A faculty member explains that four states and Washington, DC are ...

[karlynnae]

A faculty member explains that four states and Washington, DC are known as majority-minority areas, meaning
 
  a. areas where the minority population is expected to become the majority.
  b. non-white, non-Hispanic individuals make up the population majority.
  c. places where the majority group alternates between white and nonwhite.
  d. regions where there is no dominant population group to make a majority.

Question 2

A health care organization serves many patients from different racial and ethnic groups. One group in particular does not take advantage of specific programs offered. The nurse manager could infer that
 
  a. members of this cultural group need further education on the program's benefits.
  b. the cultural group shares an experience that creates barriers to using the service.
  c. the program simply is not equally beneficial to all cultural and racial groups.
  d. these programs should be mainly marketed to groups that actually use them.

[krakiolit]

Answer to Question 1

B
In a majority-minority area, the total population of minorities (people other than single-race, non-Hispanic whites) make up the majority of the population.
An area where the minority population is expected to become the majority is not an example of a majority-minority.
A place where the majority group alternates between white and nonwhite does not fit the definition of majority-minority.
In a majority-minority area, there is a majority, it just does not fit the traditional pattern of being white, non-Hispanic.

Answer to Question 2

B
Members of cultural groups share history, origins, values, and experiences. Something in the cultural group's history or values may be hindering members' use of services. The manager should enlist the help of community leaders to determine whether this is the case.
It may be true that members of this cultural group need further education on the program's benefits; however, it would be wise of the manager to explore the culture with leaders from the community to see whether there are any cultural barriers to using the services before planning more education.
It may well be true that the program simply is not equally beneficial to all cultural and racial groups; however, the manager should determine the reason why the services are beneficial for specific groups and what could be done to increase their relevance and use.
If it is determined, after much investigation, that certain services are relevant only to specific groups, then marketing and education should be tailored to those groups. However, before deciding that this is the case, the manager needs to assess whether something in the specific cultural group is keeping members from using the programs and services.