Stories employers tell
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This document summarizes findings from interviews with managers about their perceptions of differences in skills between white, black, Latino, and Asian workers. Some managers identified racial disparities in hard skills like communication and soft skills like motivation. They attributed these differences to stereotypes about education, environment and family background. However, most managers claimed not to see any racial differences in skills and said evaluations depend on the individual, reflecting a color-blind approach. The document questions how color-blind thinking can still be racist and how stereotypes can both help and hinder workers.
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Overview
The Social and Cultural Diversity Paper (1,500 to 1,700 words) requires the student to identify and reflect on possible personal biases regarding gender, religion, sexual or gender orientation, race, socioeconomic status, disability status, or culture. In addition, a self-care plan is developed for the mental health and wellness provider. The purpose of this paper is to raise the student’s personal and professional level of awareness regarding the subject of diverse populations and how to prevent burnout and compassion fatigue as a mental health and wellness provider.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
Process Schedule
The Social and Cultural Diversity Paper assignment will be accomplished in a four-step process, with individual steps submitted and graded regularly throughout the course, according to the following schedule:
1) Outline (Due Topic 4)
2) References (Due Topic 5)
3) First Draft (Due Topic 7)
4) Final Paper (Due Topic 8)
Content Guidelines
When constructing this paper, use a four-part structure according to the following guidelines:
Part 1: Personal Reflection
The first part of the paper requires you to identify information from your own personal history. Use the following questions to help guide your reflections:
1. Identify your personal biases and how those biases may present challenges to you as a mental health professional. Remember, everyone has biases. The point is not to project them onto your clients.
Note: It is preferred you discuss your cultural biases.
2. Describe your personal history by documenting experiences with discrimination you may have experienced and how your cultural background impacted these experiences.
3. Identify memories of contact with those who were culturally different than you, and your experiences associated with these differences. Be specific.
4. How has your life experience affected how you may relate to persons different than you? Be specific.
Part 2: Racism and Discrimination
The second part of the paper requires you to demonstrate an understanding of the concepts of racism/discrimination. Use the following questions to help guide your reflections:
1. Distinguish between stereotypes, prejudice, and discrimination.
2. What does it mean to be a subtle racist? Please include a referenced definition and example.
3. Why could there be significant differences in perceptions and values of members within the same ethnic group? Be specific.
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The document discusses how media portrays gender through editing and modification of images. It creates unrealistic standards of beauty and gender norms that influence how people view themselves and others. Photoshop is often used to modify pictures of people in magazines. Lorde brought attention to this issue by posting unedited pictures of herself after a modified image surfaced. Media also teaches people about gender through representations in television and film, often portraying women as passive objects and positioning the audience perspective from a male gaze. It is important to view media critically rather than passively accept its messages.
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Similar to Stories employers tell
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This document discusses becoming culturally competent by reducing unconscious bias. It outlines goals of examining how bias can affect institutions and interactions with students, faculty and staff. It defines culture and cultural competence, noting the importance for educators, workplaces and preventing unintended consequences. The document explores unconscious bias and stereotyping, how they can negatively impact various groups, and ways to become more mindful to break cycles of bias, such as educating oneself about cultural differences and values.
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This document discusses racism and provides suggestions to confront it. Racism is defined as the conscious or unconscious belief that a particular race is superior. It can lead to domination and negatively impact attitudes and behaviors. Racism stems from various sources like family, education, social groups, and media. Specific acts of racism are described in schools, among friends, and in the workplace. To confront racism, the document suggests raising children with principles of dignity and equality, strengthening education to objectively present history and develop empathy, and ensuring fair workplace practices and media representation. An optimistic message is that focusing on people's character rather than appearance can help overcome racism.
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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.
Social and Cultural Diversity Paper Instructions Overv.docx
Social and Cultural Diversity Paper Instructions
Overview
The Social and Cultural Diversity Paper (1,500 to 1,700 words) requires the student to identify and reflect on possible personal biases regarding gender, religion, sexual or gender orientation, race, socioeconomic status, disability status, or culture. In addition, a self-care plan is developed for the mental health and wellness provider. The purpose of this paper is to raise the student’s personal and professional level of awareness regarding the subject of diverse populations and how to prevent burnout and compassion fatigue as a mental health and wellness provider.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
Process Schedule
The Social and Cultural Diversity Paper assignment will be accomplished in a four-step process, with individual steps submitted and graded regularly throughout the course, according to the following schedule:
1) Outline (Due Topic 4)
2) References (Due Topic 5)
3) First Draft (Due Topic 7)
4) Final Paper (Due Topic 8)
Content Guidelines
When constructing this paper, use a four-part structure according to the following guidelines:
Part 1: Personal Reflection
The first part of the paper requires you to identify information from your own personal history. Use the following questions to help guide your reflections:
1. Identify your personal biases and how those biases may present challenges to you as a mental health professional. Remember, everyone has biases. The point is not to project them onto your clients.
