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Expanding Personal Cultural Competency S.E. Borrego 2010

Expanding Personal Cultural Competency S.E. Borrego 2010. Workshop Outcomes

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Expanding Personal Cultural Competency S.E. Borrego 2010

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  1. Expanding PersonalCultural CompetencyS.E. Borrego 2010

  2. Workshop Outcomes Increase our personal awareness, knowledge and skills for dealing effectively with cultural differences. We view the world through individually constructed and socially imposed cultural lenses. Becoming aware of the presence and impact of these lenses constitutes the first step toward successful interaction with people whose lenses are different from our own.   

  3. Conscious Competence • Conscious Incompetence • Unconscious Competence • Unconscious Incompetence

  4. Communication guidelines that help dialogue • Be open and honest • Participate fully (at your level of comfort) • Speak from personal experience: use “I” statement to share thoughts and feeling • Listen respectfully • Share air time: encourage others participation • Full Presence • Open to New Perspectives • Take Risk • Respect and Maintain Confidentiality • Notice Group Dynamics • Trust that dialogue will take use deeper levels of understanding and acceptance.

  5. Multicultural Change Process Awareness Knowledge Skills Action

  6. Multicultural Change Intervention Matrix

  7. Diverse Community Foundations • Communities are built through building relationships of trust and commitment. • We all are doing the best we can (most of the time). • We don’t know all there is to know. • Just because you are, doesn’t mean you understand. • Oppression is pervasive and impacts us all. • Not our faults, but we must accept responsibility. • Conflict and discomfort are often part of growth. • Seek First, understand, then to be understood. • Practice some forgiveness and letting go. • Self-work and healing and are necessary for acceptance of others. • Acknowledge, Appreciate and Celebrate Progress. • There are no quick fixes. • Individuals and communities do grow and change. There is HOPE!

  8. Who Am I and What do I Bring? • I identify as _______________ on the following: *Race *Class *Gender *Age *Nationality *Religion *Ability *Sexual Orientation *Specify… • The identity(s) that impact me most…what this means for me is… • How I see these identities impacting my relationships with other faculty/staff, and students… • A time that I was treated as less than because of who I am… - How did you feel, and what did you do? • A time that I treated someone else as less than… - How did I feel and what did I do? • The things I struggle with in diversity…

  9. The Cycle of Oppression • Systematic Training • Stereotypes • Myths • Missing Information • Biased History • Resulting in: • Conscious & Unconscious Attitudes, Beliefs, & Actions • Denial • Collusion • Horizontal Hostility • Internalized Oppression or Dominance • Taught by: • Parents • Friends • Role Model • Institutions • Culture Oppression • Reinforced by Manifestations in Society • Personal • Cultural • Institutional

  10. Breaking the Cycle Experience Dissonance Question: Norms, Values, Roles and Rules • Resulting in: • Anger • Confusion • Pride • Empowerment • Educating Others • Interrupting the Cycle • Community • Redefining Ourselves: • Race • Gender • Age • Sexual Orientation • Religion/Spirituality • Class • Ability • Nationality • Which Will Call Us To: • Learn New Information • Unlearn Misinformation • Recognize/Analyze Stereotype • Move Beyond Our Comfort Zones

  11. Dominant Group: Classified as Normal and Right. Make the Rules. Define Truth. Is often unaware of dominance. Often knows less about “subs” than “subs” know about them. Are most comfortable with “subs” that share similar behavior and values to them. Hold to dominate culture beliefs often without examination. Subordinated Group: Often seen as less than or inferior. Abide by the rules or try to fit in. Have their truth and experiences questioned and often invalidated. Know more about “doms” than the “doms” know about them. Often struggle with finding a balance between who they are and who they are told they need to be. Dominant and Subordinated Group Patterns

  12. Key Concepts of Dominant/Subordinated Dynamics • Not always about numbers • Visible and Invisible • Innate and Chosen • Multiple Group Memberships • Not always about individual behaviors or feelings • You didn’t ask for it and you can’t give it back

  13. Path to Competence – How the Journey Looks

  14. Path to Competence - Moving to Competence in Social Justice

  15. Dynamics of Difference and Key Concepts • Equal is not necessarily Equitable • Individual and Group Level Identity • Dominant and Subordinate Group • Identity Development (Internalized Oppression/Dominance) • Conscious and Unconscious Attitudes, Beliefs and Actions • Inheritance and Legacy • Privilege and Entitlement • Distinguishing Behavior • Intent versus Impact • Cumulative Impact • Triggers • Discretionary Power • Beyond “Either/Or” to “Both/And” Thinking

  16. Dialogue Traps • “Yeah But” • “That happens to me too” • “Can’t you just…” • “I know someone who…” • “I don’t see/feel that.”

  17. The 13 Commitments: Core Competencies & Skills for Building Community Across Difference • An Attitude and Willingness to Learn about yourself as well as others. • A firm grounding in Diverse Community Foundations. • An Understanding of the role that history, culture, context, and identity play in across difference interactions. • Ability to identify “dominant” and “subordinated” identities and group memberships for self and others. • Ability to identify “Dominant” group privileges and “Subordinated” group challenges • Ability to identify and understand individual and group level dynamics. • Ability to stay engaged in discomfort. • Ability to examine and learn from intent vs. impact • Ability to recognize and name dynamics of oppression within and across Dom/Sub Groups and understand the difference. • Ability to keep tough dialogues moving without shutting down participants. • An awareness of personal triggers and how to manage them. • Ability to exercise Effective Communications Skills, Especially LISTENING. • Ability to Authentic: Know that you’re not finished, but on a journey and committed to continued learning.

  18. Personal Action Plan • What do I pledge to Stop . . . . • What do I pledge to Start . . . • What do I pledge to Continue . . . From this day forth . . . .

  19. References Adams, M., Bell, L. A., & Griffin, P. (Eds.). (1997). Teaching for Diversity and Social Justice, A Sourcebook. New York, NY: Routledge. Pope, R. L., Reynolds, A. L., & Mueller, J. A. (2004). Multicultural Competence in Student Affairs. San Francisco, CA: Jossey-Bass. Wall, V. A., ACPA Director of Educational Programs and Publications for the American College Personnel Association (ACPA), College Student Educators International. White, J. L., & Henderson, S. J. (Eds.). (2008). Building Multicultural Competency: Development, Training, and Practice. Lanham, MD: Rowman & Littlefield Publishers, Inc. Contact: sborrego@csudh.edu

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