Culturally Appropriate Responses: Examining How Higher Education Administrators Utilize Cultural Competencies within U.S. Universities

Autor/in	Blackwell, Chrishon
Titel	Culturally Appropriate Responses: Examining How Higher Education Administrators Utilize Cultural Competencies within U.S. Universities
Quelle	(2023), (166 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The George Washington University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3744-1074-7
Schlagwörter	Hochschulschrift; Dissertation; Higher Education; Student Diversity; College Students; Culturally Relevant Education; College Administration; Administrator Qualifications; Competence; Administrator Attitudes; Cultural Awareness; Student Needs; Racial Differences; Interpersonal Competence; Experiential Learning; Professional Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; College administrators; Hochschulverwaltung; Kompetenz; Cultural identity; Kulturelle Identität; Rassenunterschied; Interpersonale Kompetenz; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	Two challenges facing contemporary higher education are the record increase of racial and cultural diversity on U.S. college and university campuses and an escalation in incidences where administrators, faculty, and students "fail to act" in culturally appropriate ways toward an increasingly diverse student body (Davis & Harris, 2016; Kruse et al., 2018; Kuilema et al., 2019). To address these challenges, this basic qualitative study examined the cultural competencies of higher education administrators. This study addressed this problem by uncovering the practices administrators utilize when interacting with diverse student populations to better prepare them to respond in culturally appropriate ways toward the racial, ethnic, and culturally diverse populations with whom they interact. The central question that guided this basic qualitative study was: "how do higher education administrators describe their experiences interacting with culturally diverse students?" The research for this study showed that understanding the cultural and racially diverse needs of students is vital for academic success, achieving educational goals and priorities, and to adequately preparing them to thrive in increasingly diverse communities after they graduate (Chun & Evans, 2016; Howard, 2019; Pope et al., 2019; Tention, 2016). The findings of this study, supported by the research, demonstrated an increased need for the development of cultural competencies among higher education administrators and that specific skills are indispensable. The findings revealed that developing interpersonal skills and abilities and having first-hand immersive experiences combined with continuous learning and training collectively provide the skills, abilities, and behaviors that lead to culturally appropriate responses with diverse student populations. As a result of the findings and their interpretations, future areas of research and practice are recommended. Future research areas include investigating ways of measuring institutional effectiveness unique to their institution and exploring the interconnections of diversity, equity, and inclusion from a global lens. Future practice areas include committing to a comprehensive internationalization strategy, creating collaborations among administrative offices to offer informal and formal cultural competency training, and hiring administrators that genuinely reflect the student body. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01