Dimensions of Diversity Introduction to Diversity

1. Dimensions of DiversityIntroduction to Diversity UNIT TWO Texas Commission On Law Enforcement Course # 3939

2. LEARNING OBJECTIVES Learning Objective 2.0: the participant will be able to examines one’s own cultural diversity and how your identity impacts your relationships with others . Learning Objective 2.1: the participant will be able to define the term culture. Learning Objective 2.2: the participant will be able to understand, articulate and discuss the Cultural Perspective. Learning Objective 2.3: the participant will be able to explain where our “cultural programming” comes from.

3. Learning Objective 2.4: the participant will be able to describe cultural “road map” as it relates to their current behaviors and attitudes. Learning Objective 2.5: the participant will be able to explain stereotypes and their role in cultural diversity. Learning Objective 2.6: the participant will be able to list examples of “cultural rules”. Learning Objective 2.7: the participant will be able to describe the strategies in building “cross-cultural competencies”. Learning Objective 2.8: the participant will be able to demonstrate “cultural filters” on automatic.

4. Learning Objective 2.9: the participant will be able to describe the Cultural Orientation Model. Learning Objective2.10: the participant will be able to discuss the development of Diversity Competence. Learning Objective 2.11: the participant will be able to solve scenario problems on “culture clash” Learning Objective 2.12: the participant will be able to summarize how culture relates to the dimensions of diversity model as described in Unit Goal 1.

5. Unit 2.0 To examines one’s own cultural diversity and how your identity impacts your relationships with others.

6. “There exist a great variety of landscapes that are representative of the different regions of the world. Being the combined work of nature and humankind, they express a long and intimate relationship between peoples and their natural environment.

7. abstract invisible Ideas, ideals, beliefs concrete temporary visible behavior cultural landscapes concrete permanent visible

8. Cultural Landscapes “Cultural landscapes testify to the creative genius, social development, and the imaginative and spiritual vitality of humanity. They are part of our collective identity.”

9. 2.1 DEFINE CULTURE “Culture The body of learned beliefs, traditions, principles and guides for behavior that are shared among members of a particular group”. Learned Behavior

10. Where is the Cultural Diversity Here?

11. Values, beliefs, and behaviors common to a large group of people to include: • Shared language • Folklore • Ideas and thinking patterns Like Americans

12. Values, beliefs, and behaviors common to a large group of people to include - Continued: • Communication styles • Similar “truths” and life expectations

13. The definition of culture includes: • The body of learned beliefs, traditions, principles and guides for behavior that are shared among members of a particular group Learned Beliefs

14. Culture serves as a road map for both perceiving and interacting with the world. • It is not inherited but instead shaped by the social context in which we learn.

15. 2.2. Discuss the Cultural Perspective The cultural perspective is comprised of core elements that help define us as individuals. These attributes influence how we function in all areas of our life.

16. Because these attributes are less “visible,” often they are not readily seen as aspects of an individual’s diversity.

17. 2.2 Cultural Perspective The cultural perspective is comprised of core elements that help define us as individuals. These attributes influence how we function in all areas of our life. Because these attributes are less “visible,” often they are not readily seen as aspects of an individual’s diversity.

18. 2.2. Cultural Perspective Comprised of core elements that help define us as individuals • Economic class • Education • Geographic location • Language • Religion • Life experience • Military experience • Marital Status -Domestic Partnership • Parental Status • Values

19. 2.3. Explain where our “cultural programming” comes from • Culturally programmed by age 3 • Born into culture and programmed in our belief system • Acceptance without question

20. Additionally: • Culture determines our behavior and attitudes • No one is culture free • Most cultural rules are never written • We interpret other people’s behavior through our own cultural software

21. Where did our cultural programming come from? Class Exercise write in each of the outer circles, various influences to their cultural programming. Then next to each circle write the most important rules, norms, and values they learned from that source. Discuss with group. Turn to page 13 in your handout

23. Examples of cultural programming - Beliefs: • You can’t teach a dog new tricks… • Big boys don’t cry… • If you lay down with dogs… These examples often represent cultural attitudes that can be inaccurate.

24. Beliefs Values Norms Ed Level Biases Culture Custom Exper- iences 24

25. Discuss ion with group What are some of the important rules, norms, and values from your list from each source you listed? How & why are these important?

26. 2.4. Describe your cultural “road map” as it relates to your current behaviors and attitudes Culture can be defined as the body of learned beliefs, traditions, principles, and guides for behaviors that are shared among members of a particular group. Culture serves as a “road map” for both perceiving and interacting with the world.

27. Class Exercise #2 Each student will design a sort of “road map” depicting their personal culture. This could be done individually or as a group experience.

28. Education Work Place Class Age Sexual Orientation Health Income Influences To cultural Programing Marital Status Parental Status Gender Geographic Location Ethnicity Race Other Religious Beliefs

29. 2.5. Explain stereotypes and their role in cultural diversity • Misinformation • “Mental Tapes” • “Mental File Process

30. Misinformation Some of the misinformation given to us can constitute a stereotype If you repeat a lie enough times you become a misinformation specialist

31. “Mental Tapes” These stereotypes become “mental tapes” that affect what we think and feel about situations, people and our environment.

32. “Mental File Process” Our mental data base plays these “mental tapes” play automatically through our behaviors and learned responses.

33. So, how does this process work? When we stereotype, we place a person in a particular “mentalfile.” This “mental file” is not necessarily based on information gained through knowledge about or personal experience with the particular person.

35. Stereotype Rather, their assignment could be based on what we believe about a group to which the person belongs.

36. Perception - Beliefs Verses REALITY

38. 2.6. List examples of “cultural rules” • Each culture sets expectations or “societal rules” for expected behavior • Cultural rules provide a framework for imparting meaning

39. We learn these rules as children • By following these rules we reduce conflict….avoid dangerous open pits

40. Many of these rules become internalized subconsciously and enter our day to day behavioral actions. They become habits. Examples: • Ethics and habits • Making friends or enemies

41. Examples - Continued: • Sense of time and punctuality • Male/female roles and relationships • Manners and showing respect for others

43. These cultural rulesare so ingrained that when we see someone violating or behaving contrary to one of these rules we interpret the behavior as wrong. List some examples of these rules…

44. Class Exercise • Let’s list additional cultural rules and distinguish rule differences per cultural background. • These cultural rules are so ingrained that when we see someone violating or behaving contrary to one of these rules we interpret the behavior as wrong.

45. 2.7. Describe the strategies in building “cultural cross-cultural competencies” Managing an increasingly diverse population requires cross-cultural competencies.

46. In any organization you need to build effectiveness across national, state, organizational, team and interpersonal barriers. Successful cross-cultural players are generally flexible and possess a broad behavioral repertoire

47. Effectiveness across national, state, organizational, team and interpersonal barriers • Successful cross-cultural players are generally flexible and possess a broad behavioral repertoire Repertoire: range of resources that somebody has: the range of techniques, abilities, or skills that somebody or something has

48. 2.8. Demonstrate “cultural filters” on automatic Cultural filtersact in the following ways: • Automatic responses • Refer to our “mental file” instead of information gained from knowledge or experience • Reticular Activating System (RAS)

49. They do not give us misinformation on purpose but rather as a result of misinformation passed down to us as children. Some of these messages came to us in forms of stereotyping or “mental tapes” that affected how we felt about and responded to certain groups of people. These responses are automatic.