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 for FACILITATORS
CONTENTS: WHY, WHAT, HOW, WHERE
BY:
FORREST D. TOMS, Ph.D.
MASILA MUTISYA, Ed.D.
TRAINING RESEARCH AND DEVELOPMENT, INC.
2421 N. Center Street, Suite 317
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 influence.
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 reflect 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."
CONTENT
Modules and Articles
* Description of each theme goal and objectives
* Description of each article
MODULES
1. Conceptual Framework on Diversity
2. Diversity and Multicultural Awareness
3. Intercultural Awareness Myths and Facts
4. Managing Diversity in Workplace
5. Crosscultural Awareness
6. Affirming and Valuing Diversity
7. Gender and Diversity in Workplace
8. Ethnicity Awareness: White Identity/European-Americans
9. Non-White Ethnicity (minorities)
African-American
Native American
Latino/Hispanics
Asian American
10. Culture and Learning Styles
TRAINING MODULE I
Conceptual Framework on Diversity
The goals of this module are to establish a conceptual framework and to create an awareness necessary to better understand the approaches to diversity. Most of the approaches are issue oriented. Therefore, they create a reactive response to the concept of diversity. This can lead to conflict, confusion and perhaps resistance. Two of the chapters contain excellent information that can be used in the first session as reference for brainstorming and introductory topic discussions.
The discussion theme for this module is very important in starting the ten sessions for discussion on diversity awareness. The focus questions are to help the facilitator in leading the sessions.
ARTICLE
Richard, B.V. (1993). Developing Intercultural Communication Skills
MALABAR: Kriger Publishing Company
DESCRIPTION
Two chapters outline important aspects needed for conceptualization of the theoretical framework on diversity. They point out the rationale for a theoretical framework in dealing with diversity. Chapter 1 outlines three main aspects essential in developing the framework. They are commonality and diversity, the individual and the group, and successes and problem related interactions. Chapter 2 focuses on skills development. There is an Allan and Bacon chart with this article that may add clarity and conceptualization of America's diverse typology.
FOCUS POINTS
The following points raised in the chapter will help the facilitator to guide the participants in the discussion for the first day's module.
* 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 influence our actions. It also enables us to balance interactions and reasoning capacities.
* Four major reasons for theoretical concepts are on page 5, 1-4.
* The degree to which we understand our own framework and others are often the degree to which we achieve unthreatened and successful human interactions.
* The following questions can be used to stimulate discussion on the meaning of culture. You may ask questions such as: What is culture to you? What do you consider as your cultural background? Is it important to you to understand your cultural heritage? Why do you think it is important or unimportant to others?
The facilitator can end this session by pointing out that there have been sensitive issues which occurred in the past, but they cannot keep us from going ahead. To forge ahead, we must take an active role in dealing and accepting change.
TRAINING MODULE II
Diversity and Multicultural Awareness: A Critical View
The goal for this module is to develop the knowledge base and process of approaching issues and their critical purposes in establishing competence. This article emphasizes how diversity is part of critical thinking.
ARTICLE
Gloria, P. (1993) The Centrality of Critical Thinking in Educating for Diversity. Paper presented at the fifth annual conference "Critical Thinking as an Educational Ideal." Montclair State College.
DESCRIPTION
This article discusses the importance of cultural differences as an asset to competence building in communication across diversity. It delineates the path of learning, stages of the awareness approach, critical education for diversity, and a process of dialogue and its importance in the workplace. It also translates a diversity concept into a work performance perspective. The article references are excellent sources for further reading.
FOCUS POINTS
* Diversity has become a necessity. Although it is viewed as a liability, potentially it is the greatest strength of society.
* Getting along with others has not been a focus in the past and it is a challenge in the workplace.
* Using differences as a positive one can bring synergy among human beings.
* There are six stages of cultural competence.
** A set of congruent behaviors.
** Attitudes and policies that come together in a system.
** Agency or professional that enables that system.
** Agency or professional work effectively in cross-cultural situations.
** Least conscious level.
** Persons and organizations seek to destroy a different culture out of fear.
* Cultural competence is characterized by acceptance, respect of different self-monitoring on cultural bias, and sensitivity to dynamics of difference in interpersonal groups or organizational interactions.
