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Health Education Theoretical Models and Multicultural Populations 113

an understanding of the biological and sociological factors that contribute to health
disparities among racial and ethnic groups. The development of cultural awareness
and knowledge is essential in the preparation of health educators and promoters
(Luquis & P é rez, 2003), and resources for this awareness and knowledge are increas-
ingly available. A growing literature exists on the cultural views of racial and ethnic
groups, multicultural health, and diversity. Professional organizations have been
formed to promote cultural competence, and conferences are being held at which there
are many opportunities to participate in workshops and presentations dealing with cul-
ture and health. In addition, a study of professional preparation programs in health
education found that although most of these programs are not offering courses entirely
devoted to cultural competence, they are adequately addressing content related to cul-
ture, race, ethnicity, and health in their existing courses (Luquis, P é rez, & Young,
2006). Still, because cultures are constantly evolving, becoming completely familiar
with all the cultural aspects of even one group is challenging at best; thus health edu-
cators must also develop the cultural skills, encounters, and desire that allow them to
obtain cultural knowledge directly from individuals.
The abilities to collect culturally relevant data and to conduct culture - specifi c assess-
ments are cultural skills. Health educators will benefit from developing these cultural

skills and applying them to develop, implement, and evaluate culturally appropriate
interventions for people of diverse racial and ethnic groups (Luquis & P é rez, 2003).
Developing such skills requires that health educators learn how to conduct a comprehen-
sive cultural assessment to determine the explicit needs and appropriate intervention for
the people being targeted (Campinha - Bacote, 1999, 2001). For example, Huff and Kline
(1999) suggest that health educators collect cultural or ethnic group – specifi c demographic

characteristics and cultural or ethnic group – specific epidemiological and environmental
infl uences. Mar í n (1993) suggested that culturally appropriate health interventions refl ect
the cultural beliefs, values, cultural characteristics, and expected behaviors of members
of the targeted racial or ethnic group. Thus needs assessment conducted with a multicul-
tural population needs to include a cultural assessment as well (Luquis & P é rez, 2003).
Two such cultural assessments are discussed later in this chapter.
The term cultural encounters describes the process of engaging in multicultural
interactions with people of a racial or ethnic group (Campinha - Bacote, 1998, 2007).
These interactions are opportunities for health educators to enhance their understand-
ing and beliefs regarding that particular group. At times health educators may believe

that because they have studied a specific racial or ethnic group and have interacted
with three or four members of that group, they know everything they need to know
about that group. However, three or four individuals may not fully represent the cul-
tural beliefs and practices of the group. For instance, although Hispanics share many
cultural values and beliefs, interaction with three or four members of the Hispanic
population is not enough, as there are many Hispanic subgroups and they are culturally
and socially diverse. Thus culturally competent health educators must constantly make
it a priority to have cultural encounters to prevent stereotyping and to acquire the expe-
riential knowledge needed to develop culturally relevant interventions. Every day

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