1 / 35

Exploring Multicultural Groups and Power Differentials

This module discusses various multicultural groups and power differentials, such as racism, classism, sexism, ableism, adultism, and heterosexism. It explores the stages of the Racial Identity Development Model and its application to different contexts.

alexandriaf
Download Presentation

Exploring Multicultural Groups and Power Differentials

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Module 2b Objectives Learners will: • Discuss various multicultural groups and power differentials such as racism, classism, sexism, ableism, adultism and heterosexism; and • Describe the various stages of the Racial Identity Development Model and its application to various contexts.

  2. Whoever debases others is debasing himself . • James Baldwin

  3. Common “Isms” and Other Terms • Racism: The belief that members of one race are superior to those of other races. • Sexism: The belief that members of one gender are superior to other genders. • Ageism: The belief that one age group is superior to those of other ages. • Adultism: is prejudice and accompanying systematic discrimination against young people. • Ableism: differentiation of able bodied people. • Ethnocentrism: the belief that one’s own cultural, ethnic or professional group is superior to that of others. • Classism: Differential treatment based on social class or perceived social class. • Heterosexism: The belief that everyone is or should be heterosexual and that heterosexuality is best, normal, and superior. • Historical Trauma: cumulative emotional and psychological wounding over the lifespan across generations, stemming from mass group trauma experiences. • Stereotypes: Unfounded assumptions about groups on people. • Privilege: Extra degrees of freedom, or a set of special unearned privileges, that one can tap into every day oft heir lives. (Sex, Skin Color, Socioeconomic Status)

  4. Racism • Individual racism – Individual attitudes, beliefs and actions that support or perpetuate racism • Institutional racism – Social institutions that support or perpetuate racism • Environmental racism – Sanctioning policies and laws that for the life-threatening presence of poisons or pollutants in communities of color • Modern racism - A subtle form of bias characteristic of many Americans who possess egalitarian values and who believe that they are not prejudiced (microaggressions).

  5. Individual Racism

  6. Institutional Racism

  7. Mass Incarceration

  8. Mass Incarceration – Children of Incarcerated Parents

  9. Racism

  10. Institutional Racism

  11. Institutional Racism

  12. Environmental Racism

  13. Environmental Classism

  14. Modern Racism

  15. ______ Lives Matter!

  16. Racial Identity Development Model

  17. Sexism

  18. Heterosexism

  19. LGBTQ Youth

  20. LGBTQ Youth

  21. Provider Support Strategies

  22. Classism

  23. Poverty

  24. Poverty

  25. Middle Class

  26. Wealthy

  27. Working Effectively with Families in Poverty

  28. Adultism • Know that the youth voice matters • Seeking recognition for their efforts • Realistic • Social Media

  29. Ableism

  30. Are all disabilities visible?

  31. P.E.A.R.L.S. Partnership: Work with children, youth and families to accomplish a shared outcome. Empathy: Recognize and comprehend another’s feelings or experience . Apology: Be willing to acknowledge or express regret for contributing to a parent when discomfort, distress, or ill feelings. Respect: Accept each youth, caregiver and family as a unique. Legitimization: Accept caregiver feelings or reactions regardless of whether or not you agree with those perceptions. Support: Express willingness to care and be helpful to children, youth and families however you can.

  32. Selena Webster-Bass, MPH The Voices Institute Cultural and Linguistic Competency Educator selena@voicesinst.org 904.504.9772

More Related