Browsing by Subject "Cultural competence"
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Item Considering the culture of disability in cultural competence within applied behavior analysis : a brief survey exploration and literature review(2023-04-21) Medina, Taryn Nicole; Falcomata, Terry S.; Estep, LauraAlthough there is growing interest in intersectionality within the Applied Behavior Analysis field to improve cultural competency, there is a huge absence of viewing disability culture as a critical component of cultural responsiveness. Strategies to improve cultural competency for practitioners have been discussed in multiple studies targeting other social identities and the detrimental implementations for stakeholders if not done. However, the culture of disability is rarely ever addressed within these discussions. To ascertain whether there are interventions of applying DisCrit or training that addresses disability as a culture for practitioners, a literature review was conducted. Specifically, there was zero studies within the ABA field that speak on the gravity of including disability culture as an important factor in establishing socially relevant behaviors despite all clients having to identify with a disability to gain services. As such, this article has two purposes; (a) a literature review that investigates existing studies containing interventions who either apply DisCrit or a component of disability culture in response to increasing cultural responsiveness within their field, and (b) to collect exploratory survey data of BCBA knowledge regarding concepts related to disability culture. Researchers argue that until disability culture is considered within the cultural competency of ABA, it is in ethical breach of its own code and must be dismantled. In addition, researcher provide implications and considerations for practitioners moving forward.Item Exploring the relationship between implicit bias, cultural competency, and racial disproportionality in school discipline(2020-05-08) Smith, Shontell; Klingbeil, David A.Research highlights the pervasiveness of racial disproportionality in school disciplinary practices. Moreover, researchers have theorized that racial implicit bias plays a role in this disparate treatment; yet, there is a lack of empirical evidence to support this relationship. Even still, schools and researchers have suggested cultural competency training as a way of addressing implicit bias to reduce disproportionality in discipline rates. This proposed study seeks to, first, quantify the relationship between racial implicit bias and the disciplinary actions take by teachers, and second examine whether teachers’ self-reported multicultural competency moderates this expected relationship. Analyses will be conducted using linear regression.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.Item Preservice teachers' responses to student behavior : exploring the effects of racial implicit bias, cultural competence, and racial identity(2022-12-02) Smith, Shontell; Sanchez, Delida; Albritton, Kizzy; Cokley, Kevin; Brown, Keffrelyn; Klingbeil, DavidThe overidentification of Black students for exclusionary discipline has been a concern within education research for decades. The ability to address this concern is dependent upon identifying the factors that influence why teachers choose to utilize exclusionary practices more frequently with Black students. The purpose of this study is to explore the relationship between three cultural constructs, racial implicit bias, cultural competence, and White racial identity, and their individual and collective influence on preservice teachers’ responses to student behavior. Due to concerns with power, racial implicit bias was not included in the final analysis. Data from 123 preservice teachers were evaluated within this study. Correlational analyses revealed significant relationships between cultural competence and three of the four racial identity statuses. Logistic regression was used to evaluate the effects of each racial identity status and cultural competence on the likelihood of participants using exclusionary methods with Black students. Findings showed that participants were not significantly more exclusionary towards Black students. Also, White racial identity status and cultural competence did not significantly predict preservice teachers’ likelihood of using exclusionary discipline. However, racial identity status did have significant effects on cultural competence. Conclusions highlight the nuances that shape these relationships and discuss alternative explanations that might explain how racial identity and cultural competence affect teachers’ disciplinary decisions. Implications and recommendations for future research are discussed.