This document summarizes a presentation about cultural humility, racial equity, and protective factors in parenting. It discusses how parenting is influenced by culture and context. While parenting is key to child outcomes, there is no single parenting standard - parenting must be understood within a cultural context. The presentation emphasizes developing cultural humility, which involves lifelong learning, self-reflection, and recognizing power imbalances. It also discusses implicit bias and structural racism as key constructs to understand differences in perceptions of racial injustice.
ACA 2016 - Difficult Dialogues: A Cultural Humility Approach to Broaching C...Sheila Addison
This document discusses the cultural humility approach to broaching cultural issues in counseling. It defines cultural humility as a lifelong commitment to self-evaluation, openness to new information, and lack of superiority over other cultures. The cultural humility model emphasizes not-knowing over competence and encourages counselors to acknowledge the limitations of their cultural knowledge. The document also presents Day-Vines et al.'s multidimensional model of broaching behavior, which includes broaching intra-counseling dynamics, clients' intra-individual cultural experiences, intra-group issues, and inter-group interactions. Rationales for broaching include improving retention of minority clients and addressing microaggressions and the damage of cultural silence.
This document discusses cultural competence and patient-centered care. It defines culture and cultural competence, and explains how developing cultural competence can improve health communication and care. It identifies several cultural factors that can influence patient-provider interactions, such as personal biases, nonverbal communication, and cultural values/beliefs. The document provides tips for developing cultural competence, including recognizing one's own biases, acquiring culturally competent skills, and learning about specific cultural groups' health beliefs and practices.
This document provides guidance on cultural competency. It defines cultural competency as the ability to interact effectively and respectfully with people from different cultures. There are four components of cultural competency: awareness of one's own cultural worldview, attitude towards cultural differences, knowledge of different cultural practices and worldviews, and cross-cultural skills. It emphasizes that everyone has biases and cultural influences that should be acknowledged. It provides self-assessment questions to help individuals understand their own cultural identities and worldviews. It also discusses important concepts like ethnocentrism and the stages of developing a positive attitude towards cultural differences. Finally, it provides overviews of the cultures of communities that have been resettled in Louisville to build knowledge of
Cultural Competency in the Clinical Setting
by Robert F. Jex, RN, MHA, FACHE
Wednesday, January 20, 2009
12:00 p.m. - 1:00 p.m. (Mountain)
Robert Jex, RN, MHA, FACHE is a Trauma System Clinical Consultant within the Emergency Medical Services and Preparedness at the Utah Department of Health. He has been a practicing RN for 33 years with experience in ER, OR, Med/Surg/ICU, Nursery, Labor and Delivery, and home health care. He has a BS in Zoology, an MS in Reproductive Physiology and a Master of Health Administration. Mr. Jex is a licensed long term care administrator, a Fellow in the American College of Health Care Executives, and a certified trainer in Cultural Competency.
This document outlines a presentation on cultural competence and culturally responsive practices in education. It includes definitions of key terms like culture, cultural competence, ethnicity, and race. It discusses the rationale for cultural competency training, including demographic shifts and limited preparation in educating diverse students. Models of cultural competence are presented, including Mason's cultural competence model and the cultural proficiency continuum. Components of cultural responsiveness are also discussed, including knowledge, skills, and attitudes. Five essential elements for systems to become more culturally competent are highlighted.
ACA 2016 - Difficult Dialogues: A Cultural Humility Approach to Broaching C...Sheila Addison
This document discusses the cultural humility approach to broaching cultural issues in counseling. It defines cultural humility as a lifelong commitment to self-evaluation, openness to new information, and lack of superiority over other cultures. The cultural humility model emphasizes not-knowing over competence and encourages counselors to acknowledge the limitations of their cultural knowledge. The document also presents Day-Vines et al.'s multidimensional model of broaching behavior, which includes broaching intra-counseling dynamics, clients' intra-individual cultural experiences, intra-group issues, and inter-group interactions. Rationales for broaching include improving retention of minority clients and addressing microaggressions and the damage of cultural silence.
This document discusses cultural competence and patient-centered care. It defines culture and cultural competence, and explains how developing cultural competence can improve health communication and care. It identifies several cultural factors that can influence patient-provider interactions, such as personal biases, nonverbal communication, and cultural values/beliefs. The document provides tips for developing cultural competence, including recognizing one's own biases, acquiring culturally competent skills, and learning about specific cultural groups' health beliefs and practices.
This document provides guidance on cultural competency. It defines cultural competency as the ability to interact effectively and respectfully with people from different cultures. There are four components of cultural competency: awareness of one's own cultural worldview, attitude towards cultural differences, knowledge of different cultural practices and worldviews, and cross-cultural skills. It emphasizes that everyone has biases and cultural influences that should be acknowledged. It provides self-assessment questions to help individuals understand their own cultural identities and worldviews. It also discusses important concepts like ethnocentrism and the stages of developing a positive attitude towards cultural differences. Finally, it provides overviews of the cultures of communities that have been resettled in Louisville to build knowledge of
Cultural Competency in the Clinical Setting
by Robert F. Jex, RN, MHA, FACHE
Wednesday, January 20, 2009
12:00 p.m. - 1:00 p.m. (Mountain)
Robert Jex, RN, MHA, FACHE is a Trauma System Clinical Consultant within the Emergency Medical Services and Preparedness at the Utah Department of Health. He has been a practicing RN for 33 years with experience in ER, OR, Med/Surg/ICU, Nursery, Labor and Delivery, and home health care. He has a BS in Zoology, an MS in Reproductive Physiology and a Master of Health Administration. Mr. Jex is a licensed long term care administrator, a Fellow in the American College of Health Care Executives, and a certified trainer in Cultural Competency.
This document outlines a presentation on cultural competence and culturally responsive practices in education. It includes definitions of key terms like culture, cultural competence, ethnicity, and race. It discusses the rationale for cultural competency training, including demographic shifts and limited preparation in educating diverse students. Models of cultural competence are presented, including Mason's cultural competence model and the cultural proficiency continuum. Components of cultural responsiveness are also discussed, including knowledge, skills, and attitudes. Five essential elements for systems to become more culturally competent are highlighted.
View the video here: https://www.youtube.com/watch?v=gCMCNReYnYs
Earn counseling CEUs here: https://www.allceus.com/member/cart/index/product/id/684/c/
Assumption 1: Counselors will not be able to sustain culturally responsive treatment without the organization's commitment to it.
Assumption 2: An understanding of race, ethnicity, and culture (including one's own) is necessary to appreciate the diversity of human dynamics and to treat all clients effectively
Assumption 3: Incorporating cultural competence into treatment improves therapeutic decision-making and offers alternate ways to define and plan a treatment program that is firmly directed toward progress and recovery
Assumption 4: Consideration of culture is important at all levels of operation—individual, programmatic, and organizational
Assumption 5: Culturally congruent interventions cannot be successfully applied when generated outside a community or without community participation.
Assumption 6: Public advocacy of culturally responsive practices can increase trust among the community, agency, and staff.
