The problem addressed in this project is the high attrition rate among English as Second Language (ESL) students in a local community college associate degree nursing program. If the retention problem is addressed, the increase in the number of ESL nursing student graduates could result in a more diverse nursing workforce, reflecting the diversity of the community. The purpose of this study was to examine student and faculty views regarding factors that contribute to the academic success and retention of ESL students. To that end, a qualitative case study approach was used, guided by the theoretical frameworks of Cummins's contextual interaction theory and Freire's and Mezirow's transformational learning theory. By using purposeful sampling, 8 ESL students and 5 faculty members were interviewed in both structured and unstructured interviews. The data were decoded using Nvivo computer software to establish themes and categories for analysis. The themes pointed to faculty lacking: (a) cultural awareness and sensitivity, (b) knowledge of the academic needs of ESL students, (c) knowledge of teaching strategies to accommodate the learning of ESL students, and (d) skills to prepare ESL students for what to expect. The findings led to creating a professional development workshop for faculty and led to recommending that the director and dean of the nursing program make it mandatory for faculty to continue their education on skills to improve academic success of ESL students. The findings suggest administrators should make cultural awareness competency compulsory. These efforts and faculty training may result in broader positive social change for ESL students and faculty, administrators, and the community, improving the number of graduating nurses to serve a diverse patient population.

Thesis (MCurr)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The objective of this study was to explore the perceived need among nurses from different cultures in a private hospital in Saudi Arabia for a program to teach cultural sensitivity. The hypotheses for this study were:  Diverse bio- and demographical/cultural/educational backgrounds of nursing staff have an input on their cultural knowledge and sensitivity of care given in the hospital  The amount of occurrence reports generated due to cultural differences and clashes indicate the need for a program to teach cultural sensitivity. A descriptive quantitative study was done, using a self administrative questionnaire on a randomly selected sample 15.8% (n=200) of the population (N=1272) of registered nurses. The data was collected by structured questionnaires with sections requiring the following:  Biographical information (age, gender, nationality)  Amount of experience in nursing of patients with diverse cultures  Nursing education received about caring for patients of diverse cultures  Cultures of colleagues and patients in the hospital  Whether incidents occur because of cultural differences  Amounts of incident reports generated by each respondent per month The study is descriptive and made use of non-parametric Kruskal-Wallis, Mann- Whitney U and Chi-square computations to determine relationships between the answers of the different respondents to be able to come to a conclusion about the research question. The study reflects a youthful component of nurses from very diverse cultures working in the hospital, with a large variety of patients of equally diverse cultures. Only 1:5 of the nurses felt that they have enough knowledge about each others’ and their patients’ cultures. Recommendations for the implementation of a program for cultural sensitivity are the end result of this study. The ultimate goal for such a program is culturally sensitive nursing where the patients would experience that their culture has been considered in the planning and implementation of their nursing care. / AFRIKAANSE OPSOMMING: Die doelwit van hierdie navorsing was om te bepaal of geregistreerde verpleegkundiges van verskillende kulture by ’n privaat hospitaal in Saudi Arabië die behoefte ervaar en herken vir die aanleer van kulturele sensitiwiteit. Die hipoteses van die navorsing was soos volg:  Diverse bio- en demografiese/kulturele/opvoedkundige agtergrond van verpleeglui sal hul kulturele kennis en dus kultuur sensitiewe verpleging in die hospitaal beinvloed.  Die aantal insidente wat voorkom oor kultuurverskille en botsings is ‘n aanduiding vir die nodigheid van ‘n program om kulturele sensitiwiteit aan te leer. ’n Beskrywende navorsingsontwerp met ‘n kwantitatiewe benadering is in die studie gevolg. ’n Vraelys wat deur die respondente self voltooi moes word, is ingevul deur die ewekansige verkose steekproef van 15.8% (n=200) van die bevolking van geregistreerde verpleegkundiges (N=1272).Die gestruktureerde vraelys het afdelings bevat wat die volgende inligting verlang het:  biografiese inligting (ouderdom, geslag, nasionaliteit),  hoeveelheid ondervinding van verpleging van ander kulture,  verpleegonderrig ontvang in die hantering van pasiёnte met diverse kulture,  kulture van kollegas en pasiёnte in die hospitaal,  of daar insidente voorkom weens kultuur verskille,  hoeveelheid insidentverslae wat elke deelnemer moet invul per maand. Die studie is beskrywend van aard en daar is gebruik gemaak van nie-parametriese Kruskal-Wallis, Mann-Whitney U en Chi-kwadraat berekeninge om verhoudinge tussen die antwoorde van die verskillende respondente te bepaal en om tot ‘n gevolgtrekking te kom oor die navorsingsvraag. Die resultate van die navorsing toon dat daar ’n jonger komponent van geregistreerde verpleegkundiges van baie diverse kulture in die hospitaal werk met ‘n groot verskeidenheid van pasiente van ewe diverse kulture. Slegs 1:5 van die verpleegkundiges in die steekproef het gevoel dat hulle oor die nodige kennis beskik m.b.t. mekaar en hul pasiёnte se kulture. Aanbevelings vir die implementering van ’n program vir kulturele sensitiwiteit is die eindresultaat van hierdie navorsing. Die uiteindelike doel van so ‘n program is kultureel sensitiewe. verpleegsorg waar pasiёnte ervaar dat hul kultuur aangespreek word in die beplanning en implementering van sulke sorg

