill a gap by further linking business leader characteristics and corporate strategic actions and examining how multicultural business leaders from emerging markets can be highly effective at CBA and CSR.Design/methodology/approachThe paper draws on in-depth interviews, observations and documentary evidence analyzed with iterative coding, construct definition and thematic development to understand how leadership multiculturalism affects CBA and CSR in an EMNC over time.FindingsThe new construct of leadership asymmetric multiculturalism describes strategic advantages accruing to leaders from developing markets who are culturally fluent in both emerging and emerged market milieus. The construct contributes to emergent research on the rise of multicultural leaders and their strategic advantages and delineates a pathway toward identifying advantages of emerging over emerged market business leaders.Research limitations/implicationsThe research addresses specific CBA and CSR strategies within one emerging market region and EMNC. Future research should further articulate and validate the key construct of asymmetric multiculturalism, further examine its sources, draw more explicit comparisons with data from emerged market leaders, and explore the applicability of these findings to strategic actions and advantages in both emerging and emerged markets.Practical implicationsEmerging market corporate leaders should identify and develop pertinent aspects of their own asymmetric multiculturalism in enacting CBA and CSR strategy with respect to EMNCs and firms from developed markets. Emerged market leaders should become more aware of and cultivate their own multiculturalism.Social implicationsAsymmetric multiculturalism can be accompanied by heightened awareness of global citizenship — including codes of ethics, environmental challenges, community outreach and fair labor practices — which, in tandem with CBA, can strengthen emerging market firms’ performance and reinforce their global stature and reputation.Originality/valueAsymmetric multiculturalism is a new explanatory construct in the sociological, economic and management disciplines. Emerging markets corporate leaders utilize their multicultural competence to accelerate global CBA and CSR activity and advance strategic opportunities for their firms. The identification of advantages deriving from emerging market leadership capabilities is an unusual finding given the more typical emphasis on the privileges of emerged market leaders and firms.

The Organizational Multicultural Competence Assessment (OMCA): A tool to assess an organization's multicultural competence and adherence to the National Standards for Culturally and Linguistically Appropriate Services in Health and Healthcare (the National CLAS Standards).

Objective: Behavioral health organizations must respond to the needs of increasing numbers of multicultural populations, as the world population continues to diversify. The goal of this research was to develop a measure to assess the multicultural competence of a behavioral health agency using a quick and efficient but comprehensive strategy that utilizes input from multiple staff members. Method: The Organizational Multicultural Competence Assessment (OMCA) was developed through a review of existing cultural competence assessment measures and item generation from researchers and policy makers. 469 staff from all departments of a U.S. state-operated and funded behavioral health facilities were asked by the CEO of their agency to complete the 45-item survey. Findings: Principal components analysis revealed seven factors that accounted for 64% of the variance in item responses: Governance, Policies, and Procedures; Staff Training and Service Delivery; Addressing Stigma and Discrimination; Accessibility of Services; Community Relationships; Quality, Monitoring, and Evaluation; and Human Resource Development. Items within factors showed high internal reliability. Conclusions and Implications for Practice: This measure may be used on an ongoing basis as a quality improvement tool to assess an agency or system's multicultural competence and adherence to the CLAS standards. Future research can investigate the relationship between scores on this measure and organization-level recovery oriented, client health, and person-centered outcomes. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Multicultural competence and Big Five personality as predictors of instructor effectiveness in counseling and psychology faculty.

Multicultural competence and Big Five personality as predictors of instructor effectiveness in counseling and psychology faculty.

Using a Relational-Cultural and Adlerian Framework to Enhance Multicultural Pedagogy

Counselor education (CE) programs are expected to provide counselors-in-training (CITs) with a diversity-infused curriculum. Throughout the CE literature, there are many available methods to accomplish this goal, yet trainees have reported a lack of self-efficacy in essential multicultural competencies before entering clinical work. Graduates of CE programs have also noted feeling unprepared when working with culturally diverse clients. The integration of culturally responsive models in CE programs is limited, and methods to decolonize current educational practices remain sparse. To address these gaps, we propose a culturally responsive and decolonizing framework grounded in the extant research that integrates relational-cultural theory (RCT) and Adlerian theory principles. The Relational-Cultural and Adlerian Multicultural Framework (RAMF) is intended to be a new pedagogical approach to enhance multicultural education across CE programs. By integrating RCT and Adlerian theory frameworks, the RAMF may offer a more comprehensive lens to view multicultural and social justice issues.

