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 peoplebull 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 very Just as 90 of an iceberg is out of sight very

little can be determined about a person 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 differencesAttracting people of all backgroundsRecognizing how attitudes affect us allCreating an environment where all can succeedActing to promote diversity

Elements of DiversityElements of Diversitybull AgeAgebull GenderGenderbull EthnicityEthnicitybull RaceRacebull Physical AbilityPhysical Abilitybull Sexual OrientationSexual Orientationbull Physical Physical

CharacteristicsCharacteristics

bull IncomeIncomebull EducationEducationbull Marital StatusMarital Statusbull Religious BeliefsReligious Beliefsbull Geographic LocationGeographic Locationbull 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 Wrongsndash1970s affirmative action created ldquous versus themrdquo

Value DifferencesndashYear 2000 and beyond diversity is an asset

PREJUDICEPREJUDICE

STEREOTYPESTEREOTYPE

DISCRIMINATIONDISCRIMINATION

Generalized Generalized attitudeattitude towards members towards members of a groupof a group

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 of about members of a groupa 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 Genderbull 1048708 Eye Colorbull 1048708 Hair Colorbull 1048708 Racebull 1048708 Birth Defects

Secondary Characteristicsbull Religionbull Educational Levelbull Parental Statusbull Geographic

Locationbull Socioeconomic

Statusbull 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 learnedbull 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 Propheciesbull 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 way Target responds to the treatment in such a way as to confirm the originally false beliefas to confirm the originally false belief

Two Types of SFPsTwo Types of SFPsbull 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 propheciescan 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 Perceptionsbull 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 that

ndash All people All people like us on the surfacelike us on the surface are are similarsimilar in all other ways in all other ways

ndash 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 Bringsbull Less interest in performing to full Less interest in performing to full

capacitycapacitybull Cultural life and traditions seem Cultural life and traditions seem

distinctdistinctbull Over sensitivityOver sensitivity

Being Accepted StimulatesBeing Accepted Stimulates

bullPositive feelingsPositive feelingsbullA 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 OthersOthersbullCommunicating openlyCommunicating openlybullListeningListeningbullEstablishing respect and Establishing respect and

understandingunderstandingbullDiscussing 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 challengebull 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 samebull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before

I encounter it firsthandI encounter it firsthandbull 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 peoplebull 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 very Just as 90 of an iceberg is out of sight very

little can be determined about a person 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 differencesAttracting people of all backgroundsRecognizing how attitudes affect us allCreating an environment where all can succeedActing to promote diversity

Elements of DiversityElements of Diversitybull AgeAgebull GenderGenderbull EthnicityEthnicitybull RaceRacebull Physical AbilityPhysical Abilitybull Sexual OrientationSexual Orientationbull Physical Physical

CharacteristicsCharacteristics

bull IncomeIncomebull EducationEducationbull Marital StatusMarital Statusbull Religious BeliefsReligious Beliefsbull Geographic LocationGeographic Locationbull 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 Wrongsndash1970s affirmative action created ldquous versus themrdquo

Value DifferencesndashYear 2000 and beyond diversity is an asset

PREJUDICEPREJUDICE

STEREOTYPESTEREOTYPE

DISCRIMINATIONDISCRIMINATION

Generalized Generalized attitudeattitude towards members towards members of a groupof a group

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 of about members of a groupa 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 Genderbull 1048708 Eye Colorbull 1048708 Hair Colorbull 1048708 Racebull 1048708 Birth Defects

Secondary Characteristicsbull Religionbull Educational Levelbull Parental Statusbull Geographic

Locationbull Socioeconomic

Statusbull 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 learnedbull 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 Propheciesbull 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 way Target responds to the treatment in such a way as to confirm the originally false beliefas to confirm the originally false belief

Two Types of SFPsTwo Types of SFPsbull 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 propheciescan 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 Perceptionsbull 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 that

ndash All people All people like us on the surfacelike us on the surface are are similarsimilar in all other ways in all other ways

ndash 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 Bringsbull Less interest in performing to full Less interest in performing to full

capacitycapacitybull Cultural life and traditions seem Cultural life and traditions seem

distinctdistinctbull Over sensitivityOver sensitivity

Being Accepted StimulatesBeing Accepted Stimulates

bullPositive feelingsPositive feelingsbullA 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 OthersOthersbullCommunicating openlyCommunicating openlybullListeningListeningbullEstablishing respect and Establishing respect and

understandingunderstandingbullDiscussing 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 challengebull 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 samebull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before

I encounter it firsthandI encounter it firsthandbull 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 peoplebull 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 very Just as 90 of an iceberg is out of sight very

little can be determined about a person 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 differencesAttracting people of all backgroundsRecognizing how attitudes affect us allCreating an environment where all can succeedActing to promote diversity

Elements of DiversityElements of Diversitybull AgeAgebull GenderGenderbull EthnicityEthnicitybull RaceRacebull Physical AbilityPhysical Abilitybull Sexual OrientationSexual Orientationbull Physical Physical

CharacteristicsCharacteristics

bull IncomeIncomebull EducationEducationbull Marital StatusMarital Statusbull Religious BeliefsReligious Beliefsbull Geographic LocationGeographic Locationbull 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 Wrongsndash1970s affirmative action created ldquous versus themrdquo

