KNOWLEDGE-BASED DIVERSITY

TRAINING MODULES

for FACILITATORS

CONTENTS: WHY, WHAT, HOW, WHERE

by

FORREST D. TOMS, Ph.D.

MASILA MUTISYA, Ed.D.


THE BOY SCOUTS OF AMERICA KNOWLEDGE-BASED DIVERSITY TRAINING MODULES

CONTENTS: WHY, WHAT, HOW, WHERE

BY:

FORREST D. TOMS, Ph.D.

MASILA MUTISYA, Ed.D.

TRAINING RESEARCH AND DEVELOPMENT, INC.

1130 24th Avenue Place, N.E.

Hickory, NC 28601

(704) 327-2957

WHY

As we approach the 21st century, diversity awareness has not only become essential, but it is a crucial tool in developing skills to function in America's society. It is also a critical tool to function on the international level. The dual role for leaders, managers, and educators is to develop their awareness and to instill diversity awareness in the people for whom they are responsible. Leaders, managers, and educators must also create a challenging need for a knowledge base. Experts in diversity agree that the question is no longer whether diversity is important. It is whether one's knowledge base can adequately prepare them to lead and gain a competitive edge at their sphere of inuence.

These training modules are designed to increase the participant's knowledge base. They are also to improve one's skills in dealing with people effectively in a diverse workforce. The articles used as references for discussion were selected from their themes. Their themes specifically reect the aspects and issues of concern in diversity awareness. The articles are not limited to the themes or topics under which they are assigned. They are to provoke one's thinking toward an awareness and sensitivity to other cultures. Thus, understanding diversity is a strength and not a weakness. The articles are to be used as catalysts for discussions.

WHAT

The main goal of this package is to increase one's knowledge to function in a diverse workforce. This goal will be achieved through:

* reading the assigned articles (ten articles);

* participating in group discussions; and

* making a commitment at individual and group levels in implementing the learned awareness and skills.

HOW

The discussion includes ten sessions. Each participant must read the assigned article for the particular session before the discussion. The discussions can be held during lunch, a brown bag or catered lunch. Before each discussion, the facilitator should make the participants aware of the norms or rules of discussion and the expected outcomes. You must be aware that communication occurs at two levels, personal and content. At the personal level, comments or reactions are focused at an individual's own values. This can make people uncomfortable and inhibit openness. It is advisable to stay on the content level to maintain open participation of each in the group. This approach to the discussion makes it free of personal judgements or stereotyping. It eliminates the fear of expressing one's opinion. Thus, one's attitude and how they communicate determines the relationship and outcome between them and others.

SESSIONS FORMAT

Each discussion session should include the following.

* A 30 minute lecturette or viewing a videotape related to the article assigned for that session and theme.

* 15 minutes in a small group discussion.

* 15 minutes in a large group discussion.

WHERE

Sessions might be held in an atmosphere where participants can relax and not feel coerced to share. The purpose of participating in these discussions is merely for increasing self and group awareness. These discussions also help the participants function better in the organization where they work together with other colleagues. The "Motto" should be to "Improve" and not to " Prove." CONCEPTUAL FRAMEWORK ON DIVERSITY

GENERAL OVERVIEW

The goals of this module are to establish a conceptual framework and to create an awareness necessary to better understand the approaches to diversity.

OBJECTIVES

To provide participants the opportunity to:

* Create a reactive response to the concept of diversity.

TIME REQUIRED

60 minutes

ROOM/GROUP ARRANGEMENTS

Form small groups of 4-5 participants per group

MATERIALS REQUIRED

HANDOUT (At End of Module):

* Awareness-Knowledge- Skills

* Training Goals/Objectives

* My Role/Your Role

PROCESS POINTS

* Challenge of diversity requires the understanding of one another in a business or any organization. It is person centered, a learning process, and its interactions are personal and cannot be delegated like driving. Thus, it involves personal behavior as well.

* Successful intercultural communication involves changes and behaviors. The individuals involved should be willing and have the skills needed to generate positive outcomes.

* The purpose of planned framework is essential. It involves conscious arrangements of related information which we are aware of that inuence our actions. It also enables us to balance interactions and reasoning capacities.

