Voices of Ability and Disability At various points.docx
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The document discusses the history and complexity of disability as a social construct. It notes that those with disabilities were once viewed negatively and labeled with stigmatizing terms, though perspectives and language are changing. Having a disability can both fight stigma but also provide access to services. The video on ability and disability shares personal experiences and perspectives from faculty. Students are asked to research further on a concept from the video to deepen their understanding and apply their findings to social work practice with clients of varying abilities.
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1Journal Bias and Self-awareness Janice MattieWal
1
Journal: Bias and Self-awareness
Janice Mattie
Walden University
SOCW-6051 Diversity, Human Rights and Social Justice
Dr. Andridia Mapson
3/13/2022
2
What was your experience of completing the implicit bias test? Which test did you choose,
and why?
Reflecting on the self-awareness test was interesting. It allowed me to think deeply to give a clear
and precise answer. The questions were occasionally considered but never asked how I might I feel
about a particular topic. I took the ADDRESSING-GSA- Self-Assessment test to recognize the
cultural characteristics of individuals. As social workers, it is essential to adapt and understand
people from all different cultural backgrounds. The result from the test shows what areas I was
more dominant in and what areas I was less dominant in. The results were not surprising to me,
and they gave me a better perspective of what areas I will need to learn and understand better.
Social workers need to be culturally competent, be self-aware of areas that exhibit bias, and be
willing to work on those areas.
What self-awareness themes have emerged so far in Week 1’s Discussion and this week’s
activities?
The self-awareness themes that have emerged from the discussions are reflecting on oneself and
digging deep to know yourself. As well as how do I perceive myself culturally and the dimension
of diversity? Reading through the learning recourses from the course in both weeks were a great
learning experience for me in addressing cultural, diversity and that is expected, especially since
this is the class that it is being taught. Learning the dynamics of culture and diversity will be a
great asset as the social work profession will be working with individuals of all backgrounds.
Identify a population that you are not comfortable with or would like to know more about;
this could be a population represented by the implicit bias test you took, but it does not have
to be.
I would say that I am comfortable with all types of populations. I work amongst a vastly diverse
group of people that I call my second family from home. The people that I would like to learn
more about are young adult and the elderly population. Young adults are at a critical development
Andridia Mapson
For this assignment you were to take the Harvard University Project Implicit Bias Test
Andridia Mapson
3
period of their lives. They are legally an adult but are not mentally or financially able to care for
themselves. Many of them are in the system and aging out. I often wonder what will be their next
step for their future. How will they get healthcare coverage for health check-ups? Where will they
live, and how safe are the areas where they reside? The elderly population is another group of
people that I would like to learn more about. They are considered vulnerable as some have to rely
on caretakers for their daily needs. Learning about these two different populations will gives ...
SOCW 6051 Week 2 JournalFor this Week’s Journal, complete the fol.docx
SOCW 6051: Week 2 Journal
For this Week’s Journal, complete the following activities:Part A
According to section 1.05(c) Cultural Awareness and Social Diversity of the NASW (2017) Code of Ethics, "Social workers should obtain education about and seek to understand the nature of social diversity and oppression with respect to race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, and mental or physical ability."
National Association of Social Workers. (2017). Code of ethics of the National Association of Social Workers. Retrieved from https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English
Instructions:The table below shows a list of Social Identities. Place an X in the box to signify whether you hold privilege or lack privilege based on that identity. Then briefly explain why you identified as holding or lacking privilege. Provide a concrete example to demonstrate your understanding of privilege related to this specific identity characteristic. In the final column, provide a brief narrative about why you hold or lack privilege based on that specific identity.
Your place of privilege is often determined by the perceived social group in which society places you, and privilege varies depending on the context and intersecting identities. You may hold a position of privilege with one identity, while simultaneously holding a position which lacks privilege from another identity. You will not be graded on how you self-identify. The goal is to engage in self-reflection and critical thought. You may choose not to disclose any identity. If you prefer not to state, explain which groups hold privilege based on that identity characteristic and how that affects other groups.
Social Identity
Hold
Privilege
Lack Privilege
Prefer Not to State
Why?
Example: [Social Identity]
x
I identify as OR Other people identify me as ____. This identity holds [does not hold] a position of privilege in society because…
In US culture, [this identity] is considered the “norm.”
A specific example of the privilege [or lack of privilege] that I experience is seeing [not seeing] positive representations of people who look or believe like me in the mass media. This is a privilege [or lack of privilege] because…
My experience with this identity characteristic is…
Race/Ethnicity
X
I identify as an African American. As per the African American history, most of the forefathers of the race migrated into the US as a result of slavery. It is due to such a history that African Americans have been an inferior race in the US as most of the other races do not consider African Americans as belonging in the US. Such inferiority has resulted in a lack of privileges among African Americans.
For instance, African Americans often have a hard time accessing public resources or even funds as they are viewed as a lower race compared to others. The same.
Culturally Competent HelpingChapter Nine©2017 Ceng
Culturally Competent Helping
Chapter Nine
©2017 Cengage Learning22
Meeting with Diversity and Different
Cultures in Our Day-to-Day Lives
Just because we may know people of different ethnicities, races, and religions
does not mean we understand their culture.
Eating different food and listening to different music does not equal
understanding a different culture.
Avoid transferring your own values onto other people.
©2017 Cengage Learning33
The Changing Face of America
More than one-third of Americans are now racial and ethnic
minorities, and this increase is expected to continue (see Figure 9.3).
