Diversity, Inclusivity and Civility: Developing and Enhancing Students' Cultural Competence Part 1
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Diversity, Inclusivity and Civility: Developing and Enhancing Students' Cultural Competence Part 1 Innovative Educators Webinar www.tbrownassociates.com [email protected] 1 In order to be effective in a diverse world? We must use our powers of observation…. 2 Count the Fs FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIF -IC STUDIES COMBINED WITH THE EXPERIENCE OF YEARS. 3 Count the Fs FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIF -IC STUDIES COMBINED WITH THE EXPERIENCE OF YEARS. 4 Being Aware, Conscious, and Paying Attention Count the Fs FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIF -IC STUDIES COMBINED WITH THE EXPERIENCE OF YEARS. 5 Blink Most of us make judgments in less than two seconds…. Many of our conclusions are less rational than we think. 6 PARIS IN THE THE SPRING PARIS IN THE THE SPRING Perception: The process of making sense of the world around us… people, situations, etc. Reality from our point of view. Our perceptions reinforce what we have been taught or expect, and they can shape our interactions with others different or similar to ourselves. 10 Workshop Overview Why does diversity matter? What is cultural competence? Can cultural competence be developed? How can does cultural competence contribute to creating a more inclusive and civil community? Can cultural competence be assessed? 11 Imagine a school where all kinds of people feel comfortable showing up, secure in the knowledge that they have a place they don’t have to defend every time they turn around, where they are encouraged to do their best, and are valued for it…. Allan G. Johnson, 2006 12 Increased focus on diversity and inclusion Rhode Island College recognizes the essential role diversity plays in an educational exchange, informed by cultural inquiry and designed to stimulate critical and creative thinking. The college seeks to create an inclusive, respectful environment that dispels stereotypes, discrimination, and intolerance. Rhode Island College Diversity Statement 13 Increased focus on diversity and inclusion UMass Boston is a community that naturally extends itself to, and welcomes into its student body, faculty, and staff, a broad spectrum of people in terms of race, ethnicity, age, and economic background. It is our belief that the academic experience here is enriched and enhanced by the inclusion of the varied backgrounds and perspectives that we all bring to it. Chancellor J. Keith Motley 14 The American college campus is one of the very few places on earth where people from so many diverse backgrounds come together for a common purpose. 15 Pre-college experiences of US students * Public universities ** Private universities >71% grew up in neighborhoods that were “mostly or completely white.” +/-15% grew up in neighborhoods that were “mostly or completely non-white.” 61*-65%** attended high schools that were “mostly or completely white.” 13**-16%* attended high schools that were “mostly or completely non-white.” 2009 Freshman Survey 16 The American college campus is one of the very few places on earth where people from so many diverse backgrounds come together for a common purpose. The only other is the American workplace. 17 Why does diversity matter? Diversity expands worldliness. Whether we like it or not, many times we find ourselves segregated from other groups in schools, churches, and our own neighborhoods. A college campus is like opening the door to the entire world without traveling anywhere else. Why Does Diversity Matter at College Anyway? US News and World Report , August 12, 2009 18 Cultural diversity is an integral part of our nation’s history, going back before the early colonies. Native Americans were culturally different, belonging to different tribes, speaking different languages, and having a variety of different values and beliefs. US National Guard and Army website 19 Why does diversity matter? Mission Answers the question: Why does your college or university exist? 20 Mission Gloucester County College acknowledges and recognizes the importance of diversity in our College community and, therefore, embraces diversity by providing a welcoming environment that celebrates the rich culture and experiences of all populations. 