* The degree to which we understand our own framework and others are often the degree to which we achieve unthreatened and successful human interactions.

SMALL GROUP DISCUSSIONS

1. Facilitator distributes exercise handout.

2. Participants form small groups with 4-5 participants per group. Facilitator should encourage participants to form groups with colleagues they know the least about. Each group should be as culturally, racially, and sexually diverse as possible.

3. Each group chooses a group facilitator who will be responsible for insuring that everyone participates in the exercise and keeping the process moving. Small group leaders should discourage group members from dominating the discussion.

4. The program consists of a series of open-ended statements. Group members should complete each statement orally. (Do not write on exercise handout.)

5. Facilitator should remind small groups that all discussions within the group are confidential.

6. Participants are instructed not to skip items and to respond to each one in the order in which it is presented.

7. If there are no questions regarding the directions, please begin. Emphasize this exercise is process and not task-oriented. The primary goal is not to complete the exercise but to create an atmosphere for discussion of diversity issues.

HANDOUT

The following questions can be used to stimulate discussion on the meaning of culture. You may ask questions such as:

1. What is culture to you?

2. What do you consider as your cultural background?

3. Is it important to you to understand your cultural heritage?

4. Why do you think it is important or unimportant to others?

AFFIRMING AND VALUING DIVERSITY

GENERAL OVERVIEW

The goal of this module is to establish the need to know our culture.

OBJECTIVES

To provide participants the opportunity to:

* Talk about culture as a distant and abstract concept.

* Explore one's ancestral culture adds to what one calls the "American Culture."

* Understand that because a person has a different culture does not mean they automatically know about it without being actively engaged to learn it.

TIME REQUIRED

60 minutes

ROOM/GROUP ARRANGEMENTS

Form small groups of 4-5 participants per group

MATERIALS REQUIRED

HANDOUT (At End of Module):

* Why Diversity?

PROCESS POINTS

* Learning about one's culture is an active process. Just because you are born in a culture does not mean you automatically know that culture.

* Historic events can lead to self denial for some people who could blend in. For example, Europeans who were discriminated against by early European immigrants resulted in self denial. Some have chosen to change their names and identities to be accepted by others. Some White-Americans do not see the need to learn about their cultural heritage because they are not in a minority status or a disadvantageous position. Thus, convincing such a person without getting them to appreciate why is important to have pride in one's cultural heritage can be difficult.

Equally important to discuss is how someone, who does not appreciate their cultural heritage, may not see the necessity of others who do. This is especially true when a person in a decisionmaking position needs to advocate for such a person as themselves.

SMALL GROUP DISCUSSIONS

1. Facilitator distributes exercise handout.

2. Participants form small groups with 4-5 participants per group. Facilitator should encourage participants to form groups with colleagues they know the least about. Each group should be as culturally, racially, and sexually diverse as possible.

3. Each group chooses a group facilitator who will be responsible for insuring that everyone participates in the exercise and keeping the process moving. Small group leaders should discourage group members from dominating the discussion.

4. The program consists of a series of open-ended statements. Group members should complete each statement orally. (Do not write on exercise handout.)

5. Facilitator should remind small groups that all discussions within the group are confidential.

6. Participants are instructed not to skip items and to respond to each one in the order in which it is presented.

7. If there are no questions regarding the directions, please begin. Emphasize this exercise is process and not task-oriented. The primary goal is not to complete the exercise but to create an atmosphere for discussion of diversity issues.

HANDOUT

The following questions can be used to stimulate discussion on the meaning of valuing and affirming diversity. You may ask questions such as:

1. How do you value diversity?

2. What issues do you face when valuing diversity?

3. How do you value other cultures when affirming yours?

4. How do you value your own culture?

GENDER AND DIVERSITY IN THE WORK-

PLACE

GENERAL OVERVIEW

The goal for this module is to explore, develop, and understand that gender is a very critical issue in the workplace.

OBJECTIVES

To provide participants the opportunity to:

* Expose the conditions that can increase and decrease biases in promoting women.

