Core Course 4B: Cultural Competency: Impacts on Innovations and Model Development
University of Massachusetts Boston
School for Global Inclusion and Social Development
(Class Meeting Time and Location)
Fall 2013
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COURSE DESCRIPTION
“Cultural competence is a set of congruent behaviors, attitudes and policies that come together in
a system, agency or among professionals; enabling that system, agency or those professionals to
work effectively in cross-cultural situations” (Cross et al., 1989). This course introduces students
to the concepts of culture and cultural competency and examines the impact of cultural
differences – due to age, gender, class, race, ethnicity, disability, religion, occupation, sexual
orientation and other factors – on access to programs, services and resources. The course teaches
students models for cultural competency as well as strategies for cross-cultural communication,
conflict resolution and organizational capacity building – essential knowledge and skills for
future leaders in global inclusion and social development. Through a combination of lectures,
guest speakers, assigned readings, and group discussions, students learn about cultural
competency and its application to policy, practice, research and professional training with a
particular focus on healthcare, disability and rehabilitation, as well as the global context.
Master’s and doctoral students in global inclusion and social development can choose to take this
course or the Ethics and Professionalism in Global Inclusion and Social Development course.
COURSE OBJECTIVES
Upon completion of this course students will be able to:
● Assess one’s own leadership style and cultural competency including strengths and
weaknesses and develop an action plan for personal development;
● Understand the concepts of culture, cultural differences and cultural groups, as well as
cultural awareness and cultural competency;
● Explain the impact of globalization on culture or cross-cultural aspects of globalization and
implications for leaders in global inclusion and social development;
● Describe various theoretical framework and models for cultural competency, including their
strengths and weaknesses, and application to policy, programs, and services;
● Demonstrate familiarity with strategies for cross-cultural communication, conflict resolution
and organizational capacity building including issues and challenges in their application;
● Critically assess policy, programs, and services – particularly related to health care, disability
and rehabilitation – from a cultural competency perspective and the impact at the individual,
program, and organizational levels;
● Understand the role of research in evaluating culturally competent interventions (policy,
programs, and services) and the challenges in measuring effectiveness and impact; and
1
●
Demonstrate competence in applying knowledge and skills gained throughout the course in a
white paper.
STUDENT PERFORMANCE EVALUATION
Activity / Assignment
Deadline
Active and prepared class
participation
Personal reflections journal
Each class
20%
Collected during Sessions 4, 8,
and 12. Final presentation of
experiences and personal growth
during Session 14.
10%
Group case study analysis and
presentation
Group case study write up
Due in class during Session 5
10%
Due in class during Session 6
10%
White paper
Due via email by the end of finals
week
Due in class during Session 13
30%
Individual presentation
Percent of Final
Grade
20%
DIRECTIONS FOR ASSIGNMENTS
Active and Prepared Participation
Participation is a must during this course. The knowledge you gain from the sessions and
assignments is dependent on your willingness to be actively involved in the sharing of your
ideas, reactions, self-exploration and personal learning. Students are expected to come to class
prepared each week ready to participate.
Personal Reflections Journal
Each student is to keep a journal during the semester. Personal reflections, feelings, and reactions
to class readings, activities, and issues addressed in class are to be recorded at least weekly. A
required component of the journal is to provide your thoughts and reactions to the experiential
aspects of the course, including self-assessments, class discussions, and guest speakers. The
journals will be collected three times during the semester. During the last class (Session 14)
every student will give a 5-minute (informal) final ‘presentation’ on their experiences and
personal growth during the course.
Group Case Study Analysis, Presentation and Write Up
Throughout the first part of the semester, students will work together in small groups (3 – 4
people) more closely investigate the role of cultural competency in regards to a specific cultural
group. Specifically, groups will identify a local organization that serves a particular cultural
group (Examples of organizations: Haitian-American Public Health Initiative [HAPHI], The
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Greater Boston Food Bank, Latino STEM Alliance, Cross Cultural Collaborative Inc.). Groups
will be asked to collect background information about the organization and conduct 3 – 5 key
informant interviews with staff / stakeholders of their chosen organization. At the beginning of
Session 3, groups will provide a brief update (5 minutes per group) on their progress with
developing the case study and applying key concepts learned in this course. Groups will give a
final presentation on their organizational case study (20 minutes per group) during Session 5.
