Date of Award
5-2025
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Educational Leadership - Higher Education
Committee Chair/Advisor
Dr. Rachel Wagner
Committee Member
Dr. Natasha Croom
Committee Member
Dr. Michelle Boettcher
Committee Member
Dr. Kendra Stewart-Tillman
Abstract
Healthcare providers must be equipped to serve an increasingly diverse population, yet cultural competence remains underemphasized in undergraduate pre-health education. This study explored how embedded cultural competency training influences undergraduate pre-health students’ perceptions of personal and professional growth. Using a qualitative descriptive design, the research incorporated intercultural assessments, the Intercultural Development Inventory (IDI), and the Global Competence Certificate (GCC), along with qualitative reflections from students enrolled in three versions of a cultural competence course: a year-long course, a semester-long course, and a short-term study abroad immersion six-week course. Findings revealed that students demonstrated measurable growth in cultural awareness, knowledge, communication, and empathy. Extended exposure to intercultural content and reflection was especially influential in fostering development and awareness. Students described cultural competence not only as a clinical tool, but as an ethical responsibility linked to global citizenship and healthcare equity. The results support the integration of intentional, longitudinal cultural competence education into undergraduate health curricula as foundational preparation for equitable, patient-centered care.
Recommended Citation
Williams, Harolynn, "Am I Woke Enough to Serve in Healthcare: A Secondary Analysis of Pre-health Students’ Personal and Professional Growth by Engaging in Cultural Competency Assessments" (2025). All Dissertations. 3920.
https://open.clemson.edu/all_dissertations/3920
Author ORCID Identifier
0000-0002-2049-3661
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Bioethics and Medical Ethics Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Experimental Analysis of Behavior Commons, Gender, Race, Sexuality, and Ethnicity in Communication Commons, Higher Education Commons, International and Intercultural Communication Commons, Multicultural Psychology Commons, Other Education Commons, Race, Ethnicity and Post-Colonial Studies Commons