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Effectively Serving Culturally Diverse Students: A Growing Opportunity for Job Corps 1.

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Presentation on theme: "Effectively Serving Culturally Diverse Students: A Growing Opportunity for Job Corps 1."— Presentation transcript:

1 Effectively Serving Culturally Diverse Students: A Growing Opportunity for Job Corps 1

2 Presenters Presenters Diane Peters Managing Partner Strategic Training Resources Mary Lopez Schell Director Humanitas, Inc. 2

3 DIVERSITY Overview/Defined 3

4 Objectives Provide overview of the concept of diversity. Increase awareness of the various dimensions of diversity. Examine our own cultural identity and how that identity affects our relationships with Job Corps staff and students and in the workplace. Become more aware of our own attitudes, perceptions, and feelings about various aspects of diversity. Make a commitment to increase an understanding of the scope of diversity issues in the workplace. 4

5 Diversity is… Much like jellybeans! It represents a myriad of human perspectives, backgrounds, experiences, cultural values, beliefs, and practices. 5

6 Diversity is… EVERYONE. People differ from one another in many ways. There are many dimensions of diversity. Some dimensions of diversity have more impact than others on the opportunities people may experience. Diversity can be categorized as primary and secondary dimensions. The primary dimensions are unalterable and are extremely powerful in their effect. The secondary dimensions are important in shaping us, but we have some measure of control over them. 6

7 SKILL-BASED TRAINING Developing Proficiency in Basic Concepts of Diversity and Culture 7

8 POP ACTIVITY! Brief Skill-Based Training 8

9 Dimensions of Diversity Primary or Secondary? Gender Religious Beliefs Marital Status Race Parental Status Ethnicity Language Education Occupation Physical Ability Learning Ability Income Sexual Orientation Age Geographic Location Veteran Status 9

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11 Something to think about… One in every 7 Americans speaks a language other than English at home. An estimated 2 to 10 percent of the population is gay/lesbian. People with disabilities make up the largest minority group today at 15 percent of the U.S. population. Currently in California, our most populous state, Whites account for less than 50 percent of the states population. 11 Why is Diversity Important?

12 More to think about… Estimates show that by 2056, there will be no single majority group in this country. The United States will be composed of multiple minority groups. African Americans and Hispanic/Latinos will be the majority population in more than one-third of the nations 50 largest cities and five of the nations states. 84% of LGBT community voted in the mid-term elections. 12 Why is Diversity Important?

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15 15 A Girl Like Me Video 15

16 Culture What are some examples of your cultural programming? – Think about the family or personal beliefs or values you hold, or rituals you perform based on the cultural programming you received. 16

17 POP ACTIVITY! Cultural Programming The marriage will be more successful if you say your vows while the clock is on the upside of the hour, not while it is on the downside of the hour. Your hair will grow back if you cut it on the full moon. You cant teach an old dog... Big boys dont... You can lead a horse to water, but... These commonly recognized statements represent cultural attitudes that are, in some cases, inaccurate. 17

18 Read each word or phrase as it comes up. For each one, write down the first thought that comes to your mind. Dont spend a lot of time thinkingjust write down the first thing that comes to mind. 18 POP ACTIVITY! Cultural Programming Politician Homeless person Lawyer Black male teenager Professor Police officer Man in a wheelchair Farmer Californian 300-pound woman

19 Some Common Autonomic Responses Politician: liar, government, white male Lawyer: evasive, expensive, snake, someone who compromises Professor: absent-minded, intelligent, educator, lifelong learning Man in a wheelchair: weak, helpless, dependent, pity, suffering, asexual Californian: surfer, physically fit, blond, tan Homeless person: irresponsible, dangerous, drug and alcohol addict, unfortunate Black male teenager: good athlete, drug dealer Policeman: power hungry, helpful, trust, fine, beater/ abuser, risk-taker Farmer: hard worker, unsophisticated, country bumpkin, American 300-pound woman: motherly, lacking in discipline lazy, greedy, unattractive, jolly 19

20 Thats So Gay 20

21 Developing Diversity Competence (Proficiency) To help us move off automatic and begin to value differences, we need to develop Diversity Competence. Diversity Competence consists of four areas: – Awareness – Knowledge – Skills – Action or Behavior 21

22 Recognize staff and student differences as diversity rather than abnormal behavior or inappropriate responses to the environment. Respect the benefits of Job Corps staffs and students diverse values and behaviors. Recognize your own ethnocentricitythe ways in which you stereotype, judge, and discriminate, and your emotional reactions to conflicting cultural values. 22 Awareness

