Dr. Jeanett Castellanos

Dr. Jeanett Castellanos

Diversity in America

Black and America Brown in America REM in America What are the racial relations of today? How is diversity experienced today in America? What has been the impact of a Black president in America? What political and social impressions has Obama had in our Nation? Is there a change in the racial climate of America?

Culture Enculturation Acculturation Specific Ethnic Groups Native Americans Ethnic White Minorities Asian Americans Japanese, Chinese African American Latina/o Mexican Americans, PRs, Cubans Representation Contextual history Unique challenges Ethnic Identity Values, beliefs, and cultural practices

Acculturation Distress Legal Status Financial Hardships Limited Health Insurance Unaware of resources Discrimination/Stereotypes Limited Education Binational Families Migratory patterns Internment Camps Special immigration status Exile, refugee Reparations Gender issues Community responsibility

RACE How do you define Race? What role does Race have in your everyday activity? How does race influence others perspectives of you? How do you think race impacts other REMs? What psychological impact can negative race relations have on people and their WB? Why is Race important? How do you consider race in your work, advocacy and scholarship?

Generation Age Gender SES Nationality Country of Origin Language proficiency Ethnic Group Beliefs- Acculturation Level Religion Skin Color Region in the US Education level Relations with country of Origin

Ethnic Identity Who am I? Acculturation Acculturation of mainstream culture s behaviors & values Family Gender Roles Parents& Children Extended Family Elderly and Compadrazgo Heterogeneity Diversity within this classification REM Client Values Religion Community Collectivism Spirituality Canul, 1996 Socio Political Issues Poverty & Associated Stresses Lack of Government Representation Mental Health Underutilization Tx & diagnoses REM Conceptualization Stress & Coping Education Undereducation First generation Parents Involvement

REMs bring social capital to the US with multiple perspectives and multicultural views; Everyone can learn from each other. White can learn from REMs, REMs can learn from whites There are distinct disadvantages to the deficiency model. It is important that that prejudice or stereotypes do not get in the way of social service providers assessment process for REM potential, needs, and abilities. Address your prejudice thoughts and stereotypes and revisit your misconceptions in relation to what you have learned from the readings, lectures, movies, and class discussions. It is also imperative that you continue self reflective activities for a checks and balance in your quest to achieve cultural competence.

Psycho-sociocultural theory maintains that when trying to explain a social phenomenon, one must consider psychological, social, and cultural factors together. The perspective contends that because psychological, social, and cultural variables often have interdependent relationships, psychological, social or cultural variables cannot be completely isolated in study. P C S In order to obtain a culturally relevant and wholistic study of a social problem, it is necessary to study psycho-sociocultural models (Gloria & Rodriguez, 2000).

Social Environment Perception of Environment Process of Coping Coping Strategies P S C Emergent Feelings Challenges and Difficulties

Cultural competency is achieved through the inclusion of all groups, not just ethnic minorities. This model acknowledges that we all have very significant differences. Yet, we are all human beings with common life experiences. It is the ability to engage in actions or create conditions that maximize the optimal development of a client and client systems. It is about self reflection, self understanding, and knowledge. It goes beyond awareness. To function effectively, knowledge must be built on awareness to achieve cultural competency skills.

Four levels of cultural competence 1. Individual Attitudes and Beliefs -Emotions, misinformation, biases 2. Professional -Ethical codes of conduct, standards of practice 3. Organizational -Monocultural programs, monocultural policies, monocultural structures and practices 4. Societal -Ethnocentric mono-culturalism, power to define ethnicity

Mission Leadership and Advocacy Policies Expectations of Cultural Competence Cultural Competence Training Types of Activities in office Social Services provided Field Practica Physical Environment Evaluation and Assessment Awareness Skills Knowledge Pope & Reynolds, 1997

Cultural Competence, Pope & Reynolds, 1998 Theory and Transition Administrative and Management Skills Ethical and legal experience Multicultural awareness, Knowledge, and skills Teaching and training Helping and interpersonal skills Assessment and Evaluation

Awareness Aware of negative reactions and emotions Contrast own beliefs with others Aware of stereotypes Knowledge Have knowledge of groups, their life experiences, and cultural heritage, family structure, values Understand how race, ethnicity and culture affect personality, behavior, etc.

