Diversity & Diversity & Sensitivity Sensitivity Prepared by Michael Cummings Prepared by Michael Cummings
Diversity & Sensitivity Prepared by Michael Cummings.
Mar 27, 2015
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Diversity amp SensitivityDiversity amp Sensitivity
Prepared by Michael CummingsPrepared by Michael Cummings
Each person is Each person is representative of a representative of a
mixture of ldquocultures and mixture of ldquocultures and experiencesrdquohellipexperiencesrdquohellip
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
bullHave you ever been the Have you ever been the subject of a negative reaction subject of a negative reaction based only on your based only on your membership in a groupmembership in a group
bullHow about a positive reaction How about a positive reaction for the same reasonfor the same reason
bullWhy do people have negative Why do people have negative stereotypes about othersstereotypes about others
Dislike 1 2 3 4 5 6 7 Like
bull Would it be all right if your brother or sister married one of these people
bull List 2 things you believe about this person
Views Are Like IcebergsViews Are Like Icebergsbull Just as 90 of an iceberg is out of sight Just as 90 of an iceberg is out of sight
very little can be determined about a person very little can be determined about a person based on their appearance Stereotypes are based on their appearance Stereotypes are opinions based on their appearanceopinions based on their appearance
Labels Help us to IdentifyLabels Help us to Identify
bull Knowing the contents of a can Knowing the contents of a can without looking insidewithout looking inside
bull Labels and PeopleLabels and Peoplendash How are labels used to describe How are labels used to describe
peoplepeoplendash How often does this occurHow often does this occur
What Exactly is DiversityWhat Exactly is Diversity
bullDiversity refers to all the ways that individuals are unique and
differ from one another
Diversity InvolvesRecognizing our unique differences
Attracting people of all backgrounds
Recognizing how attitudes affect us all
Creating an environment where all can succeed
Acting to promote diversity
Elements of DiversityElements of Diversity
bull AgeAge
bull GenderGender
bull EthnicityEthnicity
bull RaceRace
bull Physical AbilityPhysical Ability
bull Sexual OrientationSexual Orientation
bull Physical Physical
CharacteristicsCharacteristics
bull IncomeIncome
bull EducationEducation
bull Marital StatusMarital Status
bull Religious BeliefsReligious Beliefs
bull Geographic LocationGeographic Location
bull Parental Status Parental Status
bull Personality TypePersonality Type
bull Primary dimensionsPrimary dimensions are elements we have some are elements we have some power to change People are less sensitive about power to change People are less sensitive about secondary dimensions We also have the choice secondary dimensions We also have the choice of whether to disclose this information or not we of whether to disclose this information or not we can conceal these characteristics can conceal these characteristics
bull Secondary dimensionsSecondary dimensions are aspects of ourselves are aspects of ourselves that we cannot change They are things people that we cannot change They are things people know about us before we even open our mouths know about us before we even open our mouths because they are physically visible (except sexual because they are physically visible (except sexual orientation) When people feel they are being orientation) When people feel they are being stereotyped based on primary dimension they stereotyped based on primary dimension they can be very sensitive about itcan be very sensitive about it
Primary amp Secondary Primary amp Secondary Dimensions of DiversityDimensions of Diversity
Primary Dimensions of Primary Dimensions of DiversityDiversity
Sexual Orientation
Race
Gender
Physical Qualities
Age
Ethnicity
Work Background
Income Geographic Location
Parental Status
Marital Status
Education Military Experience
Religious Beliefs
Loden and Rosener 1991
Secondary Dimensions of DiversitySecondary Dimensions of Diversity
If we could shrink the earths population to a If we could shrink the earths population to a village of precisely 100 people with all the village of precisely 100 people with all the existing human ratios remaining the same it existing human ratios remaining the same it would look like this There would bewould look like this There would be
ndash 61 Asians61 Asiansndash 12 Europeans12 Europeansndash 14 from the Western 14 from the Western
Hemisphere both north Hemisphere both north and southand south
ndash 13 Africans13 Africansndash 50 would be female50 would be femalendash 50 would be male50 would be malendash 74 would be nonwhite74 would be nonwhitendash 26 would be white26 would be whitendash 67 would be non-Christian67 would be non-Christianndash 33 would be Christian33 would be Christianndash 89 would be heterosexual89 would be heterosexual
ndash 6 people would possess 6 people would possess 59 of the entire worlds 59 of the entire worlds wealth and all 6 would be wealth and all 6 would be from the United Statesfrom the United States
ndash 80 would live in 80 would live in substandard housingsubstandard housing
ndash 14 would be unable to read14 would be unable to readndash 33 would die of famine33 would die of faminendash 1 would be near death1 would be near deathndash 1 would be near birth1 would be near birthndash 7 would have a college 7 would have a college
educationeducationndash 8 would own a computer8 would own a computerndash 11 would be homosexual 11 would be homosexual
Approaches to Approaches to
DiversityDiversity The Golden Rule
ndash1960s assimilation ldquostop treating people badlyrdquo
Right the Wrongs
ndash1970s affirmative action created ldquous versus themrdquo
Value Differences
ndashYear 2000 and beyond diversity is an asset
PREJUDICEPREJUDICE
STEREOTYPESTEREOTYPE
DISCRIMINATIONDISCRIMINATION
Generalized Generalized attitudeattitude towards towards members of a members of a groupgroup
BehaviorsBehaviors directed directed towards people on the towards people on the basis of their group basis of their group membershipmembership
Generalized Generalized beliefbelief about members about members of a groupof a group
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Labeling = Stereotype Labeling = Stereotype Prejudice amp Prejudice amp DiscriminationDiscrimination
bull Categorizing can be dangerous Categorizing can be dangerous Labels can become too rigid and Labels can become too rigid and when there is no room for growth the when there is no room for growth the label becomes stifling both for the label becomes stifling both for the individuals who are labeled and for individuals who are labeled and for the category itselfthe category itself
bullThis leads to Stereotypes Prejudice amp Discrimination
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Primary CharacteristicsQualities We Are Born With
bull 1048708 Gender
bull 1048708 Eye Color
bull 1048708 Hair Color
bull 1048708 Race
bull 1048708 Birth Defects
Secondary Characteristics
bull Religion
bull Educational Level
bull Parental Status
bull Geographic Location
bull Socioeconomic Status
bull Sexual IdentitySexual Identity
Prejudice Stereotype amp Prejudice Stereotype amp DiscriminationDiscrimination
bullNegative prejudices stem fromNegative prejudices stem fromndash Social learningSocial learningndash ThreatsThreats
bull Is being prejudiced against one Is being prejudiced against one group the same as being group the same as being prejudiced against another prejudiced against another groupgroupndash Eg Do people who have prejudices Eg Do people who have prejudices
against women and homosexuals have against women and homosexuals have those prejudices for the same reasonthose prejudices for the same reasonSAMHSA Office of Minority Health and Health Resources and Administration Quality Health
Services for Hispanics The Cultural Competency Component 2001
Prejudice Stereotype amp Prejudice Stereotype amp Discrimination Discrimination
bull Prejudice is learnedPrejudice is learned
bull If we become prejudiced against If we become prejudiced against groups because they threaten us groups because they threaten us perhaps groups that trigger perhaps groups that trigger certaincertain threats will also trigger threats will also trigger certaincertain prejudices and prejudices and certaincertain reactions reactions
Reducing Prejudice Reducing Prejudice Stereotypes amp DiscriminationStereotypes amp Discrimination
What can we do to reduce the existence or expression of prejudice stereotyping and
discrimination
Self-Fulfilling PropheciesSelf-Fulfilling Prophecies
bull A false belief that leads to its own fulfillmentA false belief that leads to its own fulfillment
11 Perceiver develops false belief about a targetPerceiver develops false belief about a target
22 Perceiver treats target in a manner consistent Perceiver treats target in a manner consistent with false beliefwith false belief
33 Target responds to the treatment in such a Target responds to the treatment in such a way as to confirm the originally false beliefway as to confirm the originally false belief
Two Types of SFPsTwo Types of SFPs
bull Positive SFPs Positive SFPs
11Perceiver overestimates targetrsquos abilityPerceiver overestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly positive beliefoverly positive belief
33Target responds by confirming the overly Target responds by confirming the overly positive beliefpositive belief
bull Negative SFPs Negative SFPs
11Perceiver underestimates targetrsquos abilityPerceiver underestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly negative beliefoverly negative belief
33Target responds by confirming the overly Target responds by confirming the overly negative beliefnegative belief
Self-Fulfilling Prophecies Self-Fulfilling Prophecies and Stereotypesand Stereotypes
bullSelf-fulfilling propheciesSelf-fulfilling prophecies
can contribute to social problemscan contribute to social problems
Danger of First ImpressionsDanger of First Impressions
bull We make decisions about people We make decisions about people every dayevery day
bull Our first impressions canOur first impressions canndash Influence our working relationshipsInfluence our working relationshipsndash Be affected by stereotypes of which we Be affected by stereotypes of which we
are not awareare not aware
How are our first impressions of others formed
Forming PerceptionsForming Perceptions
bull Through our life experiences teach Through our life experiences teach us about our place in a group or us about our place in a group or societysociety
bull We tend to beWe tend to bendash Be raised in groups just like usBe raised in groups just like usndash Gravitate to similar peopleGravitate to similar peoplendash Be uncomfortable with differencesBe uncomfortable with differences
Forming Perceptions (conrsquot)Forming Perceptions (conrsquot)
bull We mistakenly believe thatWe mistakenly believe thatndash All people All people like us on the surfacelike us on the surface are are
similarsimilar in all other ways in all other waysndash All people who are All people who are unlike us on unlike us on
surfacesurface are are differentdifferent in all other ways in all other ways
bull We view others through lens of group We view others through lens of group stereotypestereotype
bull Why do we need to understand how Why do we need to understand how perceptions are formedperceptions are formed
bull If people respond well to you and If people respond well to you and appreciate your work how do you feelappreciate your work how do you feel
bull When others avoid you because of When others avoid you because of negative perceptions how do you feelnegative perceptions how do you feel
Exclusion BringsExclusion Brings
bull Less interest in performing to full Less interest in performing to full capacitycapacity
bull Cultural life and traditions seem Cultural life and traditions seem distinctdistinct
bull Over sensitivityOver sensitivity
Being Accepted StimulatesBeing Accepted Stimulates
bullPositive feelingsPositive feelings
bullA more productive and enjoyable A more productive and enjoyable workplaceworkplace
bullSo how do we get there So how do we get there
bullHow do we appreciate others How do we appreciate others amp then communicate that amp then communicate that acceptanceacceptance
Keys to Working Well w Keys to Working Well w OthersOthers
bullCommunicating openlyCommunicating openly
bullListeningListening
bullEstablishing respect and Establishing respect and understandingunderstanding
bullDiscussing issues as they ariseDiscussing issues as they arise
How can FGPrsquos respond to How can FGPrsquos respond to differences in the classroomdifferences in the classroom
bull Positively ndash Positively ndash Irsquoll embrace this challengeIrsquoll embrace this challenge
bull Negatively ndash Negatively ndash Irsquoll resist this (No one can force Irsquoll resist this (No one can force me)me)
bull Indifferently ndash Indifferently ndash Whatever No skin off my nose Whatever No skin off my nose either wayhellip I treat everyone the sameeither wayhellip I treat everyone the same
bull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before I encounter it firsthandI encounter it firsthand
bull Reactively ndash Reactively ndash Uh oh What should I doUh oh What should I do
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Each person is Each person is representative of a representative of a
mixture of ldquocultures and mixture of ldquocultures and experiencesrdquohellipexperiencesrdquohellip
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
bullHave you ever been the Have you ever been the subject of a negative reaction subject of a negative reaction based only on your based only on your membership in a groupmembership in a group
bullHow about a positive reaction How about a positive reaction for the same reasonfor the same reason
bullWhy do people have negative Why do people have negative stereotypes about othersstereotypes about others
Dislike 1 2 3 4 5 6 7 Like
bull Would it be all right if your brother or sister married one of these people
bull List 2 things you believe about this person
Views Are Like IcebergsViews Are Like Icebergsbull Just as 90 of an iceberg is out of sight Just as 90 of an iceberg is out of sight
very little can be determined about a person very little can be determined about a person based on their appearance Stereotypes are based on their appearance Stereotypes are opinions based on their appearanceopinions based on their appearance
Labels Help us to IdentifyLabels Help us to Identify
bull Knowing the contents of a can Knowing the contents of a can without looking insidewithout looking inside
bull Labels and PeopleLabels and Peoplendash How are labels used to describe How are labels used to describe
peoplepeoplendash How often does this occurHow often does this occur
What Exactly is DiversityWhat Exactly is Diversity
bullDiversity refers to all the ways that individuals are unique and
differ from one another
Diversity InvolvesRecognizing our unique differences
Attracting people of all backgrounds
Recognizing how attitudes affect us all
Creating an environment where all can succeed
Acting to promote diversity
Elements of DiversityElements of Diversity
bull AgeAge
bull GenderGender
bull EthnicityEthnicity
bull RaceRace
bull Physical AbilityPhysical Ability
bull Sexual OrientationSexual Orientation
bull Physical Physical
CharacteristicsCharacteristics
bull IncomeIncome
bull EducationEducation
bull Marital StatusMarital Status
bull Religious BeliefsReligious Beliefs
bull Geographic LocationGeographic Location
bull Parental Status Parental Status
bull Personality TypePersonality Type
bull Primary dimensionsPrimary dimensions are elements we have some are elements we have some power to change People are less sensitive about power to change People are less sensitive about secondary dimensions We also have the choice secondary dimensions We also have the choice of whether to disclose this information or not we of whether to disclose this information or not we can conceal these characteristics can conceal these characteristics
bull Secondary dimensionsSecondary dimensions are aspects of ourselves are aspects of ourselves that we cannot change They are things people that we cannot change They are things people know about us before we even open our mouths know about us before we even open our mouths because they are physically visible (except sexual because they are physically visible (except sexual orientation) When people feel they are being orientation) When people feel they are being stereotyped based on primary dimension they stereotyped based on primary dimension they can be very sensitive about itcan be very sensitive about it
Primary amp Secondary Primary amp Secondary Dimensions of DiversityDimensions of Diversity
Primary Dimensions of Primary Dimensions of DiversityDiversity
Sexual Orientation
Race
Gender
Physical Qualities
Age
Ethnicity
Work Background
Income Geographic Location
Parental Status
Marital Status
Education Military Experience
Religious Beliefs
Loden and Rosener 1991
Secondary Dimensions of DiversitySecondary Dimensions of Diversity
If we could shrink the earths population to a If we could shrink the earths population to a village of precisely 100 people with all the village of precisely 100 people with all the existing human ratios remaining the same it existing human ratios remaining the same it would look like this There would bewould look like this There would be
ndash 61 Asians61 Asiansndash 12 Europeans12 Europeansndash 14 from the Western 14 from the Western
Hemisphere both north Hemisphere both north and southand south
ndash 13 Africans13 Africansndash 50 would be female50 would be femalendash 50 would be male50 would be malendash 74 would be nonwhite74 would be nonwhitendash 26 would be white26 would be whitendash 67 would be non-Christian67 would be non-Christianndash 33 would be Christian33 would be Christianndash 89 would be heterosexual89 would be heterosexual
ndash 6 people would possess 6 people would possess 59 of the entire worlds 59 of the entire worlds wealth and all 6 would be wealth and all 6 would be from the United Statesfrom the United States
ndash 80 would live in 80 would live in substandard housingsubstandard housing
ndash 14 would be unable to read14 would be unable to readndash 33 would die of famine33 would die of faminendash 1 would be near death1 would be near deathndash 1 would be near birth1 would be near birthndash 7 would have a college 7 would have a college
educationeducationndash 8 would own a computer8 would own a computerndash 11 would be homosexual 11 would be homosexual
Approaches to Approaches to
DiversityDiversity The Golden Rule
ndash1960s assimilation ldquostop treating people badlyrdquo
Right the Wrongs
ndash1970s affirmative action created ldquous versus themrdquo
Value Differences
ndashYear 2000 and beyond diversity is an asset
PREJUDICEPREJUDICE
STEREOTYPESTEREOTYPE
DISCRIMINATIONDISCRIMINATION
Generalized Generalized attitudeattitude towards towards members of a members of a groupgroup
BehaviorsBehaviors directed directed towards people on the towards people on the basis of their group basis of their group membershipmembership
Generalized Generalized beliefbelief about members about members of a groupof a group
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Labeling = Stereotype Labeling = Stereotype Prejudice amp Prejudice amp DiscriminationDiscrimination
bull Categorizing can be dangerous Categorizing can be dangerous Labels can become too rigid and Labels can become too rigid and when there is no room for growth the when there is no room for growth the label becomes stifling both for the label becomes stifling both for the individuals who are labeled and for individuals who are labeled and for the category itselfthe category itself
bullThis leads to Stereotypes Prejudice amp Discrimination
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Primary CharacteristicsQualities We Are Born With
bull 1048708 Gender
bull 1048708 Eye Color
bull 1048708 Hair Color
bull 1048708 Race
bull 1048708 Birth Defects
Secondary Characteristics
bull Religion
bull Educational Level
bull Parental Status
bull Geographic Location
bull Socioeconomic Status
bull Sexual IdentitySexual Identity
Prejudice Stereotype amp Prejudice Stereotype amp DiscriminationDiscrimination
bullNegative prejudices stem fromNegative prejudices stem fromndash Social learningSocial learningndash ThreatsThreats
bull Is being prejudiced against one Is being prejudiced against one group the same as being group the same as being prejudiced against another prejudiced against another groupgroupndash Eg Do people who have prejudices Eg Do people who have prejudices
against women and homosexuals have against women and homosexuals have those prejudices for the same reasonthose prejudices for the same reasonSAMHSA Office of Minority Health and Health Resources and Administration Quality Health
Services for Hispanics The Cultural Competency Component 2001
Prejudice Stereotype amp Prejudice Stereotype amp Discrimination Discrimination
bull Prejudice is learnedPrejudice is learned
bull If we become prejudiced against If we become prejudiced against groups because they threaten us groups because they threaten us perhaps groups that trigger perhaps groups that trigger certaincertain threats will also trigger threats will also trigger certaincertain prejudices and prejudices and certaincertain reactions reactions
Reducing Prejudice Reducing Prejudice Stereotypes amp DiscriminationStereotypes amp Discrimination
What can we do to reduce the existence or expression of prejudice stereotyping and
discrimination
Self-Fulfilling PropheciesSelf-Fulfilling Prophecies
bull A false belief that leads to its own fulfillmentA false belief that leads to its own fulfillment
11 Perceiver develops false belief about a targetPerceiver develops false belief about a target
22 Perceiver treats target in a manner consistent Perceiver treats target in a manner consistent with false beliefwith false belief
33 Target responds to the treatment in such a Target responds to the treatment in such a way as to confirm the originally false beliefway as to confirm the originally false belief
Two Types of SFPsTwo Types of SFPs
bull Positive SFPs Positive SFPs
11Perceiver overestimates targetrsquos abilityPerceiver overestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly positive beliefoverly positive belief
33Target responds by confirming the overly Target responds by confirming the overly positive beliefpositive belief
bull Negative SFPs Negative SFPs
11Perceiver underestimates targetrsquos abilityPerceiver underestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly negative beliefoverly negative belief
33Target responds by confirming the overly Target responds by confirming the overly negative beliefnegative belief
Self-Fulfilling Prophecies Self-Fulfilling Prophecies and Stereotypesand Stereotypes
bullSelf-fulfilling propheciesSelf-fulfilling prophecies
can contribute to social problemscan contribute to social problems
Danger of First ImpressionsDanger of First Impressions
bull We make decisions about people We make decisions about people every dayevery day
bull Our first impressions canOur first impressions canndash Influence our working relationshipsInfluence our working relationshipsndash Be affected by stereotypes of which we Be affected by stereotypes of which we
are not awareare not aware
How are our first impressions of others formed
Forming PerceptionsForming Perceptions
bull Through our life experiences teach Through our life experiences teach us about our place in a group or us about our place in a group or societysociety
bull We tend to beWe tend to bendash Be raised in groups just like usBe raised in groups just like usndash Gravitate to similar peopleGravitate to similar peoplendash Be uncomfortable with differencesBe uncomfortable with differences
Forming Perceptions (conrsquot)Forming Perceptions (conrsquot)
bull We mistakenly believe thatWe mistakenly believe thatndash All people All people like us on the surfacelike us on the surface are are
similarsimilar in all other ways in all other waysndash All people who are All people who are unlike us on unlike us on
surfacesurface are are differentdifferent in all other ways in all other ways
bull We view others through lens of group We view others through lens of group stereotypestereotype
bull Why do we need to understand how Why do we need to understand how perceptions are formedperceptions are formed
bull If people respond well to you and If people respond well to you and appreciate your work how do you feelappreciate your work how do you feel
bull When others avoid you because of When others avoid you because of negative perceptions how do you feelnegative perceptions how do you feel
Exclusion BringsExclusion Brings
bull Less interest in performing to full Less interest in performing to full capacitycapacity
bull Cultural life and traditions seem Cultural life and traditions seem distinctdistinct
bull Over sensitivityOver sensitivity
Being Accepted StimulatesBeing Accepted Stimulates
bullPositive feelingsPositive feelings
bullA more productive and enjoyable A more productive and enjoyable workplaceworkplace
bullSo how do we get there So how do we get there
bullHow do we appreciate others How do we appreciate others amp then communicate that amp then communicate that acceptanceacceptance
Keys to Working Well w Keys to Working Well w OthersOthers
bullCommunicating openlyCommunicating openly
bullListeningListening
bullEstablishing respect and Establishing respect and understandingunderstanding
bullDiscussing issues as they ariseDiscussing issues as they arise
How can FGPrsquos respond to How can FGPrsquos respond to differences in the classroomdifferences in the classroom
bull Positively ndash Positively ndash Irsquoll embrace this challengeIrsquoll embrace this challenge
bull Negatively ndash Negatively ndash Irsquoll resist this (No one can force Irsquoll resist this (No one can force me)me)
bull Indifferently ndash Indifferently ndash Whatever No skin off my nose Whatever No skin off my nose either wayhellip I treat everyone the sameeither wayhellip I treat everyone the same
bull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before I encounter it firsthandI encounter it firsthand
bull Reactively ndash Reactively ndash Uh oh What should I doUh oh What should I do
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
bullHave you ever been the Have you ever been the subject of a negative reaction subject of a negative reaction based only on your based only on your membership in a groupmembership in a group
bullHow about a positive reaction How about a positive reaction for the same reasonfor the same reason
bullWhy do people have negative Why do people have negative stereotypes about othersstereotypes about others
Dislike 1 2 3 4 5 6 7 Like
bull Would it be all right if your brother or sister married one of these people
bull List 2 things you believe about this person
Views Are Like IcebergsViews Are Like Icebergsbull Just as 90 of an iceberg is out of sight Just as 90 of an iceberg is out of sight
very little can be determined about a person very little can be determined about a person based on their appearance Stereotypes are based on their appearance Stereotypes are opinions based on their appearanceopinions based on their appearance
Labels Help us to IdentifyLabels Help us to Identify
bull Knowing the contents of a can Knowing the contents of a can without looking insidewithout looking inside
bull Labels and PeopleLabels and Peoplendash How are labels used to describe How are labels used to describe
peoplepeoplendash How often does this occurHow often does this occur
What Exactly is DiversityWhat Exactly is Diversity
bullDiversity refers to all the ways that individuals are unique and
differ from one another
Diversity InvolvesRecognizing our unique differences
Attracting people of all backgrounds
Recognizing how attitudes affect us all
Creating an environment where all can succeed
Acting to promote diversity
Elements of DiversityElements of Diversity
bull AgeAge
bull GenderGender
bull EthnicityEthnicity
bull RaceRace
bull Physical AbilityPhysical Ability
bull Sexual OrientationSexual Orientation
bull Physical Physical
CharacteristicsCharacteristics
bull IncomeIncome
bull EducationEducation
bull Marital StatusMarital Status
bull Religious BeliefsReligious Beliefs
bull Geographic LocationGeographic Location
bull Parental Status Parental Status
bull Personality TypePersonality Type
bull Primary dimensionsPrimary dimensions are elements we have some are elements we have some power to change People are less sensitive about power to change People are less sensitive about secondary dimensions We also have the choice secondary dimensions We also have the choice of whether to disclose this information or not we of whether to disclose this information or not we can conceal these characteristics can conceal these characteristics
bull Secondary dimensionsSecondary dimensions are aspects of ourselves are aspects of ourselves that we cannot change They are things people that we cannot change They are things people know about us before we even open our mouths know about us before we even open our mouths because they are physically visible (except sexual because they are physically visible (except sexual orientation) When people feel they are being orientation) When people feel they are being stereotyped based on primary dimension they stereotyped based on primary dimension they can be very sensitive about itcan be very sensitive about it
Primary amp Secondary Primary amp Secondary Dimensions of DiversityDimensions of Diversity
Primary Dimensions of Primary Dimensions of DiversityDiversity
Sexual Orientation
Race
Gender
Physical Qualities
Age
Ethnicity
Work Background
Income Geographic Location
Parental Status
Marital Status
Education Military Experience
Religious Beliefs
Loden and Rosener 1991
Secondary Dimensions of DiversitySecondary Dimensions of Diversity
If we could shrink the earths population to a If we could shrink the earths population to a village of precisely 100 people with all the village of precisely 100 people with all the existing human ratios remaining the same it existing human ratios remaining the same it would look like this There would bewould look like this There would be
ndash 61 Asians61 Asiansndash 12 Europeans12 Europeansndash 14 from the Western 14 from the Western
