Doctor of Nursing Practice Degree Program in Population Health Leadership DNP, Xavier University, 2024, Nursing

The purpose of this final DNP project is to create a cultural competency curriculum utilizing the Purnell Model for Cultural Competence as the scaffolding of the project. The objective is to increase staff awareness and desire to provide culturally competent care. The design of the project employed a quasi-experimental, mixed-methods design with a convenience sample of employees from a Federally Qualified Health Center (FQHC) in Eastern Pennsylvania. Pre- and post-education assessments were conducted using the Doorenbos et al. (2005) Cultural Competence Assessment (CCA) Items tool. Participants completed a pre-test before either synchronous or asynchronous education sessions, followed by a post-test approximately two weeks later. The findings of the study revealed increased mean scores from pre- to post-education assessments. Synchronous participants displayed higher engagement scores than asynchronous participants. The findings of the study revealed increased mean scores on post-education assessment, indicating enhanced cultural competence. Synchronous participants demonstrated higher engagement levels compared to asynchronous participants. This DNP project aims to enhance healthcare delivery at the Eastern FQHC by promoting cultural competency among employees. Increasing awareness of cultural competency positively influences healthcare practitioners' ability to deliver culturally congruent care. Acknowledging personal attitudes toward a patient's culture can impact care delivery and contribute to improved health literacy. The project's goal is to provide tools for healthcare providers and non-clinical employees to embark on or continue their journey toward cultural competency. The increase in mean scores aligns with findings from other research, emphasizing the importance of informational sessions and cultural education in promoting cultural competency among healthcare professionals and staff. Keywords: cultural competence, cultural competency, Purnell Model fo (open full item for complete abstract)

Doctor of Education, Ashland University, 2023, College of Education

Minority enrollment has been on a steady increase on college campuses across the United States and will continue to rise in the next several years. Diversity has been a challenge for many universities and colleges and they continue to struggle to create an inclusive environment for students with culturally diverse backgrounds. This study focused on the increasingly culturally diverse student population, cultural competence and the cultural humility of faculty, specifically in a predominantly white institution. This research study was chosen to fill a gap in literature on cultural humility and the impact it has on faculty in higher education and how they interact with adult graduate students. The research study consisted of interviews and a cultural humility questionnaire with a total of eight faculty members. A mixed methods study was used with a qualitative data collection from interviews and a quantitative data collection from a cultural humility questionnaire. After careful analysis four meaningful themes emerged from the study: (a) Empathy - understanding the thoughts and feelings of the perspective of others; (b) Flexibility – meeting the students where they are academically and socially; (c) Respect - practicing andragogical learning and student empowerment; and (d) Transparency - being genuine, displaying openness and accountability. The significant findings revealed that cultural humility has a significant impact in how faculty interact with graduate adult students with a culturally diverse background.

Doctor of Education (Educational Leadership), Youngstown State University, 2021, Department of Teacher Education and Leadership Studies

By the year 2023, most children attending public school in the United States will be of a minority race (National Center for Educational Statistics, 2013). However, 80% of the teachers in public schools are White (Musu, 2019). Student identity (race/ethnicity, socioeconomic status, cultural/linguistic, disability, gender identity/expression, and sexual orientation) fosters inequities, negatively impacting students' experiences, academic outcomes, and graduation rates (Cooc & Kiru, 2018; Frattura & Capper, 2015; GLSEN, 2017; Gorski, 2013; Shifrer, 2018; Shifrer, Muller, & Callahan, 2011; Theoharis, 2007; U.S. Department of Education, 2018, 2019). Principal leadership is instrumental to developing culturally competent cultures to navigate the dynamics of student diversity and mitigate the impact of identity-based inequities (Fullan & Quinn, 2016; Gorski, 2013; Leithwood & Jantzi, 2005; Lindsey et al., 2019; Robinson, 2013; Shields, 2010, 2017; Theoharis, 2007). A descriptive case study design was used to explore participants' leadership actions and cultural competence beliefs as they lead diverse schools. Three urban high school principals from one district in Ohio participated in the study. The findings revealed that participants enact both leadership actions and cultural competence beliefs to develop culturally competent cultures and that the process is developmental and continuous. Implications for principal leadership include providing school leaders understanding of the complexity and nuance of culturally competent leadership. Central office administrators and educational leadership preparation programs can better understand culturally competent principal leadership to inform their work based on this study.