* Educational Approaches
** Teaching culturally diversity is based on deficien-cy/assimilation assumptions.
** Human relations attempts to eliminate conflict by increasing tolerance through dialogue, discussion and understanding.
** Concept of diversity through ethnic studies that focus on the contribution of various cultures.
** Multicultural education which promotes both cultural pluralism and social equality.
** A perspective that extends multicultural education by advocating social reconstruction.
* Critical education for diversity goes beyond human relations and multicultural education by external awareness of relationship of power and dominance. This includes the possibility of collective social action for change.
* The rest of the article highlights the following implications that are worth discussing. They are:
** Align processes that are proactive with purpose.
** Model critical thinking.
** Encourage dialogue.
** Explore alternatives that discover one's self and others.
** Challenge assumptions and beliefs through self-reflection, building skills and knowledge.
Questions
* How does diversity awareness influence you individually and as a group?
* Do you see how you can benefit from awareness?
* Are the competencies described in the article realistic?
* Is there a need to address conflict resolution in your organization? How does diversity awareness make an organization proactive as opposed to reactive?
* What are the resources around you that you can draw to gain knowledge and skills on diversity awareness?
TRAINING MODULE III
Intercultural Awareness Myths and Facts
The goal for this module is to explore diverse and multicultural aspects that hinder or enhance race relations awareness.
ARTICLE
Banks, J.B. (1993 September), Multicultural Education: Development, Dimensions, and Challenges. Phi Delta Kappan.
DESCRIPTION
This article outlines myths and facts needed to better understand the issues, confusions, and conflicts that lead to resistance to change, and cultural diversity acceptance as a multicultural phenomenon. An interview with James Banks is included that contributes to an increased knowledge about multicultural issues.
This article focuses on the debate that has been carried on in the press and books which has led to overinflated myths about multi-education and diversity. Banks' 1993 article maintains that the truth needs to be told for the sake of balance, scholarly integrity, and accuracy. The facilitator can give overview of following misconceptions or myths and facts.
FOCUS POINTS
* Multicultural education and diversity is for others. The facilitator can pose the question to the participants such as: What comes in your mind when you think about diversity or multicultural education? It should be emphasized that multicultural or diversity is for everyone.
* Multicultural education or diversity is opposed to the western tradition. This is a contradiction because the multicultural movement and diversity seeks the truth by westerners. The movement seeks reflective action by citizens to improve society as an integral part of education in a democracy by linking knowledge, values, empowerment and action. It challenges the positivists who believe that it is possible to structure knowledge that is objective. Multicultural theorists maintain that knowledge, values and experience implies action.
* Critics such as John Leo and Denesh D'Souza argue that multicultural education has reduced or displaced the study of western civilization in the nation's schools and colleges. Gerald Graff points out that this is false.
* Multicultural education will divide the nation. This claim is based on the assumption that the society is already united. Is it really so? The society is still divided in race, gender and class. Thus, multicultural education and diversity aim to unify a deeply divided nation. Check with participants about these views.
* Multicultural education has made progress despite the criticism of required courses on multicultural and diversity education at the college level. Adaptation of multicultural education standards by National Council for Accreditation of Teacher Education is another major gain or progress on multicultural education. Curriculum changes that are linked with issues relate to race evoke primordial feelings and reflect the racial crisis in America's society. Allow some time to reflect on the why of the aforementioned.
Demographic changes drive the acceptance of the change and diversity. For example, 45-50% of the nation's school age youths will be people of color by the year 2020. Leaders and parents will demand that their views be included in the curriculum and in textbooks.
* Oversimplification of the concept by teachers and administrators in policy creates a problem. Multicultural education is being multidimensional. Usually some people focus on one dimension leading to distortions. The following are the dimensions of multicultural education according to Dr. Banks on multicultural education.
