Multicultural Course Research Articles

간호대학생의 다문화 인식과 문화적 역량 예측요인

Objectives we aim to explore the predictors influencing multicultural awareness and cultural competence necessary for nursing students to cultivate qualitatively superior healthcare services in the multicultural era.
 Methods An online survey was conducted on 200 nursing students currently enrolled in N University located in Gwangju and data from 165 participants (83%) were analyzed. Regression analysis, including multiple regression and hierarchical regression, was employed to examine the factors predicting multicultural awareness and cultural competence among nursing students based on background variables.
 Results Firstly, as the nursing students' academic year increased and their experience with multicultural lectures and multicultural exposure levels grew, their perception of multiculturalism became more positive. Secondly, higher academic years and the experience of taking multicultural courses, as well as increased levels of multicultural exposure, were associated with higher levels of cultural competence among nursing students. Thirdly, factors influencing nursing students' multicultural awareness were identified as multicultural experience and academic year. Lastly, hierarchical regression analysis indicated that, when predicting cultural competence among nursing students, multicultural awareness was a significant predictor compared to academic year and multicultural exposure levels.
 Conclusions Multicultural awareness among nursing students is influenced by both multicultural experience and academic year, while cultural competence is influenced by multicultural awareness and academic year. Within the diverse educational experiences that nursing students encounter through both curriculum and extracurricular activities during their university life, there is a need for multicultural education to be integrated.

Are Training Programs Addressing Anti-Black Racism and White Supremacy? A Descriptive Analysis

Counseling psychology increasingly centers addressing and dismantling anti-Black racism and White supremacy among its values. It is unclear, however, whether training programs are attending to antiracist paradigm shifts. We conducted a study of counseling psychology programs’ attention to antiracism and White supremacy. Students and faculty in counseling psychology programs were asked to complete an online survey. Faculty were also asked to submit multicultural course syllabi. Qualitative results demonstrate that syllabi ( N = 29) generally do not reflect modern antiracist paradigms. Both faculty and student participants ( N = 179) rate their programs as above-average on social justice and antiracism commitments, social justice program norms, and multicultural training, but students ( n = 127) observed greater discrepancies between what their programs claim to do and what their programs actually do; and, faculty ( n = 52) rate their programs more positively than students. There also appeared to be individual-level differences in ethnic-racial identity, such that White students were more critical of Whiteness.

Self-protective strategies used by Asian and Black psychology and counselor education faculty who teach multicultural competence courses.

Self-protective strategies used by Asian and Black psychology and counselor education faculty who teach multicultural competence courses.

A picture with a caption: Using photovoice as cultural self-reflection in communication sciences and disorders

PurposeSelf-reflection is an essential component of developing cultural competence. However, there is a paucity of research on how to best accomplish cultural self-reflection in CSD courses. Therefore, the purpose of this research study is to examine the teaching and learning practice of using Photovoice as a means of cultural self-reflection in a foundational, multicultural course in CSD. MethodThis qualitative investigation employed a phenomenological approach with emphasis on the scholarship of teaching and learning. Data gathering involved completion of a Photovoice assignment and a prompted reflection of the assignment. The Photovoice assignment entailed the students reflecting and examining their culture. Then, the students submitted two photographs, one that represents a strength of a culture they identify with and one that represents a challenge of a culture they identify with. The students presented their cultural strength and challenges in small and large group discussions. The prompted reflection required the students to address questions in a written or video-recorded response. When the course was completed, the researcher commenced line-by-line focused coding to cluster frequently used terms and common experiences into specific themes. ResultsThe student participants shared photos of cultural strengths and challenges, discussed these photos in small and large groups, and completed a prompted reflection of the Photovoice assignment. While each student's project and reflection were unique, common themes prevailed. The themes of safety, privilege, and mental health emerged from the Photovoice projects and the themes of learning and formating arose from the reflections on use of the project toward cultural competence. ConclusionsThe results of this study suggests that Photovoice is a valuable tool for cultural self-reflection and learning in all courses in CSD programs. In this way cultural self-reflection and the progression toward cultural competence is an on-going process where students are better prepared to provide client-centered, culturally competent care for all people.