PHD, Kent State University, 2014, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The Deaf World is part of the national fabric with its citizens utilizing American Sign Language as an indigenous language. Sign language interpreters facilitate sociolinguistic access between Deaf and hearing persons. Information presented in this inquiry focused on interpreter cognitive and behavioral development of Deaf-World cultural competence. Cultural competence relates to learning new patterns of cross-cultural behavior with effective application in various contexts (Gallegos, Tindall, Gallegos, 2008). The inquiry explored expert participants descriptions of interpreter Deaf-World cultural competence. Participants described transformational processes interpreters experienced entering the Deaf-World or in other words, becoming HEARING, the ASL representative gloss for the sign hearing. This inquiry explored how participants made meaning around co-constructed Deaf-World cross-cultural connections. Participants expressed lived experience stories of Deaf-World cultural competence informed by the concept of currere narrative (Pinar, 1975, 2006). Data were coded in aggregate and themes found in participant narratives. Analysis described participants significant statements, themes and essence of the phenomenon (Creswell, 2007) within the data set. Themes expert Deaf and hearing participants described about Deaf-World cultural competence included: HEARING participants avowed Deaf-World affiliation or affiliation-alliance and ascription of Deaf-World efficacy; and Deaf participants avowed Deaf-World alliance and efficacy as well as conditional ascription of interpreter affiliation or affiliation-alliance. The essence of the phenomenon consisted of the idea that becoming HEARING included co-constructed community and cultural connections leading to Deaf-World affiliation or affiliation-alliance. Participants also described a tacit seven step process of entering the Deaf-World titled the interpreter affiliation-alliance narrative (IAAN) paradigm. (open full item for complete abstract)

PHD, Kent State University, 2013, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

Intercultural competence through study abroad is widely recognized as a preferred teaching approach for the development of globally competent health care practitioners. Colleges and universities are looking for multiple ways to encourage students to study abroad because of the noteworthy effects that these experiential opportunities have on students. Sparse research has been conducted to determine if short-term study abroad trips of less than two weeks are achieving these same outcomes. The purpose of this basic interpretative qualitative study was to describe the nature and meanings of a short-term international cultural experience for nursing students, and whether or how their understanding of the role of the professional nurse was changed. A group of baccalaureate nursing students traveled to Tanzania and took part in professional and social opportunities over an 8-day period. All participants were required to complete a nursing course with global objectives prior to the trip and pre-immersion seminars. Data were collected from reflective journals during the study abroad experience, focus group discussions one month after returning home, and personal interviews 6 months later. The results indicated that the participants experienced culture shock, but they also gained in self-awareness, cultural empathy, leadership skills, a desire to learn more, and a new perspective of the role of the professional nurse. Langer's theory of Mindfulness, Bennett's Developmental Model of Sensitivity and Campinha-Bacote's Process of Cultural Competence provided the theoretical framework for this study.

Doctor of Education , University of Dayton, 2023, Educational Administration

Dietetic undergraduate students need to develop their cultural competence and cultural humility in order to work effectively with diverse groups of people. This study aims to identify and understand how undergraduate curricular, co-curricular, and work experiences influence the dietetic majors' journey in cultural competency and cultural humility. Fifteen dietetics alums from the small midwestern university were purposely sampled from students who graduated between 2018-2022 (7 registered dietitian nutritionists (RDNs), 8 dietetic interns). They first completed the Cultural Learning Inventory that specifically looked at experiences, interactions, training, curriculum, and co-curricular and programmatic learning during one's undergraduate years. Next, each participant participated in a one-on-one semi-structured interview on Zoom. Utilizing Capinha Bacote's Cultural Competemility framework, the main topics were discussed: describing one's undergraduate experiences, skills needed to work with diverse populations, and the importance of cultural competency and humility in the registered dietitian nutritionist (RDN) profession. Participants agreed that the university, program, and profession are bubbles (environments without a lot of diversity), and one needs to engage in a variety of experiences to enhance their cultural competence and cultural humility. Being curious and in discomfort, they sought experiences outside of their comfort zone, grew in humility, and developed effective skills for communication and interaction. Mapping of curricular and co-curricular coursework has been enhanced to deepen one's cultural competency and cultural humility. After collaboration with the program's faculty, courses in the dietetics curriculum have been selected, evaluated, and revised with examples of how to support one's journey in cultural competence and cultural humility. Additionally, an infographic sharing the lessons learne (open full item for complete abstract)

