2. Peer Advisor Day Long Training
Today’s Agenda
8:30-9:00 Light breakfast served prior to training
9:00-9:30 Introductions and ice breaker activity
9:30-10:30 Overview of job description and expectations
10:30-10:45 Break
10:45-11:45 Advising
11:14-12:45 Communication
12:45-1:30 Lunch
1:30-2:30 Multiculturalism
2:30-2:45 Break
2:45-3:45 Ethical Dilemmas
3:45-4:00 Wrap up and evaluations
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5. Overview of Job Description
Peer advisors are upper-class students who are
charged with two main roles; mentoring and
tutoring. They are available to assist all student but
maintain a focus on first year and transfer students
as they adjust to the campus community through
academic and social programming. They are a
resource for questions and concerns.
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6. Overview of Responsibilities
Provide leadership and foster a network of peer support.
Serve as role models and provide information on academic
and social opportunities at the University.
Inform students of resources on campus that pertain to their
needs or interests.
Assist in the registration process to students in preparation for
scheduling classes.
Provide tutoring services to enrolled students in specific
content areas.
Support the Advising office staff and faculty advisors.
Other responsibilities as assigned by supervisor or Advising
office staff.
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7. Overview of Expectations
Advisors typically work 5-10 hours a week
(depending on schedule and availability) and are
paid an hourly rate of $9.50 per hour.
Advisors will serve as student role models and will
professionally represent the Advising office.
Advisors will meet with students for advising times
during registration according to their schedule.
Advisor will tutor students according to their
academic need in the advisors main content area
(will be determined during Advisor interview)
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8. Expectations Continued
Advisor will uphold the University’s Code of Student Conduct
and will maintain a positive image in and outside the office.
This pertains to the use of appropriate language, dress attire,
social media presence and general conduct.
Advisors should be familiar with the advising office and general
campus resources and initiatives.
Advisors will show up for work on time and will contact their
supervisor, if they will be late or absent from work.
Advisors will log the hours worked each day by signing the
Time Sheet located in the Advisor Communications Binder.
Advisors will adhere to the signed confidentiality agreement
and will not disclose information they hear or are aware of
when working (related to students, faculty, or staff).
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10. Advising
How would you define advising?
How would you define your role as an advisor?
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11. Assessing Students Needs
Each student you meet with have unique needs.
Assessment resources: mindtools.com, Myers Briggs
exam, advising questionnaire
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12. Advising Styles
Four advising styles:
1. Directing: Giving specific instructions.
2. Coaching: Directing and supervising accomplishments,
but also explaining decisions and supporting progress.
3. Supporting: Facilitate and support efforts and shared
responsibilities for decision making.
4. Delegating: Empowering students to conduct their own
decision making, problem solving and delegating.
Source:
https://www4.uwm.edu/sao/organization_advising/downl
oads/Advising%20Styles%20and%20Skills.pdf
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13. Advising Skills
Three advising skills:
1. Flexibility: Move from one style to another in order to meet the
needs of the student.
2. Diagnosis: Learn how to diagnose the needs of students you
advise.
3. Contracting: Learn how to come to agreement with your
advisees and work together to figure out which style they seek
from you.
Source:
https://www4.uwm.edu/sao/organization_advising/downloads/Ad
vising%20Styles%20and%20Skills.pdf
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15. Communication
Effective Communication
Senseless Communication (Team Builder)
Effective Listening (Video)
Louder than words “non verbal” (slides)
Misunderstandings (Discussions in small groups)
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18. Louder than Words
Non-Verbal Communication Body Language
Posture
Eye Contact
Gestures with hands and arms
Facial Expression
Tone of voice
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19. Body Language
We depend heavily on nonverbal communication, or
body language, in our daily lives. Research shows that
we typically spend about 70% of our waking time in the
presence of others but communicate verbally for only
a fraction of that time (individuals speak for only 10 to
11 minutes a day, each utterance taking about 2.5
seconds). This underscores the reliance we place on
nonverbal communication to express ourselves and to
interpret the unspoken cues of others.
Source: Knapp & Hall (2006)
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20. Body Language
Keep in mind that body language can be interpreted
differently.
How we interpret body language (gestures, eye contact,
and
proximity) depends on our context: the culture we are
living in and our cultural background, the relationship we
have to the person, and the circumstances (e.g. the
physical and social environment where the
communication takes place). The best advice is to be
careful about interpreting body language; be cautious
until you know the person well enough to understand their
preferences and needs.
Source: Knapp & Hall (2006)
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21. Story Time
Break into small groups of 4 to 5 individuals
Share with one another a time when you were
misunderstood or you misunderstood someone else.
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22. Communications Wrap-Up
Effective Communications skills among staff is
important to the success of the program and the
students you will work with.
There will be times that you are frustrated because
of miscommunication, or times where you will find it
funny in hindsight
The better the grasp of your own communication
skills the more effective you can be as a peer
mentor/tutor.
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24. Multiculturalism
7 Multicultural Competencies suggested by Reynolds, Pope and Meuller
1. Self-awareness
2. Knowledge and understanding of cultural groups
3. Knowledge of cultural concepts
4. Culturally responsive interventions
5. Dynamics of a multicultural dyad
6. Cultural assumptions underlying the helping profession
7. Advocacy skills
Source: Multicultural Competence in Student Affairs, R.L. Pose, A.L. Reynolds and
J.A. Mueller (2004)
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25. Principles for Cultural
Proficiency
Principles for Cultural Proficiency:
Principle 1: All of your assumptions are cultural and may or may not align with the
assumptions and understandings of others.