* Expose the ambiguity that enhances the behavior of gender discrimination.

TIME REQUIRED

60 minutes

ROOM/GROUP ARRANGEMENTS

Form small groups of 4-5 participants per group

MATERIALS REQUIRED

HANDOUT (At End of Module):

*

PROCESS POINTS

* Gender stereotypes are common. Culture wide beliefs about how men and women differ in qualities and characteristics are also common.

* Stereotypes as facts: Some of the overt stereotypes that exist and present challenges on how we can defuse them are as follows. Traditionally, women were loved and protected as wives, mothers and sweethearts. At work, they were accepted as subordinate, nurturing and in service roles. You may want to brainstorm how these stereotypes exist today and the best ways to diffuse them in the workplace.

Stereotypes as facts: Some of the overt stereotypes that exist for men are as follows. Men were intelligent, rational, objective, independent, aggressive, ambitious and responsible. Women, however, are seen as less intelligent, more sensitive/subjective, intuitive, emotional, dependent, warm, nurturing and accommodating. Men are seen to be the authority both at home and in the workplace.

* Stereotypes on gender expectations are not only descriptive but prescriptive. Thus, you can discuss how difficult it is to erase such internal stereotypes as values in today's society. The most important point is not to minimize the degree that gender stereotypes are a real complex issue.

* Gender differences: ones that are learned or are born with.

* Despite training experiences and expectations, both men and women possess "masculine" and "feminine" traits. At some degree, many possess both types of traits in virtually equal degrees. This mixing of masculine and feminine traits in the same person is usually unnoticed or disregarded. We notice what we expect, what we ignore, discount or reinterpret and what we do not expect.

* Despite the changes in conscious beliefs, for perceptual bias, stereotypes still operate as implicit knowledge.

SMALL GROUP DISCUSSIONS

1. Facilitator distributes exercise handout.

2. Participants form small groups with 4-5 participants per group. Facilitator should encourage participants to form groups with colleagues they know the least about. Each group should be as culturally, racially, and sexually diverse as possible.

3. Each group chooses a group facilitator who will be responsible for insuring that everyone participates in the exercise and keeping the process moving. Small group leaders should discourage group members from dominating the discussion.

4. The program consists of a series of open-ended statements. Group members should complete each statement orally. (Do not write on exercise handout.)

5. Facilitator should remind small groups that all discussions within the group are confidential.

6. Participants are instructed not to skip items and to respond to each one in the order in which it is presented.

7. If there are no questions regarding the directions, please begin. Emphasize this exercise is process and not task-oriented. The primary goal is not to complete the exercise but to create an atmosphere for discussion of diversity issues.

HANDOUT

The following questions can be used to stimulate discussion on gender and diversity in the workplace. You may ask questions such as:

1. What is gender stereotyping to you?

2. How does sexism or gender effect you?

3. If you are a woman, define what the man's role is in the workplace. If you are a man, define what the woman's role is in the workplace.

4. How does your understanding of diversity inuence your position on the role a man or woman should take in the workplace?

5. Given the state of the country today, how has your attitude or belief changed on gender stereotyping since entering in the workplace? Why has your attitude or belief changed?

ETHNICITY AWARENESS: WHITE AWARE-

NESS

GENERAL OVERVIEW

The goal of this module is to explore the most ignored aspect of "White Awareness."

OBJECTIVES

To provide participants the opportunity to:

* Learn how to be positive participants in a richly pluralistic nation.

* Focus on the positive aspects and strategies to deal with negatives relative to history.

TIME REQUIRED

60 minutes

ROOM/GROUP ARRANGEMENTS

Form small groups of 4-5 participants per group

MATERIALS REQUIRED

HANDOUT (At End of Module):

* Cultural Self-Awareness

PROCESS POINTS

* Most of the work in race relations focus on people of color (minority). While this is important, we must understand that elevation of the marginalized group raises conscious to the dominant. As the demographics shifts, they raise a need to take a closer look at the changing role of White-Americans. Some White-Americans may not be comfortable with the changes, however real they are.

* Overt acts have been on the increase. Racial conicts, racism, and hate groups increase fear, anger and ignorance. This promotes such groups and especially the alienated, disenfranchised and uneducated segments of mainstream's society.

