Bicultural adaptation theory assumes a state of confusion as individuals transition from one culture to another. It also acknowledges that biculturalism is more adaptive when elements of one’s previous culture help endorse the new culture.
Besides anticipated challenges such as language barriers and cultural conflict, many of the immigrants in the study had mental health issues, for example, post-traumatic stress disorder. This could explain the confusion prevalent in the adaptation process as espoused in the bicultural adaptation theory. Another finding is that after some immigrants found their families back at home, there was a challenge related to sending remittances back home(Qin et al.2015, p.223). However, from the reading, those who adapted well and got a good education were in a better position to support their families in Africa. This aligns with the bicultural adaptation theory in that the culture of family support reflects a value from the previous culture.
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One qualitative finding from the study is that most Sudanese immigrants adapted well and obtained a high school and college education, except for three of the study participants. The success rates reflect some of the central tenets of the emerging adult theory, particularly a feeling of having potential or the existence of possibilities (Qin et al. 2015, p. 218).
One social work implication is matching unaccompanied immigrant minors with culturally diverse adoptive families. This would ensure such children find a conducive environment to transition into the new culture. Culturally diverse foster homes are likely to ensure that the minors feel loved and understood throughout tumultuous transitioning. Such a culture is also likely to influence the emerging adults to freely explore the elements of the new culture and find new possibilities of self-improvement as they adapt to the new culture.
Personal assumptions on the ease of adaptation into other cultures could have influenced my interpretation. I tend to think that even without traumatic events, it is significantly hard to adapt to another culture. This might influence me into giving some issues more attention, hence, inability to create a balance in responding to different situations.
Kumagai et al. (2009) looks into the different factors related to cultural competence in education, specifically in medical school. Besides an in-depth critique of cultural competence in diverse educational contexts, the author also addresses diversity consciousness and critical thinking. The relationship between critical consciousness and multicultural education is also discussed to a large extent. While a case study of cultural diversity at the University of Michigan is given, the content generally addresses diversity and social justice in learning institutions. These elements are addressed in terms of how teaching is diversified to ensure desired outcomes regarding embracing multiculturalism.
The empowerment approach would be the best in informing my teaching practices. This is because it is a dynamic approach that ensures all students’ inclusivity regardless of their differences. It also promotes wellbeing; hence, it is an approach that has positive health outcomes ( Kohli et al., 2010).
The bidirectional teaching approach is the best in the realization of individual uniqueness. Kumagai (2007, p.784) asserts that it outdoes the mainstream top-down teaching approach that mainly views the teacher as the head. It allows the participation of students in class, hence, allows them to discuss their personal experiences and differences that make them unique. This approach would best fit undergraduate social work students because of its simplicity.
The bidirectional teaching strategy aligns with the empowerment approach in that it brings dynamism into teaching. It ensures students exchange information between themselves and at the same time with the teaching staff. This reflects the significant tenets of the empowerment approach, for example, a varied approach and many ways of accomplishing different undertakings and raising consciousness.
The bidirectional teaching strategy can advance social change by allowing students to be their own advocates. Since it allows free interaction and expression between the teacher and the students, it creates a conducive environment for students to voice their concerns and be listened to. With freedom of expression and exchanging of ideas, change is likely to be influenced through different forums and associations between students and faculty.
References
Kohli, H. K., Huber, R., & Faul, A. C. (2010). Historical and theoretical development of culturally competent social work practice. Journal of Teaching in Social Work , 30 (3), 252-271.
Kumagai, A. K., & Lypson, M. L. (2009). Beyond cultural competence: critical consciousness, social justice, and multicultural education. Academic medicine , 84 (6), 782-787.
Qin, D. B., Saltarelli, A., Rana, M., Bates, L., Lee, J. A., & Johnson, D. J. (2015). “My Culture Helps Me Make Good Decisions” Cultural Adaptation of Sudanese Refugee Emerging Adults. Journal of Adolescent Research , 30 (2), 213-243.