Multicultural ethics in rehabilitation services

BACKGROUND: Rehabilitation professionals are required to be competent in serving multiculturally diverse individuals in a manner that promotes empowerment and full engagement. Multicultural competency is critical for accurate clinical assessment and diagnosis and for effectively serving a diverse population of clients. OBJECTIVE: The major objective of this paper is to promote multicultural competency and sensitivity by increasing knowledge and awareness of ethical considerations for multicultural populations in rehabilitation settings. CONCLUSION: Diagnostic tools and ethical decision-making models that integrate multicultural considerations are discussed, and recommendations for building multicultural competency are provided.

The role of the teacher in the multicultural competence development of students of higher educational institutions

The purpose of the research is to outline the features of the development of students’ multicultural competence and determine the role of the teacher in this process. Methods of synthesis, analysis, experiment, questionnaire and observation method has been used in the academic paper. The obtained results have confirmed the hypothesis: increasing the level of multicultural competence of students in a student-centered educational environment can be implemented subject to the active involvement of the teacher. Regular studying foreign languages and non-specialized disciplines also contributes to the development of multicultural competence. To assess multicultural competence, it has been proposed to use criteria that allow evaluating the impact of learning foreign languages and non-specialized disciplines, as well as the participation of teachers - curators. The pedagogical expediency has been proved and the application of forms, means and content components of the multicultural educational environment has been substantiated, as well as recommendations have been developed towards improving the effectiveness of the acquisition of multicultural competence of students with the active involvement of teachers.

Introducing multicultural experiences through virtual partnerships

The interconnected modern world requires business professionals to adopt a global mindset and function effectively in multicultural environments. The authors introduced multicultural experiences to their students through virtual partnerships, in which online technologies are used to virtually connect classrooms across borders. The students internalized experiences gained through such partnerships and developed multicultural awareness and competence during the process of conducting a series of joint assignments. This paper describes our use of these assignments and discusses how the virtual partnership could be improved by using a new theoretical model of Multicultural Experiences.

Multicultural Competence Awarness Among International Students in Yogyakarta State University

This research aimed to describe and interpret the characteristics of multicultural awareness of seven international students studying tertiary education in the postgraduate studies department at Yogyakarta State University. When individuals moved to a place where more than one culture coexists, they were now part of a multicultural society. In this respect, one of the many reasons for the existence of multicultural societies was the student mobility phenomenon in which many students decided to live abroad to pursue their academic goals. Accordingly, these students faced new cultural situations, and there was no doubt that they needed to use their multicultural competencies. However, were they aware of their own multicultural competence? Had the way they conceptualized it ever helped them to achieve their professional goals? In the present research, such questions highlighted the relevance of focusing on the existing knowledge about multicultural competence of international students, which might provide insights into the role of multicultural competence as an inherent aspect of life to achieve personal or professional goals and strengthen their intercultural communication. Many pieces of research have already focused on the teachers’ multicultural competence and the importance of incorporating it in the programs. However, not many of them focused on the way students conceptualized it and perceived it in their lives. By using qualitative research and making use of a questionnaire as the main instrument, the findings show that students have a high level of awareness, and they mostly conceive it as a tool to achieve their professional goals.

다문화 접촉경험과 다문화 교육이해가 다문화 교육역량에 미치는 영향: 예비유아교사를 중심으로

본 연구에서는 예비유아교사의 다문화 교육역량에 있어서 다문화 접촉경험과 다문화 교육이해가 미치는 영향을 분석하였다. 자료 수집을 위해 4년제 대학에 재학 중인 예비유아교사 292명을 대상으로 다문화 교육역량, 다문화 접촉경험, 다문화 교육이해에 대한 설문을 실시하였으며, 수집된 자료를 바탕으로 SPSS 27프로그램을 통해 기술통계분석, Cronbach’s α계수산출, 독립표본 t-검정, 일원배치 분산분석, 피어슨의 상관분석, 위계적 중다회귀분석을 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 예비유아교사의 배경 변인에 따라 다문화 교육역량, 다문화 접촉경험, 다문화 교육이해는 유의한 차이가 있었다. 둘째, 예비유아교사의 다문화 접촉경험과 다문화 교육이해는 다문화 교육역량과 정적 상관관계에 있는 것으로 나타났다. 셋째, 각 변인이 예비유아교사의 다문화 교육역량에 대해 다문화 교육이해, 다문화 접촉경험 순으로 정적인 영향을 미치는 것으로 밝혀졌다. 본 연구는 예비유아교사의 다문화 교육역량을 함양하기 위한 기초적 자료로써 작용할 수 있으며, 더 나아가 예비유아교사를 대상으로 하는 다문화교육의 중요성과 필요성을 제시하였다.