Educ364 Class3 Fall08

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Spiritual Education

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"If we cannot now end our differences, at least we can help make the world safe for diversity", said John F. Kennedy. Presenting one's cultural identity reinforces recognition of the sheer diversity of individuals and their groups. Strikingly, even where cultural identity structures are similar, cultural identity mapping can—and usually does—reveal different individual interpretations of where, how, and to what degree a group's culture is represented in the self. Awareness raising and more effort can build intergroup understanding in organizations.

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Review for Midterm, American Culture 1. Individualism and civic or community involvement. What does individualism mean in American culture, how it relates to concepts and values such as freedom, democracy, civic responsibility, community involvement. Be able to discuss how all this is related. Be able to discuss the concept of social capital and its decline. Understand and be able to explain the difference between utilitarian liberalism and moral liberalism. How do Americans connect their own fulfillment to that of other people, despite (or because of) individualism? 2. America as a land apart. This examines how Americans have always thought of America as somehow different, special, set apart from other people, cultures, or countries. It applies to questions like whether America is seen as a haven for the world’s oppressed, as a power in the world, etc. It refers to how many generations of immigrants have seen America and why they came here. It also refers to several opposing or conflicting attitudes and values, such as isolationism (America should not get involved with the rest of the world), nativism (foreign immigrants are the problem), extreme patriotism? What are the positive and negative sides to American exceptionalism? 3. Equality and inequality. This includes the tensions between our cultural ideals and values of equality and the reality of inequality in America—poverty, racism, the heritage of slavery and relations to Native Americans, etc. You should be able to explain how/why social categories such as race, social class, and even gender, as socially constructed, not biological or inherent--how racial and class categories are socially constructed and negotiated and “man-made,” rather than biologically inherent and “God-given.” Basically: our physical and genetic traits are inherent and given, but how we and others choose to perceive, emphasize, or ignore various physical and genetic traits, how we place people into arbitrary categories based on these traits, and how we set one category as “higher” or better than another are all socially constructed and learned. We can look at inequality as giving different groups of people different access to wealth, power, and prestige, and how the same social categories that define our identity (race, ethnicity, gender, etc.) also place us somewhere in a social hierarchy. We can always “negotiate” and try to change this. How can inequality be seen on the level of individuals and images (personal attitudes of prejudice, etc.), institutions discrimination, (policies and practices of institutions that perpetuate racism or inequality), and ideology (systems of attitudes, beliefs, ideas, and symbols that rationalize and support or challenge the “rightness” of a situation of inequality).We can change individuals on the level interpersonal relationships, but if we do not change institutional policies and practices and develop an alternative ideology, we won’t change inequality. Cla ...

Review for Midterm, American Culture1. Individualism and civi.docx

joellemurphey

OBSTACLES TO CULTURAL COMPETENCE UNDERSTANDING RESISTANCE TO MULTICULTURAL TRAINING Chapter Objectives 1. Acknowledge and understand personal resistance to multicultural training. 2. Identify how emotional reactions to topics of prejudice, discrimination, and oppression can act as obstacles to cultural competence. 3. Understand worldview differences between majority and socially devalued group members in this society. 4. Make sense of why majority group members often react differently from marginalized group members when issues of racism, sexism, or heterosexism are discussed. 5. Be cognizant of how worldviews may influence the ability to understand, empathize, and work effectively with diverse clients. 6. Realize that becoming an effective multicultural counselor is more than an intellectual exercise and is a lifelong journey. Reading and digesting the content of this book may prove difficult and filled with powerful feelings for many of you. Students who have taken a course on multicultural counseling/therapy or multicultural mental health issues have almost universally felt both positive and negative feelings that affect their ability to learn about diversity issues. It is important not to allow those emotions to go unacknowledged, or to avoid exploring the psychological meanings they may have for you. As you begin your journey to becoming a culturally competent counselor/mental health professional, the road will be filled with obstacles to self-exploration, to understanding yourself as a racial/cultural being, and to understanding the worldview of those who differ from you in race, gender, ethnicity, sexual orientation, and other sociodemographic characteristics. The subject matter in this book and course requires you to explore your biases and prejudices, a task that often evokes defensiveness and resistance. It is important to recognize personal resistance to the material, to explore its meanings, and to learn about yourself and others. Sometimes what is revealed about you may prove disturbing, but having the courage to continue is necessary to becoming a culturally competent counselor or therapist. This chapter is specifically written to help readers understand and overcome their emotive reactions to the substance of the text, and the course you are about to take. Let us begin by sharing reactions from four past students to reading Counseling the Culturally Diverse and discuss their meaning for the students, and the implications for mental health practice. Reactions to Reading Counseling the Culturally Diverse Reaction #1 1. White Female Student:“How dare you and your fellow caustic co-author express such vitriol against my people? You two are racists, but of a different color. . .I can't believe you two are counselors. Your book does nothing but to weaken our nationalism, our sense of unity and solidarity. If you don't like it here, leave my country. You are both spoiled hate-mongers who take advantage of our educational system by con ...

