Culturally Competent Mentoring: The Chair's Role Toward a Culturally Responsive Culture in Support of American Indian and Native Alaskan Students

2016 ◽  
Vol 26 (3) ◽  
pp. 24-26 ◽  
Author(s):  
Nick Sanyal ◽  
Kelly Ward ◽  
Lynn M. Becerra
Keyword(s):  
American Indian ◽  
Culturally Responsive ◽  
Culturally Competent ◽  
Native Alaskan

Challenges to Evaluating Physical Activity Programs in American Indian/Alaska Native Communities

2017 ◽  
Vol 39 (2) ◽  
pp. 166-182
Author(s):  
Erica Blue Roberts ◽  
James Butler ◽  
Kerry M. Green
Keyword(s):  
Physical Activity ◽  
American Indian ◽  
Alaska Native ◽  
Culturally Responsive ◽  
Funding Agency ◽  
Native Communities ◽  
Responsive Evaluation ◽  
Obesity And Diabetes ◽  
Evaluation Staff ◽  
Depth Interviews

Despite the importance of evaluation to successful programming, a lack of physical activity program (PAP) evaluation for American Indian/Alaska Native (AI/AN) programs exists, which is significant given the high rates of obesity and diabetes in this population. While evaluation barriers have been identified broadly among AI/AN programs, challenges specific to physical activity (PA) programming are unexplored. To address this gap, a research study was conducted involving 17 in-depth interviews with evaluation staff of externally funded AI/AN PAPs. A thematic analysis revealed factors hindering meaningful program evaluation: cultural characteristics that challenge traditional evaluation, the logistics of PA programming, measurement and data collection challenges, lack of resources and support, and lack of alignment between funding agency requirements and the evaluation desired by AI/AN organizations. Some challenges are general to PAPs and others specific to AI/AN organizations. Findings identify ways to improve culturally responsive evaluation for AI/AN PAPs.

Hitch a Sugar to a Protein

2019 ◽  
pp. 197-222
Author(s):  
Janet R. Gilsdorf
Keyword(s):  
United States ◽  
Bacterial Meningitis ◽  
American Indian ◽  
Disease Control ◽  
The United States ◽  
Indian Children ◽  
Control And Prevention ◽  
Centers For Disease Control ◽  
American Children ◽  
Native Alaskan

The success of the conjugate Hib vaccines has been spectacular. Prior to their introduction, an estimated 10,000 cases of Hib meningitis occurred annually in the United States, which was approximately 1 in 300 children. It was even higher among native Alaskan and American Indian children. Since the widespread use of the vaccine, the disease has nearly disappeared in the United States, with only 40 cases in children under age 5 years reported by the Centers for Disease Control and Prevention in 2014. Thus, bacterial meningitis, once a scourge that killed and damaged too many American children is, for the most part, now a bad memory.

Changing the narrative on African American boys: A systemic approach to school success

2020 ◽  
pp. 136548022096286
Author(s):  
JaDora Sailes Moore ◽  
Chavez Phelps
Keyword(s):  
African American ◽  
Culturally Responsive ◽  
School Success ◽  
Reading Proficiency ◽  
Culturally Competent ◽  
African American Boys ◽  
Policy Practice ◽  
The Past ◽  
Reading And Math ◽  
Proficiency Scores

Despite progress over the past decade in math and reading, proficiency scores of African American boys continue to trail behind those of White, Latino, and Asian male counterparts. African American boys’ reading and math disparities have been attributed to the negative portrayal and the pervasive deficit-oriented discourse about these young men. Using salient characteristics of organizational culture as a framework, this paper offers strategies for creating a culturally responsive environment that supports and promotes high academic performance among African American boys. Attention is given to policy, practice, personnel, programs, and process in schools and their role in culturally competent approaches for improving schools and individual academic achievement.

How Wearing a Social Justice Lens Can Support You, Your Clients, and the Larger Community: An Intersectionality Workshop With a Twist

2021 ◽  
Vol 55 (3) ◽  
pp. 396-409
Author(s):  
Melissa Jay ◽  
Jason Brown
Keyword(s):  
Social Justice ◽  
Cultural Identity ◽  
Culturally Responsive ◽  
Case Conceptualization ◽  
Culturally Competent ◽  
Systemic Oppression ◽  
The Impact ◽  
Blind Spots

Counsellors may not comprehend fully the impact of their blind spots as a result of unconscious cultural encapsulation. The authors propose a self-reflective method by which counsellors can self-examine their assumptions about diversity and intersectionality. They invite readers to engage with the contents of this article to identify their blind spots, biases, and assumptions through self-reflective exercises. This article summarizes an intersectionality workshop with a twist that was offered by Melissa Jay, Jason Brown, and Rebecca Ward at the 2019 conference of the Canadian Counselling and Psychotherapy Association. The intention of the workshop was (a) to raise consciousness about systemic oppression, (b) to explore Collins’s (2018c) culturally responsive and socially just case conceptualization as the framework for the workshop, (c) to bring client intersectionality to life using four vignettes they created, (d) to reflect on client intersectionality and cultural identity, and (e) to propose a method by which counsellors can self-examine their assumptions about diversity and intersectionality, leading to more culturally competent counselling.

Teacher Preparatory Programs and Culturally Responsive Teaching

2020 ◽  
pp. 649-665
Author(s):  
Nadira Raghunandan-Jack
Keyword(s):  
Higher Education ◽  
Student Teaching ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Higher Education Institutions ◽  
Responsive Teaching ◽  
Culturally Competent ◽  
Teaching Experiences ◽  
Teacher Preparatory Programs ◽  
Preparatory Programs

This text focuses on culturally responsive education programs within higher education institutions. The first section traces the historical roots of culturally responsive teaching and explores why it is a pivotal component necessary for pre-service students to comprehend. The next section emphasizes strategies that are currently used within the higher education sector to expose students to culturally competent practices in the classroom. Among the strategies that are discussed are community based immersion experiences, diversity and multi-cultural courses and student teaching experiences. The chapter then closes with a framework for recommendation and improvements for higher education institutions to implement to further refine and strengthen teacher preparatory programs.

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