Such shifting demographics also changes the religious composition of
the country.
Other diversities include different sex role identities, sexual
minorities, those who are HIV-positive, the homeless and poor, older
people, individuals with mental disorders, those with physical
challenges, and other indices of diversity.
©2017 Cengage Learning44
The Need for Cultural Competence
Clients from diverse cultures are:
Frequently misunderstood and misdiagnosed
Often spoken down to and patronized
Have the impact of negative social forces minimized by the
helper
Find the helping relationship less helpful
Seek mental health services at lower rates
Terminate helping relationships earlier
©2017 Cengage Learning55
Sources of Helper Incompetence
Helper incompetence stems from the following viewpoints:
1. The melting pot myth
2. Incongruent expectations about the helping relationship
3. De-emphasizing social forces
4. Ethnocentric worldview
5. Ignorance of one’s own racist attitudes and prejudices
6. Inability to understanding cultural differences in the expression of
symptomatology
7. Unreliability of assessment and research procedures
8. Institutional racism
©2017 Cengage Learning66
Defining Culturally Competent Helping
Is “a consistent readiness to identify the cultural dimension of clients’ lives and a
subsequent integration of cultures into counseling work” (McAuliffe, 2013b, p. 6).
Sue and Torino (2004)
Uses modalities and defines goals consistent with life experiences and
cultural values of clients
Utilizes universal and culture-specific helping strategies and roles
Recognizes client identities to include individual, group, and universal
dimensions
Balances aspects of individualism and collectivism in assessment, diagnosis,
and treatment.
Understands three identities: individual, group, and universal
Determines if the client has an individualistic perspective or a collective
perspective
See Figure 9.4 and discuss
©2017 Cengage Learning77
Developing Cultural Competence
Multicultural Counseling Competencies Model
1. Having appropriate attitudes and beliefs—being aware of
one’s own assumptions, values, and biases (See Reflection
Exercise 9.1)
2. Knowledge about clients’ culture is needed to better
understand them
• Being aware of one’ ...
Recommended
1Journal Bias and Self-awareness Janice MattieWal
1
Journal: Bias and Self-awareness
Janice Mattie
Walden University
SOCW-6051 Diversity, Human Rights and Social Justice
Dr. Andridia Mapson
3/13/2022
2
What was your experience of completing the implicit bias test? Which test did you choose,
and why?
Reflecting on the self-awareness test was interesting. It allowed me to think deeply to give a clear
and precise answer. The questions were occasionally considered but never asked how I might I feel
about a particular topic. I took the ADDRESSING-GSA- Self-Assessment test to recognize the
cultural characteristics of individuals. As social workers, it is essential to adapt and understand
people from all different cultural backgrounds. The result from the test shows what areas I was
more dominant in and what areas I was less dominant in. The results were not surprising to me,
and they gave me a better perspective of what areas I will need to learn and understand better.
Social workers need to be culturally competent, be self-aware of areas that exhibit bias, and be
willing to work on those areas.
What self-awareness themes have emerged so far in Week 1’s Discussion and this week’s
activities?
The self-awareness themes that have emerged from the discussions are reflecting on oneself and
digging deep to know yourself. As well as how do I perceive myself culturally and the dimension
of diversity? Reading through the learning recourses from the course in both weeks were a great
learning experience for me in addressing cultural, diversity and that is expected, especially since
this is the class that it is being taught. Learning the dynamics of culture and diversity will be a
great asset as the social work profession will be working with individuals of all backgrounds.
Identify a population that you are not comfortable with or would like to know more about;
this could be a population represented by the implicit bias test you took, but it does not have
to be.
I would say that I am comfortable with all types of populations. I work amongst a vastly diverse
group of people that I call my second family from home. The people that I would like to learn
more about are young adult and the elderly population. Young adults are at a critical development
Andridia Mapson
For this assignment you were to take the Harvard University Project Implicit Bias Test
Andridia Mapson
3
period of their lives. They are legally an adult but are not mentally or financially able to care for
themselves. Many of them are in the system and aging out. I often wonder what will be their next
step for their future. How will they get healthcare coverage for health check-ups? Where will they
live, and how safe are the areas where they reside? The elderly population is another group of
people that I would like to learn more about. They are considered vulnerable as some have to rely
on caretakers for their daily needs. Learning about these two different populations will gives ...
SOCW 6051 Week 2 JournalFor this Week’s Journal, complete the fol.docx
SOCW 6051: Week 2 Journal
For this Week’s Journal, complete the following activities:Part A
According to section 1.05(c) Cultural Awareness and Social Diversity of the NASW (2017) Code of Ethics, "Social workers should obtain education about and seek to understand the nature of social diversity and oppression with respect to race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, and mental or physical ability."
National Association of Social Workers. (2017). Code of ethics of the National Association of Social Workers. Retrieved from https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English
Instructions:The table below shows a list of Social Identities. Place an X in the box to signify whether you hold privilege or lack privilege based on that identity. Then briefly explain why you identified as holding or lacking privilege. Provide a concrete example to demonstrate your understanding of privilege related to this specific identity characteristic. In the final column, provide a brief narrative about why you hold or lack privilege based on that specific identity.
Your place of privilege is often determined by the perceived social group in which society places you, and privilege varies depending on the context and intersecting identities. You may hold a position of privilege with one identity, while simultaneously holding a position which lacks privilege from another identity. You will not be graded on how you self-identify. The goal is to engage in self-reflection and critical thought. You may choose not to disclose any identity. If you prefer not to state, explain which groups hold privilege based on that identity characteristic and how that affects other groups.