OBSTACLES TO CULTURAL COMPETENCEUNDERSTANDING RESISTANCE TO MULTIC.docx

vannagoforth

Numeric Grade: 22 / 30 pts Letter Grade: The following questions should serve as a guide for your entry: · What is one group (racial, ethnic, sexual orientation, gender, religious, social class, etc.) with which you feel you can identify in terms of belonging to this group? · Would you consider this group a majority or minority group? Why? · How important is this group identity to you? If it is very important, what do you think makes it important? If it is not, why do you think it is not important to you? · In what way or ways might this group identity help to shape your view of the world? · How is your ability to be objective about minority-majority issues influenced, either positively or negatively by this group identity? Comments: Carl, you’ve done a very good job on your first journal entry and your application of the concepts of “machismo” and objectivity. See my comment on the definition of minority. Are Hispanics considered a minority only due to their numbers? Other relevant concepts that might apply to what you’ve written here might be symbolic interaction and cultural differentiation. You needed to apply two theories this week. You might have used social identity theory to explain your feeling of comfort around those like you in terms of the ethnicity and social status. You might also have used Interactionist theory to explain the process of cultural transmission of Hispanic norms and values, especially those that apply to Hispanic males as well as to explain why skin color may be significant in the U.S. while it is not as significant in Latin American countries. Interactionists would also suggest that taking one’s time may be interpreted as being lazy in the US and this might result in conflict. Our culture shapes our perceptions and in turn, this influences how we react to those who are not like us in certain respects. Your APA format is very good overall. If the information cited is quoted material, then you also need to include the page number on which the quoted material is located. As noted in the instructions, these journals are “practice” for the paper. They are meant to help you in applying concepts and theory, so be sure to follow my comments and the feedback I give you each week. Review the rubric below to see where you need to concentrate on improving your entries. If you do not understand something, please contact me. Thanks! Instructor C :-) The ethnic group with which I feel I can identify in terms of belonging to this group is Hispanic. I would consider this group to be a minority group and so does society. Although Hispanics have grown significantly in numbers throughout the United States their numbers as far as population goes are still low in comparison to others in the United States[k1] . Hispanics have grown to be the largest minority group in the United States (Parrillo, 2011). Being Hispanic to me is very important. It signifies who I am and what I am about. One thing that makes this identi.

