Davis S P, Davis M
Davis, Davis, and Associates, Chattanooga, Tennessee, USA.
J Cult Divers. 1998 Summer;5(2):68-76; quiz 77-9.
This qualitative study describes the bicultural experience of ten ethnic minority faculty employed in predominately white baccalaureate and higher degree nursing programs in the Southeastern section of the United States. Seven themes emerged from the data: (a) appraising, (b) proving, (c) fitting-in, (d) defending, (e) distancing, (f) being invisible, and (g) mentoring to describe their experience. Results also provided support for the authors' generated Bicultural Systems Model which evaluates why and to what extent a particular transaction or series of transactions between the person and the environment is perceived as stressful. The general perception among participants was that they were not fully accepted in the academic setting of predominately white nursing programs. As a result, some faculty were expending energy trying to convince others of their legitimacy; while others were choosing to distance themselves from the academic setting and white colleagues. This study indicates a need for dialogue between white and ethnic minority faculty to facilitate adoption of strategies that reduce the negative effects of the bicultural phenomenon.
这项定性研究描述了在美国东南部主要为白人的本科及更高学位护理项目中任职的十名少数民族教员的双文化经历。数据中出现了七个主题：（a）评估，（b）证明，（c）融入，（d）捍卫，（e）疏远，（f）隐形，以及（g）指导，以描述他们的经历。研究结果还为作者提出的双文化系统模型提供了支持，该模型评估了为什么以及在何种程度上人与环境之间的特定交易或一系列交易被视为有压力。参与者的普遍看法是，在主要为白人的护理项目的学术环境中，他们没有被完全接受。因此，一些教员花费精力试图让其他人相信他们的合法性；而另一些人则选择与学术环境和白人同事保持距离。这项研究表明，白人和少数民族教员之间需要进行对话，以促进采取减少双文化现象负面影响的策略。