Social Identity
Hold
Privilege
Lack Privilege
Prefer Not to State
Why?
Example: [Social Identity]
x
I identify as OR Other people identify me as ____. This identity holds [does not hold] a position of privilege in society because…
In US culture, [this identity] is considered the “norm.”
A specific example of the privilege [or lack of privilege] that I experience is seeing [not seeing] positive representations of people who look or believe like me in the mass media. This is a privilege [or lack of privilege] because…
My experience with this identity characteristic is…
Race/Ethnicity
X
I identify as an African American. As per the African American history, most of the forefathers of the race migrated into the US as a result of slavery. It is due to such a history that African Americans have been an inferior race in the US as most of the other races do not consider African Americans as belonging in the US. Such inferiority has resulted in a lack of privileges among African Americans.
For instance, African Americans often have a hard time accessing public resources or even funds as they are viewed as a lower race compared to others. The same.
Culturally Competent HelpingChapter Nine©2017 Ceng
Culturally Competent Helping
Chapter Nine
©2017 Cengage Learning22
Meeting with Diversity and Different
Cultures in Our Day-to-Day Lives
Just because we may know people of different ethnicities, races, and religions
does not mean we understand their culture.
Eating different food and listening to different music does not equal
understanding a different culture.
Avoid transferring your own values onto other people.
©2017 Cengage Learning33
The Changing Face of America
More than one-third of Americans are now racial and ethnic
minorities, and this increase is expected to continue (see Figure 9.3).
Such shifting demographics also changes the religious composition of
the country.
Other diversities include different sex role identities, sexual
minorities, those who are HIV-positive, the homeless and poor, older
people, individuals with mental disorders, those with physical
challenges, and other indices of diversity.
©2017 Cengage Learning44
The Need for Cultural Competence
Clients from diverse cultures are:
Frequently misunderstood and misdiagnosed
Often spoken down to and patronized
Have the impact of negative social forces minimized by the
helper
Find the helping relationship less helpful
Seek mental health services at lower rates
Terminate helping relationships earlier
©2017 Cengage Learning55
Sources of Helper Incompetence
Helper incompetence stems from the following viewpoints:
1. The melting pot myth
2. Incongruent expectations about the helping relationship
3. De-emphasizing social forces
4. Ethnocentric worldview
5. Ignorance of one’s own racist attitudes and prejudices
6. Inability to understanding cultural differences in the expression of
symptomatology
7. Unreliability of assessment and research procedures
8. Institutional racism
©2017 Cengage Learning66
Defining Culturally Competent Helping
Is “a consistent readiness to identify the cultural dimension of clients’ lives and a
subsequent integration of cultures into counseling work” (McAuliffe, 2013b, p. 6).
Sue and Torino (2004)
Uses modalities and defines goals consistent with life experiences and
cultural values of clients
Utilizes universal and culture-specific helping strategies and roles
Recognizes client identities to include individual, group, and universal
dimensions
Balances aspects of individualism and collectivism in assessment, diagnosis,
and treatment.
Understands three identities: individual, group, and universal
Determines if the client has an individualistic perspective or a collective
perspective
See Figure 9.4 and discuss
©2017 Cengage Learning77
Developing Cultural Competence
Multicultural Counseling Competencies Model
1. Having appropriate attitudes and beliefs—being aware of
one’s own assumptions, values, and biases (See Reflection
Exercise 9.1)
2. Knowledge about clients’ culture is needed to better
understand them
• Being aware of one’ ...
8 RESPONSES DUE IN 24 HOURSEACH SET OF 2 RESPONSES HAS INSTR.docx
8 RESPONSES DUE IN 24 HOURS
EACH SET OF 2 RESPONSES HAS INSTRUCTIONS ON THEIR OWN..
Guided Response:
Respond to at least two of your classmates’ postings. When responding to your classmates, provide at least one local, regional, or national non-profit organization, charity or governmental organization in place to aid this population. Your response posts need to be at least 200 words each.
TAMMY’S POST:
Identifying a 'Target'
According to the course text chapter four,
Introduction to human services: Through the eyes of practice settings,
before discussing social advocacy efforts on a macro level (really any level), it is essential to identify most targeted populations or vulnerable (Martin, 2018). One of the most historically targeted populations is the ethnic minority of the black race. The cruelty and brutality used to control African Americans as they were forced in transit and lived shackled as slaves are horrific. The race is oppressed by stock stories and a social caste system that, in essence is for the white man - by the man. Sadly, instead of seeing power in unity it is seen in color, class, and cash.
Decades of Destruction but Centuries of Chaos
Over centuries of civil rights movements initiated by Reverend Jesse Jackson, Malcolm X, Dr. Reverend Martin Luther King Jr, Rosa Parks, black Americans remain one of the least privileged, lowest-earning, socially isolated races the United States. Movements such as BLM or Black Lives Matter has stood firm in the past decade to bring awareness to the oppression and segregation still thriving in their communities. Speaking up, standing against, campaigning, and community awareness and involvement drive these concerns to the public. One example is the YWCA, who is proactive in reaching out and advocating for minorities to strive for "civic engagement" to end racial injustice (YWCA, 2020). Becoming involved in respected organizations strengthens the chances for change. The more voices are heard - the more minds begin to open and evidence that color does not define content of character is apparent. BLM, YWCA, and many more keep their mission running with community support and funding so as people continue to sponsor and support causes, decades to come will leave deeper imprints.
