Module 1: Core Concepts In Cultural Competence
GENDER, SES, AND MULTICULTURAL DYNAMICSMODULE 1: CORE CONCEPTS INCULTURAL COMPETENCEModule 1:Core Concepts in CulturalCompetence
GENDER, SES, AND MULTICULTURAL DYNAMICSMODULE 1: CORE CONCEPTS INCULTURAL COMPETENCERelevant Statistics on Gender and Minorities in STEM – Trainer NotesObjectives:To provide data on the underrepresentation of women and minorities inSTEM education and careers.To increase awareness of issues affecting female and minorityparticipation in STEM education and careers.Time:10 MinutesMaterials:Why is Awareness of Gender Diversity and Multicultural Dynamics inISE Important? HandoutDirections:Review handout with participants and deliver the following lecturette:There are serious disparities in the current participation ofwomen, African Americans, Hispanics and AmericanIndians/Alaska Natives in STEM undergraduate courses ofstudy as compared to the percent of the total U.S. populationthese groups represent. The goal of all STEM equity efforts isto have every group participating at rates that are asrepresentative of the segment of the overall population theyrepresent. While parity will probably never be quite exact, whengaps are as large as they are for women and minorities,questions of systemic barriers must be asked.Not all systemic barriers to STEM participation are structural.Numerous studies are beginning to show that social messagesand stereotypes about science and who can/should beparticipating in the scientific enterprise are among the strongestimpediments to STEM achievement.Informal science educators and informal science educationinstitutions (ISEs) are especially well-positioned to helpbreakdown these social stereotypes and assumptions for girlsand minorities. The hands-on approach to exploring scienceISEs embrace is already recognized as a best practice forengaging youth from underrepresented communities in STEM.ISEs also have the flexibility to access diverse STEMprofessionals as mentors to youth, and provide parents tools forencouraging their children to be confident science learners.
GENDER, SES, AND MULTICULTURAL DYNAMICSMODULE 1: CORE CONCEPTS INCULTURAL COMPETENCEWhy is Awareness of Gender Diversity and Multicultural Dynamics inISE Important?There is a persistent underrepresentation of women and minorities in STEM.Despite some gains in STEM achievement in K-12 education and in some STEM careers,women and minorities are still significantly underrepresented in the overall STEM landscapeespecially in the engineering and technology sectors. Slightly more than 50% of U.S.undergraduate students are women (reflecting parity with the overall population), yet less than33% received STEM degrees in 2008. The numbers for underrepresented minority groups(African American, Hispanic/Latino, American Indian/Alaska Native) are even starker. Thesegroups comprise 30% of the U.S. population and only 17% of STEM undergraduate degreesawarded in 2008.Gender and racial stereotypes about who can and do pursue STEM careers still exist.In elementary school about as many girls as boys have positive attitudes toward science. Butsomething else starts happening in elementary school. By second grade, when students (bothboys and girls of any racial/ethnic background) are asked to draw a scientist, most portray awhite male in a lab coat. The drawings generally show an isolated person with a beaker or testtube. Any woman scientist they draw looks severe and not very happy.Scientific discourse, teaching, and learning are not culturally neutral.The scientific enterprise and science concepts are often thought of as culturally neutral, and it isgenerally accepted that there is also a “science culture,” complete with its own terminology andframework of accepted practices (i.e., the scientific method). This view assumes that the cultureof science does not reflect the cultural values that people bring to science. If it is acknowledgedthat learning is affected by cultural factors (practices, beliefs, language, and values), educatorscan learn to leverage what “counts” as learning and what types of knowledge are seen as“important” to create relevant and accessible STEM learning experiences for all students.There is still a persistent belief that developing strategies that support girls and/orstudents from different cultural backgrounds, “mainstream” students are left behind.Actually, educators have found that interventions that work to increase girls' and minorities’interest in STEM also increase such interest among all students in the classroom. When girlsand students from minority backgrounds are shown images of scientists of diverse backgroundsand genders, they get a greater sense of possibility about the person they could become, as doboys and children from ethnic backgrounds traditionally represented in STEM careers.
GENDER, SES, AND MULTICULTURAL DYNAMICSMODULE 1: CORE CONCEPTS INCULTURAL COMPETENCEAdults can have an impact on girls and minorities’ interest in STEM.The support of parents and educators has been shown to be crucial to students’ interest inscience, technology, engineering and math. Making girls aware of the range of science andengineering careers available and their relevance to society works to attract more women (aswell as men) to STEM careers. Parents and educators are also in a position to tell young peoplewhat they need to do (in terms of coursework and grades) to put themselves on a path to aSTEM career.References:Bell, Philip, et.al. Learning Science in Informal Settings: People, Places, and Pursuits.Washington, D.C.: National Academies Press, 2009.National Science Foundation, Division of Science Resources Statistics, Women, Minorities, andPersons with Disabilities in Science and Engineering: 2009, NSF 09-305. Arlington, VA: NSF,2009.National Science Foundation. Back to School: Five Myths about Girls and Science. Arlington,VA: NSF, 27 Aug. 2007.
