Abstract
This conceptual paper reflects the collaborative work of LEND trainees and faculty exploring the need to shift from “cultural competencies” to “cultural humility” in training programs. The authors draw on their lived experiences as members of racially/ethnically marginalized groups, members of the disability community, and advocates for equity in accessibility. Collectively, the authors highlight some of the challenges and opportunities in supporting diverse trainees in professional- and discipline-specific training programs. and in the provision of services the trainees provide to care-recipients across a variety of fields. This paper includes a series of case vignettes in order to: examine individual authors’ experiences working in health-related systems as a representatives from a marginalized communities as individuals who identify as people of color (POC), persons with a disability (PWD) or PWD-POC. Informed by literature in the field alongside lived experiences, this paper identifies problematic systemic, attitudinal, and cultural elements that can limit the benefit that trainees receive in training programs and offers suggestions for mediating these limiting factors to more successfully mentor trainees who are POC, PWD, or PWD-POC. Implications for training programs in addressing diversity, equity, and inclusion through the incorporation of cultural humility and cultural brokering are highlighted.
Recommended Citation
Filingeri, Victoria; Mendez, Heather M.; Ssu Yu Lin, Alisa; Burks-Abbott, Gyasi; Szarkowski, Amy; and Fogler, Jason
(2023)
"Cultural Humility and Cultural Brokering in Professional Training: Insights from People of Color (POC) and Persons with Disabilities (PWD),"
Developmental Disabilities Network Journal: Vol. 3:
Iss.
1, Article 13.
Available at:
https://digitalcommons.usu.edu/ddnj/vol3/iss1/13
Included in
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