Infusing Cultural Competence in a Graduate Program Curriculum at CSU

Transcription

1 in Infusing Cultural Competence in a Graduate Program Curriculum at CSU Toni Zimmerman, PhD, Professor, University Distinguished Teacher Jenn Matheson, PhD, Associate Professor

2 Presentation Preview Introduction to MFT program history The foundation of the program: faculty and students Examining and infusing the curriculum Continual fine tuning on cultural and social justice issues

3 Introduction to the Program History The Marriage & Family Therapy graduate program in HDFS is accredited by the COAMFTE which requires that culture and gender are addressed. 20 year national reputation for cultural inclusion and social justice in entire curriculum. Core belief that students must be trained to work well with every type of client in a diverse and changing world. Constantly striving to improve and looking for better ways to culturally infuse program.

4 Foundations of the Program Faculty are trained in social justice and diversity in higher education. All have training in feminist and critical theories, feminist pedagogy, feminist research methodologies, etc. All have PhDs in HDFS, MFT, and/or education. Many opportunities exist to get trained in social justice and cultural infusion which may net a similar outcome. Underlying issues explored: privilege, social position, power, influence, inclusivity, critical thinking, etc.

5 Foundations of the Program Graduate student recruitment includes diversity as one factor for interview. Consider age, race/ ethnicity, gender, sexual orientation, disability, nationality, SES, family or origin form, etc. We aim to recruit and accept a diverse cohort of students annually Encourage students to explore issues of diversity and social justice during their studies at CSU

6 Examining and Modifying the Curriculum Ensure our graduate curriculum meets all requirements of accreditation. One core competency is cultural sensitivity. Infuse the entire curriculum with diversity as recommended by organizations such as the Council for the Advancement of Standards in Higher Education (2003). Examine every course and the entire curriculum using our diversity and social justice lenses as well as a systems perspective.

7 Examining and Modifying Continued Examine readings, in-class activities, guest speakers, and in class or online discussions. Do students see themselves in our curriculum and feel challenged to see others in every course? We strive to use diverse examples in lectures and discussions to setting an example of diverse language. Emphasize the link between theory and practice.

8 Continual Fine Tuning We stay abreast of diversity and social justice as well as curricular infusion by constantly honing our skills. We continue to use these lenses in our teaching, research, service, clinical work, etc. We stay informed of new scholarship and resources (e.g., attending short course on cultural inclusion). We track our progress in this domain on our Faculty Annual Report (FAR) to hold ourselves accountable.

9 Cultural Inclusion in Graduate Courses Suggested Readings Avis, J. M. (1989). Integrating gender into the family therapy curriculum. Journal of Feminist Family Therapy, 1(2), Akamatsu, N. N. (1998). The talking oppression blues: Including the experience of power/powerlessness in the teaching of cultural sensitivity. In M. McGoldrick (ed.) Revisioning family therapy: Race, culture, and gender in clinical practice (pp ). New York: Guilford. Baptiste, H. P. (1996). Cultural inclusion: Where does your program stand? The Science Teacher, 63(2), 32. Brown, A. L., & Perry, D. (2011). First impressions: Developing critical consciousness in counselor training programs. Journal of Feminist Family Therapy, 23(1), Gay, G., & Kirkland, K. N. (2003). Developing cultural critical consciousness and self-reflection in preservice teacher education. Theory Into Practice, 42, Gayles, J., & Kelly, B. T. (2007). Experiences with diversity in the curriculum: Implications for graduate programs and student affairs practice. NASPA Journal, 44(1), Green, R. J. (1998b). Training programs: Guidelines for multicultural transformation. In M. McGoldrick (ed.) Re-visioning family therapy: Race, culture, and gender in clinical practice (pp ). New York: Guilford. Helmeke, K. L. (1994). Fostering a safe atmosphere: A first step in discussing gender in family therapy training programs. Contemporary Family Therapy, 18, Ihsen, S., & Gebauer, S. (2009). Diversity issues in the engineering curriculum. European Journal of Engineering Education, 34(5), MacPhee, D., Kreutzer, J. C., & Fritz, J. J. (1994). Infusing a diversity perspective into human development courses. Child Development, 65, MacPhee, D., Oltjenbruns, K. A., Fritz, J. J., & Kreutzer, J. C. (1994). Strategies for infusing curricula with a multicultural perspective. Innovative Higher Education, 18, Matheson, J. L., Benson, K. R., & Walsh, S. R. (2004). Flattening the hierarchy: The co-creation of an advanced, doctoral-level course in feminist-informed family therapy. Journal of Feminist Family Therapy, 15(4), Nicotera, N., & Kang, H. (2009). Beyond diversity courses: Strategies for integrating critical consciousness across social work curriculum. Journal of Teaching in Social Work, 29(2), Stanley, C. A. ( ). Teaching in action: Multicultural education as the highest form of understanding. Essays on Teaching Excellence, 12(95). The Professional and Organizational Development Network in Higher Education. Stanley, C. A., Saunders, S., & Hart, J. (2003). Multicultural course transformation. In M. L. Ouellett (Ed.), Teaching inclusively: Diversity and faculty development. (pp ). Stillwater, OK: New Forums Press. Quaye, S. J., & Harper, S. R. (2007). Shifting the onus from racial/ethnic minority students to faculty: Accountability for culturally inclusive pedagogy and curricula. Liberal Education, 92(3), Vera, E. M., & Speight, S. L. (2003). Multicultural competence, social justice, and counseling psychology: Expanding our roles. The Counseling Psychologists, 31, Zimmerman, T. S., & Haddock, S. A. (2001). The weave of gender and culture in the tapestry of a family therapy training program. Journal of Feminist Family Therapy, 12(2-3), 1-31.