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Cultural Competence and Health Education 237

alternative formats (e.g., audiotape, Braille, enlarged print) ” ; (8) “ materials developed and

tested for specific cultural, ethnic and linguistic groups ” ; (9) “ translation services ” (for
legally binding documents and educational materials, for example); and (10) “ ethnic media
in languages other than English ” (for example, television, radio, and newspapers) (NCCC,
2006). Linguistic competence requires that the individual and the organization have the
capacity to respond effectively to the health literacy needs of the populations served.
The organization must have policies, structures, practices, procedures, and dedicated
resources that support this capacity.

SUPPORTING CULTURAL AND LINGUISTIC COMPETENCE
IN HEALTH EDUCATION
In 1994, the American Association for Health Education (AAHE) became a leader in
promoting cultural sensitivity among health educators when it published Cultural Aware-
ness and Sensitivity: Guidelines for Health Educators. Although the recommendations
released at that time were accurate and still serve as a starting point for working with
diverse groups, today ’ s health educators need to be more than just sensitive to cultural
groups; they need to be culturally and linguistically competent as well. The approach to
the cultural competence process has continued to evolve, and in 2006, AAHE published

an official position paper on cultural competency and health education (this document is
reproduced at the end of this book, in Appendix A ). This position statement acknowl-
edges the fact that due to cultural differences, health promotion interventions found to be
effective in one ethnic or racial group cannot be assumed to be equally effective with
another group. Prevention strategies must be culturally appropriate and group - specifi c if
they are to effectively serve each of various underserved populations. Finally, AAHE ’ s
continuing efforts to address cultural competence and diversity efforts in the fi eld of
health education have been a motive force behind this book.
In 2002, the Society for Public Health Education published “ SOPHE ’ s Resolution
to Eliminate Racial and Ethnic Health Disparities: Process and Recommendations for

Accountability, ” which not only identified the health disparity problem but also
explored lessons learned and offered recommendations for decreasing health dispari-
ties. In 2005, SOPHE invited some eighty - five researchers and practitioners to its

Inaugural Summit to Eliminate Racial and Ethnic Health Disparities, with the purpose
of developing a research agenda focused on eliminating health disparities by promot-
ing research dealing with cultural issues (Airhihenbuwa, 2006). Moreover, SOPHE ’ s
annual meeting in 2007 focused on the elimination of health disparities through the
collaboration of traditional and nontraditional partners. Similarly, the American Public
Health Association (APHA) has also played a role in addressing cultural competence
and health disparities through a series of sessions at APHA annual meetings, through
the publication of books addressing these topics, and through promoting and support-
ing special interest groups and caucuses.

Although the field of health education has made some progress in addressing cultural
and linguistic competence, the fields of medicine, nursing, and social work have taken

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