Wait a second!
More handpicked essays just for you.
Cultural diversity education 2102 midterm
Diversity awareness final applied paper
Don’t take our word for it - see why 10 million students trust us with their essay needs.
More handpicked essays just for you.
Cultural diversity education 2102 midterm
Diversity awareness final applied paper
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Throughout the piece “Campus Racism 101” by Nikki Giovanni, the concept of ignorance is evaluated and advice to minority students is given. Giovanni, a professor at Virginia Tech, describes the struggles that might, and most likely will, impact minority students and addresses the stereotypical mindset that those students, and Giovanni herself, will encounter while on campus and in the “real world”. Giovani uses imagery to set the stage of her piece “Campus Racism”, as well as logical and backed by real world experience advice to students to help minority students succeed in predominately white colleges. Giovanni first uses imagery to set the stage for stereotypes and the issue of racism on college campuses. At first this seems irrelevant as she describes a young man who is “Too cool for school.
Support the recruitment and retention of underrepresented student populations by creating coordinating, and managing the two tiered Diversity Achievement Program: the Secrets to Success Transition Program alongside the Diversity Peer Mentoring Program § Create, maintain, and schedule various diversity and inclusion related initiatives such as the Social Justice Speaker Series, the Diversity Dialogue Series, Soup & Substance Luncheons, and Cultural Heritage Months § Recruit, train, and supervise undergraduate student workers and student mentors for the Diversity Peer Mentoring Program § Taught three sections of the First Year Seminar for 25 first year students § Work with, train, and supervise a graduate assistant from the master 's program in
Chapter 11 of Transforming Multicultural Education Policy and Practice, written by Pedro Noguera and Esa Syeed, details the myriad of policies, ideologies, academic approaches, and individual actions that have built racialized structures within American culture and continues to ensure inequality in urban schools through race. They go on to call the reader to action; we, as educators, must actively strive for and demand anti-racist policy, (help to) create programs that recognize with race and trauma, sustain culture and community in our curricula, and be reflective of our practices and policies that lend us to serving the interest of dominant society (p. 307). Similarly, in Chapter 2 of Bettina Love’s text, Love outlines historical and contemporary
Definitions of multicultural Competence Frontline Human Service Providers, was collaboratively written by L. Caldwell, D. Tarver, D. Iwamoto, S. Herzberg, P. Cerda-Lizarraga, and T. Mack. The article was published by the journal of Multicultural Counseling and Development. This article explores different definitions provided by ninety nine different human service providers who are on the frontline serving in the helping capacity. All information they have in counseling was gain from firsthand experience. Color blindness, client focused, acknowledgement of cultural differences, textbook consistent, resources driven, skills-based, and self-integrated, are used throughout the article as terms that are frequently used to define multicultural.
The University of Redlands aims to “create a campus that welcomes, values, and fosters diversity and inclusion” (University of Redlands). Diversity and Inclusion (D&I) training is conducted for all incoming faculty members to ensure a safe environment for everyone. The goal of the training is to set expectations and attitudes of the faculty, informing them what diversity means, and teaching skills necessary to execute the University’s D&I vision. After the D&I training, the faculty should be able to communicate and behave in a respectful, inclusive, empathetic, and non-discriminatory manner in the classroom and around campus. This training plan is crafted by the Campus Diversity & Inclusion (CDI) team.
In an email sent to students new and returning to the college the chancellor expressed his support for campus diversity. Michael L. Burke, Ph.D. and chancellor, condemned elements taking place in the country such as the muslim “travel ban”, the “singling out of transgender members of the Armed Services”, and “resurgence” of “white supremacist rhetoric” (Burke). The college is promoting diversity by taking a stance against groups that issues and groups that oppose diversity. The school is showing students that it cares and supports its diverse array of students. The school’s stance helps make students with different backgrounds feel more accepted because they are being protected.
