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Prior to completing this activity, read “
Self-Assessment and Dialogue as Tools for Appreciating Diversity
” and watching the videos
What Your Boss Wants: Business (Links to an external site.)Links to an external site.
and
Understanding our Biases and Assumptions (Links to an external site.)Links to an external site.
https://fod.infobase.com/OnDemandEmbed.aspx?token=94142&wID=100753&plt=FOD&loid=0&w=640&h=360&fWidth=660&fHeight=410
https://fod.infobase.com/OnDemandEmbed.aspx?token=2574&wID=100753&plt=FOD&loid=0&w=640&h=480&fWidth=660&fHeight=530
Bias communications occur in social platforms daily. Also, businesses and leaders are continuing to frequent social sites more frequently. The following discussion introduces the potential for the biases that may neglect, or promote, the importance for diversity within organizations, as communicated through social platforms that often promote information through the use of increased emotional triggers and dialogue. Explore the internet for information about the users and frequency of use for social platforms prior to completing the discussion to aid in increased awareness of the effects of social networking communications on healthy diversity practices and the potential for bias.
- Explore Twitter. If you are unfamiliar with how to do this, click here (Links to an external site.)Links to an external site..
- You will need to sign up for an account if you do not have one, but you are not required to interact or share personal information.
- Search for a popular leader of an organization
- Examples:
- Rachel Sklar, Founder/CEO at TheLi.st, @rachelsklar (Links to an external site.)Links to an external site.)
- Bill Gates, Co-founder of Microsoft, (@BillGates (Links to an external site.)Links to an external site.);
- Ozzie Guillén, Manager of the Miami Marlins, (@OzzieGuillen (Links to an external site.)Links to an external site.)
- Eric Trump, Executive Vice President of the Trump foundation, (@EricTrump (Links to an external site.)Links to an external site.);
- Arianna Huffington, Co-founder and editor-in-chief of The Huffington Post, (@ariannahuff (Links to an external site.)Links to an external site.)
- Pharrell Williams, owner of the non-profit organization called “From One Hand To AnOTHER” (FOHTA), singer, songwriter, producer, (@Pharrell (Links to an external site.)Links to an external site.)
- Bill Clinton, Founder of the Clinton Foundation and 42nd President of the United States, (@billclinton (Links to an external site.)Links to an external site.);
- Oprah Winfrey, President of Harper Studios, television host, actress, producer, philanthropist and entrepreneur, (@Oprah (Links to an external site.)Links to an external site.)
- You can choose one of these or another.
- Choose a recent tweet and read the comments on the thread. (Note that you are not required to have a twitter account to search.) Take a snapshot of the thread to also include in your discussion (smartphone, “screenshot”, or “snipping tool” are all options for this function.) (**Does not have to include all the comments in the thread.)
- Analyze and discuss how diversity (e.g. cultural, political, gender, ethnicity, or economic) can be seen by the differing posts presented on the social thread. Include your thoughts about the potential for bias based on the thread you choose.
- Discuss, based on our content this week, how these types of diverse comments could subsequently affect many levels of the organizational process, including marketing/branding, hiring future employees, and training and development. (Consider both the positive and the negative effects.)
- What strategies could you personally apply in social networking sites to prevent self-bias and stereotyping of others, based on a better understanding of diversity in an organization?
Your initial post should be between 300 and 350 words.
TEACHING NOTE
SELF-ASSESSMENT AND DIALOGUE AS TOOLS
FOR APPRECIATING DIVERSITY
Gwenelle S. O’Neai
West Chester University
As social work educators continue to examine methods and techrüques to pro-
vide meaningful knowledge about racism and discriminafion, the role of self-
assessment and dialogue should also be explored. This teaching note presents a
tool for students and educators to use in considering Uterature discriminafion
and increasing awareness of mulficultural resources. This tool and the related
acfivifies may be used for orientafion or modified and combined with the vari-
ety of mixed media used to engage students in acfive learning.
THE ROLE OF SOCIALIZATION in e s t a b l i s h i n g
mindsets or world views is an estabUshed per-
specfive among sociologists, social workers,
and other helping professionals. Educafional
socializafion has typicaUy favored middle-
class Euro Ainerican students and neglected
the importance of ethnic minority or working-
class student backgrounds (Stanton-Salazar,
1997). It seems relevant that engagement
around diversity content should begin with
the evaluafion of one’s own socializafion or
connection to multicultural examples and
concepts. Services to individuals, famdies,
groups, organizafions, and communifies need
to come from an understanding of the
demeaning reaUfies and often unjust circum-
stances that many people have faced or are
facing. This teaching note presents the de-
scripfion of an exercise that has been used
over the past 10 years to orient students to
their verbal acknowledgement of the appreci-
afion of diversity and their actual parficipa-
tion in gaining understanding of the mulfiple
cultural backgrounds of people in our com-
munifies. Related acfivities are also described.
