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 Blane Harding: Director- Office of Multicultural Affairs- University of Kansas Rich Salas: Director- Office of Multicultural Affairs- Des Moines University.

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Presentation on theme: " Blane Harding: Director- Office of Multicultural Affairs- University of Kansas Rich Salas: Director- Office of Multicultural Affairs- Des Moines University."— Presentation transcript:

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2  Blane Harding: Director- Office of Multicultural Affairs- University of Kansas Rich Salas: Director- Office of Multicultural Affairs- Des Moines University

3 Psychologist Charlan Nemeth showed that the mere presence of a minority viewpoint on a work team stimulated creativity among all the members by forcing reexamination of basic assumptions and by encouraging more open and frank dialogue.

4 “The greatest distance between people is not space. The greatest distance between people is culture.”

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7  Back in the day Present day

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9 Non-Hispanic Population White2,701,123 Black86,906 American Indian8,581 Asian52,597 Pacific Islander1,797 Some Other Race2,132 Two or More Races41,675 Hispanic151,544 Source: Census 2010

10  Culture: The set of beliefs, values, customs, actions, thoughts, communications, institutions, and ideas shared by a racial, ethnic and social groups.  Cultural Awareness: being sensitive to issues related to culture, race, gender, sexual orientation, social class, and socioeconomic factors. (AAMC, 2012).  Cultural Competency: Set of congruent behaviors, attitudes and policies that come together in a system, agency or among professionals that enables effective work in cross cultural situations (AAMC, 2013) Note: In context of healthcare- cultural competency involves ensuring that the needs of diverse patients/clients/customers are met by health service and public health organizations based on the acquisition of specific skillsets.  Cultural Humility: Cultural humility incorporates a lifelong commitment to self-evaluation and self-critique, to redressing the power imbalances in the patient-physician dynamic, and to developing mutually beneficial and non-paternalistic clinical and advocacy partnerships with communities on behalf of individuals and defined populations. Note: In simple terms- understanding “cultural humility” recognizes that it is ok to ask patients for assistance in helping us understand their health needs from their own cultural perspective.  Stereotype: A standard mental picture that is held in common by members of a group and that represents an oversimplified opinion, prejudiced attitude or uncritical judgment.  Stereotyping: A natural way that human beings compartmentalize information. However, when a person generalizes a certain characteristic to an entire group of people the ability to treat each person as an individual is diminished; care and communication may suffer.  Unconscious Bias: Lacking awareness that results in a preference or inclination that inhibits impartiality.

11  Diversity is a representation of people that exemplifies all cultural and congenital differences.  Diversity is an essential component of multiculturalism, but multiculturalism encompasses more than diversity.  Multiculturalism seeks to promote the valuing of diversity and equal opportunity for all people through understanding of the contributions and perspectives of people of differing race, ethnicity, culture, language, religion, gender, sexual orientation, and physical abilities and disabilities.

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14 Learning Style Race Ability Age Sexual Orientation Gender Ethnicity Economic Status Religion Family TravelExperience Work Experience Personality Location Partner Status Education Background

15 “IT’S NOT THE FIGMENT OF THE PIGMENT BUT THE ENIGMA OF THE STIGMA”

16  Race is evolved from the perception that there were innate biological differences between people of different skin colors and places, that- indeed- there were no ancestors common to all of humanity.  Ethnicity, on the other hand, relates to cultural factors such as nationality, culture, ancestry, language and beliefs.

17  Hispanic, Latino(a), Chicano  Black, African American, Negro, Colored  Oriental, Asian, Pacific Islander  Native, Indigenous, First Nation, Indian,  Muslim, Arab, Middle Eastern  White, Caucasian, European American

18  Hierarchies are usually gendered, racialized, and class based, especially at the top.  Power differences are fundamental to class, of course, and are linked to hierarchy.  Gender and race are important in determining power differences within class levels.  Class hierarchies are constantly created and renewed through organizing practices.

19 GROUP Whites 4.09% 5.08% Blacks 11.98% 15.26% Natives 35.44% 14.42% Latino(a)s 53.02% 39.42% Asians 96.13% 63.24%

20 Race / EthnicityNumber Percentage of U.S. population Not Hispanic or LatinoHispanic or Latino258,267, % White196,817, % Black or African American37,685, % Asian14,465, % Two or more races5,966, % American Indian or Alaska Native2,247, % Some other race604, % Native Hawaiian or other Pacific Islander481, % Hispanic or Latino50,477, % White26,735, % Some other race18,503, % Two or more races3,042, % Black or African American1,243, % American Indian or Alaska Native685, % Asian209, % Native Hawaiian or other Pacific Islander58, % Total308,745, %

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24  Pluralistic multiculturalism  Particularistic multiculturalism  Public domain v. Private domain  Colorblind v. Color Conscious  Responsibility and Response Ability

25 BiasDeficiency Structural Discrimination Racism v. Racialism Incognizant Racism

26 Anglo Conformity Melting Pot (Israel Zangwill) Cultural Pluralism (Horace Kallen)

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28  Cultural Awareness: being sensitive to issues related to culture, race, gender, sexual orientation, social class, and socioeconomic factors.  Cultural Competence: requires more than acquiring knowledge… It is leveraging a complex combination on knowledge, attitudes, and skills to engage and intervene appropriately and effectively across cultures.

