EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
4/02/2021 | 11:20 AM - 12:15 PM | Evidence-Based Strategies for Supporting the Development of Cultural Competency within Family Studies Students | BREAKOUT 2
Evidence-Based Strategies for Supporting the Development of Cultural Competency within Family Studies Students
Cultural competency is defined as the ability to engage respectfully and effectively with diverse individuals, families, and communities in a manner that not only recognizes, affirms, and values them, but also protects and preserves their dignity (Fong, 2004; Fong & Furuto, 200; Lum 2011). This requires empathy. Research has established links between reading literary fiction and improvements in scores on empathy, social perception, and awareness of diverse groups (Djikic, Oatley, & Moldoveanu, 2013; Kidd & Castano, 2013; Mar, Oatley & Peterson, 2009). This study tests the hypothesis that nonfiction texts that read like novels (such as memoirs) can have a similar effect on pre-service, student family professionals and aid in their development of cultural competence. Other family life and human development scholars have utilized and researched the inclusion of nonfiction narrative approaches paired with traditional textbooks in their classrooms and found them to be effective teaching methods that can promote intercultural competence (Kozak, 2018; Hepp & Breneman, 2019). In this study, 60 upper division students in a family diversity course were surveyed twice over the course of the semester to track changes in their self-reported levels of cultural competence. Results indicate incorporating non-fiction texts as an ongoing case study throughout the course can help students improve their cultural competence. Implications for evidence-based inclusive teaching strategies will be discussed, as well as next steps for a more systematic and rigorous assessment of changes in cultural competence over time.
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Presenters/Authors
Sarah Allen
(), sarahallen3@suu.edu;
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Clint Broadbent
(), clintbroadbent@suu.edu;
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Karina Nay
(), pope.kj@gmail.com;
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