Note: It is preferred you discuss your cultural biases.
2. Describe your personal history by documenting experiences with discrimination you may have experienced and how your cultural background impacted these experiences.
3. Identify memories of contact with those who were culturally different than you, and your experiences associated with these differences. Be specific.
4. How has your life experience affected how you may relate to persons different than you? Be specific.
Part 2: Racism and Discrimination
The second part of the paper requires you to demonstrate an understanding of the concepts of racism/discrimination. Use the following questions to help guide your reflections:
1. Distinguish between stereotypes, prejudice, and discrimination.
2. What does it mean to be a subtle racist? Please include a referenced definition and example.
3. Why could there be significant differences in perceptions and values of members within the same ethnic group? Be specific.
Part 3: Multicultural Competence
The third part of your paper requires you to review and reflect on multicultural com.
SWK 501 Ch. 4 cultural context
This document discusses the importance of cultural competence for social workers. It covers developing self-awareness of one's own culture, gaining specialized cultural knowledge about diverse groups, and using appropriate skills in a culturally sensitive way. Social workers are encouraged to move along the Developmental Model of Intercultural Sensitivity from ethnocentrism to cultural empathy. Understanding how culture influences clients and intersecting identities is key to providing effective help.
NASPA Region I Presentation
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SOC 463/663 (Social Psych of Education) - Race/Ethnicity & Education
Here are some suggestions for encouraging useful cross-race feedback:
- Establish clear norms and expectations around respectful feedback early on. Make it clear that the goal is constructive criticism, not personal attacks.
- Encourage feedback to focus on observable behaviors and ideas, not personal attributes. Stick to specific examples.
- Have students practice giving and receiving feedback in small, low-stakes exercises to build skills and comfort. Provide models of effective feedback.
- When possible, have feedback come from multiple sources rather than just one person to avoid appearing like a personal attack.
- Consider having students give anonymous feedback initially to reduce potential biases.
- Promote perspective-taking. Discuss how feedback may
Individual and environment
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Paved with Good Intentions (NASPA)
This study examines the experiences of female and black male higher education professionals with microaggressions. Semi-structured interviews found that participants frequently encountered behaviors that undermined their credentials and professional abilities. Specifically:
1) Participants felt they had to prove themselves more due to their gender or race, with things like appearance or opinions often invalidated.
2) Credentials and experience were regularly questioned or ignored, leaving some doubting their fit within their organization.
3) Comments or behaviors from colleagues sometimes diminished confidence by implying things like success was due to factors other than merit.
The microaggressions negatively impacted professionals' self-perceptions and authority on issues related to their identities. However, participants encouraged developing
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Cultural Differences and Unconscious Bias: An Introduction to Becoming Cultur...
This document provides an overview of a seminar on becoming culturally competent. The seminar aims to examine unconscious bias and its impact in academic environments. It explores how culture is defined and how values and assumptions differ across cultures. It also discusses how unconscious bias can influence interactions with students, faculty and staff from different backgrounds. Finally, it suggests some initial steps individuals can take to improve their cultural competence, such as educating themselves about cultural differences and listening more than talking.
Assignment 2 Cultural Sensitivity Paper-InternationalGlobal Pe.docx
Assignment 2: Cultural Sensitivity Paper-International/Global Perspective
(Total: 100 Points) – Competency 2: (P.B. 2.1, 2.2. & 2.3); Competency 4 (P.B. 4.1, 4.2, 4.3); Competency 5 (P.B. 5.3) – Due Date: September 14, 2020
A major value in social work is the respect and dignity of people of all cultures and races. Social workers understand how diversity and cultural values characterize and shape the human life experiences, and how they may oppress, marginalize, alienate, or create or enhance privilege and power. Cultural sensitivity is an important aspect of understanding, accepting, and appreciating differences in all people and aware of personal biases and values when working width diverse groups. Therefore, the challenge starts with the “self.” It is not necessary to know your exact family tree to be able to explore your “ethnicity.” If you know nothing, you can start looking for clues such as your racial makeup, the names in your family (English, German, etc.), or where you and other family members grew up. Then look at some of your customs, what your religion is, and think of some stories you may have heard as a child. Chances are you will be on the trail of discovering who you are. Even if you are not sure about your background, you can most likely identify with one group more than others. There is no minimum length of the paper, but the paper must be properly written and all the following items must be addressed:
A.
Exploration of your own cultural background:
1. What do you believe is your cultural background? With what ethnic group do you most identify? African American 2. Describe anything distinguishing about your culture that sets it apart from others, such as a common religion, a common geographic region, a separate language, etc.?
