1. Psychological processes underlying the work with minorities in the classroom

2. Defining Multiculturalism Multiculturalism—the professional disposition to acknowledge and appreciate cultural diversity. Multiculturalism—the professional disposition to acknowledge and appreciate cultural diversity. –People vary by gender, race, ethnicity, religion, ability, sexual orientation, social class, age, national origin, and unique experiences over the course of life.

3. Psychology in a Multicultural Context Encompasses a collective reality of a group of people that results in attitudes, behaviors, and formed. Encompasses a collective reality of a group of people that results in attitudes, behaviors, and formed.

4. Psychology in a Multicultural Context –Language  Mastery of dominant language implies mastery of culture –Kinship influences  Immediate and extended family, friends, or community cultural resources –Sex role socialization  Awareness of how gender based differences Psychology in a Multicultural Context play into decision making and problem resolution

5. Psychology in a Multicultural Context –Religious/spiritual influence –Immigration experience  Forced separation from homeland and family; stress to conform to the dominant culture –Historical hostility  Long term pattern of exploitation and oppression; can manifest in hostility to helper and helping process

6. Dimensions of Personal Identity (Arredondo & Glauner, 1992) We are all multicultural individuals We are all multicultural individuals We all poses a personal, political, and historical culture We all poses a personal, political, and historical culture We are all affected by sociocultural, political, environmental and historical events We are all affected by sociocultural, political, environmental and historical events Multiculturalism intersects with factors of individual diversity Multiculturalism intersects with factors of individual diversity

7. Dimensions of Personal Identity Exercise “We are all unique; we all share in the diversity of humankind making us more alike; and in this shared identity we will also find differences” (Arredondo & Glauner, 1992)

8. Dimensions of Personal Identity Discussion in small groups Discussion in small groups What is your most important/meaningful aspect of identity from each of the three domains? Think of a story about a time you were especially proud of one of the aspects of identity your described Think of a story about a time it was especially painful to be indentified with one of the aspects of identity you described

9. Dimensions of Personal Identity Class discussion Class discussion What did you experience during the exercise? What does it mean for you to have a holistic and contextual identity? Share some of the stories that were told in the small groups

10. The Privilege Walk Exercise How can social identifiers that are out of our control affect our privilege and the rights of members of our community?

11. The Privilege Walk Exercise Group Discussion What do you see around the room? What do you see around the room? In what ways do the people around you reflect or not reflect people in your community? In what ways do the people around you reflect or not reflect people in your community? How do you feel about where you are relative to others in the room? How do you feel about where you are relative to others in the room? What went through your mind as you moved forward or backwards? What went through your mind as you moved forward or backwards? Which of the statements did you find most meaningful or eye opening? Why? Which of the statements did you find most meaningful or eye opening? Why?

12. The Privilege Walk Exercise Group Discussion White Privilege White Privilege “White privilege is an invisible package of unearned assets that I can count on cashing in each day, but about which I was meant to remain oblivious” (Peggy McIntosh)

13. Unearned Privilege Group Discussion How has privilege affected you, your family and your community in terms of opportunity and access? –Use everyday situation you can think of or ones listed in the next slide where you are advantaged/disadvantaged by race/ethnicity or class.

14. Unearned Privilege Examples of everyday situations I can, if I wish, arrange to be in the company of people of my race most of the time I can, if I wish, arrange to be in the company of people of my race most of the time I can avoid spending time with people whom I was trained to mistrust I can avoid spending time with people whom I was trained to mistrust If I should need to move, I can be pretty sure of renting or purchasing housing in an area I can afford and in which I would want t o live If I should need to move, I can be pretty sure of renting or purchasing housing in an area I can afford and in which I would want t o live I can be reasonably sue that my neighbors in such a location will be neutral or pleasant to me I can be reasonably sue that my neighbors in such a location will be neutral or pleasant to me I can go shopping alone most of the time, assured that I will not be followed or harassed by store detectives I can go shopping alone most of the time, assured that I will not be followed or harassed by store detectives I can turn to the television or open a front page of the paper and see people of my race widely and positively represented I can turn to the television or open a front page of the paper and see people of my race widely and positively represented When I am told about our national heritage or about civilization I am shown that people of my color made it what it is When I am told about our national heritage or about civilization I am shown that people of my color made it what it is

15. The Culturally Competent Teacher Understanding cultural differences Understanding cultural differences –Learning more about the reality of student’s lives –Understand that values vary among individuals and variations may be influenced by a person’s identity or membership in a group experience. –Becoming knowledgeable about different groups

16. The Culturally Competent Teacher Don’t assume that ethnic/racial identity tells you anything about the person Don’t assume that ethnic/racial identity tells you anything about the person Question what you “know” about a student from a different culture and test it with each person Question what you “know” about a student from a different culture and test it with each person Sensitivity to the intracultural experience as opposed to intercultural overcomes the danger of categorization. Sensitivity to the intracultural experience as opposed to intercultural overcomes the danger of categorization.