21 Mission MATC offers quality education and training opportunities and services to its diverse, metropolitan community by collaborating with partners to advance the lives of its students. Milwaukee Area Technical College 22 Diversity is a reality of the human experience; the question is what we do with the diversity we encounter in our lives. The issue is less about diversity and more about what we do to create inclusive communities—on campus and beyond. 23 Creating Unum, from the Pluribus 24 Diversity to inclusivity An inclusive organization where all people are empowered to do their best work. Simma Lieberman 25 Inclusive Campus Policies The University of Wisconsin Oshkosh reaffirms support for non-discrimination based on: Age Ancestry Arrest or conviction record Color Creed Disability Marital status National origin Political affiliation Race Relationship to other employees Religion Sex Gender identity or expression Sexual orientation Veteran's status Membership in the National Guard 26 Santa Monica College Policies No person shall be subjected to discrimination on the basis of: accent age ancestry citizenship status color disability economic status ethnic group identification gender language marital status medical condition national origin parental status race religion sexual orientation transgender veteran status 27 Tennessee State University recognizes that planning for diversity, inclusion, and access is an integral component of the University’s future….and harnesses this plurality to promote the common interest of the institution and the various publics it serves. 28 DiversityInclusivityCivility Civility matters because treating one another with respect is necessary to effective communication, community building, and finding common ground. The Dance of Incivility in Nursing Dr. Cindy Clark, Boise State University 29 DiversityInclusivityCivility California State University Channel Islands is committed to building and maintaining a diverse, accessible, civil, and supportive learning community. It fosters respect and understanding among all cultures and all individuals who work, study, live, and teach within this community. 30 What is Cross Cultural Competence 31 What is Cross Cultural Competence A set of congruent knowledge, attitudes and behaviors that enable persons from one culture to understand, communicate, and interact effectively with people of another culture. Multiple sources 32 Cultural competence Cultural knowledge Cultural awareness Cultural skill Cultural encounters Cultural desire Campinha-Bacote, 1999 33 Cross cultural competence Developing an awareness of one's own culture, existence, sensations, thoughts, and environment Accepting and respecting cultural differences Resisting judgmental attitudes such as "different is not as good" Being open to cultural encounters Being comfortable with cultural encounters “The Purnell Model for Cultural Competence” Journal of Multicultural Counseling and Health Summer 2005 34 Cross cultural competence requires more than acquiring knowledge…. It is leveraging… knowledge, attitudes, and skills to engage and intervene appropriately…across cultures. Latino 101, Maria Hernandez, 2007 35 How does increasing cultural competence support student learning, growth and development? 36 Diversity and Education Southern Oregon University Diversity capitalizes on the unique experiences and common wisdom of all cultures by providing a fertile ground for contrast and comparison. Provides a view of other peoples so distinct from, yet similar to, ourselves that our own lives and experiences are given new perspective and meaning. Diversity is an enriching and necessary component of the total educational experience. 37 Chickering’s Seven Vectors: Developmental Tasks for College Students 1. Developing competence 2. Managing emotions 3. Moving through autonomy toward interdependence, 4. Developing mature interpersonal relationships 5. Establishing identity 6. Developing purpose 7. Developing integrity Chickering & Reisser, 1993 38 Developing Competence Involves using one’s mind to build skill using analytical and comprehensive thought and the development of forming points of view in dealing with experiences in life. Encompass skills of listening, understanding, and communicating and functioning in different relationships. Chickering & Reisser, 1993 39 Developing Mature Interpersonal Relationships Tolerance and appreciation of differences Acceptance is both intercultural and interpersonal. Openness for the understanding of a person for what qualities they possess, instead of stereotyping, is an increase in tolerance. Chickering & Reisser, 1993 40 Developing Mature Interpersonal Relationships Acceptance and appreciation of differences Acceptance is both intercultural and interpersonal. Openness for the understanding