cultural awareness research paper topics

A List of 185 Interesting Cultural Topics to Write About

Culture is a set of knowledge, behaviors, and beliefs shared by a group of people. You would probably agree that it’s an integral part of humanity. It’s no wonder that students are often assigned to write about it.

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That’s why we came up with a list of interesting and creative culture essay topics. Whether you are writing a research paper, an essay, or a speech, our list of culture topics is for you. You can find various topics from popular culture and funny aspects of culture to cultural diversity. They will be useful for middle school, high school, and college students.

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• 🔝 Top 10 Topics
• 🏺 Western Culture Topics
• 📚✍️ Cultural Criticism
• 🎥 Cultural Phenomena
• 🧔👓 Subculture Topics
• 🧑🤝🧑 Socio-Cultural Topics
• ⛩️🕌 Cultural Diversity
• 👥 Cultural Anthropology

🔝 Top 10 Cultural Topics

• What causes culture shock?
• Cultural appropriation in fashion
• The Cold War’s impact on culture
• Women’s role in Italian culture
• Global impact of American culture
• How to preserve cultural diversity
• Pros and cons of cultural globalization
• Cultural differences in East Asian countries
• How do people assimilate into a foreign culture?
• Cultural background’s effect on one’s personality

🏺 Western Culture Topics to Write About

Much of today’s culture takes roots in the Western world. With this subject, the possibilities are endless! You can write about ancient civilizations or modern European culture. Sounds interesting? Then have a look at these topics:

• Write about a Greek myth of your choice.
• Research the history of the ancient Roman theater.
• Pick a Greek philosopher and describe their legacy.
• The heritage of the Roman Empire in the modern world.
• Discover the history of the Olympic Games .
• How did Christianity spread throughout Europe?
• The architecture of ancient Britain.

• How did the Great Plague influence western culture?
• Write about the key Renaissance artists .
• How did humanism emerge in British culture?
• Pick a European country and analyze how its traditions developed.
• The impact of the Renaissance on Europe’s worldview.
• Research the latest archeological discoveries of western civilization .
• How did the Protestant Reformation influence German culture?
• The legacy of the Renaissance artworks.
• What was the effect of the 1848 revolution on art?
• The role of scientific discoveries in Europe’s socio-cultural formation.
• Analyze the influence of colonization of African culture.
• Describe the highlights of the Enlightenment period .
• How did Brexit affect the British lifestyle?
• Did the American Revolution bring change in culture?
• What attitude does Poland have about their World War II heritage?
• How did the technological revolution impact everyday life in Europe?
• The influence of World War I on French culture.
• Write about European fashion during a specific period.

📚✍️ Cultural Criticism Essay Topics

Cultural criticism looks at texts, music, and artworks through the lens of culture. This type of analysis suggests that culture gives an artwork a specific meaning. The following topics will guide you towards an excellent critical essay:

• Analyze the cultural aspects of your favorite novel.
• Ethnicity in Between the World and Me by Ta-Nehisi Coates .
• What’s the meaning of financial stability in The Great Gatsby ?
• Discover social changes in Margaret Mitchell’s Gone with the Wind .
• The effect of industrialization in John Steinbeck’s The Grapes of Wrath .
• The Adventures of Huckleberry Finn and its context.
• Representation of race in Invisible Man by Ralph Ellison .
• Note the cultural features of The Hundred-Foot Journey by Richard C. Morais.
• Write about the main character’s mindset in The Kite Runner by Khaled Hosseini .
• What are the main character’s values in A Bronx Tale ?
• Hispanic customs in The Tortilla Curtain by T. C. Boyle.
• Discover cultural clashes in Fury by Salman Rushdie.
• Pick a movie and analyze the cultural impact on your perception of the plot.
• Discuss the beliefs of white women in The Help .
• Does the movie My Big Fat Greek Wedding portray Greek-American culture correctly?
• How did the background story in Slumdog Millionaire change your perception of the main character?
• What’s the meaning of gender in Bend It Like Beckham ?
• Far and Away : integration into a new society.
• Pick a painting and analyze its cultural background.

• Compare depictions of Christ from different continents.
• Discover the context of Delacroix’s Liberty Leading the People .
• What’s the context of Punjabi Ladies Near a Village Well ?
• Discuss the symbolism of Girl with a Pearl Earring .
• Write about social roles based on Homer among the Greeks by Gustav Jäger.
• Select a song and analyze how culture is reflected in the lyrics.

🎥 Cultural Phenomena Topics for an Essay

Cultural phenomena refer to developing certain beliefs or preferences among many people. It is also called the bandwagon effect . Keep in mind that the fact of something becoming popular is not a phenomenon. This notion is more concerned with the process of gaining fame than with fame itself. Take a look at these helpful topic ideas for your paper:

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• Describe any cultural phenomenon in your area.
• Reasons why TikTok gained popularity in the U.S.
• How did the Pokemon Go! fad spread across the world?
• Analyze the percentage of people worldwide who like McDonald’s .
• What factors made “the dab” popular?
• Can the bandwagon effect explain bullying ?
• Discover cross-cultural fashion trends.
• Does social media facilitate cultural phenomena?
• Pick a celebrity and analyze their fanbase.
• How can you explain the high demand for Apple products?
• What made sitcoms popular?
• Write about Thanksgiving celebrations outside the U.S.
• Reasons why famous authors from the past remain influential.
• Does effective marketing cause the bandwagon effect?
• Discuss the tendency to follow trends for social acceptance.
• Choose a classic movie and analyze its popularity.
• Examine similar TV talent shows across nations.
• Discover why some dishes are considered “America’s favorite.”
• Explore the psychological side of cultural phenomena.
• List criteria needed for becoming a famous musician.
• Analyze the bandwagon effect in history.
• Why was holocaust normalized in some nations?
• Explain why Nike products are popular all over the world.
• Did the bandwagon effect play a part in the Renaissance?
• Can the spread of religious beliefs be called a cultural phenomenon?

🧔👓 Subculture Topics for an Essay

The term “subculture” means “a culture within a culture.” In other words, it’s a smaller group, inside a larger one, with its own beliefs and interests. You can write about a specific subculture or discover why such groups form. Feel free to use these essay topics:

• Write about the athletic community.
• Are marketing strategies aimed at subcultures effective?
• Why is the deviation from social norms considered dangerous?
• What makes the Amish stand out?
• Can a subculture serve as a basis for a culture?
• Does the U.S. benefit from cybersport?

• Tell about a social group that you’re a part of.
• Clothes as an identifier of a subculture.
• Pick a religious organization and describe it.
• Why did the anime community grow worldwide?
• Explain why some subcultures are considered dangerous.
• How do social groups emerge?
• Should parents encourage children to join an interest group ?
• Describe the way people develop mutual beliefs cross-culturally.
• How does social media influence one’s lifestyle?
• Which interest group does your family belong to?
• Do subcultures benefit society?
• Analyze the Social Disorganization Theory concerning subcultures.
• How did hipsters influence global fashion trends?
• What are the requirements for becoming a skater?
• Discover the history and lifestyle of Goths .
• What is the basis of scumbro culture?
• Belonging to an interest group as a healthy social practice.
• What are the most popular subcultures amongst generation Z ?
• Discuss the importance of the hairstyle for subcultures.

🧑🤝🧑 Socio-Cultural Essay Topics

Let’s break the word “socio-cultural” in two parts. Social aspects include people, their roles, and available resources. Cultural factors refer to language, laws, religion, and values. Therefore, socio-cultural issues revolve around the unique design of a specific culture. Here are some topic ideas on this subject that you might find helpful.

• Describe the social stigma attached to single mothers .
• What pushes the elderly to the edge of poverty?
• Do marketing strategies vary from country to country?
• Is receiving psychological assistance culturally accepted in developing countries?
• Can art be misunderstood because of the socio-cultural context?
• Compare the average wage in the U.S. and the country of your choice.
• Does the increased use of technology in schools affect society?
• What factors push Americans to abuse drugs ?
• Which socio-cultural aspects make drunkenness acceptable?
• Describe the social environment in a country that legalizes slavery .
• Why do Christians get persecuted in some countries?
• How does information overload impact modern teenagers?
• Is child abuse justified outside the U.S.?
• Does technology affect the emotional maturity of children?
• Free education in Europe: pros and cons.
• Prove that the U.S. healthcare system should help the homeless.
• How often does cyberbullying occur worldwide?
• What does successful life mean for a third world country citizen?
• Does globalization put the national identity in danger?
• The importance of developing cultural sensitivity .
• Write about various religions in America .

• Discuss the correlation between the economic level and crime rates .
• Manifestations of ethical egoism in modern society.
• Cross-cultural missionary work: pros and cons.
• Does social stigma towards HIV contribute to its spread?

⛩️🕌 Cultural Diversity Topics for an Essay

America is one of the most diverse nations in the world. Each culture has its language, customs, and other factors that enrich a country like the U.S. The life of a culturally diverse community has its advantages and challenges. In your paper, unpack one of the aspects of such an environment. Take a look at these essay topics:

• Discuss ethnic groups within the U.S. which have the highest suicide rate .
• Is it essential for American psychologists to develop cultural competence ?
• Describe the basic principles of cultural respect.
• Prove that racism should not be tolerated.
• Does the American education system embrace ethnic minorities?
• Analyze the benefit of ethnic inclusiveness for the U.S. food industry .
• How can managers encourage a multiethnic environment in the workplace?
• White about the challenges of second-generation Americans.
• Should the term “ immigrant ” be banned?
• Discuss the advantages of the U.S. as a multicultural nation.
• Prove that the English language proficiency test shouldn’t be required for U.S. citizenship.
• What is the effect of prejudice against ethnic minorities?
• How does diversity find a place in American traditions ?
• Describe the culture shock experience of an international student.
• Is transracial adoption becoming more common in the U.S.?
• What is cultural narcissism, and how can you avoid it?
• Effective strategies for conflict resolution in a diverse environment .
• What multiculturalism policies currently exist in the U.S.?
• Analyze the heritage of a specific nation.
• Should learning a second language be mandatory in America?
• What are the stereotypes associated with different ethnicities?
• Describe the benefits of ethnic diversity.
• Write about the widespread interracial marriages in the U.S.
• How can one avoid cultural ignorance?
• Are the Americans guilty of ethnocentrism ?

👥 Cultural Anthropology Topics for a Paper

Cultural anthropology is a study of beliefs, practices, and social organization of a group. The shaping of ideas and the physical environment are in the focus of this study. In other words, anthropology discovers why people live the way they do. This list will help narrow down your attention on this subject.

• Why are social networks commonly used in the U.S.?
• Explain the popularity of online shopping worldwide.
• Will e-books replace paper books in developed countries?
• Artificial intelligence technologies in Japan.
• Pick two American states and compare their laws.
• Why is cycling so prevalent in the Netherlands?
• How architecture reflects a nation’s history.
• Why is it easier to receive citizenship in some countries than in others?
• Explain why Americans have a strong sense of national pride.
• Analyze the perception of time in tropical countries.
• Are most Swiss households wealthy?
• Discover how language reflects a cultural worldview.
• Does the country’s economy affect the self-esteem of its citizens?
• Reasons for the political division in the U.S.
• Analyze the difference in lifestyles between the Northern and the Southern states .
• Why is it common in some countries to be bilingual ?
• Analyze the cultural values of a communistic nation.
• How can liberalism affect the education system?
• What’s the social meaning of disease in third world countries?
• Examine how the two-child policy affects the Chinese lifestyle.
• Free health care: pros and cons.
• Write about the way the former Soviet Union countries transitioned from communism.
• Do Christian traditions vary from culture to culture?
• Analyze the impact of refugee presence in European countries.
• Does traditional food reflect the history of a nation?

We hope you were able to pick a culture topic for your paper after reading this article.

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Good luck with your assignment on culture!

Further reading:

• 497 Interesting History Topics to Research
• 137 Social Studies Topics for Your Research Project
• 512 Research Topics on HumSS (Humanities & Social Sciences)
• How to Write an Art Critique: Examples and Simple Techniques
• 430 Philosophy Topics & Questions for Your Essay
• 267 Hottest Fashion Topics to Write About in 2024

🔍 References

• So You’re an American?: State.gov
• A Brief History of Western Culture: Khan Academy
• What Exactly is “Western Culture”?: University of California, Santa Barbara
• What is Cultural Criticism?: University of Saskatchewan
• What is a Subculture?: Grinnell College
• Socio-Cultural Factors and International Competitiveness: ResearchGate
• Cultural Diversity: Definition & Meaning: Purdue Global
• What Is Cultural Anthropology?: US National Park Service
• Cultural Anthropology: Encyclopedia Britannica
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List of Interesting Cultural Research Paper Topics

Cultural research paper topics allow students to explore people’s historical aspects, actions, ideas, and narratives that they have copied or altered over time. People express their cultures via various symbols and language. Additionally, different aspects of culture affect people’s mindsets.

When pursuing cultural students, students write research papers, essays, and articles on varied topics. However, most learners struggle to select the best titles for their papers. That’s because the topic that a student selects influences the path they take when completing this assignment. For this reason, we’ve come up with this guide with a list of interesting cultural research topics for learners to consider.

Discover a vast array of captivating cultural research paper topics with the expertise of our professional dissertation writers . Our dedicated team is ready to assist you in selecting compelling topics and crafting high-quality research papers that meet the highest academic standards.

How to Choose Cultural Research Topics

The internet is awash with cultural research ideas from which students can choose what to explore. However, not every topic you come across will be suitable for you. For that reason, consider the following aspects when choosing your cultural topic for research.

• Select a topic that meets your writing assignment requirements
• Settle on a topic you find interesting
• Pick a topic that meets the scope of your assignment

In addition to these criteria, check the available research to select a topic you will find sufficient information for before you start writing your paper. Also, brainstorm concepts and create a research question around the topic. Here are different categories of cultural research paper topics from which you can choose your favorite title.

Cultural Anthropology Research Topics

If you find cultural anthropology interesting, pick your topic from the following ideas.

• How traditional food can reflect a nation’s history
• Analysis of the refugees’ impact on the cultures of the European countries
• How Christian traditions differ from one culture to another
• How countries in the Soviet Union moved from communism
• Effects of liberalism on the education system
• Analysis of a communistic nation’s cultural values
• Causes of political division in the United States
• Why most people in the Netherlands love cycling
• How people view the death concept in Africa
• How the English language influences the American culture as the common language

Cultural Diversity Research Paper Topics

Perhaps, you’re interested in cultural diversity. In that case, consider these ideas for your research paper.

• Analysis of cultural diversity’s role in schools
• How cultural diversity influences modern society
• How significant is cultural diversity in this century?
• How multiculturalism and pluralism affect the American citizens’ lives
• Psychological counseling associations to cultural diversity
• How cultural diversity affects the medical industry
• How migration affects cultural diversity of the Asian land
• How cultural diversity affects people’s interactions
• Demonstrating critical thinking with special attention to diversity and multicultural issues
• Cultural diversity as a reason for not tolerating racism

Cross-Cultural Communication Research Topics

Cross-cultural communication is among fields with excellent topics for cultural research. Here are some of the best ideas in this field.

• Approaches to cross-cultural information exchange
• Practical cross-cultural dialogue strategies
• Intercultural dialogue and translation
• Teaching cross-cultural communication and culture
• Cross-cultural information exchange artifacts
• Factors enhancing cross-cultural dialogue competence
• Cultural and health-related issues between ethnic minorities and healthcare providers
• The adaptation of international students to American campuses
• Low-context cultures versus high-context cultures- Cross-cultural perspective
• Assessing cross-cultural effectiveness

Cultural Psychology Research Topics

If interested in cultural psychology research, consider these ideas for your papers and essays.

• How cultural psychology has evolved over the years
• How cultural psychology affects diversity
• Filial piety and personality among the British citizens
• Impacts of famous artists on the global culture
• Impacts of COVID-19 on the US political atmosphere
• Comparing women’s emotions and gender stereotypes as exhibited by men’s superior thinking
• Influences of cross-cultural psychology
• Social and self behavior among the United States’ Red Indians
• Analyzing the unemployed graduates’ experiences in the United Kingdom
• How parenting stress relates to the stigma of a mother with an autistic child

Cross-Cultural Research Topics

Cross-cultural research paper topics cover psychological behavior and processes across different cultures. Here are topic samples in this category.

• Communication styles among different cultures
• How attitudes towards conflicts differ among cultures
• How people from different cultures approach the same task differently
• How different cultures approach knowing
• Why humans should respect and work with people from different cultures
• The attitudes of different cultures towards disclosure
• How decision-making styles differ among cultures
• How non-verbal communication promotes a culture
• What determines business communication across cultures?
• How history and social organization affect modern society

Cultural Studies Research Paper Topics

When pursuing cultural studies, writing research papers is unavoidable. Here are cultural research paper topics to consider for your papers and essays.

• How stigma affects the efforts to prevent sexually transmitted diseases from spreading
• Challenges encountered by people with social disorders and anxiety
• How films influence the audiences’ cultures
• How songs promote feminism
• Coping mechanism for culturally different people
• How cultural studies facilitate the promotion of brands in global markets
• How people perceive the old and the youths in their cultures
• How cultural studies can help in promoting businesses internationally
• Cultural traits exhibition in exotic and indigenous animals
• Influence of associating with a particular language on a person’s culture

Cultural Geography Research Topics

Cultural geography focuses on cultural changes in various geographical settings. Here are topics to explore in this category.

• Explaining the cultural concept
• Analyzing a culture area and the culture itself
• Analysis of cultural landscapes
• Cultural ecology and culture history
• Focusing on the institutions
• Understanding cultural geography
• The history of cultural geography
• Understanding feminist geography
• Explain the evolution of urban geography
• Analysis of the geography of space and sexuality

Chinese Cultural Research Topics

Are you interested in studying Chinese culture? If yes, this list has the best cultural topics for research paper that you can explore.

• Evaluating Cultural Revolution in China
• The Chinese government and Tibet
• Culture-bound psychiatric syndromes in China
• The Chinese culture and silk road
• Cross-cultural competency in China
• How culture influences the Chinese politics
• Effects of Buddhism on the Chinese culture
• Chinese medicine and culture
• Childhood illness treatment in traditional China and religion
• The cultural perspective of the human stomach in China

Research Topics on Community-Centered Cultural Adaptation

Are you interested in community-centered cultural adaptation research? If yes, here are topics to consider for your papers.

