Meeting People as Individuals

 

 

What Do We Do With Bias?

 

1 -   Be honest with yourself and evaluate the biases you have

2 -   Be aware of biases others may think you have.

3 -   Be direct about the bias issue

                        “Please ask me if you think that I may be biased.”

4 -   Be aware of the potential biases of others

3 -   Once biases are identified and evaluated we must decide how to deal with them.

            Some Ideas:

                        compensate

                        educate: self &/or others. Do not always strike while the iron is hot. Teaching                               moments = learning moments.

                        reframe

                        question: Would you tell me about what’s happening here? It seems like you keep __

                        stay awake / remain awake

                        ignore: “The art of being wises is the art of knowing what to overlook.” William James

·          Try to become sensitive – perceptive and compassionate about others.

·          Try not to become Sensitive – constantly worried about saying or doing anything that somehow might offend someone, as this can obstruct the open, honest discussion of important subjects.

·          Resist becoming SENSITIVE – easily offended or prone to inventing new ways to be offended.

·          Use encounters with diversity as opportunities to develop a better understanding of your own belief system – values, emotions, perceptions, and assumptions – particularly in regard to the ways in which you think about and engage diversity.

·          Constructive multiculturalism is an ongoing process of improvement, not an ultimate goal that you reach.

                                                            (Dr. Carlos E. Cortes)

·          Seek to understand involves a very deep shift in paradigm. We typically seek first to be understood. Most people to not listen with the intent to understand: they listen with the intent to reply. They’re speaking or preparing to speak. They’re filtering everything through their own paradigms, reading their autobiography into other peoples lives.

                                                            (Stephen Covey)

 

                                                                                                                        Rebecca Caselli-Smith

 

 

 

 

 

 

 

 

RACIAL IDENTITY DEVELOPMENT

FIGURE 1

MINORITY IDENTITY DEVELOPMENT MODEL*

(Adapted form Atkinson, Morten, and Sue, 1979)

FIGURE 2

WHITE RACIAL CONSCIOUSNESS MODEL*

(Adapted form Helm, 1984)

STAGE ONE

CONFORMITY STAGE

1.       Identifies more strongly with dominant culture values.

2.       Lacks awareness of an ethnic perspective

3.       Exhibits negative attitudes toward self and others as part of an ethnic group

4.       Accepts and believes stereotypes prevalent in society about self and group.

 

STAGE TWO

DISSONANCE STAGE

1.       Experiences confusion and conflict about the values and beliefs developed in Stage One.

2.       Actively questions dominant culture values.

3.       Becomes aware of issues involving racism, sexism, oppression, etc.

4.       Identifies with the history of the personal cultural group.

5.       Has feelings of anger and loss.

6.       Seeks role model from the cultural group to which on belongs.

 

STAGE THREE

RESISTANCE AND IMMERSION STAGE

1.       Actively and forcefully rejects and distrusts the dominant culture.

2.       Demonstrates greater identification and own culture group.

3.       Immerses into ethnic history, traditions, foods, language, etc.

4.       Begins to exhibit activist behavior with motivation toward combating oppression, racism, and sexism.

5.       Might separate frorm the dominant culture.

 

STAGE FOUR

INTROSPECTION STAGE

1.       Questions rigid rejection of dominant culture values.

2.       Experiences conflict and confusion regarding loyalty to one’s own cultural group and personal autonomy.

3.       Struggles for self-awareness continuously.

 

STAGE FIVE

SYNERGETIC ARTICULAITON AND AWARENESS STAGE

1.       Resolves many of the conflicts exemplified in Stage Four.

2.       Has a sense of fulfillment regarding personal cultural identity.

3.       Increases an appreciation for other cultural groups, as well as dominant cultural values.

4.       Selectively accepts or rejects dominant culture values based upon prior experience.

5.       Is motivated to eliminate all forms of oppression.

 

STAGE ONE

CONTACT STAGE

1.       Becomes aware that black (minority) people exist.

2.       Characterizes naively interactions and knowledge about blacks (minorities).

3.       Tends to ignore differences or regard them as unimportant (people are people).

4.       Is unaware of self as a racial being (does not know what it means to be white).

5.       Becomes aware of societal pressures that accompany cross-racial interactions.

6.       Seeks resolution through withdrawal or approach.

 

STAGE TWO

DISINTEGRATION STAGE

1.       Becomes aware of racism, which leads to guilty, depression, and negative feelings. Is forced to acknowledge that he or she is white.