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Identity paper (4 pages) “Identity is a curious notion… coming to know ourselves involves not so much discovery as creativity, Minnich (2010). Tosha Tshang’s identity is a narrative about experiences of high performing sport – she also constructs her academic voice, stories of beauty and being a woman, and stories of racialization; in fact she is a multiplicity of stories through which she explores her identity: 1. Using narrative what is your identity? 2. In the final analysis – how does your identity inform your practice as a professional Read the attached article closely and try to capture the narrative of your own identity using the post-structural perspective. In fact the minute you catch yourself using the word identity in your narrative/stories – you may be on the path of describing a “static” identity. S ee below the guide that helps you follow the argument about writing your identity using the post-structural perspective as Tosha Tsang. The lack of certainty and the contradictions pertaining to her identity are important features to embrace in our world today. This guide tells you how and why. Use this to guide you towards thinking and writing your own identity. Tosha Tsang writes her experiences using the post-structural perspective. What does post-structural mean? Guide First of all we begin with what structural perspective is - a structural position frames phenomenon through an unchanging, universal laws of human behavior and social phenomena while the post-structural position frames phenomenon as more nuanced, multileveled, and ultimately complicated framings of the world around us. We are all human – men and women. Isn’t this a universal law? If that is the case - where does that leave the transgender people and or seeking sex chang e? Post-structural position is that which may accommodate more nuanced, multilevel and more complicated framings of the world. So those who left this world (as more universal and with unchanging laws of human behavior) indeed when marriage meant a union between a man and a woman may be shocked today! Most people think through a rational autonomous subject perspective when asked to speak about their identity . What is a rational autonomous subject? It is obedience to the law one has prescribed to oneself - a capacity for choice that is motivationally independent, not determined by external influence. When people say things such as … this happened to me so I decided to be… they are speaking from the rational autonomous subject perspective. They are using their own reason to determine what they want to be and perhaps how the world should view them. The post-structural position views the rational autonomous subject as untenable or as unsustainable or a weak position. There are so many things that people cannot determine for themselves against the predetermined social categories. How do you determine how the world will view you as a woman? What should a Native Americans deter.

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After critically reading the chapters on sexism, heterosexism, and trans* oppression, you will write a reflection paper. Students will focus their reflections on the following Parts below and organize their papers using the following headings: Part 1, Part 2, and Part 3 . The questions in each Part should guide your reflections and content for this Assignment. write 4 pages, not including cover and reference pages. APA 6thwriting style for all citations and references. Part 1 : “Content” Section What roles have institutions—such as the medical system, the police, the courts, religion, and the media—played in the construction of gender and sexuality? How have other forms of oppression (e.g., racism, classism, religious oppression, youth oppression) intersected with sexism, heterosexism, and trans* oppression? For example: A higher percentage of women live in poverty after age 65, in this example, "gender" and "age" intersect. Provide other examples. Pick two of the articles in this chapter that are written by someone who describes different life experience than yours. Consider the perspective(s) of the author. How does their point of view and experiences shape your perspectives and help you develop empathy? Part 2 : “ Voices” Section What impression did the various readings in this section have on you? What did they teach you about the ways systems of oppression impact individuals and society as a whole? What could you relate to? What did you learn that was new for you? What questions does it bring up for you? Part 3 : “Next Step” Section Are you aware of resources, supports, programs, or groups for women, LGBQ people, and/or trans* people on your campus/community/state? Consider the social environment, overall level of awareness, restroom options, sexual harassment policies, shelters in town, housing policies, identity documents, sports teams, support and ally groups. How could the environment where you live and work improve to be more inclusive of women, LGBQ people, and trans* people? Book:Readings for Diversity and Social Justice (4thEdition2018).Edited by Marianne Adams, Warren J.Blumenfeld, D. Chase J. Catalano, Keri DeJong, Heather W. Hackman, Larissa E. Hopkins, Barbara J. Love, Madeline L. Peters, Davey Shlasko, and Ximena Zuniga. .

