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Cultural Competence and Health Education 55

what can be accomplished by one person, whereas support (opportunities for training
and resources) given at the organizational level could make such training exponen-
tially further reaching. However, organizational benign neglect persists, forcing the
health educator to forge ahead as a lone ranger in acquiring the cultural competence
that will be a critical component of his or her skill repertoire.
Further, the weak interest and efforts shown by professional preparation programs

and the reality that certification or licensing agencies do not currently use cultural
competence models or frameworks make it imperative for health educators to take the
initiative for their own professional development. In alignment with the AAHE (2006)
position statement on cultural competency, Stoy (2000) advocates an action plan for
improving intercultural competence that the health educator can follow in an individ-
ual effort to expand his or her skill repertoire. Stoy emphasizes the need and provides
examples of activities to do to acquire knowledge, increase awareness, and accept
emotional challenges as a part of a personal commitment to improve cultural compe-

tence applicable in a variety of health education settings. More specifically, Stoy pro-
motes the activities of exploring culture and reviewing the works of anthropologists to
grasp a more meaningful view of culture and an understanding of culture theory. Stoy
recognizes the important benefi ts that can be gained by health educators in becoming
more aware of and knowledgeable about the cultural differences and commonalities
that exist. Equally as important is health educators ’ need to expand personal opportu-
nities to be a part of and to interact with individuals from cultures outside of the educa-
tors ’ own environment. Capitalizing on the opportunity just to talk to persons of cultures
dissimilar to one ’ s own, reading about the health issues and problems of other cul-
tures, and participating in cross - cultural simulations are a few of the strategies for
acquiring real or near - real experiences. Lastly, Stoy strongly encourages health educa-
tors to accept the emotional challenge that results from confronting what is learned
about cultures and, just as important, the challenge that results from becoming aware
of cultural ideas that need to be unlearned.

The Competencies Update Project and Professional Expectations
The work done by the National Commission for Health Education Credentialing, Soci-
ety for Public Health Education, and American Association for Health Education
(2006) helps to identify the responsibilities and competencies of a health educator.
Further, these 7 responsibilities, 35 competencies, and 163 subcompetencies, which

specify the scope of practice in the field of health education, can also be and should be
used to conduct a personal assessment of one ’ s progress toward reaching cultural com-
petence in each of the 7 responsibility areas. The health educator, once a needs asses-
sor and a program planner, must extend those roles to become a culturally competent
needs assessor and program planner, one whose responsibility may be appropriately
displayed in seeking sources of information that help to identify the cultural needs of
the community to be served. This extension also includes determining the resources
needed to get diverse youths to participate in community programs designed to help
them develop culturally based life skills, such as saying no to drugs or abstaining from

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