Hemisphere both north Hemisphere both north and southand south
ndash 13 Africans13 Africansndash 50 would be female50 would be femalendash 50 would be male50 would be malendash 74 would be nonwhite74 would be nonwhitendash 26 would be white26 would be whitendash 67 would be non-Christian67 would be non-Christianndash 33 would be Christian33 would be Christianndash 89 would be heterosexual89 would be heterosexual
ndash 6 people would possess 6 people would possess 59 of the entire worlds 59 of the entire worlds wealth and all 6 would be wealth and all 6 would be from the United Statesfrom the United States
ndash 80 would live in 80 would live in substandard housingsubstandard housing
ndash 14 would be unable to read14 would be unable to readndash 33 would die of famine33 would die of faminendash 1 would be near death1 would be near deathndash 1 would be near birth1 would be near birthndash 7 would have a college 7 would have a college
educationeducationndash 8 would own a computer8 would own a computerndash 11 would be homosexual 11 would be homosexual
Approaches to Approaches to
DiversityDiversity The Golden Rule
ndash1960s assimilation ldquostop treating people badlyrdquo
Right the Wrongs
ndash1970s affirmative action created ldquous versus themrdquo
Value Differences
ndashYear 2000 and beyond diversity is an asset
PREJUDICEPREJUDICE
STEREOTYPESTEREOTYPE
DISCRIMINATIONDISCRIMINATION
Generalized Generalized attitudeattitude towards towards members of a members of a groupgroup
BehaviorsBehaviors directed directed towards people on the towards people on the basis of their group basis of their group membershipmembership
Generalized Generalized beliefbelief about members about members of a groupof a group
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Labeling = Stereotype Labeling = Stereotype Prejudice amp Prejudice amp DiscriminationDiscrimination
bull Categorizing can be dangerous Categorizing can be dangerous Labels can become too rigid and Labels can become too rigid and when there is no room for growth the when there is no room for growth the label becomes stifling both for the label becomes stifling both for the individuals who are labeled and for individuals who are labeled and for the category itselfthe category itself
bullThis leads to Stereotypes Prejudice amp Discrimination
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Primary CharacteristicsQualities We Are Born With
bull 1048708 Gender
bull 1048708 Eye Color
bull 1048708 Hair Color
bull 1048708 Race
bull 1048708 Birth Defects
Secondary Characteristics
bull Religion
bull Educational Level
bull Parental Status
bull Geographic Location
bull Socioeconomic Status
bull Sexual IdentitySexual Identity
Prejudice Stereotype amp Prejudice Stereotype amp DiscriminationDiscrimination
bullNegative prejudices stem fromNegative prejudices stem fromndash Social learningSocial learningndash ThreatsThreats
bull Is being prejudiced against one Is being prejudiced against one group the same as being group the same as being prejudiced against another prejudiced against another groupgroupndash Eg Do people who have prejudices Eg Do people who have prejudices
against women and homosexuals have against women and homosexuals have those prejudices for the same reasonthose prejudices for the same reasonSAMHSA Office of Minority Health and Health Resources and Administration Quality Health
Services for Hispanics The Cultural Competency Component 2001
Prejudice Stereotype amp Prejudice Stereotype amp Discrimination Discrimination
bull Prejudice is learnedPrejudice is learned
bull If we become prejudiced against If we become prejudiced against groups because they threaten us groups because they threaten us perhaps groups that trigger perhaps groups that trigger certaincertain threats will also trigger threats will also trigger certaincertain prejudices and prejudices and certaincertain reactions reactions
Reducing Prejudice Reducing Prejudice Stereotypes amp DiscriminationStereotypes amp Discrimination
What can we do to reduce the existence or expression of prejudice stereotyping and
discrimination
Self-Fulfilling PropheciesSelf-Fulfilling Prophecies
bull A false belief that leads to its own fulfillmentA false belief that leads to its own fulfillment
11 Perceiver develops false belief about a targetPerceiver develops false belief about a target
22 Perceiver treats target in a manner consistent Perceiver treats target in a manner consistent with false beliefwith false belief
33 Target responds to the treatment in such a Target responds to the treatment in such a way as to confirm the originally false beliefway as to confirm the originally false belief
Two Types of SFPsTwo Types of SFPs
bull Positive SFPs Positive SFPs
11Perceiver overestimates targetrsquos abilityPerceiver overestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly positive beliefoverly positive belief
33Target responds by confirming the overly Target responds by confirming the overly positive beliefpositive belief
bull Negative SFPs Negative SFPs
11Perceiver underestimates targetrsquos abilityPerceiver underestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly negative beliefoverly negative belief
33Target responds by confirming the overly Target responds by confirming the overly negative beliefnegative belief
Self-Fulfilling Prophecies Self-Fulfilling Prophecies and Stereotypesand Stereotypes
bullSelf-fulfilling propheciesSelf-fulfilling prophecies
can contribute to social problemscan contribute to social problems
Danger of First ImpressionsDanger of First Impressions
bull We make decisions about people We make decisions about people every dayevery day
bull Our first impressions canOur first impressions canndash Influence our working relationshipsInfluence our working relationshipsndash Be affected by stereotypes of which we Be affected by stereotypes of which we
are not awareare not aware
How are our first impressions of others formed
Forming PerceptionsForming Perceptions
bull Through our life experiences teach Through our life experiences teach us about our place in a group or us about our place in a group or societysociety
bull We tend to beWe tend to bendash Be raised in groups just like usBe raised in groups just like usndash Gravitate to similar peopleGravitate to similar peoplendash Be uncomfortable with differencesBe uncomfortable with differences
Forming Perceptions (conrsquot)Forming Perceptions (conrsquot)
bull We mistakenly believe thatWe mistakenly believe thatndash All people All people like us on the surfacelike us on the surface are are
similarsimilar in all other ways in all other waysndash All people who are All people who are unlike us on unlike us on
surfacesurface are are differentdifferent in all other ways in all other ways
bull We view others through lens of group We view others through lens of group stereotypestereotype
bull Why do we need to understand how Why do we need to understand how perceptions are formedperceptions are formed
bull If people respond well to you and If people respond well to you and appreciate your work how do you feelappreciate your work how do you feel
bull When others avoid you because of When others avoid you because of negative perceptions how do you feelnegative perceptions how do you feel
Exclusion BringsExclusion Brings
bull Less interest in performing to full Less interest in performing to full capacitycapacity
bull Cultural life and traditions seem Cultural life and traditions seem distinctdistinct
bull Over sensitivityOver sensitivity
Being Accepted StimulatesBeing Accepted Stimulates
bullPositive feelingsPositive feelings
bullA more productive and enjoyable A more productive and enjoyable workplaceworkplace
bullSo how do we get there So how do we get there
bullHow do we appreciate others How do we appreciate others amp then communicate that amp then communicate that acceptanceacceptance
Keys to Working Well w Keys to Working Well w OthersOthers
bullCommunicating openlyCommunicating openly
bullListeningListening
bullEstablishing respect and Establishing respect and understandingunderstanding
bullDiscussing issues as they ariseDiscussing issues as they arise
How can FGPrsquos respond to How can FGPrsquos respond to differences in the classroomdifferences in the classroom
bull Positively ndash Positively ndash Irsquoll embrace this challengeIrsquoll embrace this challenge
bull Negatively ndash Negatively ndash Irsquoll resist this (No one can force Irsquoll resist this (No one can force me)me)
bull Indifferently ndash Indifferently ndash Whatever No skin off my nose Whatever No skin off my nose either wayhellip I treat everyone the sameeither wayhellip I treat everyone the same
bull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before I encounter it firsthandI encounter it firsthand
bull Reactively ndash Reactively ndash Uh oh What should I doUh oh What should I do
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Dislike 1 2 3 4 5 6 7 Like
bull Would it be all right if your brother or sister married one of these people
bull List 2 things you believe about this person
Views Are Like IcebergsViews Are Like Icebergsbull Just as 90 of an iceberg is out of sight Just as 90 of an iceberg is out of sight
very little can be determined about a person very little can be determined about a person based on their appearance Stereotypes are based on their appearance Stereotypes are opinions based on their appearanceopinions based on their appearance
Labels Help us to IdentifyLabels Help us to Identify
bull Knowing the contents of a can Knowing the contents of a can without looking insidewithout looking inside
bull Labels and PeopleLabels and Peoplendash How are labels used to describe How are labels used to describe
peoplepeoplendash How often does this occurHow often does this occur
What Exactly is DiversityWhat Exactly is Diversity
bullDiversity refers to all the ways that individuals are unique and
differ from one another
Diversity InvolvesRecognizing our unique differences
Attracting people of all backgrounds
Recognizing how attitudes affect us all
Creating an environment where all can succeed
Acting to promote diversity
Elements of DiversityElements of Diversity
bull AgeAge
bull GenderGender
bull EthnicityEthnicity
bull RaceRace
bull Physical AbilityPhysical Ability
bull Sexual OrientationSexual Orientation
bull Physical Physical
CharacteristicsCharacteristics
bull IncomeIncome
bull EducationEducation
bull Marital StatusMarital Status
bull Religious BeliefsReligious Beliefs
bull Geographic LocationGeographic Location
bull Parental Status Parental Status
bull Personality TypePersonality Type
bull Primary dimensionsPrimary dimensions are elements we have some are elements we have some power to change People are less sensitive about power to change People are less sensitive about secondary dimensions We also have the choice secondary dimensions We also have the choice of whether to disclose this information or not we of whether to disclose this information or not we can conceal these characteristics can conceal these characteristics
bull Secondary dimensionsSecondary dimensions are aspects of ourselves are aspects of ourselves that we cannot change They are things people that we cannot change They are things people know about us before we even open our mouths know about us before we even open our mouths because they are physically visible (except sexual because they are physically visible (except sexual orientation) When people feel they are being orientation) When people feel they are being stereotyped based on primary dimension they stereotyped based on primary dimension they can be very sensitive about itcan be very sensitive about it
Primary amp Secondary Primary amp Secondary Dimensions of DiversityDimensions of Diversity
Primary Dimensions of Primary Dimensions of DiversityDiversity
Sexual Orientation
Race
Gender
Physical Qualities
Age
Ethnicity
Work Background
Income Geographic Location
Parental Status
Marital Status
Education Military Experience
Religious Beliefs
Loden and Rosener 1991
Secondary Dimensions of DiversitySecondary Dimensions of Diversity
If we could shrink the earths population to a If we could shrink the earths population to a village of precisely 100 people with all the village of precisely 100 people with all the existing human ratios remaining the same it existing human ratios remaining the same it would look like this There would bewould look like this There would be
ndash 61 Asians61 Asiansndash 12 Europeans12 Europeansndash 14 from the Western 14 from the Western
Hemisphere both north Hemisphere both north and southand south
ndash 13 Africans13 Africansndash 50 would be female50 would be femalendash 50 would be male50 would be malendash 74 would be nonwhite74 would be nonwhitendash 26 would be white26 would be whitendash 67 would be non-Christian67 would be non-Christianndash 33 would be Christian33 would be Christianndash 89 would be heterosexual89 would be heterosexual
ndash 6 people would possess 6 people would possess 59 of the entire worlds 59 of the entire worlds wealth and all 6 would be wealth and all 6 would be from the United Statesfrom the United States
ndash 80 would live in 80 would live in substandard housingsubstandard housing
ndash 14 would be unable to read14 would be unable to readndash 33 would die of famine33 would die of faminendash 1 would be near death1 would be near deathndash 1 would be near birth1 would be near birthndash 7 would have a college 7 would have a college
educationeducationndash 8 would own a computer8 would own a computerndash 11 would be homosexual 11 would be homosexual
Approaches to Approaches to
DiversityDiversity The Golden Rule
ndash1960s assimilation ldquostop treating people badlyrdquo
Right the Wrongs
ndash1970s affirmative action created ldquous versus themrdquo
Value Differences
ndashYear 2000 and beyond diversity is an asset
PREJUDICEPREJUDICE
STEREOTYPESTEREOTYPE
DISCRIMINATIONDISCRIMINATION
Generalized Generalized attitudeattitude towards towards members of a members of a groupgroup
BehaviorsBehaviors directed directed towards people on the towards people on the basis of their group basis of their group membershipmembership
Generalized Generalized beliefbelief about members about members of a groupof a group
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Labeling = Stereotype Labeling = Stereotype Prejudice amp Prejudice amp DiscriminationDiscrimination
bull Categorizing can be dangerous Categorizing can be dangerous Labels can become too rigid and Labels can become too rigid and when there is no room for growth the when there is no room for growth the label becomes stifling both for the label becomes stifling both for the individuals who are labeled and for individuals who are labeled and for the category itselfthe category itself
bullThis leads to Stereotypes Prejudice amp Discrimination
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Primary CharacteristicsQualities We Are Born With
bull 1048708 Gender
bull 1048708 Eye Color
bull 1048708 Hair Color
bull 1048708 Race
bull 1048708 Birth Defects
Secondary Characteristics
bull Religion
bull Educational Level
bull Parental Status
bull Geographic Location
bull Socioeconomic Status
bull Sexual IdentitySexual Identity
Prejudice Stereotype amp Prejudice Stereotype amp DiscriminationDiscrimination
bullNegative prejudices stem fromNegative prejudices stem fromndash Social learningSocial learningndash ThreatsThreats
bull Is being prejudiced against one Is being prejudiced against one group the same as being group the same as being prejudiced against another prejudiced against another groupgroupndash Eg Do people who have prejudices Eg Do people who have prejudices
against women and homosexuals have against women and homosexuals have those prejudices for the same reasonthose prejudices for the same reasonSAMHSA Office of Minority Health and Health Resources and Administration Quality Health
Services for Hispanics The Cultural Competency Component 2001
Prejudice Stereotype amp Prejudice Stereotype amp Discrimination Discrimination
bull Prejudice is learnedPrejudice is learned
bull If we become prejudiced against If we become prejudiced against groups because they threaten us groups because they threaten us perhaps groups that trigger perhaps groups that trigger certaincertain threats will also trigger threats will also trigger certaincertain prejudices and prejudices and certaincertain reactions reactions
Reducing Prejudice Reducing Prejudice Stereotypes amp DiscriminationStereotypes amp Discrimination
What can we do to reduce the existence or expression of prejudice stereotyping and
discrimination
Self-Fulfilling PropheciesSelf-Fulfilling Prophecies
bull A false belief that leads to its own fulfillmentA false belief that leads to its own fulfillment
11 Perceiver develops false belief about a targetPerceiver develops false belief about a target
22 Perceiver treats target in a manner consistent Perceiver treats target in a manner consistent with false beliefwith false belief
33 Target responds to the treatment in such a Target responds to the treatment in such a way as to confirm the originally false beliefway as to confirm the originally false belief
Two Types of SFPsTwo Types of SFPs
bull Positive SFPs Positive SFPs
11Perceiver overestimates targetrsquos abilityPerceiver overestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly positive beliefoverly positive belief
33Target responds by confirming the overly Target responds by confirming the overly positive beliefpositive belief
bull Negative SFPs Negative SFPs
11Perceiver underestimates targetrsquos abilityPerceiver underestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly negative beliefoverly negative belief
33Target responds by confirming the overly Target responds by confirming the overly negative beliefnegative belief
Self-Fulfilling Prophecies Self-Fulfilling Prophecies and Stereotypesand Stereotypes
bullSelf-fulfilling propheciesSelf-fulfilling prophecies
can contribute to social problemscan contribute to social problems
Danger of First ImpressionsDanger of First Impressions
bull We make decisions about people We make decisions about people every dayevery day
bull Our first impressions canOur first impressions canndash Influence our working relationshipsInfluence our working relationshipsndash Be affected by stereotypes of which we Be affected by stereotypes of which we
are not awareare not aware
How are our first impressions of others formed
Forming PerceptionsForming Perceptions
bull Through our life experiences teach Through our life experiences teach us about our place in a group or us about our place in a group or societysociety
bull We tend to beWe tend to bendash Be raised in groups just like usBe raised in groups just like usndash Gravitate to similar peopleGravitate to similar peoplendash Be uncomfortable with differencesBe uncomfortable with differences
Forming Perceptions (conrsquot)Forming Perceptions (conrsquot)
bull We mistakenly believe thatWe mistakenly believe thatndash All people All people like us on the surfacelike us on the surface are are
similarsimilar in all other ways in all other waysndash All people who are All people who are unlike us on unlike us on
surfacesurface are are differentdifferent in all other ways in all other ways
bull We view others through lens of group We view others through lens of group stereotypestereotype
bull Why do we need to understand how Why do we need to understand how perceptions are formedperceptions are formed
bull If people respond well to you and If people respond well to you and appreciate your work how do you feelappreciate your work how do you feel
bull When others avoid you because of When others avoid you because of negative perceptions how do you feelnegative perceptions how do you feel
Exclusion BringsExclusion Brings
bull Less interest in performing to full Less interest in performing to full capacitycapacity
bull Cultural life and traditions seem Cultural life and traditions seem distinctdistinct
bull Over sensitivityOver sensitivity
Being Accepted StimulatesBeing Accepted Stimulates
bullPositive feelingsPositive feelings
bullA more productive and enjoyable A more productive and enjoyable workplaceworkplace
bullSo how do we get there So how do we get there
bullHow do we appreciate others How do we appreciate others amp then communicate that amp then communicate that acceptanceacceptance
Keys to Working Well w Keys to Working Well w OthersOthers
bullCommunicating openlyCommunicating openly
bullListeningListening
bullEstablishing respect and Establishing respect and understandingunderstanding
bullDiscussing issues as they ariseDiscussing issues as they arise
How can FGPrsquos respond to How can FGPrsquos respond to differences in the classroomdifferences in the classroom
bull Positively ndash Positively ndash Irsquoll embrace this challengeIrsquoll embrace this challenge
bull Negatively ndash Negatively ndash Irsquoll resist this (No one can force Irsquoll resist this (No one can force me)me)
bull Indifferently ndash Indifferently ndash Whatever No skin off my nose Whatever No skin off my nose either wayhellip I treat everyone the sameeither wayhellip I treat everyone the same
bull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before I encounter it firsthandI encounter it firsthand
bull Reactively ndash Reactively ndash Uh oh What should I doUh oh What should I do
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Views Are Like IcebergsViews Are Like Icebergsbull Just as 90 of an iceberg is out of sight Just as 90 of an iceberg is out of sight
very little can be determined about a person very little can be determined about a person based on their appearance Stereotypes are based on their appearance Stereotypes are opinions based on their appearanceopinions based on their appearance
Labels Help us to IdentifyLabels Help us to Identify
bull Knowing the contents of a can Knowing the contents of a can without looking insidewithout looking inside
bull Labels and PeopleLabels and Peoplendash How are labels used to describe How are labels used to describe
peoplepeoplendash How often does this occurHow often does this occur
What Exactly is DiversityWhat Exactly is Diversity
bullDiversity refers to all the ways that individuals are unique and
differ from one another
Diversity InvolvesRecognizing our unique differences
Attracting people of all backgrounds
Recognizing how attitudes affect us all
Creating an environment where all can succeed
Acting to promote diversity
Elements of DiversityElements of Diversity
bull AgeAge
bull GenderGender
bull EthnicityEthnicity
bull RaceRace
bull Physical AbilityPhysical Ability
bull Sexual OrientationSexual Orientation
bull Physical Physical
CharacteristicsCharacteristics
bull IncomeIncome
bull EducationEducation
bull Marital StatusMarital Status
bull Religious BeliefsReligious Beliefs
bull Geographic LocationGeographic Location
bull Parental Status Parental Status
bull Personality TypePersonality Type
bull Primary dimensionsPrimary dimensions are elements we have some are elements we have some power to change People are less sensitive about power to change People are less sensitive about secondary dimensions We also have the choice secondary dimensions We also have the choice of whether to disclose this information or not we of whether to disclose this information or not we can conceal these characteristics can conceal these characteristics
bull Secondary dimensionsSecondary dimensions are aspects of ourselves are aspects of ourselves that we cannot change They are things people that we cannot change They are things people know about us before we even open our mouths know about us before we even open our mouths because they are physically visible (except sexual because they are physically visible (except sexual orientation) When people feel they are being orientation) When people feel they are being stereotyped based on primary dimension they stereotyped based on primary dimension they can be very sensitive about itcan be very sensitive about it
Primary amp Secondary Primary amp Secondary Dimensions of DiversityDimensions of Diversity
Primary Dimensions of Primary Dimensions of DiversityDiversity
Sexual Orientation
Race
Gender
Physical Qualities
Age
Ethnicity
Work Background
Income Geographic Location
Parental Status
Marital Status
Education Military Experience
Religious Beliefs
Loden and Rosener 1991
Secondary Dimensions of DiversitySecondary Dimensions of Diversity
If we could shrink the earths population to a If we could shrink the earths population to a village of precisely 100 people with all the village of precisely 100 people with all the existing human ratios remaining the same it existing human ratios remaining the same it would look like this There would bewould look like this There would be
ndash 61 Asians61 Asiansndash 12 Europeans12 Europeansndash 14 from the Western 14 from the Western
Hemisphere both north Hemisphere both north and southand south
ndash 13 Africans13 Africansndash 50 would be female50 would be femalendash 50 would be male50 would be malendash 74 would be nonwhite74 would be nonwhitendash 26 would be white26 would be whitendash 67 would be non-Christian67 would be non-Christianndash 33 would be Christian33 would be Christianndash 89 would be heterosexual89 would be heterosexual
ndash 6 people would possess 6 people would possess 59 of the entire worlds 59 of the entire worlds wealth and all 6 would be wealth and all 6 would be from the United Statesfrom the United States
ndash 80 would live in 80 would live in substandard housingsubstandard housing
ndash 14 would be unable to read14 would be unable to readndash 33 would die of famine33 would die of faminendash 1 would be near death1 would be near deathndash 1 would be near birth1 would be near birthndash 7 would have a college 7 would have a college
educationeducationndash 8 would own a computer8 would own a computerndash 11 would be homosexual 11 would be homosexual
Approaches to Approaches to
DiversityDiversity The Golden Rule
ndash1960s assimilation ldquostop treating people badlyrdquo
Right the Wrongs
ndash1970s affirmative action created ldquous versus themrdquo
Value Differences
ndashYear 2000 and beyond diversity is an asset
PREJUDICEPREJUDICE
STEREOTYPESTEREOTYPE
DISCRIMINATIONDISCRIMINATION
Generalized Generalized attitudeattitude towards towards members of a members of a groupgroup
BehaviorsBehaviors directed directed towards people on the towards people on the basis of their group basis of their group membershipmembership
Generalized Generalized beliefbelief about members about members of a groupof a group
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Labeling = Stereotype Labeling = Stereotype Prejudice amp Prejudice amp DiscriminationDiscrimination
bull Categorizing can be dangerous Categorizing can be dangerous Labels can become too rigid and Labels can become too rigid and when there is no room for growth the when there is no room for growth the label becomes stifling both for the label becomes stifling both for the individuals who are labeled and for individuals who are labeled and for the category itselfthe category itself
bullThis leads to Stereotypes Prejudice amp Discrimination
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Primary CharacteristicsQualities We Are Born With
bull 1048708 Gender
bull 1048708 Eye Color
bull 1048708 Hair Color
bull 1048708 Race
bull 1048708 Birth Defects
Secondary Characteristics
bull Religion
bull Educational Level
bull Parental Status
bull Geographic Location
bull Socioeconomic Status
bull Sexual IdentitySexual Identity
Prejudice Stereotype amp Prejudice Stereotype amp DiscriminationDiscrimination
bullNegative prejudices stem fromNegative prejudices stem fromndash Social learningSocial learningndash ThreatsThreats
bull Is being prejudiced against one Is being prejudiced against one group the same as being group the same as being prejudiced against another prejudiced against another groupgroupndash Eg Do people who have prejudices Eg Do people who have prejudices
against women and homosexuals have against women and homosexuals have those prejudices for the same reasonthose prejudices for the same reasonSAMHSA Office of Minority Health and Health Resources and Administration Quality Health
Services for Hispanics The Cultural Competency Component 2001
Prejudice Stereotype amp Prejudice Stereotype amp Discrimination Discrimination
bull Prejudice is learnedPrejudice is learned
bull If we become prejudiced against If we become prejudiced against groups because they threaten us groups because they threaten us perhaps groups that trigger perhaps groups that trigger certaincertain threats will also trigger threats will also trigger certaincertain prejudices and prejudices and certaincertain reactions reactions
Reducing Prejudice Reducing Prejudice Stereotypes amp DiscriminationStereotypes amp Discrimination
What can we do to reduce the existence or expression of prejudice stereotyping and
discrimination
Self-Fulfilling PropheciesSelf-Fulfilling Prophecies
bull A false belief that leads to its own fulfillmentA false belief that leads to its own fulfillment
11 Perceiver develops false belief about a targetPerceiver develops false belief about a target
22 Perceiver treats target in a manner consistent Perceiver treats target in a manner consistent with false beliefwith false belief
33 Target responds to the treatment in such a Target responds to the treatment in such a way as to confirm the originally false beliefway as to confirm the originally false belief
Two Types of SFPsTwo Types of SFPs
bull Positive SFPs Positive SFPs
11Perceiver overestimates targetrsquos abilityPerceiver overestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly positive beliefoverly positive belief
33Target responds by confirming the overly Target responds by confirming the overly positive beliefpositive belief
bull Negative SFPs Negative SFPs
11Perceiver underestimates targetrsquos abilityPerceiver underestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly negative beliefoverly negative belief
33Target responds by confirming the overly Target responds by confirming the overly negative beliefnegative belief
Self-Fulfilling Prophecies Self-Fulfilling Prophecies and Stereotypesand Stereotypes
bullSelf-fulfilling propheciesSelf-fulfilling prophecies
can contribute to social problemscan contribute to social problems
Danger of First ImpressionsDanger of First Impressions
bull We make decisions about people We make decisions about people every dayevery day
bull Our first impressions canOur first impressions canndash Influence our working relationshipsInfluence our working relationshipsndash Be affected by stereotypes of which we Be affected by stereotypes of which we
