Page 194 - Cultural Competence in Health Education

172 Cultural Competence in Health Education and Health Promotion

information about real - world applications of their cultural competence training
after graduation. Because alumni can serve as powerful role models and mentors for
students, asking them to serve as evaluators of student competence in service learning
and internship experiences can be of value. This can readily be accomplished when
these alumni are working in local community organizations and, within that context,
serve as internship site supervisors or partners with professors in course - based projects.

Teaching Through Models, Experiential Learning, and Mentors. Though the IC - 3
model is a valuable guide for degree program development, it provides only the con-
ceptual framework needed for connecting program components. Once the conceptual
structure is in place, a careful examination of how cultural competence is taught within
each course is needed. Ideally, a degree program would contain a separate course that
is clearly labeled as an introduction to cultural competence (Luquis et al., 2006). How-
ever, even when a distinctively culture - based course cannot be readily developed, the
basic theoretical concepts of health education can and should be introduced and thor-
oughly discussed within a strong cultural competence context.
The ability to apply theories and models to identify determinants of health has
long been accepted as an essential health education skill. Historically, some theories
encompassed a narrow, individualized framework that ignored social and environmen-
tal contexts. More contemporary theories have emerged that compel the health educa-
tor to address social and cultural influences on individual thoughts, behaviors, health

status, and quality of life. However, though cultural competence is now widely
accepted as having a role in health education – oriented theory, it has yet to be assigned
a prominent role in many commonly used theories and models. Thus the health educa-
tor must sometimes move beyond traditional perspectives on these theories to interpret
and apply them in multicultural settings (Frankish, Lovato, & Shannon, 1999). A vari-
ety of sources (DiClemente, Crosby, & Kegler, 2002; Frankish et al., 1999; Glanz,
Rimer, & Lewis, 2002) that contain extensive details about theories and models com-
mon to the profession are available to health educators. (Chapter Six also contains a
useful discussion of models.)
A less well known model in health education circles that can be used in the class-
room for helping health education students to explore cultural competence is the model
of heritage consistency (Spector, 2004). Heritage consistency is the degree to which a

person ’ s lifestyle reflects that person ’ s traditional culture or cultural roots. The model
assumes that all humans have cultural roots and that the values and behaviors of every

individual represent and are influenced to some degree by that person ’ s cultural heri-
tage. According to the model, heritage consistency is influenced and characterized by

one ’ s religious beliefs and practices, ethnicity (when it is a conscious and deliberate

identification); and cultural norms (habits and beliefs that may be unconsciously
embraced). This model serves as an effective starting point, one that motivates students

to consider their own cultural roots and how that heritage influences their worldview
and interaction with individuals from other cultures.

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