of a person for what qualities they possess, instead of stereotyping, is an increase in tolerance. Chickering & Reisser, 1993 41 Developing Identity Comfort with body and appearance Comfort with gender and sexual orientation A sense of self in a social, historical, and cultural context Clarification of self-concept through roles and life-style Chickering & Reisser, 1993 42 Developing Integrity Integrity for one’s beliefs, values, and purposes must be established. Also, thinking about others’ beliefs and points of view The willingness to preserve self-respect while monitoring behavior. Chickering & Reisser, 1993 43 Cross Cultural Competence includes: Willingness to Engage Cognitive Flexibility & Openness Emotional Regulation Tolerance of Uncertainty Self- Efficacy Ethnocultural Empathy. 44 Developing competence is a process Cultural competence is not acquired quickly or casually, rather it requires an intentional examination of one’s thoughts and behaviors. The first step toward becoming culturally competent is realizing that you probably aren’t. “Cultural Competence in the Biology Classroom” Kimberly Tanner & Deborah Allen, 2007 45 Developing competence is a process Denial: individuals refuse all interaction with other cultures and show no interest in discovering cultural differences. They may also act aggressively during cross cultural situations. Defense: individuals consider all other cultures to be inferior to their own culture and will constantly criticize behavior or thoughts by someone from another culture. Minimization: individuals start believing that all cultures share common values. They will also minimize any cultural differences by correcting people to match their expectations. Developmental Model of Intercultural Sensitivity Dr. Milton Bennett 46 Developing competence is a process Acceptance: Individuals may still judge other cultures negatively but they will tend to recognize that cultures are different and they may become curious about cultural differences Adaptation: Individuals gain the ability to adapt their behavior by intentionally changing their own behavior or communication style. Integration: this stage, individuals instinctively change their behavior and communication style when interacting with other cultures. This stage tends to only be achieved by long term expatriates living and working abroad or Global Nomads. Dr. Milton Bennett 47 Don’t ask students to get out of their comfort zone…. 48 Don’t ask students to get out of their comfort zone…. Challenge and support them to stretch their comfort zone. 49 The Value of Study Abroad Study abroad programs enhance students’ cross-cultural skills and global understanding. Study abroad significantly contributes to preparing students to function in a multicultural world and promote international understanding. Anastasia Kitsantas College Student Journal, 2004 50 The Value of Study Abroad Study abroad students reported higher levels of emotional resilience openness and flexibility perceptual acuity personal autonomy Kitsantas, 2004 51 Attention to diversity might even be perceived as divisive and inhibiting community. A strategy to counter the divisive perceptions of diversity is to broaden our definition of diversity, in ways that highlight the intersectionality of race/ethnic, gender, class, religion, sexual orientation, within a framework of marginalization and justice. Marilyn Fernandez, Santa Clara University 52 Making “Diversity” More Inclusive “Culture” is often viewed in the U.S. as being primarily related to race, ethnicity, and gender However, effective diversity/inclusivity programs must also address other kinds of diversity which lead to marginalization and exclusion. 53 Diversity at Wellesley College Diversity is defined as those dimensions of social identity that matter and are important to any member of the Wellesley community. Recognizing that the community members are multi-dimensional beings, all dimensions of their identities and the intersections of the same are equally valued at Wellesley. If the World Were a Village of 100 People 49 would be male, 51 would be female 82 people of color; 18 white 33 Christians 22 Muslims, 15 Hindus 14 would speak Chinese, Mandarin 8 English 8 Hindi 7 Spanish 89 would be heterosexual; 11 Lesbian, Gay, Bisexual, Transgender (LGBT) 67 would be unable to read 5 would control 32% of the entire world’s wealth; all 5 would be US citizens 1 would have a college education Seven kinds of diversity Beverly D. Tatum, 1999 1. 2. 3. 4. 5. 6. 