The document discusses cross-cultural conflict management. It outlines an agenda that includes introductions, conflict management styles, cross-cultural communication differences, key conflict management skills, and ways to improve cross-cultural conflict management. It describes different conflict management styles including competing, collaborating, compromising, avoiding, and accommodating. It also discusses cultural differences in communication preferences, emotional expression, timing, and channels. Additionally, it outlines three key conflict management skills: dealing with anger through confrontation, defusing, or disengaging; understanding interests and needs rather than positions; and reframing conflicts positively. Finally, it recommends four strategies to improve cross-cultural conflict management: observing local conflict styles, asking cultural experts
This document discusses cultural competence and diversity. It defines culture and diversity and explains that cultural competence involves having skills, knowledge, and attitudes that enable professionals to understand and respect cultural differences. The document provides tips for becoming more culturally competent, such as being aware of personal biases and recognizing how one's own culture impacts perspectives. It emphasizes appreciating diversity and integrating empathy and cultural sensitivity into interactions with clients and others.
Cultural competency is a process of developing the ability to interact effectively with people from different cultural backgrounds. It involves understanding how various cultural influences like gender, age, race, religion, and education can impact a person's worldview. No one can be completely culturally competent since there are endless variations in human cultures. Developing cultural competency requires conscious effort since some people's life experiences expose them to more cultural diversity than others. This document introduces the topic of cultural competency and promises four additional parts to the series.
1) Culture is defined as a set of shared values, beliefs, and behaviors passed down through generations that influence how people view health, illness, and healthcare.
2) Cultural competence requires understanding and respecting cultural differences in areas like diet, family roles, communication, and beliefs about health and medicine.
3) Providing culturally sensitive care involves assessing important cultural factors for each patient, such as their views on authority, decision making, gender roles, and spiritual/religious beliefs, in order to understand their needs and perspectives.
This document provides information on a continuing education course for massage therapists on diversity and cultural competency. The course objectives are to understand why cultural competency is important, guidelines for achieving it, and techniques for communicating with clients from diverse backgrounds. The course is provided by Advanced Fundamentals Education and covers definitions of culture, diversity, and cultural competence. It discusses the importance of cultural competence in healthcare and provides strategies for massage therapists to effectively relate to clients from different cultures.
This document provides guidance to healthcare providers on cultural sensitivity when working with DentaQuest members in Texas. It begins with an agenda and introduction. It then defines cultural sensitivity and emphasizes the importance of being aware of differing cultural influences, beliefs, and backgrounds in order to improve relationships with patients and their health outcomes. The document stresses the need for cultural competency, which involves awareness of various cultures, knowledge of factors like race and ethnicity, and developing skills like effective cross-cultural communication. It also addresses linguistic needs and considerations for members with low health literacy, emphasizing the use of interpreters and writing materials at an appropriate reading level.
Cultural Competence & Culturally Responsive Practices in Education Training b...Atlantic Training, LLC.
This document outlines a presentation on cultural competence and culturally responsive practices in education. It defines key terms like culture, ethnicity, race, and cultural competence. It discusses the rationale for cultural competency training, including demographic shifts and limited preparation for educating diverse students. The presentation covers models of cultural competence, including Mason's cultural competence model and Pedersen's developmental model. It also provides examples of culturally responsive practices and policies at the administrative, policy, and classroom levels. The goal is for educators to understand differences, embrace diversity, and improve outcomes for all students.
For National Inclusion Week, GDS Diversity Manager Tia Priest talks definitions of power, privilege, prejudice and intersectionality and how to build an inclusive environment at work.
This document provides an overview of intercultural communication including its origins as a field of study in the 1950s, definitions that refer to the exchange between culturally different groups, its interdisciplinary nature drawing from fields like anthropology and sociology, and benefits such as improved communication skills and understanding of other cultures. Intercultural communication is important for international business requiring companies to understand cultural differences to structure organizations and communicate effectively with multicultural customers and staff.
This document discusses cross-cultural communication and its importance in business. It defines cross-cultural communication as communication between people from different cultural backgrounds. Managing a diverse workforce requires effective cross-cultural communication to retain staff, increase productivity, resolve conflicts, and improve team management. As the workforce becomes more globalized and multicultural, developing skills like cultural awareness, building trust across cultures, and connecting with people from different backgrounds is important for business success. Misunderstandings can easily arise from cultural differences in areas like language, non-verbal communication, and gift-giving etiquette.
This document discusses key concepts around social identity, oppression, and privilege. It defines social identity as aspects of one's self-concept derived from group membership. Dominant groups have power and control over standards, while subordinate groups face disadvantages and differential treatment. Oppression involves the exploitation of subordinate groups by dominant groups through cultural imposition and power imbalances. Privilege refers to unearned advantages available to dominant groups. The document suggests understanding privilege and using concepts of both privilege and lack of privilege to work towards more equal opportunities and rights for all members of society.
NBCC, NAADAC, CAADAC, and California Board of Behavioral Sciences approved Mental Health continuing education and addictions counselor training series. Narrated versions and CEUs available at http://www.allceus.com
This includes parameters to define cultural diversity and what is cultural diversity at work places,how to manage it followed by Indian cultural diversity
Diversity & inclusion HHS PresentationReggie Clark
This document provides an orientation on diversity and inclusion in healthcare. It aims to increase understanding of diversity, foster a more cohesive workforce, and educate on the healthcare system's commitment to diversity and inclusion. Key points include: defining diversity as similarities, differences and opportunities in individual and organizational characteristics; defining inclusion as respecting diversity, collaboration, and involving people. The benefits of workforce diversity, inclusion and cultural competence are improving understanding of patients and coworkers, better performance, and strengthening community relationships.
1) Microaggressions are subtle verbal and non-verbal slights that communicate hostile, derogatory, or negative messages to target persons based on their marginalized group membership.
2) Examples of microaggressions discussed in the document include making assumptions of criminality based on race, dismissing gender accomplishments, and using incorrect pronouns for transgender individuals.
3) Experiencing microaggressions can negatively impact physical and mental health as well as academic performance and career advancement, particularly for students from underrepresented groups in technology fields.
This document discusses defining and understanding multiculturalism for librarianship as a cultural profession. It begins by defining key terms like race, culture, ethnicity and explores how they differ. It then examines aspects of culture within dominant American norms versus various subcultures. It emphasizes that all institutions, including libraries, have a dominant culture as well as subcultures within. The document concludes by discussing the importance of cultural diversity and inclusion in libraries based on the American Library Association's Library Bill of Rights.
Chapter 4Understanding Racism, Prejudice, and White Privilege4-WilheminaRossi174
Chapter: 4
Understanding Racism, Prejudice, and White Privilege4-1Defining and Contextualizing Racism
4-1
Hoyt Jr. (2012) defines racism as “a particular form of prejudice defined by preconceived erroneous beliefs about race and members of racial groups.” It is supported simultaneously by individuals, the institutional practices of society, and dominant cultural values and norms. Racism is a universal phenomenon that exists across cultures and tends to emerge wherever ethnic diversity and perceived or real differences in group characteristics become part of a struggle for social power. In the case of the United States, African Americans, Latinos/as, Native Americans, and Asian Americans—groups that we have been referring to as people of color—have been systematically subordinated by the white majority.