2.       Is caught between internal standards of human decency and external cultural expectations.

3.       Responds to this dilemma in one of three ways:

a.       Over identifies with blacks (minorities).

b.      Becomes paternalistic towards blacks (minorities)

c.       Retreats back into the white culture.

 

STAGE THREE

REINTERGRATION STAGE

1.       Become hostile toward blacks (minorities) and more positively biased toward own racial group (prejudice).

2.       Overtly or covertly becomes anti-black (minority).

3.       Views or perceives black (minority) traits as negative.

 

STAGE FOUR

PSEUDO-INDEPENDENT STAGE

  1. Intellectually accepts and becomes increasingly curious about blacks (minorities) and whites.
  2. Becomes interested in racial group similarities/differences.
  3. May have cross-racial interactions or may be limited to special blacks (minorities) (those who are similar to whites)

 

STAGE FIVE

AUTONOMY STAGE

  1. Accepts racial differences and similarities with appreciation and respect.
  2. Does not perceive differences as deficits or similarities as enhancers.
  3. Actively seeks opportunities for cross-racial interactions.

 

 

 

 

 

 

WORKING ACROSS COLOR LINES

 

Social change groups time and again find themselves tied into knots over how to work across likes of race, ethnicity, and class. Two young organizers, one of African descent and one of European descent, led a discussion at the State of the Possible retreat2 on their success working across racial lines. With input form other participants, these are some of the Do’s and Don’ts that emerged for making out communities stronger and more diverse.

 

·         If your organization is now predominantly white, DO prepare your organization to be inclusive of people of color [and differing economic classes].

 

·         DO consider whether your organization has unwritten barriers to participation by people of color or those with limited financial resources.

 

·         Do pay attention to the language you use—is it “in-group” language that assumes shared life experiences and world views? Is it inclusive?

 

·         Do consider whether you have an organizational culture that is welcoming to people with diverse styles, ways of relating, and backgrounds.

 

·         DON’T ask people of color to raise the consciousness of an organization or to help white people process their guilt or pain.

 

·         DO honestly process your own feelings and beliefs through diversity training, readings, and discussions with friends and colleagues who have similar concerns.

 

·         DO reach out to organizations led by people of color to find commend ground. Look for places where your issues link up.

 

·         DO make a long-term commitment to the “never-ending dance of love and respect” that forms the basis for solid partnerships.

 

·         DON’T wait until the agenda has been set or the plan drawn up to invite participation by people of color.

 

·         DO make sure that you have diversity at the table as a means to access the wisdom of a range of life experiences and perspectives.

 

·         DO pay attention to the nature of the “table” around which you are gathering. Who is in charge? Who is invited? Who is paying the costs?

 

·         DO consider engaging in anti-racism work as part of your organization’s mission.

 

·         DO plan occasions where people can meet informally across race, ethnic, and class lines and deepen relationships.

 

 

1 Article by Sarah Ruth Van Gelder, YES! A Journal of Positive Futures, Spring 2001, Page 59. Reprinted by permission.

2 A series of retreats held by the Positive Futures Network.

 

 

 

 

 

 

 

 

The Culturally Competent Professional

An Informal Self-Assessment

 

Please rate yourself on the following descriptions. There are no right or wrong answers. This will help you to determine areas where you feel greater competency and confidence, and areas in need of development or continued improvement.

 

 

 

 

 

 

 

 

1.

 

Enjoy being involved with change – related processes.

 

14.

 

Can facilitate disagreements or conflicts.

2.

 

Understand the organization’s motivators for pursuing a diversity agenda.

 

15.

 

Enjoy “thinking out  of the box”.

 

 

3.

 

Can describe the organizational/institutional culture.

 

16.

 

Consider self a team-player.

4.

 

Can describe the organizational enablers and barriers to the diversity agenda.

 

17.

 

Prefer teamwork to working alone.

 

 

5.

 

Are knowledgeable about the history of workforce diversity in the United States.

 

18.

 

Consider self a student

 

 

6.

 

Can articulate some of the best practices for organizational diversity.

 

19.

 

Able to guide others to understand diversity.

 

 

7.