7. Race/ethnicity Gender Religion Sexual Orientation Socio-economic status Age Physical/Mental Ability Students At-Risk First-generation/Low SES Adult and re-entry Students with disabilities LGBTQ students Multicultural students International/ESL students Student-athletes First-Year students Undecided students Veterans Underprepared Transfers 57 Multiple issues First-generation/Low SES AND also… Adult and re-entry Students with disabilities LGBTQ students Multicultural students International/ESL students Student-athletes First-Year students Undecided students Veterans Underprepared Transfers 58 Addressing Some Issues 59 Socio-economic issues 60 What do we believe about poverty? Poverty in the US is decreasing The number of Americans living in poverty increased in 2008 over 2007, from about 37.3 million to about 39.8 million 61 What do we believe about poverty? The poor are lazy and unwilling to work… 2/3 of people living in poverty work an average of 1.7 jobs 1 in 4 earns poverty level wages (less than $8.84 an hour) 27% of working families have INCOMES below 200% of the poverty level 62 What do we believe about poverty? Government assistance is sufficient and encourages dependence. It is almost impossible to get out of poverty by relying on government assistance alone. In 2005, the average welfare check for one parent with two children was $478 a month. 20 years ago, it was $408. 63 What do we believe about poverty? Poverty is an “inner city” problem. Since 2000, suburban poverty rates have increased by 53% compared to 26% in cities. Brookings Institution, October 2011 64 Facts about US poverty… The federal “poverty threshold” in 2009 for a family of four with two children 17 or younger is $21,834. However, a majority of Americans believe it takes at least $35,000 annually. The rate of child poverty is higher in the United States than in most other economically advanced countries. Nine out of ten Americans believe the federal government has a responsibility to alleviate poverty. 65 The 400 richest Americans, now own MORE than the bottom 150 million Americans own… Between 2002 and 2004, inflation-adjusted median household income declined $1669 a year. Wealth Inequality Destroys US Ideals Don Monkerud , 2009 66 Diversity and inclusivity are about understanding… not necessarily agreeing. 67 Religious Diversity 68 Religious diversity I am noticing more women wearing head scarves (hijab) and they seem to draw some negative reactions from faculty, staff and students. Campus Diversity Needs Assessment 69 Religious Intolerance “There’s a level of hatred and animosity that’s shocking. I’ve been doing this for 31 years and I have never seen such hostility toward Muslim workers….” Mary Jo O’Neill, EEOC Attorney Phoenix New York Times, 9/23/2010 70 It’s only a cap! …or is it? 71 Religious diversity? Americans are slowly becoming less Christian and in recent decades the challenge to Christianity in America does not come from other world religions [but] from a rejection of all organized religions. Pew Forum on Religion in Public Life, 2008 72 Attitudes toward religious diversity 92% of Americans said they would vote for a Jewish person (+10% from 1967) 72% of Americans said they would vote for a Mormon (-3% from 1967) 46% said they would vote for an atheist. USA Today/Gallup Poll, 2007 73 Enhancing empathy exercise: Religion Imagine that you awoke this morning and you had converted from being Christian or Jewish to Islam, or from being a Muslim or a Christian to Judaism. How would people treat you differently: in your community, at school, at work, on your team? How might family or friends treat you differently? What opportunities might open or close for you? What rewards might or might not come your way? What other positive or negative changes might you experience? Lesbian, Gay, Bisexual, and Transgender Issues 75 LGBT are “among the most despised groups in the United States today….” Blumenfeld, 2003 Gays As the Domestic al-Qaeda?!? “They are the biggest threat that our nation has, even more so than terrorism or Islam…." Oklahoma Rep. Sally Kern, 2008 Students, staff, professors, or administrators who identify as LGBT report significant harassment at their colleges and discomfort with the overall campus climate…. Chronicle of Higher Education, 9/14/2010 78 Intergenerational Perspectives 42% of all Americans believe same sex couples should have the right to marry. CBS News poll April 2009 70% of first-year college students believe same sex couples should have the right to marry. Freshman Survey, Fall 2009 What about my own personal beliefs or religious views? 