3. For the ethnic group you select, describe their customary behaviors and attitudes regarding each of the following: I am African American.
a. The role of each family member.... (i.e., how do they relate to each other? Mother and Father are both at home. Who makes the decisions? My father makes the decisions Who cooks? My mother and father both cooks. Who works outside home? both my parents work outside the home. Who has the most power?). My father has the most power.
b. Selection of a life-long partner (For you and/or for your parents when they were growing up.) Is marriage important? marriage is very important as both my parents are religious (missionary baptist) we attended church all of our lives.
c. Earning a living what does "success” mean in your culture? success is very important and getting a college degree is very important in our family. Does your family or culture consider some occupations better than others. no, just having a job is good.
d. Methods of communications: Is it okay to express affection? yes. Anger? yes. Other emotions? yes. Can everyone speak out or must they “hold their tongue? yes.
4. What are your earliest memories of meeting people wi.
Roy Shaff (Author) - Diversity Training In-Service
The document is a presentation on diversity training for faculty at Heritage Institute. It discusses the increasing diversity of the US population and provides strategies for making classrooms more inclusive and culturally competent. Some key points discussed are recognizing unconscious biases, avoiding stereotypes, including a diversity statement in syllabi, getting to know students, and ensuring all groups are able to participate in discussions. Faculty are encouraged to reflect on how to best serve their diverse group of students.
AMERICAN POLITICAL THOUGHT
This course explores historically marginalized voices in American Political Thought through topics like black feminism, antiblack racism, borderlands and migration, and settler colonialism. Rather than survey established thinkers, it engages with underexamined materials including poetry, novels, films, and "emotion pictures." The goal is to challenge conceptions of what constitutes American Political Thought and consider why these expanded perspectives are important. Readings include works by Ta-Nehisi Coates, Audre Lorde, Claudia Rankine, Gloria Anzaldúa, and Layli Long Soldier.
Diversity at IMSA: Opportunities and Challenges around Race
Diversity at IMSA: Opportunities and Challenges around RaceKirwan Institute for the Study of Race and Ethnicity
The document discusses diversity and inclusion at the Illinois Mathematics and Science Academy (IMSA). It outlines five challenges: 1) assembling a multicultural community, 2) educating about multicultural education, 3) realizing the benefits of diversity, 4) integrating diverse perspectives, and 5) developing students' potential. It notes that diversity has benefits like improved critical thinking and creativity. The document advocates expanding admissions criteria to consider more than just test scores to increase opportunities for underrepresented groups.Copy of comm 101
This document compares and contrasts different aspects of race. It defines race as physical characteristics like skin color, hair texture, and bone structure. It discusses that all humans are closely related genetically. It lists the main racial categories of Caucasian, Mongolian, Negroid, and notes there are five categories and two ethnicity categories used by the US government for data collection. It explores how race impacts society through influencing social inequalities and the treatment of racial minorities. It also examines how race affects the workplace through potential discrimination during hiring and how diversity benefits workplaces.
Comm 101 (final)
This document compares and contrasts different aspects of race. It defines race as physical characteristics like skin color, hair texture, and bone structure. It discusses that all humans are closely related genetically. It lists the main racial categories of Caucasian, Mongolian, Negroid, and notes there are five categories and two ethnicity categories used by the US government for data collection. It explores how race impacts society through influencing social inequalities and the treatment of racial minorities. It also examines how race affects the workplace through potential discrimination during hiring and how diversity benefits workplaces.
Intro to S.S
The document provides instructions for a lesson on social studies. It begins with having students prepare their materials and discuss homework questions. It then defines social studies and explains how different social sciences can help make decisions as a television program director. Students assume roles and get advice from social scientist experts on potential television show topics. They reflect on cultural experiences and the reliability of sources. The lesson emphasizes how social studies integrates various disciplines to promote civic competence.
True Color of Leadership
This document outlines a presentation on the True Colors personality assessment. It begins with an introduction to personality testing throughout history. The presentation describes the four main True Colors personality types: Blue, Gold, Green, and Orange. It provides descriptions of the strengths and weaknesses of each type. Scenarios are presented for participants to discuss in groups how they would handle situations based on their True Colors. The document concludes with sections on leadership styles according to personality type and advice on working effectively with others of different True Colors.
cultural competency training for schools.ppsx
The document discusses cultural competency as presented by the Commission on Human Rights and Opportunities. It defines cultural competency as understanding and valuing diversity while managing cultural differences. It explains that cultural competency is important for improving student outcomes, building relationships, and creating inclusive experiences. The document provides definitions of key terms like culture, ethnicity, race, and gender identity. It also discusses concepts like implicit bias, stereotypes, and microaggressions. Strategies for developing cultural competency include recognizing implicit biases, having an open mindset, respecting individuality, and involving diverse groups.
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