Value DifferencesndashYear 2000 and beyond diversity is an asset

PREJUDICEPREJUDICE

STEREOTYPESTEREOTYPE

DISCRIMINATIONDISCRIMINATION

Generalized Generalized attitudeattitude towards members towards members of a groupof a group

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 of about members of a groupa 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 Genderbull 1048708 Eye Colorbull 1048708 Hair Colorbull 1048708 Racebull 1048708 Birth Defects

Secondary Characteristicsbull Religionbull Educational Levelbull Parental Statusbull Geographic

Locationbull Socioeconomic

Statusbull 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 learnedbull 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 Propheciesbull 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 way Target responds to the treatment in such a way as to confirm the originally false beliefas to confirm the originally false belief

Two Types of SFPsTwo Types of SFPsbull 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 propheciescan 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 Perceptionsbull 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 that

ndash All people All people like us on the surfacelike us on the surface are are similarsimilar in all other ways in all other ways

ndash 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 Bringsbull Less interest in performing to full Less interest in performing to full

capacitycapacitybull Cultural life and traditions seem Cultural life and traditions seem

distinctdistinctbull Over sensitivityOver sensitivity

Being Accepted StimulatesBeing Accepted Stimulates

bullPositive feelingsPositive feelingsbullA 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 OthersOthersbullCommunicating openlyCommunicating openlybullListeningListeningbullEstablishing respect and Establishing respect and

understandingunderstandingbullDiscussing 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 challengebull 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 samebull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before

I encounter it firsthandI encounter it firsthandbull 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 peoplebull 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 very Just as 90 of an iceberg is out of sight very

little can be determined about a person 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 differencesAttracting people of all backgroundsRecognizing how attitudes affect us allCreating an environment where all can succeedActing to promote diversity

Elements of DiversityElements of Diversitybull AgeAgebull GenderGenderbull EthnicityEthnicitybull RaceRacebull Physical AbilityPhysical Abilitybull Sexual OrientationSexual Orientationbull Physical Physical

CharacteristicsCharacteristics

bull IncomeIncomebull EducationEducationbull Marital StatusMarital Statusbull Religious BeliefsReligious Beliefsbull Geographic LocationGeographic Locationbull 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 Wrongsndash1970s affirmative action created ldquous versus themrdquo

Value DifferencesndashYear 2000 and beyond diversity is an asset

PREJUDICEPREJUDICE

STEREOTYPESTEREOTYPE

DISCRIMINATIONDISCRIMINATION

Generalized Generalized attitudeattitude towards members towards members of a groupof a group

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 of about members of a groupa 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 Genderbull 1048708 Eye Colorbull 1048708 Hair Colorbull 1048708 Racebull 1048708 Birth Defects

Secondary Characteristicsbull Religionbull Educational Levelbull Parental Statusbull Geographic

Locationbull Socioeconomic

Statusbull 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 learnedbull 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 Propheciesbull 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 way Target responds to the treatment in such a way as to confirm the originally false beliefas to confirm the originally false belief

Two Types of SFPsTwo Types of SFPsbull 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 propheciescan 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 Perceptionsbull 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 that

ndash All people All people like us on the surfacelike us on the surface are are similarsimilar in all other ways in all other ways

ndash 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 Bringsbull Less interest in performing to full Less interest in performing to full

capacitycapacitybull Cultural life and traditions seem Cultural life and traditions seem

distinctdistinctbull Over sensitivityOver sensitivity

Being Accepted StimulatesBeing Accepted Stimulates

bullPositive feelingsPositive feelingsbullA 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 OthersOthersbullCommunicating openlyCommunicating openlybullListeningListeningbullEstablishing respect and Establishing respect and

understandingunderstandingbullDiscussing 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 challengebull 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 samebull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before

I encounter it firsthandI encounter it firsthandbull 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 very Just as 90 of an iceberg is out of sight very

little can be determined about a person 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 differencesAttracting people of all backgroundsRecognizing how attitudes affect us allCreating an environment where all can succeedActing to promote diversity

Elements of DiversityElements of Diversitybull AgeAgebull GenderGenderbull EthnicityEthnicitybull RaceRacebull Physical AbilityPhysical Abilitybull Sexual OrientationSexual Orientationbull Physical Physical

CharacteristicsCharacteristics

bull IncomeIncomebull EducationEducationbull Marital StatusMarital Statusbull Religious BeliefsReligious Beliefsbull Geographic LocationGeographic Locationbull 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 Wrongsndash1970s affirmative action created ldquous versus themrdquo

Value DifferencesndashYear 2000 and beyond diversity is an asset

PREJUDICEPREJUDICE

STEREOTYPESTEREOTYPE

DISCRIMINATIONDISCRIMINATION

Generalized Generalized attitudeattitude towards members towards members of a groupof a group

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 of about members of a groupa 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 Genderbull 1048708 Eye Colorbull 1048708 Hair Colorbull 1048708 Racebull 1048708 Birth Defects

Secondary Characteristicsbull Religionbull Educational Levelbull Parental Statusbull Geographic

Locationbull Socioeconomic

Statusbull 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 learnedbull 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 Propheciesbull 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 way Target responds to the treatment in such a way as to confirm the originally false beliefas to confirm the originally false belief