* Many White-Americans are still committed to their continuation of dominance by any means necessary.

* The challenge is how can we better teach in a nonracial and peaceful transition? We believe that is what diversity and multicultural education is attempting to do. However, it is still a big challenge to inuence White-Americans on the need to embrace diversity.

* Other important issues are raised in the article. First, commonalities and similarities, although similar, is that most Americans are immigrants. Some tend to trace their ancestry loosely. This is an actively chosen option that many White-Americans choose to disassociate with their ancestry -- White-Americans repulse the appellation "European American" for wanting to forget the past.

* Facts: European-Americans are diverse people who vary broadly in origin. They also vary politically, religiously, economically and in lifestyle. The nation of melting pot leads to promote ignorance of the people's ethnic history that has been consciously and actively dismantled in pursuit of neutrality and accommodation of assimilation.

* We must recognize the suffering of White-American ethnic groups when raising their awareness on diversity.

SMALL GROUP DISCUSSIONS

1. Facilitator distributes exercise handout.

2. Participants form small groups with 4-5 participants per group. Facilitator should encourage participants to form groups with colleagues they know the least about. Each group should be as culturally, racially, and sexually diverse as possible.

3. Each group chooses a group facilitator who will be responsible for insuring that everyone participates in the exercise and keeping the process moving. Small group leaders should discourage group members from dominating the discussion.

4. The program consists of a series of open-ended statements. Group members should complete each statement orally. (Do not write on exercise handout.)

5. Facilitator should remind small groups that all discussions within the group are confidential.

6. Participants are instructed not to skip items and to respond to each one in the order in which it is presented.

7. If there are no questions regarding the directions, please begin. Emphasize this exercise is process and not task-oriented. The primary goal is not to complete the exercise but to create an atmosphere for discussion of diversity issues.

HANDOUT

The following questions can be used to stimulate discussion on ethnicity awareness: White Awareness. You may ask questions such as:

1. What is your view on White Awareness?

2. Where do you see White-Americans on the issue of diversity?

3. How do racial conicts effect White-Americans?

4. How does an ethnic group that has historically been dominant in its society adjust to a more modest and balanced role?

5. How do White-Americans learn to be positive participants in a richly pluralistic nation? ETHNICITY AWARENESS: AFRICAN-

AMERICANS

GENERAL OVERVIEW

The goal of this module is to explore the complexity of the African American cultural group as an important part of conceptual frame work on diversity.

OBJECTIVES

To provide participants the opportunity to:

* Identify misconceptions that lead to stereotyping of African-Americans.

* Establish perspective of integrity in viewing African-Americans as opposed to treating them as marginal to European-Americans.

TIME REQUIRED

60 minutes

ROOM/GROUP ARRANGEMENTS

Form small groups of 4-5

MATERIALS REQUIRED

HANDOUT:

* Critical knowledge in understanding African-Americans

PROCESS POINTS

* Although diversity and multicultural issues have focused on African-Americans, there are still many critical aspects that fail to be addressed that would improve this group's image and identity.

* African-Americans are normally viewed as an homogeneous group but quite the contrary it is a very diverse cultural group.

SMALL GROUP DISCUSSIONS

1. Facilitator distributes exercise handout.

2. Participants form small groups with 4-5 participants per group. Facilitator should encourage participants to form groups with colleagues they know the least about. Each group should be as culturally, racially, and sexually diverse as possible.

3. Each group chooses a group facilitator who will be responsible for insuring that everyone participates in the exercise and keeping the process moving. Small group leaders should discourage group members from dominating the discussion.

4. The program consists of a series of open-ended statements. Group members should complete each statement orally. (Do not write on exercise handout.)

5. Facilitator should remind small groups that all discussions within the group are confidential.

6. Participants are instructed not to skip items and to respond to each one in the order in which it is presented.

7. If there are no questions regarding the directions, please begin. Emphasize this exercise is process and not task-oriented. The primary goal is not to complete the exercise but to create an atmosphere for discussion of diversity issues.

