Presentation on theme: "You Might Know More Than You Think You Know University of Wisconsin Professional and Personal Rejuvenation Family Living & Youth Development State Conference."— Presentation transcript:
You Might Know More Than You Think You Know University of Wisconsin Professional and Personal Rejuvenation Family Living & Youth Development State Conference Valerie N. Adams-Bass, PhD Cornell Cooperative Extension November 15 th, 2012
What Do You Know? Group Activity Separate into groups of 4-6 people List and discuss attributes and observations about diverse audiences group members have experienced serving. Report out key points
The Danger of a Single Story http://blog.ted.com/2009/10/07/the_danger_of_a/ The danger of a single story: Chimamanda Adichie
Cultural Ecological Perspectives Bronfenbrenner’s Ecological System’s Theory (EST) Microsystem Mesosystem Exosystem Macrosystem Chronosystem Spencer’s Phenomenological Variant of Ecological Systems Theory (PVEST) 1995 Vulnerability level Net Stress Reactive Coping Strategies Emergent Identities Life Stage Outcomes
URI BROFENBRENNER, EST Behavior is a joint function of person and environment B = f(PE) Transformation includes a key substitution D = f(PE) D stands for Development Bronfenbrenner, U. (1993).
URI BROFENBRENNER, EST Microsystem – pattern of activities experienced by the developing person in a face-to-face setting that encourage more complex interaction with the immediate environment Developmentally instigative characteristics of the physical environment
URI BROFENBRENNER, EST Mesosystem – linkages and processes taking place between two or more settings containing the developing person Special attention is focused on the synergistic effects created by developmentally instigative features of the setting The influence of parents and peer groups
URI BROFENBRENNER, EST Exosystem – linkages between multiple settings, one of which does not contain the developing person, but in which events occur that indirectly influence processes within the immediate setting in which the person lives Example: the link between the home of a developing child and the parent’s workplace
URI BROFENBRENNER, EST Macrosystem – the overarching pattern of micro- meso- and exosystems characteristic of a given culture, with particular reference to the patterns of social interchange that are embedded in such overarching systems E.g. the Great Depression, urban education, War of Terror, War of Drugs
URI BROFENBRENNER, EST Chronosystem–the dimension of time as it relates to an individual’s environments. The patterning of the environmental events and transitions over the life course, as well as sociohistorical circumstances. Elements within this system can be either external, such as the timing of a parent’s death, or internal, such as the physiological
Ecological Systems Theory Image courtesy of http://mshmsh26.wordpress.com/
Ecological Systems Theory Applied model courtesy of http://www3.uakron.edu/schulze/610/lec_bronf_files/image003.jpg
PVEST vulnerability level protective factors those which help to shield youth from stressors risk contributors those things which heighten vulnerability and stress reaction net stress Risks Supports (i.e. family structure, neighborhood composition or friends)
The Psychology of Diversity Diversity The presence of difference Social diversity Gender Race Disability Religion Social Class Sexual orientation Weight
Can’t We All Just Get Along? Idealistic Perspectives on Diversity The Melting Pot-Defines the United States as a society where everyone is welcome, social differences are understood, accepted and people with difference live harmoniously. caveat-alternative definitions associated with “melting pot”
Can’t We All Just Get Along? Idealistic Perspectives on Diversity Multiculturalism is a system of beliefs and values in which diversity plays a prominent role. Ideals which promote the recognition, appreciation, celebration and preservation of social difference. Blaine, 2007
Psychological Study of Diversity Examines how diversity shape our own identities and behaviors Examines how we shape the diversity of our social worlds Confronts a wide ranges of diversity dimensions Recognizes the social injustice often associated with dimensions of diversity Recognizes differences, similarities and diversity within groups Blaine, 2007
Psychological Study of Diversity Studying Psychological Diversity May cause: Learning Physical discomfort Psychological dissonance Attitude Adjustment Self reflection & evaluation Increase awareness and sensitivity to diverse perspectives and experiences
Looking at the Neighborhood What is in the neighborhood? Who is in the neighborhood? Is there a central focal area? How accessible is the neighborhood?
Asian Pacific Americans & Core Cultural Values Collectivist orientation Patience Gentleness Being Well-Mannered Cooperation Avoid confrontation: Being accommodating, conciliatory, and cooperative Blending with the group rather than distinguishing oneself for either good or bad behavior Humility and Modesty Withholding free expression of feelings Suppression of conflict Avoiding potentially divisive arguments and debates Communicating indirectly Refraining from openly challenging others’ perspectives Nonverbal communication Conformity to conventional behavior
The meaning that individuals make of cultural values within their personal, familial, neighborhood, and societal interactions and contexts. Cultural Phenomenology
Who is a Latino/a? Refers to people of Mexican, Puerto Rican, Cuban, Dominican and Central or South American descent In the US - 35.3 Million 58.5% Mexican 9.6% Puerto Rican 3.5% Cuban 4.8 Central American 3.8 South American
What is a Latino/a? Latinos can be of any race White Black Asian Indian or Indigenous Other
Core Latino Cultural Values Personalismo Interpersonal relationships, sensitivity Respeto Unquestioning deference to authority Parenting Latino parents (mothers) focus on the child’s public behavior
Core Latino Cultural Values Familismo Relational Orientation I did it thanks to others rather than I did it on my own. Family Orientation Needs of family above needs of the individual Simpatia General tendency toward avoidance of personal conflict Emphasis of positive behaviors in agreeable situations De-emphasizing negative behaviors in conflictive circumstances
Core Latino Cultural Values Informality Less emphasis on formality May lead to: Late to appointments (and staying longer) Little regard for routines, rules schedules Establishing a relationship more quickly Expectation of personal favors or rule bending
Core Latino Cultural Values Spirituality Fatalism It happened because God wanted it that way I deserved it for some wrongdoing, or as a humbling reminder of God over me.
Where Black culture is explained by Mainstream Experience shaped by Amer. society mainstream success Minority Experience numerical political entity shared w/ other groups Cultural Experience peculiar Black expression reactionary & evolutionary Black(African-American) Experience Triple Quandary (Boykin, 1983; Boykin & Toms, 1985)
Racial, Ethnic and Cultural Transmission and Acquisition of (REC) Information, Relationships, Identities, & Styles (IRIS) cultural ethnic racial Bentley, Stevenson, & Adams 2009
Models of Racial Identity Cross Theory of Racial Identity Development 1971, 1995 Began with African Americans but has been applied to most ethnic groups Black(African-American) Experience
Models of Racial Identity Cross, Parham, Helms, Spencer, Stevenson & others BRID is ongoing- process of psychological Nigrescence (dev. of Black racial identity) is a lifelong process which begins with late adolescence/early-adulthood Black(African-American) Experience
Using What You Know Using What You Have Learned Ecological psychology models provide a framework for engaging diverse communities Choose a model Determine where your work fits in the model Does your program meet the needs of the audience or community? Is your program delivery culturally relevant? Is your program design culturally relevant? Make adjustments as necessary.
Using What You Know Using What You Have Learned Group Activity Separate into groups of 4-6 people Choose a Extension Project your are planning to use or use. Using what you know and have learned, map the project onto the Bronfenbrenner EST model. Does your program meet the needs of the audience or community? Is your program delivery culturally relevant? Is your program design culturally relevant? Make adjustments as necessary.
Thank You! Valerie N. Adams-Bass, PhD Cornell Cooperative Extension 4-H State Program Leader Bronfenbrenner Center for Translational Research 202C Beebe Hall Ithaca, NY 14852 607.255.7958 firstname.lastname@example.org