Master of Dental Hygiene, The Ohio State University, 2022, Dental Hygiene

As 63% of the limited English population are compromised by Latinos and Spanish being the second most spoken language in the United States, there is an opportunity for language concordant care to be used in dental hygiene clinics. To create culturally competent providers that demonstrate language concordant care, the study aims to understand dental hygiene students' and directors' perceptions of integrating a Spanish language course into their program. A Qualtrics survey adapted from two previous research studies, was sent via email to 327 CODA accredited dental hygiene programs during the months of October-November 2021. Dental hygiene program directors were directed to relay a separate email to final year dental hygiene students. Additionally, social media posts were used to gain more participation. One hundred and nineteen full student responses were recorded for this study. Of the 119 responses, 72.3% of the students indicated they are willing and able to develop their Spanish language skills to serve a limited English proficient community. These students noted the reason they believe it would be fundamental for students to learn Spanish was due to majority of their LEP population speaking Spanish in the dental clinic and it would also help students become culturally competent providers (56.3%). Thirty-four full responses were recorded from dental hygiene program directors. Most of the directors indicated there are no resources available to use for managing LEP patients and no formal instruction (41.2%). Based on plans to integrate a language training course, majority of hygiene directors indicated they would choose Spanish (55.9%). The responding directors also indicated that it would be “extremely unlikely” (52.9%) to accommodate a Spanish language into the existing curriculum. Growing Spanish speaking LEP communities provide an opportunity for language concordant care to be used in dental hygiene clinics. Studies are needed to reveal best practices for deve (open full item for complete abstract)

Doctor of Education, Ashland University, 2022, College of Education

Across the United States, an imbalance exists between the percentages of White educators and minority students. This disproportion has led to the need for more educators to learn and acquire the skills necessary to effectively navigate and lead in diverse environments and respond in ways that resonates with diverse learners. This study focused the experiences of cultural humility on the lived experiences of African American boys and their parents and the behaviors and experiences of culturally humble teachers at a predominantly White, private Catholic high school. This study was chosen to fill a gap in the literature on cultural humility and its impact on school students and teachers. The research consisted of focus groups and interviews with 25 African American students, 20 African American parents and four teachers identified by students and parents as rating high in cultural humility. A qualitative case study was implemented with a structured protocol. Upon careful analysis of the data, five major themes emerged: (a) Humility—the role of voice, flexibility, and reimagining; (b) Authenticity—the power of vulnerability and visibility in building relationships; (c) Advocacy—the role of empathy in building non-judgmental safe spaces; (d) Presence—the role of partnership and the power of availability; and (e) Intentionality—the role of belief, accountability, and high expectations. The findings are significant in that they revealed some of the benefits and positive effects of the cultural humility framework on culturally responsive leadership, cultural safety, and academic success of African American students.

Doctor of Philosophy, The Ohio State University, 2021, Human Ecology: Human Development and Family Science