GENDER, SES, AND MULTICULTURAL DYNAMICSMODULE 1: CORE CONCEPTS INCULTURAL COMPETENCECreating Common Language – Trainer NotesObjectives:To introduce core concepts in cultural competence.To uncover some of the hidden meanings in common terminology.Time:10-15 MinutesMaterials:FlipchartMarkerDirections:Risk Level1. Prior to presentation, write each of the terms on a piece offlipchart paper, leaving space after each term.2. Explain to participants that one of the reasons conversationsabout diversity can be so difficult is that we often use the samewords to convey different meanings. In this exercise, you will becovering a few core concepts to clarify what we really meanwhen we’re using these words.3. Ask the participants to quickly call out what they think each termmeans, and capture on the flipchart. Note the divergence ofmeanings from person to person.4. Review the definitions given on the handouts.5. Ask participants to review the Golden and Platinum Rules. Hasanyone heard of the Platinum Rule before? What’s thedifference?a. Note that the Platinum Rule is a simplified way to thinkabout cultural competence. Rather than assuming thatwhat I think is right is best, I might wonder whatsomeone else might think is right and how I might beable to do that.b. An example of the Platinum Rule is respecting differentcultures of communication, like returning a bow ingreeting to Japanese visitors rather than insisting on ahandshake.Low
GENDER, SES, AND MULTICULTURAL DYNAMICSMODULE 1: CORE CONCEPTS INCULTURAL COMPETENCECreating Common LanguageDiversity encompasses all those differences that make us unique, including but not limited torace, color, ethnicity, language, nationality, sexual orientation, religion, gender, socio-economicstatus, age, and physical and mental ability. A diverse group, community or organization is onein which a variety of social and cultural characteristics exist.In other words Diversity is all those things which make us similar and different. We are more similar than we are different. BUT ‐ the differences matter, especially those that I don’t reflectdirectly.Inclusion denotes an environment where each individual member of a diverse group feelsvalued, is able to fully develop his or her potential and contributes to the organization’s success.In other words DIVERSITY either exists or doesn’t. Diversity isn’t what you “DO,” inclusion is!Culture is the sum total of ways of living built up by a group of human beings and transmittedfrom one generation to another.Cultural Competence is a process of lifelong learning. It results in knowledge, skills,behaviors, and attitudes that allow us to work effectively with others from different culturalbackgrounds, increases the ability of organizations to maximize the benefits of diversity withintheir workforces, and improves the services we offer to our various stakeholders.The Golden Rule:The Platinum Rule:Treat others as YOUwould like to be treated.Treat others as THEYwould like to be treated.
GENDER, SES, AND MULTICULTURAL DYNAMICSMODULE 1: CORE CONCEPTS INCULTURAL COMPETENCEDimensions of Diversity – Trainer NotesObjectives:To provide a comprehensive definition for diversity.To emphasize how important it is to look at “others” through theirdiversity wheel.To understand the various dimensions of diversity beyond race andethnicity.Time:20-30 MinutesMaterials:FlipchartMarkerDimensions of Diversity handoutIndex cards (5 per participant)Directions:Small Group Instructions:1. Provide an overview of the Diversity Wheel:o This wheel illustrates many of the dimensions of diversitywe all embody as individuals. The different levels do notrepresent levels of importance, but rather the extent towhich we have “choice” over how we identify each of thedimensions.o At the core of each of us is our personality.o The INTERNAL dimensions are those parts of ouridentity we’re born into/with. For example, we do notchoose which country we’re born in (national origin).People have different opinions on whether individualshave choice over their sexual orientation. Sexualorientation is included as an “internal” dimension,because when you ask people about THEIR sexualorientation, they will say that they were born that way.o The SECONDARY dimensions are those that we havesome agency in choosing, and are generally morechangeable over a lifetime. For example, we can chooseto change our geographic location during our lives.o The ERA wheel represents larger world events andhistory that we experience, creating important referencepoints in our lives. For example, many of the studentstoday didn’t experience a world with a West and EastGermany. They don’t know a world without the internet.2. Define race as a social construct. Provide the U.S. CensusBureau race classifications, including changes in the last 10
GENDER, SES, AND MULTICULTURAL DYNAMICSMODULE 1: CORE CONCEPTS INCULTURAL COMPETENCEyears. Race is a concept that divides human in variousclassifications, often 5 or 6. Genetically, human beings share99.9% of characteristics, yet “race” continues to be the greatdivider. Explain that race is an evolving concept. (See TrainerNote)3. Clarify the differences between race and ethnicity. Ethnicity isrelated to population sub-groups, includes geographic location,family origins and traditions.4. Ask participants: What is national origin and what is thedifference between national origin and ethnicity?5. Ask: Who is in the room? A couple of volunteers to share theirethnicity or, national origins.6. Continue with the secondary and era dimensions.Engage the participants.Divide participants into small groups (3-5 people)Distribute 5 index cards to each participant. Ask participants to quicklyidentify 5 dimensions that are important for them today (1 per card) in 2minutes, with no speaking.After 2 minutes, instruct participants to set aside one card. Continuethe process until participants are left with only 1 card.Ask them to share with their small group which dimension they were leftwith and what their initial “deck” looked like.Debrief and Process in Large Group:What did you discover about yourself and others at your tablesfrom this activity? What did it feel like to shed identities? Whatwas it like to describe yourself in terms of only one dimension ofdiversity?Why do you think it is important to understand your owndiversity wheel as an informal science educator?Why is it important to consider multiple dimensions of diversitywhen working with colleagues and audiences?Key Points:We all have a diversity wheelThe importance of the dimensions of diversity varies fromperson to person (they could be similar or different)Some dimensions are dynamic as they change over time.Diversity is race and ethnicity, and much more.
