Abstract
Integrating diversity and cultural competency content into public health curricula is vital in preparing future health professionals to optimize health outcomes of all individuals; however, very few studies have examined whether diversity and cultural competencies are taught in public health curricula. Studies have consistently incorporated diversity, equity, and inclusion in education for healthcare professionals such as nursing, community health workers, health educators, etc. The purpose of this study was to assess the presence of course content diversity, equity, inclusion, cultural competency, or other related topics. A formative assessment approach utilizing a four-step evaluation process was used to review the inclusion of diversity and cultural competency in course learning objectives, assignments, and projects. While diversity was referenced in all course syllabi reviewed, its presence was largely limited to general university diversity statements. Cultural competency and equity were each present in only a minimal number of syllabi, and none referenced inclusion. Additionally, few syllabi include methods to assess students’ competencies in these critical areas. Therefore, the findings demonstrate a clear need to include content of diversity, equity, inclusion, and cultural competency within the course curriculum.
Recommended Citation
Hays, A. L., Barner, Y. M., & Michael, L. (2026). Examining Diversity and Cultural Competency within a Historically Black College and University (HBCU) Public Health Curriculum. The Journal of the Research Association of Minority Professors, 28(1). Retrieved from https://digitalcommons.pvamu.edu/jramp/vol28/iss1/2
Included in
Education Commons, Public Health Education and Promotion Commons, Social Justice Commons