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5. Multiculturalism and Human Relations (12 hrs.)

5. Multiculturalism and Human Relations (12 hrs.). TCLEOSE LEARNING OBJECTIVES 07/28/4. Unit Goal: 5.1.To increase awareness of the role of multiculturalism in law enforcement. 5.1.1.Discuss key concepts and origins of prejudice. 5.1.2 Identify forms of prejudice.

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5. Multiculturalism and Human Relations (12 hrs.)

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  1. 5. Multiculturalism and Human Relations (12 hrs.) TCLEOSE LEARNING OBJECTIVES 07/28/4

  2. Unit Goal: 5.1.To increase awareness of the role of multiculturalism in law enforcement. • 5.1.1.Discuss key concepts and origins of prejudice. • 5.1.2 Identify forms of prejudice. • 5.1.3 Discuss personal prejudices. • 5.1.4. Define key functions of discrimination. • Unit Goal: 5.2. To increase the awareness of the importance of human relations in law enforcement. • 5.2.1. Discuss the importance of not allowing personal prejudices to affect professional behavior. • 5.2.2. Discuss the value of, respect for, and sensitivity to the feelings and needs of others. • 5.2.3. Discuss the public’s perceptions of and attitudes toward peace officers.

  3. Unit Goal: 5.1. To increase awareness of the role of multiculturalism in law enforcement.

  4. 5.1.1. Discuss key concepts of and summarize the origins of prejudice.

  5. DEFINITIONS: • Attitude is an organized and relatively unchanging combination of person's knowledge and feelings about someone or something that influences him/her to behave in a certain way in regard to that person or thing.

  6. Race generally refers to groups of people with common ancestry and physical characteristics. Since no 'pure' races remain, some prefer to avoid reference to race and instead discuss group differences under the heading of ethnicity.

  7. Ethnicity refers to shared culture and background. Members of an ethnic group usually have common ancestry and generally share language, religion, and other cultural patterns.

  8. Ethnocentrism is the act of regarding one's culture as the center of the universe and hence as the basis for allcomparisons with other cultures.

  9. Prejudice is an adverse judgment or opinion formed beforehand or without knowledge of or examination of the facts; bias.

  10. Culture - a way of thinking and acting based on tradition. Learned behavior passed down from one generation toanother.

  11. Discrimination - to act on the basis of prejudice • (American Heritage Dictionary, 2nd edition)

  12. WHO IS PREJUDICED? • Prejudice is a universal ill. All of us have some kind of prejudice. As we learn about other cultures and people who are different from us, we learn to judge them relative to the norms of our own cultural group. The key is to be aware of the prejudices, to work at reducing their impact in our lives, and to keep our prejudices out of our job performance.

  13. THE FUNCTIONS OF PREJUDICE: • Ethnocentrism provides a source of egotistic satisfaction, through comparing others with oneself. • Stereotype and Categorical Treatment afford a convenient grouping for people of whom one is ignorant. Lumping such people together under a popular stereotyped description saves time and thought and affords a convenient grouping.

  14. Scapegoat provides a convenient group or person to blame when things go wrong in one's personal life or in thecommunity. (scapegoating). • Projection provides an outlet for projecting one's tensions and frustrations onto other people.

  15. Authoritarian personality symbolizes one's affiliation with a more dominant group. • Societal Strain (Fear and Insecurity) owes justification for various types of discrimination which are thought to be of advantage to the dominant group.

  16. It is important to be aware of one's biases, so that one can double check decisions to ensure accurate and fairdecision-making.

  17. FOUR BASIC FEELINGS OR ATTITUDES HARBORED BY MOST PREJUDICED PERSONS:

  18. Feeling of superiority • Self-assured feeling on the part of certain individuals that they are superior or better than others which is frequently expressed in inappropriate jokes. Disparaging remarks directed to those regarded as inferiors, such as, lazy, too aggressive, stupid, tricky, deceitful, clannish, pushy, and others.