** Content integration -- how does it happen in workplace?
** The knowledge construction process raising awareness.
** Prejudice reduction -- how?
** An equity pedagogy -- attitude changes.
** An empowering school culture and social structure -- do schools have the power to socialize a balanced citizen?
* How teachers need to use their students to enrich teaching and learning types of knowledge are: personal, cultural, popular, mainstream academic, transformative and school. This can be duplicated at the workplace.
Questions
* Do you see any difference between multicultural education and diversity?
* What are the future challenges?
* Do the dimensions mentioned in this article relate to you and your organization? In what ways do they and what ways do they not relate to you?
TRAINING MODULE IV
Managing Diversity in the Workplace
The goal for this module is to develop an awareness, skills, and appreciation for diversity as a necessity in the workplace.
The facilitator needs to emphasize that people who do not perceive the need for diversity is because of a misconception. This was addressed in a previous article by Dr. Banks. The article emphasized that managing diversity goes beyond the equal employment opportunity (EEO) and affirmative action (AA) requirements. Awareness can only be an asset, however, it is not easy to acquire an awareness overnight.
ARTICLE
Johnson, S.J. (1994). Connecting Diversity Efforts in the Workforce with Business Mission, Goals, and Objectives. Performance-Improvement-Quarterly; V7 N1 21-39.
DESCRIPTION
The article reveals the extent to which diversity awareness has become an effective human resource tool. It emphasizes the importance of managing diversity skills in organizations. In addition, it emphasizes management as a critical asset and how diversity enhances EEO and affirmative action compliances. The article also provides a framework for managing diversity in an organization.
FOCUS POINTS
* More evidence and research is still needed to demonstrate what companies claim that valuing diversity increases productivity. This does not mean there is no evidence. However, it is an awareness that needs to be elevated. Clear definition and linkage with systematic and objective measurements are also needed.
* Review of some literature shows that managing diversity has become an important human resource issue despite little research and evidence on its success.
* Review the definition of the terms on page 4 on diversity, valuing diversity and differences, multiculturalism and formal training.
* The article points out that valuing and managing diversity as a formal training in human relations was preceded by EEO/AA as a foundation to deal with discrimination. It points out barriers of communication interculturally, cross-culturally and interpersonally.
* This process of moving from EEO/AA to managing diversity is part of moving from a monocultural organization or society toward a multicultural organization or society.
* It should be emphasized that EEO/AA has benefitted both the minority and the majority. At this point, the facilitator can brainstorm on how White-Americans have benefitted. For example, the facilitator can brainstorm how women and demographics are changing the awareness of the strengths of accepting diversity. In addition, the facilitator can brainstorm how to help eliminate the fear of loosing the grounds status they have gained.
* Affirmative action, although successful, has failed to focus on recruiting rather than doing both recruiting and reputation. If valuing and managing diversity does not educate for acceptance and retention it will have same negative effects. Focus should be on long-term objectives not on short-term as it has been. Figure 1 is a good conceptual framework to discuss.
* The issue on diversity in business is not just to bring together diverse populations. Instead, it is the retention and preparation of good or productive workers in the organizational paradigm of shift-viewing diversity as on opportunity or an asset.
* This change is also forced by the shrinkage of labor pool -- where native White-American males will comprise only 20% of new employees in the year 2000. This will pressure companies to retain good workers to remain competitive.
* Strategies to manage diversity include:
** Valuing the difference or diversity through attitude changes from threat to fear.
** Several corporations have demonstrated that retention prevents turnover when a turnover is a sign of ineffectiveness.
* Variation in the ways training are done is important as opposed to the "one size fits all" style. Approaching diversity as a change issue can be done by developing models that reflect on integration of different ethnicities. Systematic approaches on this change has proven successful. See Figure 2 on page 10.
* Discuss organization self studies and recognize organizational culture such as: over expressions (i.e., artifacts, dress codes, stories. etc.).
** Perspective (prescribed acceptable behaviors.
** Values reflecting general goals, ideals and standards.
** Assumptions (core underlying beliefs).
* Figure 3 can be used to summarize this module. The article on "Building a Business Case for Diversity" is recommended for additional reading.
Questions
* How does your organization reflect on the issues covered in this article?
* What do you perceive as barriers in valuing and managing diversity in your organization?