Two Types of SFPsTwo Types of SFPsbull 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 propheciescan 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 Perceptionsbull 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 that

ndash All people All people like us on the surfacelike us on the surface are are similarsimilar in all other ways in all other ways

ndash 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 Bringsbull Less interest in performing to full Less interest in performing to full

capacitycapacitybull Cultural life and traditions seem Cultural life and traditions seem

distinctdistinctbull Over sensitivityOver sensitivity

Being Accepted StimulatesBeing Accepted Stimulates

bullPositive feelingsPositive feelingsbullA 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 OthersOthersbullCommunicating openlyCommunicating openlybullListeningListeningbullEstablishing respect and Establishing respect and

understandingunderstandingbullDiscussing 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 challengebull 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 samebull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before

I encounter it firsthandI encounter it firsthandbull 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 differencesAttracting people of all backgroundsRecognizing how attitudes affect us allCreating an environment where all can succeedActing to promote diversity

Elements of DiversityElements of Diversitybull AgeAgebull GenderGenderbull EthnicityEthnicitybull RaceRacebull Physical AbilityPhysical Abilitybull Sexual OrientationSexual Orientationbull Physical Physical

CharacteristicsCharacteristics

bull IncomeIncomebull EducationEducationbull Marital StatusMarital Statusbull Religious BeliefsReligious Beliefsbull Geographic LocationGeographic Locationbull 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 Wrongsndash1970s affirmative action created ldquous versus themrdquo

Value DifferencesndashYear 2000 and beyond diversity is an asset

PREJUDICEPREJUDICE

STEREOTYPESTEREOTYPE

DISCRIMINATIONDISCRIMINATION

Generalized Generalized attitudeattitude towards members towards members of a groupof a group

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 of about members of a groupa 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 Genderbull 1048708 Eye Colorbull 1048708 Hair Colorbull 1048708 Racebull 1048708 Birth Defects

Secondary Characteristicsbull Religionbull Educational Levelbull Parental Statusbull Geographic

Locationbull Socioeconomic

Statusbull 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 learnedbull 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 Propheciesbull 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 way Target responds to the treatment in such a way as to confirm the originally false beliefas to confirm the originally false belief

Two Types of SFPsTwo Types of SFPsbull 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 propheciescan 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 Perceptionsbull 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 that

ndash All people All people like us on the surfacelike us on the surface are are similarsimilar in all other ways in all other ways

ndash 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 Bringsbull Less interest in performing to full Less interest in performing to full

capacitycapacitybull Cultural life and traditions seem Cultural life and traditions seem

distinctdistinctbull Over sensitivityOver sensitivity

Being Accepted StimulatesBeing Accepted Stimulates

bullPositive feelingsPositive feelingsbullA 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 OthersOthersbullCommunicating openlyCommunicating openlybullListeningListeningbullEstablishing respect and Establishing respect and

understandingunderstandingbullDiscussing 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 challengebull 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 samebull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before

I encounter it firsthandI encounter it firsthandbull 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 differencesAttracting people of all backgroundsRecognizing how attitudes affect us allCreating an environment where all can succeedActing to promote diversity

Elements of DiversityElements of Diversitybull AgeAgebull GenderGenderbull EthnicityEthnicitybull RaceRacebull Physical AbilityPhysical Abilitybull Sexual OrientationSexual Orientationbull Physical Physical

CharacteristicsCharacteristics

bull IncomeIncomebull EducationEducationbull Marital StatusMarital Statusbull Religious BeliefsReligious Beliefsbull Geographic LocationGeographic Locationbull 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 Wrongsndash1970s affirmative action created ldquous versus themrdquo

Value DifferencesndashYear 2000 and beyond diversity is an asset

PREJUDICEPREJUDICE

STEREOTYPESTEREOTYPE

DISCRIMINATIONDISCRIMINATION

Generalized Generalized attitudeattitude towards members towards members of a groupof a group

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 of about members of a groupa 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 Genderbull 1048708 Eye Colorbull 1048708 Hair Colorbull 1048708 Racebull 1048708 Birth Defects

Secondary Characteristicsbull Religionbull Educational Levelbull Parental Statusbull Geographic

Locationbull Socioeconomic

Statusbull 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 learnedbull 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 Propheciesbull 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 way Target responds to the treatment in such a way as to confirm the originally false beliefas to confirm the originally false belief

Two Types of SFPsTwo Types of SFPsbull 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 propheciescan 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 Perceptionsbull 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 that

ndash All people All people like us on the surfacelike us on the surface are are similarsimilar in all other ways in all other ways

ndash 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 Bringsbull Less interest in performing to full Less interest in performing to full

capacitycapacitybull Cultural life and traditions seem Cultural life and traditions seem

distinctdistinctbull Over sensitivityOver sensitivity

Being Accepted StimulatesBeing Accepted Stimulates

bullPositive feelingsPositive feelingsbullA 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 OthersOthersbullCommunicating openlyCommunicating openlybullListeningListeningbullEstablishing respect and Establishing respect and

understandingunderstandingbullDiscussing 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 challengebull 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 samebull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before

I encounter it firsthandI encounter it firsthandbull 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 differencesAttracting people of all backgroundsRecognizing how attitudes affect us allCreating an environment where all can succeedActing to promote diversity

Elements of DiversityElements of Diversitybull AgeAgebull GenderGenderbull EthnicityEthnicitybull RaceRacebull Physical AbilityPhysical Abilitybull Sexual OrientationSexual Orientationbull Physical Physical