* A distinction is necessary as to how lumping together the diverse people of Africa decent creates stereotypes about the people.

* It is important to recognize that there are differences in the way the African American view themselves intra-group wise. There is an involuntary group-those who were forced to come to America, and the voluntary group-those who are naturalized by their choice. The perceptions of these groups may differ whereby, the involuntary cultural group may be affected in various ways due to that the their resistance to cross the intercultural boundary with any other group because of the way they have been treated historically. Thus of these cultural groups can vary greatly as far integration in economic, educational, political, socialization and cultural. The stereotyping of these groups there fore tent to minimize the role in the societal dynamics.

HANDOUT

The following questions can be used to stimulate discussion on the understanding of African-Americans. You may ask questions such as:

1. What stereotypes do you know that are directed to African-Americans.

2. How did you learn these stereotypes

3. What kind of concerns do you have regarding this cultural group.

4. What the positive aspects of this cultural group?

5. What are the best strategies of eliminating negative aspects toward this cultural group?

ETHNICITY AWARENESS: ASIAN-

AMERICANS

GENERAL OVERVIEW

The goal of this module is to increase awareness on aspects of Asian-Americans as an important part of diversity.

OBJECTIVES

To provide participants with the opportunity to:

* Develop sensitivity towards Asian-Americans as part of the pluralism in American society.

* Diffuse negative racial aspects that hinter inclusion of this cultural group.

TIME REQUIRED

60 minutes

ROOM/GROUP ARRANGEMENTS

Form small groups of 4-5 participants per group.

MATERIALS REQUIRED

HANDOUT:

* Asian American Awareness

PROCESS POINTS

* Asian American like African American or any other group are a diverse cultural groups, both voluntary and also involuntary groups.

* Although it is assumed that the term Asian American has a racial basis especially form U.S. immigration historical perspective, the racial overtone is muted by the inclusion in the 1980 census of people from India in the "Asian and Pacific Islander" category; the had been regarded as whites prior to 1980. As result this aspect alone has an important implication in the way the rest of the society treats the Asian americans as minorities.

* While it is true that historically the Asian-Americans have faced discrimination ie. The 1882 anti-chinese Exclusion Act, which at the same time was followed by inux of Japanese immigrants later through diplomacy, integration of these different Asian immigrants has not been the same as for African American involuntary group or for native Americans or Hispanics in terms of economic, educational, political,social and cultural.

* Asian American tend to maintain both cultures (bicultural/bilingual). To an extent that policies were changed to respond to the cultural inclusion I.E LAU vs Nichols,1974 which is a bench mark of bilingual politics in America.

* Given the odds Asian-Americans tend to remain cohesive and have economic success better than other minority groups.

SMALL GROUP DISCUSSIONS

1. Facilitator distributes exercise handout.

2. Participants form small groups with 4-5 participants per group. Facilitator should encourage participants to form groups with colleagues they know the least about. Each group should be as culturally, racially, and sexually diverse as possible.

3. Each group chooses a group facilitator who will be responsible for insuring that everyone participates in the exercise and keeping the process moving. Small group leaders should discourage group members from dominating the discussion.

4. The program consists of a series of open-ended statements. Group members should complete each statement orally. (Do not write on exercise handout.)

5. Facilitator should remind small groups that all discussions within the group are confidential.

6. Participants are instructed not to skip items and to respond to each one in the order in which it is presented.

7. If there are no questions regarding the directions, please begin. Emphasize this exercise is process and not task-oriented. The primary goal is not to complete the exercise but to create an atmosphere for discussion of diversity issues.

HANDOUTS

The following questions can be used to stimulate discussion on asian American ethnicity awareness. You may ask questions such as:

1. In what ways are Asian American been discriminated against in comparison to other minority groups.

2. What aspects helped them preserve their culture despite of the assimilation policies.

3. How has the Asian American impacted on American Society economically, socially, educationally and politically

4. What are the stereotypes directed toward the Asian-Americans

5. What can be learned from this cultural group in terms of strengthening of American diversity?

ETHNICITY AWARENESS: HISPANIC and

LATINO-AMERICANS

GENERAL OVERVIEW

The goal of this module is to increase awareness of Hispanic-Americans as an important aspect of diversity.

