Navigating Ethnic Diversity: Navigating Ethnic Diversity: Ethnographic InterviewingEthnographic Interviewing

School Social Work Association of AmericaSchool Social Work Association of AmericaAnnual Program Meeting, St. Louis, MOAnnual Program Meeting, St. Louis, MO

April 8, 2010April 8, 2010

Christine Anlauf Sabatino, Ph. D., L.I.C.S.W., C-SSWChristine Anlauf Sabatino, Ph. D., L.I.C.S.W., C-SSWAssociate ProfessorAssociate Professor

Director, Center for the Advancement of Children, Youth, and FamiliesDirector, Center for the Advancement of Children, Youth, and FamiliesNational Catholic School of Social ServiceNational Catholic School of Social Service

The Catholic University of AmericaThe Catholic University of AmericaSabatino@cua.edu

202.319.5461202.319.5461

IntroductionIntroductionYour GoalsYour Goals

• What brings you to this What brings you to this presentation?presentation?

• What would you like to take away What would you like to take away from this presentation?from this presentation?

IntroductionIntroductionPreparatory ExercisePreparatory Exercise

• Think of an example from your own practice, Think of an example from your own practice, when cross cultural issues became a concern when cross cultural issues became a concern during an interview with a child or family, or during an interview with a child or family, or in a team meeting with staff members.in a team meeting with staff members.

• How did you prepare for this How did you prepare for this interview/meeting?interview/meeting?

• What types of questions worked & did not What types of questions worked & did not work?work?

• List some unfamiliar terms that were used.List some unfamiliar terms that were used.• How did you learn the meaning of these How did you learn the meaning of these

terms?terms?

PresentationPresentation

Background Background

U.S. Census Bureau statisticsU.S. Census Bureau statistics

Knowledge Building Knowledge Building

How is knowledge developed?How is knowledge developed?

(What is truth)? (What is truth)?

Skill Development Skill Development

Ethnographic interviewing techniquesEthnographic interviewing techniques

Discussion of Case ExamplesDiscussion of Case Examples

Successes and Lessons LearnedSuccesses and Lessons Learned

Background Background

• Increasing levels of immigration to Increasing levels of immigration to the U.S. have resulted in larger the U.S. have resulted in larger proportions of foreign-born persons proportions of foreign-born persons (6.2% in 1980 and 12.5% in 2006).(6.2% in 1980 and 12.5% in 2006).

• In 2006, of 53.4 million children 5 to In 2006, of 53.4 million children 5 to 17 years old, 10.9 million spoke a 17 years old, 10.9 million spoke a language other than English at home language other than English at home and 2.8 million spoke English less and 2.8 million spoke English less than “very well”.than “very well”.

• How many different languages were How many different languages were reported for children 5-17 years old?reported for children 5-17 years old?

– 229 languages/language groups 229 languages/language groups reportedreported

What are the main languages spoken What are the main languages spoken by school children 5-17 years old?by school children 5-17 years old?

SpanishSpanish

ChineseChinese

VietnameseVietnamese

FrenchFrench

KoreanKorean

ArabicArabic

GermanGerman

RussianRussian

French CreoleFrench Creole

TagalogTagalog

First Nation People or American First Nation People or American IndianIndian

– 400 tribal groups400 tribal groups– 250 distinct languages250 distinct languages

(Kominski, Shin, (Kominski, Shin, Marotz, 2008). Marotz, 2008).

How does this impact How does this impact school social work services?school social work services?

• We must prepare for multi-cultural We must prepare for multi-cultural school social work practice by school social work practice by developing self-awareness, knowledge, developing self-awareness, knowledge, and skills. and skills.

• We must become skilled interviewers We must become skilled interviewers who can navigate ethnic diversity and who can navigate ethnic diversity and demonstrate culturally sensitive demonstrate culturally sensitive practice.practice.

From Where From Where Does This Imperative Come?Does This Imperative Come?

Professional MandatesProfessional Mandates

• NASWNASW

- Cultural and Linguistic Competence in the - Cultural and Linguistic Competence in the Social Work ProfessionSocial Work Profession

- Standards for Cultural Competence in - Standards for Cultural Competence in Social work. Social work.

• CSWECSWE

Educational Policies and Accreditation Educational Policies and Accreditation StandardsStandards

• NIHNIH

Human Subject ResearchHuman Subject Research CertificationCertification

How Do We Build Knowledge?How Do We Build Knowledge?

