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Module 2 Unit 3 b: Population Awareness II DEED WorkForce Center Reception and Resource Area...
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Transcript of Module 2 Unit 3 b: Population Awareness II DEED WorkForce Center Reception and Resource Area...
Module 2Unit 3 b: Population
Awareness II
DEEDWorkForce CenterReception and Resource Area Certification Program
Unit Competency Statement and Learning Objectives Competency Statement:
Understand diversity competence and the various population dimensions at a basic level.
Learning Objective: Population Dimensions
Learning Objectives
1. Population Dimensions Diversity Defined and Valued Diversity Competence Population Dimensions Stereotyping
Discussion Point
1. Does the very categorization of people -- female, college student, African-American, or Texan – necessarily rob them of individuality?
Diversity Defined
Julie O’Mara states:
“Race, gender, age, language, physical characteristics, disability, sexual orientation, economic status, parental status, education, geographic origin, profession, lifestyle, religion, position in a company hierarchy, and any other difference.”
It’s means that people are different!
The Value of Embracing Diversity Global Market
Highly competitive International language
Growing diverse workforce Changing demographics: gays and lesbians,
elderly, people with disabilities and offenders Ethnic and social groups
Celebrate our differences Open and flexible to people different than ourselves
Strengthen human relationships
Valuing diversity goes the concept of understanding it, but actually embraces it.
Diversity Competence
As WorkForce Centers across the state serve various dimensions of the population, it is essential to develop competence in diversity to effectively serve people from various backgrounds.
Diversity competence is developed through a proactive and positive mindset toward diversity, it is developed overtime, and requires deliberate steps to obtain it: first identify people on a superficial level and then take the next step to understand them on a deeper level; from there a diversity repertoire begins to develop.
Population Dimensions Generations – Age
Perspectives, values, skills, needs
Ethnicity Race, culture, nationality Customs, beliefs, values
Mental/Physical abilities Accessibilities issues Limitations
Social Class Income and status
Education No high school diploma to
doctoral degrees
Gender Traditional/nontraditional
gender work Sexual orientation
Heterosexual, homosexualand transsexual
Religion Multi-faiths/religions
Veterans Different wars, sacrifice,
fighting, loss Family Structure
Parental make –up, Marital status, living arrangements
Criminal background
Resources Exercise
Older: Youth: Immigrants: Persons with a disability: Lower income: Upper income: No high school diploma: College bound/educated:
Homosexual/transsexual: Religion / faith based
organizations: Veterans: Home makers: Offenders:
Create a list and write down resources, if any, for each population dimension:
Stereotype Exercise
Describe your perceptions about the following people:
Police ___________ A person in a wheelchair ___________ Politian
___________ Farmer
___________ An African American male teenager
___________ White older male wearing raggedy jeans ___________
Primary and Secondary DimensionsPrimary Dimensions Age Race Ethnicity Gender Physical abilities/qualities Sexual orientation
Secondary Dimensions Work background Income Marital status Military experience Religious beliefs Geographic location Parental status Education
Both dimensions impact peoples’ opportunities. Primary dimensions are unchangeable – in most cases, however – whereas people have some
control over secondary dimensions.
Factors in which People are Assessed or Judged
Physical Characteristics Skin color/ethnicity Gender Age Physical/Mental limitations Appearance Eye contact
Social Characteristics Geographical location Occupation Income level Religion Education
People are assessed by their external factors before their individual characteristics.
Population DimensionsKey Points1. The definition of diversity in the broadest sense means
we are all different.2. Valuing diversity goes beyond the concept of
understanding it, but rather embraces it.3. To effectively serve people from various backgrounds,
developing a diversity competence is essential, which is developed overtime and requires deliberate steps: first identify people on a superficial level and then understand on them on a deeper level.
4. Both primary and secondary dimensions of people impact their opportunities.
Population DimensionsKey Points Continued5. People are assessed and judged by their external
factors – physical and social characteristics – before their individual characteristics.
Sources Julie O’Mara. Reproduced from “Diversity Activities and Training
Designs.” San Diego, Calf., Pfeiffer & Company, 1994. Mark A. King, Anthony Sims, & David Osher. “Defining Cultural
Competence.” Retrieved January 2010 from http://cecp.air.org/cultural/Q_integrated.htm#de
Sondra Thiederman. “Making Diversity Work: 7 Steps to Defeating Bias in the Workplace.” Kaplan Publishing, Second Edition, May 2008.
Patreese D. Ingram. “An Overview of Diversity Awareness.” 2001. Retrieved December 2009 from http://www.collegesuccess1.com/Documents/ui362.pdf
Tony Byers & Associates. “Experiencing the Power of Diversity.” The City of Minneapolis – Employee Conference, March 2006.