TRAINING MODULE V
Cross-Cultural Awareness
The goal for this module is to raise an awareness on how crucial valuing differences as a positive aspect can lead to improving cross-cultural relationships at the workplace. Acceptance of cultural differences at the workplace among colleagues leads to a productive work climate because it validates each cultural heritage as a strength.
ARTICLE
Francis, L.J. (1995 Spring). Training Across Cultures. Human Resource Quarterly, Vol.6 No.1 (Jossey Bass Publishers).
DESCRIPTION
This article discusses the value of cross-cultural training, especially, due to increasing immigration and migration. It emphasizes the importance of developing sensitivity toward differences employees bring to the workplace. These differences include variation of foreign, regional and individual styles.
FOCUS POINTS
* Due to the "baby bust" of 1970's, large number of immigrants have come from Asia and Latin America. During the 1980's, 22% of new employees were immigrants. It is expected that 600,000 new immigrants will enter the U.S. every year. In the year 2000, 10%
of the U.S. workforce will consist of a concentrated number of immigrants in urban areas.
* Studies show that cultural differences are more pronounced with foreign employees who work within multinational organizations than these employees in their native land.
When foreigners work in a different cultural environment, their culture becomes more important. This increases the differences from the culture they are used to working in. Thus, organizational culture rather than creating homogeneity over time increases its pronounced difference. Some researchers explain why this happens as organizational cultural pressure forces them to cling to their own national identity.
* By learning a new language and joining a new environment, this does not mean that participants will naturally adapt to new learning styles.
* The challenge presented in this article is the training techniques that have worked in the past -- this does not mean that they can fit today or in a future diverse changing workforce. For example, experiential learning described on page 102, although effective, may need some modification to be culturally appropriate.
* The rest of the article has several dimensions that are worth exploring. They are: power distance and uncertainty avoidance. This shows how complicated cultural differences can give to the variety of cultures.
Questions
* Discuss how such dimensions relate or influence their workplace and abilities.
* Discuss what dimensions better fits their style.
TRAINING MODULE VI
Affirming and Valuing Diversity
The goal of this module is to establish the need to know our culture. Everyone talks about culture as a distant and abstract concept. Exploring one's ancestral culture adds to what one calls the "American Culture." Thus, learning about where we came from enriches our identity, pride, and eliminates stereotyping and self-denial.
ARTICLE
Wigginton, E. (1992, December/January). Culture Begins at Home. Educational Leadership.
DESCRIPTION
This article raises a very important fact. That is, because a person has a different culture does not mean they automatically know about it without being actively engaged to learn it. Examples are given of culturally appropriate textbooks and teacher/learner processes as an active, conscious and mutual approach. Everyone has a culture and this article helps show that it is possible to overlook some cultural awareness due to the history. It points out that being ignorant of our culture leads us to be blind to some of the forces that control our behavior.
FOCUS POINTS
* This article reveals that 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 disadvan-tageous 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.
The article suggests some books that are culturally appropriate. Also, the learning process is mutual between the teacher and the learner.
TRAINING MODULE VII
Gender and Diversity in the Workplace
The goal for this module is to explore, develop, and understand that gender is a very critical issue in the workplace. It is also a major component of diversity awareness that can no longer be ignored.
ARTICLE
Haslett, B.J., Geis, F.C., Carter, M.R. (199-). The Organizational Woman: Power and Paradox, in Brenda Dervin, editor. The Communication and Information Science Series, New Jersey: Ablex Publishing Corp.
DESCRIPTION
The article includes discussion on the conscious and unconscious ways in which women are stereotyped. It exposes the conditions that can increase and decrease biases in promoting women. Exposed also is the ambiguity that enhances the behavior of gender discrimination. It is a very provocative article and is highly recommended.
FOCUS POINTS
* The article points out that most educated people disavow discrimination based on sex. Though this is true, to some extent, the contrary is true because it's all but a matter of perception and interpretation.
* Gender stereotypes are common. Culture wide beliefs about how men and women differ in qualities and characteristics are also common.
