Thesis (D. Min.)--Catholic Theological Union at Chicago, 2007. / Abstract and vita. Includes bibliographical references (leaves 282-293).

Thesis (M.Soc.Sc.)--University of Hong Kong, 1984. / Also available in print.

Thesis (Ph. D.)--University of Oregon, 2005. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 252-262). Also available for download via the World Wide Web; free to University of Oregon users.

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2010. / Directed by Glenn Hudak; submitted to the Dept. of Educational Leadership and Cultural Foundations. Title from PDF t.p. (viewed Jul. 7, 2010). Includes bibliographical references (p. 167-173).

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (sites viewed on August 11, 2006). PDF text of dissertation: 195 p. : ill. ; 1.44Mb. UMI publication number: AAT 3208079. Includes bibliographical references. Also available in microfilm, microfiche and paper format.

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 161-186).

Thesis (Ph.D.)--York University, 2004. Graduate Programme in Language, Culture and Teaching. / Typescript. Includes bibliographical references (leaves 231-249). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNR11568

Thesis (M.A.)--Catholic Theological Union at Chicago, 2005. / Vita. Includes bibliographical references (leaves 141-147)

Habilitation - Universität, Bonn, 2007. / Includes bibliographical references and register.

Racial health disparities and social injustices in health care continue in the United States (US) despite decades of research, policies, and programs dedicated to their elimination (Feagin & Bennefield, 2014). Cultural competency education of health care providers has been one way purported to help sensitize professionals to these inequities, thus seeking to address racial bias, unequal treatment, and misunderstandings of minority populations (Office of Minority Health, 2001). Such education can begin when students enter academia to commence their health care education, and certainly occurs as a student moves on through their academic career, particularly as they enter their post-graduate level studies. Investigating the required cultural competency course of a Master of Public Health (MPH) program through the perspectives of faculty, current students, and alumni for its ability to develop culturally sensitive health care practitioners was the aim of this case study. Document analysis and direct observation of the one cultural competency course required for all concentrations in one MPH program was undertaken. This was a semester-long course and was offered face-to-face and online; both were observed. In-depth interviews of faculty, current students, and alumni of the same program were also conducted. Using the public health critical race (PHCR) praxis theoretical framework (Ford & Airhihenbuwa, 2010b), data was analyzed to determine how, and to what extent, faculty teach cultural competency, students internalize this instruction, and alumni put this education into practice. By using a critical theoretical framework designed for public health program development, this study found that such a framework has effective utility as a curriculum – this framework could be used to increase students understanding of racial issues that impact health and health care. Data also revealed a schematic believed, by faculty, students, and alumni, to be important for the development of cultural competence. The findings also point to the importance of creating space in the classroom for both minority and majority voices to feel free to express difficult issues without repercussions of stereo-typing and name-calling; and for faculty to be able to effectively deal with such discourse. Curriculum that addresses issues of health disparities and social justice, classroom praxis, and faculty role-modeling can be combined to create the institutional environment where culturally sensitive and socially just health care practitioners may emerge.