Maslow's Hierarchy
The tip of the hierarchy Maslow presented is self-actualization, which can be construed as truth. Truth comes in genuine intention, not deceptive exploitation; sponsors and charities are guilty of this exploitation; some known to ordinary households include Nike and Adidas in their 'sneaker culture' dating to the Globetrotters and like corporations who stand to profit high margins of wealth in exploiting skin color talent rather than the content of character.
Acknowledging Necessity in Black American Livelihood
Maslow's Hierarchy of Needs applies to every life; the Black-American race is no exception. In light of the historical hate against races, safety and security screams for betterment.
By the end of this activity, you will haveSummarize the core conc.docx
By the end of this activity, you will have:
Summarize the core concepts of sociology and recognize and explain the “sociological imagination” when viewing social phenomena and your own life.
Demonstrate an understanding of individual and group differences and alliances and explain how they may be influenced by race, gender, sexual orientation, age, class, religion and/or disabilities.
Review the five PBS video segments available online at:
A Class Divided
Note: If the link above does not work for some reason, try the main site
and then click on "
Watch the Full Program Online
"
Please note: This is a popular site and video. You are advised to plan ahead and try to complete this assignment as early in the week as possible in order to ensure the site is available and not overwhelmed by traffic.
As you complete this assignment, think about the following:
How is race socially constructed?
How do we socialize children to recognize race and ethnicity?
How do we define racism, prejudice and discrimination and how do they relate to privilege?
After viewing the various segments of the “Blues Eyes, Brown Eyes” videos, answer one (1) of the following sets of questions.
Option 1: Racism
Some people argue that racism is primarily a belief or attitude and that anyone who unfairly judges another based on race is racist. Others argue that racism is about action and systemic discrimination, so only those with the power to act, and not those who are the targets of discrimination, can be racist. Based on the quotes listed below and in an essay format, answer the following: which argument do you find more convincing and why? Is there a difference between racism and prejudice? If so, what is the difference?
"Racism couples the false assumption that race determines psychological and cultural traits with the belief that one race is superior to another."
--A World of Difference project of the Anti-Defamation League of B'nai Brith
.
"Racism is any attitude, action, or institutional structure which subordinates a person or group because of skin color."
--U.S. Commission on Civil Rights, 1970
"We define racism as an institutionalized system of economic, political, social, and cultural relations that ensures that one racial group has and maintains power and privilege over all others in all aspects of life. Individual participation in racism occurs when the objective outcome of behavior reinforces these relations, regardless of the subjective intent."
--Carol Brunson Phillips and Louise Derman-Sparks in
Teaching/Learning Anti-Racism: A Developmental Approach
, (Teachers College Press, 1997)
Option 2: Privilege
One of the goals of the civil rights movement was to ensure equal opportunity for every US citizen, irrespective of race. When the civil rights movement began, the legal system did not grant the same rights to blacks and other minorities as it did to whites. Today, those laws have been changed, leading some to argue that the US has achieved a level playing field.
For Part II of the assessment, you will reflect on the things that y.docx
For Part II of the assessment, you will reflect on the things that you have learned throughout the course about diversity and working with diverse populations.
Identify and discuss the most important content in the course that has prepared you to work with persons from diverse population groups and/or populations at risk of discrimination and oppression.
Review the first paper you submitted. Discuss what, if any, changes have occurred in your perception of yourself as a member of a diverse population or a population at risk for discrimination and oppression.
Describe any changes that have occurred in your perceptions of persons from diverse populations, your acceptance of such persons, and/or your ability to interact effectively with persons different from yourself.
Discuss what you could do following this course to improve your understanding of and ability to interact effectively with persons different from yourself.
Describe what you could do as a social worker to promote social, economic, and political justice.
.
Think of the many names and labels you may have heard to describe pe.docx
Think of the many names and labels you may have heard to describe persons with disabilities and those that are currently socially acceptable. The changing monikers given to those with disabilities are evidence of the continual negotiation of the society who labels and those who are so labeled to define what disability is and who is disabled. What do these shifting labels suggest about the social construction of disability?
Society is inconsistent in its treatment and protection of the rights of individuals with disabilities, creating a situation that contributes to marginalization that can complicate other forms of marginalization and oppression. Consider that being labeled with a disability can be simultaneously something to be fought against because of the stigma it entails and fought for because of the access that it grants to social services that meet basic medical needs, aid economic survival, and improve access to education that society can otherwise deny.
By Day 5
Post
an analysis of the implications of the social construction of disability. Describe how disability can be defined as a social construct. Explain how that relates to the perception of disability. Be specific and draw on examples from the Parker case to illustrate your thoughts. Also, describe the intersection of Stephanie's mental illness with other characteristics of her identity. Explain how those intersections could serve to further marginalize Stephanie's place and experiences in society. Finally, explain how such marginalization impacts her ability to make choices, use self-determination, and be an active agent with equitable status in her interactions with other professionals.
.