As the U.S. population diversifies, so do its higher education institutions. Leadership at these institutions should be prepared for this diversification of students, faculty, and staff. The purpose of this study was to gain greater knowledge about the leadership styles and cultural sensitivity of department chairs. Survey research was used to determine if department chairs’ leadership styles correlated with their cultural sensitivity. The target population was department chairs from public universities in the state of Texas. The survey was distributed to 406 randomly selected department chairs. The participants completed three measures: Leadership Behavior Description Questionnaire (LDBQ) for leadership style, the Intercultural Sensitivity Scale (ISS) for cultural sensitivity, and a demographic questionnaire (gender, age range, race/ethnicity, and years of service as department chair). The sample included 165 usable surveys (40% return rate). The department chairs were primarily male (72%), White (78%), and over 50 (71%) years of age. First, a statistically significant negative correlation (r = -.431, p < .0001) occurred between LBDQ overall scores and overall ISS scores: As chairs scored higher on leadership ability, they scored lower on intercultural sensitivity. Second, leadership style by demographic variable displayed mixed results. No significant difference was found for leadership style by age, gender, years of service, or region of service. For ethnicity, White participants scored significantly lower than Minority participants on the LBDQ scales of consideration (t [162] = -2.021, p = .045), structure (t [162] = -2.705, p = .008), and overall (t [162] = -2.864, p = .005). Minority participants might work more diligently to increase their leadership abilities based on their higher LDBQ scores. Third, findings on intercultural sensitivity by demographic variable were mixed. No statistical significance was observed between any of the ISS scales and age, gender, years of service, and region. For ethnicity, Minority participants’ scores showed significantly lower intercultural sensitivity than White participants scores on two of six ISS subscales: interaction enjoyment (t = -2.46, p = .015) and respect (t = 2.107, p = .037). It was concluded that the Minority and White department chairs’ leadership style and intercultural sensitivity differences could be due in part to differences in the chairs’ ethnic affiliations, associated cultural backgrounds, and views of dominant versus non-dominant cultures. Recommendations for study are included.