* A good point you may discuss here is how discrimination occurs in both a conscious and an unconscious way. The article points that misperception can occur. However, you can explore with the participants why men are born by women and for a certain age they become dominant. In this case, you may explore the paradox on how this happens and why it happens.
* 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.
* The following social facts are essential to consider for discussion.
** Young boys are given different toys.
** Little boys and little girls are treated differently (i.e., crying).
** Children and adults also model or copy the behaviors, mannerisms, attitudes, preferences, interests, and life goals of others of their own sex when it appears they are liked, approved or powerful.
** From childhood, we all try to meet the social gender-coded expectations for on sex.
* 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.
* This chapter is strong reading. We must point out that issues addressed in this chapter is excellent for generating discussion. Discussions of this kind will make the difference as an intellectual discourse. However, it is affected by sex bias as the research depends on the individual's capacity to perceive and to have confidence.
Other aspects worth exploring during the discussion is how gender issues are expressed in the workplace. Also, what effective strategies can be used to sensitize men and women on such paradoxical aspects of life.
TRAINING MODULE VIII
Ethnicity Awareness: White Awareness
The goal of this module is to explore the most ignored aspect of "White Awareness." It is usually assumed that because the mainstream culture is European-American, this group of people do not need to learn about their cultural heritage. However, this leads to self-denial and fear of the unknown. The discussion on this session should focus on the positive aspects and strategies to deal with negatives related to history.
ARTICLE
Howard, G.R. (1993, September). Whites in Multicultural Education: Rethinking our Role. Phi Delta Kappan.
DESCRIPTION
This article raises an aspect of diversity that is rarely addressed during discussions on diversity. The absence of discussions on White awareness creates a vacuum and thus White-Americans may feel excluded. This article provides the opportunity to answer a very important question. How can Americans learn to be positive participants in a richly pluralistic nation?
FOCUS POINTS
* The article begins with a very important question. How does an ethnic group that has historically been dominant in its society adjust to a more modest and balanced role -- how do White-Americans learn to be positive participants in a richly pluralistic nation?
* 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 conflicts, 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 influence 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.
* How do you convince such a person on the need to be perceived as part of diversity that requires that we face the past? On the other hand, many White- Americans still identify with European ancestry (i.e., Seattle region discussed on page 37).
* 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.
Questions
* What must take place in the minds and hearts of White-Americans to convince them that now is the time begin change?
* How can we cope collectively with the past and present?
* What is our reality and role?
* What does it mean for White-Americans to be responsible and aware in the nation where they have been the dominant cultural and political force?
* What can be White-American's unique contributions?
* What issues do White-Americans need to face?
* How do White-Americans help to create a nation where all cultures are given dignity and the right to survive?
This would be an excellent moment to engage the discussion on how each individual views themselves and why? This article is a great source for ideas. It can help one answer such difficult questions and develop strategies to deal with the guilt that breads to ignorance, denial and fear. The article offers solutions to some of these questions and the recognition that cultural diversity is about human problems.
TRAINING MODULE IX
Awareness of None-White (Minorities)
The goal of this module is to explore the complexity of non-White-American ethnic groups. These groups are African-Americans, Native-Americans, Latinos, Hispanics and Asian-Americans. Although diversity mainly focuses on these groups, there are still important issues that warrant attention. Combining these groups together does not mean they are of less importance. The article cites crucial aspects of these groups that have been overlooked in literature.
ARTICLE
Ogbu J.U. (1995). Understanding Cultural Diversity and Learning, in J.A. Banks and C.A. Banks, editors. Handbook of Research on Multicultural Education. New York: Macmillan Publishing USA.
DESCRIPTION
There are problematic aspects still facing people of color in addition to efforts in implementing diversity. Ogbu outlines prerequisites for learning and teaching diversity. He warns there is more than just awareness that is needed to combat the complicated conditions of minorities (or people of color).
FOCUS POINTS
* Although diversity and multicultural education has focussed on these groups, there are still major issues yet to be addressed and resolved.
* Contrary to White-Americans who have had a choice in relearning their cultural heritage, these ethnic groups had no choice due to the assimilation conditions they have undergone (coerced). For that reason, they feel there is a legitimacy for claiming their cultural ancestry without loosing the American "core values." However, the perception of the dominant group sees the contrary.
