Racial and ethnic diversity in dental hygiene education remains low. Dental hygiene education has largely focused on integrating cultural competence education to meet the needs of the diverse patient populations. Dental and dental hygiene educators as practicing clinicians share the responsibility for meeting the needs of disadvantaged populations, since research has demonstrated the high level of influence dental and dental hygiene education has on the professional attitudes and behaviors of future oral health providers. Little to no studies exist on the current perceptions of racism among dental hygiene educators. Color-blind racial ideologies (CBRI) constitute a modern form of racial prejudice that remains a barrier to reducing instances of racism. This study investigated potential unconscious bias related to color-blind racial attitudes among dental hygiene educators using the 20-item, Color-Blind Racial Attitudes Scale. Of the 172 potential respondents, 89 (52%) completed all of the survey questions. The majority of the respondents were White, female and from the Northeast (74.2%, 93.3%, and 61.8% respectively). The mean CoBRAS score (55.73) indicated moderate levels of color-blind racial attitudes. Race was a significant variable in perceptions of racial dynamics and racism with statistically significant differences between groups as demonstrated by one-way ANOVA (F[6,82] = 3.496, p = .004). Elevated levels of color-blind racial attitudes among dental hygieneeducators were found, indicating a presence of cognitive aspects of stereotyping related to race. The demographic data collected adds to the existing evidence of a lack of diversity among dental hygiene faculty. To advance initiatives for diversity, equity, and inclusion in dental hygiene education, faculty professional development is warranted.

The competition for scare resources in higher education has increased the pressure on administrators and educators to evaluate educational programs, and to demonstrate quality outcomes. Accreditation has been suggested as a useful tool for looking at accountability, but little research has been conducted to explore this issue, particularly in program accreditation. Little evidence exists to support the assumption that program accreditation adds value to the educational environment. This study explored the perceptions of program directors and administrators regarding the impact of accreditation on the quality of Canadian dental hygiene diploma programs. A 63% response rate was received from the 54 individuals surveyed, representing an 85% institutional response rate from the 27 accredited programs. Of these respondents, 21 individuals also participated in a semi-structured interview. Descriptive and inferential statistics including t-tests and ANOVAs were calculated for the usefulness of accreditation, the importance of accreditation requirements, and the value of accreditation phases. Accreditation as a stimulus for improvement was rated as extremely useful by 41% and very useful by 41%. As a tool for self-evaluation it was rated as extremely useful by 24% and very useful by 56%. While all the standards were rated as important, the following received the highest ratings: Clinical Outcomes Review Evaluation {extremely important 38%, and very important 35%), curriculum {extremely important 44% and very important 44%), preparation for clinical practice {extremely important 40% and very important 47%), and faculty and faculty development (extremely important 38% and very important 50%). While the site-visit and the report were valued, the self-study phase received the highest ratings in promoting program quality (great value 41% and much value 41%). The accreditation process appears to be the most important factor in understanding the relationship between accreditation and program quality. The process provides the catalyst for transforming accreditation standards into quality elements within programs. While accreditation influences program quality, educational institutions mainly seek accreditation to facilitate licensure and portability of graduates. If the link between licensure and accreditation decreases, the support of the educational institutions may wane.

The competition for scare resources in higher education has increased the pressure on administrators and educators to evaluate educational programs, and to demonstrate quality outcomes. Accreditation has been suggested as a useful tool for looking at accountability, but little research has been conducted to explore this issue, particularly in program accreditation. Little evidence exists to support the assumption that program accreditation adds value to the educational environment. This study explored the perceptions of program directors and administrators regarding the impact of accreditation on the quality of Canadian dental hygiene diploma programs. A 63% response rate was received from the 54 individuals surveyed, representing an 85% institutional response rate from the 27 accredited programs. Of these respondents, 21 individuals also participated in a semi-structured interview. Descriptive and inferential statistics including t-tests and ANOVAs were calculated for the usefulness of accreditation, the importance of accreditation requirements, and the value of accreditation phases. Accreditation as a stimulus for improvement was rated as extremely useful by 41% and very useful by 41%. As a tool for self-evaluation it was rated as extremely useful by 24% and very useful by 56%. While all the standards were rated as important, the following received the highest ratings: Clinical Outcomes Review Evaluation {extremely important 38%, and very important 35%), curriculum {extremely important 44% and very important 44%), preparation for clinical practice {extremely important 40% and very important 47%), and faculty and faculty development (extremely important 38% and very important 50%). While the site-visit and the report were valued, the self-study phase received the highest ratings in promoting program quality (great value 41% and much value 41%). The accreditation process appears to be the most important factor in understanding the relationship between accreditation and program quality. The process provides the catalyst for transforming accreditation standards into quality elements within programs. While accreditation influences program quality, educational institutions mainly seek accreditation to facilitate licensure and portability of graduates. If the link between licensure and accreditation decreases, the support of the educational institutions may wane. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

This causal-comparative and correlational study examined cross-cultural adaptability of randomly selected licensed dental hygienists, 1995-2005 graduates, practicing in the state of Texas and first and second-year dental hygiene students attending 5 randomly selected accredited 2 and 4-year dental hygiene schools in the state of Texas. A sample of 289 individuals: 194 enrolled students and 95 licensed dental hygienists, alumni of the 5 schools, completed the 50-item Cross-Cultural Adaptability Inventory (CCAI ®) and a brief demographic survey. The purpose of this study was to determine if statistically significant differences existed among and between licensed dental hygienists and first and second-year dental hygiene students in the state of Texas on a cross-cultural adaptability measure. The study also examined relationships among and between cross-cultural adaptability scores, as measured by the CCAI, and several independent variables. The data were analyzed by using the Statistical Package of Social Sciences (SPSS 12). Eight hypotheses related to group differences and relationships among and between groups and variables were tested. The groups were compared on total CCAI scores using a t-test, and on subscale CCAI scores simultaneously using a descriptive discriminant analysis (DDA). A 3X2 MANOVA was used to compare all groups simultaneously on subscale CCAI scores. The sample was also analyzed for statistically significant differences among 3 levels of ethnicity and total CCAI scores using a one-way analysis of variance (ANOVA). Lastly, various Pearson correlation analyses were conducted to determine relationships among and between the 3 independent variables mentioned above and total and subscale CCAI scores. The results revealed no statistically significant differences among the various groups and CCAI scores. A statistically significant relationship (r = .148) was found between age and 1 of the 4 CCAI subscale scores, flexibility/openness. No other statistically significant relationships were found. The study concluded that number of years for degree, level of practice, ethnicity, and years employed may not play a significant role in enhancing cross-cultural adaptability. Further research needs to be conducted to determine differences and relationships between and among various dental hygiene groups and their cross-cultural adaptability performance.

The use of smokeless tobacco products is increasing among teenagers and young adults in the United States. Community health professionals play a vital role in educating the public about these products, and in this regard the dental hygienist is of critical importance. This study evaluated the knowledge and attitudes towards smokeless tobacco among a representative sample of dental hygiene students in the United States. The dental hygiene schools were divided into six geographical regions and a total of 34 schools and 722 students participated. Seniors were found to score significantly higher than non-seniors both in knowledge and attitude. Furthermore, some significant differences in attitude were discovered between regions. In general, students scored poorly on both knowledge and attitude despite reporting having received classroom instruction on smokeless tobacco.