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.

1. Q. Consulting Group Diversity Appreciation: Learning to appreciate and celebrate differences Antonio Q. Meeks, Facilitator

4. Disclaimer: This workshop contains content that could be considered sensitive in nature. It covers cultural elements associated with complex issues such as race, ethnicity, religion, and sexual orientation. It is not intended to offend persons of any particular race or culture. Nor does the workshop intend to demean or esteem any element of a person’s culture over another person’s culture.

6. Cultural Stereotypes Please post your given cards on the flip chart that closely represents the cultural trait.

7. Define Culture A descriptive term for a group’s way of life. Culture encompasses the customs, arts, values, and attitudes of a given group of people during a given period of time.

8. Defining Culture What are elements of culture that you CAN see? What are elements of culture that you can NOT see?

9. Picture This! Please write down the first thing that comes to your mind regarding each picture. Some of the images may be graphic in nature.

25. What comes to mind?

31. Social Services Whites Blacks Hispanics Welfare 48% 32% 15% Food Stamps 46% 33% 17% Medicaid 47% 31% 17% Housing 38% 43% 14% Source: Center on Budget & Policy Priorities

32. Social Security Whites Blacks Hispanics Social Security 85% 10% 4% Medicare 84% 11% 4% Unemployment 77% 15% 7% Insurance Source: Center on Budget & Policy Priorities

34. Cultural Competence Cultural competence is a set of congruent behaviors, attitudes, and policies that are designed to enable individuals/agencies to respond effectively and with respect to people of all cultures, classes, races, ethnic backgrounds, and religions while recognizing the differences and protecting and preserving the dignity of all people.

35. Cultural Competence Continuum

36. Cultural Destructiveness Represented by attitudes, policies, and practices that are destructive to cultures and, consequently, to the individuals within the culture. There are assumptions that one’s own race or culture is superior to another and that “lesser” cultures should be eradicated because of their perceived sub-human position. Bigotry coupled with vast power differentials allow the dominant group to disenfranchise, control, exploit, or systematically destroy the minority populations.

37. Cultural Incapacity Is seen in individuals and organizations that lack the capacity to help individuals, families, or communities of color. Extreme bias, a belief in racial superiority of the dominant group, and a paternal posture are evident. Resources may be disproportionately applied; discrimination and a belief in the supremacy of dominant culture practitioners may be evident. Discriminatory hiring practices, subtle messages to people of color that they are not welcome or valued, and lower expectations of minority clients are seen.

38. Cultural Blindness Ignores cultural differences, holding an expressed philosophy of being unbiased, and perceiving all people as the same. The belief that helping approaches traditionally used by the dominant culture are universally applicable is characteristic, and cultural strengths are ignored. Assimilation is encouraged; and a “blaming the victim” model or a culture deprivation mode, which asserts that problems are the result of inadequate cultural resources, prevails. Institutional racism continues despite participation in special projects for clients of color when funds are available. These projects may take a “rescuing approach” that does not include community guidance and that maybe canceled when funds run short.

39. Cultural Precompetence Is demonstrated when individuals and organizations recognize their weakness in serving people of color and attempt to improve some aspects of their services to a particular population. There is a desire to deliver high-quality services and a commitment to civil rights. Organizations may hire people of color; staff may be trained in cultural sensitivity; and people of color may be recruited for agency boards or advisory committees. Yet tokenism may prevail, and if an activity or program is undertaken and fails, there may be a reluctance to try again; or the initiation of one program or activity to serve the community may be seen as fulfilling an obligation to the community.

40. Cultural Competence Respects differences, involves continuing self-assessment regarding culture, is attentive to the dynamics of difference, seeks continuous expansion of cultural knowledge and resources, and offers a variety of adaptations to service models to meet the needs of people of color who receive services.

41. Cultural Proficiency Is demonstrated when individuals and organizations seek to add to the knowledge base of culturally competent service delivery through research, development of new approaches based on culture, publishing and disseminating results of demonstration projects, and by becoming specialists in and advocates for culture competence and improved relations between cultures.

43. Being on time (page 6) Professor Enell enjoys teaching and invites his students to his home to celebrate the end of the semester with him and his wife. He asks them to come for dessert and coffee at 3:00 pm. At 2:30 pm the doorbell rings. Mrs. Enell, not yet ready to receive her guests opens the door to find her husband’s Korean students standing there. Flustered, Mrs. Enell ushers them in.

45. Cleaning Your Plate (page 7) Scott, born and raised in LA, and Marina, who spent her childhood in Cambodia, plan to marry. One evening, Scott joined Marina and her family for dinner, which they enjoyed while sitting in a circle on the floor, Cambodian style. Each place setting has a small bowl of liquid. Scott observes the elderly Cambodian guest sitting next to him pick up the bowl and drink from it. Scott does the same, emptying the bowl completely. As soon as he does this, Marina’s mom asks, “Good?” “ Good” says Scott, and Marina’s mother refills it. Once more, Scott drinks the entire contents and again Maria’s mom refills it. This happens one more time, but now Scott’s face has turned red, and he has a dripping nose. He keeps leaving the table to get a cold drink. The more he drinks from the small bowl the more Marina’s mother gives him. He doesn’t know what to do. Marina is busy in the kitchen and unaware of her boyfriend’s plight.

47. Giving Change (page 8) Sheldon, an African American, is shopping in a convenience store that has just been bought by the Chos, who have just arrived from Korea. He hands the store keeper, Mrs. Cho a $20 bill for his purchase and waits for his change. Sheldon becomes angry when instead of placing the change in his hand, Mrs. Cho puts his change on the counter.

51. What’s next? What will you do differently as a result of the information received today to celebrate and embrace diversity?

52. Questions?

53. Q. Consulting Group Antonio Q. Meeks Founder & Senior Consultant 615.473.2494 [email_address] www.qconsultgroup.com Providing Training & Technical Assistance