80 The responsibility of your choice: To support your institution’s mission and values The Institute for Extended Learning — does not discriminate on the basis of race, color, national origin, sex, disability, sexual orientation or age in its programs, activities or employment Enhancing empathy exercise: Sexual orientation If you are heterosexual, imagine that you awoke this morning and, if you are male, you are gay; if you are female, you are lesbian. How would people treat you differently in your community, at school, at work, on your team? How might family or friends treat you differently? What opportunities might open or close for you? What rewards might or might not come your way? What other changes might you experience? Ethnic and Racial Issues 83 Race, Ethnicity, and Nationality If current population trends continue, minority group members will be 54% of US population in 2050 compared to 24% in 1990. US Census Bureau, August 14, 2008 84 Race, Ethnicity, and Nationality English language learners (ELLs) are the fastest-growing population in American schools. Their numbers, estimated at 5.5 million today, are projected to grow to one in four K-12 students by 2025. Diversity Learning K-12 85 U.S. College Enrollment Trends Source: US Census Bureau, 2011 1980 Total enrollment 11,400 2000 15,314 2008 18,632 %age Increase: 1980-2008 +63.4% millions Male 5,430 6682 8311 53.0 Female Asian Black Hispanic/ Latino/a White 5,947 n/a 1,163 443 8631 n/a 2,164 1426 10,321 1,211 2,481 2277 73.5 n/a 113% 413% 11,400 11,999 14,405 26.3 86 The adjustment to college is more difficult for first-generation students from ethnic minority and low income backgrounds than for students from middle income backgrounds. Retention of Students from First Generation & Low Income Backgrounds Paul Thayer, 2000 87 A Challenge in Diversity Training Efforts to teach about diverse groups can lead to stereotyping. People from the same group are also “diverse” in terms of socio-economic status, education, age, sexual orientation, individual experiences, and otherwise. 88 Asian Pacific American Groups Asian Indian Chinese Filipino Guamanian Hawaiian Hmong Japanese Korean Laotian Pakistani Samoan Thai Vietnamese Philippines: 7000 islands 100 languages Principle: Diversity in Diversity 89 Diversity in Diversity: Black Is that “Black” person African American, an African international student, or from a West Indian immigrant family? As with all groups, it is important to make distinctions based on socioeconomic class, gender, and other qualities. 90 Diversity in Diversity: Latino/Hispanic Twenty Spanish and Portuguese speaking countries in the Western Hemisphere Often “Latino” is used in contrast to others who are not Spanish speaking Often identify based on country of origin (e.g., Mexico, Puerto Rico, Cuba) 91 All ethnic groups in our country are an aggregate of many distinct subgroups. 92 Culture is learned. You are not born with culture. 93 Music Language Clothes Food Values Attitudes about time Beliefs about men & women-gender roles Proxemics Political beliefs Art Attitudes about Family Attitudes toward “others” Religious beliefs Sexuality Beliefs Attitudes toward authority Beliefs about Beauty The Iceberg of Culture These are learned and can be changed Music Language Clothes Food Proxemics Values Attitudes about time Beliefs about men & women-gender roles Political beliefs Art Attitudes about Family Attitudes toward “others” Religious beliefs Beliefs about Beauty Sexuality Beliefs Attitudes toward authority The Iceberg of Culture Acquired or absorbed from our environment: harder to change Cultures differ from one another in the ways they view the world—worldviews. Cultural competence: Understanding worldviews as different not necessarily deficient. Implicit Cultural Assumptions North American Egalitarian/equality Can control the environment Future oriented Informal Direct in communications Youth valuing “Friendliness” Optimism Action oriented: Change now Ethnocentric: our way is the best way “Contrast” Cultures Hierarchy Belief in fate Present focus Formal Indirect (non-verbal cues) Age valuing More closed to “strangers” Fatalism Change takes time Ethnocentric: our way is the only way It is hard to recognize your own culture and cultural assumptions because they are so pervasive and dominant. 