Developing intercultural competences for more effective patient care and international medical and research collaborations

Introduction: In our globalised world, the role of intercultural competence in healthcare is increasing as societies become multicultural. The development of this competence should start in medical education. Objective: In our qualitative study among Hungarian medical students, we sought to find out to what extent the multicultural student composition of our elective course contributes to the development of their intercultural competence. Method: In our action research, semistructured focus group interviews were conducted with 35 Hungarian medical students between April and November, 2021. The transcripts of the digitally recorded interviews were evaluated using qualitative methods. Results: After a thematic analysis of the interviews, the vast majority of the students’ opinions could be classified into one of the following four thematic categories: 1) the benefits of studying together with international students, 2) the development of cultural awareness, 3) the development of an open mindset, and 4) the expected longterm impact of intercultural competence on medical work. Overall, Hungarian students evaluated their learning in the multicultural course positively. Based on the results of the focus group interviews, it can be claimed that by the end of the semester, the Hungarian students’ perceived intercultural competence had improved due to the course and its multicultural composition. Conclusion: The course, with its multicultural student population, can contribute to and promote the acquisition of intercultural competence, which in the long run can be effectively used by future doctors both in patient care and in effective communication within healthcare teams as well as in international medical, research and scientific collaborations. Providing a multicultural student environment in the classroom, including interactive teaching methodologies and intercultural project work, have many potentials to make the learning-teaching process more effective and could be applied in the future when developing new courses.

Effectiveness of Online Learning Among Graduate Students: Comparison Between Cultures

<p style="text-align:justify">The research aimed to examine students' attitudes towards learning and teaching processes in an online course, investigating whether there was a difference between Jewish and Arab students' attitudes towards this course. The study combined mixed methods. Data were drawn from a questionnaire (including mostly closed-ended questions) completed by 195 graduate students and eight semi- structured interviews. Additionally, the students' grades for their course assignments were analyzed. Findings indicated that all course participants perceived the teaching and learning processes positively, but Jewish students held stronger positive attitudes concerning the learning processes' effectiveness than did Arab students. Jewish course participants' achievements were higher than those of Arab participants. The variable `sector` had a moderating effect on perceptions of the course structure's clarity and success in the course, strong clarity led to Arab students' success on the course but not for Jewish students. Arab students shared their difficulty adapting to a learning style necessitating autonomous learning processes. These findings are explained by Arab society's unique cultural dimensions, characterised by high-power distance and strong avoidance of uncertainty. The findings can inform designers of multicultural online courses that optimal teaching practices necessitate culture sensitivity, and this constitutes an issue for future studies.</p>

“I was Born to do This”: Faculty Experiences Teaching Graduate-Level Diversity Courses

Background Little research has focused on teaching graduate-level diversity courses, particularly from the faculty standpoint. Such pedagogy calls for unique skills and contains many challenges. Objective The purpose of the study was to better understand what works and what is needed to support instructors of graduate-level diversity courses, as well as common challenges that these instructors face. Method Using Charmaz’ Constructivist Grounded Theory approach, data from 20 qualitative interviews were analyzed for emergent themes. Results Four over-arching themes emerged: (a) Challenges in Teaching the Course, (b) Impact on the Instructor, (c) Coping with Course Challenges, and (d) Feelings about Teaching Multicultural Courses. Conclusion Findings suggest the unique nature of graduate-level diversity courses, and the need for resources and support for instructors of such courses. Teaching Implications Teaching diversity courses can take a personal and professional toll on the instructor. University systems should be aware of this and support structures and resources for such teaching.

Cross-Cultural Distance Dialogues in Counselor Education: Collaborative Pedagogy

Researchers examined the experience of participating in Cross Cultural Distance Dialogues (CCDD) in facilitating Multicultural and Social Justice Counseling Competency (MSJCC) through an interpretive phenomenological analysis (IPA). With the high need to develop curriculum in counselor education programs that intentionally incorporate cultural competencies (Ratts et al., 2016), this study was conducted to explore an innovative pedological technique that further fosters MSJCC within master's level coursework. Four counseling students engaged in a structured dialogue across university campuses during their multicultural course were selected for participation in this study. After completing two rounds of interviews and a member check, the following themes were identified utilizing IPA methodology: (1) relational resistance, (2) negotiating dichotomy, (3) therapeutic space, (4) trust and, (5) cultural awakening. Findings highlight CCDD as an innovative collaborative teaching strategy that supports increased cultural awareness, competency development, and enhanced interpersonal skills and support.

Creating Counselors: Master’s Level Counseling Students’ Experience of Expressive Arts in a Multicultural Course

ABSTRACT Counseling governing bodies have clearly defined what should be prioritized in multicultural counseling courses, including students’ multicultural knowledge and awareness; however, best practice regarding how to teach these multicultural concepts has largely been left up to the counselor educator. This phenomenological study explored the lived experience of master’s level counseling students who participated in weekly expressive arts activities as a part of a diversity class and offers a best practice model for implementing ethical and effective experiential learning using expressive arts techniques.