GENDER, SES, AND MULTICULTURAL DYNAMICSMODULE 1: CORE CONCEPTS INCULTURAL COMPETENCETrainer NoteDespite scientific data, the belief that human races exist remainsunquestionably real and, like any belief held by a large number ofpeople, is significant in itself regardless of its scientific validity. The raceconcept continues to impact people through its effects on socialbehavior.For example, the question on race for Census 2000 was different fromthe one for the 1990 census. In 2000, people were given the option ofselecting one or more races to include people who have amultiracial/multiethnic background. The six “races” in the 2000 censusincluded: White; Black or African American; American Indian or AlaskanNative; Asian; Native Hawaiian and Other Pacific Islander; Some otherrace.More likely, we will continue to hear of changes in the concept of raceas recent scientific findings continue to challenge the “traditional”concept of race.RiskSources: Race: The Power of an Illusion, California Newsreel, 2003. .http://www.euroamerican.org/library/definitions race.asp. ; ScientificAmerican Magazine, 2002; Race (U.S. Census)MEDIUM
GENDER, SES, AND MULTICULTURAL DYNAMICSMODULE 1: CORE CONCEPTS INCULTURAL COMPETENCEDimensions of DiversityERASECONDARYINTERNALPersonalityAdapted from: Loden, Marily & Rosener, Judy, ”Workforce America! Managing Employee Diversity as aVital Resource,” McGraw‐Hill Professional Publishing, 1990.
GENDER, SES, AND MULTICULTURAL DYNAMICSMODULE 1: CORE CONCEPTS INCULTURAL COMPETENCEDimensions of Diversity Case Study – Trainer NotesObjectives:To provide participants opportunity to explore the importance ofconsidering multiple dimensions of diversity in creating inclusiveexperiences.To begin to develop strategies for creating culturally competent informalscience experiences.Time:20 MinutesMaterials:Dimensions of Diversity Case Study handoutDirections:Risk1. Divide participants into small groups of 5-7.2. Ask participants to read the case study and discuss in smallgroups for 10 minutes.3. Debrief and Process in Large Group:a. Pose discussion questions to the group as a whole,asking for each small group to share just a bit of whatthey discussed together.b. Note that approaching diversity in multiple dimensions isthe first step toward cultural competence.LOW
GENDER, SES, AND MULTICULTURAL DYNAMICSMODULE 1: CORE CONCEPTS INCULTURAL COMPETENCEDimensions of Diversity Case StudyThe WHIZBANG Science Center receives funding from a local funder to increase service to theregion’s growing Hispanic population. While WHIZBANG staff is very supportive of thisopportunity, this is not the first time the center has tried to outreach to Hispanics. Past attemptshave not been fruitful.The WHIZBANG marketing and education directors decide that the center’s summer sciencecamps for middle school-aged youth are the right vehicle for this outreach. Camps aregenerally very popular, often with waiting lists. The directors perform a review of the existingmarketing materials and strategies for the camps and use the funds to create new marketingmaterials, replacing current graphics to images that emphasize multicultural campers andtranslating some of the materials into Spanish.Marketing materials are distributed through local schools with whom the center already hasrelationships, the WHIZBANG website, and the various mailing lists the center maintains.Lily, the WHIZBANG education director checks in on registration progress a few weeks beforethe camp is to begin. When she sees the numbers, she is pleasantly surprised – registrationseems to be tracking with previous offerings. However, when she reviews the participant list,she notices that very few of the registered campers have Hispanic last names and that most ofthe registrants are the same youth that have attended camps before.Discussion Questions:Why do you think few Hispanics signed up for the camp, despite WHIZBANG efforts?What dimensions of diversity did WHIZBANG focus on? Which did they not that mighthave made a difference?
Objectives: To introduce core concepts in cultural competence. To uncover some of the hidden meanings in common terminology. Time: 10-15 Minutes Materials: Flipchart Marker Directions: 1. Prior to presentation, write each of the terms on a piece of flipchart paper, leaving space after each term. 2.
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