Each group will provide a written case study to accompany their case study presentation.
White Paper
Each student will develop a white paper that is targeted to a selected group or audience and
introduces an issue with a proposed course of action. Students will select a particular cultural
issue to focus on for this paper, and will propose a strategy to addressing this issue. Topics will
need to be reviewed and approved by the instructor no later than Session 7. Students are
expected to review relevant literature (both literature provided in the course as well as additional
literature and materials collected for this assignment) and incorporate evidence for the
seriousness of the issue as well as their reason for proposing the selected course of action (e.g.,
why it is believed to be the most effective). This paper will be due at the end of finals week, and
students will be provided with feedback of their verbal presentation of this work before
submitting their final draft.
For master’s level students: papers will be 10 pages in length, with 10 – 15 references.
For doctoral students: papers will be 20 pages in length with 20 – 25 references.
Individual Presentation
During the Session 13 each student will give a verbal presentation of his/her white paper to the
class. Use of PowerPoint or other media is optional. Critical aspects of this presentation are
conveying the intended audience and rationale, the cultural group and issue, and proposed course
of action. Students should incorporate supporting evidence from the literature in the presentation.
Presentations should be no more than 15 minutes (per student) in length. Students will receive
feedback on this presentation that they may use to finalize their written draft of the white paper
to be submitted during finals week.
COURSE OUTLINE
Session /
Date
Session 1:
Course
introduction
and overview
and key
concepts
Topic / Activity
Readings
Session Goals: Introduce students to
the course objectives, review syllabus
and course assignments including
group case study project, and discuss
overall concepts central to the course.
Activity: Group discussion: What
does cultural competency mean to
you – personally and professionally?
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●
National Center for Cultural
Competence [NCCC] (n.d.).
Definitions of cultural competence.
(website)
● US Department of Health and
Human Services, Office of
Minority Health (n.d.). What is
cultural competency? (website)
● Cross et al. (1989). Towards a
culturally competent system of
care, Volume 1.
●
Leavitt (Ed.) (2010). Cultural
competence: A lifelong journey to
cultural proficiency. Ch. 1:
Introduction to cultural
competence.
● Norman-Major & Gooden (Ed.)
(2012). Cultural competency for
public administrators. Ch. 1:
Cultural competency and public
administration.
● Yin (1994). Case study research:
Design and methodology.
Session 2:
Introduction
to culture,
cultural
differences
and cultural
groups
Session Goals: Introduce students to
the concept of culture and variations
in definitions and meanings of
culture. Focus on different cultural
groups based on age, gender, class,
race, ethnicity, disability, religion,
occupation, sexual orientation,
identity and other dimensions.
Activity: Take the NCCC online
module on cultural awareness and
come prepared to class to discuss the
importance of cultural awareness for
leadership in global inclusion and
social development.
Session 3:
Culture and
personal
identity
Session Goals: Introduce students to
the concept of social identity
formation / development and the role
and impact of culture, bi- and
multiculturalism, and cultural
clustering in communities and
organizations and implications for
policymakers and practitioners.
Activity: Take the NCCC online
4
●
NCCC (n.d.). Curriculum
enhancement module series.
Module on cultural awareness.
Focus particularly on sections 3.
What is culture, 4. How do human
being acquire culture, and 5. What
culture is not.
● Magala (2005). Cross-cultural
competence. Ch. 1: The ends,
means and meanings of culture:
the language connection
● Leavitt (Ed.) (2010). Cultural
competence: A lifelong journey to
cultural proficiency. Ch. 2:
Understanding the nature of
culture, Ch. 5: Disability across
cultures, Ch. 6: Racial and ethnic
disparities in health status, health
care and physical therapy, and Ch.
