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LEARNING ABOUT HUMAN DIFFERENCES:. ENGAGEMENT AND EDUCATION JESSICA HENDERSON DANIEL, PhD, ABPP Minneapolis, MN October 29, 2007. ENGAGEMENT. RELEVANT PERSONAL AWARENESS OF THE PERSPECTIVES OF PERSONS WHO ARE DIFFERENT FROM ONESELF. COMPLEXITY RECOGNIZED. NOT EASY
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LEARNING ABOUT HUMAN DIFFERENCES: ENGAGEMENT AND EDUCATION JESSICA HENDERSON DANIEL, PhD, ABPP Minneapolis, MN October 29, 2007
ENGAGEMENT • RELEVANT • PERSONAL • AWARENESS OF THE PERSPECTIVES OF PERSONS WHO ARE DIFFERENT FROM ONESELF
COMPLEXITY RECOGNIZED • NOT EASY • CULTURAL COMPETENCY IS A CONCEPT THAT NEEDS TO BE DECONSTRUCTED • HOW DO I START?
DECONSTRUCTION • MANY PIECES • RECOGNITION OF PATTERNS AND RELATIONSHIPS • FALSE STARTS: UNCLEAR ABOUT WHAT GOES TOGETHER AND WHERE TO PLACE PIECES
ENGAGEMENT • INTRIGUED BY THE CHALLENGE OF THE MANY PIECES • A WORK IN PROGRESS • SERIAL WORKER—TO UNDERSTAND ONE ASPECT IS NOT ENOUGH
LEARNING ABOUT HUMAN DIFFERENCES • MANY PARTS-SOME PARTS MORE EASILY PLACED THAN OTHER PARTS • APPEARS TO TAKE TIME—A PROCESS • MULTIPLE LEARNING—NOTJUST ONE
PARTS • COGNITION-FACTS, PERCEPTIONS, CONNECTIONS, AND PATTERNS • DIFFERENT AFFECTIVE STATES-ANGER, SADNESS, DISBELIEF, SHAME, GUILT, FRUSTRATION, HOPELESSNESS AND HOPE
THE PROCESS • THE CENTER—THE INDIVIDUAL • SURROUNDING THE CENTER • BACKGROUND-PERSONAL AND PROFESSIONAL RELATIONSHIPS, COMMUNITY, AND “CULTURE”
CULTURE • BELIEFS • VALUES • MATERIAL OBJECTS IMPACT SOCIAL BEHAVIORS PERCEPTIONS OF EXPERIENCES
HUMAN DIFFERENCES THE CONCEPT OF TARGET AND NON-TARGET GROUPS OPPRESSION—”LESS THAN” Visions, Inc (2003)
TWO GROUPS FACULTY INTERNS AND FELLOWS
WHO ARE THEY? SOCIALIZATION ACROSS THREE GENERATIONS EVENTS AND CHANGES DURING ONE’S LIFETIME PERCEPTIONS OF THE ABOVE—YOURS AND OTHERS
WHERE DO I FIT? • MODAL AGE GROUP IN APA-46-60 YEARS OF AGE (41.3%) 2005 DATA-BORN BETWEEN 1945 AND 1959 • ELEMENTARY SCHOOL-ENTERED BETWEEN 1951 AND 1965 • HIGH SCHOOL—ENTERED BETWEEN 1960 AND 1974 • COLLEGE—ENTERED BETWEEN 1963 AND 1977
SOURCES OF SOCIALIZATION • GREAT-GRANDPARENTS, GRANDPARENTS AND PARENTS • GREAT GRANDPARENTS BORN-1870-1884 • GRANDPARENTS BORN—1895-1909 • PARENTS BORN-1920-1934
POTENTIAL MESSAGES • IMPACTED BY RECONSTRUCTION • WORLD WAR I • RACE WARS AFTER WORLD WAR I • THE DEPRESSION • THE GREAT MIGRATION TO THE NORTH
ISMS • EXISTED BUT WERE NOT NAMED • THE PIECES • SUGGEST A ONE “ISM” APPROACH • KEEP IN MIND A RANGE OF “ISMS”
RACISMAN EXAMPLE • FACTS--COGNITIONS • FEELINGS—AFFECTIVE STATES
RACE AND ETHNICITY • RACE IS THE SOCIAL CONSTRUCTION OF PEOPLE INTO GROUPS BY PHENOTYPE • ETHNICITY REFERS TO THE CULTURES WITHIN THE RACIAL CATEGORIES
THE THREE ERAS:COGNITION AND AFFECT • RACE AS HIERARCHY • RACE FROM A COLOR EVASIVE AND POWER-EVASIVE PERSPECTIVE • RACE AS DIFFERENCE TO BE VALUED AND CELEBRATED
DISCOURSE • RACE AS HIERARCHY EXISTED AS DOMINANT DISCOURSE UNTIL THE CIVIL RIGHTS ERA • CIVIL RIGHTS ERA—EVASIVE CONVERSATIONS • RACE AS VERTICAL NOT HORIZONTAL DIFFERENCE—IN PROGRESS
HISTORY MATTERS • THE DISCOURSE HAS NOT JUST BEEN BLACK AND WHITE • 14TH AMENDMENT THAT MADE NEGROES CITIZENS—DELIBERATELY EXCLUDED AMERICAN INDIANS AND CHINESE PERSONS FROM THE AMENDMENT
CITIZENSHIP • AMERICAN INDIANS BECAME CITIZENS IN 1924 • UNTIL 1952, IN ORDER TO BECOME A NATURALIZED CITIZEN IN THE US, ONE HAD TO BE DESIGNATED NEGRO OR WHITE • POC CHALLENGED AND LOST THIS LAW ; MOST DECLINED TO BECOME CITIZENS
PEOPLE OF COLOR • IMAGES ACROSS THE YEARS • NEGROES, BLACKS , AFRICAN-AMERICANS • AMERICAN INDIANS • CHINESE • FILIPINOS • PUERTO RICANS • JAPANESE
DISTORTIONS AND SOCIAL DISTANCE • CREATING THE SENSE OF THE OTHER • IMAGES ON MERCHANDISE • CARTOONS—POLITICAL, AT THEATRE AND ON TV • MOVIES—WHITES WHO PLAYED POC; STEREOTYPICAL IMAGES • TELEVISION—ABSENCE DURING MOST FIRST 40 YEARS; FIRST INTACT BLACK FAMILY WAS “GOOD TIMES”
IN YOUR LIFETIME • WORLD WAR II 1 MILLION BLACKS WERE IN THE ARMED FORCES ALL JAPANESE UNIT—THE MOST DECORATED POC WERE SERVICEMEN-MEXICAN-AMERICANS, CHINESE-AMERICANS, FILIPINOES,AMERICAN INDIANS, ETC MOVIES OFTEN OMIT THEM
PARTS • WHERE DO THEY FIT? • HOW DO THEY FEEL?