are not awareare not aware
How are our first impressions of others formed
Forming PerceptionsForming Perceptions
bull Through our life experiences teach Through our life experiences teach us about our place in a group or us about our place in a group or societysociety
bull We tend to beWe tend to bendash Be raised in groups just like usBe raised in groups just like usndash Gravitate to similar peopleGravitate to similar peoplendash Be uncomfortable with differencesBe uncomfortable with differences
Forming Perceptions (conrsquot)Forming Perceptions (conrsquot)
bull We mistakenly believe thatWe mistakenly believe thatndash All people All people like us on the surfacelike us on the surface are are
similarsimilar in all other ways in all other waysndash All people who are All people who are unlike us on unlike us on
surfacesurface are are differentdifferent in all other ways in all other ways
bull We view others through lens of group We view others through lens of group stereotypestereotype
bull Why do we need to understand how Why do we need to understand how perceptions are formedperceptions are formed
bull If people respond well to you and If people respond well to you and appreciate your work how do you feelappreciate your work how do you feel
bull When others avoid you because of When others avoid you because of negative perceptions how do you feelnegative perceptions how do you feel
Exclusion BringsExclusion Brings
bull Less interest in performing to full Less interest in performing to full capacitycapacity
bull Cultural life and traditions seem Cultural life and traditions seem distinctdistinct
bull Over sensitivityOver sensitivity
Being Accepted StimulatesBeing Accepted Stimulates
bullPositive feelingsPositive feelings
bullA more productive and enjoyable A more productive and enjoyable workplaceworkplace
bullSo how do we get there So how do we get there
bullHow do we appreciate others How do we appreciate others amp then communicate that amp then communicate that acceptanceacceptance
Keys to Working Well w Keys to Working Well w OthersOthers
bullCommunicating openlyCommunicating openly
bullListeningListening
bullEstablishing respect and Establishing respect and understandingunderstanding
bullDiscussing issues as they ariseDiscussing issues as they arise
How can FGPrsquos respond to How can FGPrsquos respond to differences in the classroomdifferences in the classroom
bull Positively ndash Positively ndash Irsquoll embrace this challengeIrsquoll embrace this challenge
bull Negatively ndash Negatively ndash Irsquoll resist this (No one can force Irsquoll resist this (No one can force me)me)
bull Indifferently ndash Indifferently ndash Whatever No skin off my nose Whatever No skin off my nose either wayhellip I treat everyone the sameeither wayhellip I treat everyone the same
bull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before I encounter it firsthandI encounter it firsthand
bull Reactively ndash Reactively ndash Uh oh What should I doUh oh What should I do
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Labels Help us to IdentifyLabels Help us to Identify
bull Knowing the contents of a can Knowing the contents of a can without looking insidewithout looking inside
bull Labels and PeopleLabels and Peoplendash How are labels used to describe How are labels used to describe
peoplepeoplendash How often does this occurHow often does this occur
What Exactly is DiversityWhat Exactly is Diversity
bullDiversity refers to all the ways that individuals are unique and
differ from one another
Diversity InvolvesRecognizing our unique differences
Attracting people of all backgrounds
Recognizing how attitudes affect us all
Creating an environment where all can succeed
Acting to promote diversity
Elements of DiversityElements of Diversity
bull AgeAge
bull GenderGender
bull EthnicityEthnicity
bull RaceRace
bull Physical AbilityPhysical Ability
bull Sexual OrientationSexual Orientation
bull Physical Physical
CharacteristicsCharacteristics
bull IncomeIncome
bull EducationEducation
bull Marital StatusMarital Status
bull Religious BeliefsReligious Beliefs
bull Geographic LocationGeographic Location
bull Parental Status Parental Status
bull Personality TypePersonality Type
bull Primary dimensionsPrimary dimensions are elements we have some are elements we have some power to change People are less sensitive about power to change People are less sensitive about secondary dimensions We also have the choice secondary dimensions We also have the choice of whether to disclose this information or not we of whether to disclose this information or not we can conceal these characteristics can conceal these characteristics
bull Secondary dimensionsSecondary dimensions are aspects of ourselves are aspects of ourselves that we cannot change They are things people that we cannot change They are things people know about us before we even open our mouths know about us before we even open our mouths because they are physically visible (except sexual because they are physically visible (except sexual orientation) When people feel they are being orientation) When people feel they are being stereotyped based on primary dimension they stereotyped based on primary dimension they can be very sensitive about itcan be very sensitive about it
Primary amp Secondary Primary amp Secondary Dimensions of DiversityDimensions of Diversity
Primary Dimensions of Primary Dimensions of DiversityDiversity
Sexual Orientation
Race
Gender
Physical Qualities
Age
Ethnicity
Work Background
Income Geographic Location
Parental Status
Marital Status
Education Military Experience
Religious Beliefs
Loden and Rosener 1991
Secondary Dimensions of DiversitySecondary Dimensions of Diversity
If we could shrink the earths population to a If we could shrink the earths population to a village of precisely 100 people with all the village of precisely 100 people with all the existing human ratios remaining the same it existing human ratios remaining the same it would look like this There would bewould look like this There would be
ndash 61 Asians61 Asiansndash 12 Europeans12 Europeansndash 14 from the Western 14 from the Western
Hemisphere both north Hemisphere both north and southand south
ndash 13 Africans13 Africansndash 50 would be female50 would be femalendash 50 would be male50 would be malendash 74 would be nonwhite74 would be nonwhitendash 26 would be white26 would be whitendash 67 would be non-Christian67 would be non-Christianndash 33 would be Christian33 would be Christianndash 89 would be heterosexual89 would be heterosexual
ndash 6 people would possess 6 people would possess 59 of the entire worlds 59 of the entire worlds wealth and all 6 would be wealth and all 6 would be from the United Statesfrom the United States
ndash 80 would live in 80 would live in substandard housingsubstandard housing
ndash 14 would be unable to read14 would be unable to readndash 33 would die of famine33 would die of faminendash 1 would be near death1 would be near deathndash 1 would be near birth1 would be near birthndash 7 would have a college 7 would have a college
educationeducationndash 8 would own a computer8 would own a computerndash 11 would be homosexual 11 would be homosexual
Approaches to Approaches to
DiversityDiversity The Golden Rule
ndash1960s assimilation ldquostop treating people badlyrdquo
Right the Wrongs
ndash1970s affirmative action created ldquous versus themrdquo
Value Differences
ndashYear 2000 and beyond diversity is an asset
PREJUDICEPREJUDICE
STEREOTYPESTEREOTYPE
DISCRIMINATIONDISCRIMINATION
Generalized Generalized attitudeattitude towards towards members of a members of a groupgroup
BehaviorsBehaviors directed directed towards people on the towards people on the basis of their group basis of their group membershipmembership
Generalized Generalized beliefbelief about members about members of a groupof a group
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Labeling = Stereotype Labeling = Stereotype Prejudice amp Prejudice amp DiscriminationDiscrimination
bull Categorizing can be dangerous Categorizing can be dangerous Labels can become too rigid and Labels can become too rigid and when there is no room for growth the when there is no room for growth the label becomes stifling both for the label becomes stifling both for the individuals who are labeled and for individuals who are labeled and for the category itselfthe category itself
bullThis leads to Stereotypes Prejudice amp Discrimination
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Primary CharacteristicsQualities We Are Born With
bull 1048708 Gender
bull 1048708 Eye Color
bull 1048708 Hair Color
bull 1048708 Race
bull 1048708 Birth Defects
Secondary Characteristics
bull Religion
bull Educational Level
bull Parental Status
bull Geographic Location
bull Socioeconomic Status
bull Sexual IdentitySexual Identity
Prejudice Stereotype amp Prejudice Stereotype amp DiscriminationDiscrimination
bullNegative prejudices stem fromNegative prejudices stem fromndash Social learningSocial learningndash ThreatsThreats
bull Is being prejudiced against one Is being prejudiced against one group the same as being group the same as being prejudiced against another prejudiced against another groupgroupndash Eg Do people who have prejudices Eg Do people who have prejudices
against women and homosexuals have against women and homosexuals have those prejudices for the same reasonthose prejudices for the same reasonSAMHSA Office of Minority Health and Health Resources and Administration Quality Health
Services for Hispanics The Cultural Competency Component 2001
Prejudice Stereotype amp Prejudice Stereotype amp Discrimination Discrimination
bull Prejudice is learnedPrejudice is learned
bull If we become prejudiced against If we become prejudiced against groups because they threaten us groups because they threaten us perhaps groups that trigger perhaps groups that trigger certaincertain threats will also trigger threats will also trigger certaincertain prejudices and prejudices and certaincertain reactions reactions
Reducing Prejudice Reducing Prejudice Stereotypes amp DiscriminationStereotypes amp Discrimination
What can we do to reduce the existence or expression of prejudice stereotyping and
discrimination
Self-Fulfilling PropheciesSelf-Fulfilling Prophecies
bull A false belief that leads to its own fulfillmentA false belief that leads to its own fulfillment
11 Perceiver develops false belief about a targetPerceiver develops false belief about a target
22 Perceiver treats target in a manner consistent Perceiver treats target in a manner consistent with false beliefwith false belief
33 Target responds to the treatment in such a Target responds to the treatment in such a way as to confirm the originally false beliefway as to confirm the originally false belief
Two Types of SFPsTwo Types of SFPs
bull Positive SFPs Positive SFPs
11Perceiver overestimates targetrsquos abilityPerceiver overestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly positive beliefoverly positive belief
33Target responds by confirming the overly Target responds by confirming the overly positive beliefpositive belief
bull Negative SFPs Negative SFPs
11Perceiver underestimates targetrsquos abilityPerceiver underestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly negative beliefoverly negative belief
33Target responds by confirming the overly Target responds by confirming the overly negative beliefnegative belief
Self-Fulfilling Prophecies Self-Fulfilling Prophecies and Stereotypesand Stereotypes
bullSelf-fulfilling propheciesSelf-fulfilling prophecies
can contribute to social problemscan contribute to social problems
Danger of First ImpressionsDanger of First Impressions
bull We make decisions about people We make decisions about people every dayevery day
bull Our first impressions canOur first impressions canndash Influence our working relationshipsInfluence our working relationshipsndash Be affected by stereotypes of which we Be affected by stereotypes of which we
are not awareare not aware
How are our first impressions of others formed
Forming PerceptionsForming Perceptions
bull Through our life experiences teach Through our life experiences teach us about our place in a group or us about our place in a group or societysociety
bull We tend to beWe tend to bendash Be raised in groups just like usBe raised in groups just like usndash Gravitate to similar peopleGravitate to similar peoplendash Be uncomfortable with differencesBe uncomfortable with differences
Forming Perceptions (conrsquot)Forming Perceptions (conrsquot)
bull We mistakenly believe thatWe mistakenly believe thatndash All people All people like us on the surfacelike us on the surface are are
similarsimilar in all other ways in all other waysndash All people who are All people who are unlike us on unlike us on
surfacesurface are are differentdifferent in all other ways in all other ways
bull We view others through lens of group We view others through lens of group stereotypestereotype
bull Why do we need to understand how Why do we need to understand how perceptions are formedperceptions are formed
bull If people respond well to you and If people respond well to you and appreciate your work how do you feelappreciate your work how do you feel
bull When others avoid you because of When others avoid you because of negative perceptions how do you feelnegative perceptions how do you feel
Exclusion BringsExclusion Brings
bull Less interest in performing to full Less interest in performing to full capacitycapacity
bull Cultural life and traditions seem Cultural life and traditions seem distinctdistinct
bull Over sensitivityOver sensitivity
Being Accepted StimulatesBeing Accepted Stimulates
bullPositive feelingsPositive feelings
bullA more productive and enjoyable A more productive and enjoyable workplaceworkplace
bullSo how do we get there So how do we get there
bullHow do we appreciate others How do we appreciate others amp then communicate that amp then communicate that acceptanceacceptance
Keys to Working Well w Keys to Working Well w OthersOthers
bullCommunicating openlyCommunicating openly
bullListeningListening
bullEstablishing respect and Establishing respect and understandingunderstanding
bullDiscussing issues as they ariseDiscussing issues as they arise
How can FGPrsquos respond to How can FGPrsquos respond to differences in the classroomdifferences in the classroom
bull Positively ndash Positively ndash Irsquoll embrace this challengeIrsquoll embrace this challenge
bull Negatively ndash Negatively ndash Irsquoll resist this (No one can force Irsquoll resist this (No one can force me)me)
bull Indifferently ndash Indifferently ndash Whatever No skin off my nose Whatever No skin off my nose either wayhellip I treat everyone the sameeither wayhellip I treat everyone the same
bull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before I encounter it firsthandI encounter it firsthand
bull Reactively ndash Reactively ndash Uh oh What should I doUh oh What should I do
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
What Exactly is DiversityWhat Exactly is Diversity
bullDiversity refers to all the ways that individuals are unique and
differ from one another
Diversity InvolvesRecognizing our unique differences
Attracting people of all backgrounds
Recognizing how attitudes affect us all
Creating an environment where all can succeed
Acting to promote diversity
Elements of DiversityElements of Diversity
bull AgeAge
bull GenderGender
bull EthnicityEthnicity
bull RaceRace
bull Physical AbilityPhysical Ability
bull Sexual OrientationSexual Orientation
bull Physical Physical
CharacteristicsCharacteristics
bull IncomeIncome
bull EducationEducation
bull Marital StatusMarital Status
bull Religious BeliefsReligious Beliefs
bull Geographic LocationGeographic Location
bull Parental Status Parental Status
bull Personality TypePersonality Type
bull Primary dimensionsPrimary dimensions are elements we have some are elements we have some power to change People are less sensitive about power to change People are less sensitive about secondary dimensions We also have the choice secondary dimensions We also have the choice of whether to disclose this information or not we of whether to disclose this information or not we can conceal these characteristics can conceal these characteristics
bull Secondary dimensionsSecondary dimensions are aspects of ourselves are aspects of ourselves that we cannot change They are things people that we cannot change They are things people know about us before we even open our mouths know about us before we even open our mouths because they are physically visible (except sexual because they are physically visible (except sexual orientation) When people feel they are being orientation) When people feel they are being stereotyped based on primary dimension they stereotyped based on primary dimension they can be very sensitive about itcan be very sensitive about it
Primary amp Secondary Primary amp Secondary Dimensions of DiversityDimensions of Diversity
Primary Dimensions of Primary Dimensions of DiversityDiversity
Sexual Orientation
Race
Gender
Physical Qualities
Age
Ethnicity
Work Background
Income Geographic Location
Parental Status
Marital Status
Education Military Experience
Religious Beliefs
Loden and Rosener 1991
Secondary Dimensions of DiversitySecondary Dimensions of Diversity
If we could shrink the earths population to a If we could shrink the earths population to a village of precisely 100 people with all the village of precisely 100 people with all the existing human ratios remaining the same it existing human ratios remaining the same it would look like this There would bewould look like this There would be
ndash 61 Asians61 Asiansndash 12 Europeans12 Europeansndash 14 from the Western 14 from the Western
Hemisphere both north Hemisphere both north and southand south
ndash 13 Africans13 Africansndash 50 would be female50 would be femalendash 50 would be male50 would be malendash 74 would be nonwhite74 would be nonwhitendash 26 would be white26 would be whitendash 67 would be non-Christian67 would be non-Christianndash 33 would be Christian33 would be Christianndash 89 would be heterosexual89 would be heterosexual
ndash 6 people would possess 6 people would possess 59 of the entire worlds 59 of the entire worlds wealth and all 6 would be wealth and all 6 would be from the United Statesfrom the United States
ndash 80 would live in 80 would live in substandard housingsubstandard housing
ndash 14 would be unable to read14 would be unable to readndash 33 would die of famine33 would die of faminendash 1 would be near death1 would be near deathndash 1 would be near birth1 would be near birthndash 7 would have a college 7 would have a college
educationeducationndash 8 would own a computer8 would own a computerndash 11 would be homosexual 11 would be homosexual
Approaches to Approaches to
DiversityDiversity The Golden Rule
ndash1960s assimilation ldquostop treating people badlyrdquo
Right the Wrongs
ndash1970s affirmative action created ldquous versus themrdquo
Value Differences
ndashYear 2000 and beyond diversity is an asset
PREJUDICEPREJUDICE
STEREOTYPESTEREOTYPE
DISCRIMINATIONDISCRIMINATION
Generalized Generalized attitudeattitude towards towards members of a members of a groupgroup
BehaviorsBehaviors directed directed towards people on the towards people on the basis of their group basis of their group membershipmembership
Generalized Generalized beliefbelief about members about members of a groupof a group
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Labeling = Stereotype Labeling = Stereotype Prejudice amp Prejudice amp DiscriminationDiscrimination
bull Categorizing can be dangerous Categorizing can be dangerous Labels can become too rigid and Labels can become too rigid and when there is no room for growth the when there is no room for growth the label becomes stifling both for the label becomes stifling both for the individuals who are labeled and for individuals who are labeled and for the category itselfthe category itself
bullThis leads to Stereotypes Prejudice amp Discrimination
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Primary CharacteristicsQualities We Are Born With
bull 1048708 Gender
bull 1048708 Eye Color
bull 1048708 Hair Color
bull 1048708 Race
bull 1048708 Birth Defects
Secondary Characteristics
bull Religion
bull Educational Level
bull Parental Status
bull Geographic Location
bull Socioeconomic Status
bull Sexual IdentitySexual Identity
Prejudice Stereotype amp Prejudice Stereotype amp DiscriminationDiscrimination
bullNegative prejudices stem fromNegative prejudices stem fromndash Social learningSocial learningndash ThreatsThreats
bull Is being prejudiced against one Is being prejudiced against one group the same as being group the same as being prejudiced against another prejudiced against another groupgroupndash Eg Do people who have prejudices Eg Do people who have prejudices
against women and homosexuals have against women and homosexuals have those prejudices for the same reasonthose prejudices for the same reasonSAMHSA Office of Minority Health and Health Resources and Administration Quality Health
Services for Hispanics The Cultural Competency Component 2001
Prejudice Stereotype amp Prejudice Stereotype amp Discrimination Discrimination
bull Prejudice is learnedPrejudice is learned
bull If we become prejudiced against If we become prejudiced against groups because they threaten us groups because they threaten us perhaps groups that trigger perhaps groups that trigger certaincertain threats will also trigger threats will also trigger certaincertain prejudices and prejudices and certaincertain reactions reactions
Reducing Prejudice Reducing Prejudice Stereotypes amp DiscriminationStereotypes amp Discrimination
What can we do to reduce the existence or expression of prejudice stereotyping and
discrimination
Self-Fulfilling PropheciesSelf-Fulfilling Prophecies
bull A false belief that leads to its own fulfillmentA false belief that leads to its own fulfillment
11 Perceiver develops false belief about a targetPerceiver develops false belief about a target
22 Perceiver treats target in a manner consistent Perceiver treats target in a manner consistent with false beliefwith false belief
33 Target responds to the treatment in such a Target responds to the treatment in such a way as to confirm the originally false beliefway as to confirm the originally false belief
Two Types of SFPsTwo Types of SFPs
bull Positive SFPs Positive SFPs
11Perceiver overestimates targetrsquos abilityPerceiver overestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly positive beliefoverly positive belief
33Target responds by confirming the overly Target responds by confirming the overly positive beliefpositive belief
bull Negative SFPs Negative SFPs
11Perceiver underestimates targetrsquos abilityPerceiver underestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly negative beliefoverly negative belief
33Target responds by confirming the overly Target responds by confirming the overly negative beliefnegative belief
Self-Fulfilling Prophecies Self-Fulfilling Prophecies and Stereotypesand Stereotypes
bullSelf-fulfilling propheciesSelf-fulfilling prophecies
can contribute to social problemscan contribute to social problems
Danger of First ImpressionsDanger of First Impressions
bull We make decisions about people We make decisions about people every dayevery day
bull Our first impressions canOur first impressions canndash Influence our working relationshipsInfluence our working relationshipsndash Be affected by stereotypes of which we Be affected by stereotypes of which we
are not awareare not aware
How are our first impressions of others formed
Forming PerceptionsForming Perceptions
bull Through our life experiences teach Through our life experiences teach us about our place in a group or us about our place in a group or societysociety
bull We tend to beWe tend to bendash Be raised in groups just like usBe raised in groups just like usndash Gravitate to similar peopleGravitate to similar peoplendash Be uncomfortable with differencesBe uncomfortable with differences
Forming Perceptions (conrsquot)Forming Perceptions (conrsquot)
bull We mistakenly believe thatWe mistakenly believe thatndash All people All people like us on the surfacelike us on the surface are are
similarsimilar in all other ways in all other waysndash All people who are All people who are unlike us on unlike us on
surfacesurface are are differentdifferent in all other ways in all other ways
bull We view others through lens of group We view others through lens of group stereotypestereotype
bull Why do we need to understand how Why do we need to understand how perceptions are formedperceptions are formed
bull If people respond well to you and If people respond well to you and appreciate your work how do you feelappreciate your work how do you feel
bull When others avoid you because of When others avoid you because of negative perceptions how do you feelnegative perceptions how do you feel
Exclusion BringsExclusion Brings
bull Less interest in performing to full Less interest in performing to full capacitycapacity
bull Cultural life and traditions seem Cultural life and traditions seem distinctdistinct
bull Over sensitivityOver sensitivity
Being Accepted StimulatesBeing Accepted Stimulates
bullPositive feelingsPositive feelings
bullA more productive and enjoyable A more productive and enjoyable workplaceworkplace
bullSo how do we get there So how do we get there
bullHow do we appreciate others How do we appreciate others amp then communicate that amp then communicate that acceptanceacceptance
Keys to Working Well w Keys to Working Well w OthersOthers
bullCommunicating openlyCommunicating openly
bullListeningListening
bullEstablishing respect and Establishing respect and understandingunderstanding
bullDiscussing issues as they ariseDiscussing issues as they arise
How can FGPrsquos respond to How can FGPrsquos respond to differences in the classroomdifferences in the classroom
bull Positively ndash Positively ndash Irsquoll embrace this challengeIrsquoll embrace this challenge
bull Negatively ndash Negatively ndash Irsquoll resist this (No one can force Irsquoll resist this (No one can force me)me)
bull Indifferently ndash Indifferently ndash Whatever No skin off my nose Whatever No skin off my nose either wayhellip I treat everyone the sameeither wayhellip I treat everyone the same
bull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before I encounter it firsthandI encounter it firsthand
bull Reactively ndash Reactively ndash Uh oh What should I doUh oh What should I do
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Diversity InvolvesRecognizing our unique differences
Attracting people of all backgrounds
Recognizing how attitudes affect us all
Creating an environment where all can succeed
Acting to promote diversity
Elements of DiversityElements of Diversity
bull AgeAge
bull GenderGender
bull EthnicityEthnicity
bull RaceRace
bull Physical AbilityPhysical Ability
bull Sexual OrientationSexual Orientation
bull Physical Physical
CharacteristicsCharacteristics
bull IncomeIncome
bull EducationEducation
bull Marital StatusMarital Status
bull Religious BeliefsReligious Beliefs
bull Geographic LocationGeographic Location
bull Parental Status Parental Status
bull Personality TypePersonality Type
bull Primary dimensionsPrimary dimensions are elements we have some are elements we have some power to change People are less sensitive about power to change People are less sensitive about secondary dimensions We also have the choice secondary dimensions We also have the choice of whether to disclose this information or not we of whether to disclose this information or not we can conceal these characteristics can conceal these characteristics
bull Secondary dimensionsSecondary dimensions are aspects of ourselves are aspects of ourselves that we cannot change They are things people that we cannot change They are things people know about us before we even open our mouths know about us before we even open our mouths because they are physically visible (except sexual because they are physically visible (except sexual orientation) When people feel they are being orientation) When people feel they are being stereotyped based on primary dimension they stereotyped based on primary dimension they can be very sensitive about itcan be very sensitive about it
Primary amp Secondary Primary amp Secondary Dimensions of DiversityDimensions of Diversity
Primary Dimensions of Primary Dimensions of DiversityDiversity
Sexual Orientation
Race
Gender
Physical Qualities
Age
Ethnicity
Work Background
Income Geographic Location
Parental Status
Marital Status
Education Military Experience
Religious Beliefs
Loden and Rosener 1991
Secondary Dimensions of DiversitySecondary Dimensions of Diversity
If we could shrink the earths population to a If we could shrink the earths population to a village of precisely 100 people with all the village of precisely 100 people with all the existing human ratios remaining the same it existing human ratios remaining the same it would look like this There would bewould look like this There would be
ndash 61 Asians61 Asiansndash 12 Europeans12 Europeansndash 14 from the Western 14 from the Western
Hemisphere both north Hemisphere both north and southand south
ndash 13 Africans13 Africansndash 50 would be female50 would be femalendash 50 would be male50 would be malendash 74 would be nonwhite74 would be nonwhitendash 26 would be white26 would be whitendash 67 would be non-Christian67 would be non-Christianndash 33 would be Christian33 would be Christianndash 89 would be heterosexual89 would be heterosexual
ndash 6 people would possess 6 people would possess 59 of the entire worlds 59 of the entire worlds wealth and all 6 would be wealth and all 6 would be from the United Statesfrom the United States
ndash 80 would live in 80 would live in substandard housingsubstandard housing
ndash 14 would be unable to read14 would be unable to readndash 33 would die of famine33 would die of faminendash 1 would be near death1 would be near deathndash 1 would be near birth1 would be near birthndash 7 would have a college 7 would have a college
educationeducationndash 8 would own a computer8 would own a computerndash 11 would be homosexual 11 would be homosexual
Approaches to Approaches to
DiversityDiversity The Golden Rule
ndash1960s assimilation ldquostop treating people badlyrdquo
Right the Wrongs
ndash1970s affirmative action created ldquous versus themrdquo
Value Differences