CharacteristicsCharacteristics

bull IncomeIncomebull EducationEducationbull Marital StatusMarital Statusbull Religious BeliefsReligious Beliefsbull Geographic LocationGeographic Locationbull 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 Wrongsndash1970s affirmative action created ldquous versus themrdquo

Value DifferencesndashYear 2000 and beyond diversity is an asset

PREJUDICEPREJUDICE

STEREOTYPESTEREOTYPE

DISCRIMINATIONDISCRIMINATION

Generalized Generalized attitudeattitude towards members towards members of a groupof a group

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 of about members of a groupa 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 Genderbull 1048708 Eye Colorbull 1048708 Hair Colorbull 1048708 Racebull 1048708 Birth Defects

Secondary Characteristicsbull Religionbull Educational Levelbull Parental Statusbull Geographic

Locationbull Socioeconomic

Statusbull 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 learnedbull 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 Propheciesbull 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 way Target responds to the treatment in such a way as to confirm the originally false beliefas to confirm the originally false belief

Two Types of SFPsTwo Types of SFPsbull 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 propheciescan 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 Perceptionsbull 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 that

ndash All people All people like us on the surfacelike us on the surface are are similarsimilar in all other ways in all other ways

ndash 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 Bringsbull Less interest in performing to full Less interest in performing to full

capacitycapacitybull Cultural life and traditions seem Cultural life and traditions seem

distinctdistinctbull Over sensitivityOver sensitivity

Being Accepted StimulatesBeing Accepted Stimulates

bullPositive feelingsPositive feelingsbullA 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 OthersOthersbullCommunicating openlyCommunicating openlybullListeningListeningbullEstablishing respect and Establishing respect and

understandingunderstandingbullDiscussing 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 challengebull 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 samebull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before

I encounter it firsthandI encounter it firsthandbull 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 Diversitybull AgeAgebull GenderGenderbull EthnicityEthnicitybull RaceRacebull Physical AbilityPhysical Abilitybull Sexual OrientationSexual Orientationbull Physical Physical

CharacteristicsCharacteristics

bull IncomeIncomebull EducationEducationbull Marital StatusMarital Statusbull Religious BeliefsReligious Beliefsbull Geographic LocationGeographic Locationbull 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 Wrongsndash1970s affirmative action created ldquous versus themrdquo

Value DifferencesndashYear 2000 and beyond diversity is an asset

PREJUDICEPREJUDICE

STEREOTYPESTEREOTYPE

DISCRIMINATIONDISCRIMINATION

Generalized Generalized attitudeattitude towards members towards members of a groupof a group

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 of about members of a groupa 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 Genderbull 1048708 Eye Colorbull 1048708 Hair Colorbull 1048708 Racebull 1048708 Birth Defects

Secondary Characteristicsbull Religionbull Educational Levelbull Parental Statusbull Geographic

Locationbull Socioeconomic

Statusbull 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 learnedbull 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 Propheciesbull 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 way Target responds to the treatment in such a way as to confirm the originally false beliefas to confirm the originally false belief

Two Types of SFPsTwo Types of SFPsbull 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 propheciescan 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 Perceptionsbull 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 that

ndash All people All people like us on the surfacelike us on the surface are are similarsimilar in all other ways in all other ways

ndash 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 Bringsbull Less interest in performing to full Less interest in performing to full

capacitycapacitybull Cultural life and traditions seem Cultural life and traditions seem

distinctdistinctbull Over sensitivityOver sensitivity

Being Accepted StimulatesBeing Accepted Stimulates

bullPositive feelingsPositive feelingsbullA 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 OthersOthersbullCommunicating openlyCommunicating openlybullListeningListeningbullEstablishing respect and Establishing respect and

understandingunderstandingbullDiscussing 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 challengebull 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 samebull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before

I encounter it firsthandI encounter it firsthandbull 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 Wrongsndash1970s affirmative action created ldquous versus themrdquo

Value DifferencesndashYear 2000 and beyond diversity is an asset

PREJUDICEPREJUDICE

STEREOTYPESTEREOTYPE

DISCRIMINATIONDISCRIMINATION

Generalized Generalized attitudeattitude towards members towards members of a groupof a group

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 of about members of a groupa 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 Genderbull 1048708 Eye Colorbull 1048708 Hair Colorbull 1048708 Racebull 1048708 Birth Defects

Secondary Characteristicsbull Religionbull Educational Levelbull Parental Statusbull Geographic

Locationbull Socioeconomic

Statusbull 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 learnedbull 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 Propheciesbull 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 way Target responds to the treatment in such a way as to confirm the originally false beliefas to confirm the originally false belief

Two Types of SFPsTwo Types of SFPsbull 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 propheciescan 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 Perceptionsbull 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 that

ndash All people All people like us on the surfacelike us on the surface are are similarsimilar in all other ways in all other ways

ndash 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 Bringsbull Less interest in performing to full Less interest in performing to full

capacitycapacitybull Cultural life and traditions seem Cultural life and traditions seem

distinctdistinctbull Over sensitivityOver sensitivity

Being Accepted StimulatesBeing Accepted Stimulates

bullPositive feelingsPositive feelingsbullA 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 OthersOthersbullCommunicating openlyCommunicating openlybullListeningListeningbullEstablishing respect and Establishing respect and

understandingunderstandingbullDiscussing 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 challengebull 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 samebull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before