7: Poverty and health: Social status
differences in leading health
indicators.
●
NCCC (n.d.). Curriculum
enhancement module series.
Module on cultural awareness.
Focus particularly on sections 7.
Culture and personal identity and
8. Cultural identity and cultural
clustering.
● Josselson & Harway (Ed.) (2012).
Navigating multiple identities.
Race, gender, culture, nationality
module on cultural self-assessment
and come prepared to discuss the
experience of assessing your own
cultural competency with the class.
Group case study -- progress
updates
Session 4:
Cultural
competency
models
Session Goals: Review the concept
of cultural competency from Session
1; introduce students to different
models of cultural competence and
their application in policy, practice,
research and professional training.
and other roles. Ch. 1: The
challenges of multiple identities.
● NCCC (n.d.). Curriculum
enhancement module series.
Module on cultural selfassessment.
● Norman-Major & Gooden (Ed.)
(2012). Cultural competency for
public administrators. Ch. 2: A
new kind of public service
professional: Possessing cultural
competency.
●
●
●
Activity: Group discussion of the
cultural competency models, their
strengths and weaknesses, application ●
to different settings, and implications
for practitioners in global inclusion
and social development.
NCCC (n.d.). Conceptual
frameworks/models, guiding
values and principles. (website)
Purnell (2000). A description of
the Purnell model for cultural
competence.
Schyve, (2006). In search of
actionable models of culturally
competent care.
Betancourt et al. (2003). Defining
cultural competence: A practical
framework for addressing racial /
ethnic disparities in health and
health care.
Johnson et al. (2006). Crosscultural competence in
international business: toward a
definition and a model.
Personal reflections journal
collected
●
Session 5:
Group case
study
presentations
on particular
cultural
groups
Activity: Groups will give short
presentations (10 minutes per group)
about their chosen cultural groups.
●
Power point slides of all group
presentations will be circulated
before the presentations, all
students are asked to review those
presentations and prepare
questions for the groups/group
discussion.
Session 6:
Cross-cultural
communication:
strategies and
Session Goals: Introduce students to
various strategies in cross-cultural
communication, considering varying
perspectives based on values, beliefs,
and traditions across global contexts.
●
Gudykunst (Ed.) (2003). Crosscultural and intercultural
communication. Section on Crosscultural communication:
Introduction.
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their
application
Activity: Discussion of issues and
challenges in communicating crossculturally including stereotyping,
language, ethnocentrism, etc., and
implications for practitioners in
global inclusion and social
development.
Group case study write up due
●
Leavitt (Ed.) (2010). Cultural
competence: A lifelong journey to
cultural proficiency. Ch. 9: Crosscultural communication.
● Moodian (Ed.) (2009).
Contemporary leadership and
intercultural competence:
Exploring the cross-cultural
dynamics within organizations.
Ch. 11: The stress dynamic and its
intersection with intercultural
communication competence.
● US Department of Health and
Human Services, Health Resources
and Services Administration (n.d.).
Culture, language and health
literacy. (website)
Session 7:
Cross-cultural
conflict
resolution:
strategies and
their
application
Session Goals: Review key concepts ● Magala (2005). Cross-cultural
and cross-cultural communication
competence. Ch. 1: The ends,
strategies from Session 6, introduce
means and meanings of culture:
students to various strategies in crossthe language connection, and Ch.
cultural conflict resolution and
4: Creative communication: the
related approaches and strategies.
multimedia connection.
● Gudykunst (Ed.) (2003). CrossActivity: Discussion of issues and
cultural and intercultural
challenges in managing conflict
communication. Ch. 7: Crossacross cultures through
cultural face concerns and conflict
communication, and implications for
styles: Current status and future
practitioners in global inclusion and
directions.
social development.
● Ramsbotham (2011).
Contemporary conflict resolution.
White paper topics due
Ch. 15: Culture, religion and
conflict resolution.