Principle 2: When exploring the cultures of others, it is necessary to suspend
judgement temporarily.
Principle 3: Both context and content are important.
Principle 4: Becoming comfortable with discomfort is possible and necessary to the
development of cultural proficiency.
Principle 5: Curiosity and deliberate inquisitiveness provide a richer, more accurate
context for interaction.
Source: Students Helping Students, A guide to Peer Educators on College Campuses
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26. Obstacles to Cultural
Proficiency
Many feelings, beliefs, and actions can get in the way of
individual and institutional cultural proficiency. Here are
three that are commonly observed:
Lack of Knowledge
Unaware of Majority Privilege
Believing Things Should Remain as They Are
Source; Robins, Lindsey, Lindsey, & Terrell, 2006
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27. Advising with Cultural
Competence
Advising with Cultural Competence
Tools for Advising Students
Listen
Limit
Check for Understanding
Consider Bureaucracy
Middle Ground
Names
Be Curious
Don’t Generalize
Source: http://www.bu.edu/provost/files/2014/01/Advising-with-Cultural-Competence-Presentation-Notes.pdf
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28. Tutoring a Multicultural Student
Group
TUTOR’S COMPETENCES
The core competences needed in multicultural tutoring are knowledge, attitudes and skills
that all tutors require regardless of their job setting. The tutor gives information, supports
and motivates students, helps create an encouraging learning environment and above
all, promotes students’ self-directive learning to achieve their individual learning goals.
The core competencies are connected to
Communication skills
Counselling skills
Being familiar with the learning process, the contents of the curriculum and the learning
environment.
Source; http://www3.hamk.fi/esr-kevat/verkkojulkaisut/Tutorsguide.pdf
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29. Strengthening Your Cultural
Awareness As A Tutor
Knowing your own cultural background
There is a link between our culture and our behavior: – Our perceptions of the world are culturally learned and
culturally mediated. Focus questions to consider:
How much thought have you given to your own cultural background and the assumptions that you have
developed?
To what degree are you open to expanding your vision of reality?
What problems and pitfalls are associated with multicultural perspective?
What values do you hold that could make it difficult for you to work with students who
have different worldview or a different cultural background?
For example, if you value self-determination and this is not a central value in your student’s culture, could
this cause problems?
Source; http://www3.hamk.fi/esr-kevat/verkkojulkaisut/Tutorsguide.pdf
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30. Strengthening Your Cultural
Awareness As A Tutor
Small Group Activity
ASSUMPTIONS
In small groups of 3-4, choose two assumptions and discuss. Develop a list for each assumption of what
these may include, what the assumptions suppose, how your assumptions may differ from those of
other cultures.
Assumptions about time:
Assumption about self-disclosure:
Assumption about family values:
Assumptions about trusting relationships
Assumptions about self-actualization
Assumptions about directness:
Assumptions about assertiveness:
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31. Strengthening Your Cultural
Awareness As A Tutor
Culturally Appropriate Communication Styles
Tutoring is based on communication. For effective tutoring to occur, both the
tutor and the student must be able to send and receive both verbal (content of
what is said) and non-verbal (how something is said) messages accurately and
appropriately.
There are no universal meanings of non-verbal behavior! Here are some hints:
Kinesics: refers to bodily movements. It includes facial expression, posture,
characteristics of movements, gestures and eye contact.
Proxemics: refers to personal space: perception and use of personal and
interpersonal space.
Source; http://www3.hamk.fi/esr-kevat/verkkojulkaisut/Tutorsguide.pdf
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32. Possible Sources of Conflict
and Misinterpretation
Possible sources of conflict and misinterpretation
Focus on the Individual vs. Collectivism
Self-disclosure (Openness and Intimacy)
Verbal, emotional, behavioral expressiveness
Patterns of communication
High versus low uncertainty avoidance
Source; http://www3.hamk.fi/esr-kevat/verkkojulkaisut/Tutorsguide.pdf
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35. Personal Ethics & University
Code of Ethics
It is important to:
Understand your personal ethics and why they exist
Comprehend the University’s code of ethics and why
it is a legal responsibility
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37. What would you say or do?
If a student invites you to a party?
If a student offers you to have an alcoholic
beverage on campus?
If a student asks if you can do his/her assignments?
If a student discloses personal information that could
be harmful to him/herself or others?
If a student’s parent calls concerning a grade?
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39. Case Study
Confidentiality/ Transparency
http://studentgovernmentethics.com/ethics-
cases/confidentiality-and-transparency/
What is the ethical issue?
Whose responsibility is this?
How should this be handled?
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Welcome Peer Advisors and congratulations to each one of you in joining our team. We are excited for this upcoming year and know that this team of advisors will have a great impact on our students. The purpose of todays training is to equip you with the knowledge and skills to assist and interact with our diverse student population in the areas of advising, communication, ethical dilemmas, and multiculturalism. (Refer to agenda poster board) go over schedule for the day and explain that times are flexible and may be changed depending on the flow of the day. (each student also should have an agenda in their packet of information)
Briefly overview the day’s schedule
Lets get started by introducing ourselves. (Professional Staff begins: Name, position, history in the field and hobby)
Now since we are a small group (should be 12-15 students) lets begin by just going around and saying your name, academic year, major(s) and a hobby of yours.