The Power of Language
The Power of Language Applyng the use of empowering language. by Mole (Laura) Chapman
Section 1 Understanding Individual Perspectives of DiversityEach.docx
Section 1 Understanding Individual Perspectives of Diversity
Each of the first six sections of this text is organized to facilitate the process of learning about workplace diversity. Sections begin with learning goals and an introduction to the material that follows. Next, we provide an exercise on experiences that will help you to actively participate in the learning process by considering some new perspectives on diversity that are intended to challenge your knowledge, attitudes, and beliefs about differences. Because diversity is an interdisciplinary topic, the essays and cases that follow were written by experts from business, psychology, anthropology, economics, and sociology. These articles are followed by additional opportunities for active learning: discussion questions, Diversity on the Web, and Writing Assignments. To provide linkages, each of these six sections ends with a unifying case and a set of integrative questions that cut across the articles in that section. The seventh section is intended to connect all of the course material together by providing three options for a capstone learning experience.
Learning Goals for Section I
· To learn the differences between prejudice, stereotypes, and discrimination
· To understand the notion of privilege and how it affects one’s life experiences
· To motivate the student to examine his or her own perspectives on difference
· To explore the relationship between differences and conflict
· To explore organizational diversity
Often, we begin a diversity course by asking the question: “Who in this room is prejudiced? Raise your hand.” As expected, only a couple of students are willing to join the instructor and admit that they have some prejudices! At the end of the semester, we ask the same question and almost every hand in the room is raised. Why does this always happen? We have been socialized by family, society, and the media to think that prejudice is always negative, so it is easier to deny it. Then, why do most students raise their hands at the end of the semester? Because they now realize that everyone treats some people differently than others. It is very natural to prefer people like ourselves. Think about your friends. While they may be of mixed races and genders, are they all close to your age? Are there any people with a handicap in the group, and so on?
Basic to understandingthis text Section I is clarification of some terminology that is often used interchangeably in everyday conversation. Prejudice is a preconceived evaluative attitude based on a person’s social group membership. Prejudices can come from many sources such as our socialization, our peers, our life experiences, and especially the media and it can be positive, negative, and neutral. For example, you find out that you will be getting a new boss next week and she is a middle-aged female. If you find yourself thinking that she is going to be hard to work for, rigid, even bitchy, and so on, before you even get to kn.
Discussion 1 ExpectationsUnderstanding the role of diversity in
Discussion 1: Expectations
Understanding the role of diversity involves some self-reflection. Self-reflection helps in understanding the framework from which you perceive yourself and others and approach interactions with others. Are there some facets of diversity that you are particularly aware of and others that you might have overlooked? Do you perceive some facets of diversity as being a deficit or a difference? As you ask yourself these types of questions, you will likely begin to appreciate the complex topic of diversity. In this Discussion, you will engage in self-reflection and discuss what you hope to gain from this course. This Discussion topic will be revisited later in the course.
To prepare:
Consider the question Akhtar & Jaswal (2013) ask regarding deficit or difference, and how differences between populations should be interpreted.
Think about how you define diversity. Do you perceive some characteristics of diversity as a deficit, while perceiving others as a difference?
Consider situations in which you worked with children and adolescents with diverse backgrounds. Did you perceive their diversity characteristic as a deficit or a difference?
Post by Day 3:
Write your own informal definition of diversity. Explain what diversity means to you in terms of how it might affect your interactions with children and adolescents. Then share your thoughts on what you expect to gain from this course.
Discussion 2: Diversity and Developmental Science
Contemporary developmental theories and studies of developmental science often make note of the role of diversity in shaping human thought and behavior. One aspect you will likely note is that diversity is a complex topic, and its effect can be found throughout the lifespan. In this Discussion, you will examine scholarly articles and analyze how diversity is addressed in contemporary developmental science.
To prepare:
As you review the Learning Resources for this week, think about contemporary developmental theories and ideas account for diversity. Is diversity discussed overtly or is it merely implied?
Choose one diversity characteristic (e.g., race/ethnicity, gender, socioeconomic status, sexual identity/orientation, language, family configuration) for discussion.
Choose one of the Learning Resources for discussion.
Post by Day 4:
Explain whether contemporary developmental theories take into account all aspects of diversity. Justify your position.
...
SOC350 Cultural DiversityPaige MasseyA person has just start.docx
SOC350 Cultural Diversity
Paige Massey
A person has just started a world travel experience, and here they land in Japan where they will be spending a night with a welcoming host family. Everything is fantastic the guest speaks a small bit of Japanese and is able to communicate with them. The guest is invited to a family dinner in their house. As the meal begins the entire family is enjoying the food so much that it is increasing the guest’s biggest pet peeve, slurping the food. Little does the guest know that their pet peeve is a sign of appreciation in the country of Japan. The guest is not participating in the slurping as they were taught that slurping was an activity that was looked down upon by Americans. This is an example of a social faux pas in the country of Japan. Personally a social faux pas that really turns me off is hacking and spitting in public areas. It just creates the heebe jeebes because I was taught social ettique. Can words breach the idea of social ettique, or is it just considered social faux pas?
A social faux pas can be confused with microaggressions. Microaggressions are defined as acts of mostly non physical aggression -- they are common place verbal, behavioral, or environmental indignities that can be intentional or unintentional and communicate derogatory slights. Racial microaggressions suggests that people of color endure physical and physiological distress (Robinson-Wood et al., 2018). These microaggressions occur across many different identities such as skin color, body size, mental ability, age, and social class. When a person fits into multiple identities that overlap such as being gay and black, can experience more microaggressions versus a person who is white and gay. There are a lot of words that describe microaggressions, but what actually is an example of microaggressions?