Session 8:
Culture,
globalization
and leadership
Session Goals: Review the concept
● Magala (2005). Cross-cultural
of globalization from Session 1, then
competence. Ch. 2: Clashing
introduce students to the various
civilizations: The global
cross-cultural aspects of globalization
connection, Ch. 3: Networking
and their impact on individuals,
organizations: The management
groups and communities in the US
connection, and Conclusion:
and abroad. Discuss the implications
Managing cross-cultural
for leadership (individual and
competence.
organizational) in global inclusion
● Moodian (Ed.) (2009).
and social development.
Contemporary leadership and
intercultural competence:
6
Activity: Guest speaker – TBD;
discussion of challenges of working
in a cross-cultural/diverse
environment and implications for
cross-cultural leadership.

Personal reflections journal
collected
Session 9:
Cultural
competency
in health care
Session Goals: Discuss the
application of cultural competency in
the context of health and wellness;
introduce students to the concept of
‘cultural brokering’ in health care
settings and related best practices.
Activity: Guest speaker – Dr. Judith
Palfrey of the ICI / UMB &
Children’s Hospital Boston;
discussion of challenges of
implementing a cultural brokering
model in health care settings in the
US (NCCC, 2004, Appendix A) and
implications for application abroad.
●
●
●
●
●
Session 10:
Cultural
competency
in disability
and
rehabilitation
Session Goals: Discuss the
application of cultural competency in
the context of disability and
rehabilitation; introduce students to
the concept of ‘cultural brokering’ in
disability and rehabilitation settings
and related best practices.
Activity: Guest speaker – Ms. Paula
Sotnik of the ICI / UMB; discussion
of challenges of implementing a
7
●
Exploring the cross-cultural
dynamics within organizations.
Ch. 12: Beyond borders: Leading
in today’s multicultural world.
Norman-Major & Gooden (Ed.)
(2012). Cultural competency for
public administrators. Ch. 2: A
new kind of public service
professional: Possessing cultural
competency awareness, knowledge
and skills.
US Department of Health and
Human Services, Office of
Minority Health (n.d.). What is
cultural competency? (website)
NCCC (n.d.). Engaging
communities to realize the vision:
One hundred percent access and
zero health disparities: A culturally
competent approach.
NCCC (2004). Bridging the
cultural divide in health care
settings: The essential role of
cultural broker programs.
Norman-Major & Gooden (Ed.)
(2012). Cultural competency for
public administrators. Ch. 11:
Cultural competence in health
care.
Goode, Dunne, & Bronheim
(2006). The evidence base for
cultural and linguistic competency
in health care.
Sotnik & Jezewski (2005). Culture
and disability.
● Leavitt (Ed.) (2010). Cultural
competence: A lifelong journey to
cultural proficiency. Ch. 5:
Disability across cultures.
● Jezewski & Sotnik (2005).
Disability service providers as
culture brokers.
● Norman-Major & Gooden (Ed.)
(2012). Cultural competency for
Session 11:
Cultural
competency
and capacity
building
cultural brokering model in disability
and rehabilitation settings in the US
and implications for application
abroad.
public administrators. Ch. 10:
Partnership for people with
disabilities.
● Hasnain et al. (2011). Do cultural
competency interventions work? A
systematic review on improving
rehabilitation outcomes for
ethnically and linguistically
diverse individuals with
disabilities.
Session Goals: Focus on approaches
and strategies to increase capacity of
governmental agencies (such as state
Vocational Rehabilitation agencies)
and community-based organizations
(such as Independent Living Centers)
to develop culturally competent
programs and services.
●
Activity: We will watch and discuss
the NCDDR webcast on “Capacity
building and cultural competence
when working with minority
populations” including implications
for practitioners in global inclusion
and social development.
Session 12:
Cultural
competent
interventions:
effectiveness
evidence and
issues of
measurement
Session Goals: Review existing
research evidence on the
effectiveness of culturally competent
interventions (policy, programs, and
services) and discuss methods for
evaluating such interventions
including challenges of measuring
effectiveness and impact.
National Center for Dissemination
of Disability Research (n.d.)
webcast.