• Knowledge building draws it Knowledge building draws it principles from many disciplines principles from many disciplines including science, philosophy, including science, philosophy, and psychology.and psychology.

• Consequently, there are Consequently, there are competing ideas about how competing ideas about how knowledge is developed.knowledge is developed.

Features Features

Ontology:Ontology:– What is the nature of reality?What is the nature of reality?– What is truth?What is truth?– How do things really work?How do things really work?

Epistemology:Epistemology:– What is the relationship between What is the relationship between

the investigator and the subject?the investigator and the subject?

Methodology:Methodology:– How does the investigator go about How does the investigator go about

discovering knowledge?discovering knowledge?

History History

Core knowledge has been derived from:Core knowledge has been derived from:

• Ideology: There is one truth that is derived Ideology: There is one truth that is derived from a from a particular viewpoint, such as particular viewpoint, such as Church Doctrine, Church Doctrine, and tries to facilitate and tries to facilitate transformation of knowledge.transformation of knowledge.

• Positivism & Post Positivism: There is one Positivism & Post Positivism: There is one truth truth that is derived from science that is derived from science through reason and through reason and logic. Knowledge exits logic. Knowledge exits ‘out there’ separate from ‘out there’ separate from ourselves and is ourselves and is driven by immutable natural laws driven by immutable natural laws and and mechanisms. P and PP aims to predict and mechanisms. P and PP aims to predict and

control natural phenomena.control natural phenomena.

History History

• Social Constructivism: There are many Social Constructivism: There are many truths truths derived from multiple social derived from multiple social interactions. The aim interactions. The aim is to develop is to develop consensus on a subject through consensus on a subject through dialogue.dialogue.

• Personal Experience: Truth is dependent for Personal Experience: Truth is dependent for its form its form and content by the person who and content by the person who holds it. It is local holds it. It is local and specific to the and specific to the individual and his/her individual and his/her narrative stories. narrative stories. It aims to help one understand It aims to help one understand the self and the self and

the world.the world.

Practice Dilemma Practice Dilemma

• U.S. Department of Education and State U.S. Department of Education and State School Systems operate within a positivist-School Systems operate within a positivist-like paradigm. They require standardized like paradigm. They require standardized curriculum and instruments to demonstrate curriculum and instruments to demonstrate cause and effect. It is assumed that cause and effect. It is assumed that confounding factors can be controlled and confounding factors can be controlled and do not effect outcomes. It is assumed that do not effect outcomes. It is assumed that test scores will reveal the ‘truth’ about a test scores will reveal the ‘truth’ about a student’s knowledge level.student’s knowledge level.

– AYPAYP– RTIRTI– IEPIEP

Practice Dilemma Practice Dilemma

• The historic role of school social workers The historic role of school social workers has been built on a social constructivist-like has been built on a social constructivist-like paradigm where we serve at the paradigm where we serve at the intersection of the home, school, and intersection of the home, school, and community that considers multiple community that considers multiple perspectives impacting school success and perspectives impacting school success and works toward developing problem-solving works toward developing problem-solving consensus. consensus.

CultureCulture

• Culture is a worldview consisting of shared Culture is a worldview consisting of shared beliefs and values by an identified people beliefs and values by an identified people that guides and motivates behavior thereby that guides and motivates behavior thereby providing standards of appropriate conduct providing standards of appropriate conduct and human behavior. and human behavior.

• Culture is “the totality of ways being Culture is “the totality of ways being passed on from generation to generation.” passed on from generation to generation.” (NASW Standards for Cultural Competence (NASW Standards for Cultural Competence in Social Work, p. 9).in Social Work, p. 9).

