HSC532DR Jodi Fisher December 14, 2017 At 3 PM Final Exam Qu

Hsc532dr Jodi Fisherdecember 14 2017 At 3 Pmfinal Examquestion 1in

In this course, I learned about myself and my life more than I ever imagined. I have learned to listen and interact with other people. I try to understand a very diverse population of people to know how to deal with them. I have learned to develop personal standards for when and how I engage in conversation with people about any given topic.

I also learned to apologize when I made a mistake or misunderstood something. I also learned that I did not have to mention the disagreement every time I disagree with someone. I am proud of myself because I learned a new language and improved. My goal was to be a more social person. I feel that I have broken some of my shyness because of what I have learned in this class.

I have always been a shy person for all my life, and I am really proud with the progress I made. I believe that as a Shia Muslim, which is the minority in Saudi Arabia, I do not have privilege in my life in comparison to others. The privilege in Saudi Arabia is not related to race, instead it is about your religion or who you are and who you know. “It is important to explore how system of advantage and disadvantage, and privilege affect one’s life and work” (Cartwright & Shingle, 2011, p. 67).

In my opinion, there are a few improvements that can change life quality for all Saudis: First, employ the right people in the right positions. In Saudi Arabia, certain families with high positions tend to employ relatives regardless of qualifications, placing workload on others. In my experience, I had an interview at a big company, and the first question asked was “Are you Shia or Sunni?” When I answered Shia, the interviewer closed his notebook and started asking unrelated questions about soccer and sports cars. I realized he had no intention of hiring me because of my religion.

I felt that other people had privilege over me even though I am well qualified. Additionally, according to Cartwright et al., “some African American women felt privileged when working with African American athletes but initially disadvantaged due to gender when working with male African American coaches” (p. 57). There are many differences between males and females in Saudi Arabia.

Paper For Above instruction

This paper explores the profound impact of cultural competence and systemic privilege on individual experiences, particularly focusing on minority groups within healthcare and societal contexts. Through personal reflections and scholarly insights, it underscores the importance of understanding diversity, addressing health disparities, and fostering inclusivity to improve societal and healthcare outcomes.

My journey in this course has been transformative, enhancing my awareness of personal biases and societal structures that influence interactions across diverse groups. Learning to listen, engage respectfully, and develop personal standards for communication has enabled me to navigate cultural differences more effectively. Overcoming shyness, especially as a Shia Muslim minority in Saudi Arabia, has been a significant achievement. My experience highlights the pervasive influence of systemic privilege, where religion, social connections, and family background often dictate opportunities more than individual merit.

The interview question I encountered about my religious identity vividly exemplifies systemic bias. The interviewer’s reaction—ignoring my qualifications after discovering my Shia faith—reflects how systemic privilege or its absence affects employment opportunities. This resonates with Cartwright and Shingle's (2011) discussion on how privilege based on religion or social networks can limit access to resources and opportunities for minorities. Systemic barriers are further exemplified by disparities in healthcare access, where cultural and language barriers impede effective treatment, especially for ethnic minorities.

Addressing these disparities necessitates systemic reforms, such as ensuring equitable employment practices and fostering cultural competence within healthcare systems. An example from my personal perspective is the necessity for healthcare professionals to acquire ongoing multicultural competence. The definition provided by Cartwright et al. (2011) emphasizes the importance of attitudes, skills, behaviors, and policies enabling effective cross-cultural interactions. In healthcare, professionals must be adept at understanding patients’ cultural backgrounds, beliefs, and language needs to deliver effective care.

The impact of multicultural awareness extends beyond individual interactions. It shapes organizational policies, community health initiatives, and educational programs aimed at reducing disparities. My exposure to American holidays and customs broadened my understanding of cultural diversity, illustrating how cultural competence can foster mutual respect and better health outcomes. For instance, understanding American traditions like Halloween, Thanksgiving, and MLK Day helps in tailoring health messages and interventions that resonate across cultural boundaries.

