Transcript JOUR 415: Multimedia Reporting

Blane Harding: Director- Office of Multicultural Affairs- University of Kansas
Rich Salas: Director- Office of Multicultural Affairs- Des Moines University
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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.
“The greatest distance
between people is not space.
The greatest distance
between people is culture.”
Back in the day
Present day
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Iowa Race / Ethnic Groups
Non-Hispanic Population
White
2,701,123
Black
86,906
American Indian
8,581
Asian
52,597
Pacific Islander
1,797
Some Other Race
2,132
Two or More Races
41,675
Hispanic
151,544
Source: Census 2010
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Culture: The set of beliefs, values, customs, actions, thoughts, communications, institutions, and ideas shared by a racial,
ethnic and social groups.
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Cultural Awareness: being sensitive to issues related to culture, race, gender, sexual orientation, social class, and
socioeconomic factors. (AAMC, 2012).
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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.
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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 termsunderstanding “cultural humility” recognizes that it is ok to ask patients for assistance in helping us understand their
health needs from their own cultural perspective.
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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.
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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.
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Unconscious Bias: Lacking awareness that results in a preference or inclination that inhibits impartiality.
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Diversity is a representation of people that exemplifies all
cultural and congenital differences.
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Diversity is an essential component of multiculturalism, but
multiculturalism encompasses more than diversity.
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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.
Learning Style
Family
Religion
Race
Economic Gender
Status
Work
Ability Experience
Travel Ethnicity
Age
Experience
Sexual
Orientation
Partner
Location
Status
Education
Background
“IT’S NOT THE FIGMENT OF THE PIGMENT
BUT THE ENIGMA OF THE STIGMA”
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Race is evolved from the perception that there
were innate biological differences between people
of different skin colors and places, that- indeedthere were no ancestors common to all of
humanity.
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Ethnicity, on the other hand, relates to cultural
factors such as nationality, culture, ancestry,
language and beliefs.
 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
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Hierarchies are usually gendered, racialized, and
class based, especially at the top.
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Power differences are fundamental to class, of
course, and are linked to hierarchy.
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Gender and race are important in determining power
differences within class levels.
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Class hierarchies are constantly created and renewed
through organizing practices.
GROUP
1980-1990
1990-2000
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%
Percentage of
U.S. population
Race / Ethnicity
Number
Not Hispanic or Latino
258,267,944
83.7 %
White
196,817,552
63.7 %
Black or African American
37,685,848
12.2 %
Asian
14,465,124
4.7 %
Two or more races
5,966,481
1.9 %
American Indian or Alaska Native
2,247,098
0.7 %
Some other race
604,265
0.2 %
Native Hawaiian or other Pacific Islander
481,576
0.2 %
Hispanic or Latino
50,477,594
16.3 %
White
26,735,713
8.7 %
Some other race
18,503,103
6.0 %
Two or more races
3,042,592
1.0 %
Black or African American
1,243,471
0.4 %
American Indian or Alaska Native
685,150
0.2 %
Asian
209,128
0.1 %
Native Hawaiian or other Pacific Islander
58,437
0.0 %
Total
308,745,538
100.0%
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Pluralistic multiculturalism
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Particularistic multiculturalism
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Public domain v. Private domain
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Colorblind v. Color Conscious
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Responsibility and Response Ability
Bias
Deficiency
Structural Discrimination
Racism v. Racialism
Incognizant Racism
Melting Pot (Israel Zangwill)
Cultural Pluralism (Horace Kallen)
Anglo Conformity
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Cultural Awareness: being sensitive to issues
related to culture, race, gender, sexual orientation,
social class, and socioeconomic factors.
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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.
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Intercultural Skillfulness
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Cultural Adaptation
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Understanding Cultural Differences
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Acceptance/Acknowledgement Of Difference
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Awareness Of Differences
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Non-Aware Of Difference
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Non-awareness: of difference refers to individuals that have no or limited experience with diversity. It is
not that they do not recognize difference but they place no value on difference and approach each person
as an individual regardless of race, ethnicity, religion, class, sexual orientation, and so forth.
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Awareness of difference: indicates that you not only recognize difference but realize that it actually
holds some value to the individual and your relationship with them. However, you may lack the training,
expertise, and ability to apply the knowledge you have.
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Acceptance/acknowledgement: of difference indicates that during this stage you have accepted that
different does not mean deviant and you have a responsibility as an to become more culturally competent.
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Understanding cultural difference: indicates you have taken the necessary steps to increase your
cultural knowledge through diversity training, workshops, discussions with others, and self education to
better understand and relate to a wide range of diverse individuals.
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Cultural adaptation: indicates you now have the ability to apply what you have learned and adapt your
advising approach to the needs and communication styles of those around you.
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Intercultural skillfulness: indicates you have expanded your comfort zone and have become a culturally
competent advisor. You now have the tools, knowledge, and skills to relate to a wide range of individuals
and feel comfortable in doing so. These skills have been gained but keep in mind that they need to be
maintained and this is an on-going process in which we continue to learn and expand our knowledge.
CULTURAL
AWARENESS.
CULTURAL
KNOWLEDGE.
CULTURAL
SENSITIVITY.
CULTURAL
SKILLS.
RESPECT.
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Willingness or the desire of individuals/professional to
enquire about other cultures and their exposure to clients
from alternative cultures.
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This view reinforces the idea that cultural awareness also
is not a passive experience, but an active one.
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Requires constant reflection on the part of the health
care professional as they reinterpret their experiences
with patients.
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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.
GUIDELINES FOR CULTURALLY
RESPONSIVE INTERACTIONS
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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.
GUIDELINES FOR CULTURALLY
RESPONSIVE INTERACTIONS
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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.
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Do you test your assumptions before acting on them?
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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?
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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?
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Are you able to give negative feedback to someone who is culturally different
from you?
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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?
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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?
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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?
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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?
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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?
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Do you make good faith efforts to meet your affirmative action goals?
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Do you have a good understanding of institutional “isms” such as racism and sexism and
how they manifest themselves in the workplace?
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Do you ensure that assignments and opportunities for advancement are accessible to
everyone?
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What policies, practices, and ways of thinking and
within our organizational culture have differential
impact on different groups?
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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?
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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.
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Treating others equally means treating them differently
and not the same.
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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?
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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?

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.
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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/
 QUESTIONS
 COMMENTS
 CONCERNS
Blane Harding
[email protected]
[email protected]
www.blaneharding.com
Rich A. Salas, Ph.D.
[email protected]
515-520-5383
515-271-1709