OBJECTIVES

To provide participants with the opportunity to:

* Address stereotypes that distort the identity of the Hispanics and Latinos

* Recognize the impact these cultural groups have in the society

TIME REQUIRED

60 minutes

ROOM/GROUP ARRANGEMENT

Form small groups of 4-5 participants per group

MATERIALS REQUIRED

HANDOUT:

* Hispanic-Americans Awareness.

PROCESS POINTS

* Hispanic-Americans are a diverse cultural group comprising of ethnic origins (i.e. Mexicans, Puerto Ricans, Cubans and other Latin Americans).

* The distinction of the various differences are important due to social stigmas that have been attached to each group within the Hispanic community from pressures of assimilation.

* Hispanics nevertheless share some broad cultural values and a common language, strong sense of community, group and nurturing. Extended family concept plays a major role among Hispanics.

* Although some of the Hispanic-Americans have been the source of cheap labor, they still are and important part of the American society fabric and their role should not be underestimated.

SMALL GROUP DISCUSSIONS

1. Facilitator distributes exercise handout.

2. Participants form small groups with 4-5 participants per group. Facilitator should encourage participants to form groups with colleagues they know the least about. Each group should be as culturally, racially, and sexually diverse as possible.

3. Each group chooses a group facilitator who will be responsible for insuring that everyone participates in the exercise and keeping the process moving. Small group leaders should discourage group members from dominating the discussion.

4. The program consists of a series of open-ended statements. Group members should complete each statement orally. (Do not write on exercise handout.)

5. Facilitator should remind small groups that all discussions within the group are confidential.

6. Participants are instructed not to skip items and to respond to each one in the order in which it is presented.

7. If there are no questions regarding the directions, please begin. Emphasize this exercise is process and not task-oriented. The primary goal is not to complete the exercise but to create an atmosphere for discussion of diversity issues.

HANDOUT

The following questions can be used to stimulate discussion on the meaning of valuing and affirming diversity. You may ask questions such as:

1. What are the negative stereotypes targeted to Hispanic Americans?

2. What are the positive cultural aspects from the Hispanic-Americans that have impacted on the American society?

3. What are the best ways in which you can address the negative stereotypes toward the Hispanic-Americans?

4. Has assimilation of this group destroyed their Americaness?

5. Where do you see this group on the issue of diversity? ETHNICITY AWARENESS: NATIVE-

AMERICANS

GENERAL OVERVIEW

The goal of this module is explore the critical aspects of the Native Americans in the context of diversity.

OBJECTIVES

To provide participants the opportunity to:

* Learn about the important role the Native Americans play in the diverse society.

* Learn to treat this group of people as central to the American Society as opposed to marginal to other groups.

* Expose negative aspects that continue to distort the Native-American identity.

TIME REQUIRED

60 minutes

ROOM/GROUP ARRANGEMENTS

Form small groups of 4-5 participants per group

MATERIALS REQUIRED

HANDOUT

* Native American Awareness

PROCESS POINTS

* Native Americans are a diverse group of people, mostly misconstrued as one homogeneous group. Although accurate documentation of the population has been problematic, demographics shoe between 300 to 500 hundred recognized linguistic groups often referred to as tribes.

* There as many as 200 to 252 with varied degrees of uency depending on the community. Although the there may be differences in languages among the different linguistic groups, they share some basic values.

* Family is an important institution within the culture and extended family is highly valued. Emphasis is placed on the group over the individual needs. Harmony centered approach to everything is very critical.

* It is important to recognize this is the cultural group that almost faced extinction through assimilation, and scars on the people' psyche has been enormous. Thus their contribution to this American society should not be overlooked and their conditions should not be based on pathology only.

SMALL GROUP DISCUSSIONS

1. Facilitator distributes exercise handout.

2. Participants form small groups with 4-5 participants per group. Facilitator should encourage participants to form groups with colleagues they know the least about. Each group should be as culturally, racially, and sexually diverse as possible.

