Definitions
The term cultural humility was first coined in 1998 by Dr. Melanie Tervalon and Dr. Jann Murray-García, who described it as a tool to educate physicians to work with culturally, ethnically, and racially diverse populations in the United States. Originally developed to address health disparities and institutional inequities in medicine, cultural humility is now applied in a variety of health services fields. Three Things to Know: Cultural Humility
Cultural humility has been defined as “a lifelong process of self-reflection and self-critique whereby the individual not only learns about another’s culture, but one starts with an examination of her/his own beliefs and cultural identities.”
(Yaeger & Bauer-Wu, 2013)
Other definitions of cultural humility include the following:
The “ability to maintain an interpersonal stance that is other-oriented (or open to the other) in relation to aspects of cultural identity that are most important to the [person].”
(Hook et al., 2013)
“A practice of self-reflection on how one’s own background and the background of others, impact teaching, learning, research, creative activity, engagement, leadership, etc.”
What is Cultural Humility: The Basics
According to Tervalon and Murray-Garcia (1988), cultural humility has three aspects (a) a lifelong commitment to self-evaluation and self-critique; (b) a desire to fix power imbalances; and (c) a wish to develop partnerships with people and groups who advocate for others.
A lifelong commitment to self-evaluation and self-critique is based on understanding that one is never finished learning; therefore, one must be willing to look at oneself carefully and then act on the knowledge gained. This involves self-reflection on how one’s own background affects one’s feeling, attitudes, and behaviors. A desire to fix power imbalances involves recognizing that each person brings something different to an interaction and has something valuable to contribute; therefore, individuals must collaborate and learn from each other for the best outcomes. It means committing to work both individually and with others to end power imbalances. Attaining cultural humility also includes developing partnerships with people and groups who advocate for others; thus, it is necessary to become aware not only of one’s own values, beliefs, and social position, but also of the historic context in which people operate. Reflections on Cultural Humility
The key attributes of cultural humility are
- Openness
- Self-Reflection/Awareness
- Lifelong learning
- Empathy and compassion
- To be “other oriented”
- Acknowledging power imbalances and balancing power imbalances
Thus, cultural humility is not an outcome; rather, it is a process that involves a “way of being” and necessitates a growth mindset and lifelong learning. Cultural humility can foster inclusivity, empowerment, respect, collaboration, and lifelong learning, as well as counter stereotyping, marginalization, and stigmatization. Fostering Cultural Humility in the Classroom
Relation to cultural competence
Cultural competence is a related, but not identical concept. Cultural competence has been defined as the ability to understand, communicate with, and effectively interact with people across cultures. Cultural humility encompasses (a) being aware of one’s own world view; (b) developing positive attitudes towards cultural differences; (c) gaining knowledge of different cultural practices and world views; and (d) developing skills for communication and interaction across cultures.
Implementation
According to the Kent State University Center for Teaching and Learning, the process of developing the skills and attitudes for cultural humility can be divided into three categories: personal reflection, interpersonal or group discussion, and immersive experiences. Fostering Cultural Humility in the Classroom
- Personal Reflection: Fostering cultural humility should begin with introspection regarding the foundations for one’s own cultural identity, beliefs, perceptions, attitudes, and behaviors. This can be done using survey instruments and prompts.
- Scales: One option includes cultural humility (Hook et al., 2013) or related constructs such as intercultural sensitivity (Bennett, 2011). These scales can provide both instructors and students a clearer sense of their attitudes, beliefs, and behaviors regarding culture.
- Reflection Papers: A second option is an awareness-raising “one-minute” paper based on the following prompt: “How does the material you’ve heard thus far connect or conflict with your prior knowledge, beliefs, or values?” (Nilson, 2019). This brief reflection can be completed during class or assigned to students outside of class.
- Journaling: A third option involves journal writing prompts tied to videos, readings, guest speakers, course lectures, interviews, and other structured learning activities. (Anderson Juarez et al., 2006).
- Interpersonal or Group Discussion: Students can benefit from comparing their own reflections on issues related to cultural humility with those of their peers. Several techniques may be used to encourage meaningful interaction and dialogue.
- Discussion Boards: Use of an online discussion board can highlight the relevance of cultural humility to the academic content of the course. Research has shown that students engage in online discussion boards more when asked to answer questions creatively (Dagistan, 2020).
- Think-Pair-Share: This technique ensures that instructors give students the necessary time to contemplate a response to a question posed in class. Following a brief period for solitary thinking, students pair with another student in the class to discuss their thoughts. Then the pair shares with the entire class the common themes or new insights of their discussion (Lyman, 1981).
- Immersive Experiences: Self-reflection and discussion strategies can also be employed in conjunction with more hands-on learning experiences and opportunities.
- Role Play/Simulations: Interactive assignments involving role play scenarios or simulation can allow students to reflect on their own cultural identities as well as communication about cultural differences (Ivory et al., 2016). Students can learn about their reactions and behaviors by solving problems and working on relationship-building skills (Anderson Juarez et al., 2006; Ivory et al., 2016).
- Field Experiences/Site Visits: Teachers can address diversity through the lens of cultural humility. According to Fisher (2019) instructors can use reflective questions along with guidance and supervision to support students’ development of awareness of cultural factors impacting communities and of students’ own beliefs.
- Event Attendance: Speakers on topics related to culture and diversity can assist students in gaining an understanding of cultural differences. McCleary and Weaver (2008) suggested that it is helpful to prepare students for speakers by giving a related class assignment and following up with a class discussion regarding the speaker.
In applying all three approaches to helping students develop the skills and attitudes for cultural humility, it is crucial to remember that these are meant to be useful learning opportunities for all students in the course. Among other things, this means not separating students into groups based on race or other protected characteristic to make a point and not singling out an individual and attacking their beliefs in front of the class.
Sources
University of Oregon Division of Equity and Inclusion
What is Cultural Humility: The Basics
Kent State University Center for Teaching and Learning
Fostering Cultural Humility in the Classroom
Project Ready: Reimagining Equity & Access for Diverse Youth
Cultural Competence & Cultural Humility
The Social Work Practitioner
Cultural Humility Part I: What is cultural Humility?
American Psychological Association
Cultural Humility and Cultural Competence
References
Tervalon, M., Murray-García, J. (1998). Cultural Humility versus Cultural Competence: A Critical Distinction in Defining Physician Training in Multicultural Education. Journal of Health Care for the Poor and Underserved. 9 (2): 117-125.
Yeager, Katherine A., and Susan Bauer-Wu. (2013). Cultural Humility: Essential Foundation for Clinical Researchers. Applied Nursing Research 26 (4): 251-256
Hook, J. N., Davis, D. E., Owen, J., Worthington Jr., E. L., & Utsey, S. O. (2013). Cultural humility: Measuring openness to culturally diverse clients. Journal of Counseling Psychology®. doi:10.1037/a0032595
Additional Resources: Videos
Conversations about Culture: The importance of cultural humility