Diaiogue, Self-Assessment,
and the Learning Process
The human-behavior-in-the-social-environ-
ment course The Dialecfic of Oppression and
Liberafion examines the impact of oppression
and discriminafion on members of various
groups as weU as on Euro Americans within
the context of a diverse and stratified society.
Journal of Social Work Education, Vol. 48, Ne. 1 (Winter 2012).
32012, Ceuncll en Sedal Werk Edueatlen, Inc. All rights reserved. DOI: 10.5175/JSWE.2011.201000007 1 5 9
1 6 0 JOURNAL OF SOCIAL WORK EDUCATION
The course prepares students to engage in con-
versafions that examine tradifional behaviors
and atfitudes. Tradifional contexts, evolving
nofions, and dynamics are addressed in the
process of becoming a social worker prepared
to embrace mulfiple cultural groups. The
process involves self-assessment, exposure to
various perspecfives, and opportunifies to
reflect on and discuss these in an acfive leam-
ing environment.
Critically analyzing routinely accepted
paradigms helps students reevaluate power
structures (Darüel, 2008) and their personal
views of them. The dialectic includes ac-
knowledging and exploring survival and
defensive behaviors. The course incorporates
the history of oppression, impact on idenfity
development of members of all groups, and
ülustrafions of resistance and transformafions.
White privilege and insfitufional racism are
concepts addressed in several ways through-
out the course as precedents, outcomes, and
continuing reaUfies identified in various envi-
ronmental and situafional contexts. Discussion
of these concepts involves examining crifical
race theory (Ortiz & Jani, 2010) with respect to
students’ past organizafional experiences and
current field placements. The test on implicit
racism (Project Implicit, 1998), which students
are required to take, illustrates the ongoing
impact of socializafion stereotypes.
Self-assessment is acknowledged as a via-
ble component of professional educafion (Bald-
win, 2000). It is a concept and a process per-
ceived as reflecfive observafion that gives stu-
dents opportunifies to make sense of their
socializafion and leaming experiences. Expo-
sing students to informafion about their mulfi-
cultural awareness (Lee & Greene, 2003) serves
as a basis for discussion and growth. The per-
sonal values and diversity exercise/self-
assessment tool described below was designed
to provide new insights into students’ educa-
tional and family racial socialization (Caughy,
O’Campo, Randolph, & Nickerson, 2002) as
well as the affect of these d5mamics on their
development. Simultaneously, it raises aware-
ness of the negafive influence of oppression
and stimulates interest in seeking greater
knowledge about other cultures.
Implementing the Exercise
The design of the exercise draws on social
leaming and ecosystems theories. It creates an
opportunity to talk about what students say
they believe and how they behave. It sets the
tone for openness about their school and
home experiences and support for a range of
experiences. The exercise handout consists of
three parts. Parts one and two are on the front
of the page. Part one entails a set of three gen-
eral value quesfions. These quesfions are not
used to empirically assess or evaluate stu-
dents’ values about diversity. The intent is to
gain a general consensus of their interest in
diversity. Part two requests a list of communi-
ty civic acfivifies in which students have
parficipated (see Figure 1).
The reverse side of the page presents a
grid for the student to complete that idenfifies
their connecfions with mulficultural resources
(see Figure 2).
Students are informed that the exercise
will not be collected (early use of the quesfion-
naire indicated student discomfort with it
being collected). The sheet is distributed with
SELF-ASSESSMENT AND DIALOGUE 1 6 1
side one showing. Students are asked not to indicate they agree with the value items,
turn it over until directed to do so. They Those who may have responded with less
complete side one. A discussion is irüfiated than agreement are supported—their respons-
about how they responded. Usually, most es are equally acceptable; their parficipafion is
FIGURE 1 . Personal Values and Diversity Experiences
Personal Values and Diversity
A. Please circle one response to each of the following three questions.
1. I support the need for diversity in our lives.
Strongly agree Agree Disagree Strongly Disagree
2. I have demonstrated my interest in diversity in specific ways.
Strongly agree Agree Disagree Strongly Disagree
3.
1 believe social and economic injustice must be addressed.
Strongly agree Agree Disagree Strongly Disagree
B. List examples of your participation in social and economic justice concerns at
school, work, or in your community.
1.
2.
3.