• Stage-setting and professional consultations for cultural adaptation purposes
• Preliminary cultural content adaptation
• Iterative cultural content adaption with members of the community
• Cultural adaptation with meetings and community feedback
• Role of language during cultural adaptation
• The concept of cultural adaptation
• Factors that limit community-centered cultural adaptation
• How conflict of interest can hinder community-centered cultural adaptation
• How gender influences community-centered cultural adaptation
• How to enhance community-centered cultural adaptation

Cultural Analysis Topics for Research

Perhaps, you’re interested in analyzing a cultural aspect or phenomenon. In that case, consider these ideas for your research paper.

• Analysis of cultural phenomenon in your community
• Analyzing the influence of TikTok on local culture
• Analysis of “the dab” popularity
• Analyzing the effects of bandwagon on the culture
• Analysis of the normalization of the holocaust in some cultures
• Analyzing religious beliefs as a cultural phenomenon
• Analyzing the popularity of sitcoms
• Analyze the fan base of your favorite celebrity
• Analysis of social media as a cultural phenomena
• Analyzing cross-cultural fashion trends

Cultural Analysis Essay Topics

If interested in analyzing the culture, pick the idea to write about in this list.

• Analyzing drug use by sportspeople
• Analyzing homelessness in America
• Communication differences between males and females
• Analyzing obesity trends across age brackets
• How sports influence culture
• Analyzing multicultural identity
• Analysis of modeling and body size aspects of a culture
• Effects of multicultural families on the involved parties
• Analysis of gender role changes over time
• How being raised by a single parent affects a child- A cultural perspective

Unique Cultural Analysis Paper Topics

Are you looking for a unique topic for cultural research? If yes, this section has a good idea for you.

• Why are cultural studies essential?
• How society treats people based on their cultures
• How the minorities cope in a different culture
• How feminism affects the culture
• How isolated communities can conserve their cultures
• How religion influences culture- Use the Muslim community as a case study
• Describe the cultural commonalities among human beings
• Explain the correlation of sex and attitude as cultural tools
• The influence of associating with a particular language on a person’s culture
• How exotic and indigenous groups exhibit cultural differences

Pick your topics from this list and then take your time to develop them through research to come up with solid papers or essays that will earn you the top grades.

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50+ Out of the World Cultural Research Paper Topics

You have all needed to develop fast and quality articles, essays and research projects by examining and selecting your chosen topic. The writing ideas in this post were developed by experts and professionals in the cultural field, and thus we highly recommend the topics to all writers, including online writers.

With our back, you will waste none of your energy and time figuring out what and how to write about a given topic. Select your topic today as it makes time and energy cheap.

Let’s begin with defining what culture is:

Culture refers to the way of life of a particular group of people – the behaviours, values, beliefs, and symbols they accept, generally without thinking about them. They are passed on through communication and imitation from one generation to the next.

Below are some of the professionally tailored cultural research paper topics guaranteed to give you a first-class in your assignment. Be sure to use them as inspirations towards substantive writing prompts.

Cultural Research Paper Topics

• Investigating the benefits of cultural studies in promoting brands in international markets.
• Perception differences among youth and the old population of disabled people.
• Examination of different coping mechanisms of being culturally different in society.
• Impact of films, songs, and feminism on promoting women equality.
• Conservation of culture in isolated communities.
• Influence of religion on culture: A case study of the Muslim community
• Cultural commonalities for all human beings on earth.
• Correlation between attitude and sex as tools of culture.
• Exhibition of cultural traits in indigenous and exotic animals.
• How association to particular languages influences culture.

Cultural Anthropology Research Paper Topics

• An evaluation of the cultural anthropology of our time

The effects of cultural anthropology to the missionary.

• The role of women in modern society as opposed to the traditional roles.
• What are the peculiarities of the Zulu community culture in Southern Africa?
• Examination of various religious practices in the United States of America.

The influence of English as a common language on American culture.

• Exploration of the long-term impacts of physical labour on the physical appearance of humans.
• How stigma affects efforts on stopping the spread of sexually transmitted diseases.
• How is the concept of death viewed in Africa?
• What is the anthropological perspective on the development of the modern United States of America?

Cultural Diversity Research Paper Topics

• Evaluate the significance of preserving cultural diversity in the 21st century.
• What is the role of cultural diversity in modern society?
• How pluralism and multiculturalism have impacted the lives of American citizens.
• Associations of psychological counselling to cultural diversity.
• Demonstrate critical thinking about psychology with a special mention on multicultural issues and diversity.
• Effects of cultural diversity in the medical industry as a whole.
• Evaluate the role of cultural diversity in schools
• Impacts of migration on the cultural diversity of Asian land, especially on mental health.
• Cultural diversity’s impact on the interaction process and performance.

Cultural Psychology Research Paper Topics

• Personality and filial piety among British citizens.
• What are the cross-cultural perspectives on human developments in Central America?
• The self and social behaviour among Red Indians in the United States of America.
• Factors that influence cross-cultural psychology.
• Implication of cultural psychology on diversity.
• Life experiences of unemployed graduates in the United Kingdom.
• The relationship between parenting stress and stigma with parent-child interactions in mothers with autistic children.
• Comparative analysis of gender stereotypes of superior thinking in men and emotions in women among students
• How has Covid-19 affected the political atmosphere in the United States of America?
• Analyze the impact that famous artists have on world culture.
• Discuss the evolution of cultural psychology as a topic since the 17th century.

Cross-Cultural Research Paper Topics

• How does culture affect social and emotional development?
• Compare and contrast the features of language and culture.
• Impacts of social organization and history in modern society.
• Members of any culture perceive their behaviour as logical. Validate this statement.
• Determinants of cross-cultural business communication.
• The roles of attitudes toward accents and dialects in creating barriers in international business communication.
• Description of socio-linguistic as a tool of differentiating economic classes.
• Influence of environmental factors on the development and character of cultures.
• Climate and topography affect the transport and logistics, settlement, and territorial organization. Elucidate.
• Describe how Africa’s population size and its density and the availability of natural resources influence the continent toward export and domestic markets.
• Discuss ways in which conceptions of authority affects cross-cultural psychology, more so in India.
• The role of non-verbal communication in promoting culture.

Best Cultural Research Paper Topics

• The evolution of the amount and type of sexism over the years.
• Analysis of the impact of Michael Jackson on popular culture in the world.
• How has the Black Lives Matter movement affected discussions and view about racism in the US?
• Reasons for the emergence of female culture in closed communities.
• Influence of native culture on human psychology.
• Causes of assimilation of people in the foreign culture.
• How cultural studies in colleges and universities have helped demystify cultural myths and misconceptions.
• Why children need to stay with their grandparents at least once in a while

You might have considered this task a hard nut to crack, but with the comprehensive guide and topics above, I am sure that you can now navigate your way easily.

We hope that the content developed by our Writing help desk was useful to you, and thus, you have the foundation laid for you to kick off the write up. Save time as time is money and excellence awaits you. Let’s start it. We wish you all the best.

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Cultural History Research Paper Topics

Exploring cultural history research paper topics opens the door to understanding humanity’s diverse societal heritage. This comprehensive guide, presented by iResearchNet, is a valuable resource for students tasked with writing a research paper on this rich and wide-ranging subject. Through this guide, you will delve into an extensive list of cultural history research paper topics categorized into ten distinctive areas. We provide a deep-dive into what cultural history encompasses, offering you a range of exciting research paper topics. Moreover, we guide you on selecting the most suitable topic, as well as tips on writing an exceptional research paper. iResearchNet takes a step further to offer professional writing services, presenting an array of features that guarantee top-quality, custom research papers. Ultimately, we aim to equip you with the tools to excel in your academic journey. This guide extends an invitation for you to uncover the vibrancy of cultural history.

100 Cultural History Research Paper Topics

Cultural history is a fascinating field of study that delves into the various aspects of human culture, including beliefs, customs, traditions, arts, and social practices. Researching cultural history provides valuable insights into the development and evolution of societies and helps us understand the complexities of human civilization. In this section, we present a comprehensive list of cultural history research paper topics, covering a wide range of categories. These topics will inspire students to explore different dimensions of cultural history and uncover intriguing research possibilities.

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Cultural Identity and Representation

• The construction of cultural identity in colonial societies.
• Depictions of cultural diversity in art and literature.
• The influence of cultural identity on political movements.
• Cultural appropriation and its impact on marginalized communities.
• Cultural heritage preservation and its significance in contemporary society.
• Cultural symbols and their role in shaping collective identity.
• Cultural assimilation and the preservation of indigenous traditions.
• Representations of gender and sexuality in popular culture.
• The role of language in cultural preservation and identity.
• Cultural memory and its portrayal in museums and exhibitions.

Rituals and Festivals

• The significance of religious rituals in ancient civilizations.
• The cultural meanings behind traditional wedding ceremonies.
• The evolution of holiday celebrations and their cultural implications.
• Folklore and storytelling traditions in different cultures.
• Rituals of passage and their cultural significance.
• Cultural festivals as a means of cultural expression and community bonding.
• Indigenous rituals and their survival in modern society.
• The role of music and dance in cultural celebrations.
• Symbolism and symbolism in traditional ceremonies.
• The transformation of rituals and festivals in the modern world.

Cultural Exchange and Cross-Cultural Influences

• The impact of globalization on cultural homogenization.
• Cultural exchange and trade routes in ancient civilizations.
• The influence of colonialism on indigenous cultures.
• Cultural diffusion and the spread of ideas and practices.
• Intercultural communication and its role in promoting understanding.
• The cultural exchange between East and West in the modern era.
• Diaspora communities and their cultural contributions.
• Cultural fusion in contemporary art, music, and fashion.
• Transnationalism and its effects on cultural identity.
• The role of technology in facilitating cross-cultural interactions.

Art, Literature, and Culture

• The portrayal of cultural values in visual arts.
• Literary movements and their reflection of cultural shifts.
• Architecture as a representation of cultural identity.
• The impact of cinema on cultural perceptions.
• The role of music in cultural expression and preservation.
• Theater and performance arts as cultural showcases.
• Cultural artifacts and their significance in museums.
• The evolution of fashion and its connection to cultural trends.
• Cultural icons and their impact on popular culture.
• The intersection of art, politics, and cultural movements.

Cultural Transformation and Resistance

• Cultural responses to social and political revolutions.
• The role of cultural institutions in challenging power structures.
• Cultural movements and their impact on social change.
• Cultural resistance against colonial rule.
• Cultural preservation as a means of resistance.
• Indigenous cultural revitalization and its impact on communities.
• The role of cultural leaders in promoting social justice.
• Artistic expressions of protest and dissent.
• Cultural memory and resistance in post-conflict societies.
• The impact of digital media on cultural activism.

Language and Cultural Communication

• The role of language in shaping cultural identity.
• Language revival and its impact on cultural preservation.
• Multilingualism and its effects on cultural interactions.
• Translating cultural nuances and challenges in intercultural communication.
• Sign language as a cultural mode of expression.
• The influence of language on cultural perception and worldview.
• The evolution of slang and its cultural implications.
• Language policies and their impact on cultural diversity.
• The role of storytelling in preserving cultural heritage.
• Language barriers and their impact on cross-cultural understanding.

Social Movements and Cultural Change

• The impact of the civil rights movement on cultural attitudes.
• Feminism and its influence on cultural norms and gender roles.
• LGBTQ+ rights movements and their effect on cultural acceptance.
• Anti-war movements and their impact on cultural consciousness.
• Cultural responses to environmental activism and sustainability.
• Disability rights and the challenge to cultural perceptions.
• Cultural movements for racial equality and social justice.
• Youth subcultures and their influence on cultural trends.
• Countercultural movements and their impact on mainstream culture.
• The role of social media in facilitating cultural mobilization.

Material Culture and Everyday Life

• The cultural significance of food and culinary traditions.
• The impact of technology on material culture.
• Housing and architectural styles as reflections of cultural values.
• Clothing and fashion as expressions of cultural identity.
• The significance of religious artifacts and symbols.
• Tools and technology in ancient civilizations.
• Cultural meanings of body adornments and jewelry.
• Sports and games as cultural practices.
• Transportation and its influence on cultural development.
• The role of consumerism in shaping cultural practices.

Cultural History of Specific Regions

• Cultural history of ancient Egypt.
• The impact of colonialism on African cultures.
• Indigenous cultures of the Americas before European contact.
• Cultural history of medieval Europe.
• Cultural transformations in Asia: From feudalism to modernity.
• The cultural legacy of ancient Mesopotamia.
• The influence of religion on cultural practices in the Middle East.
• Cultural developments in pre-Columbian Mesoamerica.
• Cultural history of the Pacific Islands.
• Cultural diversity in contemporary Australia.

Cultural Heritage Preservation and Museums

• The role of museums in preserving cultural heritage.
• Challenges in repatriating cultural artifacts to their countries of origin.
• Cultural heritage sites and their preservation.
• The impact of tourism on cultural heritage preservation.
• Digital technologies and their role in cultural heritage conservation.
• Cultural heritage and indigenous rights.
• The ethical considerations in curating cultural artifacts.
• Museums as spaces for intercultural dialogue.
• Cultural heritage and sustainable development.
• The role of education in promoting cultural heritage awareness.

This comprehensive list of cultural history research paper topics provides students with a diverse range of possibilities for their research endeavors. Whether exploring cultural identity, rituals, art, language, social movements, or material culture, there is an abundance of fascinating topics to delve into. By delving into these subjects, students can gain a deeper understanding of the intricate tapestry of human culture and its impact on societies past and present.

Cultural History: Exploring the Range of Research Paper Topics

Cultural history is a vibrant field of study that examines the ways in which societies have shaped and been shaped by their unique cultural practices, beliefs, values, and expressions. It delves into the rich tapestry of human experiences, exploring everything from art, literature, and music to language, rituals, and social movements. Researching cultural history allows us to better understand the complexities of human existence and the diversity of human cultures throughout time. In this section, we will embark on a journey through the vast range of research paper topics within cultural history, showcasing the diverse aspects of human culture that you can explore in your own research.

• Art and Culture : Art has always been an integral part of human expression, reflecting cultural values, beliefs, and societal norms. Within this category, you can explore a multitude of cultural history research paper topics, including the influence of art movements on cultural perceptions, the role of art in social and political commentary, the representation of cultural identity in visual arts, and the impact of technology on artistic practices. You can also investigate specific artists or art forms that have significantly contributed to the cultural landscape.
• Literature and Culture : Literature provides us with a window into the past, offering insights into the thoughts, emotions, and experiences of people from different cultures and time periods. Within this category, you can delve into various aspects of literature, such as the representation of cultural values in literary works, the influence of literature on cultural and social movements, the role of storytelling in cultural preservation, and the exploration of cultural identity in literary texts. You can also examine the impact of translation and cross-cultural literary influences.
• Music and Culture : Music has the power to transcend language barriers and convey cultural expressions. Within this category, you can explore cultural history research paper topics such as the role of music in cultural rituals and ceremonies, the influence of music on cultural identity formation, the impact of globalization on music and cultural fusion, and the relationship between music and social movements. You can also examine specific genres or musicians that have made significant contributions to the cultural history of a particular region or era.
• Language and Culture : Language is a fundamental aspect of culture, shaping our worldview and serving as a medium for communication and expression. Within this category, you can explore topics such as the relationship between language and cultural identity, the impact of language policies on cultural diversity, the role of language in cultural preservation, and the influence of language on social and political movements. You can also delve into the study of dialects, slang, and language variations within specific cultural contexts.
• Rituals and Traditions : Rituals and traditions play a vital role in shaping cultural practices and beliefs. Within this category, you can explore topics such as the significance of religious rituals in different cultures, the evolution of cultural traditions over time, the role of rituals in cultural identity formation, and the impact of globalization on traditional practices. You can also investigate the cultural meaning behind specific rituals or explore the preservation of indigenous rituals in contemporary society.
• Gender and Sexuality : The study of gender and sexuality within cultural history offers insights into the ways in which cultural norms and expectations have shaped the experiences of individuals throughout history. Within this category, you can explore topics such as the representation of gender and sexuality in art, literature, and popular culture, the impact of cultural beliefs on gender roles, the history of LGBTQ+ movements and their influence on cultural acceptance, and the intersectionality of gender and other aspects of identity within different cultural contexts.
• Social Movements and Cultural Change : Cultural history is intertwined with social movements that have challenged the status quo and brought about cultural transformations. Within this category, you can explore topics such as the impact of civil rights movements on cultural attitudes, the role of cultural resistance against colonial rule, the influence of countercultural movements on mainstream culture, and the cultural responses to environmental activism and sustainability. You can also investigate the role of social media in facilitating cultural mobilization and the cultural legacy of specific social movements.
• Material Culture and Everyday Life : Material culture refers to the physical objects and artifacts that reflect the values, practices, and beliefs of a particular culture. Within this category, you can explore topics such as the cultural significance of food and culinary traditions, the influence of technology on material culture, the relationship between clothing and cultural identity, and the impact of consumerism on cultural practices. You can also investigate housing and architectural styles as reflections of cultural values, the significance of religious artifacts and symbols, and the role of transportation in shaping cultural development.
• Colonialism and Postcolonial Studies : The legacy of colonialism has had a profound impact on cultural history. Within this category, you can explore topics such as the cultural implications of colonial encounters, the influence of colonialism on indigenous cultures, and the processes of decolonization and cultural revitalization. You can also investigate the representation of colonial experiences in literature and art, the role of museums in preserving and interpreting colonial history, and the impact of postcolonial theories on cultural studies.
• Globalization and Cultural Exchange : The era of globalization has facilitated the exchange of ideas, practices, and cultural expressions across borders. Within this category, you can explore cultural history research paper topics such as the impact of globalization on cultural homogenization and hybridization, the role of cultural diplomacy in fostering international relations, the influence of transnational media on cultural values, and the cultural implications of migration and diaspora. You can also investigate the challenges and opportunities that arise from cultural interactions in the globalized world.

The field of cultural history offers an expansive range of research paper topics that allow students to explore the intricate connections between culture, society, and human experiences. By delving into the diverse aspects of cultural history, students can gain a deeper understanding of the complexities of human culture and its impact on societies throughout time. Whether you are interested in art, literature, music, language, rituals, social movements, material culture, colonialism, or globalization, there is a wealth of fascinating topics waiting to be explored. So, embark on your research journey and unravel the captivating stories that cultural history has to offer.

Choosing Cultural History Research Paper Topics

Choosing a research paper topic in cultural history can be an exciting yet challenging task. With the vast array of cultural practices, beliefs, and historical periods to explore, it’s essential to narrow down your focus and select a topic that aligns with your interests and academic goals. In this section, we will provide you with expert advice on selecting cultural history research paper topics that are engaging, relevant, and offer ample opportunities for exploration and analysis.

