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Contextual Influences on Faculty Diversity Conceptualizations When Working With Trainee Competence Problems

机译：实习生能力问题时，语境对教师多元化概念的影响

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摘要

Trainees with problems of professional competence (TPPC) present trainers with unique challenges. When TPPC situations include diversity issues, the complexity of such challenges increases. Although attention to such intersections is important, little is known about what influences faculty thinking about diversity issues when trainee competence problems are identified. The authors analyzed 22 faculty interviews using grounded theory to explore contextual influences on faculty interactions. Participants described program commitments to diversity conversations, consultations, and examination of biases as important positive influences. Participants described historic conflicts (e.g., interpersonal and programwide) and within-faculty differences (e.g., differences in multicultural training, assumptions about diversity-related conflict) that made faculty interactions more difficult. New instances of competence problems that involved differences in opinion about the influence of diversity variables exacerbated existing conflicts and created new tensions among faculty. Implications for training and research are discussed.
机译：有专业能力问题（TPPC）的学员会给培训师带来独特的挑战。当TPPC情况包括多样性问题时，此类挑战的复杂性就会增加。尽管对这样的交叉路口的关注很重要，但是当确定学员能力问题时，对于影响教师思考多样性问题的影响知之甚少。作者使用扎根理论分析了22名教师访谈，以探讨情境对教师互动的影响。参与者将计划对多样性对话，协商和偏见检查的承诺视为重要的积极影响。参与者描述了历史冲突（例如人际和计划范围内的冲突）和教职员工内部的差异（例如多元文化培训中的差异，关于与多样性相关的冲突的假设），这使得教职员工之间的交流更加困难。能力问题的新实例涉及对多样性变量影响的观点分歧，加剧了现有的冲突，并在教师之间造成了新的紧张关系。讨论了对培训和研究的影响。

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