...professional development. Results indicate that Health Educators with graduate degrees scored higher on the knowledge component, while nearly 70% of all respondents acknowledged feeling comfortable in their interactions with Latinos. However, lack of bi-lingual staff and culturally specific knowledge were reported as primary barriers. The results obtained from this study may inform curricular revisions within health education professional preparation programs.

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Today in the United States, Latinos are the largest minority group followed by African Americans (U.S. Census Bureau, 2004a). Latinos have also been projected to be the second fastest-growing population, after Asians in the 30 year period from 1995 to 2025 (Campbell, 1996). However, traditionally the Latino culture has not been a mainstay in the professional preparation of health educators. According to the U.S. Census Bureau, as of March of 2002, more than 1 in 8 people (13.3%) in the United States were Latino (2003). Based on the 2000 U.S. census, it is also projected that by the year 2050, 24.4% of the nation's population will be Latino (U.S. Census Bureau, 2004b). Furthermore, the projected population change from 2000 to 2002 for Latinos in the U.S. was 187.9% (U.S. Census Bureau, 2004b).

The purpose of this study was to identify Latino cultural competence by health education professionals. Specifically, the level of cultural competence, acquisition process, knowledge, attitudes and barriers to Latino cultural competence and recommendations for future professional development were investigated. This study aimed to answer the following research questions: 1) What is the current self rated level of Latino cultural competence among health education professionals in the field? 2) What are the acquisition processes by which health education professionals gain or obtain cultural competence of the Latino culture? 3) What is the current knowledge level of health education professionals about the Latino culture? 4) What are the current attitudes of health education professionals about Latino cultural competence in their profession? 5) What are present barriers to Latino cultural competence faced or identified by health education professionals? 6) What are the recommendations for future professional development regarding Latino cultural competence from health education professionals?

To date there are few studies identifying issues in professional preparation around cultural competence specifically for the Latino culture. Even more s0ignificant is the lack of studies addressing Latino cultural competence among Health Education professionals.

SUMMARY OF BACKGROUND

The United States is experiencing a shift in demographic trends, including an increase in cultural diversity (Galambos, 2000). According to the U.S. Department of Health and Human Services, 2001, African Americans, American Indians, Alaska Natives, Asian Americans, Pacific Islanders, and Hispanic Americans accounted for 30 percent of the population in 2000. These groups are projected to account for about 40 percent of the population by 2025 (U.S. Department of Health and Human Services [USDHHS], 2001). Due to cultural differences, these population groups are likely to encounter various barriers in accessing health care. Hence, the preparation of culturally competent health educators and the preparation of culturally appropriate health education programs become crucial. It is also important because culturally competent health interventions have been described as an approach to achieve the goals of Health People 2010 (Luquis and Perez, 2003). Health educators must be aware of how culture influences personal understanding of health and illness, how this affects personal health practices, and how these views can be incorporated into health education interventions (Luquis and Perez, 2003). Understanding and gaining knowledge of other cultural beliefs and values is a key element in expanding the view and appreciation of the health care clients/patients served (Encarnacion-Garcia & Torabi, 2003).

People of different cultures encounter numerous barriers as they attempt to access health care. Research indicates that Native Americans, Asian Americans, African Americans, and Hispanic and Latino groups tend to underutilize health and mental health services (USDHHS, 2001). Communication has been identified as one of the main barriers in receiving health care (Brach & Fraser, 2002; Shearer & Davidhizar, 2003; Sharma & Kerl, 2002; Encarnacion-Garcia & Torabi, 2003). According to Brach and Fraser, communication with physicians presents a problem for 27% of Asian Americans and 33% among Hispanics. Some of the barriers for Mexican Americans identified by Sharma and Kerl (2002) were a lack of bilingual health care staff, racial biases and stereotyping, and lack of understanding of the goals and values of rehabilitative care.

Given the multicultural nature of contemporary U.S. society, health educators must strive to achieve cultural competence and incorporate this concept into the planning, implementing, and evaluating process of...

NOTE: All illustrations and photos have been removed from this article.



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