• Follow Your Passion : When choosing a research paper topic, it’s important to select a subject that genuinely interests you. Consider your personal passions, curiosities, and areas of expertise. Think about the cultural aspects that intrigue you the most—whether it’s art, literature, music, social movements, or any other cultural facet. By selecting a topic that aligns with your passion, you will be motivated to delve deeper into the subject and produce a well-researched and engaging paper.
• Conduct Preliminary Research : Before finalizing your research paper topic, conduct preliminary research to familiarize yourself with the existing scholarship in the field of cultural history. Read scholarly articles, books, and research papers to gain an understanding of the current debates, gaps in knowledge, and emerging trends. This will help you identify potential research areas and refine your topic to ensure its relevance and originality.
• Consider Chronological and Geographical Scope : Cultural history encompasses a wide range of historical periods and geographical regions. Consider the chronological and geographical scope that interests you the most. Do you prefer to focus on a specific time period, such as ancient civilizations, the Renaissance, or the 20th century? Are you drawn to a particular region, such as Asia, Europe, Africa, or the Americas? Narrowing down the chronological and geographical scope will help you create a more focused and manageable research paper topic.
• Explore Understudied or Emerging Areas : One way to contribute to the field of cultural history is by exploring understudied or emerging areas of research. Look for topics that have received limited attention or have recently gained significance in cultural studies. For example, you can investigate the cultural history of marginalized communities, explore the impact of technology on cultural practices, or analyze the cultural dynamics of globalization in a specific region. By delving into these uncharted territories, you can make a unique and valuable contribution to the field.
• Interdisciplinary Approaches : Cultural history is a multidisciplinary field that intersects with various disciplines, including anthropology, sociology, literature, art history, and more. Consider incorporating interdisciplinary approaches into your research paper topic. For example, you can examine the intersection of cultural history and gender studies, explore the relationship between cultural practices and environmental history, or analyze the cultural significance of technological advancements. By embracing interdisciplinary perspectives, you can offer a more comprehensive and nuanced understanding of cultural phenomena.
• Analyze Primary Sources : To enhance the authenticity and depth of your research, incorporate primary sources into your analysis. Primary sources can include historical documents, artworks, literary works, music recordings, oral histories, and archival materials. Analyzing primary sources allows you to directly engage with the cultural artifacts and voices of the past, providing firsthand insights into the cultural practices and beliefs of a specific time and place. Incorporating primary sources can add richness and authenticity to your research paper.
• Consider Ethical and Social Implications : Cultural history research often raises ethical and social implications, especially when studying sensitive topics or marginalized communities. It’s important to consider the ethical dimensions of your research and approach your topic with sensitivity and respect. Take into account the potential impact of your research on communities, ensure that your research adheres to ethical guidelines, and consider ways to present diverse perspectives and voices in your analysis.
• Consult with Your Advisor or Instructor : Don’t hesitate to consult with your advisor or instructor during the topic selection process. They can provide valuable guidance, suggest relevant sources, and offer insights based on their expertise. Discuss your research interests, proposed topics, and research goals with them to receive feedback and refine your ideas. Their support and expertise can greatly enhance your research paper.
• Be Open to Revision : As you delve deeper into your research, be open to revising your research paper topic if necessary. Sometimes, new insights or challenges may arise that require you to adjust or refine your focus. Embrace this iterative process and remain flexible in adapting your topic to ensure its coherence and relevance throughout your research journey.
• Stay Organized and Manage Your Time : Researching and writing a cultural history research paper requires careful organization and time management. Create a research plan, establish a timeline, and allocate sufficient time for conducting research, analyzing sources, and writing. Break down your research paper into manageable tasks, set deadlines for each stage, and make sure to leave ample time for revisions and proofreading.

Choosing a cultural history research paper topic requires careful consideration, passion, and a solid research plan. By following these expert tips, you can select a topic that aligns with your interests, engages with the current scholarship, and offers opportunities for original analysis and contribution to the field of cultural history. Remember to stay organized, consult with your advisor, and approach your research with intellectual curiosity and sensitivity to the cultural contexts you explore. With the right topic and diligent research, you can produce a compelling and impactful research paper in cultural history.

How to Write a Cultural History Research Paper

Writing a cultural history research paper requires a systematic and thoughtful approach to ensure a comprehensive and engaging analysis of your chosen topic. In this section, we will provide you with guidance on how to write a cultural history research paper, from developing a strong thesis statement to effectively analyzing primary and secondary sources. By following these steps, you can craft a well-structured and compelling paper that contributes to the field of cultural history.

• Define Your Research Question : Before diving into the writing process, it’s crucial to define a clear and focused research question. Your research question will guide your investigation and provide a framework for your paper. Consider the specific aspects of cultural history you want to explore and formulate a research question that encapsulates the key issues or themes you aim to address. A well-defined research question will ensure the coherence and direction of your research paper.
• Conduct In-Depth Research : A successful cultural history research paper relies on thorough and comprehensive research. Explore a range of primary and secondary sources, including books, scholarly articles, archival materials, oral histories, artworks, and other relevant cultural artifacts. Analyze and critically evaluate these sources to gather evidence and support your arguments. Take comprehensive notes and organize your research material to facilitate the writing process.
• Develop a Strong Thesis Statement : Crafting a strong thesis statement is essential to guide your research paper and present a clear argument. Your thesis statement should reflect your research question and articulate the main argument or perspective you intend to explore in your paper. It should be concise, specific, and capable of generating insightful analysis and discussion. Your thesis statement will serve as the foundation upon which you build your research paper.
• Outline Your Paper : Creating an outline is an effective way to structure your cultural history research paper and ensure a logical flow of ideas. Start with an introduction that provides background information on your topic, introduces your thesis statement, and outlines the main points you will address in your paper. Divide the body of your paper into sections or paragraphs, each focusing on a particular aspect of your research. Finally, include a conclusion that summarizes your findings, restates your thesis, and offers insights for further research.
• Analyze Primary and Secondary Sources : In cultural history research, the analysis of primary and secondary sources is crucial to support your arguments and provide a deeper understanding of the cultural phenomena you are studying. When analyzing primary sources, consider their historical context, authorship, intended audience, and cultural significance. Use these sources to provide direct evidence and insights into the cultural practices, beliefs, and values of a specific time and place. Secondary sources, such as scholarly articles and books, offer critical perspectives and interpretations that enrich your analysis.
• Engage with Theory and Scholarship : Cultural history research benefits from engaging with relevant theoretical frameworks and scholarly debates. Familiarize yourself with the key concepts and theories in cultural history that are applicable to your research. Analyze the work of prominent historians and cultural theorists in the field and consider how their ideas inform your analysis. Engaging with theory and scholarship will provide depth and context to your research paper and demonstrate your understanding of the broader intellectual discourse.
• Structure Your Arguments and Evidence : Organize your arguments and evidence in a coherent and logical manner. Present your ideas in a way that supports your thesis statement and contributes to the overall narrative of your research paper. Use topic sentences to introduce new sections or paragraphs and provide smooth transitions between ideas. Incorporate evidence from your research, such as direct quotations, statistical data, or visual representations, to support your arguments and add credibility to your analysis.
• Provide Context and Analysis : While presenting facts and evidence is important, a cultural history research paper also requires critical analysis and interpretation. Contextualize your findings within the broader historical, social, and cultural contexts. Explain the significance of the events, practices, or phenomena you are examining and consider their impact on the culture and society of the time. Analyze the motivations, beliefs, and ideologies that underpin the cultural practices you are studying. This analytical approach will add depth and nuance to your research paper.
• Use Clear and Concise Language : Write your research paper using clear and concise language to ensure your ideas are effectively communicated. Avoid jargon or overly complex language that may hinder understanding. Use precise terminology and define key terms to facilitate reader comprehension. Maintain a consistent writing style and ensure your sentences and paragraphs flow logically from one to another.
• Revise and Edit : Once you have completed the initial draft of your research paper, take the time to revise and edit your work. Review your paper for clarity, coherence, and logical organization. Check for grammar, spelling, and punctuation errors. Trim any unnecessary or repetitive content. Consider seeking feedback from peers or instructors to gain fresh insights and identify areas for improvement. Revision and editing are crucial steps to ensure your research paper meets high academic standards.

Writing a cultural history research paper requires careful planning, thorough research, and effective communication of ideas. By defining a clear research question, conducting in-depth research, developing a strong thesis statement, and engaging with primary and secondary sources, you can produce a compelling and insightful research paper in cultural history. Remember to analyze and interpret your findings, provide context, and revise and edit your work for clarity and coherence. With these guidelines, you will be well-equipped to craft a research paper that contributes to the understanding of cultural history.

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• In-Depth Research : Cultural history research papers demand extensive research to uncover relevant sources, analyze primary and secondary materials, and gain a comprehensive understanding of the topic. Our writers are adept at conducting in-depth research using credible sources and scholarly databases. They will gather a wide range of materials to support your arguments and provide a well-rounded analysis of cultural history.
• Custom Formatting : We understand the significance of adhering to specific formatting styles in academic writing. Whether your paper requires APA, MLA, Chicago/Turabian, or Harvard formatting, our writers are well-versed in these styles and will ensure that your research paper meets the required standards. Proper formatting enhances the professionalism and readability of your paper.
• Top Quality : At iResearchNet, we prioritize quality in every aspect of our writing services. Our experienced writers pay attention to detail, ensuring that your research paper is meticulously crafted with accurate information, well-structured arguments, and coherent analysis. We strive to exceed your expectations and deliver research papers that demonstrate a deep understanding of cultural history.
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• Research article
• Open access
• Published: 22 August 2019

Increasing cultural awareness: qualitative study of nurses’ perceptions about cultural competence training

• Anu-Marja Kaihlanen   ORCID: orcid.org/0000-0002-4033-3673 1 ,
• Laura Hietapakka 1 &
• Tarja Heponiemi 1  

BMC Nursing volume  18 , Article number:  38 ( 2019 ) Cite this article

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Nowadays, healthcare professionals worldwide deliver care for increasing numbers of culturally and linguistically diverse patients. The importance of cultural competence is evident in terms of the quality of healthcare, and more knowledge is needed about different educational models and approaches that aim to increase cultural competence. This study examines the perceptions of nurses about the content and utility of cultural competence training that focuses on increasing awareness of one’s own cultural features.

The training was conducted at one primary care hospital in southern Finland. Participants were registered nurses ( n  = 14) and practical nurses ( n  = 6) from different hospital units. Four 4-h training sessions—including lectures, discussions and short web-based learning tasks—were arranged during a four-week period. Semi-structured, small group interviews were conducted with 10 participants to examine their perceptions about the content and utility of the training. Qualitative content analysis with a conventional approach was used to analyse the data.

Perceptions about the training were divided into three main categories: general utility of the training, personal utility of the training, and utility of the training for patients. General utility pertains to the general approach that the training provided on cross-cultural care, the possibility to initiate an open discussion, and the opportunity to improve current practices. Personal utility pertains to the opportunity to become aware of one’s own cultural features, to change one’s way of thinking, to obtain a new perspective on one’s own communication practices and to receive justification for carrying out particular workable practices. Utility for patients pertains to fostering better awareness and acknowledgement of patients’ differing cultural features and an increased respect in healthcare delivery. Additionally, the quality of the training was highlighted, and suggestions for improvement were offered.

Training that increases healthcare professionals’ awareness of their own cultural features was perceived as useful and thought-provoking. Increased awareness might facilitate the communication between healthcare professionals and patients, which is a crucial component of quality healthcare. It seems that in the future, training opportunities that allow larger groups to participate are needed, regardless of the time and place, and utilising the potential of e-learning should be considered.

Peer Review reports

Healthcare professionals worldwide are required to deliver care for an increasing number of culturally and linguistically diverse patients. Problems related to language and cultural issues are recognised as a threat to patients’ safety in hospitals [ 1 ] and the concept of cultural competence has gained attention as a strategy to provide equal and quality healthcare services for culturally diverse patient groups [ 2 ]. Cultural competence is known as a multi-dimensional construct, but it typically refers to a person’s cultural sensitivity or attitudes, cultural awareness and cultural knowledge and skills [ 3 , 4 , 5 ]. In the healthcare setting, cultural competence is defined as an understanding of how social and cultural factors influence the health beliefs and behaviours of patients and how these factors are considered at different levels of a healthcare delivery system to assure quality healthcare [ 6 ].

Effective communication between healthcare providers and patients is known to be necessary for quality healthcare [ 7 ]. A large number of culturally diverse patients often present communication challenges for healthcare delivery, especially if sociocultural differences are not completely accepted, appreciated, explored or understood [ 6 ]. A lack of cultural understanding increases negative attitudes towards cross-cultural care and also affects healthcare professionals’ perceived preparedness to take care of culturally diverse patients [ 8 ]. Moreover, anxiety about interacting with people from different cultures has an influence on a person’s level of engagement in intercultural communication [ 9 ]. And when combined with uncertainty, it further decreases effective communication and can lead to the increased use of stereotypes [ 10 ]. In contrast, an increased awareness about the sociocultural components of illness as well as reflecting on a healthcare professional’s own strengths and weaknesses when communicating with different populations are seen as key to overcoming different communication difficulties [ 11 ].

During the past decade, the need to increase the cultural competence of healthcare staff has been clearly recognised. This can be seen in the number of educational interventions and training programs that have been developed to improve the knowledge and skills essential to understanding and managing sociocultural issues in a healthcare setting [ 6 , 12 ]. To be able to improve and sustain the cultural competency of healthcare professionals, training should be offered throughout a professional’s career [ 2 , 12 ], tailored to take into account individual and organisational contexts [ 13 ] and involving key stakeholders in the design, implementation and evaluation of the programs [ 14 , 15 ]. It is further recommended that both standard cultural competence training as well as more situation-specific training should be provided [ 2 ].

Even though there is currently little evidence about the effectiveness of cultural competence training on patient-related outcomes [ 14 , 16 ], there is clear evidence about the positive effects of these interventions on healthcare professionals’ attitudes, knowledge and behaviour with respect to cross-cultural care [ 5 , 13 ]. However, more knowledge is still needed to determine which educational models are most effective and feasible in what specific contexts and groups and how many resources (e.g. time) should be allotted for reaching the desired outcomes [ 13 ]. This qualitative study was conducted to examine the perceptions of nurses regarding the content, utility and implementation of cultural competence training that aimed to ease cross-cultural encounters by increasing awareness of one’s own cultural features. The goal was to gain knowledge that can be used in the development of national cultural competence training to healthcare professionals.

Setting and participants

The study was conducted in one large primary care hospital in southern Finland in autumn 2017. This hospital was chosen because it is located in an area that has a large number of immigrants (1/4 of all immigrants living in Finland). In 2017, 16% of the population in this area were foreign-language speakers (compared with 7% in the total population of Finland). The largest groups were Russian, Estonian and Arabic speakers [ 17 ]. An invitation to participate in the training was delivered to healthcare professionals in the hospital by the ward managers. Participants were expected to be physicians, registered nurses or licensed practical nurses with prior experience in taking care of culturally diverse patients. A group of 20 registered nurses ( n  = 14) and practical nurses ( n  = 6) from seven different units were enrolled in the training. At the end of the training, an email was sent to all participants with an invitation to participate in small group interviews. Ten ( n  = 10) participants responded and were willing to participate.

Cultural competence training

Cultural awareness was chosen as the main construct for the training because self-reflection on one’s own culture can be seen as an important component of cultural competence, and understanding one’s own cultural features and values helps in understanding the beliefs, values and behaviour of others [ 18 ]. Cultural awareness is one component of Campinha-Bacote’s (2002) model of cultural competence in healthcare delivery, which explains cultural competence as a process that requires healthcare workers to engage in an active and ongoing effort to achieve the ability to provide culturally responsive healthcare services [ 18 ]. Instead of providing culturally specific facts about other cultures—which can increase the use of stereotypes [ 5 ]—the training was designed to take a more general approach to cultures, with the main goal being to increase awareness of different cultures by scrutinizing one’s own cultural features. In order to develop training that takes into account the context and involvement of key stakeholders, we utilised a wide range of sources in the development. The content of the training was based on (a) the theoretical literature about the different cultural dimensions (e.g. differences in cultural values, such as individualism vs. collectivism, power distance or orientation in time) [ 19 , 20 ]; (b) several research articles regarding cultural pain, differences in personal space, and the importance of considering the spiritual needs of foreign patients [ 21 , 22 , 23 ]; (c) knowledge obtained from different cultural experts such as a priest and personnel from the Centre for Torture Survivors in Finland; and (d) knowledge obtained from our previous interview study. Interviews with 25 Finnish healthcare professionals were conducted in order to examine the main challenges that such healthcare professionals (nurses, doctors and dentists) face when taking care of culturally diverse patients [ 24 ]. Additionally, these interviews assessed perceived educational needs. The interviews revealed that the challenges are mainly related to communication between the patients and healthcare professionals, including language barriers, problems with visitors, gender issues and differences in pain interpretation. Perceived educational needs related to gaining an understanding of patients experiences with the Finnish healthcare system, the need to share experiences with colleagues about cross-cultural care, and learning some culture-specific facts or guidelines that could help in everyday nursing practice.

Constructivism learning theory was chosen as the pedagogical approach because it highlights the activity and engagement of the learner in using one’s own prior experiences in constructing new knowledge, developing an understanding, and making meanings [ 25 ]. The participants were encouraged to reflect about their prior experiences and encounters with culturally diverse patients and discuss in groups in order to inspire further thinking. The training included 16 h of face-to-face teaching, which was divided into four 4-h sessions and arranged for 4 weeks. The sessions were arranged once a week to give participants an opportunity to ponder and assimilate the learned content in their daily work before the next session. Participants attended the sessions during their working hours, so afternoon times were chosen. It was believed that afternoon times would improve participants’ opportunities to attend the sessions because more staff was present in the wards then.

The sessions were designed to move from the theoretical level to the practical level, and each session built upon the previous one. The main teaching method was adapted from ‘storytelling’, wherein the educator—an experienced teacher from a multicultural centre—used real-life examples, stories and pictures to demonstrate different cultural aspects. Storytelling was used because of its strength in promoting the adoption of multiple viewpoints and making sense of unknown theoretical situations, norms and values by using real-life experiences [ 26 ]. For example, the teacher described situations where differences in the way of communication (regardless of the language) have created unexpected misunderstandings. Furthermore, the teacher showed pictures that demonstrated how differently people with different cultural backgrounds can perceive the same images. Each session also included group discussions and learning tasks such as construing personal factors behind one’s own cultural features in order to become aware of the cultural diversity and to understand why culture-specific ‘facts’ cannot be used in patient care. Web-based learning platforms such as Padlet (an on-line post-it board) were also utilised, as they allowed the participants to share their thoughts anonymously with others. A description of the contents of the sessions is presented in Table  1 .

