Assessing the cultural knowledge of pre-service professionals, faculty, and staff on the journey toward developing cultural competence

Abstract

ABSTRACT The current study examined the cultural competence of participants (n = 447) beginning with their cultural knowledge as articulated through their definitions of diversity. The study employed a descriptive research enquiry using a survey design to gather data at a single point in time. Participants consisted of faculty, staff, and pre-service professionals (teachers, school counselors, and clinical mental health counselors) from a college of education at a predominately White university in the Midwest of the United States. Results from the study indicated that participants defined diversity through themes of difference, characteristics, ideal world, or inclusion and advocacy. Implications to support the cultural knowledge and cultural competence development of faculty, staff, and pre-service professional teachers and counselors are discussed.