Skills Exercise institutional intervention Not adverse to seeking consultations Take responsibility for interfacing in the language requested Aware of the limitations to instruments, policies Work to eliminate biases Take responsibility for educating clients about their legal rights, social expectations, etc. and also educate themselves

Belief that differences is necessary and rewarding Knowledge of diverse cultures, their history, values, and customs Ability to identify and openly discuss differences and issues Awareness of own heritage and how it affects worldview Information and understanding of internalized oppression and its impact on self esteem Ability to make individual, group, and institutional multicultural interventions Acceptance of other world views and willingness to acknowledge that they as individuals do not have all the answers Knowledge about identity development, acculturation process and impact on society Ability to differentiate between individual and cultural differences

Awareness identify assumptions, both + and - Knowledge Describe the regional, situational, and sociopolitical contexts Skills Can differentiate among the various ethnic groups and incorporate specific knowledge about their history, migration, and current experiences Specific unique challenges are considered, put in social political and cultural context Values, moderator variables, and acculturation

Foster trust and respect Generate more questions Allow their voices to be heard Facilitate healthy identity development Intellectual curiosity and being systematic Objectivity and respect for diverse viewpoints Flexibility and open mindedness Decisiveness Intellectual Honesty

Be candid with yourself and clients Do self-exploration Do not hinder discussions or be afraid of what will happen if there is an open forum, in the organization or with individual client on diversity and race relations Be explorative and daring with techniques Consider dialogue constructive than one direction conversations Assess how your application complements theory Provide exposure of culture Collaboration with community Bringing colleagues on board

Academia Race in Academia is an everyday reality How does race play a role in student experiences? What is the role of culture in most class settings? How do people address differences and similarities? There are specific classes that are put in place to address diversity and cultural awareness, knowledge and competency

Past Racial Conflict Present Political correctness Superficial tolerance Peaceful co-existence Social Isolation Racial Isolation & Stereotypes

Multiethnic, Multicultural, Multiracial Relationships Moving beyond the past & the present The university as a symbol of the future The need for a paradigm shift

Enhance communication across racial, ethnic & cultural boundaries Move toward: Mutual understanding Mutual enrichment Finding common ground Racial reconciliation

A. Intellectual/Conceptual B. Behavioral Interaction/Interactive Learning C. Interracial Dialogue

Ethnically oriented books, plays, biographies, anthologies, classes, poems, lectures, concerts, folk music, etc. Primary ideas/concepts that impressed you? How did these experiences affect you? Intellectually Psychologically Professionally

Interact with ethnically & culturally different people in their own environment where you are the minority

Get a feel for: Social rhythms Relationship styles Language & speech patterns Nonverbal styles Psychological & cultural strengths

What did you learn from these experiences? How did these experiences affect you? Intellectually Psychologically Professionally

Five Critical Junctures: 1. Racial self-awareness 2. Perceptual gap 3. Externalization of Blame 4. Introspection 5. Moving Toward Empathy

1. Racial Self- Awareness Who are you racially? Who are you ethnically? How did you come to be who you are?

2. Perceptual Gap People of color see, perceive & experience reality differently 3. Externalization of Blame Projection of blame outward

4. Introspection Looking within for responsibility for America s racial situation 5. Moving toward Empathy Struggling to understand the perspective or world view of persons from different racial/ethnic backgrounds

What did you learn from this dialogue? How did these experiences affect you? Intellectually Psychologically Professionally

Unity in Diversity Unity in Diversity Unity in Diversity Unity in Diversity Unity in Diversity Unity in Diversity

Comparing cultures is a lower division class geared toward freshman and sophomores. The focus of this course is to present an opportunity for discussion of current social problems (prejudice, discrimination, ethnic identity, race relations, etc.) in the United States. Covered all topics Weeks 1-10 Provided handouts PPTs Up to date current events Encouraged discussion

Cultural competence is a skill that is not solely based on awareness. It is a combination of an acute understanding of a culture combined with knowledge of the people, its history, values, rituals, and practices. Cultural competence is achieved by a genuine investment that involves self initiative on behalf of the advocate to read, educate, understand, and integrate into a culture. The understanding goes beyond reading texts but visiting cultural events, talking to people within the culture, interacting with students, and understanding and appreciating others realities. The skill of cultural competence is developed over time with exposure and certain trial and error. It requires moving out of one s comfort zone and entering a push and pull effect until you become comfortable in discussing diversity beyond the politically correct, engaging in critical dialogue, and contending for change.