29  Intercultural Skillfulness  Cultural Adaptation  Understanding Cultural Differences  Acceptance/Acknowledgement Of Difference  Awareness Of Differences  Non-Aware Of Difference

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32  CULTURAL AWARENESS.  CULTURAL KNOWLEDGE.  CULTURAL SENSITIVITY.  CULTURAL SKILLS.  RESPECT.

33  Willingness or the desire of individuals/professional to enquire about other cultures and their exposure to clients from alternative cultures.  This view reinforces the idea that cultural awareness also is not a passive experience, but an active one.  Requires constant reflection on the part of the health care professional as they reinterpret their experiences with patients.

34  Understand and appreciate one another’s culture. Build respect, trust, and inclusion.  Recognize, appreciate and utilize the unique insights, perspectives and backgrounds of others.  Value, solicit, and learn from one another.  Empower others to participate.  Ground partnerships in real institutional problems and opportunities.

35  Consider cultural factors in interventions with others. Remember differences are just that. They are not necessarily deficiencies. Meet people where they are!  Examine and evaluate your own “cultural baggage.” Consider your possible cultural privilege when working with people from diverse cultural backgrounds.  Consider the level of cultural identity development and degree of acculturation of others.  Avoid stereotypes and adopting a monolithic perspective. Consider the individual within a cultural context.

36  Be willing to learn from culturally diverse people. Invite them to tell their story.  Be advocates for culturally diverse people in helping them deal with the “system.” If necessary, be a systemic change agent.  Establish good rapport with culturally diverse communities. Adopt an interpersonal orientation.  Consider differences in help-seeking attitudes and behaviors.

37  Do you test your assumptions before acting on them?  Do you believe there is only one right way of doing things, or that there are a number of valid ways that accomplish the same goal? Do you convey that to staff?  Do you have honest relationships with each staff member you supervise? Are you comfortable with each of them? Do you know what motivates them, what their goals are, how they like to be recognized?  Are you able to give negative feedback to someone who is culturally different from you?  When you have open positions, do you insist on a diverse screening committee and make additional outreach efforts to ensure that a diverse pool of candidates has applied?  When you hire a new employee, do you not only explain job responsibilities and expectations clearly, but orient the person to organizational culture and unwritten rules?

38  Do you rigorously examine your unit's existing policies, practices, and procedures to ensure that they do not differentially impact different groups? When they do, do you change them?  Are you willing to listen to constructive feedback from your staff about ways to improve the work environment? Do you implement staff suggestions and acknowledge their contribution?  Do you take immediate action with people you supervise when they behave in ways that show disrespect for others in the workplace, such as inappropriate jokes and offensive terms?  Do you make good faith efforts to meet your affirmative action goals?  Do you have a good understanding of institutional “isms” such as racism and sexism and how they manifest themselves in the workplace?  Do you ensure that assignments and opportunities for advancement are accessible to everyone?

39  What policies, practices, and ways of thinking and within our organizational culture have differential impact on different groups?  What organizational changes should be made to meet the needs of a diverse workforce as well as to maximize the potential of all workers, so that National Church Residences can be well positioned for the demands of the 21st century?

40  How do we know what different groups or individuals need? Perhaps instead of using the golden rule, we could use the platinum rule which states: "treat others as they want to be treated." Moving our frame of reference from what may be our default view ("our way is the best way") to a diversity-sensitive perspective ("let's take the best of a variety of ways") will help us to manage more effectively in a diverse work environment.  Treating others equally means treating them differently and not the same.

41  What racial/ethnic cultural group(s) do I identify with? How does my identification with that group(s) affect and effect my self-positioning in the world? In my academic community?  What assumptions do I make about other particular races/ethnicities on a regular basis? How many of these assumptions could be considered generalizations? Stereotypes?  What might I need to learn about individual cultural backgrounds to ensure that I am relating and communicating effectively people?  How often do I expose myself to cultural gatherings and events that represent racial/ethnic cultures other than my own?

42  How does my worldview help or hinder me in understanding others perspectives?  What other cultural groups do I identify with (i.e. gender, sexual orientation, regional, socioeconomic, language, religious, etc.)? How might those identifications affect my interactions with others?  How aware am I of customs and behaviors that have different meanings in different cultures? How might my awareness (or lack of awareness) of behavioral variety affect my interactions with others ?

43  Project Implicit is a non-profit organization and international collaborative network of researchers investigating implicit social cognition - thoughts and feelings outside of conscious awareness and control. Project Implicit is the product of a team of scientists whose research produced new ways of understanding attitudes, stereotypes and other hidden biases that influence perception, judgment, and action.  Project Implicit translates that academic research into practical applications for addressing diversity, improving decision-making, and increasing the likelihood that practices are aligned with personal and organizational values.  https://implicit.harvard.edu/implicit/demo/ https://implicit.harvard.edu/implicit/demo/

44  QUESTIONS  COMMENTS  CONCERNS

45 Blane Harding Rich A. Salas, Ph.D


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