Children in diverse cultures are socialized to understand, express, and regulate their emotions in ways that are considered adaptive in their culture. In early childhood, parents play an important role to teach children about the feeling rules and display rules of emotions in their culture. Parents' emotion socialization is guided by their goals and beliefs about emotions, which are likely to vary based on the culturally specific value and norm in diverse culture. However, much of the research in the field of emotion socialization was still primarily based on European American families. Research in other cultural groups, including Chinese culture, is key to unpack the role of culture in emotion socialization. The current dissertation attempts to shed light on similarities and differences of maternal emotion socialization and its relations with children's emotional competence both across and within culture. The first chapter provides a general introduction to the current state of literature in the role of parents and culture in emotion socialization and details how the current dissertation will contribute to the field. Chapter 2, 3, and 4 detailed three studies that used data from the same larger cross-cultural study that involved European American mothers from Columbus, Ohio in the United States and Chinese mothers living in Hong Kong and Beijing. The first study was a mixed-methods study that examined the quantitative differences in emotion socialization goals, beliefs, and practices of mothers across the three cultural groups. Importantly, qualitative findings were provided to help explain and contextualize our quantitative findings. Results indicated that Chinese mothers had different emotion socialization beliefs and goals and responded to children's negative emotions differently when compared to European American mothers. Within-cultural differences between Hong Kong and Beijing mothers were also discussed. The third chapter presents a qualitative study that (open full item for complete abstract)

PhD, University of Cincinnati, 2020, Allied Health Sciences: Communication Sciences and Disorders

Without specific knowledge of multilingual language profiles, children speaking more than one language are at-risk for misdiagnosis of developmental language disorders by clinicians who do not share the same linguistic profile as the client. To combat such misdiagnosis, this dissertation presents three related studies. Study 1 was a scoping review completed to establish the current state of the field regarding practices amongst speech-language pathologists (SLPs) providing services to multilingual children. This review revealed the need for alternate scoring methods, appropriate for children who speak more than one language. SLPs should consider use of adult models to understand typical cross-linguistic interactions between languages to inform decisions of difference and disorder. In response to findings from Study 1, Study 2 described the creation and evaluation of an alternate method of scoring a standardized assessment to inform decisions about development of multilingual children's English. One-hundred and seventy-six children (4-to-5 years) and 33 adults (24-to-51 years), from the same linguistic community, speaking Jamaican Creole (JC) and English participated. Content analysis of adult responses was used to identify linguistic patterns and alternate scoring procedures were developed based on these patterns. Results showed JC-English speaking children differed significantly from the standardized sample when original and alternate scoring methods were used. Patterns of over-diagnosis using traditional scoring were demonstrated and adapted scoring procedures using adult models offered an ecologically-valid approach to establishing developmental status of JC-English speaking children. Study 3 examined cross-linguistic interactions of JC-English speaking children in a different context relevant to assessing multilingual children's language skills. In this study, cross-linguistic interactions in the spontaneous productions of JC-English speaking preschoolers were (open full item for complete abstract)

Master of Arts, Case Western Reserve University, 2021, Psychology

Latinx children are less likely to utilize mental health care services than their White non-Latinx counterparts. Cultural values such as machismo, caballerismo, and familismo have been shown be associated with mental health-seeking behaviors for the self, but it has yet to be established whether those differ for care-seeking behaviors for one's child. This study explored the relationship between cultural values and mental help-seeking behaviors for one's child, defined by responses to vignettes, and parental attitudes towards psychological help for themselves based on a questionnaire. An MTurk survey (N = 209) included samples of Latinx (n = 109) and White non-Latinx (n = 96) parents of children between the ages of 0-18 (mean = 8, SD = 4.5). Responses indicate that the association between cultural values on behaviors and attitudes related to mental health may be in part explained by machismo, caballerismo, and religiosity above and beyond culturally-agnostic Traditional Family Values.

Doctor of Nursing Practice , Case Western Reserve University, 2015, School of Nursing

Abstract Problem: Service-learning is an educational method which provides opportunities for students to meet academic learning objectives while providing service to meet community needs. In nursing education, service-learning has been specifically utilized to help prepare students to provide culturally appropriate care. Aims: This study aimed to evaluate the effects of stateside or abroad service-learning on nursing students' cultural sensitivity, awareness, and competence behavior. Methods: A two-group, pre-post design. Schim's Cultural Competence Survey (CCS) was used to study cultural sensitivity and awareness (CAS sub-scale) and cultural competence behavior (CCB sub-scale). Following IRB approval, senior students in the CWRU BSN program during Fall, 2014 were invited to complete the CCS and demographic questions before and after a 10 week public health service-learning experience either stateside or abroad. Pertinent Findings: Thirty students had matched pairs of surveys; 22 in the stateside group and 8 in the abroad group. Within each group, there were significant differences in the CAS (Stateside: CAS t(21) = -1.4, p = .001. Abroad: CAS t(7) = -.24, p = .004) and the CCB (Stateside: CCB t(21) = -3.28, p = .001. Abroad: CCB t(7) = -2.21, p = .012). There were no significant differences between groups in regard to the CAS or the CCB. Conclusions: This research confirms prior research which has demonstrated the benefits of service-learning experiences in terms of enhancing cultural competence. Due to small sample size, nature of the curriculum, and unique stateside service-learning sites, further study is recommended to evaluate the impact of the location of service-learning on cultural competence. This information would be beneficial to nursing research, education, and practice.