● Hasnain et al. (2011). Do cultural
competency interventions work? A
systematic review on improving
rehabilitation outcomes for
ethnically and linguistically
diverse individuals with
disabilities.
● Omowale Satterwhite et al. (2007).
Cultural competency in capacity
building.
● Mayeno (2007). Multicultural
organizational development. A
resource for health equity.
●
Hasnain et al. (2011). Do cultural
competency interventions work? A
systematic review on improving
rehabilitation outcomes for
ethnically and linguistically
diverse individuals with
disabilities.
● Price et al. (2005). A systematic
review of the methodological rigor
Activity: Guest speaker – Dr.
of studies evaluating cultural
Rooshey Hasnain of the University of
competence training of health
Illinois at Chicago; discussion of
professionals.
challenges in evaluating culturally
● Kumas-Tan et al. (2007). Measures
competent interventions and
of cultural competence: Examining
implications for practitioners in
hidden assumptions.
global inclusion and social
development.
Personal reflections journal
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collected
Sessions 13
and 14:
Individual
presentations;
personal
reflections on
journaling
Activity: Students present on their
White papers in Session 13 and on
their personal reflection journals in
Session 14.
ACCOMODATIONS
UMass Boston is committed to providing reasonable academic accommodations for all students
with disabilities. This syllabus is available in alternate format upon request. If you have a
disability and feel you will need accommodations in this course, please contact the Ross Center
for Disability Services, Campus Center, Upper Level, Room 211 at 617-287-7430. After
registration with the Ross Center, you should present and discuss the accommodations with the
instructor. Although a student can request accommodations at any time, it is recommended that
students inform the instructor of their need for accommodations by the end of the Drop / Add
period to ensure that accommodations are available for the entirety of the course.
CODE OF CONDUCT AND ACADEMIC INTEGRITY
It is the expressed policy of UMass Boston that every aspect of academic life − not only formal
coursework situations, but all relationships and interactions connected to the educational process
− shall be conducted in an absolutely and uncompromisingly honest manner. UMass Boston
presupposes that any submission of work for academic credit is the student’s own and is in
compliance with University policies, including its policies on appropriate citation and
plagiarism. These policies are spelled out in the Code of Student Conduct. Students are required
to adhere to the Code of Student Conduct, including requirements for academic honesty, as
delineated in the UMass Boston Graduate Catalogue and relevant program student handbook(s).
REQUIRED COURSE READINGS AND REFERENCES
Betancourt, J. R., Green, A. R., Carrillo, J. E., Ananeh-Firempong, O. (2003). Defining cultural
competence: A practical framework for addressing racial/ethnic disparities in health and
health care. Public Health Reports, 118, 293 – 302.
Cross, T., Bazron, B., Dennis, K., & Isaacs, M. (1989). Towards a culturally competent system
of care, Volume 1. Washington, DC: CASSP Technical Assistance Center, Center for
Child Health and Mental Health Policy, Georgetown University Child Development
Center.
Goode, T.D., Dunne, C., & Bronheim, S.M. (2006). The evidence base for cultural and linguistic
competency in heath care. New York, NY: The Commonwealth Fund. Retrieved from:
http://www.commonwealthfund.org/Publications/Fund-Reports/2006/Oct/The-EvidenceBase-for-Cultural-and-Linguistic-Competency-in-Health-Care.aspx
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Gudykunst, W.B. (Ed.) (2003). Cross-cultural and intercultural communication. Thousand Oaks,
CA: Sage.
Hasnain, R., Kondratowicz, D. M., Borokhovski, E., Nye, C., Balcazar, F., Portillo, N., Hanz, K.,
Johnson, T., & Gould, R. (2011). Do cultural competency interventions work? A
systematic review on improving rehabilitation outcomes for ethnically and linguistically
diverse individuals with disabilities. FOCUS Technical Brief, (31). Austin, TX: SEDL,
National Center for the Dissemination of Disability Research. Retrieved from
http://www.ncddr.org/kt/products/focus/focus31/Focus31.pdf
Jezewski, M.A., & Sotnik, P. (2005). Disability service providers as culture brokers. In J.H.
