The Examination of Cultural Sensitivity and Exhibition of Cultural Competence for Faculty at Liberal Arts Institutions within Higher Education

Abstract

The purpose of the study was to examine the level of cultural sensitivity, and exhibition of cultural competence for faculty at liberal arts institutions within higher education. The dependent variables were the perceived and actual developmental level of cultural sensitivity. The main independent variables in this study consisted of: Nationality/ethnic background, Gender, Age range, Educational level, Graduate Professional Preparation, Level of Multicultural Skills, Awareness and Knowledge, Discipline, Work and Life Experiences both in and outside of the Collegiate Environment, Length of Time Spent in Another Culture, and Location of Formative Years. The target population for this study was comprised of full time faculty at three liberal arts institutions. Four hundred and sixty five faculty members were mailed a 50-item survey and an 8-item questionnaire to determine levels of cultural sensitivity, multicultural knowledge, awareness and skills. Data were collected on 91 individuals and the overall response rate was 27%.

The data were analyzed using the Statistical Program for the Social Sciences (SPSS). Content analysis of the Multicultural Competency Questionnaire was conducted to determine the characteristics of an academic model of cultural competence. The findings included four components: preparation in the area of cultural competence in graduate school regardless of the discipline, on-going cultural competency training and skill development/enhancement once hired as a faculty member, the incorporation of campus events centralizing around the concept of culture for the community, and faculty mentoring.

One-way ANOVAs were performed and found no statistically significant differences between groups on the three areas investigated (perceived, actual developmental and the difference between perceived and actual developmental level). Paired t-tests were performed and found statistically significant differences between the perceived and actual developmental scores for each discipline. Finally the IDI profiles were examined for each of the five disciplines.

Recommendations for future research include aligning the results of the Intercultural Development Inventory and the Multicultural Competency Questionnaire for the development of a regression equation; and to conduct this study with part time faculty as well as graduate students who serve as teaching assistants.