I encounter it firsthandI encounter it firsthandbull 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 Wrongsndash1970s affirmative action created ldquous versus themrdquo

Value DifferencesndashYear 2000 and beyond diversity is an asset

PREJUDICEPREJUDICE

STEREOTYPESTEREOTYPE

DISCRIMINATIONDISCRIMINATION

Generalized Generalized attitudeattitude towards members towards members of a groupof a group

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 of about members of a groupa 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 Genderbull 1048708 Eye Colorbull 1048708 Hair Colorbull 1048708 Racebull 1048708 Birth Defects

Secondary Characteristicsbull Religionbull Educational Levelbull Parental Statusbull Geographic

Locationbull Socioeconomic

Statusbull 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 learnedbull 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 Propheciesbull 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 way Target responds to the treatment in such a way as to confirm the originally false beliefas to confirm the originally false belief

Two Types of SFPsTwo Types of SFPsbull 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 propheciescan 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 Perceptionsbull 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 that

ndash All people All people like us on the surfacelike us on the surface are are similarsimilar in all other ways in all other ways

ndash 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 Bringsbull Less interest in performing to full Less interest in performing to full

capacitycapacitybull Cultural life and traditions seem Cultural life and traditions seem

distinctdistinctbull Over sensitivityOver sensitivity

Being Accepted StimulatesBeing Accepted Stimulates

bullPositive feelingsPositive feelingsbullA 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 OthersOthersbullCommunicating openlyCommunicating openlybullListeningListeningbullEstablishing respect and Establishing respect and

understandingunderstandingbullDiscussing 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 challengebull 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 samebull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before

I encounter it firsthandI encounter it firsthandbull 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 Wrongsndash1970s affirmative action created ldquous versus themrdquo

Value DifferencesndashYear 2000 and beyond diversity is an asset

PREJUDICEPREJUDICE

STEREOTYPESTEREOTYPE

DISCRIMINATIONDISCRIMINATION

Generalized Generalized attitudeattitude towards members towards members of a groupof a group

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 of about members of a groupa 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 Genderbull 1048708 Eye Colorbull 1048708 Hair Colorbull 1048708 Racebull 1048708 Birth Defects

Secondary Characteristicsbull Religionbull Educational Levelbull Parental Statusbull Geographic

Locationbull Socioeconomic

Statusbull 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 learnedbull 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 Propheciesbull 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 way Target responds to the treatment in such a way as to confirm the originally false beliefas to confirm the originally false belief

Two Types of SFPsTwo Types of SFPsbull 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 propheciescan 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 Perceptionsbull 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 that

ndash All people All people like us on the surfacelike us on the surface are are similarsimilar in all other ways in all other ways

ndash 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 Bringsbull Less interest in performing to full Less interest in performing to full

capacitycapacitybull Cultural life and traditions seem Cultural life and traditions seem

distinctdistinctbull Over sensitivityOver sensitivity

Being Accepted StimulatesBeing Accepted Stimulates

bullPositive feelingsPositive feelingsbullA 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 OthersOthersbullCommunicating openlyCommunicating openlybullListeningListeningbullEstablishing respect and Establishing respect and

understandingunderstandingbullDiscussing 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 challengebull 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 samebull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before

I encounter it firsthandI encounter it firsthandbull 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 Wrongsndash1970s affirmative action created ldquous versus themrdquo

Value DifferencesndashYear 2000 and beyond diversity is an asset

PREJUDICEPREJUDICE

STEREOTYPESTEREOTYPE

DISCRIMINATIONDISCRIMINATION

Generalized Generalized attitudeattitude towards members towards members of a groupof a group

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 of about members of a groupa 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 Genderbull 1048708 Eye Colorbull 1048708 Hair Colorbull 1048708 Racebull 1048708 Birth Defects

Secondary Characteristicsbull Religionbull Educational Levelbull Parental Statusbull Geographic

Locationbull Socioeconomic

Statusbull 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 learnedbull 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 Propheciesbull 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 way Target responds to the treatment in such a way as to confirm the originally false beliefas to confirm the originally false belief

Two Types of SFPsTwo Types of SFPsbull 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 propheciescan 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 Perceptionsbull 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 that

ndash All people All people like us on the surfacelike us on the surface are are similarsimilar in all other ways in all other ways

ndash 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 Bringsbull Less interest in performing to full Less interest in performing to full

capacitycapacitybull Cultural life and traditions seem Cultural life and traditions seem

distinctdistinctbull Over sensitivityOver sensitivity

Being Accepted StimulatesBeing Accepted Stimulates

bullPositive feelingsPositive feelingsbullA 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 OthersOthersbullCommunicating openlyCommunicating openlybullListeningListeningbullEstablishing respect and Establishing respect and

understandingunderstandingbullDiscussing 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 challengebull 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 samebull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before

I encounter it firsthandI encounter it firsthandbull 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 members towards members of a groupof a group

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 of about members of a groupa 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 Genderbull 1048708 Eye Colorbull 1048708 Hair Colorbull 1048708 Racebull 1048708 Birth Defects

Secondary Characteristicsbull Religionbull Educational Levelbull Parental Statusbull Geographic