Similarly, my interactions with Chinese peers taught me about cultural healing practices like cupping therapy, which parallels Hijama in Saudi Arabia. Recognizing such similarities fosters respect and opens avenues for integrating complementary health practices across cultures—an essential skill for health administrators working in diverse environments.

Health disparities among various ethnic groups in the United States further illustrate systemic inequities. Data shows that diseases like cancer, heart disease, diabetes, and HIV/AIDS disproportionately affect African Americans, Hispanics, and Asian Americans. Notably, uninsured rates vary significantly, with non-Hispanic Whites less likely to be uninsured than Hispanics, affecting access to preventive and primary care. These disparities are compounded by language barriers, educational deficits, and economic inequality, all of which hinder equitable healthcare delivery (Shingle, 2017).

To effectively combat these disparities, targeted approaches are necessary, including improving access to insurance, culturally tailored health education, and community engagement strategies. Promoting diversity in healthcare workforce and leadership also plays a crucial role, as diverse providers are better equipped to understand and address specific community needs. Implementing policies that eliminate barriers—such as language services and financial assistance—can significantly reduce health inequities.

Among strategies to improve healthcare equity, health promotion and disease prevention stand out. Enhancing health literacy through education, increasing availability of primary care services in underserved areas, and integrating cultural competence training into healthcare curricula are vital measures. These initiatives foster trust and improve health outcomes across all populations.

In pedagogical contexts, fostering diversity awareness actively enhances student engagement and intercultural understanding. Incorporating interactive activities such as self-awareness exercises, sharing personal stories, and stereotype discussions can build mutual respect and cultural sensitivity. These activities help students recognize their biases, appreciate diverse perspectives, and develop empathy—skills essential for future health professionals or leaders in diverse settings.

Using reflection papers and peer group tasks encourages deeper learning and personal growth. Such methods ensure active participation, enable educators to assess students’ understanding, and promote collaborative problem-solving. In turn, this nurtures the development of culturally competent practitioners committed to health equity and social justice.

In conclusion, advancing cultural competence and addressing systemic privilege and disparities are pivotal for fostering equitable health and social environments. Personal experiences combined with academic insights reflect that awareness, education, and proactive policies are vital for transforming societal structures and health outcomes. As future professionals, recognizing and combating historical and systemic inequities will empower us to create a more inclusive, fair, and effective system for all.

References

• Cartwright, L. A., & Shingle, R. R. (2011). Cultural Competence in Sports Medicine. Champaign, IL: Human Kinetics.
• Shingle, R. (2017). African American Athletic Training Education Program. HSC 532 Course Materials Blackboard.
• Hispanic/Latino Americans health issues. (2017). Group Fact sheet.
• Asian American health issues. (2017). Group Fact sheet.
• Health disparities among diverse populations. (2009). HSC 532 Course Materials Blackboard.
• Asian and Pacific Islander American health issues. (2017). Course Materials Blackboard.
• Williams, D. R., & Mohammed, S. A. (2009). Discrimination and racial disparities in health: evidence and needed research. Journal of Behavioral Medicine, 32(1), 20–47.
• Betancourt, J., Green, A. R., Carrillo, J. E., & Ananeh-Firempong, O. (2003). Defining cultural competence: A practical framework for addressing racial/ethnic disparities in health and health care. Public Health Reports, 118(4), 293–302.
• Resnicow, K., Soler, R., Blissett, D., & Wang, T. (2000). Cultural sensitivity in substance use prevention: treating people where they are. Psychology of Addictive Behaviors, 14(2), 157–164.
• Lie, D. A., Lee-Rey, E., Gomez, A., Bereknyei, S., & Braddock, C. H. (2011). Does cultural competence training of health professionals improve patient outcomes? A systematic review and proposed algorithm for future research. Journal of General Internal Medicine, 26(3), 317–325.