PHD, Kent State University, 2014, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

OWEN, VICTOR A., Ph.D., May, 2014 Foundations, Leadership and Administration AN ANALYSIS OF THE CONCEPT OF CULTURAL COMPETENCE IN A CROSS-CULTURAL PRIESTLY CONTEXT: IMPLICATIONS FOR PRIESTLY FORMATION [IN THE TWENTY-FIRST CENTURY] FOR SERVICE ABROAD (469 pp.) Co-Directors of Dissertation: Averil E. McClelland Vilma Seeberg This dissertation examines the concept of cultural competence in a cross-cultural priestly context and its implications for priestly training for service abroad. The main purpose of this study is to contribute ideas to the development of a new curriculum for young clergy entering the priesthood, particularly in Nigeria, so as to be ready for service abroad. This research recognizes the fact that the issue in cultural competence is not in the paucity of information; rather, with so many important moving parts and components that foster an array and fluidity of interpretations, the challenge is in its focus, attention, implication and application. To this end, this dissertation (I) states the problem as a major issue with respect to the current trend in the global redistribution of priests; (II) reviews two basic Vatican documents on the training of priests, describes current interest in cultural competence by the church in view of the “The New Evangelization,” and offers definitions and theoretical perspectives on cultural competence in select fields; (III) unpacks the concept of understanding as an overarching concept in cultural competence discourse; (IV) discusses the components of cultural competence; (V) attempts to analyze the abilities or capacities associated with cultural competence; and finally (VI) addresses some implications of the study, draws conclusions based on the findings and points to future research by fundamentally suggesting a holistic approach to cultural competence to include, but not limited to, enculturation, acculturation, and inculturation. The hope is that this study will help in the development of a new curric (open full item for complete abstract)

Master of Arts (MA), Ohio University, 2013, Communication and Development Studies (International Studies)

Healthcare for international populations in the U.S. has been challenged by cultural differences that arise during physician-patient communication. Numerous studies have assessed cultural competence training from physicians/health learners' perspectives, but patients' perceptions are underrepresented. This study bridges that gap by foregrounding international patients' perspectives during a cultural competence training program, examining how cultural differences affect physician-patient communication, and proposing communication strategies that can benefit physicians/health learners and enhance the well-being of international patients. A three-phase case study that included focus group discussions, composite ranking, and in-depth interviews, was conducted focusing on a cultural competency laboratory, which took place at Ohio University in December 2012. Thirteen patients from eleven different countries participated in this study. The results indicate that participants perceived significant cultural differences during their lab experiences, involving healthcare systems, health beliefs/concepts, healthcare seeking behaviors, and physician-patient communication. Among the twenty-eight factors in physician-patient communication that were raised by participants, active listening, explicit cross-cultural awareness, and expressive empathy were deemed to facilitate physician-patient communication. In contrast, the interaction was significantly compromised when student-physicians ignored participants' cultural perspectives, showed confusion/uncertainty about the medical issues that participants discussed, or didactically attempted to convince participants of certain American health beliefs or solutions. After attending the lab, all participants indicated an increased awareness of U.S. healthcare and the health issues discussed in the lab scenario. They also suggested that international patients get prepared before visiting U.S. physicians. This study provides suggestions (open full item for complete abstract)