Follow attached documents which provide the directors for this activity.
Read the description as an overview.
Go through the bulleted expectations. Give brief examples if needed and allow for students to ask questions at the end of each expectations slide if needed. (generally should just be a review of information since it was given to them at their interview.)
Go through the bulleted expectations. Give brief examples if needed and allow for students to ask questions at the end of each expectations slide.
Allow the peer advisors to discuss their idea of advising and how they see their role as an advisor. The rest of the presentation will explain their exact role.
Explain to the advisors that not every student that comes into their office or signs up for a peer mentor will have the same need. These advisors will be crossed training in mentoring, tutoring, and general advising as upperclassmen and are expected to set a good example.
The assessment resources will all be available in the office, either on the computer or hard copies of the Myers Briggs exam will be available.
The advising questionnaire is a list of questions that each peer mentor asks in their initial meeting with each student:
What is your major?
Are you unsure of your choice of major, or have you chosen a subject you definitely want to pursue?
What are your short term goals?
What are your long term goals?
How are you doing in your classes this semester?
Do you need help in a specific course?
How are you handling college life? Do you have any questions pertaining to student life?
These questions help to determine the students needs in the first interaction with them.
Each peer tutor will need to use each of these advising styles based on your assessment of the students needs. Many times, advisors struggle with students because they believe they need a higher level of direction then they really need. Remember you are advising them in their school work and life, but not doing it for them.
1) Directing: The advisor provides specific instructions and closely supervises task accomplishments. Use this with students that are at a low level of readiness.
2) Coaching: The advisor continues to direct and closely supervise task accomplishments, but also explains decisions, solicits suggestions, and supports progress. Use this style with students that hasn’t had much mentoring or tutoring in the past and who needs support to get things accomplished.
3) Supporting: The advisor facilitates and supports the effort toward task accomplishments and shares responsibilities for decision making with the student. Use this style with students who are just starting to understand the concepts they need to be successful, and those who are just starting to get it.
4) Delegating: The advisor empowers the students to conduct their own decision making, problem solving and delegating. Use this style with students that are at a high level of readiness, and work towards this goal with each student you meet.
1)Flexibility: Remember that each student you meet will have very different needs. Each time they come in to see you may be for a different reason, and the goal is to help them to learn how to make their own decisions. This will require flexibility from you as their peer advisor.
2) Diagnosis: Determining what is needed as opposed to what is wanted is sometimes difficult, but its important to know that what the student needs is most important and will lead them to a successful future rather then getting what they want (which may just be simple answers as opposed to allowing the student to make their own decisions and do their own work.
3) Contracting: It can be helpful to work together to reach an agreement as to which advising style they seek from you, but also keeping in mind their needs versus their wants.
Break the students into groups of four, as even as possible (most groups have 12-16 students). Have two students read the role play as the student, and two students answer as peer advisors. Then have each small group decide their overall answer together.
Only you hold the answer key. Once the small groups have 10-15 minutes to discuss, bring the whole group back together and have two of the group members act out the role play and include their answers. There should be one role play for each group with three or four total role plays.
Then have the group as a whole discuss each answer before you present the actual answers in detail.
Communications Development Session Guidelines
Senseless Communication (Team Builder)25-30 minutes
Effective Listening: Pause, Question, Paraphrase(Video)5 minutes
Louder than words “non verbal” (Slides) 10 minutes
-Misunderstandings (Small Groups 4-5 people)15-20 minutes
Facilitator may choose to end with a personal funny misunderstanding story.
Open up this segment with an Ice Breaker/Team Builder called “Senseless Communication”
Use this team builder to loosen up the group and provide insight on the value of effective communication skills. This exercise will provide appreciation for the many ways we communicate with one another. Other areas this team builder will highlight are problem-solving, creative-thinking and leadership skills.
In this activity, two blind folded participants must reenact a series of action by two other participants. The actions can be as creative the participants can come up giving props like a ball, a hula hoop, and other various items.
The catch is a selected group of participants that identify themselves as having weaker communication skills are assigned to only use their verbal communication skills. The must be facing opposite or away from the blind folded participants.
Because the selected participants who are allowed the use of verbal communication cannot see the blind folded participants, two other participants are selected to communicate to the participants through non-verbal communication (acting it out)
Once the blind folded participants complete the reenactment the team builder is done.
People and Materials
Eight or more people.
Enough blindfolds for two participants.
A private room. Larger rooms, such as a conference room, work best for this activity.
The different types of balls and other random items used as props will enhance creativity .
Time
Flexible: typically 20 to 30 minutes.
Instructions
Assign the participants opposite of how they identify their communication strengths
-two blind folded participants
-two creative individuals to identify the series of actions
-Four participants that must use verbal communication to instruct blind folded
participants
Four participants who must use nonverbal communication to demonstrate the
serious of actions to the verbal communicators.
Allow for Creative participants to come up with a serious of actions using prompts.
Align the nonverbal communicators facing the blind folded participants and align the verbal communicators facing away from the blind folded participants but towards the nonverbal communicators.
Have the Creative participants act out the serious of actions only so that the nonverbal participants can see
Bring in the blind folded individuals and have the group start attempting to complete actions or reenact what the creative participants have done.