The research on the topic of leadership has long been the area of interest for scholars for many decades. Despite the extensive amount of literature available there is still a gap when it comes to research about the role of student organization in the leadership development of an individual. This thesis project, therefore, is designed in order to gain deeper understanding of the potential effect of a student organization on the leadership development of a student who took leadership position within student organization.  This ambition was accomplished through qualitative research with semi-structured interviews conducted in a case study of Erasmus Student Network. The results of the research have revealed certain link between the leadership development and person’s participation in the activities of student organization. Additionally, cultural aspect has been identified as the important factor of the organization. As the result of our findings, we may conclude that there is a positive correlation between student organizations providing a good opportunity for students to test their leadership abilities in a safe environment, while it was not possible to identify the extent of that impact on the leadership development of an individual.  We believe that our research may add value to the theoretical knowledge on the leadership topic in the context of student life while giving an opportunity for the reader to use the findings of this study as a practical information and guidelines for potential of student organization to have an impact on the future of an individual.

The purpose of this mixed methods study was to learn how cultural sensitivity was integrated and perceived in community nutrition education of an existing program offered by the University of Kentucky Cooperative Extension Service Nutrition Education Program. Data collection consisted of a quantitative cultural competence assessment survey tool used with nutrition education paraprofessionals (n=74), qualitative in-depth interviews of nutrition education paraprofessionals (n=8) and focus groups of Hispanic/Latino nutrition education program participants (n=39). Findings were focused in three areas; the cultural sensitivity needs of the program, the perception of nutrition education by participants and the training and professional development needs of nutrition education paraprofessionals. Among the cultural sensitivity needs of the program identified were curriculum resource needs, community referral needs, the importance of community partnerships and the importance of incorporation of children in nutrition education were identified. Among the training and professional development needs of nutrition education paraprofessionals, a need for Hispanic cultural education, language services education and chronic disease education were reported. The value of cross-cultural exchange and the need for chronic disease education in relation to dietary habits were identified by the participant focus group findings.

Obesity and eating disorders are pervasive concerns among young adult women, and profoundly impact physical and psychological functioning. Weight-related disorders are typically chronic conditions; their treatment is often complex and frequently ineffective. Moreover, Black and Latina women have disproportionately high rates of obesity, and experience rates of eating disorders comparable to those of their White peers; yet, they are less likely to be referred to appropriate treatment. Given the intractability of weight-related concerns and their detrimental consequences, attempts to prevent unhealthy eating attitudes and behaviors are essential. To date, few prevention programs have significantly reduced both obesity risk and eating disorder symptoms. The purpose of the current study was to develop and pilot an intervention designed to prevent obesity and eating disorders among young adult women (age 18-25). In the first phase of the study, focus groups were conducted with 30 young adult women to explore disparate racial and ethnic appearance ideals and assess cultural acceptability of the proposed intervention. Additionally, an innovative manualized intervention informed by the qualitative data and grounded in social psychological principles and dialectical behavior therapy was developed. In the second phase of the study, 29 young adult women were recruited to participate in the intervention. Participants completed a battery of questionnaires at pretest (baseline), posttest (8-weeks), and 4-week follow-up. Findings reveal vast differences in beauty standards among disparate racial/ethnic women and demonstrate the need to enhance the cultural sensitivity of current intervention approaches. Results suggest the feasibility and acceptability of a culturally sensitive prevention program intended to reduce the risk of both unhealthy weight gain and eating pathology.

Diverse populations of students in public schools have led to differences in how the phrase parental involvement is understood. The problem at one local elementary preparatory school in urban Southern California was this varied understanding on what parental involvement entailed, specifically in school activities. The purpose of this study was to examine the perceptions of parents, teachers, and administrators regarding parental involvement and the influence of parental involvement on student academic progress. Bandura's theory of self-efficacy and Lee and Bowen's theory of social and cultural capital provided lenses into parental involvement and students' academic progress. A qualitative case study design was used with a purposeful sample of 5 parents, 8 teachers, and 3 administrators of 4th and 5th grade students at this preparatory elementary school. Individual interviews were transcribed and then subjected to constant comparative analysis until theoretical saturation occurred. Interpretations were then member-checked to ensure their credibility. Findings indicated all participants believed parental involvement was essential for students' academic progress, but differed in their views of the term itself. Parents believed involvement was ensuring homework completion, teachers believed parental involvement should be parent's engagement in every aspect of their child's life, and administrators believed parents were involved when they participated in school-wide committees. This project study is significant because the findings can be used by the local site leadership team to create workshops for parents, teachers, and administrators to help develop a common understanding of parental involvement and the influence parental involvement can have on student academic progress.