1 6 2 JOURNAL OF SOCIAL WORK EDUCATION
desired. We discuss the reality of consensus
and exceptions, the variations and similari-
ties, and social work values. The discussion
moves to Section B. Students describe their
activities. We sort the types, locations, and
positives and negatives. Some indicate rea-
sons they may or may not have been active
participants. Or they report on activities that
may have occurred in the past but not recent-
ly. AU responses are welcomed, and the con-
versation acknowledges how these experi-
ences or lack thereof may contribute to their
FIGURE 2. Multicultural Literature Awareness Instrument Handout
C. List some examples of multicultural involvement with reference to the listed
groups in the past year.
Cultural Group
African American
Hispanic
Asian
Native American
Arab
Asian Indian
LGBTQ
EuroAnglo/Caucasiai^
Other White ethnic
groups
Other challenge^Age,
physical, learning, etc.
Books Films Churcl^empli/Mosques Friends
Other
Events
Activities
Note. LGBTQ=lesbian, gay, bisexual, transgender, or questioning.
SELF-ASSESSMENT AND DIALOGUE 1 6 3
current percepfions. Then students are asked
to turn the page over and to ful in the grid.
After a few minutes, students have completed
this secfion. The quesfion is asked—”How
does your grid look?”
Student Reactions
Typically, students observe that they have not
read very much by diverse authors. They also
acknowledge they have not parficipated in
many diverse cultural acfivifies. Generally,
they have not attended events in cultural set-
tings other than their own. Some have friends
of different groups, but they tend to be few in
number. Students of color or those who have
lived in mixed or color-dominant communi-
fies have described a broader range of obser-
vafions and experiences. However, they often
reflect on their limited exposure to resources
of other cultures.
The reacfions of Euro American students
and students of color to issues of diversity,
oppression, and liberafion include a range of
emofions. Because the grids are not collected
students are usually quite responsive about the
results. The range of reacfions is useful for the
discussion of their percepfions about them-
selves. Some students have traveled, parfici-
pated in church missionary programs, or
engaged in student exchange programs. Those
with several items filled in on their grids report
on their experiences. Other students may
express shock, surprise, and quiet thought.
Those with few items often reflect that they
have not been exposed to opfions regarding
mulficultural populations. Many have not
grown up in diverse environments or been
exposed to mulficultural opportunifies. Over
the years, several students have observed the
absence of opportunity for exposure in their
educafional socializafion to literature, science,
math, or other contribufions to society by per-
sons of color or members of typically excluded
groups. One student recently exclaimed, “Our
teachers only taught us about American and
Brifish literature and especially Shakespeare.”
Another student concluded: “No wonder we
don’t value ethnic minorifies. We haven’t been
taught to do so.” Another reflected in her jour-
nal: “I was very surprised at the numbers
because I didn’t realize how little friends of
color I have or know.”
Celebrating Black History Month, Mexican
Cinco de Mayo, Women’s History Month, and
similar points of reference have done little to
socialize growing and developing children to
the contribufions of all people to society over
time. The premier historical and cultural
chronology that children in our educafional
systems have been taught has excluded people
of color and taught negafive interpretafions of
their presence in this society. The results of the
exercise provide a visual schemafic of the ümi-
tafions or extent of students’ literacy with
respect to mulfiple cultures. Examples of cul-
turally affirming resources (Adichie, 2009;
McCoy & McKay, 2006; O’Neal, 2006) and con-
temporary ideas of oppressive situations
(Kristoff & WuEXmn, 2009) are provided.
The results of this tool have not been for-
mally evaluated. A midcourse evaluation asks
students about the exercises, content, pace,
and quesfions. A verbal assessment in the last
class asks them to evaluate their knowledge of
mulficultural literature and their perceived
awareness. Their responses help guide the
instructor’s response to student concerns.
Generally there is enthusiasfic reporting of
1 6 4 JOURNAL OF SOCIAL WORK EDUCATION
growth—our program evaluafion self-report
instrument consistently shows high sensifivi-
ty to cUent diversity issues. The major func-
fion of the tool Ues in its use for processing
classroom behavior and estabUshing a sup-
portive learning environment. Student
responses are analyzed on the spot in the
classroom. Indicators of their comfort or dis-
comfort with the content—their comments,
facial expressions, body language, and
questions—are acknowledged and addressed.
Integrating Learning
Through Assignments
Self-assessment exercises have been presented
as useful methods to promote awareness of
thinking variafions with respect to ethnicity
and class differences (Ellis, 2001). Self-
assessment is included in acfivifies Usted to
help foster cultural literacy and competency
in working with international families
(Hamon, 2008). It is also included in the dis-
cussion of training exercises for agency pracfi-
fioners that help them be aware of their own
“culture-bound beUefs” (Beckeft & Dungee-
Anderson, 1996, p. 27). In addifion to the self-
assessment instrument, course content in-
cludes informafion regarding policy, pracfice,
and social behaviors that perpetuate negative
stereotypes and those that assist in aftirming
one another.