Investigating the roles of first language (L1) speakers in lingua franca communication in multicultural classrooms: a case study of Japanese as a Lingua Franca (JLF)

AbstractIn the Expanding Circle (i.e. countries where English is traditionally learned as a “foreign language”), the conceptlingua francacannot be limited to English. Conducted in a Japanese university, this study reports on the perceptions of verbal behaviours by students in multicultural courses where international and Japanese students studied together. These behaviours were analysed and the findings from English medium instruction courses and those of Japanese-medium instruction (JMI) courses were compared. Then, further analysis centred on JMI courses to explore the roles of Japanese L1 speakers in the co-construction of Japanese as a lingua franca with a focus on cognitive and psychological, rather than linguistic, perspectives. Rapport building, accommodation strategies, often initiated by L1 Japanese speakers, and the spontaneous interactions of second language (L2) speakers in discussions, are assumed to have been the keys to more inclusive interactions in JMI courses. The findings emphasize the importance of students’ attitudes and imply that intercultural education in the context, including both L1 speakers and L2 speakers, will have potential to foster effective lingua franca users.

Using character connection journaling to develop cultural empathy

ABSTRACT This study explored character connection journaling as a cultural immersion exercise in a multicultural counselling course at a Midwestern university in the United States. Qualitative data were collected from students' (N = 21) journal entries. The findings suggest that counsellors-in-training students value character connection journaling in a number of ways with many describing the significant impacts it has had on developing cultural empathy (empathic awareness, empathic perspective-taking, and empathic feeling and expression). The findings also revealed that six major categories (increased awareness of white privilege, increased awareness of microaggressions, challenging bias and open-mindedness, social initiative, self-reflection, and acknowledging limitations) emerged that reflected students' reactions to the character journaling experience. Implications for using character connection journaling as a cultural immersion exercise in multicultural counselling courses and future research are discussed.

Multicultural Competence Building Blocks: Multicultural Psychology Courses Promote Multicultural Knowledge and Ethnic Identity

Background Literature on undergraduate multicultural psychology instruction is limited. Prior research has included primarily White samples, yielded mixed results, and largely ignored assessment of learning in skills-based domains such as ethnic identity development. Objective We aimed to replicate and extend prior research by examining growth in multicultural knowledge and ethnic identity among students in multicultural psychology courses and considering possible moderators of this growth. Method Multicultural knowledge and ethnic identity were measured before and after the semester among 169 undergraduate students enrolled in multicultural psychology courses. Results Multicultural knowledge and ethnic identity significantly increased from before to after, but important moderators also emerged. Knowledge increase was greater among White students, while ethnic identity increased the most among White students with no multicultural experience in courses employing small-group, online discussions Conclusion Our findings replicate prior research by showing that multicultural courses can effectively promote multicultural knowledge and extend our understanding by demonstrating that other aspects of competence such as ethnic identity can also increase among students of these courses. Teaching Implications The benefits of multicultural psychology instruction are evident. However, variability in outcomes based on student and course characteristics suggests that instructors should consider these critical factors in course design.

Reliability and Validity of Translated Multicultural Course Racial Experiences Inventory (MCREI) on the sample of Malaysian Counsellor Trainees

Multicultural experiences can be conceptually connected to counsellor trainees’ perception of the multicultural exposure and interaction that they experienced during the multicultural counselling course. The degree of counsellor trainees multicultural experience may reflect the status and focus of the multicultural counselling course. Therefore, the objective of this study is to investigate the factor structure, reliability, and validity of the Malay version of the MCREI. There are 205 counsellor trainees from local universities who completed the questionnaire. Based on factor analysis, the four-factor structure, the same as the original version was confirmed with 12 items were retained. For reliability, internal consistency and construct reliability were evaluated and confirmed. The finding showed that the internal consistency was ? = .842 and construct reliability of .837. The convergent validity value obtained from the confirmatory factor analysis was .574. In addition, an external validity value is also provided. Overall, the factor structure, reliability, and validity of the Malay version of the MCREI were all confirmed in this study. The high reliability and proven validity imply that MCREI can successfully be used by counsellor trainees across gender and ethnicity.

The Creation of a Multicultural Foundational Course: From Research to Practice

The American Speech Language Hearing Association requires that multicultural content be included in graduate communication and sciences disorders programs. However, there is a paucity of research on the ways that this is achieved. The purpose of this paper is to describe in detail a multicultural course created from best practices gathered from research literature, conference presentations, and syllabi sources in communication sciences and disorders and share student reflections of the created course. Student feedback from this study shows that foundational courses can improve cultural competency but careful consideration of discussion format and time dedicated to communities should take place.