ndashYear 2000 and beyond diversity is an asset
PREJUDICEPREJUDICE
STEREOTYPESTEREOTYPE
DISCRIMINATIONDISCRIMINATION
Generalized Generalized attitudeattitude towards towards members of a members of a groupgroup
BehaviorsBehaviors directed directed towards people on the towards people on the basis of their group basis of their group membershipmembership
Generalized Generalized beliefbelief about members about members of a groupof a group
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Labeling = Stereotype Labeling = Stereotype Prejudice amp Prejudice amp DiscriminationDiscrimination
bull Categorizing can be dangerous Categorizing can be dangerous Labels can become too rigid and Labels can become too rigid and when there is no room for growth the when there is no room for growth the label becomes stifling both for the label becomes stifling both for the individuals who are labeled and for individuals who are labeled and for the category itselfthe category itself
bullThis leads to Stereotypes Prejudice amp Discrimination
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Primary CharacteristicsQualities We Are Born With
bull 1048708 Gender
bull 1048708 Eye Color
bull 1048708 Hair Color
bull 1048708 Race
bull 1048708 Birth Defects
Secondary Characteristics
bull Religion
bull Educational Level
bull Parental Status
bull Geographic Location
bull Socioeconomic Status
bull Sexual IdentitySexual Identity
Prejudice Stereotype amp Prejudice Stereotype amp DiscriminationDiscrimination
bullNegative prejudices stem fromNegative prejudices stem fromndash Social learningSocial learningndash ThreatsThreats
bull Is being prejudiced against one Is being prejudiced against one group the same as being group the same as being prejudiced against another prejudiced against another groupgroupndash Eg Do people who have prejudices Eg Do people who have prejudices
against women and homosexuals have against women and homosexuals have those prejudices for the same reasonthose prejudices for the same reasonSAMHSA Office of Minority Health and Health Resources and Administration Quality Health
Services for Hispanics The Cultural Competency Component 2001
Prejudice Stereotype amp Prejudice Stereotype amp Discrimination Discrimination
bull Prejudice is learnedPrejudice is learned
bull If we become prejudiced against If we become prejudiced against groups because they threaten us groups because they threaten us perhaps groups that trigger perhaps groups that trigger certaincertain threats will also trigger threats will also trigger certaincertain prejudices and prejudices and certaincertain reactions reactions
Reducing Prejudice Reducing Prejudice Stereotypes amp DiscriminationStereotypes amp Discrimination
What can we do to reduce the existence or expression of prejudice stereotyping and
discrimination
Self-Fulfilling PropheciesSelf-Fulfilling Prophecies
bull A false belief that leads to its own fulfillmentA false belief that leads to its own fulfillment
11 Perceiver develops false belief about a targetPerceiver develops false belief about a target
22 Perceiver treats target in a manner consistent Perceiver treats target in a manner consistent with false beliefwith false belief
33 Target responds to the treatment in such a Target responds to the treatment in such a way as to confirm the originally false beliefway as to confirm the originally false belief
Two Types of SFPsTwo Types of SFPs
bull Positive SFPs Positive SFPs
11Perceiver overestimates targetrsquos abilityPerceiver overestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly positive beliefoverly positive belief
33Target responds by confirming the overly Target responds by confirming the overly positive beliefpositive belief
bull Negative SFPs Negative SFPs
11Perceiver underestimates targetrsquos abilityPerceiver underestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly negative beliefoverly negative belief
33Target responds by confirming the overly Target responds by confirming the overly negative beliefnegative belief
Self-Fulfilling Prophecies Self-Fulfilling Prophecies and Stereotypesand Stereotypes
bullSelf-fulfilling propheciesSelf-fulfilling prophecies
can contribute to social problemscan contribute to social problems
Danger of First ImpressionsDanger of First Impressions
bull We make decisions about people We make decisions about people every dayevery day
bull Our first impressions canOur first impressions canndash Influence our working relationshipsInfluence our working relationshipsndash Be affected by stereotypes of which we Be affected by stereotypes of which we
are not awareare not aware
How are our first impressions of others formed
Forming PerceptionsForming Perceptions
bull Through our life experiences teach Through our life experiences teach us about our place in a group or us about our place in a group or societysociety
bull We tend to beWe tend to bendash Be raised in groups just like usBe raised in groups just like usndash Gravitate to similar peopleGravitate to similar peoplendash Be uncomfortable with differencesBe uncomfortable with differences
Forming Perceptions (conrsquot)Forming Perceptions (conrsquot)
bull We mistakenly believe thatWe mistakenly believe thatndash All people All people like us on the surfacelike us on the surface are are
similarsimilar in all other ways in all other waysndash All people who are All people who are unlike us on unlike us on
surfacesurface are are differentdifferent in all other ways in all other ways
bull We view others through lens of group We view others through lens of group stereotypestereotype
bull Why do we need to understand how Why do we need to understand how perceptions are formedperceptions are formed
bull If people respond well to you and If people respond well to you and appreciate your work how do you feelappreciate your work how do you feel
bull When others avoid you because of When others avoid you because of negative perceptions how do you feelnegative perceptions how do you feel
Exclusion BringsExclusion Brings
bull Less interest in performing to full Less interest in performing to full capacitycapacity
bull Cultural life and traditions seem Cultural life and traditions seem distinctdistinct
bull Over sensitivityOver sensitivity
Being Accepted StimulatesBeing Accepted Stimulates
bullPositive feelingsPositive feelings
bullA more productive and enjoyable A more productive and enjoyable workplaceworkplace
bullSo how do we get there So how do we get there
bullHow do we appreciate others How do we appreciate others amp then communicate that amp then communicate that acceptanceacceptance
Keys to Working Well w Keys to Working Well w OthersOthers
bullCommunicating openlyCommunicating openly
bullListeningListening
bullEstablishing respect and Establishing respect and understandingunderstanding
bullDiscussing issues as they ariseDiscussing issues as they arise
How can FGPrsquos respond to How can FGPrsquos respond to differences in the classroomdifferences in the classroom
bull Positively ndash Positively ndash Irsquoll embrace this challengeIrsquoll embrace this challenge
bull Negatively ndash Negatively ndash Irsquoll resist this (No one can force Irsquoll resist this (No one can force me)me)
bull Indifferently ndash Indifferently ndash Whatever No skin off my nose Whatever No skin off my nose either wayhellip I treat everyone the sameeither wayhellip I treat everyone the same
bull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before I encounter it firsthandI encounter it firsthand
bull Reactively ndash Reactively ndash Uh oh What should I doUh oh What should I do
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Elements of DiversityElements of Diversity
bull AgeAge
bull GenderGender
bull EthnicityEthnicity
bull RaceRace
bull Physical AbilityPhysical Ability
bull Sexual OrientationSexual Orientation
bull Physical Physical
CharacteristicsCharacteristics
bull IncomeIncome
bull EducationEducation
bull Marital StatusMarital Status
bull Religious BeliefsReligious Beliefs
bull Geographic LocationGeographic Location
bull Parental Status Parental Status
bull Personality TypePersonality Type
bull Primary dimensionsPrimary dimensions are elements we have some are elements we have some power to change People are less sensitive about power to change People are less sensitive about secondary dimensions We also have the choice secondary dimensions We also have the choice of whether to disclose this information or not we of whether to disclose this information or not we can conceal these characteristics can conceal these characteristics
bull Secondary dimensionsSecondary dimensions are aspects of ourselves are aspects of ourselves that we cannot change They are things people that we cannot change They are things people know about us before we even open our mouths know about us before we even open our mouths because they are physically visible (except sexual because they are physically visible (except sexual orientation) When people feel they are being orientation) When people feel they are being stereotyped based on primary dimension they stereotyped based on primary dimension they can be very sensitive about itcan be very sensitive about it
Primary amp Secondary Primary amp Secondary Dimensions of DiversityDimensions of Diversity
Primary Dimensions of Primary Dimensions of DiversityDiversity
Sexual Orientation
Race
Gender
Physical Qualities
Age
Ethnicity
Work Background
Income Geographic Location
Parental Status
Marital Status
Education Military Experience
Religious Beliefs
Loden and Rosener 1991
Secondary Dimensions of DiversitySecondary Dimensions of Diversity
If we could shrink the earths population to a If we could shrink the earths population to a village of precisely 100 people with all the village of precisely 100 people with all the existing human ratios remaining the same it existing human ratios remaining the same it would look like this There would bewould look like this There would be
ndash 61 Asians61 Asiansndash 12 Europeans12 Europeansndash 14 from the Western 14 from the Western
Hemisphere both north Hemisphere both north and southand south
ndash 13 Africans13 Africansndash 50 would be female50 would be femalendash 50 would be male50 would be malendash 74 would be nonwhite74 would be nonwhitendash 26 would be white26 would be whitendash 67 would be non-Christian67 would be non-Christianndash 33 would be Christian33 would be Christianndash 89 would be heterosexual89 would be heterosexual
ndash 6 people would possess 6 people would possess 59 of the entire worlds 59 of the entire worlds wealth and all 6 would be wealth and all 6 would be from the United Statesfrom the United States
ndash 80 would live in 80 would live in substandard housingsubstandard housing
ndash 14 would be unable to read14 would be unable to readndash 33 would die of famine33 would die of faminendash 1 would be near death1 would be near deathndash 1 would be near birth1 would be near birthndash 7 would have a college 7 would have a college
educationeducationndash 8 would own a computer8 would own a computerndash 11 would be homosexual 11 would be homosexual
Approaches to Approaches to
DiversityDiversity The Golden Rule
ndash1960s assimilation ldquostop treating people badlyrdquo
Right the Wrongs
ndash1970s affirmative action created ldquous versus themrdquo
Value Differences
ndashYear 2000 and beyond diversity is an asset
PREJUDICEPREJUDICE
STEREOTYPESTEREOTYPE
DISCRIMINATIONDISCRIMINATION
Generalized Generalized attitudeattitude towards towards members of a members of a groupgroup
BehaviorsBehaviors directed directed towards people on the towards people on the basis of their group basis of their group membershipmembership
Generalized Generalized beliefbelief about members about members of a groupof a group
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Labeling = Stereotype Labeling = Stereotype Prejudice amp Prejudice amp DiscriminationDiscrimination
bull Categorizing can be dangerous Categorizing can be dangerous Labels can become too rigid and Labels can become too rigid and when there is no room for growth the when there is no room for growth the label becomes stifling both for the label becomes stifling both for the individuals who are labeled and for individuals who are labeled and for the category itselfthe category itself
bullThis leads to Stereotypes Prejudice amp Discrimination
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Primary CharacteristicsQualities We Are Born With
bull 1048708 Gender
bull 1048708 Eye Color
bull 1048708 Hair Color
bull 1048708 Race
bull 1048708 Birth Defects
Secondary Characteristics
bull Religion
bull Educational Level
bull Parental Status
bull Geographic Location
bull Socioeconomic Status
bull Sexual IdentitySexual Identity
Prejudice Stereotype amp Prejudice Stereotype amp DiscriminationDiscrimination
bullNegative prejudices stem fromNegative prejudices stem fromndash Social learningSocial learningndash ThreatsThreats
bull Is being prejudiced against one Is being prejudiced against one group the same as being group the same as being prejudiced against another prejudiced against another groupgroupndash Eg Do people who have prejudices Eg Do people who have prejudices
against women and homosexuals have against women and homosexuals have those prejudices for the same reasonthose prejudices for the same reasonSAMHSA Office of Minority Health and Health Resources and Administration Quality Health
Services for Hispanics The Cultural Competency Component 2001
Prejudice Stereotype amp Prejudice Stereotype amp Discrimination Discrimination
bull Prejudice is learnedPrejudice is learned
bull If we become prejudiced against If we become prejudiced against groups because they threaten us groups because they threaten us perhaps groups that trigger perhaps groups that trigger certaincertain threats will also trigger threats will also trigger certaincertain prejudices and prejudices and certaincertain reactions reactions
Reducing Prejudice Reducing Prejudice Stereotypes amp DiscriminationStereotypes amp Discrimination
What can we do to reduce the existence or expression of prejudice stereotyping and
discrimination
Self-Fulfilling PropheciesSelf-Fulfilling Prophecies
bull A false belief that leads to its own fulfillmentA false belief that leads to its own fulfillment
11 Perceiver develops false belief about a targetPerceiver develops false belief about a target
22 Perceiver treats target in a manner consistent Perceiver treats target in a manner consistent with false beliefwith false belief
33 Target responds to the treatment in such a Target responds to the treatment in such a way as to confirm the originally false beliefway as to confirm the originally false belief
Two Types of SFPsTwo Types of SFPs
bull Positive SFPs Positive SFPs
11Perceiver overestimates targetrsquos abilityPerceiver overestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly positive beliefoverly positive belief
33Target responds by confirming the overly Target responds by confirming the overly positive beliefpositive belief
bull Negative SFPs Negative SFPs
11Perceiver underestimates targetrsquos abilityPerceiver underestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly negative beliefoverly negative belief
33Target responds by confirming the overly Target responds by confirming the overly negative beliefnegative belief
Self-Fulfilling Prophecies Self-Fulfilling Prophecies and Stereotypesand Stereotypes
bullSelf-fulfilling propheciesSelf-fulfilling prophecies
can contribute to social problemscan contribute to social problems
Danger of First ImpressionsDanger of First Impressions
bull We make decisions about people We make decisions about people every dayevery day
bull Our first impressions canOur first impressions canndash Influence our working relationshipsInfluence our working relationshipsndash Be affected by stereotypes of which we Be affected by stereotypes of which we
are not awareare not aware
How are our first impressions of others formed
Forming PerceptionsForming Perceptions
bull Through our life experiences teach Through our life experiences teach us about our place in a group or us about our place in a group or societysociety
bull We tend to beWe tend to bendash Be raised in groups just like usBe raised in groups just like usndash Gravitate to similar peopleGravitate to similar peoplendash Be uncomfortable with differencesBe uncomfortable with differences
Forming Perceptions (conrsquot)Forming Perceptions (conrsquot)
bull We mistakenly believe thatWe mistakenly believe thatndash All people All people like us on the surfacelike us on the surface are are
similarsimilar in all other ways in all other waysndash All people who are All people who are unlike us on unlike us on
surfacesurface are are differentdifferent in all other ways in all other ways
bull We view others through lens of group We view others through lens of group stereotypestereotype
bull Why do we need to understand how Why do we need to understand how perceptions are formedperceptions are formed
bull If people respond well to you and If people respond well to you and appreciate your work how do you feelappreciate your work how do you feel
bull When others avoid you because of When others avoid you because of negative perceptions how do you feelnegative perceptions how do you feel
Exclusion BringsExclusion Brings
bull Less interest in performing to full Less interest in performing to full capacitycapacity
bull Cultural life and traditions seem Cultural life and traditions seem distinctdistinct
bull Over sensitivityOver sensitivity
Being Accepted StimulatesBeing Accepted Stimulates
bullPositive feelingsPositive feelings
bullA more productive and enjoyable A more productive and enjoyable workplaceworkplace
bullSo how do we get there So how do we get there
bullHow do we appreciate others How do we appreciate others amp then communicate that amp then communicate that acceptanceacceptance
Keys to Working Well w Keys to Working Well w OthersOthers
bullCommunicating openlyCommunicating openly
bullListeningListening
bullEstablishing respect and Establishing respect and understandingunderstanding
bullDiscussing issues as they ariseDiscussing issues as they arise
How can FGPrsquos respond to How can FGPrsquos respond to differences in the classroomdifferences in the classroom
bull Positively ndash Positively ndash Irsquoll embrace this challengeIrsquoll embrace this challenge
bull Negatively ndash Negatively ndash Irsquoll resist this (No one can force Irsquoll resist this (No one can force me)me)
bull Indifferently ndash Indifferently ndash Whatever No skin off my nose Whatever No skin off my nose either wayhellip I treat everyone the sameeither wayhellip I treat everyone the same
bull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before I encounter it firsthandI encounter it firsthand
bull Reactively ndash Reactively ndash Uh oh What should I doUh oh What should I do
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
bull Primary dimensionsPrimary dimensions are elements we have some are elements we have some power to change People are less sensitive about power to change People are less sensitive about secondary dimensions We also have the choice secondary dimensions We also have the choice of whether to disclose this information or not we of whether to disclose this information or not we can conceal these characteristics can conceal these characteristics
bull Secondary dimensionsSecondary dimensions are aspects of ourselves are aspects of ourselves that we cannot change They are things people that we cannot change They are things people know about us before we even open our mouths know about us before we even open our mouths because they are physically visible (except sexual because they are physically visible (except sexual orientation) When people feel they are being orientation) When people feel they are being stereotyped based on primary dimension they stereotyped based on primary dimension they can be very sensitive about itcan be very sensitive about it
Primary amp Secondary Primary amp Secondary Dimensions of DiversityDimensions of Diversity
Primary Dimensions of Primary Dimensions of DiversityDiversity
Sexual Orientation
Race
Gender
Physical Qualities
Age
Ethnicity
Work Background
Income Geographic Location
Parental Status
Marital Status
Education Military Experience
Religious Beliefs
Loden and Rosener 1991
Secondary Dimensions of DiversitySecondary Dimensions of Diversity
If we could shrink the earths population to a If we could shrink the earths population to a village of precisely 100 people with all the village of precisely 100 people with all the existing human ratios remaining the same it existing human ratios remaining the same it would look like this There would bewould look like this There would be
ndash 61 Asians61 Asiansndash 12 Europeans12 Europeansndash 14 from the Western 14 from the Western
Hemisphere both north Hemisphere both north and southand south
ndash 13 Africans13 Africansndash 50 would be female50 would be femalendash 50 would be male50 would be malendash 74 would be nonwhite74 would be nonwhitendash 26 would be white26 would be whitendash 67 would be non-Christian67 would be non-Christianndash 33 would be Christian33 would be Christianndash 89 would be heterosexual89 would be heterosexual
ndash 6 people would possess 6 people would possess 59 of the entire worlds 59 of the entire worlds wealth and all 6 would be wealth and all 6 would be from the United Statesfrom the United States
ndash 80 would live in 80 would live in substandard housingsubstandard housing
ndash 14 would be unable to read14 would be unable to readndash 33 would die of famine33 would die of faminendash 1 would be near death1 would be near deathndash 1 would be near birth1 would be near birthndash 7 would have a college 7 would have a college
educationeducationndash 8 would own a computer8 would own a computerndash 11 would be homosexual 11 would be homosexual
Approaches to Approaches to
DiversityDiversity The Golden Rule
ndash1960s assimilation ldquostop treating people badlyrdquo
Right the Wrongs
ndash1970s affirmative action created ldquous versus themrdquo
Value Differences
ndashYear 2000 and beyond diversity is an asset
PREJUDICEPREJUDICE
STEREOTYPESTEREOTYPE
DISCRIMINATIONDISCRIMINATION
Generalized Generalized attitudeattitude towards towards members of a members of a groupgroup
BehaviorsBehaviors directed directed towards people on the towards people on the basis of their group basis of their group membershipmembership
Generalized Generalized beliefbelief about members about members of a groupof a group
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Labeling = Stereotype Labeling = Stereotype Prejudice amp Prejudice amp DiscriminationDiscrimination
bull Categorizing can be dangerous Categorizing can be dangerous Labels can become too rigid and Labels can become too rigid and when there is no room for growth the when there is no room for growth the label becomes stifling both for the label becomes stifling both for the individuals who are labeled and for individuals who are labeled and for the category itselfthe category itself
bullThis leads to Stereotypes Prejudice amp Discrimination
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Primary CharacteristicsQualities We Are Born With
bull 1048708 Gender
bull 1048708 Eye Color
bull 1048708 Hair Color
bull 1048708 Race
bull 1048708 Birth Defects
Secondary Characteristics
bull Religion
bull Educational Level
bull Parental Status
bull Geographic Location
bull Socioeconomic Status
bull Sexual IdentitySexual Identity
Prejudice Stereotype amp Prejudice Stereotype amp DiscriminationDiscrimination
bullNegative prejudices stem fromNegative prejudices stem fromndash Social learningSocial learningndash ThreatsThreats
bull Is being prejudiced against one Is being prejudiced against one group the same as being group the same as being prejudiced against another prejudiced against another groupgroupndash Eg Do people who have prejudices Eg Do people who have prejudices
against women and homosexuals have against women and homosexuals have those prejudices for the same reasonthose prejudices for the same reasonSAMHSA Office of Minority Health and Health Resources and Administration Quality Health
Services for Hispanics The Cultural Competency Component 2001
Prejudice Stereotype amp Prejudice Stereotype amp Discrimination Discrimination
bull Prejudice is learnedPrejudice is learned
bull If we become prejudiced against If we become prejudiced against groups because they threaten us groups because they threaten us perhaps groups that trigger perhaps groups that trigger certaincertain threats will also trigger threats will also trigger certaincertain prejudices and prejudices and certaincertain reactions reactions
Reducing Prejudice Reducing Prejudice Stereotypes amp DiscriminationStereotypes amp Discrimination
What can we do to reduce the existence or expression of prejudice stereotyping and
discrimination
Self-Fulfilling PropheciesSelf-Fulfilling Prophecies
bull A false belief that leads to its own fulfillmentA false belief that leads to its own fulfillment
11 Perceiver develops false belief about a targetPerceiver develops false belief about a target
22 Perceiver treats target in a manner consistent Perceiver treats target in a manner consistent with false beliefwith false belief
33 Target responds to the treatment in such a Target responds to the treatment in such a way as to confirm the originally false beliefway as to confirm the originally false belief
Two Types of SFPsTwo Types of SFPs
bull Positive SFPs Positive SFPs
11Perceiver overestimates targetrsquos abilityPerceiver overestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly positive beliefoverly positive belief
33Target responds by confirming the overly Target responds by confirming the overly positive beliefpositive belief
bull Negative SFPs Negative SFPs
11Perceiver underestimates targetrsquos abilityPerceiver underestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly negative beliefoverly negative belief
33Target responds by confirming the overly Target responds by confirming the overly negative beliefnegative belief
Self-Fulfilling Prophecies Self-Fulfilling Prophecies and Stereotypesand Stereotypes
bullSelf-fulfilling propheciesSelf-fulfilling prophecies
can contribute to social problemscan contribute to social problems
Danger of First ImpressionsDanger of First Impressions
bull We make decisions about people We make decisions about people every dayevery day
bull Our first impressions canOur first impressions canndash Influence our working relationshipsInfluence our working relationshipsndash Be affected by stereotypes of which we Be affected by stereotypes of which we
are not awareare not aware
How are our first impressions of others formed
Forming PerceptionsForming Perceptions
bull Through our life experiences teach Through our life experiences teach us about our place in a group or us about our place in a group or societysociety
bull We tend to beWe tend to bendash Be raised in groups just like usBe raised in groups just like usndash Gravitate to similar peopleGravitate to similar peoplendash Be uncomfortable with differencesBe uncomfortable with differences
Forming Perceptions (conrsquot)Forming Perceptions (conrsquot)
bull We mistakenly believe thatWe mistakenly believe thatndash All people All people like us on the surfacelike us on the surface are are
similarsimilar in all other ways in all other waysndash All people who are All people who are unlike us on unlike us on
surfacesurface are are differentdifferent in all other ways in all other ways
bull We view others through lens of group We view others through lens of group stereotypestereotype
bull Why do we need to understand how Why do we need to understand how perceptions are formedperceptions are formed
bull If people respond well to you and If people respond well to you and appreciate your work how do you feelappreciate your work how do you feel
bull When others avoid you because of When others avoid you because of negative perceptions how do you feelnegative perceptions how do you feel
Exclusion BringsExclusion Brings
bull Less interest in performing to full Less interest in performing to full capacitycapacity
bull Cultural life and traditions seem Cultural life and traditions seem distinctdistinct
bull Over sensitivityOver sensitivity
Being Accepted StimulatesBeing Accepted Stimulates
bullPositive feelingsPositive feelings
bullA more productive and enjoyable A more productive and enjoyable workplaceworkplace
bullSo how do we get there So how do we get there
bullHow do we appreciate others How do we appreciate others amp then communicate that amp then communicate that acceptanceacceptance
Keys to Working Well w Keys to Working Well w OthersOthers
bullCommunicating openlyCommunicating openly
bullListeningListening
bullEstablishing respect and Establishing respect and understandingunderstanding
bullDiscussing issues as they ariseDiscussing issues as they arise
How can FGPrsquos respond to How can FGPrsquos respond to differences in the classroomdifferences in the classroom
bull Positively ndash Positively ndash Irsquoll embrace this challengeIrsquoll embrace this challenge
bull Negatively ndash Negatively ndash Irsquoll resist this (No one can force Irsquoll resist this (No one can force me)me)
bull Indifferently ndash Indifferently ndash Whatever No skin off my nose Whatever No skin off my nose either wayhellip I treat everyone the sameeither wayhellip I treat everyone the same
bull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before I encounter it firsthandI encounter it firsthand
bull Reactively ndash Reactively ndash Uh oh What should I doUh oh What should I do
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Primary Dimensions of Primary Dimensions of DiversityDiversity
Sexual Orientation
Race
Gender
Physical Qualities
Age
Ethnicity
Work Background
Income Geographic Location
Parental Status
Marital Status
Education Military Experience
Religious Beliefs
Loden and Rosener 1991
Secondary Dimensions of DiversitySecondary Dimensions of Diversity
If we could shrink the earths population to a If we could shrink the earths population to a village of precisely 100 people with all the village of precisely 100 people with all the existing human ratios remaining the same it existing human ratios remaining the same it would look like this There would bewould look like this There would be
ndash 61 Asians61 Asiansndash 12 Europeans12 Europeansndash 14 from the Western 14 from the Western
Hemisphere both north Hemisphere both north and southand south