Data collection

After the final training session, three semi-structured small group interviews ( n  = 4 + 2 + 3) and one single interview ( n  = 1) were conducted in the hospital to explore the perceptions of the participants about training. Five ( n  = 5) of the interviewees had attended all of the training sessions, three ( n  = 3) had attended three sessions, and two ( n  = 2) had attended two sessions.

Two researchers with a background in nursing and prior experience with interview studies conducted the interviews. The interviewers were familiar with the content of the training, as they had been present at each training session. The participants were asked questions such as how they perceived the content of the training, what they found useful or not useful in the training and why, whether something was missing from the training, and how they perceived the overall implementation of the training including the learning methods and the timing and length of the sessions. The interviews lasted 30–40 min and were audio-recorded and transcribed verbatim for the analysis. Field notes, such as demographics of the participants and the main points from each interview, were also taken during the interviews and used afterwards in the reflective discussion between the two interviewers [ 27 ].

Data analysis

Qualitative content analysis with a conventional approach was used to analyse the data. The method is suitable for interview data collected from open-ended questions, and it allows the researcher(s) to explore personal perceptions without resorting to preconceived categories [ 28 ]. First, the interview transcripts were read through several times to obtain a picture of the data in its entirety. After familiarising ourselves with the data, the transcripts were read again to code all the expressions from the text that described participants’ perceptions of the training. The length of the codes (the units of analysis) varied between a few words and a few sentences. While coding, notes were also made about first thoughts and impressions. Next, codes with similar content were grouped as subcategories, which were given a descriptive name. Finally, subcategories that had the same perspective were then grouped into five main categories (Table  2 ). One researcher made the initial categorisation, which was then discussed and verified by another researcher (who was also present during the data collection phase, had the field notes from interviews, and was familiar with the data).

The participants were registered nurses ( n  = 8) and licensed practical nurses ( n  = 2) from five different hospital wards. Most of the participants were female ( n  = 9), 23 to 55 years old (average age of 37). Their work experience in the healthcare field varied between 2 and 33 years (average 14 years). None of the participants had previously attended a cultural competence training designed to address cross-cultural care or multicultural issues. The participants reported whether they encounter patients from different cultural and linguistic backgrounds on a daily ( n  = 3), weekly ( n  = 4) or monthly ( n  = 3) basis.

We divided the participants’ perceptions of the training into three main categories: general utility, personal utility, and utility of the training for patients. The participants’ perceptions of how the training had been implemented were divided into two categories: quality of the training and suggestions for improvement. Each main category had two to four subcategories (Table 2 ).

General utility

Participants expressed that they were pleased that the cultural competence training had provided them with a more general, rather than entirely a healthcare-orientated, perspective on cultural issues. The fact that the educator in charge was not a healthcare professional was seen as an advantage because she was able to bring new ideas and viewpoints into the hospital environment. Participants also stated that they were pleased that many of the real-life examples presented in the lectures were not from the healthcare environment but dealt with more general incidences from everyday life.

‘Usually we are educated by nurses or some other healthcare professionals. They are so close to us, and the hospital environment, that they can be as blind as we might be in these matters.’ (i1, n4)

The participants saw the training as an important opportunity to start a general and open discussion about cultural issues and, for example, about conviction, which workers typically avoid discussing and which is not part of the general work culture. Having the possibility to share their thoughts with colleagues was highly appreciated, and the small group and engaging lecturing style of the educator seemed to facilitate participants’ involvement in the discussions.

‘The atmosphere was open and, because we were a small group, it was easy to interact. I realised that people rarely dare to speak up and discuss [things] as freely as we did. Usually people just sit quietly in these training [situations].’ (i2, n2)

Participants described the training as an opportunity to develop their current healthcare practices. In order to achieve any general improvements, they thought that the whole healthcare organisation should have the opportunity to attend such trainings. Participants also noted their own responsibility in making improvements, and they stated they were enthusiastic to share the learned knowledge with their co-workers. However, such sharing was noted to be challenging because increasing cultural awareness was primarily seen as an individual process.

‘It was difficult to tell others what was discussed in the lectures. The knowledge didn’t just come from the sentences that we heard. It was also behind the sentences and cannot be explained with words. When I tried to describe these things to others, the message [got] changed along the way.’ (i1, n1)

Personal utility

The training was described as an important opportunity to become aware of one’s own cultural features. The participants realized the extent to which their own cultural ‘cage’ guided their behaviour, and how it also affects the way they interpret the behaviour of others. Subsequently, the participants noted changes in their way of thinking. They felt more open-minded; and they reported that after the training, they had started paying more attention to the way they acted when taking care of culturally diverse patients. Participants felt that the training provided them many new, even surprising, perspectives about their own daily communication patterns. Realising the common features of their communication patterns, and how they might complicate their interactions with patients, allowed them to develop their communication skills.

‘Training really helped me to understand that that’s exactly how we act, and maybe we should try to act a bit differently … pay more attention to how we talk and interact with others.’ (i2, n1)

‘I really wasn’t aware that we often communicate with silence, [our] eyes, etc. … and how much we tend to communicate between the lines. These things had never crossed my mind because they’re so automatic.’ (i1, n2)

Despite the fact that several participants expressed a need to develop current practices and their own way of acting, many participants also perceived the training as a justification for carrying out certain practices that they feel are important with respect to established customs, regardless of the culture of the patient. The participants also reported that their courage to encounter culturally diverse patients increased as a result of the training.

‘Sometimes I feel that female patients’ husbands or relatives speak for the patients. I think that every patient must have a right to speak up, and the training gave me courage to stick with this principle and say, “In here, we would like to hear [from] the patient alone, therefore, could you please give us a minute … ”’ (i3, n1)

Utility of the training for patients

The participants reported that the training had utility value for the patients as a result of nurses having a better awareness of and ability to acknowledge the differing cultural backgrounds of particular patients. For example, participants stated that they had started paying more attention to supporting the communality of certain patient groups after the training.

‘Many cultures are so much more communal than we are. People also want to take care of their relatives when they are in the hospital, and I want to support that. We should try to learn from that.’ (i1, n4)

Additionally, participants reported that the training had increased the respect that culturally diverse patients receive when seeking healthcare. The participants emphasised the importance of providing equal treatment and being respectful and non-judgmental of others, especially when the customs of certain cultures differ from one’s own ideology.

‘Even if the patient and his or her relatives, family situations or way of living goes against my cultural beliefs, it doesn’t mean that I have a right to discriminate against them. For example, in some cultures, girls get married young and men have power in decision making. Despite (the fact that) that’s not happening in my life, in my country or in my culture, it doesn’t make it wrong, and I have to respect that. The training gave me the tools to think about these things.’ (i3, n1)

Quality of the training

The participants felt that the training was of a high quality, and many stated that the training had exceeded their expectations. They also noted the importance of providing training that serves the needs of the learners and that it is highly important to consider the starting level of the learner when designing the training. Participants were mostly satisfied with the contents of the sessions, but many felt the discussion model in the conviction session was unnecessary or too straightforward. Instead of using any pre-specified phrases, nurses felt that it is better to be sensitive to the situation and use their professional skills as nurses when discovering patient’s spiritual needs.

‘I feel that as a nurse, and after the nursing education [that] I have completed, I must be able to discuss several things with patients, including [their] convictions. If you can’t do it, you’re in the wrong place. The suggestions about how I can start a discussion with patients about [their] convictions didn’t serve me in any way.’ (i1, n1)

Participants stated that they greatly appreciated the expertise of the training provider and that the educator had done the proper background work and knew what she was talking about. They also noted that excellent teaching skills and the educator’s knowledge of complex cultural issues were meaningful. The ‘storytelling’ type of lecturing, and the high number of real-life examples that were presented in the sessions, were perceived as inspiring among the participants.

‘It was so immersive, lively and multidimensional. Even though it was lecturing, it was somehow creative.’ (i3,n1)

Suggestions for training improvement

Participants brought up a few notable ideas that could make the training better in the future. Some noted that hearing about the lived experiences of persons from different immigrant groups could be added to the content. Some participants also suggested that the training could be slightly condensed. They felt pressure to finish their work on time to make it to the sessions, and many felt that four full afternoon sessions was too long to be outside the ward.

‘It could have been a bit shorter, for instance by putting some material on the Web beforehand that could be used to orientate oneself and then having the face-to-face session where things would be summarised and discussed.’ (i2, n1)

Participants also shared their opinions about the one-week break after each training session. Some participants felt that it allowed them to think about the contents of the sessions; but others felt that it was difficult to remember what had been previously discussed, which complicated the presentation of the big picture. Many participants stated that a shorter time span would have helped them to remember more clearly the content of a previous session and also helped them to assimilate the learned knowledge. They suggested that a summary from each session could have been provided.

The participants mostly felt that after the training, they no longer needed to use checklists or guidelines about how to act with certain patient groups. However, they still felt insecure about different religions and how the rules of different religions should be taken into account in their daily actions.

‘We discussed how we encounter individuals, but not about how we respect different religious customs. For example, sometimes a male or female nurse is not allowed to help the patient with bathing, etc., or there are certain customs when it comes to end-of-life care.’ (i4, n1)

In this study, we examined the healthcare professionals’ perceptions of the content, utility and implementation of cultural competence training that focused on easing cross-cultural encounters by increasing nurses’ awareness of their own culture and cultural biases. The prior expectations of participants regarding cultural competence training had to mainly do with acquiring certain ‘quick-fix’ solutions or guidelines on how to act with patients from different cultures. These thoughts matched with traditional cultural competence education, which focuses on providing knowledge about common ‘facts’ or the generalised behaviours of certain cultural groups [ 29 ]. However, this approach could have increased the risk of stereotyping and ignoring about the individual differences that patients with similar cultural backgrounds may have [ 30 ]. In the end, participants said they were extremely satisfied with the training, which provided them with a totally different perspective on the subject. Increasing awareness and gaining a better understanding of their own (Finnish) cultural and communicational features seemed to help them to recognise the common pitfalls of cross-cultural communication, and thus allowed them to develop their communication skills. This finding is in line with previous evidence suggesting that the first step towards improving cross-cultural communication is to raise awareness of one’s own verbal and nonverbal communication styles [ 11 ]. It is essential to realise that communicational differences can occur in how silences, pauses, eye contact, and touching are used and interpreted, or in how clear and direct messages are emphasised in different cultures (high- vs. low-context cultures) [ 31 ].

Interestingly, the participants in this study perceived it as an advantage that the training was not provided by their own healthcare organisation or by a healthcare professional. They stated that it was useful to have a different perspective on cultural issues, and they indicated that bringing new perspectives and ideas to the hospital environment from outside the healthcare field could facilitate the development of cross-cultural care. Continuing education is commonly provided by the hospital/organisation that employs healthcare professionals [ 32 ], and therefore utilising multiple perspectives by using professionals from different fields or organisations should be considered. Furthermore, the participants suggested that members of different immigrant groups could be invited to share their views in the training sessions. Participants believed they would thus achieve a better understanding of different cultures and how these patients experience the Finnish healthcare services. This so-called ‘educational partnership’ method, whereby different ethnic community members share their lived experiences, has previously been shown to provide an efficient way to increase healthcare professionals’ understanding of cultural differences and encourage further discussion [ 29 ]. Understanding the difficulties experienced by migrants could help professionals in increasing their cultural sensitivity and providing culturally competent care [ 33 ].

The importance of encouraging discussion about different cultural issues was highlighted in this study, and the participants commonly expressed a willingness to share their experiences and learned knowledge with their co-workers. The challenge was on how to pass on the valuable lessons learned to others in the organisation in such a way that the messages lying ‘behind the sentences’ could also be understood. Passing on information can be especially difficult in training settings that require one’s own critical thinking and a certain level of self-awareness of the theme in question. Participants noted that in order to develop current practices regarding cross-cultural care, the training should be provided to all healthcare professionals working at different organisational levels. The findings of this study are similar to previous findings, which state that organisational-level cultural competency initiatives, strategies and commitments are needed to provide culturally competent healthcare [ 5 , 14 ].

Providing cost-effective training to a broader group of healthcare professionals would require utilising different educational methods, such as e-learning and technology-enhanced learning [ 34 ]. Despite the fact that the participants expressed appreciation for the face-to-face sessions with a storytelling-type of lecturing and discussions, they also had difficulties in detaching themselves from the busy wards and were stressed about being present and on time for all four training sessions. These difficulties, combined with irregular shift work, led to a decreasing number of participants in the sessions (approximately 12/20 participants were present per session). In addition, physicians were also invited to participate but none attended. This indicates that it can be difficult to arrange enough time in healthcare for this type of training and, therefore learning possibilities that are not bound to an exact time or place need to be further developed.

Limitations

Certain issues place limitations on the credibility and transferability of the results. A single organisation and a small sample size (consisting mainly of nurses working in somatic wards) restrict the generalisation of the results. It is possible that other healthcare professionals (such as physicians, physiotherapists and mental health specialists) can have different perspectives on cultural awareness. Perceptions about the training could also have differed or be more multifaceted if all the nurses could have attended all four training sessions. Additionally, participants who enrolled in the training possibly were highly motivated to learn and had a more positive attitude towards cross-cultural care before attending the training, which might have affected their responses. It must also be considered that all the participants highlighted the teaching skills and experience of the educator; therefore their perceptions of the training could have been different if less competent educators would have been used. We did not ask for feedback from the participants about the data categorisation or interpretation of the results, which would have increased the trustworthiness of the results. However, two researchers were involved in the data collection and analysis, and frequent discussions were held with the research group during different phases of the study.

There is clearly an international need to pay attention to the cultural competence of healthcare professionals. The results of this study indicate that increasing awareness of one’s own cultural features can be useful for easing cross-cultural encounters in a healthcare setting and improving the cultural competence of nurses. Participants expressed that the training was useful on many different levels, and they saw the small group size and inspiring lectures as important in facilitating discussion about cross-cultural care. In the future, it will be essential to provide cultural competence training to professionals at different levels of the healthcare system to increase their awareness of cultural differences and how culturally diverse patients are treated. Educational methods that would allow large groups to participate without restrictions on time and place are also needed. Future studies should compare traditional long-term training, such as the one used in the present study, to shorter training and Web-based learning platforms to find the most feasible way to increase cultural awareness and improve the cultural competence of healthcare professionals.

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Acknowledgements

We would like to thank the healthcare professionals who participated in the training and interviews for their substantial contribution to this study. We would also like to thank the managers of the hospital for their cooperation regarding the practical arrangements of the intervention.

This study was funded by the Strategic Research Council (SRC) of the Academy of Finland (project 303607).

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Substantial contribution to study conception and design and drafting of the manuscript: A-M.K, L. H, T.H. Data collection, data analysis and interpretation of data: A-M.K, LH. All authors read and approved the final manuscript .

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The ethics committee of the Finnish National Institute for Health and Welfare provided the ethical approval for this study. Permission for this study was also applied for and obtained from the participating hospital. Written informed consent to participate and permission for the audio recording of discussions were obtained from each participant prior to the interview.

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Kaihlanen, AM., Hietapakka, L. & Heponiemi, T. Increasing cultural awareness: qualitative study of nurses’ perceptions about cultural competence training. BMC Nurs 18 , 38 (2019). https://doi.org/10.1186/s12912-019-0363-x

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Cultural Awareness and Sensitivity Research Paper

Introduction and problem identification, literature review, study methods, conclusions and recommendations.

Having no other opportunity but to move as well as trying to make their dreams come true, people from different locations come to the USA. Some of them return home after a couple of months or years while others become residents of this country so that it turns into a melting pot that unites a diverse population. During the first ten years of the 21st century, the number of people who represented the Hispanic minority increased by more than 35% (Committee on Health Care for Underserved Women, 2011). In a similar way, the Asian population increased. Associated but less significant changes dealt with American Indians, Alaskan Natives, and African Americans. These alterations are critical, as there are more minorities than whites in some US communities. Needless to say that all these individuals require high-quality healthcare services. They consult providers in order to receive preventive care and to improve their health conditions when they are ill. Minorities cannot be ignored in this perspective because they can affect the rest of the population if they are ill. To avoid the possibility of such an issue, providers should reveal both cultural sensitivity and awareness because only understanding people’s values and beliefs they can develop positive patient-provider relationships and improve the quality of care.

In daily operations, the culture of a consumer and a medical establishment can come into opposition because of different major concepts, such as views on abortion or particular treatment options. Taking into consideration the fact that current services are patient-centered, it is not surprising that the client’s culture prevails in the majority of cases. Unfortunately, provider-patient relationships are often negatively affected by this discord. Enhancing their understanding of other cultures, physicians can become more open-minded, which will influence their performance positively.

According to the Committee on Health Care for Underserved Women (2011), cultural competency (awareness and sensitivity) is “the knowledge and interpersonal skills that allow providers to understand, appreciate, and work with individuals from cultures other than their own. It involves an awareness and acceptance of cultural differences, self-awareness, knowledge of a patient’s culture, and adaptation of skills” (p. 1). As many providers fail to develop it, many cultural groups avoid seeking a consultation even if they have severe health problems. As a result, the members of the LGBT community, individuals with disabilities and specific faiths, people with low income, ethnic minorities, and immigrants are underserved even though they are to be treated like other Americans. Poor cultural competence of healthcare providers is one of the main reasons these groups fail to obtain appropriate medical care.

Even though some interventions targeted at the improvement of this situation have already been implemented, the needs of many patients remain unsatisfied. The proposed research study is likely to benefit these populations, as it reveals the most important steps that should be made by healthcare management to enhance cultural diversity in the sphere and meet the needs of minorities.

The necessity of the development of cultural awareness and sensitivity among healthcare providers is theoretically supported, which proves that this topic is to be thoroughly discussed. First of all, nurses and physicians should improve their understanding of people’s everyday way of life, their health-related problems, and associated beliefs. In this way, according to Leininger’s culture care theory, professionals will improve patients’ health, meeting their needs and demands and focusing on “culture care preservation and or maintenance, culture care accommodation and or negotiation and culture care restructuring and or repatterning” (Russell, Brunero, & Lamont, 2014, p. 1). Moreover, Papadopoulos, Tilki, and Taylor’s model encourage focusing on all components of cultural competence, including “1) cultural awareness, 2) cultural knowledge, 3) cultural sensitivity and 4) cultural practice” (Kouta, Vasiliou, & Raftopoulos, 2016, p. 2). Thus, the necessity of providing culturally competent care and services to patients is theoretically supported.