NASW Standards for Cultural NASW Standards for Cultural CompetenceCompetence

in Social Workin Social Work• Ethics and Values Ethics and Values • Self-awarenessSelf-awareness• Cross-Cultural Knowledge ***Cross-Cultural Knowledge ***• Cross-Cultural SkillsCross-Cultural Skills• Service Delivery Service Delivery • Empowerment and AdvocacyEmpowerment and Advocacy• Diverse Workforce Diverse Workforce • Professional Education ***Professional Education ***• Language DiversityLanguage Diversity• Cross-Cultural LeadershipCross-Cultural Leadership

Professional Education DebateProfessional Education Debate

• Acquire particularistic knowledge about Acquire particularistic knowledge about different cultural groups (Positivist-like different cultural groups (Positivist-like approach)approach)

oror• Develop an informed, not-knowing stance, Develop an informed, not-knowing stance,

to formulate exploratory questions (Social to formulate exploratory questions (Social Constructivist-like approach)Constructivist-like approach)

(Lee and Greene, (Lee and Greene, 1999)1999)

Professional DebateProfessional Debate

Does knowledge about various cultures make Does knowledge about various cultures make us us

• culturally competent practitioners?culturally competent practitioners?

oror• culturally sensitive practitioners?culturally sensitive practitioners?

(Hutchinson, (Hutchinson, 2008)2008)

Thesis StatementThesis Statement

• We need to recognize that we work daily We need to recognize that we work daily with folks who have a different cultural, with folks who have a different cultural, psychological, sociological, regional, and psychological, sociological, regional, and religious background than our own. Each religious background than our own. Each has a definition of ‘truth’ that guides has a definition of ‘truth’ that guides conduct and behavior.conduct and behavior.

• We need to recognize that it is difficult to We need to recognize that it is difficult to be “competent” in the culture of another, be “competent” in the culture of another,

but we can be “sensitive” in a way that but we can be “sensitive” in a way that fosters communication and positive fosters communication and positive relationships; guards against errors in data relationships; guards against errors in data collection, assessment, and intervention; collection, assessment, and intervention; and applies the client point of view to goal and applies the client point of view to goal setting. setting.

How do school social workers build How do school social workers build culturally-sensitive knowledge?culturally-sensitive knowledge?

• Use supportive general social work practice Use supportive general social work practice frameworksframeworks

• Develop an ethnographic interview model Develop an ethnographic interview model that places the person in the role of expertthat places the person in the role of expert

General Practice FrameworksGeneral Practice Frameworks

1. Ecological Perspective1. Ecological Perspective

Germaine, C. & Gitterman, A. (1980). Germaine, C. & Gitterman, A. (1980). The The life model life model of social work practiceof social work practice. New . New York: Columbia York: Columbia University Press.University Press.

2. Strengths Perspective2. Strengths Perspective

Saleebey, D. Saleebey, D. The strengths perspective in The strengths perspective in social social work practicework practice (4 (4thth ed.). Boston: ed.). Boston: Allyn & Bacon.Allyn & Bacon.

3. Empowerment Perspective3. Empowerment Perspective

Pinderhughes, E. (1989). Pinderhughes, E. (1989). Understanding Understanding race, race, ethnicity, and powerethnicity, and power. New York: . New York: The Free PressThe Free Press

Culturally-Centered Culturally-Centered Practice FrameworkPractice Framework

Leigh, J.W. (2001) Leigh, J.W. (2001) Communicating for Communicating for cultural competencecultural competence. Long Grove, IL: . Long Grove, IL: Waveland Press, Inc.Waveland Press, Inc.

Additional SourcesAdditional Sources

Devore, W., & Schlesinger, E. (1999). Devore, W., & Schlesinger, E. (1999). Ethnic-Ethnic-sensitive social work practice.sensitive social work practice. (5 (5thth ed.) ed.) Boston: Allyn & Bacon.Boston: Allyn & Bacon.

Fong, R. & Furuto. S.B. (Eds.)( 2001). Fong, R. & Furuto. S.B. (Eds.)( 2001). Culturally Culturally competent practice: Skills, interventions, competent practice: Skills, interventions, and evaluationsand evaluations. Boston: Allyn & Bacon.. Boston: Allyn & Bacon.

Greene, J.W. (1999). Greene, J.W. (1999). Cultural awareness in the Cultural awareness in the human services.human services. Boston: Allyn & Bacon. Boston: Allyn & Bacon.

Lum, D. (1999). Lum, D. (1999). Culturally competent practice: Culturally competent practice: A framework for growth and actionA framework for growth and action. Pacific . Pacific Grove, CA: Brooks/Cole.Grove, CA: Brooks/Cole.

Lum, D. (2004). Lum, D. (2004). Social work practice with Social work practice with people of color: A process stage approachpeople of color: A process stage approach. . Pacific Grove, CA: Thompson/Brooks/Cole.Pacific Grove, CA: Thompson/Brooks/Cole.