ndash 13 Africans13 Africansndash 50 would be female50 would be femalendash 50 would be male50 would be malendash 74 would be nonwhite74 would be nonwhitendash 26 would be white26 would be whitendash 67 would be non-Christian67 would be non-Christianndash 33 would be Christian33 would be Christianndash 89 would be heterosexual89 would be heterosexual
ndash 6 people would possess 6 people would possess 59 of the entire worlds 59 of the entire worlds wealth and all 6 would be wealth and all 6 would be from the United Statesfrom the United States
ndash 80 would live in 80 would live in substandard housingsubstandard housing
ndash 14 would be unable to read14 would be unable to readndash 33 would die of famine33 would die of faminendash 1 would be near death1 would be near deathndash 1 would be near birth1 would be near birthndash 7 would have a college 7 would have a college
educationeducationndash 8 would own a computer8 would own a computerndash 11 would be homosexual 11 would be homosexual
Approaches to Approaches to
DiversityDiversity The Golden Rule
ndash1960s assimilation ldquostop treating people badlyrdquo
Right the Wrongs
ndash1970s affirmative action created ldquous versus themrdquo
Value Differences
ndashYear 2000 and beyond diversity is an asset
PREJUDICEPREJUDICE
STEREOTYPESTEREOTYPE
DISCRIMINATIONDISCRIMINATION
Generalized Generalized attitudeattitude towards towards members of a members of a groupgroup
BehaviorsBehaviors directed directed towards people on the towards people on the basis of their group basis of their group membershipmembership
Generalized Generalized beliefbelief about members about members of a groupof a group
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Labeling = Stereotype Labeling = Stereotype Prejudice amp Prejudice amp DiscriminationDiscrimination
bull Categorizing can be dangerous Categorizing can be dangerous Labels can become too rigid and Labels can become too rigid and when there is no room for growth the when there is no room for growth the label becomes stifling both for the label becomes stifling both for the individuals who are labeled and for individuals who are labeled and for the category itselfthe category itself
bullThis leads to Stereotypes Prejudice amp Discrimination
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Primary CharacteristicsQualities We Are Born With
bull 1048708 Gender
bull 1048708 Eye Color
bull 1048708 Hair Color
bull 1048708 Race
bull 1048708 Birth Defects
Secondary Characteristics
bull Religion
bull Educational Level
bull Parental Status
bull Geographic Location
bull Socioeconomic Status
bull Sexual IdentitySexual Identity
Prejudice Stereotype amp Prejudice Stereotype amp DiscriminationDiscrimination
bullNegative prejudices stem fromNegative prejudices stem fromndash Social learningSocial learningndash ThreatsThreats
bull Is being prejudiced against one Is being prejudiced against one group the same as being group the same as being prejudiced against another prejudiced against another groupgroupndash Eg Do people who have prejudices Eg Do people who have prejudices
against women and homosexuals have against women and homosexuals have those prejudices for the same reasonthose prejudices for the same reasonSAMHSA Office of Minority Health and Health Resources and Administration Quality Health
Services for Hispanics The Cultural Competency Component 2001
Prejudice Stereotype amp Prejudice Stereotype amp Discrimination Discrimination
bull Prejudice is learnedPrejudice is learned
bull If we become prejudiced against If we become prejudiced against groups because they threaten us groups because they threaten us perhaps groups that trigger perhaps groups that trigger certaincertain threats will also trigger threats will also trigger certaincertain prejudices and prejudices and certaincertain reactions reactions
Reducing Prejudice Reducing Prejudice Stereotypes amp DiscriminationStereotypes amp Discrimination
What can we do to reduce the existence or expression of prejudice stereotyping and
discrimination
Self-Fulfilling PropheciesSelf-Fulfilling Prophecies
bull A false belief that leads to its own fulfillmentA false belief that leads to its own fulfillment
11 Perceiver develops false belief about a targetPerceiver develops false belief about a target
22 Perceiver treats target in a manner consistent Perceiver treats target in a manner consistent with false beliefwith false belief
33 Target responds to the treatment in such a Target responds to the treatment in such a way as to confirm the originally false beliefway as to confirm the originally false belief
Two Types of SFPsTwo Types of SFPs
bull Positive SFPs Positive SFPs
11Perceiver overestimates targetrsquos abilityPerceiver overestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly positive beliefoverly positive belief
33Target responds by confirming the overly Target responds by confirming the overly positive beliefpositive belief
bull Negative SFPs Negative SFPs
11Perceiver underestimates targetrsquos abilityPerceiver underestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly negative beliefoverly negative belief
33Target responds by confirming the overly Target responds by confirming the overly negative beliefnegative belief
Self-Fulfilling Prophecies Self-Fulfilling Prophecies and Stereotypesand Stereotypes
bullSelf-fulfilling propheciesSelf-fulfilling prophecies
can contribute to social problemscan contribute to social problems
Danger of First ImpressionsDanger of First Impressions
bull We make decisions about people We make decisions about people every dayevery day
bull Our first impressions canOur first impressions canndash Influence our working relationshipsInfluence our working relationshipsndash Be affected by stereotypes of which we Be affected by stereotypes of which we
are not awareare not aware
How are our first impressions of others formed
Forming PerceptionsForming Perceptions
bull Through our life experiences teach Through our life experiences teach us about our place in a group or us about our place in a group or societysociety
bull We tend to beWe tend to bendash Be raised in groups just like usBe raised in groups just like usndash Gravitate to similar peopleGravitate to similar peoplendash Be uncomfortable with differencesBe uncomfortable with differences
Forming Perceptions (conrsquot)Forming Perceptions (conrsquot)
bull We mistakenly believe thatWe mistakenly believe thatndash All people All people like us on the surfacelike us on the surface are are
similarsimilar in all other ways in all other waysndash All people who are All people who are unlike us on unlike us on
surfacesurface are are differentdifferent in all other ways in all other ways
bull We view others through lens of group We view others through lens of group stereotypestereotype
bull Why do we need to understand how Why do we need to understand how perceptions are formedperceptions are formed
bull If people respond well to you and If people respond well to you and appreciate your work how do you feelappreciate your work how do you feel
bull When others avoid you because of When others avoid you because of negative perceptions how do you feelnegative perceptions how do you feel
Exclusion BringsExclusion Brings
bull Less interest in performing to full Less interest in performing to full capacitycapacity
bull Cultural life and traditions seem Cultural life and traditions seem distinctdistinct
bull Over sensitivityOver sensitivity
Being Accepted StimulatesBeing Accepted Stimulates
bullPositive feelingsPositive feelings
bullA more productive and enjoyable A more productive and enjoyable workplaceworkplace
bullSo how do we get there So how do we get there
bullHow do we appreciate others How do we appreciate others amp then communicate that amp then communicate that acceptanceacceptance
Keys to Working Well w Keys to Working Well w OthersOthers
bullCommunicating openlyCommunicating openly
bullListeningListening
bullEstablishing respect and Establishing respect and understandingunderstanding
bullDiscussing issues as they ariseDiscussing issues as they arise
How can FGPrsquos respond to How can FGPrsquos respond to differences in the classroomdifferences in the classroom
bull Positively ndash Positively ndash Irsquoll embrace this challengeIrsquoll embrace this challenge
bull Negatively ndash Negatively ndash Irsquoll resist this (No one can force Irsquoll resist this (No one can force me)me)
bull Indifferently ndash Indifferently ndash Whatever No skin off my nose Whatever No skin off my nose either wayhellip I treat everyone the sameeither wayhellip I treat everyone the same
bull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before I encounter it firsthandI encounter it firsthand
bull Reactively ndash Reactively ndash Uh oh What should I doUh oh What should I do
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
If we could shrink the earths population to a If we could shrink the earths population to a village of precisely 100 people with all the village of precisely 100 people with all the existing human ratios remaining the same it existing human ratios remaining the same it would look like this There would bewould look like this There would be
ndash 61 Asians61 Asiansndash 12 Europeans12 Europeansndash 14 from the Western 14 from the Western
Hemisphere both north Hemisphere both north and southand south
ndash 13 Africans13 Africansndash 50 would be female50 would be femalendash 50 would be male50 would be malendash 74 would be nonwhite74 would be nonwhitendash 26 would be white26 would be whitendash 67 would be non-Christian67 would be non-Christianndash 33 would be Christian33 would be Christianndash 89 would be heterosexual89 would be heterosexual
ndash 6 people would possess 6 people would possess 59 of the entire worlds 59 of the entire worlds wealth and all 6 would be wealth and all 6 would be from the United Statesfrom the United States
ndash 80 would live in 80 would live in substandard housingsubstandard housing
ndash 14 would be unable to read14 would be unable to readndash 33 would die of famine33 would die of faminendash 1 would be near death1 would be near deathndash 1 would be near birth1 would be near birthndash 7 would have a college 7 would have a college
educationeducationndash 8 would own a computer8 would own a computerndash 11 would be homosexual 11 would be homosexual
Approaches to Approaches to
DiversityDiversity The Golden Rule
ndash1960s assimilation ldquostop treating people badlyrdquo
Right the Wrongs
ndash1970s affirmative action created ldquous versus themrdquo
Value Differences
ndashYear 2000 and beyond diversity is an asset
PREJUDICEPREJUDICE
STEREOTYPESTEREOTYPE
DISCRIMINATIONDISCRIMINATION
Generalized Generalized attitudeattitude towards towards members of a members of a groupgroup
BehaviorsBehaviors directed directed towards people on the towards people on the basis of their group basis of their group membershipmembership
Generalized Generalized beliefbelief about members about members of a groupof a group
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Labeling = Stereotype Labeling = Stereotype Prejudice amp Prejudice amp DiscriminationDiscrimination
bull Categorizing can be dangerous Categorizing can be dangerous Labels can become too rigid and Labels can become too rigid and when there is no room for growth the when there is no room for growth the label becomes stifling both for the label becomes stifling both for the individuals who are labeled and for individuals who are labeled and for the category itselfthe category itself
bullThis leads to Stereotypes Prejudice amp Discrimination
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Primary CharacteristicsQualities We Are Born With
bull 1048708 Gender
bull 1048708 Eye Color
bull 1048708 Hair Color
bull 1048708 Race
bull 1048708 Birth Defects
Secondary Characteristics
bull Religion
bull Educational Level
bull Parental Status
bull Geographic Location
bull Socioeconomic Status
bull Sexual IdentitySexual Identity
Prejudice Stereotype amp Prejudice Stereotype amp DiscriminationDiscrimination
bullNegative prejudices stem fromNegative prejudices stem fromndash Social learningSocial learningndash ThreatsThreats
bull Is being prejudiced against one Is being prejudiced against one group the same as being group the same as being prejudiced against another prejudiced against another groupgroupndash Eg Do people who have prejudices Eg Do people who have prejudices
against women and homosexuals have against women and homosexuals have those prejudices for the same reasonthose prejudices for the same reasonSAMHSA Office of Minority Health and Health Resources and Administration Quality Health
Services for Hispanics The Cultural Competency Component 2001
Prejudice Stereotype amp Prejudice Stereotype amp Discrimination Discrimination
bull Prejudice is learnedPrejudice is learned
bull If we become prejudiced against If we become prejudiced against groups because they threaten us groups because they threaten us perhaps groups that trigger perhaps groups that trigger certaincertain threats will also trigger threats will also trigger certaincertain prejudices and prejudices and certaincertain reactions reactions
Reducing Prejudice Reducing Prejudice Stereotypes amp DiscriminationStereotypes amp Discrimination
What can we do to reduce the existence or expression of prejudice stereotyping and
discrimination
Self-Fulfilling PropheciesSelf-Fulfilling Prophecies
bull A false belief that leads to its own fulfillmentA false belief that leads to its own fulfillment
11 Perceiver develops false belief about a targetPerceiver develops false belief about a target
22 Perceiver treats target in a manner consistent Perceiver treats target in a manner consistent with false beliefwith false belief
33 Target responds to the treatment in such a Target responds to the treatment in such a way as to confirm the originally false beliefway as to confirm the originally false belief
Two Types of SFPsTwo Types of SFPs
bull Positive SFPs Positive SFPs
11Perceiver overestimates targetrsquos abilityPerceiver overestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly positive beliefoverly positive belief
33Target responds by confirming the overly Target responds by confirming the overly positive beliefpositive belief
bull Negative SFPs Negative SFPs
11Perceiver underestimates targetrsquos abilityPerceiver underestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly negative beliefoverly negative belief
33Target responds by confirming the overly Target responds by confirming the overly negative beliefnegative belief
Self-Fulfilling Prophecies Self-Fulfilling Prophecies and Stereotypesand Stereotypes
bullSelf-fulfilling propheciesSelf-fulfilling prophecies
can contribute to social problemscan contribute to social problems
Danger of First ImpressionsDanger of First Impressions
bull We make decisions about people We make decisions about people every dayevery day
bull Our first impressions canOur first impressions canndash Influence our working relationshipsInfluence our working relationshipsndash Be affected by stereotypes of which we Be affected by stereotypes of which we
are not awareare not aware
How are our first impressions of others formed
Forming PerceptionsForming Perceptions
bull Through our life experiences teach Through our life experiences teach us about our place in a group or us about our place in a group or societysociety
bull We tend to beWe tend to bendash Be raised in groups just like usBe raised in groups just like usndash Gravitate to similar peopleGravitate to similar peoplendash Be uncomfortable with differencesBe uncomfortable with differences
Forming Perceptions (conrsquot)Forming Perceptions (conrsquot)
bull We mistakenly believe thatWe mistakenly believe thatndash All people All people like us on the surfacelike us on the surface are are
similarsimilar in all other ways in all other waysndash All people who are All people who are unlike us on unlike us on
surfacesurface are are differentdifferent in all other ways in all other ways
bull We view others through lens of group We view others through lens of group stereotypestereotype
bull Why do we need to understand how Why do we need to understand how perceptions are formedperceptions are formed
bull If people respond well to you and If people respond well to you and appreciate your work how do you feelappreciate your work how do you feel
bull When others avoid you because of When others avoid you because of negative perceptions how do you feelnegative perceptions how do you feel
Exclusion BringsExclusion Brings
bull Less interest in performing to full Less interest in performing to full capacitycapacity
bull Cultural life and traditions seem Cultural life and traditions seem distinctdistinct
bull Over sensitivityOver sensitivity
Being Accepted StimulatesBeing Accepted Stimulates
bullPositive feelingsPositive feelings
bullA more productive and enjoyable A more productive and enjoyable workplaceworkplace
bullSo how do we get there So how do we get there
bullHow do we appreciate others How do we appreciate others amp then communicate that amp then communicate that acceptanceacceptance
Keys to Working Well w Keys to Working Well w OthersOthers
bullCommunicating openlyCommunicating openly
bullListeningListening
bullEstablishing respect and Establishing respect and understandingunderstanding
bullDiscussing issues as they ariseDiscussing issues as they arise
How can FGPrsquos respond to How can FGPrsquos respond to differences in the classroomdifferences in the classroom
bull Positively ndash Positively ndash Irsquoll embrace this challengeIrsquoll embrace this challenge
bull Negatively ndash Negatively ndash Irsquoll resist this (No one can force Irsquoll resist this (No one can force me)me)
bull Indifferently ndash Indifferently ndash Whatever No skin off my nose Whatever No skin off my nose either wayhellip I treat everyone the sameeither wayhellip I treat everyone the same
bull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before I encounter it firsthandI encounter it firsthand
bull Reactively ndash Reactively ndash Uh oh What should I doUh oh What should I do
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Approaches to Approaches to
DiversityDiversity The Golden Rule
ndash1960s assimilation ldquostop treating people badlyrdquo
Right the Wrongs
ndash1970s affirmative action created ldquous versus themrdquo
Value Differences
ndashYear 2000 and beyond diversity is an asset
PREJUDICEPREJUDICE
STEREOTYPESTEREOTYPE
DISCRIMINATIONDISCRIMINATION
Generalized Generalized attitudeattitude towards towards members of a members of a groupgroup
BehaviorsBehaviors directed directed towards people on the towards people on the basis of their group basis of their group membershipmembership
Generalized Generalized beliefbelief about members about members of a groupof a group
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Labeling = Stereotype Labeling = Stereotype Prejudice amp Prejudice amp DiscriminationDiscrimination
bull Categorizing can be dangerous Categorizing can be dangerous Labels can become too rigid and Labels can become too rigid and when there is no room for growth the when there is no room for growth the label becomes stifling both for the label becomes stifling both for the individuals who are labeled and for individuals who are labeled and for the category itselfthe category itself
bullThis leads to Stereotypes Prejudice amp Discrimination
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Primary CharacteristicsQualities We Are Born With
bull 1048708 Gender
bull 1048708 Eye Color
bull 1048708 Hair Color
bull 1048708 Race
bull 1048708 Birth Defects
Secondary Characteristics
bull Religion
bull Educational Level
bull Parental Status
bull Geographic Location
bull Socioeconomic Status
bull Sexual IdentitySexual Identity
Prejudice Stereotype amp Prejudice Stereotype amp DiscriminationDiscrimination
bullNegative prejudices stem fromNegative prejudices stem fromndash Social learningSocial learningndash ThreatsThreats
bull Is being prejudiced against one Is being prejudiced against one group the same as being group the same as being prejudiced against another prejudiced against another groupgroupndash Eg Do people who have prejudices Eg Do people who have prejudices
against women and homosexuals have against women and homosexuals have those prejudices for the same reasonthose prejudices for the same reasonSAMHSA Office of Minority Health and Health Resources and Administration Quality Health
Services for Hispanics The Cultural Competency Component 2001
Prejudice Stereotype amp Prejudice Stereotype amp Discrimination Discrimination
bull Prejudice is learnedPrejudice is learned
bull If we become prejudiced against If we become prejudiced against groups because they threaten us groups because they threaten us perhaps groups that trigger perhaps groups that trigger certaincertain threats will also trigger threats will also trigger certaincertain prejudices and prejudices and certaincertain reactions reactions
Reducing Prejudice Reducing Prejudice Stereotypes amp DiscriminationStereotypes amp Discrimination
What can we do to reduce the existence or expression of prejudice stereotyping and
discrimination
Self-Fulfilling PropheciesSelf-Fulfilling Prophecies
bull A false belief that leads to its own fulfillmentA false belief that leads to its own fulfillment
11 Perceiver develops false belief about a targetPerceiver develops false belief about a target
22 Perceiver treats target in a manner consistent Perceiver treats target in a manner consistent with false beliefwith false belief
33 Target responds to the treatment in such a Target responds to the treatment in such a way as to confirm the originally false beliefway as to confirm the originally false belief
Two Types of SFPsTwo Types of SFPs
bull Positive SFPs Positive SFPs
11Perceiver overestimates targetrsquos abilityPerceiver overestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly positive beliefoverly positive belief
33Target responds by confirming the overly Target responds by confirming the overly positive beliefpositive belief
bull Negative SFPs Negative SFPs
11Perceiver underestimates targetrsquos abilityPerceiver underestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly negative beliefoverly negative belief
33Target responds by confirming the overly Target responds by confirming the overly negative beliefnegative belief
Self-Fulfilling Prophecies Self-Fulfilling Prophecies and Stereotypesand Stereotypes
bullSelf-fulfilling propheciesSelf-fulfilling prophecies
can contribute to social problemscan contribute to social problems
Danger of First ImpressionsDanger of First Impressions
bull We make decisions about people We make decisions about people every dayevery day
bull Our first impressions canOur first impressions canndash Influence our working relationshipsInfluence our working relationshipsndash Be affected by stereotypes of which we Be affected by stereotypes of which we
are not awareare not aware
How are our first impressions of others formed
Forming PerceptionsForming Perceptions
bull Through our life experiences teach Through our life experiences teach us about our place in a group or us about our place in a group or societysociety
bull We tend to beWe tend to bendash Be raised in groups just like usBe raised in groups just like usndash Gravitate to similar peopleGravitate to similar peoplendash Be uncomfortable with differencesBe uncomfortable with differences
Forming Perceptions (conrsquot)Forming Perceptions (conrsquot)
bull We mistakenly believe thatWe mistakenly believe thatndash All people All people like us on the surfacelike us on the surface are are
similarsimilar in all other ways in all other waysndash All people who are All people who are unlike us on unlike us on
surfacesurface are are differentdifferent in all other ways in all other ways
bull We view others through lens of group We view others through lens of group stereotypestereotype
bull Why do we need to understand how Why do we need to understand how perceptions are formedperceptions are formed
bull If people respond well to you and If people respond well to you and appreciate your work how do you feelappreciate your work how do you feel
bull When others avoid you because of When others avoid you because of negative perceptions how do you feelnegative perceptions how do you feel
Exclusion BringsExclusion Brings
bull Less interest in performing to full Less interest in performing to full capacitycapacity
bull Cultural life and traditions seem Cultural life and traditions seem distinctdistinct
bull Over sensitivityOver sensitivity
Being Accepted StimulatesBeing Accepted Stimulates
bullPositive feelingsPositive feelings
bullA more productive and enjoyable A more productive and enjoyable workplaceworkplace
bullSo how do we get there So how do we get there
bullHow do we appreciate others How do we appreciate others amp then communicate that amp then communicate that acceptanceacceptance
Keys to Working Well w Keys to Working Well w OthersOthers
bullCommunicating openlyCommunicating openly
bullListeningListening
bullEstablishing respect and Establishing respect and understandingunderstanding
bullDiscussing issues as they ariseDiscussing issues as they arise
How can FGPrsquos respond to How can FGPrsquos respond to differences in the classroomdifferences in the classroom
bull Positively ndash Positively ndash Irsquoll embrace this challengeIrsquoll embrace this challenge
bull Negatively ndash Negatively ndash Irsquoll resist this (No one can force Irsquoll resist this (No one can force me)me)
bull Indifferently ndash Indifferently ndash Whatever No skin off my nose Whatever No skin off my nose either wayhellip I treat everyone the sameeither wayhellip I treat everyone the same
bull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before I encounter it firsthandI encounter it firsthand
bull Reactively ndash Reactively ndash Uh oh What should I doUh oh What should I do
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
PREJUDICEPREJUDICE
STEREOTYPESTEREOTYPE
DISCRIMINATIONDISCRIMINATION
Generalized Generalized attitudeattitude towards towards members of a members of a groupgroup
BehaviorsBehaviors directed directed towards people on the towards people on the basis of their group basis of their group membershipmembership
Generalized Generalized beliefbelief about members about members of a groupof a group
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Labeling = Stereotype Labeling = Stereotype Prejudice amp Prejudice amp DiscriminationDiscrimination
bull Categorizing can be dangerous Categorizing can be dangerous Labels can become too rigid and Labels can become too rigid and when there is no room for growth the when there is no room for growth the label becomes stifling both for the label becomes stifling both for the individuals who are labeled and for individuals who are labeled and for the category itselfthe category itself
bullThis leads to Stereotypes Prejudice amp Discrimination
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Primary CharacteristicsQualities We Are Born With
bull 1048708 Gender
bull 1048708 Eye Color
bull 1048708 Hair Color
bull 1048708 Race
bull 1048708 Birth Defects
Secondary Characteristics
bull Religion
bull Educational Level
bull Parental Status
bull Geographic Location
bull Socioeconomic Status
bull Sexual IdentitySexual Identity
Prejudice Stereotype amp Prejudice Stereotype amp DiscriminationDiscrimination
bullNegative prejudices stem fromNegative prejudices stem fromndash Social learningSocial learningndash ThreatsThreats
bull Is being prejudiced against one Is being prejudiced against one group the same as being group the same as being prejudiced against another prejudiced against another groupgroupndash Eg Do people who have prejudices Eg Do people who have prejudices
against women and homosexuals have against women and homosexuals have those prejudices for the same reasonthose prejudices for the same reasonSAMHSA Office of Minority Health and Health Resources and Administration Quality Health
Services for Hispanics The Cultural Competency Component 2001
Prejudice Stereotype amp Prejudice Stereotype amp Discrimination Discrimination
bull Prejudice is learnedPrejudice is learned
bull If we become prejudiced against If we become prejudiced against groups because they threaten us groups because they threaten us perhaps groups that trigger perhaps groups that trigger certaincertain threats will also trigger threats will also trigger certaincertain prejudices and prejudices and certaincertain reactions reactions
Reducing Prejudice Reducing Prejudice Stereotypes amp DiscriminationStereotypes amp Discrimination
What can we do to reduce the existence or expression of prejudice stereotyping and
discrimination
Self-Fulfilling PropheciesSelf-Fulfilling Prophecies
bull A false belief that leads to its own fulfillmentA false belief that leads to its own fulfillment
11 Perceiver develops false belief about a targetPerceiver develops false belief about a target
22 Perceiver treats target in a manner consistent Perceiver treats target in a manner consistent with false beliefwith false belief
33 Target responds to the treatment in such a Target responds to the treatment in such a way as to confirm the originally false beliefway as to confirm the originally false belief
Two Types of SFPsTwo Types of SFPs
bull Positive SFPs Positive SFPs
11Perceiver overestimates targetrsquos abilityPerceiver overestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly positive beliefoverly positive belief
33Target responds by confirming the overly Target responds by confirming the overly positive beliefpositive belief
bull Negative SFPs Negative SFPs
11Perceiver underestimates targetrsquos abilityPerceiver underestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly negative beliefoverly negative belief
33Target responds by confirming the overly Target responds by confirming the overly negative beliefnegative belief
Self-Fulfilling Prophecies Self-Fulfilling Prophecies and Stereotypesand Stereotypes
bullSelf-fulfilling propheciesSelf-fulfilling prophecies
can contribute to social problemscan contribute to social problems
Danger of First ImpressionsDanger of First Impressions
bull We make decisions about people We make decisions about people every dayevery day
bull Our first impressions canOur first impressions canndash Influence our working relationshipsInfluence our working relationshipsndash Be affected by stereotypes of which we Be affected by stereotypes of which we
are not awareare not aware
How are our first impressions of others formed
Forming PerceptionsForming Perceptions