The population of the USA becomes more diverse with the course of time, and its demographics continue altering even today. The number of non-white citizens who come from abroad constantly increases and the members of the U.S. Census Bureau consider that they will turn into majorities before 2060 (King, 2014). Hispanics, Africans, and Asians, etc. have their own views and believes that come from their cultures. They define the way these people act in particular situations and treat various things. In this way, it is not surprising that they also affect their decision-making associated with healthcare. Thus, it is vital for medical providers to understand and accept the opinions of their clients even if they do not agree with them. Otherwise, there will be no opportunity to provide patients with the best possible services. Practitioners should not make their clients follow those recommendations that oppose their beliefs. Instead of acting this way, they should ensure clients’ freedom to choose those interventions that do not interfere with their views. This adaptation to the culturally diverse patient population can enhance the quality of care and improve patient-provider relationships, as people will feel that they are respected. To facilitate this process, healthcare management teams should be involved, as they have enough power to implement associated changes.

The promotion of cultural awareness and sensitivity in healthcare systems presupposes the necessity to involve its management in the development and implementation of specific education and training programs that can improve the knowledge and skills of healthcare practitioners, including both physicians and nurses. These programs should be targeted at the acquisition of the most significant information related to US minorities, at least the most populous ones (Health Research & Educational Trust, 2013). In addition to that, it is significant to provide education that is targeted at patients. In particular, they should acknowledge the way the healthcare system works. As a result, it will be easier for them to receive care and associated services. Nevertheless, the focus should not transfer to patients because physicians and nurses are to be the ones who should alter the way they perform their duties. It will be advantageous for them to be able to work with diverse clients because they are not able to choose the population they want to serve. Moreover, if some clients remain unsatisfied, it will have an adverse influence on providers’ performance.

Along with the development of cultural awareness and sensitivity, professionals should improve their knowledge of foreign languages. Rather often the representatives of the minorities do not have good knowledge of English, which affects their ability to communicate with healthcare providers. These people may not contact professionals because they are afraid to be ignored or poorly treated by others. Moreover, they may think that they will not be understood anyway, so there is no sense in trying to contact practitioners. If healthcare workers know at least the basics of those languages used by the most populous minorities, they will be able to serve these people better because they will understand what issues they have. However, this problem can also be managed in another way. For instance, the management of a healthcare facility can hire an interpreter who will provide services when needed. This can be a full-time employee or just a person who comes when being called. In addition to that, healthcare systems should have patient navigators who assist clients while they are in a hospital (Truong, Paradies, & Priest, 2014). As a result, those individuals who do now know how the US healthcare works will still be able to benefit from it.

It will also be advantageous to hire diverse medical staff so that its members represent minorities. As a result, there will be providers who understand different cultures and languages as well. Reconsideration of recruiting strategies is likely to be advantageous because it can encourage a diverse student population to start their career in the sphere of healthcare. Fantacone (2017) states that currently, more than 90% of practitioners are European Americans, which means that people with different cultural backgrounds comprise less than 10% of these professionals. In an ideal situation, the number of practitioners should be representative of the population. In this way, there should be many more professionals from other cultures. In this way, it will be much easier for healthcare systems to address the needs of the diverse client population. The management should focus on the changes connected with recruiting more because this initiative will give them a chance to minimalize spending associated with the necessity to provide specific education targeted at the development of cultural awareness and sensitivity. Even though this training cannot be ignored at all, its simplification can be rather advantageous for providers.

Thus, the necessity for the representatives of the healthcare systems to be culturally competent cannot be neglected. The population they are expected to serve is very diverse, and they are to be able to build positive and trust-based relationships with each patient, regardless of one’s background. The management should focus on the implementation of the most advantageous changes, considering this issue, such as training of practitioners, interpreter’s and navigator’s services, and new recruiting approaches. Patient education is likely to be beneficial as well because it will improve clients’ understanding of practitioners’ decisions.

As the USA is a country that turned into a home for numerous immigrants who have diverse cultural backgrounds, it is significant for it to ensure that its population can understand each other. The number of people who represent minorities increases constantly, but this fact does not make Americans acknowledge other cultures. As a result, the gap in cultural awareness and sensitivity keeps growing. In the framework of healthcare services, all patients are usually treated in the same way regardless of their origin because practitioners start operating in a robotic manner, failing to adopt various approaches depending on those patients they serve. Nevertheless, patient recovery is tightly connected with their health-related decisions and individual background. For professionals to streamline this process and ensure that it is properly managed, they need to be aware of clients’ cultural beliefs and align recommended interventions with them. As a result, patients will have an opportunity to find comfort in those rituals that return them to good health. Therefore, a qualitative research study aimed at the improvement of patient-provider relationships, and the quality of provided care through the development of cultural awareness and sensitivity should be conducted.

To reach its purpose, this research will answer the following major research questions:

• Why can the lack of cultural awareness and sensitivity lead to critical problems associated with patient-provider relationships?
• Is understanding patients’ background a key to the delivery of high-quality care and improvement patient-provider interactions?
• What should be done to reduce the gap associated with cultural diversity between patients/families and healthcare providers?

In order to gather all the required information, professionals conducted an interview. The sample needed for this research study included nurses who performed their duties in individual private practices. In particular, 4 professionals participated. Initially, the sampling method was opportunistic, as those nurses who are easy to reach were approached. Further, it also became volunteer sampling, as all participants agreed to take part in this research due to their free will and desire to assist the researcher. The setting took place in an area that is full of minorities. These decisions can be explained by the fact that nurses are those professionals who interact with patients and their families more than all other healthcare employees. They note everything that should be considered by a physician and shape the way patients communicate with other professionals. That is why if some improvement considering these interactions is needed, nurses are those parties whose involvement is to be initially discussed. Thus, cultural awareness training/education should be targeted at them. Interviews allow gathering the most explicit information, as they provide an opportunity to ask additional questions and clarify something. Finally, a recording device is needed to ensure that all information is gathered and nothing is overlooked during analysis.

Interview questions were the following:

• Can you just provide me with some background of your professional career and end with what it is you do here along with the timeframe you have been here?
• How would you describe the patient population here in terms of their backgrounds?
• If resources mentioned then ask, “Do you believe that those resources are enough to provide quality care, or is there something you would like to see offered?”
• If answered with barely any services available or not sure then ask, “What is your professional view should be available for providers and patients to help communicate and understand better?
• At this time after explanation, provided a scenario from the literature review as an example to contradict that.
• If no then ask, “Why and what would you propose then?”
• Was it because you did not want to offend them or step over any cultural boundaries?
• Were you aware of what cultural limitations might there be in the first place?
• If you were in that situation that your colleague was in or the one you were in again, what would you do differently?
• What resources would you have liked or the approach you would take?
• How was the situation handled?
• If no, then provide another example to depict a scenario where cultural awareness would avoid a significant problem and improve the patient-provider relationship.
• If response is none then ask, “Why they believe that?”
• Follow up by asking, “If hypothetically speaking, a situation or two does arise where lack of sensitivity and cultural awareness leads to a problem, would there be an acceptance and effort to educate staff via a training program by the practice?”

Those 7 interview questions that nurses answered provided enough data for analysis of what their response means in terms of the outlined 3 main research questions. They revealed information on patient demographics, available resources, nurses’ experiences, their attitudes towards cultural competence.

All participants stated that they serve a diverse population with varied backgrounds. 4 out of 7 nurses stated that standardize care approach is needed because it ensures that all patients are treated equally, and no one is discriminated. In this way, professionals highlighted that interactions with patients should not be biased. They added that nurses could not reveal their unwillingness to work with particular clients because of their nationality or beliefs. However, they clarification aligned with the response of the rest 3 participants, as they stated that specific needs of their clients are to be addressed.

Nurses 1, 2, and 6 admitted that the lack of cultural awareness and sensitivity had negative effects on their relations with clients in the past. For instance, a male nurse insisted on the necessity for a woman with Islamic background to work with him, as other professionals were too busy. These actions offended her, and she addressed the management. The nurse thought that she was arrogant and did not realize that her behavior was triggered by her culture. This case allows answering the first research question, revealing that the lack of cultural awareness and sensitivity can ruin patient-provider relationships.

In this way, participants managed to realize that understanding patients’ background improves patient-provider interactions and answer the second research question. 5 nurses claimed that it is the key element that should be considered while 2 of them stated that it is among the most important ones. This decision was supported by personal experience. Nurse 2 tried to work with all patients, in the same way, ensuring the absence of personal bias. However, when a Hispanic woman needed a cesarean delivery, she did not just insist on the necessity to sign the surgical consent form because it is needed for better health outcomes but explained to her and her family members all risks of avoiding this intervention. As Hispanic families have a great impact on medical decisions, this approach allowed overcoming associated issues. The nurse admitted that she would have addressed the patient directly if she had not known about relatives’ influence. In this situation, the women might have refused to sign a form, which would lead to further issues.

The participants of the research study shared their ideas regarding the ways the gap of cultural diversity between patient/families and healthcare providers can be reduced. 5 nurses stated that those resources that are currently available are not enough for them to improve their cultural competence. The rest 2 nurses claimed that they needed to look for everything themselves because their management does not pay attention to cultural competence as a part of high-quality care even though it requires all professionals to reach their potential. Nevertheless, all of them try to search for information about different cultures. 4 nurses surf the Internet from time to time, 6 share information with their colleagues, 2 read periodicals. 3 nurses believe that their healthcare facility should have an interpreter, 4 believe that patient navigators are needed, and 7 want to participate in a training program that does not affect their workload. In this way, the third research question is also answered.

Thus, it can be concluded that nurses often work with diverse populations, which requires them to be able to meet the needs of different clients. Even though patient-centered care makes professionals treat all clients equally in order to avoid personal biases, it is also vital to ensure that provided services are aligned with a personal background. Unfortunately, the research study reveals that nurses do not have appropriate access to those resources that can enhance their understanding of other cultures. As a result, those professionals who do not have much experience in the sphere face issues associated with the lack of this knowledge. They try to use a standardized approach when working with diverse clients, which leads to problems that worsen their relationships with patients. Nurses fail to understand what shapes patients’ decision-making and make them face discomfort. With the course of time, they usually realize that they cannot build positive patient-provider relationships without knowing their background. That is why nurses start changing their behavior to reduce the gap associated with cultural diversity. Nevertheless, this process is often time-consuming, which means that those clients who are served by an inexperienced provider are not treated appropriately. They suffer from the nurses’ mistakes and face increased risks of complications because of this issue.

Even though healthcare providers have an opportunity to learn on the basis of their personal experience and self-education, it will definitely be better if their management addresses the observed issue as well. In particular, they should implement programs that increase cultural awareness and sensitivity of professionals. Being targeted at nurses, these programs should include information related to the peculiarities at least of the most populous groups of minorities. Professionals should acknowledge the way they treat their own health and medical services in addition to some general elements, such as interactions between opposite genders, etc. It can also be advantageous to provide some basic education for patients to find out how the US healthcare system works. This information can be summarized and printed so that people who come to a hospital can access it without any difficulties.

Except for education, the management can think of hiring an interpreter and patient navigator to make it easier for the newcomers to interact with providers and receive required care. However, it is also significant to motivate nurses to search for some information themselves. They can have a forum that they can use to share their experience of working with minorities. Moreover, it is significant to ensure that during their education, even those nurses who prefer using standardized approach are encouraged to develop their cultural competence. In particular, they should become curious about the way people differ due to their cultural background. They should visit various cultural events and try to speak with people who use different languages. Nurses need to educate themselves at home, they can read books, watch movies, interact with people, or just surf the Internet, noticing related information. Using their own practice, professionals should notice how people with different backgrounds behave, what they think about health-related elements, what are their habits, etc. They need to find a common language with all clients that is why it is significant for them to know several ways to connect with patients that can be appropriate in a particular situation. Thus, only a complex approach that includes practitioners’ and management’s efforts to develop cultural awareness and sensitivity can lead to positive results.

Committee on Health Care for Underserved Women. (2011). Cultural sensitivity and awareness in the delivery of health care. The American College of Obstetricians and Gynecologists: Women’s Health Care Physicians, 493 , 1-4.

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Kouta, C., Vasiliou, M., & Raftopoulos, V. (2016). Improving the cultural competence level of community nurses through an intervention. Journal of Family Medicine, 3 (9), 1088-1093.

Russell, R., Brunero, S., & Lamont, S. (2014). Reflecting on transcultural care; culture care theory and mental health nursing. Austin Journal of Nursing & Health Care , 1 (2), 1-4.

Truong, M., Paradies, Y., & Priest, N. (2014). Interventions to improve cultural competency in healthcare: A systematic review of reviews. BMC Health Services Research, 14 (1), 99-116.

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Cultural Awareness Essays (Examples)

1000+ documents containing “cultural awareness” .

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Cultural awareness on country children cultural awareness.

Cultural Awareness on Country Children Cultural awareness is the ability to be aware of other peoples' culture. Even with our different cultures, all of us should be treated equally. In addition, we should be aware of other peoples' cultures. This might involve getting to know about traditional beliefs, meaning of words, remedies, phrases, gestures, customs, significant holidays, rituals, and activities. It involves continuously developing awareness of our own and others' culture. It becomes central when we interact and meet with people of different cultures. People have different ways of evaluating, interpreting, and viewing things. Mostly, what is considered as inappropriate behavior in one culture is frequently viewed as appropriate in another one's culture. Misunderstandings arise when we use our own meaning to describe the sense of our reality. It is a difficult task to become aware of our cultural dynamics because it is not conscience to us. Most of us have….

Harris, L. & Rader, D. (2011). New Kid in School: Using Literature to Help Children in Transition. Michigan: Teachers College Press

Machado, J. (2009). Early Childhood Experiences in Language Arts: Early Literacy. New York:

Cengage Learning

Cultural Awareness Cesar Is a Patient Who

Cultural Awareness Cesar Cesar is a patient who presents with psychotic symptoms associated with acute trauma. A Mexican citizen, he has a criminal history in Mexico, but after being released from prison six years earlier he immigrated illegally to the United States. He has resided and worked illegally, and was recently arrested by the California Highway Patrol (CHP) for a traffic violation. Upon interviewing him the CPH detained him and requested that the local gang intervention task force interview him because he has tattoos related to the well-known street gang the Latin Kings. Cesar was not charged with any crime, and his detention report notes that he was held at a routine traffic stop because the officers felt he "appeared suspicious." After a careful revision of his car and personal items they found no legal violations other than that his identification was not legal for the United States. Cesar was not violent….

McClain, P.D. (2009) Group Membership, Group Identity, and Group Consciousness: Measures of Racial Identity in American Politics? Annual Review of Political Science Vol. 12: 471-485

Sullivan, M., Rehm, R. (2005). Mental Health of Undocumented Mexican Immigrants: A Review of the Literature. Advances in Nursing Science. 28: 3, 240-251

Cultural Awareness Americans Have Traditionally Celebrated the

Cultural Awareness Americans have traditionally celebrated the diversity of cultures that comprises the United States. Despite some reservations, much of the country still believes that the amalgamation of different ethnicities contributes to the richness of American culture. The merging of cultures in the United States has also given rise to conflicts and collisions, as established concepts are confronted and challenged. New belief systems, often developed over centuries, have already redefined prevailing estern cultural concepts. This paper examines how prevailing estern cultural concepts regarding the soul and spirituality, gender and healing have been challenged and redefined by a growing awareness of cultural alternatives. Some of these concepts, such as gender, were redefined largely within an American context. Many, such as healing and spirituality, have been influenced by Eastern and African cultures and religions. The first part of the paper looks at the various cultural meanings of healing, as practiced by the Hmong people of Southeast….

Works Cited

Fadiman, Anne. The Spirit Catches You and You Fall Down: A Hmong Child, Her American Doctors, and the Collision of Two Cultures. New York: Farrar, Straus and Giroux, 1997.

Feminist Research Center. "Empowering Women in Sports." Empowering Women in Sports. March 1995. Feminist Majority Foundation. 17 April 2003 http://www.feminist.org/research/sports6.html.

Grenz, Stanley. A Primer on Postmodernism. Grand Rapids: Wm. B. Eerdmans Publishing, 1996.

Some, Malidoma Patrice. The Healing Wisdom of Africa: Finding Life Purpose through Nature, Ritual and Community. New York: Putnam, 1998.

Cultural Awareness of Mexico Is

In fact, unless specified otherwise, it can be considered quite rude to come 'on time.' Another common characterization of cultures is in terms of their 'orientation' -- whether they are present, future, or past-oriented. Mexican culture is often characterized as far more past-oriented than Anglo cultures. "Part of the difference may be related to cultural concepts of control over the environment, which may in turn be related to religious tradition. Mexico, for instance, is usually viewed as a fatalistic culture where the past is in control of the present and future. Americans, by contrast, have a greater sense of control over present and future events" (O'Hara-Devereaux & Johansen 1994). A lack of popular involvement in the government and sense of autonomy over bureaucratic government decisions can foster a sense of powerlessness, which may be reinforced by the strong, relatively homogeneous Catholic tradition of the nation, interwoven with folk customs. Of course,….

"Mexican farmers protest." CBC. January 31, 2008. [March 27, 2011]

 http://www.cbc.ca/news/world/story/2008/01/31/mexico-nafta.html 

"Mexican social etiquette." Mexperience, 2011. [March 27, 2011]

 http://www.mexperience.com/living/mexico-social-etiquette.php#1

Cultural Awareness in Romania

Cultural Awareness in omania The objective of this work in writing is to examine cultural awareness in omania. The official language of omania is stated to be that of omanian and the primary issues in relation to language in omania is stated to be the "protection of the languages of the 10 minority ethnic groups." (Compendium, 2011) Protective principles are such that can be located in the 'Local Public Administration Law' No. 215.2001 which includes the "right to use a mother tongue within administrative procedures (Article 8) or the systematic translation of geographical names and indicators in all the spoken languages of a given area (Article 10 to 13)." (Compendium, 2011) The primary priorities of omanian cultural public policies "in the cultural field" have undergone recent changes. (Compendium, 2011) IN 2010, the Ministry of Culture and National Heritage priorities are "supporting the national heritage and contemporary creation." Mid-term priorities are stated….

