Browsing by Subject "Cultural competency"

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    "Cultural Competency: A Framework for Equity, Diversity and Inclusion in the Archival Profession in the United States"
    (The Society of American Archivists, 2018) Engseth, Ellen
    This article explores cultural competency in the context of the archival profession in the United States. The author reviews the cultural competency framework, the pertinent literature of archives, library, and information studies (LIS) and beyond, and surveys activity within the archival field. The author also connects cultural competency to archival principles and practice, and offers a call for further research to develop cultural competency within the profession. Cultural competency is offered as a framework for equity, diversity, and inclusion work that is accessible and available to all, and as one that provides a way forward particularly for dominant-culture archivists. Furthermore, archivists can contribute uniquely to the discourse on cultural competency within LIS; this article responds to the call for, and encourages more, discourse with LIS.
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    Middle School Youth Perceptions of an International Education after-School 4-H Program
    (2010) Coit, Valerie; Rauschenfels, Diane; Hyman, Randy
    A series of seven focus groups were conducted to determine the perceptions of middle school youth on international education via after-school 4-H programming. Twenty-nine students in grades six, seven and eight participated by responding to an identical set of questions designed to encourage group discussion. The participants indicated little familiarity with international education concepts outside of language learning, expressed little interest in learning cross-cultural skills and any type of after-school program that incorporated elements typical of a classroom experience. They expressed a preference for programs that would allow them to focus on interests like sports and the arts. Their perceptions of 4-H indicated little knowledge of the program. However, this unfamiliarity did not carry a negative connotation. These results suggest that educators should ensure after-school programs offer experiences distinctly different from the typical classroom. If focused on international education, programs should provide meaningful opportunities to interact with people from other cultures and explore topics of interest to youth rather than factual information about other countries. These types of programs need to be promoted in a way that aligns with the interests of young people as simply learning cross-cultural skills is not viewed as a need or priority by teens.