Locationbull Socioeconomic

Statusbull 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 learnedbull 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 Propheciesbull 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 way Target responds to the treatment in such a way as to confirm the originally false beliefas to confirm the originally false belief

Two Types of SFPsTwo Types of SFPsbull 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 propheciescan 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 Perceptionsbull 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 that

ndash All people All people like us on the surfacelike us on the surface are are similarsimilar in all other ways in all other ways

ndash 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 Bringsbull Less interest in performing to full Less interest in performing to full

capacitycapacitybull Cultural life and traditions seem Cultural life and traditions seem

distinctdistinctbull Over sensitivityOver sensitivity

Being Accepted StimulatesBeing Accepted Stimulates

bullPositive feelingsPositive feelingsbullA 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 OthersOthersbullCommunicating openlyCommunicating openlybullListeningListeningbullEstablishing respect and Establishing respect and

understandingunderstandingbullDiscussing 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 challengebull 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 samebull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before

I encounter it firsthandI encounter it firsthandbull 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 Genderbull 1048708 Eye Colorbull 1048708 Hair Colorbull 1048708 Racebull 1048708 Birth Defects

Secondary Characteristicsbull Religionbull Educational Levelbull Parental Statusbull Geographic

Locationbull Socioeconomic

Statusbull 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 learnedbull 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 Propheciesbull 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 way Target responds to the treatment in such a way as to confirm the originally false beliefas to confirm the originally false belief

Two Types of SFPsTwo Types of SFPsbull 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 propheciescan 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 Perceptionsbull 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 that

ndash All people All people like us on the surfacelike us on the surface are are similarsimilar in all other ways in all other ways

ndash 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 Bringsbull Less interest in performing to full Less interest in performing to full

capacitycapacitybull Cultural life and traditions seem Cultural life and traditions seem

distinctdistinctbull Over sensitivityOver sensitivity

Being Accepted StimulatesBeing Accepted Stimulates

bullPositive feelingsPositive feelingsbullA 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 OthersOthersbullCommunicating openlyCommunicating openlybullListeningListeningbullEstablishing respect and Establishing respect and

understandingunderstandingbullDiscussing 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 challengebull 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 samebull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before

I encounter it firsthandI encounter it firsthandbull 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 Genderbull 1048708 Eye Colorbull 1048708 Hair Colorbull 1048708 Racebull 1048708 Birth Defects

Secondary Characteristicsbull Religionbull Educational Levelbull Parental Statusbull Geographic

Locationbull Socioeconomic

Statusbull 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 learnedbull 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 Propheciesbull 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 way Target responds to the treatment in such a way as to confirm the originally false beliefas to confirm the originally false belief

Two Types of SFPsTwo Types of SFPsbull 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 propheciescan 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 Perceptionsbull 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 that

ndash All people All people like us on the surfacelike us on the surface are are similarsimilar in all other ways in all other ways

ndash 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 Bringsbull Less interest in performing to full Less interest in performing to full

capacitycapacitybull Cultural life and traditions seem Cultural life and traditions seem

distinctdistinctbull Over sensitivityOver sensitivity

Being Accepted StimulatesBeing Accepted Stimulates

bullPositive feelingsPositive feelingsbullA 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 OthersOthersbullCommunicating openlyCommunicating openlybullListeningListeningbullEstablishing respect and Establishing respect and

understandingunderstandingbullDiscussing 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 challengebull 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 samebull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before

I encounter it firsthandI encounter it firsthandbull 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 Characteristicsbull Religionbull Educational Levelbull Parental Statusbull Geographic

Locationbull Socioeconomic

Statusbull 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 learnedbull 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 Propheciesbull 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 way Target responds to the treatment in such a way as to confirm the originally false beliefas to confirm the originally false belief

Two Types of SFPsTwo Types of SFPsbull 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 propheciescan 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 Perceptionsbull 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 that

ndash All people All people like us on the surfacelike us on the surface are are similarsimilar in all other ways in all other ways

ndash 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 Bringsbull Less interest in performing to full Less interest in performing to full

capacitycapacitybull Cultural life and traditions seem Cultural life and traditions seem

distinctdistinctbull Over sensitivityOver sensitivity

Being Accepted StimulatesBeing Accepted Stimulates

bullPositive feelingsPositive feelingsbullA 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 OthersOthersbullCommunicating openlyCommunicating openlybullListeningListeningbullEstablishing respect and Establishing respect and

understandingunderstandingbullDiscussing 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 challengebull 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 samebull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before

I encounter it firsthandI encounter it firsthandbull 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 learnedbull 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 Propheciesbull 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 way Target responds to the treatment in such a way as to confirm the originally false beliefas to confirm the originally false belief

Two Types of SFPsTwo Types of SFPsbull 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 propheciescan 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 Perceptionsbull 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 that

ndash All people All people like us on the surfacelike us on the surface are are similarsimilar in all other ways in all other ways

ndash 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 Bringsbull Less interest in performing to full Less interest in performing to full

capacitycapacitybull Cultural life and traditions seem Cultural life and traditions seem

distinctdistinctbull Over sensitivityOver sensitivity

Being Accepted StimulatesBeing Accepted Stimulates

bullPositive feelingsPositive feelingsbullA 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 OthersOthersbullCommunicating openlyCommunicating openlybullListeningListeningbullEstablishing respect and Establishing respect and

understandingunderstandingbullDiscussing 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 challengebull 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 samebull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before