This study examined what items driver education instructors felt should be included in a cultural awareness survey to assess instructors' preparedness to teach a culturally diverse student clientele. In addition, the study examined the ways driver education instructors felt a cultural awareness survey should be administered. The instrument used in the study was the Driver Education Cultural Awareness (DECA) Survey that consisted of 14 items. There were eighty-one (N = 81) participants in the study with forty-six (N = 46) from the Texas' Education Service Center, Region 4 area (Houston area) and thirty-five (N = 35) from the Texas' Education Service Center, Region 10 area (Dallas area). The findings of this study were: (1) Instructors believed that a survey instrument should include information about "preparedness to teach a culturally diverse student clientele," "men and women presented in equitable roles," and "images of teenager drivers;" and (2) Instructors did not agree on how a survey instrument should be administered.

Osteoarthritis (OA), the most common form of arthritis in older adults, often results in pain, disability and poor psychological well-being. Compared to White adults, Black adults consistently report more pain, more activity limitations, and have different perceptions about OA. Racial disparities also exist in treatments, and prevalence of arthritis. It is imperative to have effective interventions and treatment options for older Blacks. Yet, few arthritis interventions have included Black participants in their samples, and nearly all of those have failed to report separate analyses indicating the effectiveness for Black adults, thus leaving a gap in the literature. The purpose of this study is to begin to identify factors needed to design arthritis interventions that will reduce barriers and increase appeal to Blacks. The present dissertation consists of one study with two related parts. The first part consists of a needs assessment that examined intervention preferences, barriers to healthcare, knowledge about interventions and care, utilization, and health beliefs among Black and White adults with self-reported physician-diagnosed OA. The second part evaluated materials used in an existing arthritis intervention for acceptability. The study was based on the Arthritis Self Management Program (ASMP). Frequencies were examined to determine needs related to arthritis healthcare of Blacks and Whites recruited from the community. Independent samples t-tests and Pearson’s Chi-square analyses were examined to determine group differences between Blacks and Whites. Blacks were more likely to report cost, lack of trust, fear of being the only person of their race, lack of recommendation from their doctor, and lack of recommendation of a family or friends as barriers to participating in arthritis interventions. In addition, Blacks were more likely to prefer the intervention content, structure and delivery, and arthritis resources presented in the needs assessment in comparison to Whites. As for the evaluation of the intervention materials, Blacks and Whites were similar on most sections. Based on our findings we suggest that practical adaptations (e.g., cost) be made to existing arthritis interventions to increase cultural sensitivity. Such adaptations have the potential to minimize barriers and offer a program that would be appealing to Blacks with OA.

Cultural and creative industries are a growing and profitable sector in the UK. The industry blends historical culture with modern creative design to promote one's culture and to make profits. A cultural feature is the main characteristic of a cultural product; however most of the current cultural products are printed or decorated in a way that lacks any emotional or meaningful cultural link with consumers. Emotional engagement is the key factor when people make their decisions. Therefore, a design toolkit was created to assist designers to enhance an emotional connection between consumers and products. the research approaches involved a literature review to classify categories of cultural features, a questionnaire to measure emotional responses to Chinese cultural products, expert interviews to develop the toolkit, and workshops to validate the toolkit. This research is the first study to highlight emotional aspect of cultural products in order to enrich user experience. The contributions of the research are investigating human emotions of cultural products and developing a novel toolkit to support designers when creating cultural products.