Helpful Hints and tips
Remember to pay attention to verbal communicators as they may be tempted to turn around to see the blind folded participants
Encourage verbal participants to be as detailed as possible (step by step, the ball is two inches from your right hand)
Keep an eye on observers to not jump in and contribute to the verbal communicators.
Follow-Up
When the blind folded participants reenact the series of actions the team builder has finished.
Ask the blind folded participants what was helpful to them? What was not helpful?
Ask the nonverbal participants what was helpful? What was not helpful?
Ask the verbal communicators what was helpful to them? What was not helpful?
Ask the observers what they saw worked or could be improved.
Debrief with a closing on discussing how effective communication is important to get tasks completed. Listening skills, instructing, and patience may increase the ability for staff to be effective in communication.
Watch a 5 minute video that emphasizes the importance of the etiquette of listening, responding and asking questions. This is a youtube video and can be found at this link
https://www.youtube.com/watch?v=D5hMN_XkPQA
Go over nonverbal slides to discuss the importance of body language. When working with young people it’s important to have a good grasp on reading body language and understanding our own body language that others might pick up on from observing us as staff. There are three slides…
Discuss Posture: How a person positions their posture can communicate different things…
Discuss Eye Contact: How individuals avoid eye contact or remain attentive are ways they are communicating those exact emotions
Discuss Gestures in communication, as they may enhance or distract listeners
Discuss Facial Expressions as observers can assess the mood of the communicator
Discuss how individuals can inflict a change in tone of voice to emphasize various points that are made.
Break up the group in to small groups of 4-5.
Ask each group member to share a story of when they misunderstood someone or they were misunderstood by others. These stories can be funny, and many times may be frustrating.
After groups are done sharing their stories, facilitator may choose to share a time where they were misunderstood, or misunderstood someone else.
Multicultural Competence in Student Affairs
Raechele L. Pope, Amy L. Reynolds and John A. Mueller (2004)
If theory and practice do not incorporate cultural differences, the important worldviews, values, and realities of many individuals are minimized, ignored or viewed as irrelevant. Since individuals from diverse cultural, religious, class and gender background and life experiences may view the world distinctively and act in varying ways, theory and practice must make meaning of those differences and approach those individuals in unique and meaningful ways. Understanding the diverse experiences of others can create insight, empathy, and openness to others who are culturally different. Without such multicultural awareness and knowledge, helpers may make negative assumptions; draw on faulty assumptions or negative beliefs. Multicultural competence in a helping context is essential to affirming, effective, and ethical work in student affairs.
7 Multicultural Competencies suggested by Reynolds and Pope
Acquiring appreciation, knowledge and understanding of cultural groups, especially underserved or underrepresented groups
Increasing content knowledge about culturally related terms such as racial identity, acculturation or worldview
Enhancing awareness of one’s own biases and cultural assumptions and assessing own multicultural skills
Developing the ability to use knowledge and self-awareness to make culturally sensitive and appropriate interventions
Developing an awareness of the interpersonal dynamics that may occur
Deconstructing cultural assumptions underlying the “advising” process
Applying advocacy skills to assist in development of a more multicultural sensitive campus.
To do this one must look at the following:
Self awareness
Knowledge and understanding of cultural groups
Knowledge of cultural concepts
Culturally responsive interventions
Dynamics of a multicultural dyad
Cultural assumptions underlying the helping profession
Advocacy skills
Students Helping Students, A guide for Peer Educators on College Campuses by Fred. B. Newton and Steven C. Ender (second edition copyright 2010)
The following five principles are important to the development of cultural proficiency. These guidelines may help you more effectively work with and relate to diverse students on campus both in your role as a peer educator and as a member of the community in general.
Principles for Cultural Proficiency:
Principle 1: all of your assumptions are cultural and may or may not align with the assumptions and understandings of others.
People are cultural beings. As such, we tend to view and judge the world according to the cultural influences we've observed and experienced. Some of these influences are obvious to us; others are more difficult to detect. Both individual and institutional experiences contribute to these influences. We are likely to consider our own views as the right, the only, and the absolute ways of experiencing and processing the world around us. This natural assumption may lead us to make errors that prevent us from understanding unfamiliar ideas, behavior, and values. . Although our respective cultures make us who we are and enrich our lives, if we fail to shake free of biased influences when judging people, we forfeit the opportunity to know them in their cultures.
Principle 2: when exploring the cultures of others, it is necessary to suspend judgment temporarily.
Although it is not possible and would be quite anxiety provoking to suspend judgment indefinitely, it is possible to suspend the immediate judgment of an event or person temporarily, while gathering firsthand information to formulate a more accurate assessment. This is particularly important in situations where the immediate tendency is to base judgment on generalized information or stereotype.
Principle 3: both context and content are important.
Many times, without regard for setting or circumstance, people judge the behavior of others. The same situation placed into a different context may require a different assessment. Take the experience of Brooke and Farzin an as example of the importance of context and content. Brooke met Farzin, a young man from Afghanistan, in her chemistry lab. At first, his halting English caused her to believe he was not very intelligent. He sometimes used the wrong words and sometimes stopped speaking altogether when terms failed to come to him. As they began to work with difficult chemistry problems, however, it became apparent that Farzin was quite gifted and able to simplify the most complex concepts so that Brooke could understand. Brooke began to imagine herself in Farzin's country, arid she realized that Farzin was far more able to function within her culture than she would be in his. The context, not Farzin's intellect, was impeding his ability to communicate.