23 Understand the effect that historic distrust has on the present-day interactions of our staff and students. Recognize the similarities that are shared across the human culture, regardless of the differences. 23 Awareness

24 It Gets Better Project 24

25 Explore your family history and background. Where did your ancestors come from before arriving in this country? What are the special customs and traditions that were shared from generation to generation? Learn factual information about other cultures and groups with different backgrounds represented on your Job Corps center. See a movie about other cultural lifestyles. Compare how you live your life to what youve seen on film. 25 Knowledge

26 Attend a cultural event, celebration, or holiday program of a different culture that you have never experienced before. Compare the similarities and differences of this event/celebration to those of your cultural group. 26 Knowledge

27 Take personal responsibility for the way you respond to difference. Make continued and sincere attempts to understand the world from a staff or student point of view. Develop and model problem-solving skills. Develop and model skills in conflict management. Assist your center to look for ways to work effectively with diverse groups on center. 27 Skills

28 Provide training to staff and students about cultural differences. Develop a mentoring relationship with someone from a different culture or identity group represented on your center. Show more patience when working and interacting with staff and students who have different learning styles than you. 28 Action/Behavior

29 Integrate diversity issues as an ongoing topic in your center staff meetings. Develop a personal plan for continued learning toward diversity competency based on the needs of your center. 29 Action/Behavior

30 CASE STUDY: Diversity Competence requires that each Job Corps center has a clearly defined, congruent set of values and principles, and demonstrates behaviors, attitudes, policies, structures, and practices that enable the center staff to work effectively with diverse groups. 30 Diversity Competency (Proficiency)


32 An Affirmative Action plan shall include methods to: – Ensure assimilation of minority group members and females throughout various center organizational and responsibility levels. – Identify and analyze civil rights problem areas. – Correct and follow up on problem situations and, if necessary, ensure that appropriate steps are taken to discourage recurrences. – Provide prompt, fair, and impartial consideration of discrimination complaints. 32 Affirmative Action Plans

33 Students with disabilities may face visible and invisible barriers, such as: Physical Cultural Fear Denial Equity Cost 33 Identify Barriers

34 The greatest barriers individuals with disabilities have faced for decades and continue to face today are attitudinal barriers. 34

35 An "individual with a disability" is someone with a physical or mental impairment that substantially limits one or more major life activities. 35 Who is a person with a disability?

36 People with disabilities in the labor force is 21.3% compared with 70.2 % for persons with no disability. 2011 Bureau of Labor Statistics 36 What is the percentage of people with disabilities in the workforce

37 37 What are some perceptions or fears that you have or you have heard regarding disability?

38 Educate, promote, and model the use of Person- first language. – Person First Language puts the person before the disability and describes what a person has, not who a person is. – For example, a person with a disability not a disabled person. This attitude or workplace culture is applicable for promoting overall inclusion policy. 38 Person-first Language

39 39 The r-Word Campaign

40 Invite employers to participate in the centers programs and activities. Include disability organization representatives on the centers: – Community Relations Council – Business Industry Councils 40 Involving Employers

41 1.Kaiser Permanente6. Johnson & Johnson 2. Sodexo7. IBM 3. PricewaterhouseCoopers8. Deloitte 4. AT&T9. Kraft Foods 5. Ernst & Young10. Colgate-Palmolive 41 DiversityInc.s Top 10 Companies (2011)

42 SUPPORTING DIVERSITY Job Corps Initiatives 42

43 Collaborative Relationships – Office of Disability Employment Policy (ODEP) – Civil Rights Center (CRC) – Disability Navigators – Job Accommodation Network (JAN) – Remote Interpreting – Equal Employment Opportunity Commission (EEOC) Supporting Diversity 43

44 Activities/Resources – Webinars – Websites – Newsletters – Guidance and Training Documents/Manuals Policy and Requirements Handbook (PRH) – EO Officer and Programs – Diversity Coordinator – Required Diversity Training – Career Success Standards – Multicultural Awareness Standard Supporting Diversity 44

45 Diversity Resources Job Corps Community Website – Cultural Competency Resources – /CulturalCompetencyCurriculum.aspx /CulturalCompetencyCurriculum.aspx National Center for Cultural Competence – Smith, B., Miller; A. W., Archer, T., and Hague, C. Working with Diverse Cultures Fact sheet. CDFS-14. This is a publication of Ohio State University Extension. – 45

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