bull Through our life experiences teach Through our life experiences teach us about our place in a group or us about our place in a group or societysociety
bull We tend to beWe tend to bendash Be raised in groups just like usBe raised in groups just like usndash Gravitate to similar peopleGravitate to similar peoplendash Be uncomfortable with differencesBe uncomfortable with differences
Forming Perceptions (conrsquot)Forming Perceptions (conrsquot)
bull We mistakenly believe thatWe mistakenly believe thatndash All people All people like us on the surfacelike us on the surface are are
similarsimilar in all other ways in all other waysndash All people who are All people who are unlike us on unlike us on
surfacesurface are are differentdifferent in all other ways in all other ways
bull We view others through lens of group We view others through lens of group stereotypestereotype
bull Why do we need to understand how Why do we need to understand how perceptions are formedperceptions are formed
bull If people respond well to you and If people respond well to you and appreciate your work how do you feelappreciate your work how do you feel
bull When others avoid you because of When others avoid you because of negative perceptions how do you feelnegative perceptions how do you feel
Exclusion BringsExclusion Brings
bull Less interest in performing to full Less interest in performing to full capacitycapacity
bull Cultural life and traditions seem Cultural life and traditions seem distinctdistinct
bull Over sensitivityOver sensitivity
Being Accepted StimulatesBeing Accepted Stimulates
bullPositive feelingsPositive feelings
bullA more productive and enjoyable A more productive and enjoyable workplaceworkplace
bullSo how do we get there So how do we get there
bullHow do we appreciate others How do we appreciate others amp then communicate that amp then communicate that acceptanceacceptance
Keys to Working Well w Keys to Working Well w OthersOthers
bullCommunicating openlyCommunicating openly
bullListeningListening
bullEstablishing respect and Establishing respect and understandingunderstanding
bullDiscussing issues as they ariseDiscussing issues as they arise
How can FGPrsquos respond to How can FGPrsquos respond to differences in the classroomdifferences in the classroom
bull Positively ndash Positively ndash Irsquoll embrace this challengeIrsquoll embrace this challenge
bull Negatively ndash Negatively ndash Irsquoll resist this (No one can force Irsquoll resist this (No one can force me)me)
bull Indifferently ndash Indifferently ndash Whatever No skin off my nose Whatever No skin off my nose either wayhellip I treat everyone the sameeither wayhellip I treat everyone the same
bull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before I encounter it firsthandI encounter it firsthand
bull Reactively ndash Reactively ndash Uh oh What should I doUh oh What should I do
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Labeling = Stereotype Labeling = Stereotype Prejudice amp Prejudice amp DiscriminationDiscrimination
bull Categorizing can be dangerous Categorizing can be dangerous Labels can become too rigid and Labels can become too rigid and when there is no room for growth the when there is no room for growth the label becomes stifling both for the label becomes stifling both for the individuals who are labeled and for individuals who are labeled and for the category itselfthe category itself
bullThis leads to Stereotypes Prejudice amp Discrimination
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Primary CharacteristicsQualities We Are Born With
bull 1048708 Gender
bull 1048708 Eye Color
bull 1048708 Hair Color
bull 1048708 Race
bull 1048708 Birth Defects
Secondary Characteristics
bull Religion
bull Educational Level
bull Parental Status
bull Geographic Location
bull Socioeconomic Status
bull Sexual IdentitySexual Identity
Prejudice Stereotype amp Prejudice Stereotype amp DiscriminationDiscrimination
bullNegative prejudices stem fromNegative prejudices stem fromndash Social learningSocial learningndash ThreatsThreats
bull Is being prejudiced against one Is being prejudiced against one group the same as being group the same as being prejudiced against another prejudiced against another groupgroupndash Eg Do people who have prejudices Eg Do people who have prejudices
against women and homosexuals have against women and homosexuals have those prejudices for the same reasonthose prejudices for the same reasonSAMHSA Office of Minority Health and Health Resources and Administration Quality Health
Services for Hispanics The Cultural Competency Component 2001
Prejudice Stereotype amp Prejudice Stereotype amp Discrimination Discrimination
bull Prejudice is learnedPrejudice is learned
bull If we become prejudiced against If we become prejudiced against groups because they threaten us groups because they threaten us perhaps groups that trigger perhaps groups that trigger certaincertain threats will also trigger threats will also trigger certaincertain prejudices and prejudices and certaincertain reactions reactions
Reducing Prejudice Reducing Prejudice Stereotypes amp DiscriminationStereotypes amp Discrimination
What can we do to reduce the existence or expression of prejudice stereotyping and
discrimination
Self-Fulfilling PropheciesSelf-Fulfilling Prophecies
bull A false belief that leads to its own fulfillmentA false belief that leads to its own fulfillment
11 Perceiver develops false belief about a targetPerceiver develops false belief about a target
22 Perceiver treats target in a manner consistent Perceiver treats target in a manner consistent with false beliefwith false belief
33 Target responds to the treatment in such a Target responds to the treatment in such a way as to confirm the originally false beliefway as to confirm the originally false belief
Two Types of SFPsTwo Types of SFPs
bull Positive SFPs Positive SFPs
11Perceiver overestimates targetrsquos abilityPerceiver overestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly positive beliefoverly positive belief
33Target responds by confirming the overly Target responds by confirming the overly positive beliefpositive belief
bull Negative SFPs Negative SFPs
11Perceiver underestimates targetrsquos abilityPerceiver underestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly negative beliefoverly negative belief
33Target responds by confirming the overly Target responds by confirming the overly negative beliefnegative belief
Self-Fulfilling Prophecies Self-Fulfilling Prophecies and Stereotypesand Stereotypes
bullSelf-fulfilling propheciesSelf-fulfilling prophecies
can contribute to social problemscan contribute to social problems
Danger of First ImpressionsDanger of First Impressions
bull We make decisions about people We make decisions about people every dayevery day
bull Our first impressions canOur first impressions canndash Influence our working relationshipsInfluence our working relationshipsndash Be affected by stereotypes of which we Be affected by stereotypes of which we
are not awareare not aware
How are our first impressions of others formed
Forming PerceptionsForming Perceptions
bull Through our life experiences teach Through our life experiences teach us about our place in a group or us about our place in a group or societysociety
bull We tend to beWe tend to bendash Be raised in groups just like usBe raised in groups just like usndash Gravitate to similar peopleGravitate to similar peoplendash Be uncomfortable with differencesBe uncomfortable with differences
Forming Perceptions (conrsquot)Forming Perceptions (conrsquot)
bull We mistakenly believe thatWe mistakenly believe thatndash All people All people like us on the surfacelike us on the surface are are
similarsimilar in all other ways in all other waysndash All people who are All people who are unlike us on unlike us on
surfacesurface are are differentdifferent in all other ways in all other ways
bull We view others through lens of group We view others through lens of group stereotypestereotype
bull Why do we need to understand how Why do we need to understand how perceptions are formedperceptions are formed
bull If people respond well to you and If people respond well to you and appreciate your work how do you feelappreciate your work how do you feel
bull When others avoid you because of When others avoid you because of negative perceptions how do you feelnegative perceptions how do you feel
Exclusion BringsExclusion Brings
bull Less interest in performing to full Less interest in performing to full capacitycapacity
bull Cultural life and traditions seem Cultural life and traditions seem distinctdistinct
bull Over sensitivityOver sensitivity
Being Accepted StimulatesBeing Accepted Stimulates
bullPositive feelingsPositive feelings
bullA more productive and enjoyable A more productive and enjoyable workplaceworkplace
bullSo how do we get there So how do we get there
bullHow do we appreciate others How do we appreciate others amp then communicate that amp then communicate that acceptanceacceptance
Keys to Working Well w Keys to Working Well w OthersOthers
bullCommunicating openlyCommunicating openly
bullListeningListening
bullEstablishing respect and Establishing respect and understandingunderstanding
bullDiscussing issues as they ariseDiscussing issues as they arise
How can FGPrsquos respond to How can FGPrsquos respond to differences in the classroomdifferences in the classroom
bull Positively ndash Positively ndash Irsquoll embrace this challengeIrsquoll embrace this challenge
bull Negatively ndash Negatively ndash Irsquoll resist this (No one can force Irsquoll resist this (No one can force me)me)
bull Indifferently ndash Indifferently ndash Whatever No skin off my nose Whatever No skin off my nose either wayhellip I treat everyone the sameeither wayhellip I treat everyone the same
bull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before I encounter it firsthandI encounter it firsthand
bull Reactively ndash Reactively ndash Uh oh What should I doUh oh What should I do
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Primary CharacteristicsQualities We Are Born With
bull 1048708 Gender
bull 1048708 Eye Color
bull 1048708 Hair Color
bull 1048708 Race
bull 1048708 Birth Defects
Secondary Characteristics
bull Religion
bull Educational Level
bull Parental Status
bull Geographic Location
bull Socioeconomic Status
bull Sexual IdentitySexual Identity
Prejudice Stereotype amp Prejudice Stereotype amp DiscriminationDiscrimination
bullNegative prejudices stem fromNegative prejudices stem fromndash Social learningSocial learningndash ThreatsThreats
bull Is being prejudiced against one Is being prejudiced against one group the same as being group the same as being prejudiced against another prejudiced against another groupgroupndash Eg Do people who have prejudices Eg Do people who have prejudices
against women and homosexuals have against women and homosexuals have those prejudices for the same reasonthose prejudices for the same reasonSAMHSA Office of Minority Health and Health Resources and Administration Quality Health
Services for Hispanics The Cultural Competency Component 2001
Prejudice Stereotype amp Prejudice Stereotype amp Discrimination Discrimination
bull Prejudice is learnedPrejudice is learned
bull If we become prejudiced against If we become prejudiced against groups because they threaten us groups because they threaten us perhaps groups that trigger perhaps groups that trigger certaincertain threats will also trigger threats will also trigger certaincertain prejudices and prejudices and certaincertain reactions reactions
Reducing Prejudice Reducing Prejudice Stereotypes amp DiscriminationStereotypes amp Discrimination
What can we do to reduce the existence or expression of prejudice stereotyping and
discrimination
Self-Fulfilling PropheciesSelf-Fulfilling Prophecies
bull A false belief that leads to its own fulfillmentA false belief that leads to its own fulfillment
11 Perceiver develops false belief about a targetPerceiver develops false belief about a target
22 Perceiver treats target in a manner consistent Perceiver treats target in a manner consistent with false beliefwith false belief
33 Target responds to the treatment in such a Target responds to the treatment in such a way as to confirm the originally false beliefway as to confirm the originally false belief
Two Types of SFPsTwo Types of SFPs
bull Positive SFPs Positive SFPs
11Perceiver overestimates targetrsquos abilityPerceiver overestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly positive beliefoverly positive belief
33Target responds by confirming the overly Target responds by confirming the overly positive beliefpositive belief
bull Negative SFPs Negative SFPs
11Perceiver underestimates targetrsquos abilityPerceiver underestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly negative beliefoverly negative belief
33Target responds by confirming the overly Target responds by confirming the overly negative beliefnegative belief
Self-Fulfilling Prophecies Self-Fulfilling Prophecies and Stereotypesand Stereotypes
bullSelf-fulfilling propheciesSelf-fulfilling prophecies
can contribute to social problemscan contribute to social problems
Danger of First ImpressionsDanger of First Impressions
bull We make decisions about people We make decisions about people every dayevery day
bull Our first impressions canOur first impressions canndash Influence our working relationshipsInfluence our working relationshipsndash Be affected by stereotypes of which we Be affected by stereotypes of which we
are not awareare not aware
How are our first impressions of others formed
Forming PerceptionsForming Perceptions
bull Through our life experiences teach Through our life experiences teach us about our place in a group or us about our place in a group or societysociety
bull We tend to beWe tend to bendash Be raised in groups just like usBe raised in groups just like usndash Gravitate to similar peopleGravitate to similar peoplendash Be uncomfortable with differencesBe uncomfortable with differences
Forming Perceptions (conrsquot)Forming Perceptions (conrsquot)
bull We mistakenly believe thatWe mistakenly believe thatndash All people All people like us on the surfacelike us on the surface are are
similarsimilar in all other ways in all other waysndash All people who are All people who are unlike us on unlike us on
surfacesurface are are differentdifferent in all other ways in all other ways
bull We view others through lens of group We view others through lens of group stereotypestereotype
bull Why do we need to understand how Why do we need to understand how perceptions are formedperceptions are formed
bull If people respond well to you and If people respond well to you and appreciate your work how do you feelappreciate your work how do you feel
bull When others avoid you because of When others avoid you because of negative perceptions how do you feelnegative perceptions how do you feel
Exclusion BringsExclusion Brings
bull Less interest in performing to full Less interest in performing to full capacitycapacity
bull Cultural life and traditions seem Cultural life and traditions seem distinctdistinct
bull Over sensitivityOver sensitivity
Being Accepted StimulatesBeing Accepted Stimulates
bullPositive feelingsPositive feelings
bullA more productive and enjoyable A more productive and enjoyable workplaceworkplace
bullSo how do we get there So how do we get there
bullHow do we appreciate others How do we appreciate others amp then communicate that amp then communicate that acceptanceacceptance
Keys to Working Well w Keys to Working Well w OthersOthers
bullCommunicating openlyCommunicating openly
bullListeningListening
bullEstablishing respect and Establishing respect and understandingunderstanding
bullDiscussing issues as they ariseDiscussing issues as they arise
How can FGPrsquos respond to How can FGPrsquos respond to differences in the classroomdifferences in the classroom
bull Positively ndash Positively ndash Irsquoll embrace this challengeIrsquoll embrace this challenge
bull Negatively ndash Negatively ndash Irsquoll resist this (No one can force Irsquoll resist this (No one can force me)me)
bull Indifferently ndash Indifferently ndash Whatever No skin off my nose Whatever No skin off my nose either wayhellip I treat everyone the sameeither wayhellip I treat everyone the same
bull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before I encounter it firsthandI encounter it firsthand
bull Reactively ndash Reactively ndash Uh oh What should I doUh oh What should I do
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Secondary Characteristics
bull Religion
bull Educational Level
bull Parental Status
bull Geographic Location
bull Socioeconomic Status
bull Sexual IdentitySexual Identity
Prejudice Stereotype amp Prejudice Stereotype amp DiscriminationDiscrimination
bullNegative prejudices stem fromNegative prejudices stem fromndash Social learningSocial learningndash ThreatsThreats
bull Is being prejudiced against one Is being prejudiced against one group the same as being group the same as being prejudiced against another prejudiced against another groupgroupndash Eg Do people who have prejudices Eg Do people who have prejudices
against women and homosexuals have against women and homosexuals have those prejudices for the same reasonthose prejudices for the same reasonSAMHSA Office of Minority Health and Health Resources and Administration Quality Health
Services for Hispanics The Cultural Competency Component 2001
Prejudice Stereotype amp Prejudice Stereotype amp Discrimination Discrimination
bull Prejudice is learnedPrejudice is learned
bull If we become prejudiced against If we become prejudiced against groups because they threaten us groups because they threaten us perhaps groups that trigger perhaps groups that trigger certaincertain threats will also trigger threats will also trigger certaincertain prejudices and prejudices and certaincertain reactions reactions
Reducing Prejudice Reducing Prejudice Stereotypes amp DiscriminationStereotypes amp Discrimination
What can we do to reduce the existence or expression of prejudice stereotyping and
discrimination
Self-Fulfilling PropheciesSelf-Fulfilling Prophecies
bull A false belief that leads to its own fulfillmentA false belief that leads to its own fulfillment
11 Perceiver develops false belief about a targetPerceiver develops false belief about a target
22 Perceiver treats target in a manner consistent Perceiver treats target in a manner consistent with false beliefwith false belief
33 Target responds to the treatment in such a Target responds to the treatment in such a way as to confirm the originally false beliefway as to confirm the originally false belief
Two Types of SFPsTwo Types of SFPs
bull Positive SFPs Positive SFPs
11Perceiver overestimates targetrsquos abilityPerceiver overestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly positive beliefoverly positive belief
33Target responds by confirming the overly Target responds by confirming the overly positive beliefpositive belief
bull Negative SFPs Negative SFPs
11Perceiver underestimates targetrsquos abilityPerceiver underestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly negative beliefoverly negative belief
33Target responds by confirming the overly Target responds by confirming the overly negative beliefnegative belief
Self-Fulfilling Prophecies Self-Fulfilling Prophecies and Stereotypesand Stereotypes
bullSelf-fulfilling propheciesSelf-fulfilling prophecies
can contribute to social problemscan contribute to social problems
Danger of First ImpressionsDanger of First Impressions
bull We make decisions about people We make decisions about people every dayevery day
bull Our first impressions canOur first impressions canndash Influence our working relationshipsInfluence our working relationshipsndash Be affected by stereotypes of which we Be affected by stereotypes of which we
are not awareare not aware
How are our first impressions of others formed
Forming PerceptionsForming Perceptions
bull Through our life experiences teach Through our life experiences teach us about our place in a group or us about our place in a group or societysociety
bull We tend to beWe tend to bendash Be raised in groups just like usBe raised in groups just like usndash Gravitate to similar peopleGravitate to similar peoplendash Be uncomfortable with differencesBe uncomfortable with differences
Forming Perceptions (conrsquot)Forming Perceptions (conrsquot)
bull We mistakenly believe thatWe mistakenly believe thatndash All people All people like us on the surfacelike us on the surface are are
similarsimilar in all other ways in all other waysndash All people who are All people who are unlike us on unlike us on
surfacesurface are are differentdifferent in all other ways in all other ways
bull We view others through lens of group We view others through lens of group stereotypestereotype
bull Why do we need to understand how Why do we need to understand how perceptions are formedperceptions are formed
bull If people respond well to you and If people respond well to you and appreciate your work how do you feelappreciate your work how do you feel
bull When others avoid you because of When others avoid you because of negative perceptions how do you feelnegative perceptions how do you feel
Exclusion BringsExclusion Brings
bull Less interest in performing to full Less interest in performing to full capacitycapacity
bull Cultural life and traditions seem Cultural life and traditions seem distinctdistinct
bull Over sensitivityOver sensitivity
Being Accepted StimulatesBeing Accepted Stimulates
bullPositive feelingsPositive feelings
bullA more productive and enjoyable A more productive and enjoyable workplaceworkplace
bullSo how do we get there So how do we get there
bullHow do we appreciate others How do we appreciate others amp then communicate that amp then communicate that acceptanceacceptance
Keys to Working Well w Keys to Working Well w OthersOthers
bullCommunicating openlyCommunicating openly
bullListeningListening
bullEstablishing respect and Establishing respect and understandingunderstanding
bullDiscussing issues as they ariseDiscussing issues as they arise
How can FGPrsquos respond to How can FGPrsquos respond to differences in the classroomdifferences in the classroom
bull Positively ndash Positively ndash Irsquoll embrace this challengeIrsquoll embrace this challenge
bull Negatively ndash Negatively ndash Irsquoll resist this (No one can force Irsquoll resist this (No one can force me)me)
bull Indifferently ndash Indifferently ndash Whatever No skin off my nose Whatever No skin off my nose either wayhellip I treat everyone the sameeither wayhellip I treat everyone the same
bull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before I encounter it firsthandI encounter it firsthand
bull Reactively ndash Reactively ndash Uh oh What should I doUh oh What should I do
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Prejudice Stereotype amp Prejudice Stereotype amp DiscriminationDiscrimination
bullNegative prejudices stem fromNegative prejudices stem fromndash Social learningSocial learningndash ThreatsThreats
bull Is being prejudiced against one Is being prejudiced against one group the same as being group the same as being prejudiced against another prejudiced against another groupgroupndash Eg Do people who have prejudices Eg Do people who have prejudices
against women and homosexuals have against women and homosexuals have those prejudices for the same reasonthose prejudices for the same reasonSAMHSA Office of Minority Health and Health Resources and Administration Quality Health
Services for Hispanics The Cultural Competency Component 2001
Prejudice Stereotype amp Prejudice Stereotype amp Discrimination Discrimination
bull Prejudice is learnedPrejudice is learned
bull If we become prejudiced against If we become prejudiced against groups because they threaten us groups because they threaten us perhaps groups that trigger perhaps groups that trigger certaincertain threats will also trigger threats will also trigger certaincertain prejudices and prejudices and certaincertain reactions reactions
Reducing Prejudice Reducing Prejudice Stereotypes amp DiscriminationStereotypes amp Discrimination
What can we do to reduce the existence or expression of prejudice stereotyping and
discrimination
Self-Fulfilling PropheciesSelf-Fulfilling Prophecies
bull A false belief that leads to its own fulfillmentA false belief that leads to its own fulfillment
11 Perceiver develops false belief about a targetPerceiver develops false belief about a target
22 Perceiver treats target in a manner consistent Perceiver treats target in a manner consistent with false beliefwith false belief
33 Target responds to the treatment in such a Target responds to the treatment in such a way as to confirm the originally false beliefway as to confirm the originally false belief
Two Types of SFPsTwo Types of SFPs
bull Positive SFPs Positive SFPs
11Perceiver overestimates targetrsquos abilityPerceiver overestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly positive beliefoverly positive belief
33Target responds by confirming the overly Target responds by confirming the overly positive beliefpositive belief
bull Negative SFPs Negative SFPs
11Perceiver underestimates targetrsquos abilityPerceiver underestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly negative beliefoverly negative belief
33Target responds by confirming the overly Target responds by confirming the overly negative beliefnegative belief
Self-Fulfilling Prophecies Self-Fulfilling Prophecies and Stereotypesand Stereotypes
bullSelf-fulfilling propheciesSelf-fulfilling prophecies
can contribute to social problemscan contribute to social problems
Danger of First ImpressionsDanger of First Impressions
bull We make decisions about people We make decisions about people every dayevery day
bull Our first impressions canOur first impressions canndash Influence our working relationshipsInfluence our working relationshipsndash Be affected by stereotypes of which we Be affected by stereotypes of which we
are not awareare not aware
How are our first impressions of others formed
Forming PerceptionsForming Perceptions
bull Through our life experiences teach Through our life experiences teach us about our place in a group or us about our place in a group or societysociety
bull We tend to beWe tend to bendash Be raised in groups just like usBe raised in groups just like usndash Gravitate to similar peopleGravitate to similar peoplendash Be uncomfortable with differencesBe uncomfortable with differences
Forming Perceptions (conrsquot)Forming Perceptions (conrsquot)
bull We mistakenly believe thatWe mistakenly believe thatndash All people All people like us on the surfacelike us on the surface are are
similarsimilar in all other ways in all other waysndash All people who are All people who are unlike us on unlike us on
surfacesurface are are differentdifferent in all other ways in all other ways
bull We view others through lens of group We view others through lens of group stereotypestereotype
bull Why do we need to understand how Why do we need to understand how perceptions are formedperceptions are formed
bull If people respond well to you and If people respond well to you and appreciate your work how do you feelappreciate your work how do you feel
bull When others avoid you because of When others avoid you because of negative perceptions how do you feelnegative perceptions how do you feel
Exclusion BringsExclusion Brings
bull Less interest in performing to full Less interest in performing to full capacitycapacity
bull Cultural life and traditions seem Cultural life and traditions seem distinctdistinct
bull Over sensitivityOver sensitivity
Being Accepted StimulatesBeing Accepted Stimulates
bullPositive feelingsPositive feelings
bullA more productive and enjoyable A more productive and enjoyable workplaceworkplace
bullSo how do we get there So how do we get there
bullHow do we appreciate others How do we appreciate others amp then communicate that amp then communicate that acceptanceacceptance
Keys to Working Well w Keys to Working Well w OthersOthers
bullCommunicating openlyCommunicating openly
bullListeningListening
bullEstablishing respect and Establishing respect and understandingunderstanding
bullDiscussing issues as they ariseDiscussing issues as they arise
How can FGPrsquos respond to How can FGPrsquos respond to differences in the classroomdifferences in the classroom
bull Positively ndash Positively ndash Irsquoll embrace this challengeIrsquoll embrace this challenge
bull Negatively ndash Negatively ndash Irsquoll resist this (No one can force Irsquoll resist this (No one can force me)me)
bull Indifferently ndash Indifferently ndash Whatever No skin off my nose Whatever No skin off my nose either wayhellip I treat everyone the sameeither wayhellip I treat everyone the same
bull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before I encounter it firsthandI encounter it firsthand
bull Reactively ndash Reactively ndash Uh oh What should I doUh oh What should I do
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Prejudice Stereotype amp Prejudice Stereotype amp Discrimination Discrimination
bull Prejudice is learnedPrejudice is learned
bull If we become prejudiced against If we become prejudiced against groups because they threaten us groups because they threaten us perhaps groups that trigger perhaps groups that trigger certaincertain threats will also trigger threats will also trigger certaincertain prejudices and prejudices and certaincertain reactions reactions
Reducing Prejudice Reducing Prejudice Stereotypes amp DiscriminationStereotypes amp Discrimination
What can we do to reduce the existence or expression of prejudice stereotyping and
discrimination
Self-Fulfilling PropheciesSelf-Fulfilling Prophecies
bull A false belief that leads to its own fulfillmentA false belief that leads to its own fulfillment
11 Perceiver develops false belief about a targetPerceiver develops false belief about a target
22 Perceiver treats target in a manner consistent Perceiver treats target in a manner consistent with false beliefwith false belief
33 Target responds to the treatment in such a Target responds to the treatment in such a way as to confirm the originally false beliefway as to confirm the originally false belief
Two Types of SFPsTwo Types of SFPs
bull Positive SFPs Positive SFPs
11Perceiver overestimates targetrsquos abilityPerceiver overestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly positive beliefoverly positive belief
