With individually administered tests, the examiner not only considers the child's answers but also observes the child's behavior.
Rosanna scores highly in Gardner's spatial intelligence. Based on these test results, which of the following occupations might Rosanna be best suited for?
Finnish parents regard native ability as the key to academic success.
the gap between middle-SES and low-SES children-about 9 points-accounts for some of the ethnic differences in IQ, but not all.
intelligence tests can easily underestimate, and even overlook, the intellectual strengths of some children, especially ethnic minorities.
Low-SES children devote more time to Internet use than their higher-SES counterparts.
Some examples of cultural influences that may lead to bias include: Linguistic interpretation. Ethical concepts of right and wrong. Understanding of facts or evidence-based proof. Intentional or unintentional ethnic or racial bias. Religious beliefs or understanding. Sexual attraction and mating. Social scientists, like psychologists, economists, ...
Cultural bias is the interpretation of situations, actions, or data based on the standards of one's own culture. Cultural biases are grounded in the assumptions one might have due to the culture in which they are raised. Some examples of cultural influences that may lead to bias include: Social scientists, like psychologists, economists, ...
The ability to identify the various biases in our lives is the first step to understanding how our mental processes work. In science specifically, researchers try to identify bias that they knowingly or unknowingly possess in order to have the clearest results and data possible.
Cultural biases in the hiring process may lead to less racial or cultural diversity in the workplace. Hiring managers seek to eliminate cultural biases in a number of ways, including hiding names or pictures from resumes (making them anonymous) and using diverse interview panels. In public.
In the United States specifically, cultural bias in schooling might lead educators to assume that all students have had the same education, and thus can be judged by the same educational standards (like with standardized testing).
Action Step. Acknowledge that unconscious bias can have a direct impact on a physician’s ability to fulfill the Hippocratic Oath (first to do no harm) or similarly the code of ethics for nurses, nurse practitioners, and physician assistants. Action Step.
The following six interventions are representative of the evolving body of knowledge on ways to address implicit bias. These interventions have been adapted for health care practitioners and settings.
Implicit bias contributes to health and health care disparities among racial, ethnic, and other cultural groups. Many people are unsettled by discovering biases that they never knew existed. Yet the experts note that becoming aware of and unsettled by one’s unconscious biases is the first step to addressing them.
While the IAT was developed to research unconscious bias, it is now available to those interested in learning about themselves.
Yet countless studies indicate that bias on the part of health care providers contributes to health and health care disparities by impacting clinical decision-making, treatment options, the quality of the patient-provider relationship, effectiveness of communication, and the overall care provided to diverse patient populations.
Minimize feelings associated with guilt and blame as because they only serve to slow and/or interfere with efforts to address unconscious bias. Instead, health care practitioners should focus energy on intentional actions to recognize and combat their biases on a consistent basis. Action Step. Accept that there are solutions to address ...
Five essential elements or practices of cultural competence at the individual level involve the capacity to: (1) acknowledge cultural differences, (2) understand one’s own culture, (3) engage in self-assessment, (4) acquire cultural knowledge and skills, and (5) view behavior within a cultural context.
These problems range from lack of understanding by assessors of the cultural andlinguistic characteristics that a given child brings to the assessment arena to knowingly conductingevaluation and diagnosis of children with limited English proficiency. Current assessment practices usediagnostic tests that are statistically unreliable and based on the psychological model which is divorced fromthe nature of what language is and how it actually functions for a particular child. As a result, injury to thechild in the form of misdiagnosis occurs. Speech-language pathologists have a responsibility to ensure thatthis special population is evaluated in the most appropriate manner possible. Many studies have beenconducted and procedures developed, but these do not matter unless changes are made to help in a positivemanner the student in the assessment process. We, as a profession, need to examine what our biases are, bethey conscious or unconscious attitudes we bring to the assessment arena. We have to move beyond theattitude of learned helplessness taught to us in graduate school and what has become comfortable in ourdaily routine and move towards attitudes that promote flexibility and creativity and place children's bestinterests at the crux of all evaluations conducted. For this to occur we must accept the idea that all studentsare unique and vary in terms of their environment and the knowledge that is acquired within that specificenvironment. Burnout is not the late hours put into the job but the feeling that we experience when we areprevented (externally or internally) from doing what is in the best interest of the children we serve.
Speech-language pathologists must develop a formal process in which to share and exchange informationwith bilingual programs. The process will vary depending on the type of bilingual program that exists at thedistrict level.
The WAIS-IV includes norms for different age groups and many other cognitive tests provide separate norms for people with different levels of education. Finally, translation of tests into several languages is also very important.
While it is probably impossible to remove all cultural bias from IQ tests, there are ways to ensure that the test is relevant to as broad a sample of people as possible. This is especially important in highly diverse societies such as the United States.
African Americans perceived discrimination within the healthcare system based on the insurance they had or lacked. They felt they would receive better treatment if they had better insurance coverage. For example, this patient mentioned that he felt that the healthcare staff treats patients better if they have insurance. He believed that hospitals are businesses that give preferential treatment to those with insurance.