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D01040868 Typewritten Text 6 CHAPTER 3: SYSTEMS VS INDIVIDUALS While U.S. citizens espouse the belief in the individual, we also have people who aren’t granted the full benefits of individuality. When we look at our society, any individual who belongs to those groups that are not dominant in society, we can see that we often treat these people, not as individuals, but as members of whatever group they belong to. The difference in the way we treat the individuals who are members of the non-dominant groups, is not always easily seen, but let’s start by thinking about the difference between dominant and subordinate groups in general, in our culture. This is exactly what the scholar, Peggy McIntosh did as she uncovered a concept that has been much talked about in recent years. https://nationalseedproject.org/images/documents/Knapsack_plus_Notes-Peggy_McIntosh.pdf McIntosh, a feminist scholar at a prestigious college, was studying or rather creating the field of study now known as women’s studies when she accidently created the field of White Cultural Studies. Before women scholars of the 1960’s and 70’s there were very few sources that one could find about the ways that women have contributed to making our culture. This is one of the signs that males are dominant in our culture. Most all the heroes in our history books are/were men, most of the great artists whose works we learn about are men, most of the novels and poems taught in schools were/have been written by male authors. If you don’t believe me, try to name 5 famous women visual artists. How many can you name besides Georgia O’Keefe? Ms. McIntosh was struck by how difficult it was for women to not only find other women as role models in academia, but how difficult it was to find anything that ‘looked like herself,’ reflected in what she was learning. This idea of reflection is an important topic that we should take a minute to examine. The dominant groups in a culture are the groups that see themselves reflected everywhere. Activate Your Sociological Imagination Now! Imagine living your whole life and never being able to see your own reflection. What if when you looked in a mirror, or a pool of water, or a window, you saw someone else’s face instead of your own? How do you think that you would feel? Particularly if you knew that other people, who look different than you do always see their own reflection in the mirror. How do you think that would impact your life? Would everything remain the same as it is now? Does your race impact the way you answer this question? People of color—non-white people—have a difficult time finding themselves when they look at the world today. Most of the people on US television are white; most of the people whose faces are on magazines are white. Most movies feature people who are white. It is particularly difficult for people of color to see themselves as positive-figures-in-history-who-made-our-country-great. All the myths of how our country was built.

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INCA Survey Information INCA is an acronym for intercultural competency assessment. The purpose of the INCA survey is to examine your intercultural awareness. Intercultural competence – what does it mean? Intercultural competence enables you to interact both effectively and in a way that is acceptable to others when you are working in a group whose members have different cultural backgrounds. The group may consist of two or more people including yourself. ‘Cultural’ may denote all manner of features, including the values and beliefs you have grown up with, your national, regional and local customs and, in particular, attitudes and practices that affect the way you work. Three strands of cultural competences include: • Openness • Knowledge • Adaptability Openness includes respect for otherness and tolerance of ambiguity. > To be open means to be open to the other and to situations in which something is done differently. You can tolerate your partner as being different and doing things differently. Knowledge includes knowledge discovery as well as empathy. > You not only want to know the ‘hard facts’ about a situation or about a certain culture, but you also want to know, or you know something about, the feelings of the other person. You also know how your interlocutor feels. Adaptability includes behavioral flexibility and communicative awareness. > You are able to adapt your behavior AND your style of communication The INCA survey addresses: · Communicative awareness · Respect for others · Empathy After completing the survey, use the following to determine your cultural awareness level: Respect for Others: basic level Addresses only one culture. Describes the behaviour of one person as negative (e.g. Mr Parker is focused on pursuing his own interests) Criticises one culture (e.g. ‘The Chinese can’t do business’) Sees one attitude towards work as the only correct attitude (e.g. Mr Parker’s attitude ‘business is business’ is correct) Uses negative attributes to describe a person (e.g. ‘Mr Wang is not a good businessman’) Mr Parker should have addressed the importance of the business deal more clearly He should have made threats to leave the country without the deal Respect for Others: intermediate level Mostly addresses one culture, sometimes addresses both Describes the behaviour of both persons as neutral Does not criticise the two cultures involved Sees one attitude towards work as better than the other, but also sees the other attitude Does not use negative attributes for one or both of the persons involved Mr Parker should have been better alert to the other person He didn’t give a satisfactory answer to the question about his family Respect for Others: full level Describes both cultures (e.g. both persons come from different cultural spheres with different but equal rules) Identifies rules from both cultures (e.g. typically direct way of speaking in English vs. typically indirect way of speaking i.

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