Following the discussion of the grids, stu-
dents engage in conversafion about the focus
of the course, the expectafion of crificaUy
thirdcing and reflecting on the traditional
stereotypical messages they have heard, and
examining multiple perspectives. Several
assignments are used to assist continuing self-
reflecfion and considerafion of how mulficul-
tural Uterature can be used to enhance their
understanding. Two assignments have been
selected by faculty as key indicators to evalu-
ate student competency behaviors. The jour-
nal entries and the final exam are scored by a
rubric to determine achievement targets. The
rubric segments define the steps in informa-
fion literacy and crifical thinking.
Journal. The joumal is required to log
thoughts and reactions to the course content—
readings, discussions, videos, presentations,
exhibits—with respect to oppression, discrim-
inafion, affirmation, and social justice. Reflec-
fions are often connected to observafions and
experiences of privilege.
The final exam. The final exam is a take-
home assignment that öfters several opfions for
responding. In addifion to essay quesfions, the
selecfions include opportunifies to react to
poetry (i.e., “With no immediate cause,” about
rape [Shange, 2007]), to write and iUustrate a
poem of their owm about an issue related to
oppression or Uberafion, and to design a con-
cept map that demonstrate their conceptualiza-
fion of the oppression-to-Uberafion process.
Other opportunifies for discussion, analy-
sis, and reflecfion include the following.
Small group and dyads. Weekly course ac-
fivifies involve discussion questions for en-
gagement in small groups or with one other
student. A group project requires a multicul-
turally sensifive presentafion that selects an
issue of importance to social work designed to
inform a target audience. Incorporating mulfi-
cultural and mulfidimensional (micro, mezzo,
and macro) perspecfive informafion to deUver
services to diverse consumers is required.
Novel analysis. A novel wriften by a per-
son of color; lesbian, gay, bisexual, or trans-
SELF-ASSESSMENT AND DIALOGUE 165
gender person; or representing a physical,
leaming, and/or emofional challenge is read
and analyzed for its cultural context and per-
specfive. Students are required to select an
excerpt or create a summary that may be inte-
grated into service delivery to promote cultur-
al affirmafion. The relevance of integrating
cultural materials is a core course concept,
and examples are integrated across the semes-
ter (O’Neal, 2006). All students discuss their
novels. A demonstrafion of how an excerpt
can be used with a group is conducted.
International examples of oppression. Stu-
dents develop a short paper in class (using the
computer room) on oppressive condifions in a
country of their selecfion. Students teach each
other about their examples, and the informa-
fion from the countries around the world are
compared and contrasted with U.S. examples.
All of these examples and other acfivifies
are designed to further self-assessment and
increase mulficultural knowledge. The per-
sonal values and diversity exercise has been
an effecfive tool for student orientafion to the
history of exclusion in the United States and
the evolving role of cultural competence. The
orientafion sets the tone for open and sup-
porfive discussion and interacfion. The course
provides a foundafion that helps students
understand that all social work services are
delivered in a macro societal context.
Conclusion
This teaching note promotes the integrafion of
culturally affirming materials into teaching
and practice. It addresses the continuing
observafions of the need for more effecfive
engagement methods with social work stu-
dents. This engagement dynamic is simulta-
neously explored for its potenfial implemen-
tafion in delivering services to various family
members and diverse communifies. Student
parficipafion in the discussion has identified
specific needs for social work:
• To create various ways to integrate cultur-
al knowledge into competency behaviors
across the curriculum
• To advocate for the inclusion of diverse
authors, researchers, and their perspecfives
throughout the elementary, secondary, and
higher educafional socializafion process
• To promote the relevance of family racial
socializafion in developing idenfity and
self-confidence across cultures
Challenges to more effecfive social work
service delivery and the need for prevenfion of
ongoing social problems continue in local and
global arenas. Implementing, researching, and
advocating for methods to expand our under-
standing is fundamental to our progress.
References
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Becket, J., & Dungee-Anderson, D. (1996). A framework for agency based mulficultural training
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Caughy, M., O’Campo, P., Randolph, I. M., & Nickerson, K. (2002). The influence of racial
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Accepted: 0 9 / 1 0
Gweneiie S. O’Neai is professor at West Chester University.
Address correspondence to Gwenelie S. O’Neal, West Chester University, Graduate Social Work
Department, 650 Alley Way, Reynolds Hall, West Chester, PA 19383; e-mail: goneal@wcupa.edu.
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