Cultural competency training has been adopted as health professionals’ primary approach to addressing racial and ethnic disparities in healthcare , but currently such training varies widely. In the US some programs focus on reducing provider bias and equalizing the care provided to patients of varied ethnic groups, while other programs focus on improving provider awareness and responsiveness to varying cultural norms and differentiating care for patients of color versus European American patients (Betancourt & Green, 2010; Blair, Steiner, & Havranek, 2011; Lie, Lee-Rey, Gomez, Bereknyei, & Braddock, 2010; Penner et al., 2013). Patients’ own voices, however, have been largely missing from the debate about how to improve clinician-patient relationships for minority patients and thus to reduce disparities in healthcare quality. In this study, we sought to understand the degree to which disparities in clinician-patient relationships arise from African American and Latina/Latino patients being treated differently from European American patients when they would prefer to be treated the same, versus being treated the same when they would prefer to be treated differently. To accomplish this we used focus groups to explore the experiences and perspectives of African American, Latina/Latino, and European American patients on their clinician-patient relationships.
They felt that clinicians may be able to deliver better care if the patients’ race were acknowledged. Some Latinas/Latinos preferred ethnic- or language-concordant providers. They believed that these providers were more proficient communicators who helped them understand the treatment regimen and allowed them to share their perspectives about their own health. Lastly, some Latinas/Latinos who used alternative medicines (e.g., herbs and roots) wanted providers to be more knowledgeable of alternative medicine and discuss how it may or may not complement their current treatment regimen. It is not surprising that Latina/Latino patients preferred ethnic- or language-concordant providers. The extant literature shows that Latinas/Latinos report healthcare problems pertaining to cultural issues, language, and lack of culturally-matched healthcare providers (González, Vega, & Tarraf, 2010; Timmins, 2002). However, we were surprised that many African American patients were indifferent on the question of race-concordant physicians. Upon further reflection we believe that African American patients may not view the clinician’s race as important as other dimensions of the clinician’s characteristics, such as communication style (Dale, Polivka, Chaudry, & Simmonds, 2010). Sacks (2013)also did not find a uniform preference for race concordant providers among African American female patients. She found that the environmental constraints in healthcare (e.g., wait times, quality of interpersonal interactions) were more important for the patients than having a race concordant clinician. Based on our findings as well, most African Americans did not believe that having race concordant clinicians would in itself assure the delivery of quality healthcare. In contrast, Latinas/Latinos in our study felt that having culturally-matched providers would assure good quality of care. Because this was a salient issue for them, the need felt by Latinas/Latinos for an ethnically concordant clinician may have kept Latinas/Latinos from mentioning other barriers that also affect their healthcare experiences. In sum, our findings indicate that racial or ethnic concordance is not always identified by patients themselves as important; even so, improving access to culturally-sensitive healthcare may help address many concerns of minority patients.
African Americans varied in their preferences regarding the race of their physicians. Many African Americans said they did not care whether their doctor was African American or not as long as the doctor was competent. Similarly, European American patients reported indifference about physicians’ race. They wanted a clinician who showed respect and attentiveness during the interaction. Unlike the European Americans and many of the African Americans, most Latinas/Latinos preferred an ethnic- or language-concordant provider. Some did not have a preference for an ethnic-concordant provider as long as the provider knew Spanish, while others preferred a Latina/Latino provider, believing that Latina/Latino providers understand Latina/Latino experiences. The patients believed that language-concordant providers and ethnic-concordant providers communicate effectively with patients, enabling patients to understand their providers’ recommendations and allowing physicians to understand their patients’ explanations of their symptoms. For example, this Latino male participant preferred Latina/Latino clinicians because he felt patient and clinician would understand each other better:
Healthcare disparities might be reduced through a patient-centered approach to cultural competency training, general knowledge of the cultural context of clinicians’ patient population, and attention to the effects of racial bias and discrimination among both clinicians and non-clinical staff.
The study, known as Project EQUALED (Exploring the Quality of African American and Latina/Latino Experiences with Doctors), aimed to determine what constitutes good or bad relationships with clinicians from the perspectives of patients across three broad cultural groups comprised of African Americans, Latinas/Latinos, and European Americans. Employing several principles of community-based participatory research (CBPR; Israel, Schulz, Parker, & Becker, 1998), our research team included two community liaisons as active research team members meeting weekly with academic project staff during the formative phases of the project. We also enlisted the guidance of a community advisory board which provided input into recruitment approaches as well as revisions of the focus group discussion guide. The advisory board also provided input into the design of study recruitment flyers. Word-of-mouth invitations from advisory board members and from initial research participants helped the research team to involve the participation of community members in the focus groups. Research team members conducted the focus groups in community settings including public libraries and a locally-owned coffee shop.
Because they were concerned that the alternative medicine might cause complications , Latinas/Latinos wanted providers to be informed and to have better connections with herbalists. As this Latina participant said:
With individually administered tests, the examiner not only considers the child's answers but also observes the child's behavior.
Rosanna scores highly in Gardner's spatial intelligence. Based on these test results, which of the following occupations might Rosanna be best suited for?
Finnish parents regard native ability as the key to academic success.
the gap between middle-SES and low-SES children-about 9 points-accounts for some of the ethnic differences in IQ, but not all.
intelligence tests can easily underestimate, and even overlook, the intellectual strengths of some children, especially ethnic minorities.
Low-SES children devote more time to Internet use than their higher-SES counterparts.