PhD, University of Cincinnati, 2006, Nursing : Nursing - Adult Health Nursing

The central aim of this study was to assess the Skinn Model of Cultural Competence (SMCC), a theoretical framework developed by this researcher. The SMCC illustrates the dynamic progression through a cyclical process. Cultural awareness is the initial step and then the person continues into the action stage of process based on his/her cultural desire. Cultural knowledge acquisition, developing cultural skills, an optimistic cultural attitude, and cultural encounters feed back (cultural feedback) into the person's cultural desire and awareness. The six key concepts (all but cultural feedback) were assessed by an instrument developed for this study, the Cultural Competency Assessment Scale (CCAS). The influence of racism and prejudice was also examined. A three phase descriptive design was used for this study. The first two phases assessed CCAS content validity. The third phase examined the reliability of the CCAS and the relationships among the concepts in the model. Bivariate and multiple regression relationships were determined. One hundred and seven-two questionnaires were completed at Time 1 (N= 600). Thirty-nine nurses (N = 50) completed the CCAS at Time 2. In this study, the nurses had relatively high scores on the CCAS and exhibited low levels of racism and prejudice. Unfortunately the CCAS did not perform as anticipated. The correlations between the concepts were low to moderate. However, there was a positive correlation between cultural awareness and cultural desire (r = 0.23, p< .01). Cultural knowledge, desire and skill predicted cultural encounters (R2 = .51, Adjusted R2 =0.51, F(3, 168) = 59.0 , p = .000). Further research using a revised CCAS may assist in refining the SMCC and provide clarification of the process of becoming culturally competent.

Doctor of Philosophy, University of Toledo, 2004, Health Education

Demographic changes in the US influence the delivery of healthcare and health education. To provide the best care and education, healthcare professionals need to increase cultural sensitivity. Educators from different disciplines increasingly recognize the importance of addressing the issue of culture. Participating in an international healthcare mission is one method to increase cultural awareness. Although changing demographics have altered how healthcare professionals practice, there is little research on the different methods to prepare future healthcare professionals to be culturally sensitive. Published research on the impact of an International Healthcare Mission (IHM) on participating healthcare professional students is notably sparse. The purpose of this research was to explore the perceived effects of an IHM on participating healthcare professional students. Thirty-two students from U.S. healthcare professional schools participated. None took coursework to prepare them for an international mission. This study used both qualitative and quantitative methods, also known as methodological triangulation. Semi-structured interviews of IHM student participants (n = 9) provided qualitative data. A survey framed by Wilson's Impact of an International Experience model provided complementary and supportive quantitative information to themes that surfaced from interviews. Within the survey, several questions explored the impact of the mission on the student's professional and cultural self-efficacy. These later questions validated cognitive, affective, and selection processes as regulators and mastery experiences as a source of self-efficacy within Bandura's theory of self-efficacy. Triangulated methodology provided an enhanced picture of the phenomenon researched. Students reported gains in substantive knowledge, perceptual understanding, growth as an individual, improved interpersonal connections, as well as enhanced self-confidence. The information discovered from (open full item for complete abstract)

Master of Arts (MA), Bowling Green State University, 2008, Cross-Cultural, International Education

The purpose of this study was to investigate the extent to which one's level of cultural competence impacts the teaching and learning process for both instructors and students at the university level. Specifically, this study examined whether there is a difference in the level of intercultural sensitivity between university instructors and ESL students, whether ESL instructors and non-ESL instructors vary in their levels of intercultural sensitivity, and the extent to which gender impacts cultural competence. Finally, an investigation was conducted to explore the relationships between the instructors' level of intercultural sensitivity and the challenges they face in instructing international students, in addition to the relationship between students' level of intercultural sensitivity and the challenges they face while pursuing a college degree in the United States. A mixed methodology, using Intercultural Sensitivity Scale (Chen & Starosta) found that instructors in this university reported a higher level of intercultural sensitivity than college students at the same institution; a significant difference between ESL instructors and non-ESL instructors in the area of interaction engagement was revealed; and, that females scored higher than males. Finally, while instructors revealed that culture and language were the challenges most faced in teaching international students, those same students did not reveal them to be significant challenges.