Additional SourcesAdditional Sources

Pedersen, P. B. & Ivey, A. (1993). Pedersen, P. B. & Ivey, A. (1993). Culture-Culture-centered counseling and interviewing skills: centered counseling and interviewing skills: A practical guideA practical guide. Westport, CT: Praeger . Westport, CT: Praeger Publishers.Publishers.

Rothman, J.C. (2008). Rothman, J.C. (2008). Cultural competence in Cultural competence in process and practice: Building bridges.process and practice: Building bridges. Boston: Allyn & Bacon.Boston: Allyn & Bacon.

Smith, C.J., Gabriel, J., Lott, B., & Hirano, M. Smith, C.J., Gabriel, J., Lott, B., & Hirano, M. (2000).(2000).Teaching racial, ethnic, and cultural Teaching racial, ethnic, and cultural diversity in social work.diversity in social work. Alexandria, VA: Alexandria, VA: Council on Social Work Education.Council on Social Work Education.

Sue, D. W. (2006). Multicultural social work Sue, D. W. (2006). Multicultural social work practice. Hoboken, NJ: John Wiley & Sons, practice. Hoboken, NJ: John Wiley & Sons, Inc.Inc.

Leigh’s Ethnographic Leigh’s Ethnographic Interviewing Model Interviewing Model

• To learn about an individual, first learn To learn about an individual, first learn about the world of the individualabout the world of the individual

• Become attuned to how the individual Become attuned to how the individual experiences their uniquenessexperiences their uniqueness

• Leigh uses social constructivism & Leigh uses social constructivism & inquires about personal experienceinquires about personal experience

1. Setting the Stage1. Setting the Stage

• Prepare for the interviewPrepare for the interview- Note puzzling areas of a person’s life - Note puzzling areas of a person’s life experienceexperience

• Enter the interview Enter the interview - an attitude of learning from your - an attitude of learning from your clientclient- suspend your interpretations & - suspend your interpretations & judgmentsjudgments- be a sensitive observer- be a sensitive observer- believe in the veracity of the narrative- believe in the veracity of the narrative

Domains Domains

• GenderGender• RaceRace• Ethnic groupEthnic group• NationalityNationality• Skin colorSkin color• ReligionReligion• Ability/DisabilityAbility/Disability• Sexual OrientationSexual Orientation• AgeAge• Social ClassSocial Class• Immigration StatusImmigration Status• Region of the countryRegion of the country• Size and Appearance Size and Appearance

(Rothman, 2008)(Rothman, 2008)

Domains Domains

• Language and communication stylesLanguage and communication styles• Education, upward mobilityEducation, upward mobility• Family life style, child-rearing practicesFamily life style, child-rearing practices• Roles of children, elderly, spousesRoles of children, elderly, spouses• Roles of men and womenRoles of men and women• Religious beliefs and practicesReligious beliefs and practices• Orientation toward time, space, work, healthOrientation toward time, space, work, health• Orientation to help-seekingOrientation to help-seeking• Attitude toward authority, justiceAttitude toward authority, justice• Problem-solving methodsProblem-solving methods• Locus of Control, PrivacyLocus of Control, Privacy

(Jackson, 2005)(Jackson, 2005)

2. Global Questions2. Global Questions

• Ask open-ended questionsAsk open-ended questions

• Ask questions that will provide Ask questions that will provide information about the client’s information about the client’s worldviewworldview

• Avoid “you” questionsAvoid “you” questions

3. Cover Terms3. Cover Terms

• Cover terms are words that literally cover a Cover terms are words that literally cover a range of ideas, meanings, objects or range of ideas, meanings, objects or relationships that are a part of the client’s relationships that are a part of the client’s world.world.

• Cover terms consist of unfamiliar and Cover terms consist of unfamiliar and familiar words, phrases, and jargon that familiar words, phrases, and jargon that seems to have meaning for the clientseems to have meaning for the client

• Cover terms are linguistic cues about a Cover terms are linguistic cues about a person’s background that are important to person’s background that are important to a person’s cultural experience.a person’s cultural experience.

4. Descriptors4. Descriptors

• Descriptors are verbal statements about Descriptors are verbal statements about cover termscover terms

• Ask questions to elicit the characteristics Ask questions to elicit the characteristics of the cover term, which should take you of the cover term, which should take you further into the client’s world.further into the client’s world.