* This article points out crucial aspects mostly ignored due to the focus of the efforts to reform education in core curriculum and multicultural education movements. Ogbu points there are shortcomings of the failure of the diversity approach.
* Ogbu argues that the core curriculum has not focused on developing well rounded citizens. However, they are concerned about U.S. international economic status in technology and assimilating minority groups into mainstream culture.
* Another important point is that neither the core curriculum focuses on the needs for those minorities who have not done well in school.
* The other argument is that the multicultural education movement has been dominated by people of color or minorities. This may result in resistance by the majority of White-American groups because they feel targeted.
* There are a variety of models suggested by many people. It is true that if multicultural education is approached right, it will foster a pride in minorities and mainstream cultures. This helps minorities develop new insights from their culture and not displace the American core culture. Further, this may reduce prejudice and stereotypes and promote intercultural understanding. White-Americans may not deem it so.
* An emphasis should explicitly emphasize biculturality and academic performance, as well as each individual's responsibility, whether they are a minority or a majority. The attitudes of teachers toward change is very important as well as parents.
* The relationship between minority cultures and languages and mainstream culture and language is different for different minority groups. This difference brings a problem in the ability of minorities to cross-cultural boundaries. Understanding is necessary to enhance the success of intervention and other efforts. Thus, a serious study of individual minority groups is needed to develop a good intercultural and cross-cultural understanding.
* Research shows that as far as deferential influence of cultural forces, outside the U.S., minority students do not fail in school because they share the culture and language of the dominant group.
* We must recognize there are prerequisites for understanding cultural diversity. However, not the same differences for all groups create the boundaries for crossing over. There are a variety of minority groups. They are: autonomous (White-Americans only), immigrants or voluntary, and caste like or involuntary minorities. See page 585 for further information.
* The involuntary cultural group is affected in learning due to resistance to cross the intercultural boundary. The voluntary group cultural learning enhances academic performance. Also, expectations differ among these different groups including the dominant for learning goals.
* Involuntary minorities interpret their cultural and language differences as workers when their collective identity is not a barrier. While the perception of succeeding in society may be viewed as acting like a White-American, it will depend on individuals when they succeed to translate and diffuse these stereotypes that succeeding is acting "white" or "selling out." Retention of one's culture depends on the capacity to which individuals interpret another's perception towards them as an individual or as a collective whole. The double consciousness is imperative for all groups to succeed as well as retain cultural pride. Ogbu offers a suggestion, on page 589, on ways to improve student performance in school.
* The White-American majority is not going to give up freely to help minorities. They are also not going to be easy to lift the disadvantage at the expense of the "advantaged" without a "pay back" or value gained.
TRAINING MODULE X
Culture and Learning Styles
The goal of this module is to explore issues beyond culture and recognition that culture also has a link with learning styles.
This is a good article to end the 10 modules with because it addresses aspects that relate across all cultures. Depending on whose culture and whoever decides, their values are not culture free. This is especially true for all minority groups.
ARTICLE
Guild, P. (1994, April). The Culture/Learning Style Connection. Educational Leadership.
DESCRIPTION
The article points out that we must be aware of the learner's cultural background and learning style. The same awareness can be applied at a work setting in developing programming and training that include cultural differences in learning. This can improve staff attitudes and their work productivity.
FOCUS POINTS
* This article points out that cultures do have distinctive learning style patterns. However, the great variations among individuals within groups means that educators must use diverse teaching or training strategies in the workplace. Although the article targets teachers, we must keep in mind when reading that some aspects covered here applies to the workplace as well.
* A reason that linkage between culture and learning styles are controversial is, in general, groups of people have often been led to naive influences. Naive influences about individuals with group members from the same cultural group can vary in style though the members of same group may possess the same traits.
* Another controversy is around the achievement differences between minorities and non-minorities. It is easy to confuse the descriptions of the differences from these groups.
* Caution should be taken when dealing with learning styles. The reason is that personalities can be mistaken for cultural aspects.