Browsing by Subject "Cultural competence"
Now showing 1 - 2 of 2
Results Per Page
Sort Options
Item CULTURAL RESPONSIVENESS OF U.S. IN-SERVICE TEACHERS ON A STUDY ABROAD EXPERIENCE(2017-04-17) Craft, Hykeem M.; Bustamante, Rebecca M.; Eaton, Paul W.; Ates, BurcuPurpose The purpose of this qualitative dissertation was to explore the experiences of a select group of in-service teachers, who participated in a three-week study abroad program in Chile, and how these experiences might have influenced their cultural responsiveness. The primary research question that served as a guide for this study was as follows: How does participation in a short-term study abroad program influence in-service teachers’ cultural responsiveness? Methods Pre- and post-interviews were conducted with in-service teachers from the United States who participated in a study abroad program in Chile during the summer 2016. Blog entries were also collected from the participants while they were in Chile. Using narrative data from participants’ interviews and blog entries, data were analyzed using a constant comparative approach to identify emergent themes. Each individual participant’s experience was viewed as an individual case study. A cross-case analysis also was done to compare themes that arose across the individual cases and to outline similarities and differences. Findings Several unique themes arose in each participant’s description of his or her experiences in this collective case study. However, there were several common themes that arose across the four individual cases. Those themes were: (a) allowing lax environments/leniency, (b) being the auxiliary support, (c) owning the instruction, (d) discussing worldly issues, (e) recognizing the vision, (f) preparing the instruction, and (g) interacting positively with others. Descriptions of participants’ experiences before and during the study abroad experience revealed presence of markers that signified culturally relevant education. Self-reflections indicated that most of the participants believed that they moved from being moderately culturally responsive educators before their three-week abroad experience to highly culturally responsive educators after their three-week abroad experience.Item The politics of race and mental illness in the Post-Emancipation US South : Central Lunatic Asylum for the Colored Insane in historical perspective(2014-05) Brooks, Adia Awanata; Gross, Kali N., 1972-; Davis, King EIn "The Politics of Race and Mental Illness" I explore the relationship between conceptualizations of black mental health and white social control from 1865 to 1881. Chapter one historically contextualizes black mental health, highlighting psychiatrists', slaveholders', and black slaves' perspectives on black mental illness. In this chapter, I argue that the current racial disparities in psychiatric treatment and diagnosis stem from a legacy of cultural incompetence, that is, a failure to fit diagnoses and treatment methods to the needs of culturally diverse populations. The second chapter analyzes the nature of racial power relations in the US South during Reconstruction. It asserts that not only did racism thrive, but that the white population also sought methods of re-subjugating the black population during this period. Using primary sources, I argue in chapter three that whites institutionalized blacks in Central Lunatic Asylum for the Colored Insane (CLA) for non-mental health reasons as both a punishment for attempts at economic independence and in order to culturally censor them. While most modern mental health literature avoids discussing social control, my research examines the reasons for black commitments to CLA within the context of white re-subjugation of the black population in order to emphasize the centrality of social control to black mental health care in the Post Emancipation era.