• Descriptors are meant to elicit specificity, Descriptors are meant to elicit specificity, concreteness, and draw out distinctionsconcreteness, and draw out distinctions

• Descriptors are the meanings the individual Descriptors are the meanings the individual sees in his or her own experiencesees in his or her own experience

• Descriptors are the way the client can tell Descriptors are the way the client can tell ‘all’ of what he or she wants to say.‘all’ of what he or she wants to say.

• More cover terms will arise in discussing More cover terms will arise in discussing descriptorsdescriptors

How is someone treated when he/she has a How is someone treated when he/she has a cold?cold?

How is someone treated when he/she is How is someone treated when he/she is sick?sick?

If a person has a cold, If a person has a cold,

is the person sick or just someone with a is the person sick or just someone with a cold?cold?

Case Examples Case Examples

• Setting the Stage/PreparationSetting the Stage/Preparation• Global QuestionsGlobal Questions• Cover TermsCover Terms• DescriptorsDescriptors

My Goals For This PresentationMy Goals For This Presentation

• Introduce a new approach to thinking Introduce a new approach to thinking about knowledge development or the about knowledge development or the question of question of What is Truth?What is Truth?

• Introduce concepts for developing Introduce concepts for developing ethnographic interviewing skills/provide ethnographic interviewing skills/provide additional resources for further learningadditional resources for further learning

• Support confidence in the value of “not Support confidence in the value of “not knowing” as a highly sophisticated and knowing” as a highly sophisticated and professional approach professional approach

ConclusionConclusion

““There are many truths and many There are many truths and many ways of knowing. Each discovery ways of knowing. Each discovery contributes to our knowledge, and contributes to our knowledge, and each way of knowing deepens our each way of knowing deepens our understanding and adds another understanding and adds another dimension to our view of the world…dimension to our view of the world…we must not turn our backs on any we must not turn our backs on any opportunities to enhance our opportunities to enhance our knowledge… the boundaries of our knowledge… the boundaries of our profession are wide and deep… no profession are wide and deep… no one way of knowing can explore this one way of knowing can explore this vast and varied territory.”vast and varied territory.”

Ann HartmanAnn Hartman

ReferencesReferences

Guba, E. (1990). The alternative paradigm dialog. In Guba, Guba, E. (1990). The alternative paradigm dialog. In Guba, The The Paradigm DialogParadigm Dialog (pp.17-30). Newbury Park, CA: Sage Publications. (pp.17-30). Newbury Park, CA: Sage Publications.

Jackson, V. (2005). NASW Policy on Cultural and Linguistic competence Jackson, V. (2005). NASW Policy on Cultural and Linguistic competence in the social work profession. Retrieved February 7, 2010 from in the social work profession. Retrieved February 7, 2010 from http://www.socialworkers.org/da/da2005/policies0505/documents/cuhttp://www.socialworkers.org/da/da2005/policies0505/documents/cultural.pdfltural.pdf

Kominski, R. A., Shin, H.B., & Marotz, K. (2008). Kominski, R. A., Shin, H.B., & Marotz, K. (2008). Language Needs of Language Needs of School-Age ChildrenSchool-Age Children. Retrieved February 7, 2010 from . Retrieved February 7, 2010 from http://www.census.gov/population/www/documentation/paa2008/Language-Needs-of-School-Age-Children-PAA-2008.ppt

Hutchinson, E.D. (2008). Hutchinson, E.D. (2008). Dimensions of human behavior: Person and Dimensions of human behavior: Person and environmentenvironment (3 (3rdrd ed.). Thousand Oaks, CA: Sage Publications. ed.). Thousand Oaks, CA: Sage Publications.

Lee, M. & Greene, G.J. (1999). A social constructivist framework for Lee, M. & Greene, G.J. (1999). A social constructivist framework for integrating cross-cultural issues in teaching clinical social work. integrating cross-cultural issues in teaching clinical social work. Journal of Social Work Education,Journal of Social Work Education, 3535(1), 21-38.(1), 21-38.

ReferencesReferences

NASW (2001). Standards for Cultural Competence in Social work. NASW (2001). Standards for Cultural Competence in Social work. Retrieved February 7, 2010 from Retrieved February 7, 2010 from http://www.naswdc.org/practice/standards/NASWCulturalStanhttp://www.naswdc.org/practice/standards/NASWCulturalStandards.pdfdards.pdf