CSI (Constructing

Social Integration)

Presenters: Dr. Cathy Harner and Assistant Professor Michele Mallett

Taylor UniversityMarch 9, 2006

Unleashing the Oppressed

• The course is designed to provide the student with the necessary knowledge, values, and skills to empower people who fall into “at-risk” population groups.

• “At-risk” are mental disabilities, physical disabilities, developmental disabilities, women, elderly, LGBT, and religious diversity.

• Students have the opportunity to meet and learn from people who are members of these diverse groups. Students then have the opportunity to teach others about what they had learned and experienced.

Key course objectives

• Demonstrate critical and creative thinking skills

• Demonstrate understanding of and tolerance for differences based on gender, ethnicity, religious creed, sexual orientation, and age.

• Develop awareness of self that utilizes strengths and works on limitations

Let’s Construct

1. Enhance appreciation for cultural diversity and improve cultural awareness

2. Understand the consequences of oppression

3. Reinforce the meaning of social justice

4. Build Relationships

Enhance Appreciation for Cultural Diversity

• Recognize influences of racism, sexism classism, heterosexism, ableism, and religious oppression that limit people from reaching their full potential.

• Barriers to the relationship include discrimination, prejudice, stereotyping,

Understand the Consequences of Oppression

• Repeated exposure, subtle or indirect, may lead vulnerable members of the oppressed group to internalize the negative self-images projected by the external oppressor.

• The external oppressor may be an individual or an aspect of society.

• Oppressed people may develop a victim complex…viewing all actions and communications as further assaults or simply other indications of their victim status.

The Challenge to achieve Social Justice

• All human beings because they are such must be treated the same way.

• The meaning of social justice is found in the use of social justice-- in thought and action, in the description and interpretation of behavior.

• Persistent failure should not be seen as deficiency in the individual but rather in inequitable practices.

• We have a collective responsibility to respond to the diversity of the human condition.

The Point of Discovery—it’s not what it seems

• Why Build a Relationship?– To discover the issues related to the

person’s area of diversity and how they deal with those issues.

– To increase awareness of their own prejudice, stereotypes and bias.

The Point of Discovery—it’s not what it seems

• Achieving a Balanced Relationship

• Factors that affect the process

– Preconceived perceptions of roles

– Values and beliefs concerning power and status

– The ability of both parties to identify and appreciate each other’s strengths

– The ability of both parties to accept and respect diversity

The Point of Discovery—it’s not what it seems

• Achieving a Balanced Relationship

• Factors that affect the process – The ability to overcome judgmental

interpretations regarding weaknesses perceived in each other.

– The ability to demonstrate an understanding of the dynamics of powerlessness and its consequences.

Examine the evidence--What are the questions to ask?

• Who are you?

• With what racial, ethnic, religious, gender, age, social class, and sexual orientation do you identify?

• Into which of these groups were you born and which have you joined since birth?

• What unique characteristics do your affiliations have that others do not?

Examine the evidence--What are the questions to ask?

• What do you like about your culture and what do you not like about your culture?

• Have you ever experienced discrimination as a result of your affiliation with one or more of the cultures to which you belong?

• What was the nature of that discrimination?

• Consider the language that you use. What terms do you use to refer to other diverse groups? What terms are used to refer to you?

Theoretical Framework

• Cultural Identity Development

• Constructivism

• Social Construction

Cultural Identity Development Theory

• Members of a particular cultural group go through different stages or statuses marked by different attitudes toward their own and other cultural groups

• Attitudes and behaviors are the result of a cognitive and emotional process surrounding relationship to their own cultural group

• That relationship determines their relationship to other cultural groups

• Racial (cultural) identity is a group collective identity based on common heritage with that group.

Adapting to Dominant Culture

• Individuals choose to deal with living in the dominant culture that is different from their own by:

– Moving toward

– Moving against

– Moving away

Adapting to Dominant Culture

• Lack of identification with the dominant culture may result in:

– Isolation

– Passivity

– Increased stress

– Anxiety

– Depression

Constructivism

• Constructivism—understanding others within the context, within the group or culture in which they function

– Access the meaning clients give to experiences within their culture

– There are multiple truths, meanings, and constructions and one story is not considered truth over another.

– Building the relationship is an effort to construct meanings that can provide for more cultural harmony.

Social Construction

• Social construction— focus is on mutually-agreed upon meaning of a particular group and their role in shaping individual constructions.

• For example…

• Social construction says that most differences attributed to sex are really the result of socially defined gender roles.

• Heterosexuality has been designated as “natural” and thus superior to homosexuality, which is perceived to be “unnatural” or deviant.

Social Construction

• Social differences may change over time because they are socially constructed and inaccurate therefore subject to change.

• Ask the hard questions…

– Is a person considered homosexual if he/she never acts on his/her desires?

Fear Factors

• Assumptions that all people from a specific cultural group are the same

• Assuming that one approach is applicable in all situations.

• Questioning competence in working with culturally diverse clients

• Being unaware of cultural dynamics and their impact on psychosocial development.

Constructed Social Integration results in…

• Warmth

• Empathy

– Becoming more in tune with the person

– Conveying understanding.

– Adopting another’s internal frame of reference.

• Genuineness

• Improved communication

Constructed Social Integration results in…

• Becoming more Culturally Aware

– Everyone has distinct cultures and backgrounds

– Be honest about your own thoughts and feelings

– Gain knowledge and skills to work with other cultures

– Know that you will make mistakes

– Recognize differences as a resource

– Recognize that you and the person may be uncomfortable with cultural differences

Reference

• Das, Ajit K. Rethinking Multicultural Counseling: Implication for Counselor Education. Journal of Counseling and Development, 07489633, Sept/Oct 95, Vol. 74 Issue 1 retrieved from Academic Search Premier June 29, 2005.

• Gutierrez, Working with Women of Color: An Empowerment Perspective, Social Work March 1990, pp. 149-153.

• Kirst-Ashman, Karen K. and Grafton H. Hull, Jr. Understanding Generalist Practice. (3rd ed). Pacific Grove, CA. Brooks/Cole Thomson Learning.

• Lee, C.C. (1997). Multicultural Issues in Counseling: New Approaches to Diversity. 2nd ed. Alexandria. Va. American Counseling Association.

• Sciarra, Daniel T. (1999). Multiculturalism in Counseling. Itasaca, Illinois. F. E. Peacock Publishers, Inc.

• Segal, Elizabeth. Gerdes, Karen. Steiner, Sue. 2004. Social Work an Introduction to the Profession. Belmont, CA. Brooks/Cole-Thomson Learning.