33Target responds by confirming the overly Target responds by confirming the overly positive beliefpositive belief
bull Negative SFPs Negative SFPs
11Perceiver underestimates targetrsquos abilityPerceiver underestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly negative beliefoverly negative belief
33Target responds by confirming the overly Target responds by confirming the overly negative beliefnegative belief
Self-Fulfilling Prophecies Self-Fulfilling Prophecies and Stereotypesand Stereotypes
bullSelf-fulfilling propheciesSelf-fulfilling prophecies
can contribute to social problemscan contribute to social problems
Danger of First ImpressionsDanger of First Impressions
bull We make decisions about people We make decisions about people every dayevery day
bull Our first impressions canOur first impressions canndash Influence our working relationshipsInfluence our working relationshipsndash Be affected by stereotypes of which we Be affected by stereotypes of which we
are not awareare not aware
How are our first impressions of others formed
Forming PerceptionsForming Perceptions
bull Through our life experiences teach Through our life experiences teach us about our place in a group or us about our place in a group or societysociety
bull We tend to beWe tend to bendash Be raised in groups just like usBe raised in groups just like usndash Gravitate to similar peopleGravitate to similar peoplendash Be uncomfortable with differencesBe uncomfortable with differences
Forming Perceptions (conrsquot)Forming Perceptions (conrsquot)
bull We mistakenly believe thatWe mistakenly believe thatndash All people All people like us on the surfacelike us on the surface are are
similarsimilar in all other ways in all other waysndash All people who are All people who are unlike us on unlike us on
surfacesurface are are differentdifferent in all other ways in all other ways
bull We view others through lens of group We view others through lens of group stereotypestereotype
bull Why do we need to understand how Why do we need to understand how perceptions are formedperceptions are formed
bull If people respond well to you and If people respond well to you and appreciate your work how do you feelappreciate your work how do you feel
bull When others avoid you because of When others avoid you because of negative perceptions how do you feelnegative perceptions how do you feel
Exclusion BringsExclusion Brings
bull Less interest in performing to full Less interest in performing to full capacitycapacity
bull Cultural life and traditions seem Cultural life and traditions seem distinctdistinct
bull Over sensitivityOver sensitivity
Being Accepted StimulatesBeing Accepted Stimulates
bullPositive feelingsPositive feelings
bullA more productive and enjoyable A more productive and enjoyable workplaceworkplace
bullSo how do we get there So how do we get there
bullHow do we appreciate others How do we appreciate others amp then communicate that amp then communicate that acceptanceacceptance
Keys to Working Well w Keys to Working Well w OthersOthers
bullCommunicating openlyCommunicating openly
bullListeningListening
bullEstablishing respect and Establishing respect and understandingunderstanding
bullDiscussing issues as they ariseDiscussing issues as they arise
How can FGPrsquos respond to How can FGPrsquos respond to differences in the classroomdifferences in the classroom
bull Positively ndash Positively ndash Irsquoll embrace this challengeIrsquoll embrace this challenge
bull Negatively ndash Negatively ndash Irsquoll resist this (No one can force Irsquoll resist this (No one can force me)me)
bull Indifferently ndash Indifferently ndash Whatever No skin off my nose Whatever No skin off my nose either wayhellip I treat everyone the sameeither wayhellip I treat everyone the same
bull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before I encounter it firsthandI encounter it firsthand
bull Reactively ndash Reactively ndash Uh oh What should I doUh oh What should I do
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Reducing Prejudice Reducing Prejudice Stereotypes amp DiscriminationStereotypes amp Discrimination
What can we do to reduce the existence or expression of prejudice stereotyping and
discrimination
Self-Fulfilling PropheciesSelf-Fulfilling Prophecies
bull A false belief that leads to its own fulfillmentA false belief that leads to its own fulfillment
11 Perceiver develops false belief about a targetPerceiver develops false belief about a target
22 Perceiver treats target in a manner consistent Perceiver treats target in a manner consistent with false beliefwith false belief
33 Target responds to the treatment in such a Target responds to the treatment in such a way as to confirm the originally false beliefway as to confirm the originally false belief
Two Types of SFPsTwo Types of SFPs
bull Positive SFPs Positive SFPs
11Perceiver overestimates targetrsquos abilityPerceiver overestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly positive beliefoverly positive belief
33Target responds by confirming the overly Target responds by confirming the overly positive beliefpositive belief
bull Negative SFPs Negative SFPs
11Perceiver underestimates targetrsquos abilityPerceiver underestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly negative beliefoverly negative belief
33Target responds by confirming the overly Target responds by confirming the overly negative beliefnegative belief
Self-Fulfilling Prophecies Self-Fulfilling Prophecies and Stereotypesand Stereotypes
bullSelf-fulfilling propheciesSelf-fulfilling prophecies
can contribute to social problemscan contribute to social problems
Danger of First ImpressionsDanger of First Impressions
bull We make decisions about people We make decisions about people every dayevery day
bull Our first impressions canOur first impressions canndash Influence our working relationshipsInfluence our working relationshipsndash Be affected by stereotypes of which we Be affected by stereotypes of which we
are not awareare not aware
How are our first impressions of others formed
Forming PerceptionsForming Perceptions
bull Through our life experiences teach Through our life experiences teach us about our place in a group or us about our place in a group or societysociety
bull We tend to beWe tend to bendash Be raised in groups just like usBe raised in groups just like usndash Gravitate to similar peopleGravitate to similar peoplendash Be uncomfortable with differencesBe uncomfortable with differences
Forming Perceptions (conrsquot)Forming Perceptions (conrsquot)
bull We mistakenly believe thatWe mistakenly believe thatndash All people All people like us on the surfacelike us on the surface are are
similarsimilar in all other ways in all other waysndash All people who are All people who are unlike us on unlike us on
surfacesurface are are differentdifferent in all other ways in all other ways
bull We view others through lens of group We view others through lens of group stereotypestereotype
bull Why do we need to understand how Why do we need to understand how perceptions are formedperceptions are formed
bull If people respond well to you and If people respond well to you and appreciate your work how do you feelappreciate your work how do you feel
bull When others avoid you because of When others avoid you because of negative perceptions how do you feelnegative perceptions how do you feel
Exclusion BringsExclusion Brings
bull Less interest in performing to full Less interest in performing to full capacitycapacity
bull Cultural life and traditions seem Cultural life and traditions seem distinctdistinct
bull Over sensitivityOver sensitivity
Being Accepted StimulatesBeing Accepted Stimulates
bullPositive feelingsPositive feelings
bullA more productive and enjoyable A more productive and enjoyable workplaceworkplace
bullSo how do we get there So how do we get there
bullHow do we appreciate others How do we appreciate others amp then communicate that amp then communicate that acceptanceacceptance
Keys to Working Well w Keys to Working Well w OthersOthers
bullCommunicating openlyCommunicating openly
bullListeningListening
bullEstablishing respect and Establishing respect and understandingunderstanding
bullDiscussing issues as they ariseDiscussing issues as they arise
How can FGPrsquos respond to How can FGPrsquos respond to differences in the classroomdifferences in the classroom
bull Positively ndash Positively ndash Irsquoll embrace this challengeIrsquoll embrace this challenge
bull Negatively ndash Negatively ndash Irsquoll resist this (No one can force Irsquoll resist this (No one can force me)me)
bull Indifferently ndash Indifferently ndash Whatever No skin off my nose Whatever No skin off my nose either wayhellip I treat everyone the sameeither wayhellip I treat everyone the same
bull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before I encounter it firsthandI encounter it firsthand
bull Reactively ndash Reactively ndash Uh oh What should I doUh oh What should I do
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Self-Fulfilling PropheciesSelf-Fulfilling Prophecies
bull A false belief that leads to its own fulfillmentA false belief that leads to its own fulfillment
11 Perceiver develops false belief about a targetPerceiver develops false belief about a target
22 Perceiver treats target in a manner consistent Perceiver treats target in a manner consistent with false beliefwith false belief
33 Target responds to the treatment in such a Target responds to the treatment in such a way as to confirm the originally false beliefway as to confirm the originally false belief
Two Types of SFPsTwo Types of SFPs
bull Positive SFPs Positive SFPs
11Perceiver overestimates targetrsquos abilityPerceiver overestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly positive beliefoverly positive belief
33Target responds by confirming the overly Target responds by confirming the overly positive beliefpositive belief
bull Negative SFPs Negative SFPs
11Perceiver underestimates targetrsquos abilityPerceiver underestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly negative beliefoverly negative belief
33Target responds by confirming the overly Target responds by confirming the overly negative beliefnegative belief
Self-Fulfilling Prophecies Self-Fulfilling Prophecies and Stereotypesand Stereotypes
bullSelf-fulfilling propheciesSelf-fulfilling prophecies
can contribute to social problemscan contribute to social problems
Danger of First ImpressionsDanger of First Impressions
bull We make decisions about people We make decisions about people every dayevery day
bull Our first impressions canOur first impressions canndash Influence our working relationshipsInfluence our working relationshipsndash Be affected by stereotypes of which we Be affected by stereotypes of which we
are not awareare not aware
How are our first impressions of others formed
Forming PerceptionsForming Perceptions
bull Through our life experiences teach Through our life experiences teach us about our place in a group or us about our place in a group or societysociety
bull We tend to beWe tend to bendash Be raised in groups just like usBe raised in groups just like usndash Gravitate to similar peopleGravitate to similar peoplendash Be uncomfortable with differencesBe uncomfortable with differences
Forming Perceptions (conrsquot)Forming Perceptions (conrsquot)
bull We mistakenly believe thatWe mistakenly believe thatndash All people All people like us on the surfacelike us on the surface are are
similarsimilar in all other ways in all other waysndash All people who are All people who are unlike us on unlike us on
surfacesurface are are differentdifferent in all other ways in all other ways
bull We view others through lens of group We view others through lens of group stereotypestereotype
bull Why do we need to understand how Why do we need to understand how perceptions are formedperceptions are formed
bull If people respond well to you and If people respond well to you and appreciate your work how do you feelappreciate your work how do you feel
bull When others avoid you because of When others avoid you because of negative perceptions how do you feelnegative perceptions how do you feel
Exclusion BringsExclusion Brings
bull Less interest in performing to full Less interest in performing to full capacitycapacity
bull Cultural life and traditions seem Cultural life and traditions seem distinctdistinct
bull Over sensitivityOver sensitivity
Being Accepted StimulatesBeing Accepted Stimulates
bullPositive feelingsPositive feelings
bullA more productive and enjoyable A more productive and enjoyable workplaceworkplace
bullSo how do we get there So how do we get there
bullHow do we appreciate others How do we appreciate others amp then communicate that amp then communicate that acceptanceacceptance
Keys to Working Well w Keys to Working Well w OthersOthers
bullCommunicating openlyCommunicating openly
bullListeningListening
bullEstablishing respect and Establishing respect and understandingunderstanding
bullDiscussing issues as they ariseDiscussing issues as they arise
How can FGPrsquos respond to How can FGPrsquos respond to differences in the classroomdifferences in the classroom
bull Positively ndash Positively ndash Irsquoll embrace this challengeIrsquoll embrace this challenge
bull Negatively ndash Negatively ndash Irsquoll resist this (No one can force Irsquoll resist this (No one can force me)me)
bull Indifferently ndash Indifferently ndash Whatever No skin off my nose Whatever No skin off my nose either wayhellip I treat everyone the sameeither wayhellip I treat everyone the same
bull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before I encounter it firsthandI encounter it firsthand
bull Reactively ndash Reactively ndash Uh oh What should I doUh oh What should I do
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Two Types of SFPsTwo Types of SFPs
bull Positive SFPs Positive SFPs
11Perceiver overestimates targetrsquos abilityPerceiver overestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly positive beliefoverly positive belief
33Target responds by confirming the overly Target responds by confirming the overly positive beliefpositive belief
bull Negative SFPs Negative SFPs
11Perceiver underestimates targetrsquos abilityPerceiver underestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly negative beliefoverly negative belief
33Target responds by confirming the overly Target responds by confirming the overly negative beliefnegative belief
Self-Fulfilling Prophecies Self-Fulfilling Prophecies and Stereotypesand Stereotypes
bullSelf-fulfilling propheciesSelf-fulfilling prophecies
can contribute to social problemscan contribute to social problems
Danger of First ImpressionsDanger of First Impressions
bull We make decisions about people We make decisions about people every dayevery day
bull Our first impressions canOur first impressions canndash Influence our working relationshipsInfluence our working relationshipsndash Be affected by stereotypes of which we Be affected by stereotypes of which we
are not awareare not aware
How are our first impressions of others formed
Forming PerceptionsForming Perceptions
bull Through our life experiences teach Through our life experiences teach us about our place in a group or us about our place in a group or societysociety
bull We tend to beWe tend to bendash Be raised in groups just like usBe raised in groups just like usndash Gravitate to similar peopleGravitate to similar peoplendash Be uncomfortable with differencesBe uncomfortable with differences
Forming Perceptions (conrsquot)Forming Perceptions (conrsquot)
bull We mistakenly believe thatWe mistakenly believe thatndash All people All people like us on the surfacelike us on the surface are are
similarsimilar in all other ways in all other waysndash All people who are All people who are unlike us on unlike us on
surfacesurface are are differentdifferent in all other ways in all other ways
bull We view others through lens of group We view others through lens of group stereotypestereotype
bull Why do we need to understand how Why do we need to understand how perceptions are formedperceptions are formed
bull If people respond well to you and If people respond well to you and appreciate your work how do you feelappreciate your work how do you feel
bull When others avoid you because of When others avoid you because of negative perceptions how do you feelnegative perceptions how do you feel
Exclusion BringsExclusion Brings
bull Less interest in performing to full Less interest in performing to full capacitycapacity
bull Cultural life and traditions seem Cultural life and traditions seem distinctdistinct
bull Over sensitivityOver sensitivity
Being Accepted StimulatesBeing Accepted Stimulates
bullPositive feelingsPositive feelings
bullA more productive and enjoyable A more productive and enjoyable workplaceworkplace
bullSo how do we get there So how do we get there
bullHow do we appreciate others How do we appreciate others amp then communicate that amp then communicate that acceptanceacceptance
Keys to Working Well w Keys to Working Well w OthersOthers
bullCommunicating openlyCommunicating openly
bullListeningListening
bullEstablishing respect and Establishing respect and understandingunderstanding
bullDiscussing issues as they ariseDiscussing issues as they arise
How can FGPrsquos respond to How can FGPrsquos respond to differences in the classroomdifferences in the classroom
bull Positively ndash Positively ndash Irsquoll embrace this challengeIrsquoll embrace this challenge
bull Negatively ndash Negatively ndash Irsquoll resist this (No one can force Irsquoll resist this (No one can force me)me)
bull Indifferently ndash Indifferently ndash Whatever No skin off my nose Whatever No skin off my nose either wayhellip I treat everyone the sameeither wayhellip I treat everyone the same
bull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before I encounter it firsthandI encounter it firsthand
bull Reactively ndash Reactively ndash Uh oh What should I doUh oh What should I do
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
bull Negative SFPs Negative SFPs
11Perceiver underestimates targetrsquos abilityPerceiver underestimates targetrsquos ability
22Perceiver treats target consistent with that Perceiver treats target consistent with that overly negative beliefoverly negative belief
33Target responds by confirming the overly Target responds by confirming the overly negative beliefnegative belief
Self-Fulfilling Prophecies Self-Fulfilling Prophecies and Stereotypesand Stereotypes
bullSelf-fulfilling propheciesSelf-fulfilling prophecies
can contribute to social problemscan contribute to social problems
Danger of First ImpressionsDanger of First Impressions
bull We make decisions about people We make decisions about people every dayevery day
bull Our first impressions canOur first impressions canndash Influence our working relationshipsInfluence our working relationshipsndash Be affected by stereotypes of which we Be affected by stereotypes of which we
are not awareare not aware
How are our first impressions of others formed
Forming PerceptionsForming Perceptions
bull Through our life experiences teach Through our life experiences teach us about our place in a group or us about our place in a group or societysociety
bull We tend to beWe tend to bendash Be raised in groups just like usBe raised in groups just like usndash Gravitate to similar peopleGravitate to similar peoplendash Be uncomfortable with differencesBe uncomfortable with differences
Forming Perceptions (conrsquot)Forming Perceptions (conrsquot)
bull We mistakenly believe thatWe mistakenly believe thatndash All people All people like us on the surfacelike us on the surface are are
similarsimilar in all other ways in all other waysndash All people who are All people who are unlike us on unlike us on
surfacesurface are are differentdifferent in all other ways in all other ways
bull We view others through lens of group We view others through lens of group stereotypestereotype
bull Why do we need to understand how Why do we need to understand how perceptions are formedperceptions are formed
bull If people respond well to you and If people respond well to you and appreciate your work how do you feelappreciate your work how do you feel
bull When others avoid you because of When others avoid you because of negative perceptions how do you feelnegative perceptions how do you feel
Exclusion BringsExclusion Brings
bull Less interest in performing to full Less interest in performing to full capacitycapacity
bull Cultural life and traditions seem Cultural life and traditions seem distinctdistinct
bull Over sensitivityOver sensitivity
Being Accepted StimulatesBeing Accepted Stimulates
bullPositive feelingsPositive feelings
bullA more productive and enjoyable A more productive and enjoyable workplaceworkplace
bullSo how do we get there So how do we get there
bullHow do we appreciate others How do we appreciate others amp then communicate that amp then communicate that acceptanceacceptance
Keys to Working Well w Keys to Working Well w OthersOthers
bullCommunicating openlyCommunicating openly
bullListeningListening
bullEstablishing respect and Establishing respect and understandingunderstanding
bullDiscussing issues as they ariseDiscussing issues as they arise
How can FGPrsquos respond to How can FGPrsquos respond to differences in the classroomdifferences in the classroom
bull Positively ndash Positively ndash Irsquoll embrace this challengeIrsquoll embrace this challenge
bull Negatively ndash Negatively ndash Irsquoll resist this (No one can force Irsquoll resist this (No one can force me)me)
bull Indifferently ndash Indifferently ndash Whatever No skin off my nose Whatever No skin off my nose either wayhellip I treat everyone the sameeither wayhellip I treat everyone the same
bull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before I encounter it firsthandI encounter it firsthand
bull Reactively ndash Reactively ndash Uh oh What should I doUh oh What should I do
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Self-Fulfilling Prophecies Self-Fulfilling Prophecies and Stereotypesand Stereotypes
bullSelf-fulfilling propheciesSelf-fulfilling prophecies
can contribute to social problemscan contribute to social problems
Danger of First ImpressionsDanger of First Impressions
bull We make decisions about people We make decisions about people every dayevery day
bull Our first impressions canOur first impressions canndash Influence our working relationshipsInfluence our working relationshipsndash Be affected by stereotypes of which we Be affected by stereotypes of which we
are not awareare not aware
How are our first impressions of others formed
Forming PerceptionsForming Perceptions
bull Through our life experiences teach Through our life experiences teach us about our place in a group or us about our place in a group or societysociety
bull We tend to beWe tend to bendash Be raised in groups just like usBe raised in groups just like usndash Gravitate to similar peopleGravitate to similar peoplendash Be uncomfortable with differencesBe uncomfortable with differences
Forming Perceptions (conrsquot)Forming Perceptions (conrsquot)
bull We mistakenly believe thatWe mistakenly believe thatndash All people All people like us on the surfacelike us on the surface are are
similarsimilar in all other ways in all other waysndash All people who are All people who are unlike us on unlike us on
surfacesurface are are differentdifferent in all other ways in all other ways
bull We view others through lens of group We view others through lens of group stereotypestereotype
bull Why do we need to understand how Why do we need to understand how perceptions are formedperceptions are formed
bull If people respond well to you and If people respond well to you and appreciate your work how do you feelappreciate your work how do you feel
bull When others avoid you because of When others avoid you because of negative perceptions how do you feelnegative perceptions how do you feel
Exclusion BringsExclusion Brings
bull Less interest in performing to full Less interest in performing to full capacitycapacity
bull Cultural life and traditions seem Cultural life and traditions seem distinctdistinct
bull Over sensitivityOver sensitivity
Being Accepted StimulatesBeing Accepted Stimulates
bullPositive feelingsPositive feelings
bullA more productive and enjoyable A more productive and enjoyable workplaceworkplace
bullSo how do we get there So how do we get there
bullHow do we appreciate others How do we appreciate others amp then communicate that amp then communicate that acceptanceacceptance
Keys to Working Well w Keys to Working Well w OthersOthers
bullCommunicating openlyCommunicating openly
bullListeningListening
bullEstablishing respect and Establishing respect and understandingunderstanding
bullDiscussing issues as they ariseDiscussing issues as they arise
How can FGPrsquos respond to How can FGPrsquos respond to differences in the classroomdifferences in the classroom
bull Positively ndash Positively ndash Irsquoll embrace this challengeIrsquoll embrace this challenge
bull Negatively ndash Negatively ndash Irsquoll resist this (No one can force Irsquoll resist this (No one can force me)me)
bull Indifferently ndash Indifferently ndash Whatever No skin off my nose Whatever No skin off my nose either wayhellip I treat everyone the sameeither wayhellip I treat everyone the same
bull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before I encounter it firsthandI encounter it firsthand
bull Reactively ndash Reactively ndash Uh oh What should I doUh oh What should I do
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Danger of First ImpressionsDanger of First Impressions
bull We make decisions about people We make decisions about people every dayevery day
bull Our first impressions canOur first impressions canndash Influence our working relationshipsInfluence our working relationshipsndash Be affected by stereotypes of which we Be affected by stereotypes of which we
are not awareare not aware
How are our first impressions of others formed
Forming PerceptionsForming Perceptions
bull Through our life experiences teach Through our life experiences teach us about our place in a group or us about our place in a group or societysociety
bull We tend to beWe tend to bendash Be raised in groups just like usBe raised in groups just like usndash Gravitate to similar peopleGravitate to similar peoplendash Be uncomfortable with differencesBe uncomfortable with differences
Forming Perceptions (conrsquot)Forming Perceptions (conrsquot)
bull We mistakenly believe thatWe mistakenly believe thatndash All people All people like us on the surfacelike us on the surface are are
similarsimilar in all other ways in all other waysndash All people who are All people who are unlike us on unlike us on
surfacesurface are are differentdifferent in all other ways in all other ways
bull We view others through lens of group We view others through lens of group stereotypestereotype
bull Why do we need to understand how Why do we need to understand how perceptions are formedperceptions are formed
bull If people respond well to you and If people respond well to you and appreciate your work how do you feelappreciate your work how do you feel
bull When others avoid you because of When others avoid you because of negative perceptions how do you feelnegative perceptions how do you feel
Exclusion BringsExclusion Brings
bull Less interest in performing to full Less interest in performing to full capacitycapacity
bull Cultural life and traditions seem Cultural life and traditions seem distinctdistinct
bull Over sensitivityOver sensitivity
Being Accepted StimulatesBeing Accepted Stimulates
bullPositive feelingsPositive feelings
bullA more productive and enjoyable A more productive and enjoyable workplaceworkplace
bullSo how do we get there So how do we get there
bullHow do we appreciate others How do we appreciate others amp then communicate that amp then communicate that acceptanceacceptance
Keys to Working Well w Keys to Working Well w OthersOthers
bullCommunicating openlyCommunicating openly
bullListeningListening
bullEstablishing respect and Establishing respect and understandingunderstanding
bullDiscussing issues as they ariseDiscussing issues as they arise
How can FGPrsquos respond to How can FGPrsquos respond to differences in the classroomdifferences in the classroom
bull Positively ndash Positively ndash Irsquoll embrace this challengeIrsquoll embrace this challenge
bull Negatively ndash Negatively ndash Irsquoll resist this (No one can force Irsquoll resist this (No one can force me)me)
bull Indifferently ndash Indifferently ndash Whatever No skin off my nose Whatever No skin off my nose either wayhellip I treat everyone the sameeither wayhellip I treat everyone the same
bull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before I encounter it firsthandI encounter it firsthand
bull Reactively ndash Reactively ndash Uh oh What should I doUh oh What should I do
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
How are our first impressions of others formed
Forming PerceptionsForming Perceptions
bull Through our life experiences teach Through our life experiences teach us about our place in a group or us about our place in a group or societysociety
bull We tend to beWe tend to bendash Be raised in groups just like usBe raised in groups just like usndash Gravitate to similar peopleGravitate to similar peoplendash Be uncomfortable with differencesBe uncomfortable with differences
Forming Perceptions (conrsquot)Forming Perceptions (conrsquot)
bull We mistakenly believe thatWe mistakenly believe thatndash All people All people like us on the surfacelike us on the surface are are
similarsimilar in all other ways in all other waysndash All people who are All people who are unlike us on unlike us on
surfacesurface are are differentdifferent in all other ways in all other ways
bull We view others through lens of group We view others through lens of group stereotypestereotype
bull Why do we need to understand how Why do we need to understand how perceptions are formedperceptions are formed
bull If people respond well to you and If people respond well to you and appreciate your work how do you feelappreciate your work how do you feel
bull When others avoid you because of When others avoid you because of negative perceptions how do you feelnegative perceptions how do you feel
Exclusion BringsExclusion Brings
bull Less interest in performing to full Less interest in performing to full capacitycapacity
