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| The state or fact of being different |
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| The values, symbols, interpretations, and perspectives that distinguish one people from another in modernized societies. |
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A group of persons related by common descent or heredity; the common being Caucasian, Negro, Asian, Native American, etc. A population whose members share a greater degree of physical and genetic similiarity with one another. |
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| Ethnic traits, background, allegiance, or association |
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1. Where are we? In God's fallen creation, our world 2. Who are we? God's image-bearers 3. What's wrong? We have sinned;we have a sin nature 4 . What's the remedy? God's son, Jesus, died & rose from the grave to bring salvation |
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Multicultural Competencies: Awareness |
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You can identify the specific cultural group from which you derive your cultural heritage & the significant beliefs & attitudes held by those cultures that are assimilated into your own attitudes & beliefs & can recognize the impact of those beliefs on your ability to respect others who are different. * Knowledge of how oppressions have affected you pesonnally & in your work * Recognize areas of limitation & seek out educational, consultative, & training experiences |
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Multicultural Competencies: Knowledge |
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Understand the stereotypes & preconceived notions you hold about others *Possess knowledge & info. about the groups you are working with -nonverbal & verbal behavior, effects of the historical of contact with the dominant society, sociopolitical influences that impinge upon the life of ethnic & racial groups *Able to discuss recent research regarding mental health, career decision making, educ. & learning,etc. |
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Multicultural Competencies: Skill |
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Demonstrate respect of others' religious and/or spiritual beliefs & values; knowledge of the generic characteristics of your profession that are class & culture bound & how those characteristics may clash with those culturally different from you. * Able to modify techniques & interventions to be more effective |
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Multicultural Competencies: Experience |
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| Opportunities you have to interact with & serve those who are different from you. |
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| The idea that all students, regardless of their gender, social class & ethnic, racial or cultural characteristics should have an equal opportunity to learn in school. |
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| To maintain your traditional orientation & customs, cultural practices & values while blending into the dominant culture |
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| To exchange your native customs, cultural practices & values for those of the dominant culture- Abandon your culture for the dominant one. |
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A helping role and process that uses modalities & defines goals consistent with the life experiences & cultural values of clients. Balances the importance of individualism & collectivism in the assessment, diagnosis, & treatment of clients. |
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Identity Development (Definition) |
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Definition
* Validated self understanding that defines individuals * Occurs within social context;first within family then outside family *Understand how racial/cultural identity develops is crucial as we strive to understand/intervene those we support |
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Racial/Cultural Dev. Model Stage 1 Conformity |
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Definition
* Unequivocal preference for dominant cultural values over their own; white Americans are reference group; their own lifestyles, values, physical/cultural characteristics are less valued. ex. An African American girl would want to play with white dolls rather than black ones. * They have internalized society's definitions about their minority status in society. |
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Racial/Cultural Dev. Model Stage 2 Dissonance Stage |
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* Beliefs in the conformity stage are challenged & questioned, usually because of experiences/info. that contradicts those beliefs. *There is increased awareness that racism exists; one can't escape their cultural heritage; not all aspects of minority/ majority culture are good/bad; stereotypes w/ other minority groups are challenged. |
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Racial/Cultural Dev. Model Stage 3 Resistance and Immersion Stage |
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* Rejecting of the dominant values, distance yourself from the dominant culture; complete endorsement of minority-held views; immerse yourself in your culture * Sig. feelings of guilt/shame that you've "sold out" in the past, & contributed to the oppression of your minority * Feel as though you have been brainwashed by white society, view white society as oppressors; may see anger here * Focus on discovery of own culture; try to learn as much as you can |
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Racial/Cultural Dev. Model Stage 4 Introspection Stage |
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* Proactive effort to discover who you are;leads to positive self definition * Views held in resistant & immersion stage no longer feel comfortable * Individual & group views may conflict based on experience * May be confused with conformity stage, but differs in motivation (no neg. sense of self) Diverse group of friends *Indvidual autonomy surfaces;recognize many highly functional cultures in US |
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Racial/Cultural Dev. Model Stage 5 Integrative Awareness stage |
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* Develop an inner sense of security & can appreciate unique aspects of both cultures * Conflicts that arose in previous stages are resolved * Strong commitment & desire to eliminate all forms of oppression **Few people reach this stage **Balanced and healthy to be here |
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White Indentity Development What does it mean to be white? |
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* Typical responses: rather not talk about it; uncomfortable; react negatively to being labeled "White" * Institutionalized & normative; may seem invisible * May self identify w/ another culture (Irish, German) * White Privilege- whiteness associated with unearned advantages conferred on White Americans but not people of color. ex. Locking your car doors: White person- don't lock Black person- do lock |