Society and a workplace are influenced by social, political and cultural beliefs. These are based upon experiences of which are changeable. Throughout our lives, we develop these beliefs. In the article “Embracing Diversity for A Healthy Workplace,” the author Robyn Harris gives a reflection to help identify areas that can improve personal and social awareness. Inclusion treasures diversity and builds community in this article as he discusses how beliefs impact on diversity and different cultural groups.
Communication Counselors working with Latino clients will want to take into considerations possible linguistic complications that make take place (Sue & Sue, 2013). As counselors asses Latino clients, they will want to be diligent to be aware of possible linguistic difference that may occur, that may cause them to unintentionally misdiagnose their client (2013). If the counselor feels as if there is a significant language barrier that will interfere with the counseling session, than it would be advisable for a trained interpreter to be brought in for the sessions, but this too can present its own challenges (2013). Counselors also want to be aware that Latino’s often speak in a circular and figurative manner (Frevert, & Miranda,1998) hence, counselors would want to be careful that they do not interpret communication in a literal or linear manner (1998). When
As a woman of color, I believe it is essential that I become aware of my own biases in order to help individuals that have different beliefs, values, and cultural practices. When I was done completing the “Multicultural Counseling Competencies: A Self Examination” assessment, I became aware of my strengths, weaknesses, and areas where I need to grow as a future college counselor. To begin with, I notice that I questioned myself continuously whether I take the time to evaluate the limits of my competency when helping a student from a different cultural heritage from mine.
The insights of critical race theory (CRT) are invaluable for advancing racial equity, and schools have a responsibility to integrate CRT into teaching and learning. As Judith C.P. Lin demonstrates in her article, racism adapts insidiously across institutions, hiding behind specialized language and practices that obscure structural discrimination. CRT serves as a powerful lens for exposing this "chameleon-like" racism, no matter the setting. Rather than avoid candid discussions of racism because they are uncomfortable, schools must lean into the discomfort. Openly teaching students about historical injustice, privilege, implicit bias, and systemic oppression is essential for creating a just society.
They support this claim by using the matrix of domination in relation to gender, race and class, then advise the reader to look at an issue through a broad perspective- realizing both the oppressor and the oppressed, and finally distinguish between recognizing and understanding diversity and not just acknowledging it. Andersen and Collins’ purpose is to have students think about race, class and gender as systems of power, how the three categories matter in shaping everyone lived experiences, and to understand race, class, and gender are linked experiences. Furthermore, Anderson and Collins adopt an unbiased, and assertive yet friendly tone for his/her audience, the readers and others interested in the topic of race, class and gender. By doing this, the readers can relate to the struggles that the issues bring up, however the authors can still get their point or message across
By acknowledging and understanding the privileges of my White identity, such as my cultural capital, I hope to change how I perceive issues and interactions with students throughout my future in higher
Hallmarks of cultural competence, including role development and self-discovery, play an instrumental part in the cultural diversity within an organization as a whole. Diversity stems from the top, from CEO’s and executive boards, and trickles down to employees and patients. However, one thing I learned in this course is that people hold biases that they are unaware of and that cultural competence does not happen overnight. With this acquired knowledge, it has been brought to my attention about which implicit biases I hold and how I can work to eliminate them. Secondly, language access services, as an aspiring speech-language pathologist, play a direct role in my future career because I want to give a voice to the often misunderstood.
To resolve these relating to segregation and educational inequity, educators must face racism upfront. Educators have to confront their own, sometimes unmindful, racism, and then move toward integration that will lead to a better cure of racism or at least a prejudice reduction. Important aspects of a multicultural curriculum include critical thinking, emotional intelligence instruction, character, moral education, peace education, service learning, antiviolence education, and the comprehensive of education etc. Sandra Parks, a successful educator, believes that by adapting the curriculum and by addressing expressions of racism, schools can help students improve to by understanding and dealing with other people, of peoples color and cultural differences. She believes that teachers have to show respect towards their students, their families, and their students' cultural backgrounds.
I. Attention Getter: Ola Joseph said: "Diversity is not about how we differ. Diversity is about embracing one another's uniqueness." II. Thesis Statement: Our society is full of different people, and I am here to convince you to encourage and support diversity within the workplace and in our school.