Assessing the cultural knowledge of pre-service professionals, faculty, and staff on the journey toward developing cultural competence

ABSTRACT

The current study examined the cultural competence of participants (n = 447) beginning with their cultural knowledge as articulated through their definitions of diversity. The study employed a descriptive research enquiry using a survey design to gather data at a single point in time. Participants consisted of faculty, staff, and pre-service professionals (teachers, school counselors, and clinical mental health counselors) from a college of education at a predominately White university in the Midwest of the United States. Results from the study indicated that participants defined diversity through themes of difference, characteristics, ideal world, or inclusion and advocacy. Implications to support the cultural knowledge and cultural competence development of faculty, staff, and pre-service professional teachers and counselors are discussed.

KEYWORDS:

• Definitions of diversity
• cultural knowledge
• cultural competence
• pre-service professionals
• faculty and staff

Disclosure statement

We the authors have no known conflicts or interests to disclose.

Additional information

Notes on contributors

Olamojiba O. Bamgbose

Olamojiba O. Bamgbose PhD, National Certified Counselor (NCC), is an Assistant Professor in the Counselor Education department in the College of Education and Professional Studies, University of Wisconsin-Whitewater. She teaches clinical mental health and school counseling graduate-level courses. Dr. Bamgbose is the co-chair for the Inclusive Excellence and Diversity Committee (IE&D) in the college. She is a National Coalition and Building Institute (NCBI) leadership team member with responsibility for co-facilitating college and campus-wide workshops focused on eliminating racism and other forms of oppression. She is also on the editorial board for the Journal of Child and Adolescent Counseling.

Ozalle M. Toms

Ozalle M. Toms serves as the Campus Executive for the University of Wisconsin-Stevens Point at Wausau. Dr. Toms conducts training at the campus, state, national and international levels on Microaggressions, Civil Discourse, White Privilege, and Reducing Unconscious Bias in the Hiring Process. She also provides educational consulting to K–12 personnel and school districts on supporting at-risk youth and creating inclusive environments. She is the author of Letting Perseverance Finish and the owner of Doc Oz LLC. Dr. Toms was also named one of Wisconsin’s 52 Most Influential Black Leaders for 2022 by Madison365.

Lyndsay J. Kranz

Lyndsay J. Kranz graduated from the University of Wisconsin-Whitewater in May 2021. Lyndsay is currently in her first year as a first-grade teacher at Johnson Creek Elementary. She is a literacy-focused teacher and works primarily with kindergartners and first-graders. From her experience as a substitute teacher in school districts, and now having her own classroom, she loves what she does each day and its impact on her students.

Michael P. Owen

Michael P. Owen graduated from the University of Wisconsin-Whitewater in December 2021. Michael currently works as technical support for an internet service provider in Frisco, Colorado. In his position, he supports internet, television, and phone systems across the United States. Michael currently lives in the Rocky Mountains.