98 Culture is learned first in the family, then in school, then in the community and other social organizations such as the church. Purnell, 2005 99 Our attitudes toward race, gender, and other diversity operate at two levels: Conscious: what we choose to believe. Unconscious: immediate, automatic associations that tumble out before we’ve had time to think. Blink, Malcolm Gladwell 100 Implicit Associations Test www.implicit.harvard.edu 101 Understanding cultural difference doesn’t make the difference go away. However, the person who understands how difference causes communication to break down can take the initiative to try and make the communication work. You Just Don’t Understand, D. Tannen 102 Creating a culture of civility requires communication, interaction, and an appreciation for the interests each person brings to the relationship. Cynthia Clark, 2008 103 Diversity + Inclusivity + Civility = Community Our mission is to create a campus environment that embraces diversity and encourages inclusion. The Office of Diversity and Inclusion's overarching goals include: Informed understanding of diverse groups, ways of life, and points of view; Civil discourse characterized by mutual respect. Tarleton State University 104 When we believe we are right about something or someone, we assume we are right… to the point that we will destroy relationships in order to defend our position. Don Miguel Ruiz The Four Agreements 105 The point is not that we’re bad at saying “I don’t know.” The point is that we are bad at knowing when we don’t know. Kathryn Schultz Being Wrong, 2010 106 Without civility, we miss opportunities to really listen and understand others’ points of view. Clark, 2008 107 We must listen and listen and listen if we hope to change our relationships for the better. Harville Hendrix, 1988 108 Communication for community: To Listen More As soon as we think we are right about something, we narrow our focus, attending only to the details that support our belief, or we cease listening altogether…. Schultz, 2010 109 Communication for community: To Listen More A key element in learning from those who are different from you is to listen to their feelings of being “the other” in some are of their lives. From Diversity to Inclusivity Tom Brown, 2010 110 Diversity + Inclusivity + Civility = Community We Value: Excellence in teaching and learning that we enhance through diversity, inclusiveness, integrity and collegiality. A positive culture that fosters mutual respect and trust [and] promotes this atmosphere through open communication. An environment that recognizes and respects cultural diversity by recognizing and being responsive to individual needs. Elizabethtown Community & Technical College 111 Gaining the intellectual tools for diversity competence should become a strategic learning outcome that is woven through the core curriculum. Diversity & Cultural Competence A Model for Inclusive Excellence Marilyn Fernandez, Santa Clara University 112 Diversity/Inclusivity Outcomes Developing and enhancing cultural competence must be the primary outcome of diversity/inclusivity programs. Cultural competence is the ability to understand, communicate and effectively interact with people across cultures. Cultural Competence From the Cobleskill Creed comes the following: Embrace and respect diversity and equality: I will accept and learn from others who are different from me I will participate in multicultural experiences and diversity workshops and encourage participation by others The College has already included cultural competence language in its creed. SUNY Cobbleskill Creed 114 Draft some cross-cultural learning outcomes Cognitive: How can students demonstrate what they know? Affective: How can students demonstrate what they appreciate and value? Behavioral: What should students be able to do? 115 Assessing Cross Cultural Competence The Cross Cultural Competence Inventory Karol G. Ross, Carol A. Thornson, Daniel P. McDonald Meagan C. Arrastia https://www.deomi.org/contribute/EOEEOResources/ documents/Development_of_the_CCCI-Ross.pdf 116 Institutions can’t change. People change institutions. We must be the change We want to see happen. Gandhi 117 Comments Questions Effective strategies EVALUATIONS http://www.smc.edu/Projects/336/SMC_Workshop_Evaluation_Form_Inclusivity_WEBINARS_ONLY_Editable.pdf 118 Developing and Enhancing Cultural Competence in Support of Student Success Part 2 Innovative Educators Webinar March, 2011 www.tbrownassociates.com [email protected] 119 Culturally competent teaching The ability to successfully teach students who come from different cultures from your own. It entails: mastering personal and interpersonal awarenesses and sensitivities, learning, specific bodies of cultural knowledge mastering a set of skills that underlie effective cross-cultural teaching Cultural Competence: A Primer for Educators Jerry Diller and Jean Moule, 2005 120