There are four important points to be made initially about racism:
· Prejudice and racism are not the same thing. Prejudice is a negative, inaccurate, rigid, and unfair way of thinking about members of another group. All human beings hold prejudices. This is true for people of color, as well as for majority group members. But there is a crucial difference between the prejudices held by whites and those held by people of color. whites have more power to enact their prejudices and therefore negatively impact the lives of people of color than vice versa. The term racism is used in relation to the racial attitudes and behavior of majority group members. Similar attitudes and behaviors on the part of people of color are referred to as prejudice and discrimination (a term commonly used to mean actions taken on the basis of one’s prejudices). Another way of describing this relationship is that prejudice plus power equals racism.
· Racism is a broad and all-pervasive social phenomenon that is mutually reinforced at all levels of society.
· Institutional racism involves the manipulation of societal institutions to give preferences and advantages to whites and at the same time restrict the choices, rights, mobility, and access of people of color.
· Cultural racism is the belief that the cultural ways of one group are superior to those of another. Cultural racism can be found both in individuals and in institutions. In the former, it is often referred to as ethnocentrism. Jones (2000) mentioned that historical insults, societal norms, unearned privilege, and structural barriers are all aspects of institutional racism.
· People tend to deny, rationalize, and avoid discussing their feelings and beliefs about race and ethnicity. Often, these feelings remain unconscious and are brought to awareness only with great difficulty.
· When young children hear the stories of people of color, they tend to feel deeply and sincerely with the storyteller. “I’m really sorry that you had to go through that” is the most common reaction of a child. By the time one reaches adulthood, however, the empathy is often gone. Instead, reactions tend to involve minimizing, justifying ...
View the video here: https://www.youtube.com/watch?v=gCMCNReYnYs
Earn counseling CEUs here: https://www.allceus.com/member/cart/index/product/id/684/c/
Assumption 1: Counselors will not be able to sustain culturally responsive treatment without the organization's commitment to it.
Assumption 2: An understanding of race, ethnicity, and culture (including one's own) is necessary to appreciate the diversity of human dynamics and to treat all clients effectively
Assumption 3: Incorporating cultural competence into treatment improves therapeutic decision-making and offers alternate ways to define and plan a treatment program that is firmly directed toward progress and recovery
Assumption 4: Consideration of culture is important at all levels of operation—individual, programmatic, and organizational
Assumption 5: Culturally congruent interventions cannot be successfully applied when generated outside a community or without community participation.
Assumption 6: Public advocacy of culturally responsive practices can increase trust among the community, agency, and staff.
The document discusses cross-cultural conflict management. It outlines an agenda that includes introductions, conflict management styles, cross-cultural communication differences, key conflict management skills, and ways to improve cross-cultural conflict management. It describes different conflict management styles including competing, collaborating, compromising, avoiding, and accommodating. It also discusses cultural differences in communication preferences, emotional expression, timing, and channels. Additionally, it outlines three key conflict management skills: dealing with anger through confrontation, defusing, or disengaging; understanding interests and needs rather than positions; and reframing conflicts positively. Finally, it recommends four strategies to improve cross-cultural conflict management: observing local conflict styles, asking cultural experts
This document discusses cultural competence and diversity. It defines culture and diversity and explains that cultural competence involves having skills, knowledge, and attitudes that enable professionals to understand and respect cultural differences. The document provides tips for becoming more culturally competent, such as being aware of personal biases and recognizing how one's own culture impacts perspectives. It emphasizes appreciating diversity and integrating empathy and cultural sensitivity into interactions with clients and others.
Cultural competency is a process of developing the ability to interact effectively with people from different cultural backgrounds. It involves understanding how various cultural influences like gender, age, race, religion, and education can impact a person's worldview. No one can be completely culturally competent since there are endless variations in human cultures. Developing cultural competency requires conscious effort since some people's life experiences expose them to more cultural diversity than others. This document introduces the topic of cultural competency and promises four additional parts to the series.
1) Culture is defined as a set of shared values, beliefs, and behaviors passed down through generations that influence how people view health, illness, and healthcare.
2) Cultural competence requires understanding and respecting cultural differences in areas like diet, family roles, communication, and beliefs about health and medicine.
3) Providing culturally sensitive care involves assessing important cultural factors for each patient, such as their views on authority, decision making, gender roles, and spiritual/religious beliefs, in order to understand their needs and perspectives.
This document provides information on a continuing education course for massage therapists on diversity and cultural competency. The course objectives are to understand why cultural competency is important, guidelines for achieving it, and techniques for communicating with clients from diverse backgrounds. The course is provided by Advanced Fundamentals Education and covers definitions of culture, diversity, and cultural competence. It discusses the importance of cultural competence in healthcare and provides strategies for massage therapists to effectively relate to clients from different cultures.
This document provides guidance to healthcare providers on cultural sensitivity when working with DentaQuest members in Texas. It begins with an agenda and introduction. It then defines cultural sensitivity and emphasizes the importance of being aware of differing cultural influences, beliefs, and backgrounds in order to improve relationships with patients and their health outcomes. The document stresses the need for cultural competency, which involves awareness of various cultures, knowledge of factors like race and ethnicity, and developing skills like effective cross-cultural communication. It also addresses linguistic needs and considerations for members with low health literacy, emphasizing the use of interpreters and writing materials at an appropriate reading level.
Cultural Competence & Culturally Responsive Practices in Education Training b...Atlantic Training, LLC.
This document outlines a presentation on cultural competence and culturally responsive practices in education. It defines key terms like culture, ethnicity, race, and cultural competence. It discusses the rationale for cultural competency training, including demographic shifts and limited preparation for educating diverse students. The presentation covers models of cultural competence, including Mason's cultural competence model and Pedersen's developmental model. It also provides examples of culturally responsive practices and policies at the administrative, policy, and classroom levels. The goal is for educators to understand differences, embrace diversity, and improve outcomes for all students.
For National Inclusion Week, GDS Diversity Manager Tia Priest talks definitions of power, privilege, prejudice and intersectionality and how to build an inclusive environment at work.
This document provides an overview of intercultural communication including its origins as a field of study in the 1950s, definitions that refer to the exchange between culturally different groups, its interdisciplinary nature drawing from fields like anthropology and sociology, and benefits such as improved communication skills and understanding of other cultures. Intercultural communication is important for international business requiring companies to understand cultural differences to structure organizations and communicate effectively with multicultural customers and staff.
This document discusses cross-cultural communication and its importance in business. It defines cross-cultural communication as communication between people from different cultural backgrounds. Managing a diverse workforce requires effective cross-cultural communication to retain staff, increase productivity, resolve conflicts, and improve team management. As the workforce becomes more globalized and multicultural, developing skills like cultural awareness, building trust across cultures, and connecting with people from different backgrounds is important for business success. Misunderstandings can easily arise from cultural differences in areas like language, non-verbal communication, and gift-giving etiquette.