Doing Business in Romania (2011) Rabobank International. Retrieved from:  http://www.rabobank.nl/images/factsheet_romania_eng_29304211.pdf-ra_resize=yes&ra_width=800&ra_height=600&ra_toolbar=yes&ra_locationbar=yes 

Romania / 4. Current issues in cultural policy development and debate (2011) Compendium. Retrieved from: http://www.culturalpolicies.net/web/romania.php?aid=41

Romania / 4.2 Specific Policy Issues and Recent Debates. Compendium. Retrieved from: http://www.culturalpolicies.net/web/romania.php?aid=425

Romania-Language, Culture, Customs and Etiquette (2011) Kwintessential. Retrieved from:  http://www.kwintessential.co.uk/resources/global-etiquette/romania.html

Cultural Awareness and Leadership

Leadership Quality The two quizzes I took were the Working Globally Across Cultures quiz and the India country quiz. The results can be seen in the Appendix. I was a bit surprised at my score, as I felt I understood other cultures a bit better than the results of the quiz indicated. I did not pass either one. On the first I scored a 6 out of 10 and on the second I scored a 5 out of 7. My strengths in intercultural awareness are that I have a good sense that other cultures are indeed different and that it is important to understand them, as Hofstede (1980, 1984) shows; however, when it comes to specific customs and practices, I am not so knowledgeable—and the quizzes show that. It is essential that a leader actually have a good deal of knowledge about other cultures. O’Reilly (2013) points out, one must “commit to….

Cultural Awareness in Psychology

Cultural Differences As stated by the question to be answered in this brief report, there are many psychologists that assert that there can be barriers and issues that exist when a person of one cultural background interviews someone from a different cultural background. The differences in culture can be things like religion, race, ethnicity, upbringing and nation of origin, just to name a few. Just one example would be Muslims that come to the United States and find a culture that is entirely different than what they are used to or acclimated to in their country of birth. While it is possible to achieve an interview-oriented connection with someone from a different cultural background, bridging the divide can be quite difficult even with the best of intentions. Analysis One major barrier when it comes to bridging the cultural divide in an interview or discussion of any sort would be religion. Indeed, the common….

Leri, P. (2015). Interviewing Across Cultures. University of Michigan. Retrieved 9 October 2015,

from  http://fordschool.umich.edu/downloads/InterviewCrossCultures.pdf

Opportunities to Improve the Cross-Cultural and Cultural-Awareness

opportunities to improve the cross-cultural and cultural-awareness training at Hilton Hotels International, Inc. This study was important because Hilton Hotels compete in 78 countries across six continents and hosts guests from virtually every country in the world during a given year. In order to continue to its efforts that began in the late 1990s to rebuild its eroded brand, Hilton Hotels has sought to exceed customer expectations at every turn. To achieve this goal, the study examines how Hilton Hotels can identify existing resources and use them to their optimal effect in developing timely human resource responses to the need for cross-cultural and cultural-awareness training. To this end, Chapter One of the study introduces the company and the issues under consideration, followed by a SWOT analysis of Hilton Hotels in Chapter Two. An analysis of the world's most widely spoken languages and their impact on Hilton Hotels in Chapter….

'About Hilton.' 2012. Hilton Hotels International, Inc. [online] available: http://www3.hilton.

com/en/about/index.html.

Beirman, D. 2003. Restoring Tourism Destinations in Crisis: A Strategic Marketing Approach.

Crows Nest, N.S.W.: Allen & Unwin.

the importance of cultural awareness

Introduction Police officers interact with the public on a daily basis, requiring cross-cultural competency and communications skills. Whereas lack of awareness of cross-cultural differences may lead to conflicts and misunderstandings, cultural competency can foster harmonious relationships among multiple community stakeholders. Misunderstandings can also lead to inefficiencies in inter-agency communication, potentially complicating cases by unnecessarily diverting a case to child protective services or the courts. For police officers, cross-cultural competencies impact interactions with citizens, victims, suspects, and coworkers. Cross-cultural competency directly affects the quality of service delivery. Both police officers and civilian employees in multiple sectors need to enhance cross-cultural knowledge as part of their organization’s mission, vision, and ethical practice. Scenario One Scenario One shows how even a little police officer knowledge about traditional medicine in Asian communities could have prevented the problems in this case. Officers jumped to conclusions about the marks on the children’s bodies. While it is understandable that child….

Cultural Diversity Refers to the Diverse Varieties

Cultural diversity refers to the diverse varieties of human cultures that exist in a certain region, society or in the world as a whole. The characteristics of diversity may include ethnicity, traditions, geographic background, language spoken, religious beliefs, race or physical features. This term is also based on the idea that different cultures should respect each other's differences. With the global integration, the need for communication in accordance with other person's cultural awareness has intensified. Many times, any gesture that is considered offensive in one culture is completely accepted in the other culture. Hence, people sometimes develop misunderstandings when communicating with someone from a different culture. Therefore, it is essential that differences are appreciated for an effective communication. I am a Christian man who is originally from Ukraine. My mother tongue is Ukrainian and I came to United States some 10 years ago. I am very moderate in my religious orientations….

Bibliography

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Rosener, J.B. (1990) "Ways Women Lead," Harvard Business Review, Vol. 68, No. 6, pp. 119-25

Cultural Competency in Nursing

Cultural Competency in Nursing The basic knowledge in nursing or medical studies needs substantial facilitation in order to be effective and appropriate towards addressing the needs and preferences of the patients. Watson notes the need to integrate humanistic aspect into the career or nursing profession. He also believes on the need for the establishment of the caring relationship between the patients and nurses thus demonstration of unconditional acceptance of the patients in any condition. Nurses should integrate holistic and positive treatment with the aim of promoting health through knowledge and interventions thus elimination of interruptions during treatments or 'caring moments'. Modern patients have diverse problems and issues because of the cultural differences, races, and ethnicity thus the need to enhance the operations of the nurses. There is need to ensure that the nurses obtain cultural competencies with the aim of enhancing their ability to address diverse issues and problems faced by….

Anderson, N.L.R., Calvillo, E.R., & Fongwa, M.N. (2007). Community-based approaches to strengthen cultural competency in nursing education and practice. Journal of Transcultural Nursing, 18(1), 49S-59S.

Beach, M.C. (2005). Cultural competency: A systematic review of health care provider educational interventions. Cultural Competency, 43(4), 356-373.

Campinha-Bacote, J. (2002). The process of cultural competence in the delivery of healthcare services: A model of care. The Journal of Transcultural Nursing, 13(3), 181-185.

Rosswurm and Larrabee, (1999). A Model for Change to Evidence-Based

Cultural Diversity Interview Narrative Cultural

While in high school, she worked as a waitress at a local diner. Most of the population was black, therefore there was little contact with white customers or employees. Margaret feels that she was socially isolated until the 1950s. She was not exposed to white culture; it was foreign to her. She was only exposed to black culture of the time. They were not allowed in certain stores, restaurants, or other places of business. She remembers "white only" restrooms and "black only" fountains. This cultural isolation was oppressive. Margaret feels that the oppressive attitudes and discrimination that she experienced as a child determined much of how her life proceeded in adulthood. The idea that she could only go so far was ingrained as a child. She never really broke free of this feeling. In her 40s, she moved to upstate New York. Here, she found that many women had succeeded….

Diller, D. (1999). Opening the dialogue: Using culture as a tool in teaching young African

American children. Reading Teacher, 52(8), 820-828. [Available electronically through ERIC/EBSCOhost]

Moll, L.C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching:

using a qualitative approach to connect homes and classrooms. Theory into Practice, 31 (2), 132-141.

Cultural Literacy - Issues &

scu.edu).Andre goes on to say some critics see Hirsch's efforts to bring culture into the classroom are not so much "cultural literacy" but more like "cultural indoctrination." Not only is the Hirsch strategy and methodology seen as flawed, Andre and Velasquez continue, the "content" he prescribes is subject to criticism. For example, the question of "Whose form of knowledge, culture, vision, history and authority will prevail as the national culture?" should be asked, and Hirsch knows that is an issue. "Will they, like Hirsch, be white, middle-class males?" Andre wonders, and will they be elitist? Hirsch meanwhile answers these accusations in his Core Knowledge Web site, saying that the contend must arise from "a broad consensus of diverse groups and interests." That consensus should include the parents, teachers, scientists, "professional curriculum organizations, and experts on America's multicultural traditions." The "central motivation behind" his core knowledge initiative is "to guarantee equal access….

Booklist. "Reference Books Bulletin: The New Dictionary of Cultural Literacy." (2003): 1702.

In the first edition of Hirsch's book, the author was criticized as being "elitist," but the Subsequent editions add "tools for assessing cultural literacy" that makes sense and Now it does "keep up with changes in American culture."

Chylinski, Manya S. "Hirsch, E.D. Jr., & others. The New Dictionary of Cultural Literacy: What Every American Needs to Know." Library Journal, 127.18 (2002): 78-80. Chylinski writes that the book has been given "an exciting update" - "sorely needed"...for those "who like to have a great reference work..."

Giddings, Louise R. "Beyond E.D. Hirsch and Cultural Literacy: Thinking Skills for Cultural

Cultural Differences in Management Styles

In a large measure, these concepts reflect the problems that have accompanied increased diversity as both a consequence and a cause of a great many social problems" (1999, p. 1). In this regard, Naylor defines culture as being "the learned way (or ways) of belief, behavior, and the products of these (both physically and socially) that is shared (at least to some degree) within human groups and serves to distinguish that culture group from another learning different beliefs and behaviors" (1999, p. 2). It is important to note as well that "cultural diversity is not restricted to particular nationalities; it includes issues of gender and individuals with disabilities" (Russell & McLean, 1999). Because there are some fundamental differences between cultural beliefs and behaviors, it is not surprising that cross-cultural differences can have a profound effect on organizational performance, and these issues are discussed further below. Effect of Cultural Diversity on….

Cultural Profile of Danny Below Is the

Cultural Profile of Danny Below is the profile of a college Freshman using the ADRESING format by Hays (Hays; Hays 309-315) This method of assessment of cultural awareness is used by many clinical psychologists in order to guarantee cultural sensitivity during therapy and to provide culturally relevant care: Age or generational differences: Danny is 19, and a Freshman in college Disability: He has no visible disabilities and none of which he is aware. Religion: He is a Christian, but is not currently attending any local church. Ethnicity: Danny is Han Chinese. Social status: At home in Beijing, Danny is upper middle class. His parents have good jobs and are party members, though they are not rich. Sexual orientation: Unknown Indigenous heritage: He is a member of the majority culture in Beijing, but is Asian minority in America. Nationality: Citizen of the PRC Gender: Male Profile: Danny is a college freshman in a ashington State Jesuit business college. He is good at math and majoring in finance. He volunteered that he is….

"China - Chinese Geert Hofstede Cultural Dimensions Explained "Web. 11/23/2010 .

"China today "Web. 10/31/2010 .

Hays, Pamela A. "

Multicultural Applications of Cognitive-Behavior Therapy." Professional Psychology: Research and Practice 26.3 (1995): 309-15. Web.

need an example essay to help me write mine, in which you discuss the different forms of generic, transferable, core or key attributes that will address the skills gap that currently resides in south African supply chain industry

Below is an example essay to help give you ideas when writing your own paper.

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Cultural Awareness—How to Be More Culturally Aware & Improve Your Relationships

Wendy Wisner is a health and parenting writer, lactation consultant (IBCLC), and mom to two awesome sons.

Ivy Kwong, LMFT, is a psychotherapist specializing in relationships, love and intimacy, trauma and codependency, and AAPI mental health.  

The Importance of Cultural Awareness

How to be more culturally aware, what if i say the wrong thing, cultural awareness and sensitivity in intercultural/interracial relationships, can i ask someone to help me learn about their culture, pitfalls of not developing cultural awareness.

Cultural awareness, sometimes referred to as  cultural sensitivity , is defined by the NCCC (National Center for Cultural Competence) as being cognizant, observant, and conscious of the similarities and differences among and between cultural groups.

Becoming more culturally aware is a continual process and it can help to have curiosity, an open mind, a willingness to ask questions, a desire to learn about the differences that exist between cultures, and an openness to becoming conscious of one’s own culturally shaped values, beliefs, perceptions, and biases.

The Value of Cultural Awareness

Cultural awareness is important because it allows us to see and respect other perspectives and to appreciate the inherent value of people who are different than we are. It leads to better relationships, healthier work environments, and a stronger, more compassionate society.

Read on to learn more about cultural awareness, including the impacts it can have, how to become more culturally aware, how to approach conversations about cultural awareness, and how to address cultural awareness in intercultural relationships.

Cultural awareness involves learning about cultures that are different from your own. But it’s also about being respectful about these differences, says  Natalie Page  Ed.D., chief diversity officer at Saint Xavier University in Chicago. “It’s about being sensitive to the similarities and differences that can exist between different cultures and using this sensitivity to effectively communicate without prejudice and racism,” she explains.

5 Reasons Why Cultural Awareness Is Important

Here are five reasons why it’s important to become more culturally aware:

• When you strive to become more culturally aware, you gain knowledge and information about different cultures, which leads to greater cultural competence, says Dr. Page
• Engaging in cultural awareness makes you more sensitive to the differences between cultures that are different than your own, Dr. Page says; you also become less judgmental of people who are different than you.
• Studies have found that greater cultural awareness in the workplace leads to an overall better workplace culture for everyone involved.
• Research has found that cultural awareness creates better outcomes for people in healthcare environments, and in other environments where people are receiving care from others.
• According to Nika White, PhD, author of Inclusion Uncomplicated: A Transformative Guide to Simplify DEI , cultural awareness can improve your interpersonal relationships. “Just like any other relationship, you must understand their culture to truly understand someone’s lived experiences and how they show up to the world,” Dr. White describes.

Knowing about the importance of being more culturally aware is one thing, but actually taking steps to do so is something else.

It’s about being sensitive to the similarities and differences that can exist between different cultures and using this sensitivity to effectively communicate without prejudice and racism.

Here are a few tips for how to go about becoming more culturally aware.

Understand That It’s a Process

“Becoming culturally aware is a process that is fluid, birthed out of a desire to learn more about other cultures,” says Dr. Page.

She says it can be helpful to study the model laid out by Dr. Ibram Kendi, the author of How To Be An Antiracist . Dr. Kendi says that there are basically three paths to growing cultural awareness:

• “The first is moving from the fear zone, where you are afraid and would rather stay in your own culture comfort zone,” Dr. Page describes.
• Next is moving into the learning zone, where you strive to learn about different cultures, how people acquire their cultures, and culture's important role in personal identities, practices, and mental and physical health of individuals and communities. The learning zone can also include becoming more aware of your own culturally shaped values, beliefs, and biases and how they impact the way you see yourself and others.
• “The last phase is the growth zone, where you grow in racial advocacy and allyship,” says Dr. Page.

Ask Questions

Dr. White says that asking questions is a vital part of becoming more culturally aware. You can start by asking yourself some important questions, such as: “How is my culture affecting how I interact with and perceive others?” Dr. White suggests.

You can also respectfully ask others about their lives. But make sure the exchanges aren’t one-sided, she recommends: when you ask others about their cultures, tell them about yours, too. “Tell your own stories to engage, build relationships, find common ground, and become more culturally aware of someone from a different culture,” she says.

Educate Yourself and Do the Work

There’s no way around it: if you want to become more culturally aware, you need to take action and educate yourself.

“Don’t lean on assumptions,” says Dr. White. “Actually research cultures different from yours.” This can help you become more aware of how culture affects every aspect of your life and the lives of others. In addition to research, educating yourself often involves seeking and participating in meaningful interactions with people of differing cultural backgrounds. “Expand your network to include people from different cultures into your circle,” Dr. White recommends.

Study the Cultural Competence Continuum Model

The Cultural Competence Continuum Model is an assessment tool that helps us understand where people are on their journey to becoming more culturally competent.

Different people fall into various categories along the continuum. Categories include cultural destructiveness, cultural incapacity, cultural blindness, cultural pre-competence, cultural competence, and cultural proficiency.

Studying this model can help us become more aware of the process of moving toward more cultural sensitivity, and become more patient with ourselves and others as we move through the process.

Acknowledge Your Own Bias

We all have our own biases when it comes to cultural awareness, because we all begin by looking at the world and at others through our own cultural lens.

It is important to acknowledge this as it can help us see how our cultural  biases  may prevent us from being as culturally sensitive as we wish to be.

Often, people don’t want to address topics having to do with culture or race because they are afraid they will say the wrong thing or make a mistake while talking to someone.

The truth is, most people make mistakes on their journey toward cultural awareness, and that’s understandable, says Dr. Page.

“If you make a mistake, simply apologize and let the person that you may have offended know that you are learning and be open to any suggestions they may have,” she recommends. Sometimes it even makes sense to apologize in advance, if you are saying something you are unsure of. You can say, “I may have this wrong, so I apologize beforehand but…” Dr. Page suggests. “The key is to be sincere in your conversations and always open to learning from others,” she says.

Making mistakes is a necessary part of the learning process and it is important to approach these topics and conversations with shared respect, compassion, and grace.

If you are in a relationship with someone who is of a different race or culture than you, it’s important to have open, honest discussions about this. “If a person is going to grow in interracial and intercultural relationships, you have to step out of your cultural comfort zone and seek an understanding about other cultures,” says Dr. Page.

Questions to Ask Someone to Learn About Their Culture

Having a genuine discussion with someone about your differences can feel awkward, and it can be helpful to kick-start the conversation with a few open-ended questions. Dr. White shared some helpful questions:

• Can you tell me about your culture?
• Tell me a little something about how you were raised?
• What role does religion play in your life?

Here are some additional questions that could be asked with respect and consent, to another (and also to yourself!):

• What holidays and celebrations are important in your culture?
• What customs and etiquette are important in your culture?
• What is your favorite food in your culture?
• Is religion an important part of life in your culture? If so, what religion do people practice most often and why do you think that is?
• How do you express your cultural identity?
• What stereotypes or misconceptions do people from your culture often face and what do you wish more people knew?
• Is there anything about your culture that you find challenging?
• How has your culture changed over time?
• How do you think your culture has influenced your personal values and beliefs?
• What is the importance of family in your culture?

One of the important ways to develop culture awareness is to educate yourself about other cultures. Learning directly from people of different cultures is a fantastic way to get authentic information. But it’s important to engage in conversations with others about their cultures in respectful , appropriate manners.

When you decide to ask others about their culture, be mindful that they may not want to answer, and know that that’s okay, says Dr. White. It’s also important to make the conversation a two-way street. Don’t just ask them about their culture—talk about your culture as well. “Share your culture first to model the behavior and let others know it is safe to talk about their culture,” Dr. White suggests.

Finally, make sure to take it upon yourself to do some of the work. “Once you learn of someone’s culture you wish to cultivate a relationship with, do your homework to learn as much as you can,” Dr. White says. Don't simply rely on others to educate you—this may be seen as insensitive, Dr. White says.

The main pitfalls of not developing cultural awareness is that we don’t expand our understanding of other cultures, we don’t deepen our relationship with people who are different than we are, and that we risk continuing to have a narrow view of the world around us. 