I encounter it firsthandI encounter it firsthandbull 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 learnedbull 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 Propheciesbull 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 way Target responds to the treatment in such a way as to confirm the originally false beliefas to confirm the originally false belief

Two Types of SFPsTwo Types of SFPsbull 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 propheciescan 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 Perceptionsbull 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 that

ndash All people All people like us on the surfacelike us on the surface are are similarsimilar in all other ways in all other ways

ndash 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 Bringsbull Less interest in performing to full Less interest in performing to full

capacitycapacitybull Cultural life and traditions seem Cultural life and traditions seem

distinctdistinctbull Over sensitivityOver sensitivity

Being Accepted StimulatesBeing Accepted Stimulates

bullPositive feelingsPositive feelingsbullA 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 OthersOthersbullCommunicating openlyCommunicating openlybullListeningListeningbullEstablishing respect and Establishing respect and

understandingunderstandingbullDiscussing 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 challengebull 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 samebull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before

I encounter it firsthandI encounter it firsthandbull 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 Propheciesbull 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 way Target responds to the treatment in such a way as to confirm the originally false beliefas to confirm the originally false belief

Two Types of SFPsTwo Types of SFPsbull 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 propheciescan 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 Perceptionsbull 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 that

ndash All people All people like us on the surfacelike us on the surface are are similarsimilar in all other ways in all other ways

ndash 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 Bringsbull Less interest in performing to full Less interest in performing to full

capacitycapacitybull Cultural life and traditions seem Cultural life and traditions seem

distinctdistinctbull Over sensitivityOver sensitivity

Being Accepted StimulatesBeing Accepted Stimulates

bullPositive feelingsPositive feelingsbullA 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 OthersOthersbullCommunicating openlyCommunicating openlybullListeningListeningbullEstablishing respect and Establishing respect and

understandingunderstandingbullDiscussing 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 challengebull 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 samebull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before

I encounter it firsthandI encounter it firsthandbull 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 Propheciesbull 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 way Target responds to the treatment in such a way as to confirm the originally false beliefas to confirm the originally false belief

Two Types of SFPsTwo Types of SFPsbull 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 propheciescan 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 Perceptionsbull 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 that

ndash All people All people like us on the surfacelike us on the surface are are similarsimilar in all other ways in all other ways

ndash 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 Bringsbull Less interest in performing to full Less interest in performing to full

capacitycapacitybull Cultural life and traditions seem Cultural life and traditions seem

distinctdistinctbull Over sensitivityOver sensitivity

Being Accepted StimulatesBeing Accepted Stimulates

bullPositive feelingsPositive feelingsbullA 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 OthersOthersbullCommunicating openlyCommunicating openlybullListeningListeningbullEstablishing respect and Establishing respect and

understandingunderstandingbullDiscussing 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 challengebull 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 samebull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before

I encounter it firsthandI encounter it firsthandbull 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 SFPsbull 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 propheciescan 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 Perceptionsbull 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 that

ndash All people All people like us on the surfacelike us on the surface are are similarsimilar in all other ways in all other ways

ndash 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 Bringsbull Less interest in performing to full Less interest in performing to full

capacitycapacitybull Cultural life and traditions seem Cultural life and traditions seem

distinctdistinctbull Over sensitivityOver sensitivity

Being Accepted StimulatesBeing Accepted Stimulates

bullPositive feelingsPositive feelingsbullA 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 OthersOthersbullCommunicating openlyCommunicating openlybullListeningListeningbullEstablishing respect and Establishing respect and

understandingunderstandingbullDiscussing 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 challengebull 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 samebull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before

I encounter it firsthandI encounter it firsthandbull 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 propheciescan 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 Perceptionsbull 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 that

ndash All people All people like us on the surfacelike us on the surface are are similarsimilar in all other ways in all other ways

ndash 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 Bringsbull Less interest in performing to full Less interest in performing to full

capacitycapacitybull Cultural life and traditions seem Cultural life and traditions seem

distinctdistinctbull Over sensitivityOver sensitivity

Being Accepted StimulatesBeing Accepted Stimulates

bullPositive feelingsPositive feelingsbullA 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 OthersOthersbullCommunicating openlyCommunicating openlybullListeningListeningbullEstablishing respect and Establishing respect and

understandingunderstandingbullDiscussing 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 challengebull 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 samebull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before

I encounter it firsthandI encounter it firsthandbull 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 propheciescan 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 Perceptionsbull 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 that

ndash All people All people like us on the surfacelike us on the surface are are similarsimilar in all other ways in all other ways

ndash 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 Bringsbull Less interest in performing to full Less interest in performing to full

capacitycapacitybull Cultural life and traditions seem Cultural life and traditions seem

distinctdistinctbull Over sensitivityOver sensitivity

Being Accepted StimulatesBeing Accepted Stimulates

bullPositive feelingsPositive feelingsbullA 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 OthersOthersbullCommunicating openlyCommunicating openlybullListeningListeningbullEstablishing respect and Establishing respect and

understandingunderstandingbullDiscussing 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 challengebull 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 samebull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before