bull Cultural life and traditions seem Cultural life and traditions seem distinctdistinct
bull Over sensitivityOver sensitivity
Being Accepted StimulatesBeing Accepted Stimulates
bullPositive feelingsPositive feelings
bullA more productive and enjoyable A more productive and enjoyable workplaceworkplace
bullSo how do we get there So how do we get there
bullHow do we appreciate others How do we appreciate others amp then communicate that amp then communicate that acceptanceacceptance
Keys to Working Well w Keys to Working Well w OthersOthers
bullCommunicating openlyCommunicating openly
bullListeningListening
bullEstablishing respect and Establishing respect and understandingunderstanding
bullDiscussing issues as they ariseDiscussing issues as they arise
How can FGPrsquos respond to How can FGPrsquos respond to differences in the classroomdifferences in the classroom
bull Positively ndash Positively ndash Irsquoll embrace this challengeIrsquoll embrace this challenge
bull Negatively ndash Negatively ndash Irsquoll resist this (No one can force Irsquoll resist this (No one can force me)me)
bull Indifferently ndash Indifferently ndash Whatever No skin off my nose Whatever No skin off my nose either wayhellip I treat everyone the sameeither wayhellip I treat everyone the same
bull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before I encounter it firsthandI encounter it firsthand
bull Reactively ndash Reactively ndash Uh oh What should I doUh oh What should I do
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Forming PerceptionsForming Perceptions
bull Through our life experiences teach Through our life experiences teach us about our place in a group or us about our place in a group or societysociety
bull We tend to beWe tend to bendash Be raised in groups just like usBe raised in groups just like usndash Gravitate to similar peopleGravitate to similar peoplendash Be uncomfortable with differencesBe uncomfortable with differences
Forming Perceptions (conrsquot)Forming Perceptions (conrsquot)
bull We mistakenly believe thatWe mistakenly believe thatndash All people All people like us on the surfacelike us on the surface are are
similarsimilar in all other ways in all other waysndash All people who are All people who are unlike us on unlike us on
surfacesurface are are differentdifferent in all other ways in all other ways
bull We view others through lens of group We view others through lens of group stereotypestereotype
bull Why do we need to understand how Why do we need to understand how perceptions are formedperceptions are formed
bull If people respond well to you and If people respond well to you and appreciate your work how do you feelappreciate your work how do you feel
bull When others avoid you because of When others avoid you because of negative perceptions how do you feelnegative perceptions how do you feel
Exclusion BringsExclusion Brings
bull Less interest in performing to full Less interest in performing to full capacitycapacity
bull Cultural life and traditions seem Cultural life and traditions seem distinctdistinct
bull Over sensitivityOver sensitivity
Being Accepted StimulatesBeing Accepted Stimulates
bullPositive feelingsPositive feelings
bullA more productive and enjoyable A more productive and enjoyable workplaceworkplace
bullSo how do we get there So how do we get there
bullHow do we appreciate others How do we appreciate others amp then communicate that amp then communicate that acceptanceacceptance
Keys to Working Well w Keys to Working Well w OthersOthers
bullCommunicating openlyCommunicating openly
bullListeningListening
bullEstablishing respect and Establishing respect and understandingunderstanding
bullDiscussing issues as they ariseDiscussing issues as they arise
How can FGPrsquos respond to How can FGPrsquos respond to differences in the classroomdifferences in the classroom
bull Positively ndash Positively ndash Irsquoll embrace this challengeIrsquoll embrace this challenge
bull Negatively ndash Negatively ndash Irsquoll resist this (No one can force Irsquoll resist this (No one can force me)me)
bull Indifferently ndash Indifferently ndash Whatever No skin off my nose Whatever No skin off my nose either wayhellip I treat everyone the sameeither wayhellip I treat everyone the same
bull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before I encounter it firsthandI encounter it firsthand
bull Reactively ndash Reactively ndash Uh oh What should I doUh oh What should I do
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Forming Perceptions (conrsquot)Forming Perceptions (conrsquot)
bull We mistakenly believe thatWe mistakenly believe thatndash All people All people like us on the surfacelike us on the surface are are
similarsimilar in all other ways in all other waysndash All people who are All people who are unlike us on unlike us on
surfacesurface are are differentdifferent in all other ways in all other ways
bull We view others through lens of group We view others through lens of group stereotypestereotype
bull Why do we need to understand how Why do we need to understand how perceptions are formedperceptions are formed
bull If people respond well to you and If people respond well to you and appreciate your work how do you feelappreciate your work how do you feel
bull When others avoid you because of When others avoid you because of negative perceptions how do you feelnegative perceptions how do you feel
Exclusion BringsExclusion Brings
bull Less interest in performing to full Less interest in performing to full capacitycapacity
bull Cultural life and traditions seem Cultural life and traditions seem distinctdistinct
bull Over sensitivityOver sensitivity
Being Accepted StimulatesBeing Accepted Stimulates
bullPositive feelingsPositive feelings
bullA more productive and enjoyable A more productive and enjoyable workplaceworkplace
bullSo how do we get there So how do we get there
bullHow do we appreciate others How do we appreciate others amp then communicate that amp then communicate that acceptanceacceptance
Keys to Working Well w Keys to Working Well w OthersOthers
bullCommunicating openlyCommunicating openly
bullListeningListening
bullEstablishing respect and Establishing respect and understandingunderstanding
bullDiscussing issues as they ariseDiscussing issues as they arise
How can FGPrsquos respond to How can FGPrsquos respond to differences in the classroomdifferences in the classroom
bull Positively ndash Positively ndash Irsquoll embrace this challengeIrsquoll embrace this challenge
bull Negatively ndash Negatively ndash Irsquoll resist this (No one can force Irsquoll resist this (No one can force me)me)
bull Indifferently ndash Indifferently ndash Whatever No skin off my nose Whatever No skin off my nose either wayhellip I treat everyone the sameeither wayhellip I treat everyone the same
bull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before I encounter it firsthandI encounter it firsthand
bull Reactively ndash Reactively ndash Uh oh What should I doUh oh What should I do
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
bull Why do we need to understand how Why do we need to understand how perceptions are formedperceptions are formed
bull If people respond well to you and If people respond well to you and appreciate your work how do you feelappreciate your work how do you feel
bull When others avoid you because of When others avoid you because of negative perceptions how do you feelnegative perceptions how do you feel
Exclusion BringsExclusion Brings
bull Less interest in performing to full Less interest in performing to full capacitycapacity
bull Cultural life and traditions seem Cultural life and traditions seem distinctdistinct
bull Over sensitivityOver sensitivity
Being Accepted StimulatesBeing Accepted Stimulates
bullPositive feelingsPositive feelings
bullA more productive and enjoyable A more productive and enjoyable workplaceworkplace
bullSo how do we get there So how do we get there
bullHow do we appreciate others How do we appreciate others amp then communicate that amp then communicate that acceptanceacceptance
Keys to Working Well w Keys to Working Well w OthersOthers
bullCommunicating openlyCommunicating openly
bullListeningListening
bullEstablishing respect and Establishing respect and understandingunderstanding
bullDiscussing issues as they ariseDiscussing issues as they arise
How can FGPrsquos respond to How can FGPrsquos respond to differences in the classroomdifferences in the classroom
bull Positively ndash Positively ndash Irsquoll embrace this challengeIrsquoll embrace this challenge
bull Negatively ndash Negatively ndash Irsquoll resist this (No one can force Irsquoll resist this (No one can force me)me)
bull Indifferently ndash Indifferently ndash Whatever No skin off my nose Whatever No skin off my nose either wayhellip I treat everyone the sameeither wayhellip I treat everyone the same
bull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before I encounter it firsthandI encounter it firsthand
bull Reactively ndash Reactively ndash Uh oh What should I doUh oh What should I do
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Exclusion BringsExclusion Brings
bull Less interest in performing to full Less interest in performing to full capacitycapacity
bull Cultural life and traditions seem Cultural life and traditions seem distinctdistinct
bull Over sensitivityOver sensitivity
Being Accepted StimulatesBeing Accepted Stimulates
bullPositive feelingsPositive feelings
bullA more productive and enjoyable A more productive and enjoyable workplaceworkplace
bullSo how do we get there So how do we get there
bullHow do we appreciate others How do we appreciate others amp then communicate that amp then communicate that acceptanceacceptance
Keys to Working Well w Keys to Working Well w OthersOthers
bullCommunicating openlyCommunicating openly
bullListeningListening
bullEstablishing respect and Establishing respect and understandingunderstanding
bullDiscussing issues as they ariseDiscussing issues as they arise
How can FGPrsquos respond to How can FGPrsquos respond to differences in the classroomdifferences in the classroom
bull Positively ndash Positively ndash Irsquoll embrace this challengeIrsquoll embrace this challenge
bull Negatively ndash Negatively ndash Irsquoll resist this (No one can force Irsquoll resist this (No one can force me)me)
bull Indifferently ndash Indifferently ndash Whatever No skin off my nose Whatever No skin off my nose either wayhellip I treat everyone the sameeither wayhellip I treat everyone the same
bull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before I encounter it firsthandI encounter it firsthand
bull Reactively ndash Reactively ndash Uh oh What should I doUh oh What should I do
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Being Accepted StimulatesBeing Accepted Stimulates
bullPositive feelingsPositive feelings
bullA more productive and enjoyable A more productive and enjoyable workplaceworkplace
bullSo how do we get there So how do we get there
bullHow do we appreciate others How do we appreciate others amp then communicate that amp then communicate that acceptanceacceptance
Keys to Working Well w Keys to Working Well w OthersOthers
bullCommunicating openlyCommunicating openly
bullListeningListening
bullEstablishing respect and Establishing respect and understandingunderstanding
bullDiscussing issues as they ariseDiscussing issues as they arise
How can FGPrsquos respond to How can FGPrsquos respond to differences in the classroomdifferences in the classroom
bull Positively ndash Positively ndash Irsquoll embrace this challengeIrsquoll embrace this challenge
bull Negatively ndash Negatively ndash Irsquoll resist this (No one can force Irsquoll resist this (No one can force me)me)
bull Indifferently ndash Indifferently ndash Whatever No skin off my nose Whatever No skin off my nose either wayhellip I treat everyone the sameeither wayhellip I treat everyone the same
bull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before I encounter it firsthandI encounter it firsthand
bull Reactively ndash Reactively ndash Uh oh What should I doUh oh What should I do
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
bullSo how do we get there So how do we get there
bullHow do we appreciate others How do we appreciate others amp then communicate that amp then communicate that acceptanceacceptance
Keys to Working Well w Keys to Working Well w OthersOthers
bullCommunicating openlyCommunicating openly
bullListeningListening
bullEstablishing respect and Establishing respect and understandingunderstanding
bullDiscussing issues as they ariseDiscussing issues as they arise
How can FGPrsquos respond to How can FGPrsquos respond to differences in the classroomdifferences in the classroom
bull Positively ndash Positively ndash Irsquoll embrace this challengeIrsquoll embrace this challenge
bull Negatively ndash Negatively ndash Irsquoll resist this (No one can force Irsquoll resist this (No one can force me)me)
bull Indifferently ndash Indifferently ndash Whatever No skin off my nose Whatever No skin off my nose either wayhellip I treat everyone the sameeither wayhellip I treat everyone the same
bull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before I encounter it firsthandI encounter it firsthand
bull Reactively ndash Reactively ndash Uh oh What should I doUh oh What should I do
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Keys to Working Well w Keys to Working Well w OthersOthers
bullCommunicating openlyCommunicating openly
bullListeningListening
bullEstablishing respect and Establishing respect and understandingunderstanding
bullDiscussing issues as they ariseDiscussing issues as they arise
How can FGPrsquos respond to How can FGPrsquos respond to differences in the classroomdifferences in the classroom
bull Positively ndash Positively ndash Irsquoll embrace this challengeIrsquoll embrace this challenge
bull Negatively ndash Negatively ndash Irsquoll resist this (No one can force Irsquoll resist this (No one can force me)me)
bull Indifferently ndash Indifferently ndash Whatever No skin off my nose Whatever No skin off my nose either wayhellip I treat everyone the sameeither wayhellip I treat everyone the same
bull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before I encounter it firsthandI encounter it firsthand
bull Reactively ndash Reactively ndash Uh oh What should I doUh oh What should I do
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
How can FGPrsquos respond to How can FGPrsquos respond to differences in the classroomdifferences in the classroom
bull Positively ndash Positively ndash Irsquoll embrace this challengeIrsquoll embrace this challenge
bull Negatively ndash Negatively ndash Irsquoll resist this (No one can force Irsquoll resist this (No one can force me)me)
bull Indifferently ndash Indifferently ndash Whatever No skin off my nose Whatever No skin off my nose either wayhellip I treat everyone the sameeither wayhellip I treat everyone the same
bull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before I encounter it firsthandI encounter it firsthand
bull Reactively ndash Reactively ndash Uh oh What should I doUh oh What should I do
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Anne Frank
ldquoWe all live with the objective of being happy our lives are all different and yet the samerdquo
In the classroom we recognize studentsrsquo unique differences while recognizing what they have in common the human condition ndash this ldquoobjective of being happyrdquo
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Cultural CompetenceCultural Competencerequires that educatorsrequires that educators
bull have a defined set of values and principles and demonstrate have a defined set of values and principles and demonstrate behaviors attitudes policies and structures that enable them behaviors attitudes policies and structures that enable them to teach effectively cross-culturally to teach effectively cross-culturally
bull have the capacity to (1) value diversity (2) conduct self-have the capacity to (1) value diversity (2) conduct self-assessment (3) manage the dynamics of difference (4) assessment (3) manage the dynamics of difference (4) acquire and institutionalize cultural knowledge and (5) adapt to acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they diversity and the cultural contexts of the communities they serve serve
bull incorporate the above in all aspects of policy making incorporate the above in all aspects of policy making administration practice service delivery and involve administration practice service delivery and involve systematically consumers key stakeholders and communities systematically consumers key stakeholders and communities
~National Center for Cultural Competence~National Center for Cultural Competence
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
From One End to the OtherFrom One End to the Other
bull PovertyPoverty (Students do not have (Students do not have basic school supplies may basic school supplies may experience malnutrition have experience malnutrition have limited to no travel experiences)limited to no travel experiences)
bull Disability Disability (Physical or academic (Physical or academic ndash challenges and limitations will ndash challenges and limitations will be a factor in the classroom)be a factor in the classroom)
bull Abuse amp Neglect Abuse amp Neglect (Negative (Negative personal experiences can have personal experiences can have negative effects on learning)negative effects on learning)
bull English as a Second English as a Second Language Language (Immigrant and (Immigrant and refugee children face challenges refugee children face challenges beyond language learning)beyond language learning)
bull Facing Prejudice Facing Prejudice (Whatever (Whatever the ldquodifferencesrdquo they may be the ldquodifferencesrdquo they may be negatively perceived by others)negatively perceived by others)
bull AffluenceAffluence (Students travel own (Students travel own books computers supplies their books computers supplies their own study area etc)own study area etc)
bull Ability Ability (Gifted and high ability (Gifted and high ability students require additional challenge students require additional challenge just as athletically gifted students just as athletically gifted students seek outlets for their talents)seek outlets for their talents)
bull Nurturing Home Life Nurturing Home Life (Students (Students are encouraged praised read to are encouraged praised read to etc in their homes)etc in their homes)
bull Multicultural Multicultural (Students who have (Students who have had positive cultural experiences had positive cultural experiences have greater insight and have greater insight and understanding)understanding)
bull Fostering Acceptance Fostering Acceptance (Teachers must move beyond (Teachers must move beyond ldquotolerancerdquo to ldquoacceptancerdquo in ldquotolerancerdquo to ldquoacceptancerdquo in modeling attitudes)modeling attitudes)
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
For examplehellipFor examplehellip
Responding to ESOL
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotspeak Englishrdquo
ldquoI will use ESOL strategies
in my lesson plansrdquo
ldquoI will ask my ESOL studentsto share their culture
with the classrdquo
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
And another examplehellipAnd another examplehellip
Responding to LowSocioeconomic Status
(SES)
Recognize(Knowledge)
Accommodate(Skills)
Value(Disposition)
ldquoI have students who cannotafford field trips
classroom supplies etcrdquo
ldquoI will locate alternativeresources through the PTA
or other fundraising sourcesrdquo
ldquoI will never allow studentsto tease poor classmates I will
compliment legitimatecontributions made by
all of my studentsrdquo
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
helliphelliptalent comes in all shapes talent comes in all shapes and sizeshellipand sizeshellip
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
hellip hellip and it also comes in all and it also comes in all different containersdifferent containers
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Not only Not only canrsquotcanrsquot we judge a book by its cover we judge a book by its cover we must recognize that some books have we must recognize that some books have had their covers torn off some are written in had their covers torn off some are written in a foreign language and some might contain a foreign language and some might contain ideas with which we donrsquot agree ideas with which we donrsquot agree
RecognizeRecognize accommodateaccommodate and and valuevalue ALL ALL of your students for what they represent and of your students for what they represent and what they have to offer Be what they have to offer Be positivepositive and and proactiveproactive in this endeavor in this endeavor
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Diffusion of ResponsibilityDiffusion of Responsibility
ldquoldquoI used to ask myself lsquoWhy doesnrsquot I used to ask myself lsquoWhy doesnrsquot somebody do somethingrsquo Then I realized I somebody do somethingrsquo Then I realized I am somebodyrdquoam somebodyrdquo
-- Jane Wagner-- Jane Wagner
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Collusion DefinedCollusion Defined
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Collusion is cooperation with others knowingly or unknowingly to reinforce stereotypical attitudes prevailing behaviors and norms
Types of collusion include
bull Silence
bullDenial
bullActive Participation
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
PARADIGMSPARADIGMS
Paradigms establish the rules and boundaries for the
way we see things
SAMHSA Office of Minority Health and Health Resources and Administration Quality Health Services for Hispanics The Cultural Competency Component 2001
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
PARADIGM SHIFTPARADIGM SHIFT
bull The next time you are in The next time you are in a situation with some a situation with some member of an out-group member of an out-group take 2 minutes totake 2 minutes tondash Take their perspectiveTake their perspectivendash See if you can image how See if you can image how
they see the situation they see the situation differently from you and differently from you and what aspects they might what aspects they might be concentrating onbe concentrating on
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
CULTURAL SENSITIVITYCULTURAL SENSITIVITY
bull The ability to be open to learning The ability to be open to learning about and accepting of different about and accepting of different cultural groupscultural groups
bullldquoIf we are aware of our biases we can correct themmdashas when driving a car that drifts to the right we steer left to go where we intend
-- Mahzarin Banaji
US US Department of Health and Human Services OPHSDepartment of Health and Human Services OPHSNational Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care March 2001
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
ldquoBy 2050 the US population is expected to increase by 50 and minority groups will make up nearly half of the populationhellip The population of older Americans is expected to more than double One-quarter of all Americans will be of Hispanic originhellip More women and people with disabilities will be on the jobrdquo
US Department of Labor Futurework Trends and Challenges
for Work in the 21st Century Washington DD (Labor Day 1999)
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
ldquoTreat others as they want to be treatedrdquo
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Individualrsquos Path to Cultural Individualrsquos Path to Cultural CompetencyCompetency
Learning is like a journey in that it is a path that we follow to enlightenment A model developed by David Hoopes gives us a model to cultural competency His outline illustrates the development of cultural competency in every one of us Competency implies having the capacity to function effectively It will be interesting to see where we as individual fit into this continuum
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
PATH OF INTERCULTURAL PATH OF INTERCULTURAL LEARNINGLEARNING
Multiculturation
Selective Adoption
AppreciationValuing
AcceptanceRespect
UnderstandingAwareness
Ethnocentricity
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Individualrsquos Path to Cultural Competency
Ethnocentricity ndash This is a state of relying on our own and only our own paradigms based on our cultural heritage We view the world through narrow filters and we will only accept information that fits our paradigms We resist andor discard others
Awareness ndash This is the point at which we begin to realize that there are things that exist which fall outside the realm of our cultural paradigms
Understanding- This is the point at which we are not only aware that there are things that fall outside our cultural paradigms but we see the reason for their existence
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Individualrsquos Path to Cultural Competency
AcceptanceRespect - This is when we begin allowing those from other cultures to just be who they are and that it is OKAY for things to not always fit into our paradigms
AppreciationValue- This is the point where we begin seeing the worth in the things that fall outside our own cultural paradigms
Selective Adoption - This is the point at which we begin using things that were initially outside our own cultural paradigms
Multiculturation- This is when we have begun integrating our lives with our experiences from a variety of cultural experiences
Hoopes David 1979 ldquoIntercultural Communication Concepts and the Psychology of Intercultural Experiencerdquo in Margaret Pusch ed Multicultural Education A Cross-Cultural Training Approach Yarmouth ME Intercultural Press
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
ldquoldquoCultural JeopardyrdquoCultural Jeopardyrdquo
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
How to playHow to play
bull A definition will be presented and you A definition will be presented and you must determine the appropriate word must determine the appropriate word
from the listfrom the list
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be open to learning
about and accepting of
different cultural groups
Cultural Sensitivity
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial differences produce
an inherent superiority of a particular race
Racism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of characteristics that
is applied to all members of a cultural group
Stereotype
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in negative stereotypes
about onersquos group that results in an attempt to fulfill those stereotypes
and a projection of those stereotypes onto other members of that group
Internalized oppression
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the inherent superiority
of one pattern of loving over all and thereby the right to
dominance
Heterosexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a difference in
treatment on a basis other than
individual character
Discrimination
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and acknowledgement that society is pluralistic In
addition to the dominant cultural there exists many
other cultures based around ethnicity sexual orientation geography religion gender
and class
Multiculturalism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude opinion or feeling formed without
adequate prior knowledge thought
or reason
Prejudice
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the inherent superiority of one sex (gender) over the other and thereby the right to
dominance
Sexism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned beliefs traditions
principles and guides for behavior that are
shared among members of a
particular group
Culture
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by the standards of onersquos own
and beyond that to see onersquos own standards as the true universal and the other culture in a negative way
Ethnocentrism
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept it defines groups of people
based on a set of genetically transmitted
characteristics
race
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong sense of identity with a particular
religious racial or national group
Ethnicity
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
Civilizations should be measured by the degree of diversity attained and the degree of unity retained
mdash WH Auden English poet (1907-1973)
- Each person is representative of a mixture of ldquocultures and experiencesrdquohellip
- PowerPoint Presentation
- Slide 4
- Views Are Like Icebergs
- Labels Help us to Identify
- What Exactly is Diversity
- Slide 8
- Elements of Diversity
- Primary amp Secondary Dimensions of Diversity
- Slide 11
- If we could shrink the earths population to a village of precisely 100 people with all the existing human ratios remaining the same it would look like this There would be
- Slide 13
- Slide 14
- Labeling = Stereotype Prejudice amp Discrimination
- Primary Characteristics Qualities We Are Born With
- Secondary Characteristics
- Prejudice Stereotype amp Discrimination
- Prejudice Stereotype amp Discrimination
- Reducing Prejudice Stereotypes amp Discrimination
- Self-Fulfilling Prophecies
- Two Types of SFPs
- Slide 23
- Self-Fulfilling Prophecies and Stereotypes
- Danger of First Impressions
- Slide 26
- Forming Perceptions
- Forming Perceptions (conrsquot)
- Slide 29
- Exclusion Brings
- Being Accepted Stimulates
- Slide 32
- Keys to Working Well w Others
- How can FGPrsquos respond to differences in the classroom
- Slide 35
- Cultural Competence requires that educators
- From One End to the Other
- For examplehellip
- And another examplehellip
- helliptalent comes in all shapes and sizeshellip
- hellip and it also comes in all different containers
- Not only canrsquot we judge a book by its cover we must recognize that some books have had their covers torn off some are written in a foreign language and some might contain ideas with which we donrsquot agree Recognize accommodate and value ALL of your students for what they represent and what they have to offer Be positive and proactive in this endeavor
- Diffusion of Responsibility
- Slide 44
- Slide 45
- PARADIGMS
- PARADIGM SHIFT
- CULTURAL SENSITIVITY
- Slide 49
- Slide 50
- Slide 52
- Slide 53
- Slide 54
- Slide 55
- How to play
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 64
- Slide 65
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
-
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