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White Indentity Development What does it mean to be white? |
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* Hinders one's ability to recognize & take responsibility for prejudices & biases * Difficult for anyone to avoid inheriting racial biases,prejudices, misinformation, & stereotypes in our society |
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Status of White Identity Dev. Contact Status |
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Definition
* oblivious to racism;believes everyone has equal chance for success;lack understanding of discrimination/prejudice;minimal experience w/ people of color * Does not see self as dominant group member |
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Status of White Identity Dev. Disintegration Status |
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Definition
* Obliviousness of contact stage breaks down; conflict arises; over a moral dilemma;witnessing oppression or racism * May experience feelings of guilt *"I am not against interracial marriage, I just worry about the kids" |
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Status of White Identity Dev. Reintegration Status |
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* Go back to your beliefs about White superiority despite any prior experiences * Idealizing the White group & positives of white culture; intolerance of other minority groups, blame them for their own problems *"No one helped me when I came to this country" |
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Status of White Identity Dev. Pseudoindependence Status |
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* Defining a non-racist identity * May be propelled to this stage by a painful/insightful encounter * Attempt to understand racial,cultural differences;conscious decision to interact w/ minorities who are similar & help them adjust to white standards; may be an intellectual pursuit |
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Status of White Identity Dev. Immersion/Emmersion Status |
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* Continue exploring what it means to be White- Start having conversations w/out feeling uncomfortable * Seeks understanding of the personal meaning of racism & how one benefits from White privilege * Increased willingness to confront one's biases |
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Status of White Identity Dev. Autonomy Status |
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* Increasing awareness of one's Whiteness;decreased guilt; accept one's role in perpetuating racism;determination to abandon White entitlement * Strong development of non-racist White identity * Can explore racism & personal responsibility w/out defensiveness |
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Defensive Functions of African American Indentity |
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* Awareness that racism is part of American experience * Recognize that regardless your place in society,you can be a target for racism * Find fault w/ situation because of your race rather than fault w/ yourself * Religious orientation prevents need to demonize whites; evil that is racism is human evil |
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Defensive Functions of African American Indentity CAUTION! |
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* If defensive functions of Af.Am. identity are too active, the individual will see racism where it doesn't exist (can't make assumptions) * If the defensive functions of Af.Am. are not developed enough the individual will not be prepared to deal with racism **There is a double standard in the Af. Am. community |
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Reference Group Functions of African American Indentity |
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Definition
* Need to feel wanted,accepted,affiliated w/a group (ex. professional counselors, Christian, etc)
* For those whose Black Identity is their reference group, it is
important to their well-being, purpose in life, & their sense of connection to other Blacks |
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Strategies for working with African Americans |
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Definition
* Identify family constellations: extended family, help w/ childrearing, strong work ethic, strong religious orientation, men more willing to share responsibilities assigned to women in the home * Focus on religious aspects; enlist support of church/pastor * Work through barriers * Be an advocate * Negotiate goals & expectations * Consider racism being part of their problem * Identify the degree to which they have adopted majority cultural values |
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* 1932-1972 * US Public Health Service * 399 Af. Am. men w/ late stages of syphilis * Sharecroppers from poorest counties in Alabama * Never told what their disease was or how serious; told they were being treated for "bad blood" * No real intent to cure them * Goal: to collect data from autopsies to discover how syphilis affects Af.Am. as opposed to Whites |
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Definition
Goal: To collect data from autopsies of deceased men to discover how syphilis affects Af. Americans as opposed to Caucasians Theory: Af. Americans experienced more cardiovascular damage; Caucasians more neurological complications |
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Tuskegee Experiment
Outcome
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Definition
* Nothing of value learned from experiment * 28 men died as direct result from disease * 100 died of complications * 40 wives affected * 19 children born w/ syphilis * Source of distrust within Af. American community toward health care industry |
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Working w/ African American Men Micro-Agressions |
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* Multiple subtle (or not so subtle) experiences w/ discrimination negatively impact self-esteem & can fuel intense anger toward Caucasians Ex. 1. Someone locking their door when he crosses the street 2. Noticing a women clutch her purse when he gets on an elevator 3. Not allowed in a nightclub even though he is dressed like everyone else |
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* Book by J.L. King * The need for gay Af. Am. men to keep their gay lifestyle secret;may maintain a heterosexual lifestyle in public while engaging in homosexual activities privately * Terry McMillen and ex husband Jonathan Plummer |
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* Places unsuspecting wives at risk for sexually transmitted diseases * Defies cultural/religious norms * Fuels conflicts within Af. American community in regard for the lack of eligible Af. American men for the Af. American women |
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