60’S AND 70’S • CIVIL RIGHTS MOVEMENT—RELATED TO THE REMOVAL OF IMMIGRATION QUOTAS • VOTING RIGHTS ACT • AFFIRMATIVE ACTION • DESEGREGATION
80’S • THE BEGINNING OF RE-SEGREGATION • HOUSING • SCHOOLS
INTERNS AND FELLOWS • AGE GROUP 26-36 YEARS OF AGE AND BORN BETWEEN 1971 AND 1981 • ELEMENTARY SCHOOL-ENTERED BETWEEN 1976 AND 1986 • HIGH SCHOOL-ENTERED BETWEEN 1986 AND 1996 • COLLEGE-ENTERED BETWEEN 1989 AND 1999
SOURCES OF SOCIALIZATION • GREAT-GRANDPARENTS, GRANDPARENTS AND PARENTS • GREAT GRANDPARENTS BORN- 1905 AND 1915 • GRANDPARENTS BORN-1927 AND 1937 • PARENTS BORN- 1949 AND 1959
POTENTIAL MESSAGES • CIVIL RIGHTS ERA ERADICATED INEQUALITIES • RE-SEGREGATED SCHOOLS ARE THE NORM • MOVEMENTS ARE A THING OF THE PAST—WOMEN AND CIVIL RIGHTS • MEDIA ARE INFORMATION SOURCES ABOUT THE “OTHER” • BEING PC IS IMPORTANT
ISMS • WERE TAKEN CARE OF DURING THE 60’S AND 70’S • TAUGHT A HISTORY OF US THAT MAY NOT HIGHLIGHT THE LIVES OF TARGETED GROUPS- LIMITED COGNITION AND LIMITED AFFECTIVE RESPONSES • DO NOT KNOW, MAY NOT WANT TO KNOW
DISTORTIONS AND SOCIAL DISTANCE • THE HIP HOP ERA • TV A SOURCE OF OLD IMAGES-MOVIES, CARTOONS AND TV SHOWS • LIMITED CONTACT WITH POC-DUE TO HOUSING AND EDUCATION PATTERNS • NEWER TV SHOWS-STEREOTYPICAL IMAGES • MEDIA NEWS IMAGES OF POC
FACULTY AND STUDENTS • IMPACTED BY SEGREGATION AND RESEGREGATION • LEARNING ABOUT DIVERSITY-INVOLVES UNLEARNING, RELEARNING AND LEARNING FOR THE FIRST TIME
UNLEARNING • STEREOTYPES • CLUSTERING ALL GROUPS UNDER ONE RACIAL HEADING • COGNITIONS • AFFECTIVE STATES BASED ON THOSE COGNITIONS
RELEARNING • THE HISTORY OF THE US-NEW INFO-COGNITION • THE HISTORY OF THE US—IMPACT ON AND PERCEPTIONS OF POC—AFFECTIVE STATES
LEARNING FOR THE FIRST TIME • RECOGNITION THAT PERSONS ARE MEMBERS OF RACIAL-ETHNIC GROUPS AND INDIVIDUALS---HOLDING BOTH AT THE SAME TIME • THINKING ABOUT THE CHALLENGES OF RELATIONSHIPS ACROSS RACIAL-ETHNIC DIFFERENCES
OUR INDIVIDUAL LEARNING • UNDERSTANDING INDIVIDUAL DIFFERENCES BEGINS WITH KNOWING ONESELF • INFORMATION MAY HAVE AFFECTIVE LOADING • WE ARE ALL WORKS IN PROGRESS
TEACHING ABOUT DIVERSITY • WORK AS AN INDIVIDUAL • FROM THAT EXPERIENCE—HELPING STUDENTS WITH THEIR OWN PERSONAL JOURNEYS
RESULTS • INCLUSIVE AND INFORMED PRACTICE WITH A RANGE OF PATIENTS • CULTURALLY INFORMED QUESTIONS FORMED BY RESEARCHERS • A DISCIPLINE THAT IS READY TO BE GLOBAL—THE PEOPLE IN THE US LOOK LIKE THE PEOPLE IN THE WORLD
ENGAGED LET THE LEARNING BEGIN Thank you