Abstract
In higher education, there is research to support the importance of educating students on cultural competence and in providing them with experiences with diversity. The literature also reflects the need for a positive campus climate as diversity increases on campuses of institutions of higher education and discusses the methods available for creating a positive campus climate. However, while faculty are identified as a critical component of creating cultural competency, little is written about how the faculty that teaches these students define cultural competency and how they demonstrate cultural competency in the classroom and in their professional relationships with students. This qualitative study explored, from a case study perspective at one faith-based institution of higher education, the ways in which faculty define cultural competency and how they demonstrate cultural competency in the classroom. Through an analysis of university documents and the collection of data from faculty members in interviews, themes were identified about cultural competency. These themes were: awareness and understanding in cultural competency bringing cultural competency into the classroom; living the mission of Jesuit philosophy; the impact of training; and seeking support on issues of cultural competency; and finally, personal experiences that influenced the development of cultural competency. This study began to create a framework for understanding faculty definition and demonstration of cultural competency as well as providing information for possible training development and future research that needs to be conducted.