Doctor of Philosophy, University of Akron, 2010, Urban Studies and Public Affairs

One of the first Female circumcision (FC) cases to be prosecuted in the U.S. occurred in Atlanta, GA in 2006. In this case an Ethiopian man was sentenced to 10 years in prison for circumcising his infant daughter. This case illustrates some of the cultural and legal dilemmas immigrants can encounter who reside in the U.S. where FC is outlawed. That is, immigrants must choose between complying with their cultural practice of FC or the anti-female circumcision laws, where either choice could have equally unfavorable outcomes. This dissertation employed the case study approach to describe immigrant women's perceptions and attitudes, about FC as well as their awareness and knowledge about policies that outlaw this practice. The major research question posed for this dissertation is: Do African immigrant women currently living in the U.S., who come from communities that practice FC, encounter cultural and legal dilemmas? Interviews were conducted with nine female participants who currently reside in the U.S. Most of the participants reported that they were against the practice of FC. Majority of the participants were aware of and experienced some of the physical and psychological problems associated with this practice. All of the participants were aware policies in the U.S. exist that outlaw FC. However, none of them could identify specifics about these regulations or punishments related to the policies. Some of the participants believed that policies in the U.S. that outlaw FC were ineffective because they were poorly enforced or not enforced at all while some of the participants felt that knowledge about specific laws may deter African immigrants from practicing FC in the U.S. A large proportion of the participants indicated that FC was a culturally endorsed practice that occurs in the U.S. where it has been outlawed. The participants experience different types of cultural and legal dilemmas related to FC while residing here in the U.S.

Doctor of Philosophy, University of Akron, 2008, Secondary Education

This study examined the cultural competence levels of nursing faculty teaching in associate degree nursing programs in Ohio and determined the extent to which transcultural concepts are included in the associate degree nursing curricula. Campinha-Bacote…#8482;s (2003) Process of Cultural Competence in the Delivery of Heathcare Services Model provided the organizing framework for the study. A revised version of Sealey…#8482;s (2003) Cultural Diversity Questionnaire for Nurse Educators was used for the study. Out of an accessible population of 503 nurse educators teaching in associate degree nursing programs in four types of educational institutions in Ohio, 137 responded to the questionnaire. The forty-one item Likert type questionnaire along with eleven questions regarding demographic and professional characteristics was administered via the Internet over a three week period. The findings from this study indicated that associate degree nurse educators in Ohio “agree” that they possess cultural awareness, cultural knowledge, cultural skill, and culture desire and are undecided regarding their level of engagement in cultural encounters. The findings also indicated that the participants “agree” that their teaching behaviors reflect cultural competence. The study results provide direction for professional development programs for nurse educators in the area of cultural diversity and support for hiring and retaining a culturally diverse nursing faculty.

Doctor of Philosophy, University of Akron, 2013, Urban Studies and Public Affairs

ABSTRACT Central to the issue of cultural competence, law enforcement administrators and sworn peace officers are assigned the task of protecting and serving members of diverse communities. In short, from a global perspective policing requires that peace officers are routinely involved in both social and human relations tasks. Furthermore, as core components of policing it is in those tasks that being able to adapt cross culturally (dimensions of being culturally competent) become clear and significant, particularly with demographic shifts showing increases in racial, ethnic, and cultural compositions (Passel and Cohn, 2008; United States Census Bureau, 2010). To that end Bennet (1995) posited, “As with other kinds of social change, law enforcement agencies must adapt to the population shifts” (p.1). This exploratory study uses the 4 scales of the Cross Cultural Adaptability Inventory (CCAI) to examine, describe, and compare patterns of adaptability, a key attribute of cultural competence. The Defense Science Board (2011) defined adaptability as, “the ability and willingness to anticipate the need for change, to prepare for that change, and to implement changes in a timely and effective manner in response to the surrounding environment” (p. 1). This research study was designed to explore sworn peace officers' adaptability. Studying adaptability provides a means to investigate the self-perceived cultural competencies among sworn peace officers while investigating to what extent the demographic factors of (1) race/ethnicity, (2) gender, (3) age, (4) education, and (5) professional experience affect these competencies among sworn peace officers employed by law enforcement agencies in the Midwest Region of the State of Ohio.