Stone (Eds). Culture and disability: Providing culturally competent services. Thousand
Oaks, CA: Sage.
Johnson, J.P., Lenartowicz, T., & Apud, S. (2006). Cross-cultural competence in international
business: toward a definition and a model. Journal of International Business Studies 37,
525 – 543.
Josselson, R., & Harway, M. (Ed.) (2012). Navigating multiple identities. Race, gender, culture,
nationality and other roles. New York, NY: Oxford University Press.
Kumas-Tan, Z., Beagan, B., Loppie, C., MacLeod, A., Frank, B. (2007). Measures of cultural
competence: Examining hidden assumptions. Academic Medicine, 82, 548 – 557.
Leavitt, R. (ed.) (2010). Cultural competence: A lifelong journey to cultural proficiency.
Thorofare, NY: SLACK Inc.
Magala, S. (2005). Cross-cultural competence. New York, NY: Routledge.
Mayeno, L.Y. (2007). Multicultural organizational development. A resource for health equity. .
(Monograph). San Francisco, CA; CompassPoint Nonprofit Services.
Moodian, M. A. (Ed.) (2009). Contemporary leadership and intercultural competence:
Exploring the cross-cultural dynamics within organizations. Los Angeles, CA: Sage.
National Center for Cultural Competence [NCCC] (n.d.). Curriculum enhancement module
series. Washington, DC: Author. Retrieved from
http://www.nccccurricula.info/awareness/index.html
National Center for Cultural Competence [NCCC] (n.d.). Conceptual frameworks/models,
guiding values and principles. (website) Retrieved from
http://www11.georgetown.edu/research/gucchd/nccc/foundations/frameworks.html#ccdef
inition
National Center for Cultural Competence [NCCC] (n.d.). Definitions of cultural competence.
(website) Retrieved from http://www.nccccurricula.info/culturalcompetence.html
10
National Center for Cultural Competence [NCCC] (n.d.). Engaging communities to realize the
vision: One hundred percent access and zero health disparities: A culturally competent
approach. Policy Brief 4. Washington D.C.: Author. Retrieved from
http://nccc.georgetown.edu/documents/ncccpolicy4.pdf
National Center for Cultural Competence [NCCC] (2004). Bridging the cultural divide in health
care settings: The essential role of cultural broker programs. Washington, D.C.: Author.
Retrieved from
http://nccc.georgetown.edu/documents/Cultural_Broker_Guide_English.pdf
National Center for Dissemination of Disability Research [NCDDR] (n.d.) Capacity building
and cultural competence when working with minority populations. (webcast) Retrieved
from http://www.ncddr.org/webcasts/webcast4.html
Norman-Major, K.A., & Gooden, S. T. (Ed.) (2012). Cultural competency for public
administrators. Armonk, NY: M.E. Sharpe.
Omowale Satterwhite, F.J, Teng, S., & Fernandopulle, A. (2007). Cultural competency in
capacity building. (Monograph). San Francisco, CA; CompassPoint Nonprofit Services.
Price, E. G. et al. (2005). A systematic review of the methodological rigor of studies evaluating
cultural competence training of health professionals. Academic Medicine, 80, 578 – 586.
Purnell, L. (2000). A description of the Purnell model for cultural competence. Journal of
Transcultural Nursing, 11, 40 -46.
Ramsbotham, O. (2011). Contemporary conflict resolution (3rd Ed.). Cambridge, UK: Polity
Press.
Schyve, P. (2006). In search of actionable models of culturally competent care. New York, NY:
Commonwealth Fund.
Sotnik, P., &, Jezewski, M.A. (2005). Culture and Disability. In J.H. Stone (Eds). Culture and
disability: Providing culturally competent services. Thousand Oaks, CA: Sage.
