On Tuesday, April 17, Bria Marcelo gave a training to student leaders about bias awareness. Marcelo works in the Chief Diversity Office and serves as the Director of Diversity Resources. I chose to attend as an opportunity to see how students are being taught about bias, to educate myself, and to also examine bias training from a supervisor point of view. This paper examines how the training relates to the Multicultural Change Intervention Matrix, themes of first-order change, and increasing multicultural competence. The Multicultural Change Intervention Matrix (MCIM), was designed to, “assist student affairs practitioners in conceptualizing and planning their multicultural interventions” (Pope et al., 2014, pg. 29).
Chapter three’s main focus was to break down and take a more in depth look at the many categories of race, class, gender, and disability in the classroom and how each of them affect what we do and how our classroom operates. Although it is only the third chapter and I have many more chapters to read about multicultural education, this is certainly my favorite chapter in this book so far. I found the various examples and main points throughout the chapter to be both interesting and eye-opening. This chapter hooked me from the first paragraph as it began the discussion of the ongoing social issues that continuously bring about debate on what should be taught in the classroom, how students should learn, how instruction is organized, and how teachers
Rebecca Sewell TCTN 5600.01 Culturally and Linguistically Responsive Teaching and Learning Book Report and Reflection Culturally and Linguistically and Linguistically Responsive Teaching and Learning by Sharroky Hollie is an excellent take on how to reach our students who are English Language Learners, from diverse cultures, and from different linguistic backgrounds. This book provides a plethora of ideas to incorporate into our classrooms to reach all our students as educators. This book is broken down into three main parts or ideas, understanding the mindset, building skillsets, and a personal recap by Mr. Hollie on what it means to be a culturally responsive teacher.
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
Often times today, people of other racial classes and ethnic groups are experiencing oppression as a marginalized group in society today. Racial biases and culture have become an important issue in mental health due to social constructs, racial stereotypes and racial ideology. As a result, they tend to have an impact human development, racial and cultural identity. Therefore, it has become necessary for counselors to indentify and become fully aware and competent in this area due to the changes our society has undergone in multiculturalism and globalization. Due to cultural diversity, identification of minority groups has led to major breakthrough in the field of multicultural counseling/ therapy (Sue &Sue,2014).
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.
Case Conceptualization #1 Assessment When developing a culturally-responsive assessment for this client, there are several significant pieces of contextual information that a clinician should inquire about in order to obtain a better understanding of the client’s experiences. By asking the following questions will enable the clinician to acquire an in-depth understanding of the client’s racial and cultural identities, experiences with racism and discrimination, and how these experiences have influenced the client’s worldview: You identified yourself as American and Puerto Rican. Describe what being American/Puerto Rican means to you? Describe any positive and negative feeling you have towards your being American and Puerto Rican?
Constantine, M. G. (2001). Multicultural Training, Theoretical Orientation, Empathy, and Multicultural Case Conceptualization Ability in Counselors. Journal Of Mental Health Counseling, 23(4), 357. The study explored the contributions of previous multicultural counseling, training, counselor theoretical orientation and cognitive and affective empathy attitudes in predicting counselors' ability to Ridley, Mendoza, & Kanitz, 1994; Sue, Ivey, & Pedersen, 1996).
Professional self-awareness is widely considered a necessary condition for competent social work practice” (Kondrat, 1999, 451). As a social worker, I job to ask of use to remain objective by not imposing our behaviors, values, and beliefs on our clients. When addressing “self” it calls for me to understand my cultural background and iron out all biases. Once the “self” is address then I can work clients of different cultural backgrounds. “Practitioners should prepare intellectual emotional, and clinically in anticipation of working and serving Hispanic clients” (Castex, 1994,298).
This style of communication can be vastly different from middle-class Caucasians who communicate with a future pretense (1998). Culturally Relevant Interventions When working with Latino client, it’s important to remember that their world view may differ from the world view of the counselor. In order for treatment to be effective and successful counselors need to choice culturally relevant methods and interventions that are going to match the clients world views (Carlson & Carlson, 2000).
Counseling Services in Hispanic Culture The topic of culture used to be largely debated in the world of clinicians and psychologists, fortunately, this is now viewed as a fundamental competency (e.g., Vera & Speight 2003). The American Counseling Association is the largest association of professional counselors worldwide, they define counseling as “a collaborative effort between the counselor and client. Professional counselors help clients identify goals and potential solutions to problems which cause emotional turmoil; seek to improve communication and coping skills; strengthen self-esteem; and promote behavior change and optimal mental health”.
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.
In consideration of cultural counseling, social workers will provide interventions to help identify clients’ barriers and identify their family expectations and cultural assumptions that influence their life choices. This tie into helping the client identify ways and solutions when they want to go against their family or cultural expectations, but at the same time be respectful of the client’s overall cultural values and bring awareness to the client that their cultural values and racism may influence their aspirations. Afterwards, the social workers must counsel the client to encourage and promote
this statement, it does not answer my question. The problem was not that the text on multicultural counseling failed to address me as an ‘ethnic’ minority or that my position was lost between the black and white, but rather, why we need to identify our selves on the basis of our ‘race’ or colour?. As I thought about my own childhood and origin, I realise that I was brought up with strong humanistic values, by both rational parents that were not ‘religious’. Although I am a Muslim and was brought up as one but with hen site I can see that I was brought up with a deeply developed conscious and inward teaching of Sufism which is the heart of Islam.
Multicultural Education: Theory and Application For the purpose of this study, Multicultural Education as conceptualized by Banks (1984) and complimented by Campinha-Bacote’s Process of Cultural Competence in the Delivery of Healthcare, partially forms the theoretical framework. Banks identified the following five concepts as dimensions of multicultural education: Content Integration, Knowledge Construction, Equity Pedagogy, Prejudice Reduction, and an Empowering School Culture and Social Structure. According to Banks (1993), the many passionate debates on multicultural education generally obscured the theory, research, and growing consensus among multicultural education specialists about its nature, aims, and scope and a significant gap
