Browsing by Subject "Cultural Competence"

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    Assessing the intercultural sensitivity of elementary teachers in bilingual schools in a Texas school district.
    (2009-03) Bayles, Peggy Porterfield
    This study explored the intercultural sensitivity of 233 elementary teachers working in five bilingual schools in an urban Texas school district. The purpose of the study was to assess teachers' intercultural sensitivity and to determine whether there were differences in intercultural sensitivity in terms of certain demographic and background variables related to their intercultural experience. A quantitative, non-experimental design was used for the study. The Intercultural Development Inventory (IDI), version 2, a psychometrically valid instrument based on the Development Model of Intercultural Sensitivity (DMIS), was used to measure intercultural sensitivity. A seven-item demographic and background information sheet was used to gather the information needed to determine whether the dependent variables (IDI developmental and scale scores) differed for teacher groups in terms of the independent variables: gender, age, level of education, years living in a bicultural setting, years teaching in schools, years teaching ethnically diverse students, and years teaching in a bilingual classroom. The IDI results revealed a mean developmental score of 95.09 for the group of teachers. This score placed the teachers in Minimization, an ethnocentric stage on the DMIS. This suggests that while the group of teachers may have a familiarity with different cultures and be aware of differences in cultural patterns such as values, beliefs, and communication styles, they may minimize student cultural differences and apply universal values and principles in their educational practice. The results also indicated a significant difference between the mean developmental score for teacher groups examined for two of the variables: years teaching in schools and years teaching ethnically diverse students. For both of these variables, the group of teachers with over 10 years experience had a higher mean developmental score than the group of teachers with fewer years experience. There were no significant differences in the scores between teacher groups for the other variables: living in a bicultural setting, years teaching in a bilingual classroom, age, gender, or level of education.
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    The intersection of disability, domestic violence and diversity: Results of national focus groups
    (Journal of Aggression, Maltreatment and Trauma, 2009-02) Elizabeth, Lightfoot; Williams, Oliver J.
    Using data from two national focus groups of nineteen key informants, this article explores the unique issues faced by people with physical and sensory disabilities in accessing help for domestic violence, with a particular emphasis on the experiences of people of color with disabilities. In addition, this study explores the programmatic preferences of people of color with disabilities in seeking help in regards to domestic violence, and assesses the cultural competence, disability awareness and domestic violence awareness of domestic violence service providers and disability organizations.