“We live in an ever-changing diverse world,” Dr. Page says. “We rob ourselves when we only hang out with people from our cultural groups. We have to branch out and experience the beauty that others bring.”

Angelis T. In search of cultural competence . Monitor on Psychology. 2015;46(3):64.

Shepherd SM, Willis-Esqueda C, Newton D, et al. The challenge of cultural competence in the workplace: perspectives of healthcare providers . BMC Health Services Research. 2019;19:135. doi:10.1186/s12913-019-3959-7

Kaihlanen AM., Hietapakka L, Heponiemi T. Increasing cultural awareness: qualitative study of nurses’ perceptions about cultural competence training . BMC Nursing. 2019;18(38). doi:10.1186/s12912-019-0363-x

Calkins H. How You Can Be More Culturally Competent . Good Practice. 2020:13-16.

Center for Substance Abuse Treatment. Improving Cultural Competence .

By Wendy Wisner Wendy Wisner is a health and parenting writer, lactation consultant (IBCLC), and mom to two awesome sons.

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Pilot study of an intervention to increase cultural awareness in research mentoring: Implications for diversifying the scientific workforce

Angela byars-winston.

1 Department of Medicine, Center for Women’s Health Research, University of Wisconsin – Madison, Madison, WI, USA

Veronica Y. Womack

2 Northwestern University Feinberg School of Medicine, Chicago, IL, USA

Amanda R. Butz

3 Department of Kinesiology, University of Wisconsin – Madison, Madison, WI, USA

Richard McGee

Sandra c. quinn.

4 Department of Family Science, Maryland Center for Health Equity, University of Maryland, College Park, MD, USA

Emily Utzerath

5 Institute for Clinical and Translational Research, University of Wisconsin – Madison, Madison, WI, USA

Carrie L. Saetermoe

6 Department of Psychology, California State University, Northridge, Los Angeles, CA, USA

Stephen B. Thomas

7 Health Services Administration, Maryland Center for Health Equity, University of Maryland, College Park, MD, USA

Introduction

Innovative evidence-based interventions are needed to equip research mentors with skills to address cultural diversity within research mentoring relationships. A pilot study assessed initial outcomes of a culturally tailored effort to create and disseminate a novel intervention titled Culturally Aware Mentoring (CAM) for research mentors.

Intervention

Intervention development resulted in 4 products: a 6 hour CAM training curriculum, a facilitator guide, an online pretraining module, and metrics to evaluate the effectiveness of CAM training.

Participants were 64 research mentors from 3 US research-intensive universities. Quantitative pretraining and posttraining evaluation survey data were collected.

Participants found high value and satisfaction with the CAM training, reported gains in personal cultural awareness and cultural skills, and increased intentions and confidence to address cultural diversity in their mentoring.

Conclusions

Study findings indicate that the CAM training holds promise to build research mentors’ capacity and confidence to engage directly with racial/ethnic topics in research mentoring relationships.

Evidence of racism and race-based prejudice and discrimination in the biomedical sciences and health professions would be easy to ignore, were they not so well documented [ 1 , 2 ]. However, clinicians and scientists are reticent to acknowledge, and sometimes “color blind” to, the realities of race and history among their colleagues and trainees [ 3 ]. Despite some progress in the past several decades, a critical need remains for improvement in the training and experiences of individuals from historically underrepresented groups in the scientific workforce, including but not limited to Native Americans, African Americans, Hispanic/Latinos, and Hawaiians/Pacific Islanders [ 4 ]. The persistent racial disparities in professional attainments, including earned degrees and awards of federally funded R01 and other grants [ 5 , 6 ], exposes the fact that race and ethnicity matter in biomedical and health science careers. Because it is only human to maintain the status quo [ 7 ], deliberate and proactive behaviors are required to counteract factors that contribute to the observed racial disparities in academic and career outcomes. One of those factors documented in the scientific literature is access to evidence-based mentorship [ 5 ], particularly mentorship that embraces and celebrates the cultural diversity within mentoring relationships.

There are increasing calls for evidence-based approaches to training [ 4 ] and other interventions to equip research mentors with skills and strategies to address cultural diversity and to not ignore the realities of racism in the biomedical and health sciences, particularly in mentored research experiences. In the helping professions including medicine, public health, counseling, and nursing, cultural competence has been proposed as a means to grow the capacity of providers to deliver culturally respectful care and to promote physical and mental health equity [ 8 , 9 ]. Evidence supports the beneficial effects of cultural competence training on the attitudes and skills of health professionals [ 10 ]. Far less attention has been given to the likely equally important role of cultural “competence” in research mentoring. Good intentions and good will, although necessary, are not sufficient for tackling issues such as race, power, and privilege in mentoring relationships. As stated by Wear et al . [ 11 ], good intentions must be accompanied by the skills that can facilitate dialogue and address conflicts.

Unconscious bias trainings are proving to be critical catalysts in helping faculty to become self-reflective, and to recognize and address their personal biases in clinical and research sciences in academia [ 12 , 13 ]. Although such trainings are important, they may be insufficient to provide a deeper understanding of how and why we are affected by race/ethnicity [ 1 ] and, more so, how to address and respond to racial/ethnic matters in the social interactions that occur in research mentoring relationships. Research mentoring relationships are the primary mechanisms for growing the next generation of scientists [ 4 ], and they are also the contexts in which cultural, social, and psychological factors that frustrate the engagement and persistence of emerging scientists from racial/ethnic groups historically underrepresented (HU) in the sciences occur, including feeling invisible, unvalued, incompetent, discriminated against, isolated, and marginalized [ 3 , 14 – 17 ]. We assert that developing a deeper understanding of the ways in which race, racism, and privilege can contribute to the racial/ethnic disparities in academic and career outcomes should be an essential component of research mentor trainings and that such trainings need to provide mentors skills to navigate these dynamics. In this paper, we describe a cultural awareness intervention with skill-building components aimed at supporting research mentors’ confidence to engage in and respond to sensitive topics related to race/ethnicity as they mentor diverse scholars, particularly those from HU groups. The intervention is delivered via a national initiative discussed in the following paragraph.

In response to the need for evidence-based approaches to training and mentoring of individuals in biomedical research career pathways, the National Institutes of Health (NIH) launched the National Research Mentoring Network (NRMN; www.nrmnet.net ) in 2014. NRMN is a nationwide consortium of biomedical professionals and institutions collaborating to provide all trainees across the biomedical, behavioral, clinical, and social sciences with evidence-based mentorship and professional development programming. The goal of this NIH flagship initiative is to enhance the diversity of the NIH-funded research workforce. NRMN’s program models emphasize the benefits and challenges of diversity, inclusivity, and culture within mentoring relationships, and more broadly the scientific workforce. Although critical training of emerging scientists occurs within research mentoring relationships, very little attention has been given to assisting research mentors who are predominantly White in developing the skills required to effectively mentor a more diverse population of women and scholars from HU racial/ethnic groups. Achieving mentoring effectiveness along these dimensions requires going far beyond traditional cultural competency to acquiring an understanding of how culture, race, ethnicity, and other social identities influence these often lifelong research mentoring relationships and actually practicing skills to respond to these factors. This paper reports on findings from a pilot study assessing the development process and initial outcomes of an intensive, multi-institution effort led by the NRMN Mentor Training Core to create and disseminate a novel intervention to teach Culturally Aware Mentoring (CAM) to research mentors.

Intervention Design

Process of cam curricular development.

The CAM team consisted of 8 scientists (6 women, 2 men; 5 White, 3 African American) from varying disciplines (biochemistry, community and public health, humanities, psychology), career stages (e.g., early career professionals, tenured professors, associate deans), and from 4 US universities. We had a range and decades of experiences designing, implementing, studying, and administratively coordinating professional development and training interventions for individuals in academia and in the private sector, including research mentors. We held teleconferences from December 2014 to December 2016 to conceptualize, develop, and test the CAM training. We referenced peer-reviewed research from the social sciences and education regarding theory and best practices on behavioral change and strategies for promoting cultural awareness. Four theoretical foundations were key in guiding our approach to the curriculum development and intervention design.

• 1. Multicultural and feminist theories, specifically the seminal scholarship by Sue et al . [ 18 ], Collins [ 19 ], and Anzaldúa [ 20 ]. These scholars asserted the importance of acknowledging all individuals as cultural beings (i.e., we all have culture, not just those from historically marginalized groups), the role of power and privilege in social interactions, and that individuals’ contexts must be considered in order to understand and intervene on their behavior.
• 2. Critical race theory as articulated by Solorzano and Yosso [ 21 ] based on their studies of Latino/a students’ persistence in higher education. This theory emphasizes the permanence of racism in US institutions and society, as well as the intersection between race and power. Solorzano and Yosso have investigated how the dominant culture undergirding predominantly White institutions can have an impact on the academic functioning and well-being on students from historically marginalized racial groups. Their work also documents the types of social capital such students have that allow them to be resilient in higher education, particularly at predominantly White institutions.
• 3. Transtheoretical model/motivation theory articulated by Prochaska and DiClemente [ 22 ]. Their seminal writings on smoking cessation articulated how behavioral change occurs across stages and identified several processes involved in behavioral change, including self-efficacy, decisional balance (i.e., weighing the pros and cons of new behaviors), and contingency planning for when new actions do not immediately result in desired outcomes.
• 4. Institutional transformation theories as captured in the National Science Foundation’s ADVANCE initiative and investigated by Fox [ 23 , 24 ]. This body of work addresses several facilitating factors needed for systems change toward creating equity in access to resources and professional opportunities that improve achievement and advancement outcomes for women in academic science, technology, engineering, mathematics, and medicine (STEMM).

Informed by assertions in these theoretical perspectives and frameworks, we defined culturally aware mentoring as mentoring practices in which mentors recognize their own culturally shaped beliefs, perceptions, and judgments and are cognizant of cultural differences and similarities between themselves and their mentees. Such mentoring requires that mentors (1) gain intrapersonal cultural awareness, (2) interpersonal cultural awareness, and (3) skills to recognize and respond to cultural diversity issues that may arise in their mentoring relationships. These 3 factors constitute the 3 elements of the CAM training intervention.

Stage 1: Training Conceptualization

We developed learning objectives, goals, and guiding principles for the training, building upon the CAM team’s assessment of the theoretical and evidence base from the scholarship cited above. We articulated 4 learning objectives: (1) identify how your cultural beliefs, worldviews, and identities influence your mentoring practices; (2) recognize how cultural diversity can affect—complicate and benefit—your research mentoring relationships; (3) acknowledge the impact of conscious and unconscious assumptions, privilege, stereotype threat, and biases on the mentor-mentee relationship; and (4) apply evidence-based strategies using case studies to reduce and counteract the impact of biases, stereotype threat, and privilege to foster trusting, culturally responsive mentoring relationships.

Stage 2: Training Development

We developed activities aligned with the objectives and identified readings that could serve as reference material for participants. We solicited feedback on our training from a group of NRMN Master Facilitators, comprised of faculty and staff with advanced skill and experience in facilitating research mentor training. Their feedback guided our refinement of the CAM training content using an iterative cycle of creating or collecting, evaluating, revising, and finalizing key documents.

We based the CAM format on the research mentor training approach in Entering Mentoring [ 25 , 26 ] that is well established and has been rigorously tested. The philosophy underlying Entering Mentoring emphasizes the development of mentoring principles, not specified mentoring practices, to guide participants discovering their own approaches for applying those principles to their practice. They do so by discussing common scenarios related to challenges in research mentoring relationships and then generating solutions to those challenges through group discussion. In the same vein, we approached development of CAM principles of practice based on research evidence to guide mentors in building their awareness of cultural diversity, especially racial/ethnic diversity awareness. Similar to Entering Mentoring , the CAM training rests upon a process-based approach, using case studies and group discussion about dynamics related to race and ethnicity to generate new insights related to CAM. We designed CAM training as a supplemental or advanced training for mentors who have participated in foundational research mentor training.

We used a face-to-face working meeting to (1) collectively review and discuss key multimedia material to incorporate into the training that could catalyze cultural awareness and rich discussion, (2) decide on sequencing of CAM curricular content, and (3) outline the CAM facilitation guide. The working meeting allowed us to experience the content and catalyzed several curricular decisions during and after the meeting. We decided to focus the CAM content specifically on race and ethnicity for 2 reasons. First, based on research, the hardest topic for most research mentors, especially White-identified mentors, to address is race/ethnicity, with some research mentors tending toward racial color-blind attitudes [ 27 ]. Second, we reasoned that if we can begin to address the challenges related to engaging with and addressing race/ethnicity in general and in our mentoring relationships in particular, then we can transfer those insights and learnings to addressing other aspects of cultural diversity such as those related to gender, socioeconomic status, mobility/ability status, and sexual orientation. We also decided to use a pretraining activity called the Culture Box to enhance participants’ understanding of their personal cultural identities and ready them to discuss these identities in small groups at the onset of the training. This activity instructs participants to prepare a “Culture Box” before the training that includes artifacts (actual or pictures of the artifact) that relate to any of their cultural identities. We did not limit their cultural identities to their race or ethnicity, but allowed them to determine the identities that were most important to them to share during the training; this sharing also can include how these shared identities can have an impact on their mentoring relationships. After the working meeting, continued team discussions prompted us to add content summarizing the psychological research explaining the science underlying concepts such as implicit bias and stereotype threat, as they may be unfamiliar to some research mentors.

The activities in Stage 2 resulted in a 6-hour training focused on enhancing both intrapersonal and interpersonal cultural awareness and cultural skill acquisition toward being an effective research mentor. The training is typically scheduled from 9:00 am to 4:00 pm (inclusive of a 1-h lunch break), is designed to be co-led by 2 facilitators, and consists of 3 sections. The “intrapersonal,” or self-reflection, section (2 h) provides an orientation to the training and includes introductory activities and exercises to engage participants in personal reflections about racial and ethnic identity. The “interpersonal” section (1 h) provides examples and research findings of how cultural diversity factors may operate in research mentoring relationships and implications for being a culturally aware mentor. Participants review key terms and view videos related to cultural diversity and learn more about the research behind bias and stereotyping. The “skill-building” section (3 h) illustrates racial/ethnic issues via case studies, outlines CAM principles, and uses role plays to provide participants an opportunity to apply and practice the principles. The 3 sections in the CAM training and example activities are highlighted in Table 1 .

Culturally Aware Mentoring (CAM) training areas of focus and example activities

Stage 3: Taking the Show on the Road: Pilot Testing and Iterative Revisions to the Training

Pilot testing took place in 2016 at several universities. In addition, activities from the CAM training were offered as part of conferences and professional development interventions for faculty and staff involved in research training. All implementations of the CAM training were delivered by CAM team members in pairs of cofacilitators. We were purposeful in pairing cofacilitators who varied across demographics, including career stage, gender, disciplinary training, and racial/ethnic identities. We did this to provide participants with the opportunity to hear different perspectives and voices throughout the training, so that no facilitator felt like they had to be the authoritative voice on a particular topic. In this paper, we report on implementation of the full, 6-hour CAM training that occurred at 3 separate sites. The sites were affiliated with the NIH-funded Diversity Program Consortium, which includes the BUILD program ( www.nigms.nih.gov/training/dpc/Pages/build.aspx ) and NRMN. These initiatives have as their goal to diversify the research workforce by engaging and retaining trainees from diverse backgrounds in biomedical research, and by supporting diversity at student, faculty, and institutional levels through innovative approaches to research skill-building and training and mentorship. Each of the 3 sites initiated contact with the CAM team after learning about the training opportunity through NRMN and agreed to participate in the pilot testing of the CAM intervention. We took an iterative approach to our curricular design, informed by formative evaluation feedback collected through our surveys and conversations with training participants and facilitators across implementations. Next, we describe the implementations and subsequent changes that we made to the CAM curriculum based on participant and facilitator feedback.

Implementation 1 (n=14) occurred at a private historically Black university in a Southern US state (Winter 2016). A Black female social scientist employed as a research scientist and a White male basic scientist employed as a tenured professor and senior administrator served as the cofacilitators. Both facilitators had experience delivering professional development trainings to faculty and students, with active research programs investigating cultural diversity factors in the career development of HU racial/ethnic groups in the research sciences. On the basis of feedback from the participants and facilitators in Implementation 1, we added time for silent, self-reflection during brief moments throughout the training for participants to write any personal reactions, insights, or questions that emerged. We also incorporated brief descriptions of theoretical paradigms and concepts including White fragility [ 28 ] and systems-level thinking [ 24 ]. We implemented the revised training at 2 additional sites.

Implementation 2 (n=26) occurred at a large public university in a Western US state (Spring 2016). The same White male basic scientist from Implementation 1 along with a Black female social scientist served as the facilitators. Both were senior tenured professors. The social scientist was a trained therapist and researcher with extensive experience in designing and developing culturally relevant mentor training interventions, and an active research program—similar to the cofacilitator basic scientist—investigating academic and career development of HU racial/ethnic groups in the research sciences. Feedback from Implementation 2 included requests for additional time dedicated to skill-building, inclusion of more research findings and resources related to cultural diversity factors in research training, and definitions of cultural diversity terms (e.g., stereotype threat). As a result, we refined our case studies and devoted more time for participants to practice the CAM principles before the third implementation.

Before the third pilot, the CAM team decided to create a pretraining module delivered online for participants designed to be completed within a week before a scheduled training. This pretraining module off-loaded some of the time allotted during the training to cover foundational content, such as definitions of key terms and research on the relevance of race, ethnicity, and other dimensions of cultural diversity to research training. To create the online module, the CAM team curated extant articles and videos, and then created original narrative content to integrate the curated material into a coherent presentation. The goal of this online module is to serve as a primer for the training by increasing participants’ understanding of how cultural diversity issues are relevant to research trainees’ development, academic outcomes, and success. This online pretraining module addresses 4 topics: (1) race and privilege, (2) the experiences of scientists from historically underrepresented groups, (3) the realities of cultural diversity in the sciences, and (4) the role of CAM in trainee outcomes. Each section concludes with self-reflection questions and provides a “Go Deeper” set of relevant readings (e.g., New Yorker article, “The Origins of Privilege” [ 29 ]) and video clips (e.g., PBS series, “Race: The Power of an Illusion” [ 30 ]) for additional learning should participants choose. The online module is self-directed and takes about 1 hour to complete. This pretraining content allowed more time during the CAM training for participants to spend in skill-building. The online module was tested with 30 NRMN Master Facilitators from a range of disciplinary backgrounds and career stages who provided formative feedback on the module before its use with the final pilot-testing site.