3. Each group chooses a group facilitator who will be responsible for insuring that everyone participates in the exercise and keeping the process moving. Small group leaders should discourage group members from dominating the discussion.

4. The program consists of a series of open-ended statements. Group members should complete each statement orally. (Do not write on exercise handout.)

5. Facilitator should remind small groups that all discussions within the group are confidential.

6. Participants are instructed not to skip items and to respond to each one in the order in which it is presented.

7. If there are no questions regarding the directions, please begin. Emphasize this exercise is process and not task-oriented. The primary goal is not to complete the exercise but to create an atmosphere for discussion of diversity issues.

HANDOUT

The following questions can be used to stimulate discussion on the ethnicity awareness on Native Americans. You may ask questions such as:

1. Why is it important to learn more about this almost extinct group of people. What relevance is it to you understand them as part of diversity?.

2. How does empowerment of the Native American beneficial to you?

3. What kind of stereotypes that distort the positive aspects of this group and how did you learn them?

4. What are the best strategies that can be used in addressing the stereotypes directed to the Native Americans?

5. Why is it important for you to support the resurrection of the Native American languages and how can you benefit from it? ETHNICITY AWARENESS: AGES AND

EXCEPTIONALITIES

GENERAL OVERVIEW

The goal of the module is to learn why age and handicap conditions are important aspects of diversity and how they affect everyone in society.

OBJECTIVES

To provide participants the opportunity to :

* Reect on the dynamics of mainstream culture and how physically challenged people are discriminated.

* How these conditions will affect everyone during the lifespan and develop ways to cope with the fears that accompany the failure to anticipate these conditions proactively through diversity awareness.

TIME REQUIRED

60 minutes

ROOM/GROUP ARRANGEMENTS

Form small groups of 4-5 participants per group

MATERIALS REQUIRED

* Ageism and Exceptionalities Awareness

PROCESS POINTS

* Mainstream culture tend to value mainly the able bodied individuals in the society. Diversity awareness calls for recognition that the failure to value the diverse cultural groups leads to alienating of important values such as how we treat the handicapped and the elderly people.

* It is important to recognize that everyone in the society will be disabled during one time or another. Thus the way and how much invest in response to physical challenge depends on how our culture shapes our attitude toward these conditions. Some cultures respect elders and treat the handicapped as valued members of the society.

* Fears of getting old and being handicapped tend to create great stress to the individualistic oriented society. This as a result tends to make the people to be youth oriented, which creates tremendous worries when one looses the youthful condition.

* Such approach toward life creates warped expectations on ones life and as such leads to negative psychological impact on the society.

* A good point to consider is that if the old or the handicapped survive to a level which they still compete as equal, who is then the problem. Pity is the last thing the old or the handicapped need. Just treat them as humans with disability but not half humans.

SMALL GROUP DISCUSSIONS

1. Facilitator distributes exercise handout.

2. Participants form small groups with 4-5 participants per group. Facilitator should encourage participants to form groups with colleagues they know the least about. Each group should be as culturally, racially, and sexually diverse as possible.

3. Each group chooses a group facilitator who will be responsible for insuring that everyone participates in the exercise and keeping the process moving. Small group leaders should discourage group members from dominating the discussion.

4. The program consists of a series of open-ended statements. Group members should complete each statement orally. (Do not write on exercise handout.)

5. Facilitator should remind small groups that all discussions within the group are confidential.

6. Participants are instructed not to skip items and to respond to each one in the order in which it is presented.

7. If there are no questions regarding the directions, please begin. Emphasize this exercise is process and not task-oriented. The primary goal is not to complete the exercise but to create an atmosphere for discussion of diversity issues.

HANDOUT

The following questions can be used to stimulate discussion on the Ageism and Handicap conditions. You may ask questions such as:

1. How does your culture treat old people and people with disabilities?

2. Do you want to be treated in the same manner you treat the handicapped or old people?

3. Should we feel pity for these people?

4. What fears do you have in getting old or incase of accidental handicapism?

5. What are you doing to ensure that when you get older or incase of an accident where you may be impaired you are not faced with fears of mistreatment or becoming a burden to society. What role do you play to inuence the society toward develop values and policies that are worry free.