Equity, Humility, and Culturally Responsive Education in Health Professional Schools

Thesis (Ph.D.)--University of Washington, 2019University of Washington Abstract Equity, Humility, and Culturally Responsive Education in Health Professional Schools Yris T. Lance Chair of the Supervisory Committee: Dr. Geneva Gay College of Education Health disparities are not just the product of genetic strengths, weaknesses of the human body, and unconscious exclusionary behaviors. In great part, they have also been the product of conscious and systemic efforts to exclude diverse populations from most social institutions and systems, including educational and health. Regardless of the growing educational and scientific advances achieved in the world and efforts to reduce disparities in health care, in the U.S., minoritized populations continue to have limited access to health professional schools. They experience disrespect, face biases, and are stereotyped in learning, teaching, and working environments affected by factors such as race, ethnicity, gender, sexual orientation, and disabilities. Health care professionals’ (HCPs) discriminatory behaviors are not only embedded in services provided. They are also hidden in curriculum, school climates, extracurricular trainings, and comments provided by faculty. This study examines how the University of Washington School of Public Health-Department of Global Health (UW SPH DGH) students, staff, and faculty describe their preparation and readiness to work in cross-cultural settings. It is an effort to help understand challenges to prepare culturally responsive health professionals, increase equity, and reduce health disparities in minoritized populations. The study uses a mixed methods design, including data collected from a survey and individual interviews. The quantitative data allows access to a broad number of individual perspectives and helps obtain an overview of training and readiness to serve members of diverse minoritized populations. The experiences of participants in the institution are better described by a smaller sample of interviewees. The data collected identifies some of the perceived cross-cultural strengths and weaknesses of the DGH, SPH, and the university. It shows how increasing sensitivity, cultural humility, and providing culturally responsive education and services are matters of paramount importance for the reduction of health care disparities in the U.S. and across the globe