US Department of Health and Human Services, Office of Minority Health (n.d.). What is cultural
competency? (website) Retrieved from
http://minorityhealth.hhs.gov/templates/browse.aspx?lvl=2&lvlID=11
US Department of Health and Human Services, Health Resources and Services Administration
(n.d.). Culture, language and health literacy. (website) Retrieved from
http://www.hrsa.gov/culturalcompetence/index.html
Yin, R. (1994) Case study research: Design and methodology. Beverly Hills, CA: Sage.
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ADDITIONAL READINGS
Bronheim, S. (n.d.). Cultural competence: It all starts at the front desk. Washington DC:
National Center for Cultural Competence. Retrieved from
http://nccc.georgetown.edu/documents/FrontDeskArticle.pdf
Botcheva, L., Shih, J., & Huffman, L.C. (2009). Emphasizing cultural competence in evaluation:
A process-oriented approach. American Journal of Evaluation, 30(2), 176 – 188.
Cabbil, L. & Gold, M. E. (2008). African Americans with Visual Impairments. In M. Milian & J.
Erin, Diversity and visual impairments: The influence of race, gender, religion, and
ethnicity on the individual, (pp. 57 – 77). New York, NY: American Foundation for the
Blind.
Carrillo, J.E., Carrillo, V.A., Perez, H.R., Salas-Lopez, D., Natale-Pereira, A.,& Byron, A.T.
(2011). Defining and targeting health care access barriers. Journal of Health Care for the
Poor and Underserved, 22(2), 562 – 575.
Jackson, K.F. (2009). Building cultural competence: A systematic evaluation of the effectiveness
of culturally sensitive interventions with ethnic minority youth. Children and Youth
Services Review, 31(11), 1192 – 1198.
Kale, D.W. (1997). Peace an ethic for intercultural communication. In L.A. Samovar, R.E. Porter
(Eds.), Intercultural communication (pp. 448 – 452). Belmont, MA: Wadsworth
Publishing Company.
Kim, Y.Y. (1997). Intercultural personhood: An integration of Eastern and Western perspectives.
In L.A. Samovar and R.E. Porter (Eds.), Intercultural Communication (pp. 434 – 446).
Belmont, MA: Wadsworth Press.
LeBlanc, S.. Wilson, K.B., & Juchau, K. (2008). White privilege: A primer for the vocational
rehabilitation counselor. Journal of Applied Rehabilitation Counseling, 39(3), 10 – 18.
Lum, D. (Ed.) (2005). Cultural competence, practice stages, and client systems: A case study
approach (pp. 1 – 31). Belmont, CA: Brooks/Cole Cengage Learning.
Mor-Barak, M.E. (2005). Managing diversity: Toward a globally inclusive workplace. New
York, NY: Sage.
Rogers-Adkinson, D. L., Ochoa, T. A., & Delgado, B. (2003). Developing cross-cultural
competence serving families of children with significant developmental needs. Focus on
Autism and Other Developmental Disabilities, 18, 4 – 8.
Samovar, L.A. & Porter, R.E. (1997). An introduction to intercultural communication. In L.A.
Samovar and R.E. Porter (Eds.) Intercultural communication (8th Ed. pp.4 – 25). New
York, NY: Wadsworth Press.
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Stone, J.H. (Eds). Culture and disability: Providing culturally competent services. Thousand
Oaks, CA: Sage.
Toper, I. (2008). Native Americans with visual impairments. In M. Milian & J. Erin (ed.),
Diversity and Visual Impairments: The Influence of Race, Gender, Religion, and Ethnicity
on the Individual (pp. 151 – 189). New York, NY: American Foundation for the Blind
Trimble, J., Trickett, E., Fisher, C., & Goodyear, L. (2012). A conversation on multicultural
competence in evaluation. American Journal of Evaluation, 33(1), 112 – 123.
Young, I.M. (2000). Five Faces of Oppression. In M. Adams, W. Blumenfeld, R. Castaneda, H.
W. Hackman, M. Peters, X Zuniga (Eds.), Reading For Diversity and Social Justice (pp.
35-49). New York: Routledge.
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