 

Can communicate with ease about the organization’s diversity agenda to different groups in the organization.

 

20.

 

Recognize personal hot buttons.

 

 

8.

 

See by others (peers, supervisors, direct reports) as a credible representative/spokesperson for the organization’s diversity initiative.

 

 

21.

 

 

Can anticipate pitfalls to diversity goals in specific situations.

 

 

 

 

 

 

 

 

9.

 

Consider self a risk-taker.

 

22.

 

Can recognize forms of resistance to the diversity agenda.

 

 

10.

 

Tend to be s supportive colleague / supervisor / direct report.

 

23.

 

Participate in external activities that promote more learning about diversity.

 

 

 

 

11.

 

Recognize important dimensions of personal identity.

 

24.

 

Recognize communication strengths and limitations.

 

 

12.

 

Consider self a responder versus a reactor.

 

25.

 

See self as a change agent.

13.

 

Are not conflict-avoidant.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

What is Cultural Competence?

 

Cultural competence is a set of congruent behaviors, attitudes, policies, structures that come together in a system that enables people to work effectively in cross cultural situations.

 

 

What are the attributes of culturally competent professionals?

 

They are Individuals who are:

~~~~committed to the process of change, viewing an organization’s diversity goals as a catalyst for positive individual and organizational growth;

~~~~knowledgeable about the organizational culture and willing to facilitate its diversity goals;

~~~~knowledgeable about the history of the workforce diversity focus in the United States and the current evolvement of paradigms and best practices.

~~~~interpersonally competent, able to communicate effectively with all segments of the workforce;

~~~~perceived as leaders, willing to take risks and lend support;

~~~~self-aware about their own dimensions of identity and how these influence their daily interactions;

~~~~responders versus reactors;

~~~~not afraid of conflict, rather they can facilitate it among others and personally respond to it with skill;

~~~~creative thinkers, able to think “out-of-the-box”;

~~~~team players, willing to collaborate and share information; and

~~~~always willing to learn from others and through formal and informal channels.

                                      Patricia Arredondo

 

Rebecca  Caselli-Smith

 

 

 

 

 

NCBI Philosophy

National Coalition Building Institution

 

 

* Everyone and every group counts.

* A tone of joy and optimism gives people hope.

* Confronting the misinformation we’ve learned about other people and groups moves us forward together.

* Guilt, rigid politeness, unexpressed anger, and disappointment in others can keep prejudice in place.

* Welcoming and valuing diversity requires risk-taking and willingness to make mistakes and clean them up.

* Generosity is the key to across-group relationships.

* Listening to the stories of others changes hearts, attitudes, and behavior.

* Knowing how to build effective allies can break the traditional cycles of mistrust.

* Everyone has the capacity to lead the workplace in welcoming and valuing diversity.

* Creating community is about courageous and principled leadership.

 

 

 

 

 

Moving Towards Multicultural Competence

 

Rebecca Caselli-Smith

Lutheran Social Services

348-0477

 

Cultural competence is a set of congruent and evolving behaviors, attitudes, policies and structures that when lived both professionally and personally enable people to work effectively in cross cultural situations.

 

A most helpful model in understanding the complex combination of influences that effect our world view in relationship to diversity and multiculturalism was developed by Cox.

If only – Isolation

←Who we are
 

 

Individual Uniqueness
 

 

 

(More alike)

Food, Shelter, Belonging

 

If only – all the same limited compassion
 

Language, Age, Education, Economics, Race
 

 

 

Human

Universality
 

Cultural

Specificity
 

 

 

If only → Us & Them
 

 

 

 

 

 

 

 

 

 

 

“Within this frame work one can see that the current approach to multiculturalism has focused almost exclusively on the culturally specific sphere…The emphasis on one sphere or another is and understandable attempt to simplify and untangle the complex blending of influences on individuals. It is the complexity, the interrelatedness of the three broadly defined spheres, however that is most illuminating…Although the unique contributions of each of the three spheres is important, only in combination can they begin to capture the richness of individuals”**

 

*Arredondo, P. and D’Andrea, M., (1995). AMCD Approves Multicultural Counseling, Competency Standards,    Counseling Today

 

**Speight, S.L., Myers, L.J., Cox, C.I., and Highlen. P.S. (1991). A Redefinition of Multicultural Counseling.    Journal of Counseling and Development, 70, 29-36.