It is useful to pay attention to the context in which the behavior is occurring, as well as to observe the actual behavior. This yields a better understanding of the event or behavior in question than if the actions were judged in isolation.
Principle 4: becoming comfortable with discomfort is possible and necessary to the development of cultural proficiency.
Anxiety is a normal response to an unfamiliar situation. When faced with intimidating cultural norms, accepting and conquering your anxiety will allow you to build effective intercultural relationships. Remaining engaged in an interaction despite some discomfort can lead to the reduction of discomfort over time. This is especially true in situations where the resulting inter action is positive.
Overcoming anxieties will also help you mature as a person.
The resolution of discomfort promotes growth. Shrinking away from such situations and staying well within established comfort zones only maintain the status quo. Intercultural growth employs the same developmental principles that were discussed in Chapter Two. As discomfort is resolved, the benefits and enjoyment of intercultural interaction increase.
Principle 5: curiosity and deliberate inquisitiveness provide a richer, more accurate context for interaction.
The more curious and inquisitive you are, the more you will be able to gather accurate information. This principle allows you to challenge existing belief systems as you critically examine new information. You will be able to make firsthand decisions about people and e:vents that will be more accurate because they will be based on information you gathered for yourself.
CULTURE
The previously offered meaning of the word culture outlines a complex term. As you recall, your culture reflects the influences of your personality as well as the groups to which you belong.
You may have heard terms such as corporate culture or hip-hop culture or prison culture. Intense environments create cultures because of the tremendous influence they have on the thoughts and actions of the people who experience them. Similarly, your own life experiences contribute to your personal culture.
Your culture is a combination of values, beliefs, and practices through which you view the world and through which you express yourself. Other people use these values, beliefs, and practices to identify you, and you identify yourself through your personal culture. You share many attributes with other members of your various groups (finances, family, friends, school, clubs, sports, job, music, religion, physical ability, gender, ethnicity, etc.), but your individual culture is unique to you.
If you understand and appreciate your own complexities, it is easier for you to relate to the many ways others interact with the world. Cultures cannot be ranked in order of value. Instead, they can be spread like a smorgasbord for us to enjoy. Like many good foods, some beliefs or practices may require time and more than one taste to appreciate. Some will never taste good to us, but we can respect that others find them enjoyable. And some cultures, like some foods, may be harmful!
No one is ever perfectly proficient at cultural understanding ·and appreciation. There is always room for growth. There is always a new value or practice to discover in others; there is always a hidden prejudice to discover in ourselves.
Obstacles to Cultural Proficiency
Many feelings, beliefs, and actions can get in the way of individual and institutional cultural proficiency (Robins, Lindsey, Lindsey, & Terrell, 2006). Here are three that are commonly observed:
Lack of Knowledge
If you have never been exposed to certain cultures, such as specific ethnicities or sexual identities, it can be difficult to establish social connections with their members. You just don't know the subtleties of the culture, and you can inadvertently offend or place distance between you and the other person.
The first time you encounter someone from an unfamiliar
background, such as poverty or a rural or urban setting, it might be helpful to establish common ground, perhaps by asking a harmless question such as, "What's on your iPod?" or "Do you miss home?" as a way to encourage her to teach you about herself. The trick is to ask questions that are not threatening but are engaging enough to promote conversation and new discoveries about one another. Although you want your questions to be natural and not seem like an interview, it is important to demonstrate respectful curiosity and to listen attentively when learning about the culture of another.
When you encounter someone whose dress or actions are noticeably different from your own, observe and interact with respect and curiosity. Make it your aim to discover the common views and experiences we all share, as well as factors specific to the culture.
Unaware of Majority Privilege
If you are a member of the majority culture, you ar likely to experience benefits and advantages just because of your membership in the majority (in terms of race, gender, or economic circumstances, for example). These advantages have not been earned through effort or achievement. In your aim to become more culturally proficient, it is important to be aware that these·· advantages exist. For example, the man at the bank may be friendlier an more receptive – intentionally or even unintentionally - to a woman in western dress than to a woman wearing a burqa.
Ask yourself if you benefit from the privileges of the majority. If you conclude that you do, be aware that your daily experiences may be quite different from those in the minority.
If you are a member of a minority culture, you are probably already aware of these advantages.
Believing Things Should Remain as They Are
Accessible travel and communication technology have allowed people from diverse backgrounds to mingle like never before. ·As a result, individuals and institutions find it necessary to respond to complex, dynamic populations. Policies and procedures designed for specific groups must be revisited and remolded to address the needs of people of many ages, races, religions, economies, abilities, and languages. It can be difficult to understand that these changes benefit all, especially for members of the majority culture. In order to accommodate a changing and diverse society, decision makers and those they represent must recognize the need to include all cultures when establishing policy.
Academic Advising Symposium 2/14/2014
Advising with Cultural Competence, Boston University
http://www.bu.edu/provost/files/2014/01/Advising-with-Cultural-Competence-Presentation-Notes.pdf
Tools for Advising Students
Listen: let them say their prepared script because they have probably prepared because they want to make sure their grammar is correct and they are saying what they mean to say. Shows them respect, but also allows you to read between the lines to figure out what they really need, even if they don’t know themselves.