This document discusses key concepts around social identity, oppression, and privilege. It defines social identity as aspects of one's self-concept derived from group membership. Dominant groups have power and control over standards, while subordinate groups face disadvantages and differential treatment. Oppression involves the exploitation of subordinate groups by dominant groups through cultural imposition and power imbalances. Privilege refers to unearned advantages available to dominant groups. The document suggests understanding privilege and using concepts of both privilege and lack of privilege to work towards more equal opportunities and rights for all members of society.
NBCC, NAADAC, CAADAC, and California Board of Behavioral Sciences approved Mental Health continuing education and addictions counselor training series. Narrated versions and CEUs available at http://www.allceus.com
This includes parameters to define cultural diversity and what is cultural diversity at work places,how to manage it followed by Indian cultural diversity
Diversity & inclusion HHS PresentationReggie Clark
This document provides an orientation on diversity and inclusion in healthcare. It aims to increase understanding of diversity, foster a more cohesive workforce, and educate on the healthcare system's commitment to diversity and inclusion. Key points include: defining diversity as similarities, differences and opportunities in individual and organizational characteristics; defining inclusion as respecting diversity, collaboration, and involving people. The benefits of workforce diversity, inclusion and cultural competence are improving understanding of patients and coworkers, better performance, and strengthening community relationships.
1) Microaggressions are subtle verbal and non-verbal slights that communicate hostile, derogatory, or negative messages to target persons based on their marginalized group membership.
2) Examples of microaggressions discussed in the document include making assumptions of criminality based on race, dismissing gender accomplishments, and using incorrect pronouns for transgender individuals.
3) Experiencing microaggressions can negatively impact physical and mental health as well as academic performance and career advancement, particularly for students from underrepresented groups in technology fields.
This document discusses defining and understanding multiculturalism for librarianship as a cultural profession. It begins by defining key terms like race, culture, ethnicity and explores how they differ. It then examines aspects of culture within dominant American norms versus various subcultures. It emphasizes that all institutions, including libraries, have a dominant culture as well as subcultures within. The document concludes by discussing the importance of cultural diversity and inclusion in libraries based on the American Library Association's Library Bill of Rights.
Chapter 4Understanding Racism, Prejudice, and White Privilege4-WilheminaRossi174
Chapter: 4
Understanding Racism, Prejudice, and White Privilege4-1Defining and Contextualizing Racism
4-1
Hoyt Jr. (2012) defines racism as “a particular form of prejudice defined by preconceived erroneous beliefs about race and members of racial groups.” It is supported simultaneously by individuals, the institutional practices of society, and dominant cultural values and norms. Racism is a universal phenomenon that exists across cultures and tends to emerge wherever ethnic diversity and perceived or real differences in group characteristics become part of a struggle for social power. In the case of the United States, African Americans, Latinos/as, Native Americans, and Asian Americans—groups that we have been referring to as people of color—have been systematically subordinated by the white majority.
There are four important points to be made initially about racism:
· Prejudice and racism are not the same thing. Prejudice is a negative, inaccurate, rigid, and unfair way of thinking about members of another group. All human beings hold prejudices. This is true for people of color, as well as for majority group members. But there is a crucial difference between the prejudices held by whites and those held by people of color. whites have more power to enact their prejudices and therefore negatively impact the lives of people of color than vice versa. The term racism is used in relation to the racial attitudes and behavior of majority group members. Similar attitudes and behaviors on the part of people of color are referred to as prejudice and discrimination (a term commonly used to mean actions taken on the basis of one’s prejudices). Another way of describing this relationship is that prejudice plus power equals racism.
· Racism is a broad and all-pervasive social phenomenon that is mutually reinforced at all levels of society.
· Institutional racism involves the manipulation of societal institutions to give preferences and advantages to whites and at the same time restrict the choices, rights, mobility, and access of people of color.
· Cultural racism is the belief that the cultural ways of one group are superior to those of another. Cultural racism can be found both in individuals and in institutions. In the former, it is often referred to as ethnocentrism. Jones (2000) mentioned that historical insults, societal norms, unearned privilege, and structural barriers are all aspects of institutional racism.
· People tend to deny, rationalize, and avoid discussing their feelings and beliefs about race and ethnicity. Often, these feelings remain unconscious and are brought to awareness only with great difficulty.
· When young children hear the stories of people of color, they tend to feel deeply and sincerely with the storyteller. “I’m really sorry that you had to go through that” is the most common reaction of a child. By the time one reaches adulthood, however, the empathy is often gone. Instead, reactions tend to involve minimizing, justifying ...
This document discusses concepts related to multicultural advising. It includes exercises that would help advisors understand diversity and cultural differences in advising. It also provides models of racial/cultural identity development and questions for advisors to reflect on their own cultural competence when working with students from diverse backgrounds. Key factors that can impact the success of minority students are identified as well as the importance of advising in retention.
This document discusses cultural value and diversity awareness in higher education. It begins by defining culture and personal values, explaining how they are shaped by social and family interactions. It then explores cultural and racial identity development, noting it is a complex process that occurs at the individual, group, and societal levels. Five stages of development are outlined for persons of color and six stages for whites. Barriers to intercultural learning are discussed, as well as the need to intentionally build cultural competence through approaches like content integration, knowledge education, and empowering school culture. The conclusion emphasizes that acknowledging differences, rather than refusing to do so, can help bring people together in educational settings.
This document discusses the importance of considering culture and diversity when implementing prevention programs. It defines culture as the knowledge, experiences, values, and skills that are passed down from experienced community members to new members. Carriers of culture include families, religious organizations, and professional groups. The document emphasizes learning about the cultural experiences, values, beliefs, and practices of different groups in order to provide culturally competent prevention programs.
Cultural sensitivity and awareness involve understanding cultural differences without making judgments of one culture being better than another. Developing cultural awareness requires becoming aware of one's own biases while valuing diversity, building respectful friendships to foster understanding, acquiring knowledge through classes and experiences with other cultures, and recognizing differences within cultures rather than assuming all members of a group are the same.
The document discusses topics related to cultural competence and transracial adoption. It provides definitions for key terms like culture, cultural competence, ethnicity, race, stereotypes, prejudice, and discrimination. It also discusses perspectives on transracial adoption, including the intentions of laws governing transracial placement. The document outlines aspects for adoptive parents to consider in self-assessment, like personality, attitudes, lifestyle and knowledge. It presents a "Transracially-Adopted Child's Bill of Rights" outlining what every adopted child is entitled to. Finally, it lists qualities that members of transracial families can develop, like accepting contradictions and valuing flexibility.
Diversity of experience is essential for innovation. A scientific endeavor will be most successful when it attracts a diverse range of perspectives and capitalizes on the creative sparks that arise from differences in cultures, backgrounds, and life experiences. acknowledging the value each perspective provides.