If you have ever walked through Target wearing khakis and a red shirt and automatically being asked to help a customer, you have experienced a microaggression. You were assumed to be in a service role just because of the clothes you were wearing. According to Byrd, some examples of microaggressions include being stared at in the dining hall, asking an Asian person “you must be good at math, can you help me with this problem?”, or when someone merely crosses a street to avoid a person of color (Byrd, 2018). People are not necessarily conscious of these actions. It can be a taught attribute; like crossing the road to avoid a person of color, the person’s parent could have been thinking they are protecting the child from a potentially scary situation like a mugging. The child then learned that they should avoid any colored person on the street. The unconscious nature of humans can lead to some hurtful actions.
Microaggressions can cause a toll on a person’s mind. It can take a lot of thinking to try and make sense of the interpersonal interactions. This characteristic is known as attributional ambiguity. The expenditure of cognitive e.
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8 RESPONSES DUE IN 24 HOURSEACH SET OF 2 RESPONSES HAS INSTR.docx
8 RESPONSES DUE IN 24 HOURS
EACH SET OF 2 RESPONSES HAS INSTRUCTIONS ON THEIR OWN..
Guided Response:
Respond to at least two of your classmates’ postings. When responding to your classmates, provide at least one local, regional, or national non-profit organization, charity or governmental organization in place to aid this population. Your response posts need to be at least 200 words each.
TAMMY’S POST:
Identifying a 'Target'
According to the course text chapter four,
Introduction to human services: Through the eyes of practice settings,
before discussing social advocacy efforts on a macro level (really any level), it is essential to identify most targeted populations or vulnerable (Martin, 2018). One of the most historically targeted populations is the ethnic minority of the black race. The cruelty and brutality used to control African Americans as they were forced in transit and lived shackled as slaves are horrific. The race is oppressed by stock stories and a social caste system that, in essence is for the white man - by the man. Sadly, instead of seeing power in unity it is seen in color, class, and cash.
Decades of Destruction but Centuries of Chaos
Over centuries of civil rights movements initiated by Reverend Jesse Jackson, Malcolm X, Dr. Reverend Martin Luther King Jr, Rosa Parks, black Americans remain one of the least privileged, lowest-earning, socially isolated races the United States. Movements such as BLM or Black Lives Matter has stood firm in the past decade to bring awareness to the oppression and segregation still thriving in their communities. Speaking up, standing against, campaigning, and community awareness and involvement drive these concerns to the public. One example is the YWCA, who is proactive in reaching out and advocating for minorities to strive for "civic engagement" to end racial injustice (YWCA, 2020). Becoming involved in respected organizations strengthens the chances for change. The more voices are heard - the more minds begin to open and evidence that color does not define content of character is apparent. BLM, YWCA, and many more keep their mission running with community support and funding so as people continue to sponsor and support causes, decades to come will leave deeper imprints.
Maslow's Hierarchy
The tip of the hierarchy Maslow presented is self-actualization, which can be construed as truth. Truth comes in genuine intention, not deceptive exploitation; sponsors and charities are guilty of this exploitation; some known to ordinary households include Nike and Adidas in their 'sneaker culture' dating to the Globetrotters and like corporations who stand to profit high margins of wealth in exploiting skin color talent rather than the content of character.
Acknowledging Necessity in Black American Livelihood
Maslow's Hierarchy of Needs applies to every life; the Black-American race is no exception. In light of the historical hate against races, safety and security screams for betterment.
By the end of this activity, you will haveSummarize the core conc.docx
By the end of this activity, you will have:
Summarize the core concepts of sociology and recognize and explain the “sociological imagination” when viewing social phenomena and your own life.
Demonstrate an understanding of individual and group differences and alliances and explain how they may be influenced by race, gender, sexual orientation, age, class, religion and/or disabilities.
Review the five PBS video segments available online at:
A Class Divided
Note: If the link above does not work for some reason, try the main site
and then click on "
Watch the Full Program Online
"
Please note: This is a popular site and video. You are advised to plan ahead and try to complete this assignment as early in the week as possible in order to ensure the site is available and not overwhelmed by traffic.
As you complete this assignment, think about the following:
How is race socially constructed?
How do we socialize children to recognize race and ethnicity?
How do we define racism, prejudice and discrimination and how do they relate to privilege?
After viewing the various segments of the “Blues Eyes, Brown Eyes” videos, answer one (1) of the following sets of questions.
Option 1: Racism
Some people argue that racism is primarily a belief or attitude and that anyone who unfairly judges another based on race is racist. Others argue that racism is about action and systemic discrimination, so only those with the power to act, and not those who are the targets of discrimination, can be racist. Based on the quotes listed below and in an essay format, answer the following: which argument do you find more convincing and why? Is there a difference between racism and prejudice? If so, what is the difference?
"Racism couples the false assumption that race determines psychological and cultural traits with the belief that one race is superior to another."
--A World of Difference project of the Anti-Defamation League of B'nai Brith
.
"Racism is any attitude, action, or institutional structure which subordinates a person or group because of skin color."
--U.S. Commission on Civil Rights, 1970
"We define racism as an institutionalized system of economic, political, social, and cultural relations that ensures that one racial group has and maintains power and privilege over all others in all aspects of life. Individual participation in racism occurs when the objective outcome of behavior reinforces these relations, regardless of the subjective intent."
--Carol Brunson Phillips and Louise Derman-Sparks in
Teaching/Learning Anti-Racism: A Developmental Approach
, (Teachers College Press, 1997)
Option 2: Privilege
One of the goals of the civil rights movement was to ensure equal opportunity for every US citizen, irrespective of race. When the civil rights movement began, the legal system did not grant the same rights to blacks and other minorities as it did to whites. Today, those laws have been changed, leading some to argue that the US has achieved a level playing field.