Limit: acronyms, jargon, idioms are super confusing! They will catch on eventually, but don’t assume they will know. Spell it out Watch Cultural Indicators: student reaction may signal miscommunication. Facial expressions and gestures can be different, even opposite. Not that you have to know all of those for all cultures, but just communicate a bit more to make sure they understand.
Check for Understanding: have students explain back in their own words to make sure they understand. Following up with written communication helps when students may be struggling with language. And to also make sure they feel comfortable to ask questions.
Consider Bureaucracy: consider student’s cultural perceptions of rule of law and exceptions. (Can’t blame it all on culture, sometimes students try to ask for an exception repeatedly to wear you down. But often there is a different perspective of rules and bending them.)
Middle Ground: help students understand the “US way” but also consider changing your behavior or viewpoint. There isn’t a right or wrong way.
Names: Learn to say a student’s name correctly. Don’t expect nicknames (they shouldn’t have to if they don’t want to, though some will offer one because they feel it is easier.) It’s ok to ask! At least you’re showing an effort.
Be Curious: Take time to ask questions about student’s home country and cultural viewpoint. They feel comfortable talking about their own experience and home. Show how interested you are in making their experience here as successful as possible.
Don’t Generalize: Don’t impose a cultural stereotype on a student or their situation. Not all Chinese students will act the same, nor Japanese, nor US students for that matter
TUTORING A MULTICULTURAL STUDENT GROUP
http://www3.hamk.fi/esr-kevat/verkkojulkaisut/Tutorsguide.pdf
TUTOR’S COMPETENCES
The core competences needed in multicultural tutoring are knowledge, attitudes and skills that all tutors require regardless of their job setting. The tutor gives information, supports and motivates students, helps create an encouraging learning environment and above all, promotes students’ self-directive learning to achieve their individual learning goals.
The core competencies are connected to
Communication skills
Counselling skills
Being familiar with the learning process, the contents of the curriculum and the learning environment.
Tutors also need practical skills. They have to be able to use the IT system for recording students’ achievements and register. In addition to this, a big part of tutoring can happen via e-mail or virtually (on the Internet); personal contact is not always needed. It is important for a tutor to be able to communicate with an individual student as well as a group. Communication skills are especially important when tutoring a multicultural student group studying in a foreign language. The teaching language (most often English) being the mother tongue of only a few – if any – students or teachers creates additional challenges.
In addition to possessing good language skills, the tutor should demonstrate awareness and appreciation of the students’ cultural differences to interact effectively with the students. Social and cross-cultural sensitiveness are also needed. To be able to support students in their learning, the tutor must be familiar with the learning process and know the curriculum structure and contents well. The learning environment, including placements and professional vocabulary, must be familiar to the tutor.
Tutoring within the learning process should be primarily directed at helping the students learn to become more self-directive and helping them to deal with ongoing situations. The tutor should be able to encourage the student or a group of students to explore issues and problems using their own resources, rather than relying on the tutor to do the thinking and feeling for them. This non-directive style in tutoring is sometimes against students’ expectations: they would rather have direct advice than be supported to find the solutions by themselves. Tutor’s active role in counselling is appreciated by many students. Becoming self-directive and independent is a process, which might take a long time for students who are used to a more authoritarian system and culture. The tutor needs to explain the meaning of tutoring and counselling style in order to avoid the misunderstanding that she is not interested in helping the student.
Often the students – especially foreign and immigrant students – turn to their tutor in personal well-being issues and crisis situations. Many tutors feel unable to deal with issues like these or that they do not have enough time to help the student properly. It will not be enough to enable the tutor to tackle deep-seated emotional or very delicate problems - they usually require outside help and advice, or at the minimum, time to think and discuss, before they can be dealt with by the non-specialist tutor. One of the most important tutoring skills to develop is the ability to recognize one’s own limitations and to see when a problem is too great to manage unaided.
To be successful in tutoring, the teacher tutor needs all the skills and knowledge mentioned above and an attitude to be willing to support students. After all, the most important element is to be one’s genuine, real self.
Knowing your own cultural background
Although it is unrealistic – and unnecessary – to expect that the tutors will have an in-depth knowledge of all cultures, it is possible to have a comprehensive grasp of general principles for working successfully with students from different cultural backgrounds.
There is a common recognition that helpers’ – in this case tutors’ – self-awareness is as important as cultural awareness in multicultural counselling situations. To be able to learn how to appreciate and work with diversity in the student group, the tutors should understand how their own cultural background has contributed to who and what they are and honestly examine their basic views about diversity.
There is a link between our culture and our behavior: – Our perceptions of the world are culturally learned and culturally mediated.
People from different cultural backgrounds perceive their worlds differently. However, the tutor should not get into the trap of perceiving individuals as simply belonging to a group. The differences between individuals within the same group are often greater than the differences between groups. Individuals who share the same ethnic and cultural background are likely to have sharp differences. Tutors must be prepared to deal with complex differences among individuals from every cultural group. It is essential that the tutors honestly examine their own expectations, attitudes, and assumptions about working with various cultural and ethnic groups. Focus questions to start with: – How much thought have you given to your own cultural background and the assumptions that you have developed?
To what degree are you open to expanding your vision of reality?