The document outlines the objectives and content of a diversity appreciation workshop conducted by Antonio Q. Meeks. The workshop aims to help participants determine different aspects of culture, acknowledge cultural strengths, recognize how upbringing influences attitudes, appreciate family variations, identify stereotypes and biases, and learn strategies for working with diverse cultures and patients. Participants engage in exercises to assess their cultural competence and identify ways to increase appreciation and effectiveness when working with those of other cultures.
Culture refers to the customary ways that humans live and includes aspects such as diet, family structures, social organizations, and religions. An ethnic or cultural group shares aspects of culture from one generation to the next through learning. There are 12 key aspects of culture or ethnicity, including history, social status factors, family life processes, healing beliefs, religion, diet, and more. Personal culture is one's core identity developed through social interactions. Cultural competence involves self-awareness of one's own culture, awareness and acceptance of differences, understanding cultural dynamics, knowledge of clients' cultures, and adapting skills appropriately.
Ethics issues for administrators power point session #7.bb.fa.2017bruce.miller
I understand how EVERYone’s perspective is important in our treatment of each other.
I have an understanding how I/we can reconcile this with my own/our school’s perspective.
The document discusses how humanities disciplines like philosophy, religion, history, literature and the arts impact people's perceptions of who they are, why they exist, and how they should act. It examines how culture and socialization shape individuals' norms, beliefs and sense of appropriate behavior through symbolic systems and the internalization of dominant cultural values. The document questions whether formal institutions like education, religion and therapy play a role in socially constructing people's worldviews, morality and sense of self.
The document discusses how humanities disciplines like philosophy, religion, history, literature and the arts impact people's perceptions of who they are, why they exist, and how they should act. It examines how culture and socialization shape individuals' norms, beliefs and sense of appropriate behavior through the internalization and reinforcement of symbolic systems. The document questions whether social institutions like education, religion and therapy help form people's worldviews and sense of self.
Ethics issues for administrators power point session #8.fa18.bbbruce.miller
The document discusses balancing educational opportunities that respect diversity and cultural differences while also promoting shared civic values. It addresses including different religious and cultural perspectives in curricula and school events. It argues that educational opportunities should allow students to pursue what is distinctive about their own cultures and religions while also learning about and from others. This helps create a sense of social justice and tolerance within a shared civic life. The goal is for students to have opportunities to both view other cultures through a window and reflect upon their own culture through a mirror. Decision-making should validate all members of the learning community.
This document discusses issues in cross-cultural communication and how culture impacts perception and communication. It outlines that culture governs both language/thought and behaviors/activities. Cultural differences present greater obstacles to communication than linguistic differences alone. Culture shapes perceptions in areas like individualism vs collectivism, roles, social hierarchies, values, and thought patterns. These cultural lenses can lead to misunderstandings between people from different cultures unless accounted for in cross-cultural interactions and communication. The document provides taxonomy of potential cultural barriers and differences that can obstruct cross-cultural understanding.
This chapter discusses the concept of culture. It defines culture as the shared beliefs, values, customs, and behaviors of a society. The chapter outlines the key elements of culture, including language, norms, folkways, mores, values and beliefs. It discusses cultural diversity in the US and the concepts of dominant culture, subcultures, and countercultures. The chapter also examines theoretical perspectives on culture and sources of cultural change.
Similar to Cultural Humility, Racial Equity, and the Protective Factors (17)
This document provides information about fetal alcohol spectrum disorders (FASD). It defines FASD as effects that can occur in a person whose mother drank alcohol during pregnancy, including physical, mental, behavioral and learning disabilities. It discusses the prevalence of different conditions within FASD. It also outlines the four main syndromes within FASD and their diagnostic criteria. Additionally, it discusses factors that influence the effects of prenatal alcohol exposure and historical research on FASD.
This document provides information about fetal alcohol spectrum disorder (FASD) including:
1) There is no known safe amount of alcohol during pregnancy, as even low to moderate drinking can cause FASD. The effects of prenatal alcohol exposure cannot be predicted and depend on multiple genetic and environmental factors.
2) Contrary to common beliefs, those most at risk for having children with FASD are not young single women or alcoholics, but rather white, educated women over 30 from middle to upper classes.
3) While some facial features can indicate prenatal alcohol exposure, this is not always the case, and facial effects decrease with age. FASD is mostly invisible.
4)
This document discusses fetal alcohol spectrum disorder (FASD) and strategies for prevention. It notes that preventing alcohol exposure during pregnancy is important but challenging due to misconceptions about occasional drinking being safe. Adults with FASD often have conditions like attachment disorder and cognitive impairments. Screening caregivers and a person-centered approach are recommended when working with those affected by FASD. The document also lists tools and programs that are available to support prevention efforts and substance-using women with FASD.
This document discusses adaptive challenges and the importance of adaptive learning skills for collective impact efforts to successfully address complex social problems. It defines adaptive challenges as problems where there are no clear solutions and learning is required. Collective impact aims to guide communities through adaptive learning processes to solve adaptive challenges. However, many collective impact efforts fail because they lack certain adaptive learning skills. The document identifies three key adaptive learning skills needed: systems thinking to identify high leverage intervention points, conversational capacity for open dialogue across boundaries, and improvisational or "yes to the mess" learning to adapt solutions along the way. Developing these skills can help communities learn faster and work together to effectively address adaptive challenges.
This document provides tips and exercises for managing one's time effectively to avoid feeling overwhelmed or underutilized. It includes:
1. An activity to create a pie chart showing how one currently spends their time and identify any imbalances.
2. An exercise to envision an ideal time allocation and compare it to the current pie chart to find areas for improvement.
3. Suggestions for small, measurable steps to make positive changes, such as using "Hav-ta, Gonna, Wanna" lists to prioritize tasks.
The document discusses working with fathers in South Carolina and outlines 7 types of poverty. It provides information on fatherhood programs in South Carolina that address the root causes of poverty. The programs aim to meet needs, gain trust, and keep fathers engaged using a formula of beneficial, relational, encouraging, active, and directional programming. Additional resources are also listed.
This document discusses strategies for promoting mental health and wellness in adolescents through mindfulness and positive psychology. It provides statistics showing that depression and anxiety are common among teens. Positive psychology focuses on building individual strengths rather than remedying weaknesses. Mindfulness techniques like breathing exercises and being present-focused can help teens manage stress and negative thoughts. Practicing gratitude, kindness, and savoring good experiences can increase well-being and resilience.
This document discusses racial equity and inclusion. It defines racial equity as a process and outcome where race is not a determining factor in one's opportunities and everyone has what they need to thrive. Racial equity is achieved when those most impacted by inequity are meaningfully involved in decision-making. The document advocates starting the process of achieving racial equity through openness, reflection, empathy, and sharing one's own stories to build understanding and make deeper connections with others.
Bryan Fox discusses cultivating a mindset of resiliency. He discusses how having a mindset that we are all separate can cause burnout, but that a growth mindset focused on progress can help build resiliency. He recommends strategies like focusing on positive experiences through "What Went Well", mindfulness meditation to live in the present, shifting to a growth mindset, and building connection through kind acts to boost posiliity.