I encounter it firsthandI encounter it firsthandbull 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 Perceptionsbull 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 that

ndash All people All people like us on the surfacelike us on the surface are are similarsimilar in all other ways in all other ways

ndash 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 Bringsbull Less interest in performing to full Less interest in performing to full

capacitycapacitybull Cultural life and traditions seem Cultural life and traditions seem

distinctdistinctbull Over sensitivityOver sensitivity

Being Accepted StimulatesBeing Accepted Stimulates

bullPositive feelingsPositive feelingsbullA 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 OthersOthersbullCommunicating openlyCommunicating openlybullListeningListeningbullEstablishing respect and Establishing respect and

understandingunderstandingbullDiscussing 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 challengebull 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 samebull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before

I encounter it firsthandI encounter it firsthandbull 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 Perceptionsbull 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 that

ndash All people All people like us on the surfacelike us on the surface are are similarsimilar in all other ways in all other ways

ndash 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 Bringsbull Less interest in performing to full Less interest in performing to full

capacitycapacitybull Cultural life and traditions seem Cultural life and traditions seem

distinctdistinctbull Over sensitivityOver sensitivity

Being Accepted StimulatesBeing Accepted Stimulates

bullPositive feelingsPositive feelingsbullA 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 OthersOthersbullCommunicating openlyCommunicating openlybullListeningListeningbullEstablishing respect and Establishing respect and

understandingunderstandingbullDiscussing 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 challengebull 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 samebull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before

I encounter it firsthandI encounter it firsthandbull 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 Perceptionsbull 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 that

ndash All people All people like us on the surfacelike us on the surface are are similarsimilar in all other ways in all other ways

ndash 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 Bringsbull Less interest in performing to full Less interest in performing to full

capacitycapacitybull Cultural life and traditions seem Cultural life and traditions seem

distinctdistinctbull Over sensitivityOver sensitivity

Being Accepted StimulatesBeing Accepted Stimulates

bullPositive feelingsPositive feelingsbullA 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 OthersOthersbullCommunicating openlyCommunicating openlybullListeningListeningbullEstablishing respect and Establishing respect and

understandingunderstandingbullDiscussing 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 challengebull 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 samebull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before

I encounter it firsthandI encounter it firsthandbull 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 that

ndash All people All people like us on the surfacelike us on the surface are are similarsimilar in all other ways in all other ways

ndash 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 Bringsbull Less interest in performing to full Less interest in performing to full

capacitycapacitybull Cultural life and traditions seem Cultural life and traditions seem

distinctdistinctbull Over sensitivityOver sensitivity

Being Accepted StimulatesBeing Accepted Stimulates

bullPositive feelingsPositive feelingsbullA 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 OthersOthersbullCommunicating openlyCommunicating openlybullListeningListeningbullEstablishing respect and Establishing respect and

understandingunderstandingbullDiscussing 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 challengebull 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 samebull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before

I encounter it firsthandI encounter it firsthandbull 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 Bringsbull Less interest in performing to full Less interest in performing to full

capacitycapacitybull Cultural life and traditions seem Cultural life and traditions seem

distinctdistinctbull Over sensitivityOver sensitivity

Being Accepted StimulatesBeing Accepted Stimulates

bullPositive feelingsPositive feelingsbullA 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 OthersOthersbullCommunicating openlyCommunicating openlybullListeningListeningbullEstablishing respect and Establishing respect and

understandingunderstandingbullDiscussing 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 challengebull 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 samebull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before

I encounter it firsthandI encounter it firsthandbull 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 Bringsbull Less interest in performing to full Less interest in performing to full

capacitycapacitybull Cultural life and traditions seem Cultural life and traditions seem

distinctdistinctbull Over sensitivityOver sensitivity

Being Accepted StimulatesBeing Accepted Stimulates

bullPositive feelingsPositive feelingsbullA 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 OthersOthersbullCommunicating openlyCommunicating openlybullListeningListeningbullEstablishing respect and Establishing respect and

understandingunderstandingbullDiscussing 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 challengebull 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 samebull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before

I encounter it firsthandI encounter it firsthandbull 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 feelingsbullA 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 OthersOthersbullCommunicating openlyCommunicating openlybullListeningListeningbullEstablishing respect and Establishing respect and

understandingunderstandingbullDiscussing 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 challengebull 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 samebull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before

I encounter it firsthandI encounter it firsthandbull 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 OthersOthersbullCommunicating openlyCommunicating openlybullListeningListeningbullEstablishing respect and Establishing respect and

understandingunderstandingbullDiscussing 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 challengebull 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 samebull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before

I encounter it firsthandI encounter it firsthandbull 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 OthersOthersbullCommunicating openlyCommunicating openlybullListeningListeningbullEstablishing respect and Establishing respect and

understandingunderstandingbullDiscussing 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 challengebull 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 samebull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before

I encounter it firsthandI encounter it firsthandbull 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 challengebull 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 samebull Proactively ndash Proactively ndash I need to learn about this before I need to learn about this before

I encounter it firsthandI encounter it firsthandbull 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they to 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 Otherbull 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 be ndash challenges and limitations will be a factor in the classroom)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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 examplehellipResponding 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 students

to share their culturewith 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 etcrdquoldquoI will locate alternative

resources through the PTAor 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 SHIFTbull 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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 SENSITIVITYbull 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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)

• Diversity amp Sensitivity
• 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
• Individualrsquos Path to Cultural Competency
• 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