What problems and pitfalls are associated with multicultural perspective?
What values do you hold that could make it difficult for you to work with students who
have different worldview or a different cultural background?
For example, if you value self-determination and this is not a central value in your student’s culture, could this cause problems?
Challenging your cultural assumptions
Culturally learned basic assumptions deeply influence the ways in which we perceive and think about reality and how we act.
Assumptions about time: in some cultures there is a great respect for the present but less concern for the future. Many people in these cultures are not ruled by the clock and simply will not be rushed. This does not mean, however, that they are uncooperative or resistant to authority. Rather, it means that time will wait; and if not, who cares? To avoid problems that may result from this conception of time, it is important to stress the meaning of being punctual and keeping schedules at the college and working places in our culture.
Assumption about self-disclosure: Highly valued in traditional counselling but is foreign to the values of some cultural groups.
Assumption about family values: Obedience and respect towards parents is emphasized in some cultures (e.g. Chinese) but self-determination and independence are less valued than family bonds
and unity.
Assumptions about trusting relationships: Among many cultures it takes a long time to develop meaningful relationships. The tutor has to earn the trust of the students before they talk about themselves on a personal level.
Assumptions about self-actualization: In Western cultures it is assumed that it is important for the individual to become a fully functioning person. But some students are more concerned about how their problems or changes are likely to affect others in their life. In Eastern orientation one of the guiding principles is the achievement of collective goals.
Assumptions about directness: Western cultures prize directness, whereas some cultures see it as a sign of rudeness and something to be avoided.
Assumptions about assertiveness: Western orientation assumes that people are better off if they can behave in assertive ways, such as telling people what they think, feel and want. This is not always viewed as appropriate behavior in other cultures.
Culturally Appropriate Communication Styles
Tutoring is based on communication. For effective tutoring to occur, both the tutor and the student must be able to send and receive both verbal (content of what is said) and non-verbal (how something is said) messages accurately and appropriately.
Communication style consists of verbal and non-verbal messages. A gesture, tone, posture or eye contact may enhance or negate the contents of a message. In educating ourselves in non-verbal behavior, it is important to become aware of and understand our own communication style. What does it say about my values, biases, and assumptions about human behavior? How do my non-verbals reflect stereotypes, fears or preconceived notions about various racial groups? In what way does my tutoring style hinder my ability to work effectively with a culturally different student?
There are personal limits to how much we can change our communication styles to match those of our culturally different students. Often, a tutor who is able to recognize the limitations of her communication style, and knows how it will impact the culturally different student, can take steps to minimize possible conflicts. Once rapport and a working relationship are established with a student, the tutor may have greater freedom in using communication style quite different from that of the student.
Communication styles are strongly correlated with race, culture, and ethnicity. Differences in communication style are most strongly manifested in non-verbal communication. Non-verbal communication often occurs outside our level of awareness. Students can disclose themselves in many non-verbal ways, and thus it is a mistake to rely solely on what they talk about. But how to “read” non-verbal messages? There are no universal meanings of non-verbal behavior!
Here are some hints:
Kinesics: refers to bodily movements. It includes facial expression, posture, characteristics of movements, gestures and eye contact. In western cultures we assume that facial cues express emotions and demonstrate the degree of responsiveness and involvement of the individual. We believe that good eye contact is a sign of presence and the lack of such contact is evasive, but for example Asians may view direct eye contact as a lack of respect and good manners or as a sign of aggressiveness. Smiling is a type of expression, which is believed to indicate liking or positive affect. However, in Asian cultures smiling and laughing may convey embarrassment, discomfort, shyness or weakness. In some cultures silence indicates respect and politeness. A silent student might be waiting for the tutor to ask her questions – not meaning that she is passive.
Proxemics: refers to personal space: perception and use of personal and interpersonal space. Clear norms exist concerning the use of physical distance in social interactions. Different cultures dictate different distances in personal space. In western cultures, individuals seem to become more uncomfortable when others stand too close rather than too far away. Members of other cultures might interpret this as indicative of aloofness, coldness, or desire not to communicate, or a sign of superiority. Conversational distances are a function of the racial and cultural background of the conversants.
SLIDE 9
Possible sources of conflict and misinterpretation
Focus on the Individual vs. Collectivism
Individualism, autonomy, ability to become your own person – healthy and desirable goals in Western tradition, but not all cultures view individualism as a positive orientation. In some cultures it may be perceived as a handicap to attaining enlightenment, one that may divert us from important spiritual goals.
In many non-western cultures (e.g. African, Asian), identity is not seen apart from the group orientation (collectivism). Reflecting one’s professional growth, individual learning goals and study plan might sound selfish to students from collectivist culture. In classroom these students are not accustomed to direct questioning; they fear loss of face and if making a mistake think that they bring shame not only on themselves and on the student group but more on the teacher, who they think will feel accused of not having taught well.
Self-disclosure (Openness and Intimacy)
Intimate revelations of personal or social problems may not be acceptable since such difficulties reflect not only on the individual, but also on the whole family. Uncritical self-disclosure to theirs is not seen healthy.
Verbal, emotional, behavioural expressiveness
In western cultures it is important that individuals are able to express their thoughts and feelings clearly. Emotional expressiveness is also valued: we like individuals to be in touch with their feelings and to be able to verbalise their emotional reactions. There are many cultural groups in which restraint of strong feelings is highly valued. Many cultural minorities tend not to value verbalization in the same way as we do. Patterns of communication tend to be vertical, flowing from those of higher status to those of lower status.
