Other Titles
Relationships Among Cultural Humility, Cultural Intelligence, Colorblind, Racial Attitudes, and Attitudes Toward Social Justice in Nursing Faculty [Poster Title]
Other Titles
Rising Star Poster/Presentation
Abstract
This study examined relationships among cultural humility, cultural intelligence, colorblind racial attitudes, and social justice attitudes among U.S. nursing faculty. Grounded in emancipatory knowing and emancipatory nursing praxis [1,6], the purpose was to explore how faculty cultural competencies and racial attitudes relate to social justice orientation in nursing education, particularly amid health inequities and scrutiny of diversity, equity, and inclusion efforts.
A quantitative, correlational design was used with 54 nursing faculty. Data were collected via an anonymous online survey and analyzed using descriptive statistics, correlations, and multiple regression. Validated instruments measured cultural humility [3], cultural intelligence [2], colorblind racial attitudes [4], and social justice attitudes [5], demonstrating acceptable to excellent reliability.
Cultural humility and cultural intelligence were positively associated with social justice attitudes, while colorblind racial attitudes were negatively associated. Regression analysis identified cultural humility as a significant positive predictor and colorblind racial attitudes as a significant negative predictor; cultural intelligence was not a significant independent predictor when controlling for other variables. The model explained 38.5% of the variance.
Findings highlight the importance of structural awareness of racism in shaping social justice orientation. Cultural competencies alone may be insufficient without explicit attention to structural inequities. Implications include integrating targeted faculty development to advance cultural humility and critical consciousness, supporting inclusive nursing education and health equity. These findings have global relevance, as nursing faculty worldwide strive to engage in emancipatory knowing and praxis by critically examining personal beliefs and pedagogical practices, to address structural health inequities and advance socially just education and practice.
Notes
References:
1. Chinn, P.L., Canty, L., & Mkandawire-Valhmu, L. (2026). Knowledge development in nursing: Theory and process (12th ed). Elsevier.
2. Dyne, L.V., Ang, S., & Koh, C. (2009). Development and validation of the CQS: The cultural intelligence scale. In S. Ang & L.V. Dyne (Eds.), Handbook of cultural intelligence: Theory, measurement, and applications (2nd ed., pp. 16-38). Routledge.
3. Foronda, C., Porter, A., & Phitwong, A. (2020). Psychometric testing of an instrument to measure cultural humility. Journal of Transcultural Nursing, 32(4), 399–404. https://doi.org/10.1177/1043659620950420
4. Neville, H. A., Lilly, R. L., Duran, G., Lee, R. M., & Browne, L. (2000). Construction and initial validation of the Colorblind Racial Attitudes Scale (CoBRAS). Journal of Counseling Psychology, 47(1), 59–70. https://doi.org/10.1037/0022-0167.47.1.59
5. Torres-Harding, S. R., Siers, B., & Olson, B. D. (2012). Development and psychometric evaluation of the Social Justice Scale (SJS). American Journal of Community Psychology, 50(1–2), 77–88. https://doi.org/10.1007/s10464-011-9478-2
6. Walter, R. R. (2017). Emancipatory nursing praxis: A theory of social justice in nursing. Advances in Nursing Science, 40(3), 225–243. https://doi.org/10.1097/ANS.0000000000000157
Sigma Membership
Non-member
Type
Poster
Format Type
Text-based Document
Study Design/Type
Cross-Sectional
Research Approach
Quantitative Research
Keywords:
Nursing Faculty, Cultural Humility, Cultural Intelligence, Social Justice, Social Attitudes, Racial & Ethnic Attitudes, United States
Recommended Citation
Santiago-Jones, Marta I., "Cultural Humility, Cultural Intelligence, Colorblindness, and Social Justice in Nursing Faculty" (2026). International Nursing Research Congress (INRC). 143.
https://www.sigmarepository.org/inrc/2026/posters_2026/143
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-10-02
Cultural Humility, Cultural Intelligence, Colorblindness, and Social Justice in Nursing Faculty
Toronto, Ontario, Canada
This study examined relationships among cultural humility, cultural intelligence, colorblind racial attitudes, and social justice attitudes among U.S. nursing faculty. Grounded in emancipatory knowing and emancipatory nursing praxis [1,6], the purpose was to explore how faculty cultural competencies and racial attitudes relate to social justice orientation in nursing education, particularly amid health inequities and scrutiny of diversity, equity, and inclusion efforts.
A quantitative, correlational design was used with 54 nursing faculty. Data were collected via an anonymous online survey and analyzed using descriptive statistics, correlations, and multiple regression. Validated instruments measured cultural humility [3], cultural intelligence [2], colorblind racial attitudes [4], and social justice attitudes [5], demonstrating acceptable to excellent reliability.
Cultural humility and cultural intelligence were positively associated with social justice attitudes, while colorblind racial attitudes were negatively associated. Regression analysis identified cultural humility as a significant positive predictor and colorblind racial attitudes as a significant negative predictor; cultural intelligence was not a significant independent predictor when controlling for other variables. The model explained 38.5% of the variance.
Findings highlight the importance of structural awareness of racism in shaping social justice orientation. Cultural competencies alone may be insufficient without explicit attention to structural inequities. Implications include integrating targeted faculty development to advance cultural humility and critical consciousness, supporting inclusive nursing education and health equity. These findings have global relevance, as nursing faculty worldwide strive to engage in emancipatory knowing and praxis by critically examining personal beliefs and pedagogical practices, to address structural health inequities and advance socially just education and practice.
Description
Examines how cultural humility, cultural intelligence, and colorblind racial attitudes relate to social justice attitudes in nursing faculty, highlighting the importance of structural awareness in advancing equitable nursing education and practice.