This document provides an overview of Adverse Childhood Experiences (ACE) data from South Carolina. It discusses the Behavioral Risk Factor Surveillance System (BRFSS) as the data source for ACEs in SC. Some key findings include: 62% of SC residents report experiencing at least one ACE, with 14% experiencing 4 or more. There are associations between higher ACE scores and increased risk of health problems, mental illness, and risky behaviors. The data also show strong interrelationships between different types of ACEs - for example, those experiencing physical abuse were much more likely to also experience other forms of abuse and household dysfunction. The document demonstrates how ACE data can be applied to help various community efforts
This document summarizes the hero's journey framework and how it can be applied to communities seeking social change. It describes a fellowship in Kitsap County, Washington that used collective impact principles to address adverse childhood experiences and build community philanthropy. Key events discussed include developing a theory of change, implementing a collaborative learning academy for non-profits, and efforts to integrate an understanding of ACEs into all aspects of the community through resilience-building. The story highlights the challenges of paradigm shifts and culture change required for long-term success in complex social issues.
This document outlines an innovative planning framework for building collective impact to prevent child maltreatment. Key elements include establishing shared outcomes and indicators across agencies, identifying promising new strategies, and assisting communities to tailor plans to local strengths and needs. Input from a statewide parent survey and focus groups found that parents want accessible, nonjudgmental support for their diverse needs from basic resources to parenting skills. The framework aims to strengthen collaboration, align current investments, engage new partners, and encourage communities to creatively address unique challenges through a flexible yet integrated approach.
This document provides an overview of data collected on adverse childhood experiences (ACEs) in South Carolina. Some key points:
- 62% of South Carolinians reported experiencing at least one ACE, with 22% experiencing 2 or more and 16% experiencing 4 or more.
- Experiencing ACEs is associated with increased risk of physical and mental health problems in adulthood like heart disease, diabetes, depression, and poorer overall health.
- ACEs are also linked to higher rates of behavioral risks in adulthood like smoking, binge drinking, and not wearing a seatbelt.
- Those with ACEs were more likely to face barriers to healthcare access as adults such as
This document discusses parent group meetings for home visitation programs. It defines parent group meetings as meetings of parents, children, and parent educators designed to build social connections and encourage parent-child interaction. The document outlines the benefits of parent group meetings, including enhancing social support networks and empowering parents. It also describes different types of parent group meetings and provides guidance on planning meetings, including promoting them, choosing activities and locations, and addressing potential challenges.
This document discusses strategies for engaging Latino families and communities. It provides an overview of the organization PASOs, which works to improve health outcomes for Latinos in South Carolina. PASOs offers community education, helps families access resources, partners with other organizations, and trains promotoras (community health workers). The document then addresses specific questions about engaging Latinos, such as how to get them involved in advisory boards, hire bilingual staff, find local Latino networks, and form partnerships. The key recommendations are to work with PASOs for help with cultural competence, find the right people who can build trust, make programs accessible, and recognize that authentic engagement requires sustained time and effort.
This document discusses reflective practice and its importance for professionals working with young children and families. It defines reflective practice as a process of slowing down to thoughtfully observe situations, listen to others' perspectives, and learn from experiences before responding. The "Look, Listen, Learn" model is presented as a framework for reflective practice, involving careful observation, active listening, and using open-ended questions to understand a situation more fully before deciding how to respond. Examples are provided to illustrate how to incorporate reflection into daily work through mindfulness, self-awareness, questioning, acknowledging what is going well, and considering multiple perspectives on next steps.
This document provides information and key messages to support oral health outreach for pregnant women and young children ages 0-3. It begins by outlining the problem of tooth decay in young children, describing it as the most common childhood disease. It then covers five oral health standards and associated target messages for pregnant women and families with young children. These address the importance of baby teeth, establishing dental homes, proper oral hygiene techniques, the impact of nutrition on oral health, and the benefits of fluoride. The document aims to equip home visitors, childcare providers, and community workers with the knowledge and resources to effectively support improved preventive oral health in high-risk populations.
Collapsing Narratives: Exploring Non-Linearity • a micro report by Rosie WellsRosie Wells
Insight: In a landscape where traditional narrative structures are giving way to fragmented and non-linear forms of storytelling, there lies immense potential for creativity and exploration.
'Collapsing Narratives: Exploring Non-Linearity' is a micro report from Rosie Wells.
Rosie Wells is an Arts & Cultural Strategist uniquely positioned at the intersection of grassroots and mainstream storytelling.
Their work is focused on developing meaningful and lasting connections that can drive social change.
Please download this presentation to enjoy the hyperlinks!
This presentation by OECD, OECD Secretariat, was made during the discussion “Competition and Regulation in Professions and Occupations” held at the 77th meeting of the OECD Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found at oe.cd/crps.
This presentation was uploaded with the author’s consent.
This presentation by Nathaniel Lane, Associate Professor in Economics at Oxford University, was made during the discussion “Pro-competitive Industrial Policy” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/pcip.
This presentation was uploaded with the author’s consent.
This presentation by Yong Lim, Professor of Economic Law at Seoul National University School of Law, was made during the discussion “Artificial Intelligence, Data and Competition” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/aicomp.
This presentation was uploaded with the author’s consent.
This presentation by Juraj Čorba, Chair of OECD Working Party on Artificial Intelligence Governance (AIGO), was made during the discussion “Artificial Intelligence, Data and Competition” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/aicomp.
This presentation was uploaded with the author’s consent.
Mastering the Concepts Tested in the Databricks Certified Data Engineer Assoc...SkillCertProExams
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Carrer goals.pptx and their importance in real lifeartemacademy2
Career goals serve as a roadmap for individuals, guiding them toward achieving long-term professional aspirations and personal fulfillment. Establishing clear career goals enables professionals to focus their efforts on developing specific skills, gaining relevant experience, and making strategic decisions that align with their desired career trajectory. By setting both short-term and long-term objectives, individuals can systematically track their progress, make necessary adjustments, and stay motivated. Short-term goals often include acquiring new qualifications, mastering particular competencies, or securing a specific role, while long-term goals might encompass reaching executive positions, becoming industry experts, or launching entrepreneurial ventures.
Moreover, having well-defined career goals fosters a sense of purpose and direction, enhancing job satisfaction and overall productivity. It encourages continuous learning and adaptation, as professionals remain attuned to industry trends and evolving job market demands. Career goals also facilitate better time management and resource allocation, as individuals prioritize tasks and opportunities that advance their professional growth. In addition, articulating career goals can aid in networking and mentorship, as it allows individuals to communicate their aspirations clearly to potential mentors, colleagues, and employers, thereby opening doors to valuable guidance and support. Ultimately, career goals are integral to personal and professional development, driving individuals toward sustained success and fulfillment in their chosen fields.
This presentation by OECD, OECD Secretariat, was made during the discussion “Artificial Intelligence, Data and Competition” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/aicomp.
