Page 260 - Cultural Competence in Health Education

238 Cultural Competence in Health Education and Health Promotion

active steps to address health care disparities and to provide culturally appropriate ser-
vices (Dana, Dayger Behn, & Gonwa, 1992; Goode, Jones, & Mason, 2002). In addition,
several models for addressing cultural competence in the field of health care, as described

in previous chapters, have been developed in the last two decades (Purnell & Paulanka,
2003; Campinha - Bacote, 1998). However, the field of health education continues to lag

behind in addressing cultural and linguistic competence for its people. To the knowl-
edge of this chapter ’ s authors, only two models have been developed to address the
impact of culture in health promotion and disease prevention (Airhihenbuwa, 1995)
and to address culture when planning health promotion programs for multicultural groups

(Huff & Kline, 1999). In addition, as reflected throughout in the sources used in this book,

materials related to cultural and linguistic competence and specifically developed for
health educators are limited; most of the materials and textbooks used in health education
to address cultural issues were written for other fi elds.
Moreover, our field ’ s lack of focus on cultural issues is evident in the fact that none

of the seminal documents in health education (for example, the report produced by the
Role Delineation Project and the research agenda of the Society for Public Health Edu-

cation) specifically address diversity in health education. The recent National Health
Educator Competencies Update Project (CUP) (National Commission for Health Educa-
tion Credentialing [NCHEC], Society for Public Health Education [SOPHE], and
American Association for Health Education [AAHE], 2006) also fails to address cultural
and linguistic competence as a core competence for health educators. In fact, the new
CUP competency - based hierarchical model only briefly addresses (in four of the sub-

competencies for entry - level health educators) diversity, cultural sensitivity, and the use
of appropriate language (NCHEC, SOPHE, & AAHE, 2006). Thus the profession of

health education would benefit from the development of discipline - specifi c standards
that address culturally and linguistically competent health education programs. The
development and implementation of cultural and linguistic competence standards across

the health education field would encourage the development and implementation of cul-
turally and linguistically appropriate health education programs (Luquis & P é rez, 2005,
2006; Luquis et al., 2006). Moreover, professional accreditation bodies such as the
AAHE - National Council for Accreditation of Teacher Education, the Council on Educa-
tion for Public Health, the SOPHE - AAHE Baccalaureate Program Approval Committee
(SABPAC), and the National Commission for Health Education Credentialing should
establish cultural and linguistic competence requirements to ensure standardized objec-
tives and content areas throughout the professional preparation of health educators,
health promoters, and public health professionals (Luquis et al., 2006).

STRATEGIES TO INCORPORATE CULTURAL AND LINGUISTIC
COMPETENCE INTO HEALTH EDUCATION
In a multicultural and diverse society, health educators and other health professionals
alike must strive to achieve cultural and linguistic competence and to incorporate cul-
tural competence training into health education and promotion programs. In order to

7/1/08 3:06:12 PM
c13.indd 238 7/1/08 3:06:12 PM
c13.indd 238