Culturally Educated Questioning: A Skills-based Approach to Cultural Competence

PURPOSE

Financial and curricular investment into multicultural training in graduate schools of psychology, counseling, and social work is on the rise (Hollis & Wantz, 1994), and there is increasing evidence that multicultural awareness among students has likewise improved (Heppner & O'Brien, 1994; Robinson & Bradley, 1997). However, numerous scholars have demonstrated that multicultural awareness does not necessarily translate into more effective, culturally competent skills (Quintana & Bernal, 1995; Sue, Arredondo, & McDavis, 1992). To address this gap, Rodriguez and Walls (2001) suggest training graduate students in a skill set they call culturally educated questioning.

An adaptation of the generic counseling skill of educated questioning, the culturally educated questioning skill set is a “fused etic-emic approach” (Rodriguez & Walls, 2001, p. 92) whereby social work practitioners – armed with cultural knowledge – develop series of questions to assist them in testing their hypotheses regarding the impact of culture on the client's presenting problems. Social workers trained to use culturally educated questioning are not only aware of cultural nuances, but have given prior thought as to how they might assess the role of culture's impact without the risk of stereotyping their client.

METHODS

Using a pre-test/post-test comparison group design with a sample of 152 graduate social work students, this study examines the effectiveness of culturally educated questioning teaching modules on cultural knowledge, self-reported skill level, and ability to conceptualize appropriate strategies in case examples working with various marginalized populations. Data were collected at four points in time prior to and following the administration of a series of teaching modules designed to introduce and support students in developing the skill of culturally educated questioning at increasing levels of sophistication. Teaching modules were implemented during courses throughout the first years of a two-year MSW program.

RESULTS

Results suggest significant improvement among students receiving the teaching models compared to students who did not receive the modules. Additional qualitative data collected demonstrate increased skill in identifying potential cultural influences on case examples as well as ability to develop ways in which to inquire about the impact of those influences.

IMPLICATIONS

Teaching graduate social work students the skill set of culturally educated questioning appears to improve their ability to identify and conceptualize appropriate ways in which to inquire about the potential impact of cultural influences on clients' presenting problems. Use of the teaching modules may be an effective way in which to bridge the gap between multicultural awareness and multicultural skill.