This presentation was uploaded with the author’s consent.
XP 2024 presentation: A New Look to Leadershipsamililja
Presentation slides from XP2024 conference, Bolzano IT. The slides describe a new view to leadership and combines it with anthro-complexity (aka cynefin).
This presentation by Thibault Schrepel, Associate Professor of Law at Vrije Universiteit Amsterdam University, was made during the discussion “Artificial Intelligence, Data and Competition” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/aicomp.
This presentation was uploaded with the author’s consent.
This presentation by OECD, OECD Secretariat, was made during the discussion “Pro-competitive Industrial Policy” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/pcip.
This presentation was uploaded with the author’s consent.
Pro-competitive Industrial Policy – OECD – June 2024 OECD discussion
Cultural Humility, Racial Equity, and the Protective Factors
1. Cultural Humility, Racial Equity, &
Protective Factors
a presentation at the
Children’s Trust of South Carolina
Prevention Conference 2017
“Embracing Prevention, Empowering Communities”
October 2, 2017
Columbia, SC
Charlyn Harper Browne, PhD
Senior Associate, Center for the Study of Social Policy
3. Parenting is. . .
The single largest variable implicated in poor
childhood outcomes
and
The single largest variable implicated in healthy
or improved childhood outcomes
Buffer against harm and adversity
Mediator of damage
Optimize children’s potential
Maximize opportunities for potential to
flourish
4. A Caveat about Parenting
Parenting is contextual.
Common Assumption: “Poor families” have
poorer parenting skills because of the various
social conditions they experience (e.g., economic
inequities, community gang violence, limited
resources).
Emerging Evidence: “Families experiencing
poverty” do not necessarily have weaker skills or
fewer of the qualities that aid child development
than do families living elsewhere.
5. “Traditional” Conception of Parenting
There is a single parenting norm/standard that
all parenting must be compared to.
Thus:
Differences = Deviances = Deficiencies
This minimizes or ignores important
differences in what cultures expect of and
understand about parenting and parent-
child relationships.
6. Parenting is a Cultural Act
Culture influences parents’:
Beliefs
Definitions (e.g., “good parenting”)
Values
Expectations of children
Behaviors
Culture influences parent-child relationships
Culture influences how parenting programs are
delivered and whether they are
accepted/effective
7. Iceberg Analogy of Culture
Surface Structure (external elements)
dress * food * music * drama visual
arts * celebrations * traditions * etc.
Deep Structure (internal elements)
ethos * norms * values * worldview
The ways people make sense of their
reality and lived experience
Ontology
Epistemology
Axiology
Cosmology
8. Culture Defined
“A set of values, beliefs, and ways of thinking
about the world that influences everyday
behavior” (Zepeda, Gonzalez-Mena, Rothstein-
Fisch, Trumbull, 2006, p. 2).
9. Research Findings:
Different racial and ethnic groups seem to
understand aspects of parenting differently
have different perceptions about when children
should reach milestones
view the importance of sources of information
differently (Kim & Hong, 2007; Lubell, Lofton, &
Singer, 2008; Melendez, 2005; Pinderhughes,
Dodge, Bates, Pettit, & Zelli, 2000; Spicer, 2010).
10. Typical Strategies for Being Culturally
Responsive
Building:
Cultural Sensitivity: The awareness of and
sensitivity to others’ practices and cultures
Cultural Competence: Knowledge about
diverse cultures
11. Often Overlooked Strategy
Cultural Humility: A willingness to suspend what
you know, or what you think you know, about a
person/a group of people based on generalizations
about their culture
Shifts the focus of trying to understanding other
people to a focus on self-awareness
Acknowledges that one’s own perspective may be full
of assumptions and prejudices
Tervalon, M. & Murray-Garcia, J. (1998). Cultural humility vs. cultural competence: A critical distinction in defining
physician training outcomes in multicultural education. Journal of Health Care for the Poor and Underserved, 9(2), 117.
12. Principles of Cultural Humility
Tervalon, M. & Murray-Garcia, J. (1998). Cultural humility vs. cultural competence: A critical distinction in defining
physician training outcomes in multicultural education. Journal of Health Care for the Poor and Underserved, 9(2), 117.
Lifelong learning and critical self-reflection
Recognizing and challenging power
imbalances for respectful partnerships
Institutional accountability
13. Cultural Humility: Principle 1
Lifelong Learning & Critical Self-Reflection
Investigating and acquiring an understanding of
key constructs
Understanding the complexities of individual
and collective culture
Examining one’s own assumptions, prejudices,
and expectations about others; trying to figure
out how to suspend judgments
14. Key Construct:
Reframing “Differences”
Reject the idea of a single human norm and the idea
Differences = Deviances = Deficiencies
“It is not our differences that divide us. It is our
inability to recognize, accept, and celebrate those
differences.” Audre Lorde
16. Declaration. . .
This an open environment in which we not only
acknowledge the elephant in the room, we must
welcome it!
To have a dialogue in an authentic way, we must be
willing to venture into some challenging and
uncomfortable territory.
17. Race
White Privilege
“I believe in the power
and mystery in naming
things. . . In naming
what is right in front of
us because that is
often what is most
invisible.”
Eve Ensler,
The Vagina
Monologues
“When we name the
things that make us
uncomfortable or
afraid, then demons
are faced, silences
are broken, and
freedom is won.”
Eve Ensler,
The Vagina
Monologues
Inequities
Differential Treatment
Racism
Implicit Bias
18. Reasons This is a Difficult Discussion
Uncomfortable and highly emotional
Not understanding the types of racism
Failing to acknowledge the pervasive role of race
Preferring to address symptoms rather than the
roots of social problems
Preferring to address issues of gender and social
class rather than race
19. Several studies have shown: “Whites and
People of Color differ greatly in their
perceptions of race and racial inequality in
America today” (Byrd & Mirken, 2011, p. 4).
Byrd, D., & Mirken, B. (2011). Post-Racial? Americans and
Race in the Age of Obama. Berkeley, CA. Greenlining Institute.
Another Reason. . .
20. Examples of Differences in
Perceptions of Racial Injustice
“When you are a minority and refute the notion that you were
charitably allowed into a club—that you were being done a favor,
not that you earned it—you will be punished, until it has been
determined that you have learned your lesson.”
Browne, R. (2017, September 12). Colin Kaepernick has a job. The Bleacher
Report. http://bleacherreport.com/articles/2732670-colin-kaepernick-anthem-
race-in-america
The Los Angeles City Council voted to eliminate Columbus Day from
the city calendar and replace it with “Indigenous Peoples Day”,
siding with activists who view the explorer as a symbol of genocide
for native peoples in North America and elsewhere.
http://www.latimes.com/local/lanow/la-me-ln-indigenous-peoples-day-
20170829-story.html
21. Key Construct: Implicit Bias
The unconscious emotions and stereotypes that
affect our understanding, actions, and decisions
Activated involuntarily and without an individual’s
awareness or intentional control
Develop across the lifespan through exposure to
direct and indirect messages, and through
media images and messages
http://kirwaninstitute.osu.edu/research/understanding-implicit-bias/
22. Key Construct: Racism
Racism is a SYSTEM: structures, policies, practices,
and norms
A worldview that overtly and covertly attributes
value and normality to White people and
whiteness, and devalues, stereotypes, and
labels ‘People of Color' as ‘other,’ different,
less than, or render them invisible.
