A Study of Cultural Competence and Ethnic-Based Bias among Ethiopian Higher Education Instructors

Abstract

This study was undertaken with the aim of exploring the state of cultural competence and ethnic-based
biases among the faculty and students of two selected public universities in Ethiopia, namely, Addis Ababa
University and Wolaita Sodo University. The study employed a mixed-methods design, with a concurrent
collection of field data using surveys of the faculty and undergraduate students in their second year and
above at the time of the fieldwork. The faculty and the students were randomly selected, with a purposeful
focus on certain colleges and campuses at both universities. Much of the data was collected using
quantitative surveys. Qualitative data collected through interviewing faculty officers, student
representatives, and other relevant stakeholders in academic administration supported the survey. The data
were analyzed using appropriate tools, including SPSS for the surveys and MAXQDA 2022 for the
qualitative data. The findings overall indicate that faculty self-ratings yielded a positive assessment on the
measurement items, while student reports indicated instances of biases based on ethnicity interfering with
academic duties. Both universities lacked robust policy and guidelines on the management of diversity and
dealing with bias arising from a lack of cultural competence and ethnic-based biases. The study concludes
that a positive learning environment cannot be realized without appropriate cultural competence among
the faculty. The study recommends appropriate sensitivity and competence training, clear policies for
reporting and managing biases, and integrating cultural diversity into the curriculum. These can help in
enhancing inclusivity on campus, fighting against ethnic-based biases, and promoting peaceful coexistence
among the university community.