For Part II of the assessment, you will reflect on the things that y.docx
For Part II of the assessment, you will reflect on the things that you have learned throughout the course about diversity and working with diverse populations.
Identify and discuss the most important content in the course that has prepared you to work with persons from diverse population groups and/or populations at risk of discrimination and oppression.
Review the first paper you submitted. Discuss what, if any, changes have occurred in your perception of yourself as a member of a diverse population or a population at risk for discrimination and oppression.
Describe any changes that have occurred in your perceptions of persons from diverse populations, your acceptance of such persons, and/or your ability to interact effectively with persons different from yourself.
Discuss what you could do following this course to improve your understanding of and ability to interact effectively with persons different from yourself.
Describe what you could do as a social worker to promote social, economic, and political justice.
.
Think of the many names and labels you may have heard to describe pe.docx
Think of the many names and labels you may have heard to describe persons with disabilities and those that are currently socially acceptable. The changing monikers given to those with disabilities are evidence of the continual negotiation of the society who labels and those who are so labeled to define what disability is and who is disabled. What do these shifting labels suggest about the social construction of disability?
Society is inconsistent in its treatment and protection of the rights of individuals with disabilities, creating a situation that contributes to marginalization that can complicate other forms of marginalization and oppression. Consider that being labeled with a disability can be simultaneously something to be fought against because of the stigma it entails and fought for because of the access that it grants to social services that meet basic medical needs, aid economic survival, and improve access to education that society can otherwise deny.
By Day 5
Post
an analysis of the implications of the social construction of disability. Describe how disability can be defined as a social construct. Explain how that relates to the perception of disability. Be specific and draw on examples from the Parker case to illustrate your thoughts. Also, describe the intersection of Stephanie's mental illness with other characteristics of her identity. Explain how those intersections could serve to further marginalize Stephanie's place and experiences in society. Finally, explain how such marginalization impacts her ability to make choices, use self-determination, and be an active agent with equitable status in her interactions with other professionals.
.
The Power of Language
The Power of Language Applyng the use of empowering language. by Mole (Laura) Chapman
Section 1 Understanding Individual Perspectives of DiversityEach.docx
Section 1 Understanding Individual Perspectives of Diversity
Each of the first six sections of this text is organized to facilitate the process of learning about workplace diversity. Sections begin with learning goals and an introduction to the material that follows. Next, we provide an exercise on experiences that will help you to actively participate in the learning process by considering some new perspectives on diversity that are intended to challenge your knowledge, attitudes, and beliefs about differences. Because diversity is an interdisciplinary topic, the essays and cases that follow were written by experts from business, psychology, anthropology, economics, and sociology. These articles are followed by additional opportunities for active learning: discussion questions, Diversity on the Web, and Writing Assignments. To provide linkages, each of these six sections ends with a unifying case and a set of integrative questions that cut across the articles in that section. The seventh section is intended to connect all of the course material together by providing three options for a capstone learning experience.
Learning Goals for Section I
· To learn the differences between prejudice, stereotypes, and discrimination
· To understand the notion of privilege and how it affects one’s life experiences
· To motivate the student to examine his or her own perspectives on difference
· To explore the relationship between differences and conflict
· To explore organizational diversity
Often, we begin a diversity course by asking the question: “Who in this room is prejudiced? Raise your hand.” As expected, only a couple of students are willing to join the instructor and admit that they have some prejudices! At the end of the semester, we ask the same question and almost every hand in the room is raised. Why does this always happen? We have been socialized by family, society, and the media to think that prejudice is always negative, so it is easier to deny it. Then, why do most students raise their hands at the end of the semester? Because they now realize that everyone treats some people differently than others. It is very natural to prefer people like ourselves. Think about your friends. While they may be of mixed races and genders, are they all close to your age? Are there any people with a handicap in the group, and so on?
Basic to understandingthis text Section I is clarification of some terminology that is often used interchangeably in everyday conversation. Prejudice is a preconceived evaluative attitude based on a person’s social group membership. Prejudices can come from many sources such as our socialization, our peers, our life experiences, and especially the media and it can be positive, negative, and neutral. For example, you find out that you will be getting a new boss next week and she is a middle-aged female. If you find yourself thinking that she is going to be hard to work for, rigid, even bitchy, and so on, before you even get to kn.
Discussion 1 ExpectationsUnderstanding the role of diversity in
Discussion 1: Expectations
Understanding the role of diversity involves some self-reflection. Self-reflection helps in understanding the framework from which you perceive yourself and others and approach interactions with others. Are there some facets of diversity that you are particularly aware of and others that you might have overlooked? Do you perceive some facets of diversity as being a deficit or a difference? As you ask yourself these types of questions, you will likely begin to appreciate the complex topic of diversity. In this Discussion, you will engage in self-reflection and discuss what you hope to gain from this course. This Discussion topic will be revisited later in the course.
To prepare:
Consider the question Akhtar & Jaswal (2013) ask regarding deficit or difference, and how differences between populations should be interpreted.
Think about how you define diversity. Do you perceive some characteristics of diversity as a deficit, while perceiving others as a difference?
Consider situations in which you worked with children and adolescents with diverse backgrounds. Did you perceive their diversity characteristic as a deficit or a difference?