  19. Others are strange and different • A feeling that the other group is alien or different which promotes the social exclusion of members of a particular group and blocks any acceptance of a person on individual merit. These feelings foster aversion, dislike, or even open hostility against persons of a different group.

  20. Proprietary claims • A belief that as a member of the group, the individual is entitled to exclusive or prior rights in a certain area.

  21. Fear • Fear is basic to prejudice. It excites the emotions to the point of overshadowing rational judgment. A belief thatsomeone is trying to intrude and threatens the things that belong to us.

  22. Note to the instructor: In the same scenarios, have the students identify these feelings or attitudes in each scene.

  23. 5.1.2. Identify forms of prejudice.

  24. FORMS OF PREJUDICE: • Racial • Ethnic • Gender • National origin* • Political affiliation • Authority figures, e.g., police, government, teachers, parents.

  25. FORMS OF PREJUDICE: • Sexual orientation • Differently abled • Religious • Age • Economic/occupational • Weight • Physically challenged

  26. Individual personal preferences, e.g. family feuds; antagonism between work departments like Vice and Patrol.

  27. “In Paris they simply stared at me when I spoke to them in French. I never did succeed in making those idiots understand their own language.”Mark Twain

  28. Note to the instructor: In the same scenarios, have the students label the types/forms of prejudice being displayed.

  29. Refer back to the panel discussion and label local prejudice/discrimination.

  30. 5.1.3. Discuss personal prejudices.

  31. The foundation of our government is found in the Preamble to the Declaration of Independence that "all men are created equal." The democratic creed includes the value of respect for each individual. There is a gap between creed and deed.

  32. Refer to IRG: Personal inventory.

  33. Note to the instructor:During discussion of the personal inventories, use the course content in this section to highlight important points.

  34. Other concepts about human relations from the social scientists:

  35. Every individual is entitled to equal rights and dignities. They are entitled to them by virtue of being human.

  36. The right to be free implies the right to be different.

  37. We should try to understand people different from us.

  38. All people share certain common needs: • social needs • health • employment • shelter • food, and • positive self-image

  39. Bill of Rights for Americans

  40. Individuals should be evaluated on their merit. Because it is easier, we tend to categorize people and make judgments about them rather than evaluate them on their individual character. This leads to stereotyping.

  41. Democracy cannot work for some unless it works for all.

  42. Note to the instructor:Go back once more to the scenarios and have participants apply these concepts to the solutions and possibilities ineach scene.

  43. 5.1.4. Define key functions of discrimination.

  44. FUNCTIONS OF DISCRIMINATION: • Tends to reinforce prejudice concerning the group's alleged inferiority. • Discrimination by any group limits the other groups' effectiveness in business, education, political office, and so forth. • Affords an avenue to economic exploitation of the group being discriminated against.

  45. Unit Goal: 5.2. To increase the awareness of the importance of human relations in lawenforcement.

  46. 5.2.1. Discuss the importance of not allowing personal prejudices to affect his/her professional behavior.

  47. The role of the Peace Officer includes: • ENFORCING LAWS IN AN IMPARTIAL MANNER AND SUPPORTING THE CONCEPT THAT ALL PERSONS, INCLUDING CRIMINAL JUSTICE PERSONNEL, ARE EQUALLY SUBJECT TO THE LAW AND WILL BE TREATED EQUALLY BY IT.

  48. Several assumptions about this role underlie the following discussion and the intent of this section. An awareness ofthese assumptions (even though you may not agree entirely with all of them) is imperative.

  49. We assume that impartial enforcement of the law:

  50. requires that no person be treated unfairly, unjustly, or with bias or prejudice. It also requires that no person be given more favorable treatment by the law by being given better service, more considerate treatment, or more lenient punishment than any other person would receive for the same reason. The critical guideline is not favoring one more than another in the same situation.

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