Strategies to Implement Multicultural Education in Communication Sciences and Disorders

Multicultural education is a foundational imperative for the field of communication sciences and disorders (CSD). The increasing cultural diversity of the United States’ population, which includes cultural groups based on race, religion, gender, sexual orientation, and socioeconomic class, implores effective implementation of multicultural education in CSD. Multicultural education can be defined as a dynamic, multifaceted process that seeks to increase cross-cultural understanding in culturally and linguistically diverse (CLD) groups (See Sleeter, 1996; Ozturgut, 2011). Minimal training in multiculturalism paired with a limited awareness for cultural humility compounds the ability of educators and students to implement effective teaching, learning, and clinical services (Horton-Ikard & Munoz, 2010; Victor, 2012). Furthermore, implicit training techniques may not prove effective as students fail to realize multicultural training is being implemented (Randolph & Bradshaw, 2018). This article will discuss the effectiveness of various instructional models (e.g., independent multicultural course) and provide evidence-based strategies to cultivate multicultural education and support cultural humility within the CSD curriculum.

Constructivism in Action: A Dynamic Group Process in Defining and Applying Principles of Social Justice

As a part of a Multicultural course, students in a doctoral program at a university in the Southwest worked together to synthesize a definition of social justice. The constructivist process implemented in this educational experience represented social justice in action, through co-construction of shared meaning. This definition, centered on Iris Young’s (2004) Five Faces of Oppression, resulted in the following: Social justice is addressing oppression, violence, exploitation, marginalization, powerlessness, and cultural imperialism through counselors’ efforts and advocacy, while promoting a critical perspective of the culture of silence. Social Justice is an active, effective change on micro- and macro-levels to alter social systems and institutions, whereby improving human rights and access to resources. Social justice is actively engaging in education, advocacy, critical thinking, systemic change, and client empowerment in order to diffuse mechanisms of oppression for the purpose of assisting clients in reaching their human potential.

Counselor Trainee Self‐Perceived Disability Competence: Implications for Training

We explored the relationship between master's‐level counseling students' (N = 285) disability competence, disability‐related life experience, and multicultural course completion. Results indicated disability‐related life experience and multicultural course completion may differentially affect self‐perceived disability competence. Implications and recommendations for counselor training are discussed.

Expanding the reach of intergroup dialogue: A quasi-experimental study of two teaching methods for undergraduate multicultural courses.

Expanding the reach of intergroup dialogue: A quasi-experimental study of two teaching methods for undergraduate multicultural courses.

Relational Strategies for Teaching Multicultural Courses in Counselor Education

Multicultural courses pose several challenges for counselor educators. This article presents a rationale for using a relational approach to teaching multicultural courses and includes 3 classroom activities based in relational pedagogy and relational‐cultural theory. By using a relational approach, counselor educators can encourage students to become more engaged, more self‐motivated, and more willing to take risks in the pursuit of learning inclusive, competent, and culturally aware counseling practice.Los cursos multiculturales presentan varios retos para los educadores de consejeros. Este artículo presenta un razonamiento para el uso de un enfoque relacional en la enseñanza de cursos multiculturales e incluye 3 actividades para el aula basadas en la pedagogía relacional y la teoría relacional‐cultural. Mediante el uso de un enfoque relacional, los educadores de consejeros pueden animar a sus estudiantes a estar más involucrados, motivados y dispuestos a asumir riesgos en su esfuerzo por aprender una práctica de la consejería que sea culturalmente inclusiva, competente y consciente.

A snapshot of multicultural training in school psychology

AbstractWith the rapidly increasing racial and ethnic diversity of the school‐aged population, school psychologists must be properly trained to engage in culturally competent practice; however, little is known about how school psychology programs prepare their trainees to serve diverse populations. The purpose of this study was to update Rogers et al.'s study on multicultural training by examining the extent to which school psychology programs use multicultural training recommendations noted in the literature. Thirty‐eight school psychology program coordinators completed the Multicultural Environmental Inventory‐Revised (MEI) to assess their perceptions of their program's multicultural environment. Participants were also asked about their training in multicultural and diversity issues and how their program conducts multicultural training. Findings suggest that programs most frequently used the integration and separate course models for multicultural training along with clinical experiences serving diverse students. In addition, multicultural coursework was associated with higher scores on the MEI Curriculum and MEI Research subscales. With regard to program environment, the percentage of racial and ethnic minoritized (REM) students was positively correlated to the percentage of REM faculty and the number of required multicultural courses. However, programs lacked specific strategies to recruit and retain diverse students. Findings and implications for training programs are discussed.