Patterns of communication
We expect our students to be self-directive and taking the responsibility and initiative in tutoring sessions so that communication moves from the student to tutor. In the case of Asians, for example, counselling is seen as an authoritative process in which a good tutor is more direct and active. A student who has been asked to initiate conversation may become uncomfortable and respond with only short phrases or statements.
High versus low uncertainty avoidance
Human beings are constantly confronted with unknown and unexpected events and life changes that create feelings of uncertainty. In some cultures people can handle this with relative ease, while in other cultures people try to gain control over almost everything. In this issue there are big differences between individuals within one culture. In class students with high-level uncertainty avoidance prefer a well-structured, formal situation. Teachers are expected to know all the answers and teach universal theories. These students have difficulties if they have to take part in group work focused on problem-based learning. One way to avoid misinterpretation and even conflicts in communication is to discuss openly with the tutor group about these issues and show respect to students for example by asking them to tell about themselves and listen to their underlying values. This does not mean, however, that we have to accept everything and adjust our own behavior. The students should understand that most conflicts and distresses are not caused by anything done on purpose; explicit comparison of cultural notions could clarify a lot on both sides and act as an eye-opener.
Ethics is an effort of thinking about what is right and what is wrong, what is good and what is bad, in human conduct. This is a way that one may believe people should act (Gordon, Habley, Grites & associates, 2008). Acknowledge and adhere to personal comforts to help with understanding ethics. Many times, ethical problems do not take long to occur. When faced with ethical issues or dilemmas some questions that can be asked are (Santa Clara University, 2009):
Does this action represent the kind of person I am or want to be viewed as?
Does this action represent the college in the correct way?
Does this seem fair or right?
These questions should be used as a helping guide to making the correct decision but there is not always such a clear answer. Many times it is important to seek advice or help from a supervisor, advisor, or mentor.
As a peer advisor, it is important to understand Personal Ethics. When personal ethics are understood and followed it allows for peer advisor to conduct their job responsibilities as best as possible. This allows them to feel no anxieties or discomforts when helping other students.
The college also has ethical policies to follow. These ethical policies are also known as codes of ethics which student staff should abide by as well. These codes should be followed because student staff has a legal responsibility.
(Use the departments Code of Conduct for Peer Advisors. Salem States website does not have this accessible)
The Council of the Advancement of Standards in Higher Education (CAS) has created ethical codes of professional practice. CAS acknowledges that all professionals and colleges have ethical standards. With utilizing a culmination of different college’s ethical standards, CAS has developed 7 principles that relate to ethical standard which are Autonomy, non-malfeasance, beneficence, justice, fidelity, veracity, and affiliation.
Briefly described
Principle 1- (Autonomy) We take responsibility for our actions and both support and empower an individual’s and group’s freedom of choice (CAS, 2014).
Principle 2- (Non-Malfeasance) We pledge to do no harm.
Principle 3- (Beneficence) We engage in altruistic attitudes and actions that promote goodness and contribute to the health and welfare of others.
Principle 4- (Justice) We actively promote human dignity and endorse equality and fairness for everyone.
Principle 5- (Fidelity) We are faithful to an obligation, trust, or duty.
Principle 6- (Veracity) We seek and convey the truth in our words and actions.
Principle 7- (Affiliation) We actively promote connected relationships among all people and foster community.
Below is a link to CAS’s Ethical principles for peer advisors who would like a copy.
http://www.cas.edu/files/CASethicsstatement.pdf
Respond YES or NO to the following questions.
If a student invites you to a party?
If a student offers you to have an alcoholic beverage?
If a student asks you out on a date?
If a student asks if you can do his assignments?
If a student discloses personal information that could be harmful to him/herself or others?
Should you discuss another student’s personal or academic information with another student?
Can you speak with a student’s parent regarding academic or personal information?
Many of the answers to these questions seem obvious but in certain circumstances the situations may be either tricky or catch you off guard. Making these ethical decisions involves some critical thinking. As peer advisors it is imperative to recognize an ethical issue, get the facts, evaluate alternative actions, make a decision and test it (Santa Clara University, 2009). Once this has been brainstormed then actions need to follow and possibly a reflection on the outcome.
Now, there will be 2 separate activities that will enhance learning on understanding ethics. These activities both assist with comprehending confidentiality and its significance.
FERPA is the Family Educational Rights and Privacy Act. This is critical to understand as a student employee because we will be interacting with peers and possibly student’s parents in some circumstances. Confidentiality is one of the key ethical components. If a parent calls or contacts a peer mentor in regards to any information about the student, the peer mentors cannot release any informations except for directory information.
Below is a great link to an online tutorial that explains FERPA in detail.
http://www.salemstate.edu/ext/ferpa/
Ask the peer mentors to buddy up and complete the online tutorial.
First, peer advisors will read the case study on Confidentiality/Transparency.
Below is a link for the case study on Confidentiality/ Transparency
http://studentgovernmentethics.com/ethics-cases/confidentiality-and-transparency/
After the peer advisors have read this case study, discuss it as a class.
Good Question to start the discussion may be:
What is the ethical issue?
Whose responsibility is this?
How should this be handled?