Post by Day 3:
Write your own informal definition of diversity. Explain what diversity means to you in terms of how it might affect your interactions with children and adolescents. Then share your thoughts on what you expect to gain from this course.
Discussion 2: Diversity and Developmental Science
Contemporary developmental theories and studies of developmental science often make note of the role of diversity in shaping human thought and behavior. One aspect you will likely note is that diversity is a complex topic, and its effect can be found throughout the lifespan. In this Discussion, you will examine scholarly articles and analyze how diversity is addressed in contemporary developmental science.
To prepare:
As you review the Learning Resources for this week, think about contemporary developmental theories and ideas account for diversity. Is diversity discussed overtly or is it merely implied?
Choose one diversity characteristic (e.g., race/ethnicity, gender, socioeconomic status, sexual identity/orientation, language, family configuration) for discussion.
Choose one of the Learning Resources for discussion.
Post by Day 4:
Explain whether contemporary developmental theories take into account all aspects of diversity. Justify your position.
...
SOC350 Cultural DiversityPaige MasseyA person has just start.docx
SOC350 Cultural Diversity
Paige Massey
A person has just started a world travel experience, and here they land in Japan where they will be spending a night with a welcoming host family. Everything is fantastic the guest speaks a small bit of Japanese and is able to communicate with them. The guest is invited to a family dinner in their house. As the meal begins the entire family is enjoying the food so much that it is increasing the guest’s biggest pet peeve, slurping the food. Little does the guest know that their pet peeve is a sign of appreciation in the country of Japan. The guest is not participating in the slurping as they were taught that slurping was an activity that was looked down upon by Americans. This is an example of a social faux pas in the country of Japan. Personally a social faux pas that really turns me off is hacking and spitting in public areas. It just creates the heebe jeebes because I was taught social ettique. Can words breach the idea of social ettique, or is it just considered social faux pas?
A social faux pas can be confused with microaggressions. Microaggressions are defined as acts of mostly non physical aggression -- they are common place verbal, behavioral, or environmental indignities that can be intentional or unintentional and communicate derogatory slights. Racial microaggressions suggests that people of color endure physical and physiological distress (Robinson-Wood et al., 2018). These microaggressions occur across many different identities such as skin color, body size, mental ability, age, and social class. When a person fits into multiple identities that overlap such as being gay and black, can experience more microaggressions versus a person who is white and gay. There are a lot of words that describe microaggressions, but what actually is an example of microaggressions?
If you have ever walked through Target wearing khakis and a red shirt and automatically being asked to help a customer, you have experienced a microaggression. You were assumed to be in a service role just because of the clothes you were wearing. According to Byrd, some examples of microaggressions include being stared at in the dining hall, asking an Asian person “you must be good at math, can you help me with this problem?”, or when someone merely crosses a street to avoid a person of color (Byrd, 2018). People are not necessarily conscious of these actions. It can be a taught attribute; like crossing the road to avoid a person of color, the person’s parent could have been thinking they are protecting the child from a potentially scary situation like a mugging. The child then learned that they should avoid any colored person on the street. The unconscious nature of humans can lead to some hurtful actions.
Microaggressions can cause a toll on a person’s mind. It can take a lot of thinking to try and make sense of the interpersonal interactions. This characteristic is known as attributional ambiguity. The expenditure of cognitive e.
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Voices of Ability and Disability At various points.docx
- 1. Discussion: Voices of Diversity: Ability and Disability At various points Discussion: Voices of Diversity: Ability and DisabilityAt various points in the past, those with disabilities in the United States have been viewed as weak, sickly, or useless (Marini, 2017). They have been called “retarded,” “handicapped,” or “crippled (Chechik, 2019). Depending on your age and background, you may have observed or experienced such labels firsthand. Person-first language that is respectful and that puts an individual’s humanity at the forefront is largely the accepted practice, though some people with disabilities use identity-first language (e.g., autistic vs. person with autism).Just as societal views and labels shift, the treatment of people with disabilities is similarly inconsistent, threatening rights and contributing to marginalization. Consider that being labeled with a disability can be simultaneously something to fight against because of stigma and to fight for because of the access that it grants to medical, financial, and educational services.As you have seen, disability is a complex topic because it spans legal, cultural, social, psychological, and physical arenas. There is always more to know and incorporate into practice. For this Discussion, you view the faculty Voices of Diversity video on ability and disability and then conduct research on an idea or concept you would like to explore further.References:Chechik, S. (2019). What’s in a name? Power of labels in disability identity, societal perception. https://psych.wisc.edu/news/whats-in-a-name-power-of- labels-in-disability-identity-societal-perception/Marini, I. (2017). The history of treatment toward people with disabilities. In I. Marini, N. Graf, & M. J. Millington (Eds.), Psychological aspects of disability: Insider perspectives and strategies for counselors (2nd ed., pp 3–32). Springer. https://connect.springerpub.com/content/book/978-0-8261-8063- 6/part/part01/chapter/ch01To PrepareView the Voices of Diversity: Ability and Disability video of Social Work faculty sharing their perspectives and experiences.Identify an idea, fact, or statement in the video that inspires you to learn more. Conduct research online or in the Walden Library and identify one professional or scholarly resource that furthers your understanding. Be prepared to share your findings with colleagues.By Day 3Write a post in which you:Analyze what you learned from the Voices of Diversity video regarding perspectives and experiences related to ability and disability.Then, summarize your findings from at least one professional or scholarly resource focusing on themes of ability and disability.How do your findings apply to social work practice with clients with varying abilities?