Aspen Institute Roundtable on Community Change
Jones, C. P. (2003). Confronting institutionalized racism in public health. Atlanta, GA: Emerging Investigations and Analytic
Methods Branch, Centers for Disease Control and Prevention.
23. Individual and Inter-Group Racism
Personal feelings, beliefs, and actions:
◦ Microaggressions
◦ Personal prejudices
◦ Use of racial slurs
◦ Inter-group tensions
◦ Lack of diversity and inclusion
◦ Lack of cultural humility
Aspen Institute Roundtable on Community Change
24. Structural Racism
Historical, social, political, institutional, and cultural
factors that contribute to, legitimize, and
facilitate the maintenance of racial inequities
Aspects of our history and culture that have
allowed the privileges associated with
“whiteness” and the disadvantages associated
with “color” to endure and adapt over time
Aspen Institute Roundtable on Community Change
26. U.S. Department of Education Report
Hsieh, S. (2014, March 21). 14 disturbing stats about racial inequality in American public schools. The Nation. Retrieved from
www.thenation.com/blog/178958/14-disturbing-stats-about-racial-inequality-american-public-schools#
1. Black students accounted for 18% of the country’s
pre-K enrollment, but made up 48% of pre-school
children with multiple out-of-school suspensions.
2. Black students represent 16% of America’s public
school students, but represent 27% of students
referred by schools to law enforcement, and 31% of
students arrested for an school offenses.
3. Black students tend to get less instructional time
because they’re far more likely to receive out of
school suspensions or expulsions.
27. Dept. of Education Report, cont.
Hsieh, S. (2014, March 21). 14 disturbing stats about racial inequality in American public schools. The Nation. Retrieved from
www.thenation.com/blog/178958/14-disturbing-stats-about-racial-inequality-american-public-schools#
4. A quarter of the schools with the highest percentage
of Black and Latino students did not offer Algebra II;
a third of these schools did not offer chemistry.
5. Black, Latino, and Native American students
attended schools with higher concentrations of
first-year teachers (3-4%) than White students (1%).
6. Black students were more than three times as likely
to attend schools where fewer than 60% of teachers
met all state certification & licensure requirements.
28.
29. Key Construct: White Privilege
The implicit attribution of superiority.
Benitez, M., Davidson, J., & Flaxman, L. (2009). Small schools, big ideas: The essential guide to successful school transformation.
San Francisco, CA: Jossey-Bass.
30.
31. Internalized White Privilege
“It is the role, responsibility, and moral imperative of
White, anti-racist transformational leaders who are
committed to achieving equity to:
take a critical look at their own privilege
recognize and discuss this privilege as it relates to the
tacit assumptions they and their colleagues may hold
develop the courage to use their privilege to challenge
racism in institutional settings.”
Benitez, M., Davidson, J., & Flaxman, L. (2009). Small schools, big ideas: The essential guide to successful school transformation.
San Francisco, CA: Jossey-Bass.
32. Cultural Humility: Principle 2
Recognizing and Challenging Power
Imbalances for Respectful Partnerships
Relinquishing the assumption of a hierarchy in a
relationship (e.g., one w/answers-one w/problems).
Recognizing that each person/group brings
something different into an interaction.
Both people/groups must collaborate and learn
from each other for the best outcomes.
33. Recognizing and Challenging Power
Imbalances for Respectful Relationships
“The real tradition of this country is a testing of the limits
of people of color, to see how we can be pushed until we
either give up (and give in) or fight back (and die). The
remaining option—to persist—is the one that has always
been inconvenient for White America. Colin Kaepernick
is inconvenient.“
Browne, R. (2017, September 12). Colin Kaepernick has a job.
The Bleacher Report. http://bleacherreport.com/articles/2732670-
colin-kaepernick-anthem-race-in-america
“It is not about the flag or the anthem. . . . This is a
protest about whether or not the country has fulfilled its
promise of equal protection under the law to all of its
citizenry.” Wright, N. (2017, September 27). Fox News.
https://www.dailykos.com/stories/2017/9/26/1701881/-Incredibly-
powerful-host-asks-the-question-media-outlets-aren-t-asking-about-
the-NFL-protests
34. Cultural Humility: Principle 3
Institutional Accountability
Organizations should model principles 1 and 2
Develop partnerships with people and groups
who advocate for others
Cultural humility, by definition, is larger than
individuals—it must be addressed systemically
35. Diversity vs. Inclusion
Diversity: creating an organizational environment that
reflects differences with respect to race, ethnicity, age,
gender identity, sexual orientation, education,
socioeconomics, religion, etc.
Inclusion: proactive behaviors that make each person in
an organization—especially those who have been
historically marginalized—feel welcomed and a genuine
part of the organizational culture, including decision-
making.
Diversity is being invited to the party;
inclusion is being asked to dance.
36. Equality vs. Equity
Equality and equity are two strategies that can
be used to produce fairness.
Equality is treating everyone the same.
Equality can only work if everyone starts from
the same place and needs the same help.
Equity is providing the opportunity for everyone
to get what they need to be successful.
38. Risk and Protective Factors
Risk Factors
Conditions or attributes of individuals, families,
communities, and the larger society that increase
the probability of poor outcomes.
Protective Factors
Conditions or attributes of individuals, families,
communities, and the larger society that
simultaneously mitigate or prevent the impact of
risk factors and actively enhance well-being.
39. The SF Protective Factors
Parental Resilience: Managing both general life and
parenting stress, and functioning well when
faced with stressors, challenges, or adversity;
outcome is personal growth and positive change
Social Connections: Having healthy, sustained
relationships with people, institutions, the
community, and a force greater than oneself
Knowledge of Parenting and Child Development:
Understanding the unique aspects of child
development; implementing developmentally &
contextually appropriate parenting practices
40. The SF Protective Factors, cont.
Social and Emotional Competence of Children:
Providing an environment and experiences that
enable the child to form close and secure adult
and peer relationships, and to experience,
regulate, and express emotions
Concrete Support in Times of Need: Identifying,
seeking, accessing, advocating for, and receiving
needed adult, child, and family services; receiving
a quality of service designed to preserve parents’
dignity and promote healthy development
41. The Strengthening Families Approach
and Cultural Humility
Encourage parents to articulate how the
protective factors are understood and
manifest from their cultural and family
perspective
Encourage providers to conscientiously
engage in cultural humility
42. “The fact that we are here and that I speak
these words is an attempt to break (the) silence
and bridge some of those differences between
us, for it is not differences which immobilize us,
but silence. And there are so many silences to
be broken.” Audre Lorde