Implementation 3 occurred at a graduate-serving institution in a Western US state (Fall 2016). The White male basic scientist from Implementations 1 and 2, the Black female social scientist from Implementation 2, and a White woman health scientist served as the facilitators. The health scientist was a senior tenured professor with extensive national leadership in developing and designing training programs for HU racial/ethnic groups and an active research program in health disparities. Participants (n=30) were part of a statewide advisory group on mentoring in academic STEMM departments and training programs and represented several colleges and universities. Formative evaluation from this pilot test resulted in additional minor edits and modifications to the curriculum (e.g., refining transitions between CAM sections, refining instructions for role plays in the case studies). Data for all 3 sites were examined to assess the value of this training and participants’ self-reported skill gains relative to CAM.

Participants

A total of 70 mentors participated in the training across 3 implementations; 64 mentors (91%) provided consent for their data to be included in this research across the 3 pilot test implementations. Prior mentoring experience and demographic information for participants at each implementation site are provided in Table 2 .

Summary of demographic information and prior mentoring experiences of participants

Data Sources

Data were collected from mentors via surveys that were administered before and immediately after the training. Pretraining and posttraining data were collected via Qualtrics, an online survey administration tool. For this paper, we focus on data collected in the posttraining survey. Questions were selected from a library of metrics being used across NRMN [ 31 ] as part of their ongoing evaluation efforts. We augmented NRMN evaluation questions by including additional items that assessed the extent to which participants perceived gains in their cultural awareness and CAM skills.

Perceived Value of Training

We evaluated the value of the training to participants by assessing their likelihood to recommend the training to other mentors, by their ratings of the training facilitators, and by the perceived value of each activity implemented during each training. Specifically, mentors were asked “How likely are you to recommend this training to other mentors?” Response options ranged from 1 (v ery unlikely ) to 5 (v ery likely ). Mentors were asked to rate each facilitator as either excellent, good, fair, or poor. Finally, mentors in Implementations 2 and 3 were asked to rate how effective each topic or activity was in helping them to become a more culturally aware mentor; response options ranged from 1 ( very ineffective ) to 5 ( very effective ).

Perceived Gains in Skill

At the conclusion of the training, mentors retrospectively rated their level of skill before and after the training in several areas related to CAM. Four skill areas, which were assessed consistently across the 3 implementations presented in this paper, are reported in the results. Included in the survey was space for open-ended responses, in which participants provided additional comments about their experience.

All descriptive statistics and statistical tests of significance were calculated using IBM SPSS Statistics version 23. To examine training satisfaction , we calculated the percentage of mentors’ likelihood of recommending the CAM training to other mentors across each implementation. We then calculated mentors’ median rating of the training facilitators in each implementation. Next, we examined the average rating of the efficacy of activities in helping participants to become a more culturally aware mentor to determine the top 3 activities across each implementation.

Qualitative Interviews 18–24 Months Post Intervention

To begin understanding the long-term utility and influences of the CAM intervention, participants are being contacted 18–24 months after the training. A semi-structured interview protocol was used for phone interviews with willing participants. Interviews were conducted by 3 members of the CAM team who did NOT participate in the training at that site. All of those who did the interviews are highly experienced qualitative researchers. Phone interviews were audio-recorded and transcribed professionally for content analysis. For this pilot study, initial analyses are focused only on examples of changes in thinking and behavior, not attempting to relate to analytic framework or theory.

The majority of participants were either likely or very likely to recommend the training to other mentors across Implementations 1 (n=11, 85%), 2 (n=23, 100%), and 3 (n=24, 85%) and rated the CAM facilitators highly (data not shown). As summarized in Table 3 , the activities rated as most effective for helping mentors to become more culturally aware for Implementations 2 and 3 were “A Tale of O,” a video on cultural diversity in organizations, a case study and role play activity titled “Trainee Differences,” and the Culture Box. Our observations as facilitators were consistent with mentors’ high ratings of the Culture Box, as it was effective in getting mentors to open up quickly in sharing and reflecting on cultural diversity. This activity elicited strong emotions and authentic exchanges among participants, and it was not uncommon for individuals to be visibly moved or emotive while sharing their Culture Box content. It is the training activity that was the hardest to conclude, as mentors were highly engaged in respectfully displaying their cultural selves, many doing so for the first time. Two mentors from Implementation 2 noted that the Culture Box was “ helpful to break the ice and build an open conversation ” and “ allowed me to know my colleague’s story .” Several noted the irony between how much they learned about colleagues in the room in 30 minutes through this activity in contrast to how little they know about their trainees they work with every week and for several years.

Activities rated as most effective * for helping mentors become more culturally aware

Open-ended responses from participating mentors reflected the overall utility of the training. Some mentors commented on their own revelations regarding the importance of addressing cultural diversity in the research mentoring relationship. One mentor from Implementation 1 noted: “ This topic is important and worth the time it takes in meeting (e.g., building in time in meeting for discussion). It [culturally aware mentoring] is my ethical responsibility if I am going to be a mentor. Loved talking to my peers about this !” Another mentor from Implementation 3 shared that “ I hadn’t thought about how these practices were important in inviting productivity in a lab .” A mentor from Implementation 2 expressed appreciation for the research findings shared in the training: “ I will continue to advocate for my students and thanks to you I have research to support what I have [experienced] .”

Perceived Skill Gains

The average perceived skill level as retrospectively assessed by mentors in all 3 implementations is reported in Table 4 . Significant skill gains were reported across all 4 skills as a result of attending the CAM training. The largest mean differences reported by mentors were detected for the skill “ Intentionally creating opportunities for my mentees to bring up issues of race/ethnicity when they arise .” This large skill gain observed relative to intentions was mirrored in mentors’ responses to a question on how they intend to apply what they have learned in the CAM training. Many gave concrete examples of how they would mentor differently in the future. One example of such transformational plans to address issues of race/ethnicity came from a mentor who participated in Implementation 2: “ I’ll be more likely to bring up race/ethnic cultural issues as opposed to being open to them being discussed .” This mentor’s intention reflects a shift from placing responsibility on the mentee to bring up discussions of race and ethnicity to being more intentional in initiating such discussions.

Perceived culturally aware mentoring skill gains * as reported by mentors at the conclusion of the training

Importantly, both from observation and evaluation data, our approach to facilitating mentors’ critical self-reflection on who they are as cultural beings increases their understanding of the relevance of race and ethnicity in their research mentoring relationships. The findings also suggest that our training is effective in increasing participants’ perceived cultural skills. Finally, the day-long commitment (7 h inclusive of lunch break) did not appear to be a deterrent to participation and may be reflective of institutional commitment and faculty demand for more support. As one mentor from Implementation 2 wrote in the evaluation, “ This type of training is doable! (I doubted it before). ”

Value of CAM Pretraining Online Module

In Implementation 3, 29 of the 30 participants (97%) completed the CAM pretraining online module. Most completed the module in 60–90 minutes (n=11) or 30–60 minutes (n=9), with a few spending either 90 minutes–2 hours (n=5) or more than 2 hours (n=4). Participants reported being familiar with the module topics before completing it [median=4 on a 5 point scale ranging from 1 (not at all familiar) to 5 (extremely familiar)], yet still rated the module components as highly valuable in preparing them to participate in the CAM training. On a 5-point scale (1=not valuable, 5=extremely valuable), the highest-rated module component was the videos (mean=4.73). One participant stated, “ I watched some videos 2xs, because so much info .” Overall participant feedback and comments were favorable.

• ∙ Excellent—this was FASCINATING (original emphasis), educational, insightful, and really prepared (“primed”) us for discussion
• ∙ I feel the length was really ideal
• ∙ I learned the most from watching the entire hour-long piece “White like me.” I appreciated the historical perspective
• ∙ I liked that you could spend more or less time on each item
• ∙ More issues around gender difference
• ∙ Videos were very helpful, enjoyed having references available.

Impacts of CAM on Participants Thinking and Actions After the Training

To determine the impacts or influences of the CAM intervention over time, an extensive interview-based qualitative study is underway. We invited participants to take part in an ~30-minute semi-structured interview with one of the CAM team members who did NOT lead the training at their site. Although this study is ongoing and will be the subject of future reports, some early insights into the types of impacts of CAM are emerging. Virtually all of the participants interviewed to date could easily identify some examples of lasting changes in their self-reflections and behaviors as a result of CAM. The themes identified from even these first analyses are summarized in Table 5 .

Impacts and influences of CAM from interviews 24 months after training

Colón Ramos and Quiñones-Hinojosa [ 3 ] asserted that although “we aspire to have a diverse biomedical workforce, conversations about why we lack diversity are frequently left to minority researchers.” Not only are conversations regarding persistent underrepresentation of specific racial/ethnic groups viewed by some as “not my problem or issue” [ 1 ], but conversations related to race, racism, and bias are viewed as irrelevant to research training and mentorship. These views are exacerbated by the fact that in the United States we are socialized to fear cultural diversity topics, especially those related to race and ethnicity [ 32 ]. It is no wonder that there are few places in academia where research mentors can have frank discussions about race, racism, and the legacy of these dynamics on our institutions and in the biomedical workforce [ 3 ]. The CAM training achieved the goal of initiating open, honest conversations about race, privilege, discrimination, unconscious bias, and the lived experiences of HU groups in the sciences. Moreover, the CAM training shows promise as an intervention to build research mentors’ capacity to engage directly with racial and ethnic topics in their research mentoring relationships.

Notably, mentors who participated in the CAM training reported significant skill gains not only in their intentionality to address race/ethnicity, but increased openness to broach racial, ethnic, and cultural topics in their research mentoring relationships and willingness to go outside of their comfort zone. Our evaluation data indicate that this increased openness to broaching was true even for faculty who were themselves from HU groups. The skills to enact culturally aware principles in research mentoring relationships are predicated upon the notion of racial stamina [ 28 ]. Racial stamina requires a willingness to mentally “hang in” through the discomfort often inherent in diversity dialogues, resisting the urge to divert, dismiss, or downplay race and ethnicity, and instead directly engage with these topics. Although DiAngelo [ 28 ] discussed racial stamina largely in the context of White majority individuals, who she identified as needing to increase their tolerance for racial stress in cross-racial dialogues, it is relevant across racial/ethnic groups. One reason that low racial stamina may occur is that individuals lack the strategies for navigating difficult dialogues. The increases that we observed in mentors’ perceived skill gains in enacting CAM principles suggest that the CAM training may support mentors’ racial stamina by providing them with evidence-based skills to facilitate addressing racial/ethnic dynamics in their mentoring relationships, including validating their trainees’ racial/ethnic and academic identities and discussing sensitive racial/ethnic topics.

In addition to the overall perception of training value expressed by mentors, the Culture Box activity was viewed as both useful within the context of the training and a tool that could be used in the context of their research mentoring relationships. Several mentors stated their intention to implement the Culture Box activity with their mentees or research groups. Others noted the utility of this activity as a tool for continued professional development with research mentors: “ I plan to take specific literature resources and activities such as the Cultural Box and videos and directly place them into the context of mentor development ” (mentor from Implementation 3). It was noteworthy how powerful the Culture Box activity was in quickly opening mentors up to exploring and sharing their personal cultural backgrounds with one another. As participants explore their personal cultural identities, it is impossible to anticipate the breadth and depth of content that they choose to share and their reactions to what is shared. Facilitators of CAM, therefore, must be especially nimble and alert to reading the emotional tenor of participants, gauging how to bring the activity to conclusion in a way that honors participants and what they disclose. Importantly, the Culture Box activity comes early in the CAM training just after ground rules are discussed, and sets the tone for the entire training thereafter, signaling to the participants an invitation to engage in authentic ways. The fact that this is the first activity is significant for 2 reasons.

First, what becomes quickly evident in the activity’s discussion is a pattern of which mentors’ bring artifacts that describe their racial/ethnic identity Versus other dimensions of cultural identity (e.g., gender, sexual orientation, physical mobility status, religious tradition). This observed pattern provides facilitators the opportunity to highlight the particular dynamics of being a member of a visible cultural group (e.g., racial/ethnic group) Versus a less visible cultural group (e.g., religious tradition). This pattern also highlights how we are socialized in the United States to view each other in terms of racial/ethnic group membership yet simultaneously avoid talking about race/ethnicity, and invites participants to consider the consequences of that avoidance in our everyday lives in general and in the research mentoring in particular. Second, the Culture Box activity emphasizes from the onset that we all have cultural identities. Mentors are subsequently encouraged throughout the remainder of the CAM training to consider cultural diversity, race/ethnicity in particular, in their mentoring relationships not from just their mentees’ vantage point but also from the vantage point of how their own cultural identities play out in the relationships. On several occasions, we were surprised to have observed participants self-disclose physical disability status, unresolved traumatic experiences, and racial/ethnic backgrounds not evident from phenotypic appearance with other members of their small group. These reflections were shared as potential sources of vulnerability that helped participants gain a degree of empathy with the lived experience of HU racial/ethnic groups. For these reasons, we chose to keep the instructions general for the Culture Box.

A sizeable percentage of participants, but not all, in the CAM pilot study had prior research mentor training. Although the CAM training may be useful to research mentors regardless of prior training, our experience with CAM training indicates that those with foundational knowledge of research mentoring principles may be better prepared to incorporate CAM content into their mentoring practices.

Finally, given that the training is nearly a full workday in length, one might expect that participants would experience exhaustion cognitively, emotionally, and physically. We did not specifically assess participant engagement or energy levels throughout the training. On the basis of facilitators’ observations, participants were experientially saturated at the conclusion of the training. Some participants reported on their evaluations that the training could be shorter (e.g., “ Doesn’t need to be 6 h long ”). Others reported to facilitators and on their evaluations that they would have welcomed more time, perhaps spread across 1.5 days with time in between to process new insights (e.g., “ More time to reflect before discussion and more case studies; allow more time for introspection and journaling”; “More time for discussion [is there ever enough time ?]”).

Future Directions

Next steps for the CAM team include continued evaluation of the impact of the CAM training on participants. This evaluation will include follow-up (6 months, 1–2 years later) with the implementation sites in the pilot-testing phase to investigate how participation in the CAM training affects the longer-term attitudes, beliefs, and actual behaviors of mentors. Indeed, one significant measure of success will be the persistence of CAM training effects on both mentors’ behavioral changes and the academic and career outcomes of the trainees they mentor. Extensive research based on the theory of planned behavior, widely tested in health behavior models, demonstrates that intentions are the most important determinants of people’s eventual behavior [ 33 ]. A recent systematic review investigating empirical studies predicting self-care intentions and behaviors in individuals at risk of diabetes revealed that intention was the most predictive construct of self-care behaviors [ 34 ]. As reported in the Results section, our initial findings from follow-up interviews indicate that participants are subsequently making changes in their mentoring behaviors and related beliefs. Further evaluation will also allow us to examine what aspects of the CAM training mentors attribute to their skill gains.

In addition, the CAM team has recently trained more expert facilitators to lead CAM trainings, and they will be leading them in universities around the United States over the next 12–24 months. Although the basic design of the CAM session will remain constant, the pilot testing has revealed a need to adapt it slightly to the unique context of each site. Those adaptations will be documented, as will systematic feedback and observations of the cofacilitators after each training. Thus, we will continue to study not only the short-term and long-term influences of CAM on participants but also how it is best delivered as an intervention in a variety of different academic contexts.

Limitations

The CAM training currently focuses on the demographic diversity variables of race/ethnicity. Although a significant number of participants self-identified as White, some mentors were from HU racial/ethnic groups. We also note that a majority of participants in our samples were women. Participants’ gender intersecting with race and ethnicity might be an important interactional effect to be investigated and addressed in future CAM trainings, including the effectiveness of the race/ethnicity-focused CAM training with greater numbers of male participants from racially/ethnically diverse backgrounds. The self-report nature of our evaluation data carries the limitations commonly identified with these data, including the question of to what extent participants’ behavioral intentions to practice culturally aware principles in their mentoring translate to actual behaviors. Thus, we caution the extrapolation of our findings based on our pilot test results and hope that these initial findings spark continued research on interventions to prepare mentors to be more effective with trainees who are different from themselves in any cultural dimension, toward the larger goal of advancing scientific workforce diversity.

The CAM training is a novel culturally tailored curricular intervention for research mentors and has great promise to go beyond the surface and open deep self-reflective dialogue about race/ethnicity in science, research training, and academic medicine for which NIH leaders have been calling. Further, whereas cultural diversity trainings often raise participants’ awareness of personal and interpersonal cultural factors, the CAM training goes a step further and provides mentors with the opportunity to practice enacting CAM-related skills. The combined efforts of our CAM team have resulted in 4 products: a 6-hour training curriculum, a facilitator guide, an online pretraining module, and metrics to evaluate the efficacy of this training. Buoyed by the NRMN, we intend to make the training more broadly available and have begun training more facilitators to lead its continued implementation nationwide. The training is complex to lead as it rapidly opens up challenging conversations that facilitators must be prepared to guide, requiring solid skills in group dynamics and an ability to navigate cultural diversity factors that subtly and overtly emerge from and between participants. The training is not sufficient to change the face of science and research by itself. However, our evaluation data from this pilot study indicate that the CAM training is able to facilitate research mentors’ awareness of, intention to, and confidence in attending to racial and ethnic matters that must be addressed as we work toward equity and inclusion in diversifying science.

Acknowledgments

The authors thank Drs. Pamela Asquith and Janet Branchaw for their contributions to the early conceptualization of this mentor training intervention. In addition, the authors thank Dr. Christine Pfund for support of this mentor training intervention and for her feedback on this manuscript. The authors also thank the mentors and facilitators for their insightful comments and constructive feedback on earlier versions of this training.

Financial Support

Work reported in this publication was supported by the National Institutes of Health Common Fund and Office of Scientific Workforce Diversity under award U54 {"type":"entrez-nucleotide","attrs":{"text":"GM119023","term_id":"221371078","term_text":"GM119023"}} GM119023 (NRMN), administered by the National Institute of General Medical Sciences. Additional support was received from the Department of Medicine, University of Wisconsin – Madison. S.T. and S.C.Q. are supported in part by Center of Excellence on Race, Ethnicity and Health Disparities Research under NIH-NIMHD award (S.T.: 5P20MD006737 and; S.C.Q.: MPI).The work is solely the responsibility of the authors and does not necessarily represent the official view of the National Institutes of Health.

Disclosures

The authors have no conflicts of interest to declare.

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Cultural Awareness.pdf

The importance of cultural awareness and how to build it Understanding cultural similarities and differences Differences in attitudes, values, beliefs and perceptions Understanding dynamics and relationships How to identify and avoid risks associated with poor cultural awareness How to work successfully as a part of a team respecting other worldview Strengthening communication skills

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