LEARNING ABOUT HUMAN DIFFERENCES:

1. LEARNING ABOUT HUMAN DIFFERENCES: ENGAGEMENT AND EDUCATION JESSICA HENDERSON DANIEL, PhD, ABPP Minneapolis, MN October 29, 2007

2. ENGAGEMENT • RELEVANT • PERSONAL • AWARENESS OF THE PERSPECTIVES OF PERSONS WHO ARE DIFFERENT FROM ONESELF

3. COMPLEXITY RECOGNIZED • NOT EASY • CULTURAL COMPETENCY IS A CONCEPT THAT NEEDS TO BE DECONSTRUCTED • HOW DO I START?

4. DECONSTRUCTION • MANY PIECES • RECOGNITION OF PATTERNS AND RELATIONSHIPS • FALSE STARTS: UNCLEAR ABOUT WHAT GOES TOGETHER AND WHERE TO PLACE PIECES

5. ENGAGEMENT • INTRIGUED BY THE CHALLENGE OF THE MANY PIECES • A WORK IN PROGRESS • SERIAL WORKER—TO UNDERSTAND ONE ASPECT IS NOT ENOUGH

6. LEARNING ABOUT HUMAN DIFFERENCES • MANY PARTS-SOME PARTS MORE EASILY PLACED THAN OTHER PARTS • APPEARS TO TAKE TIME—A PROCESS • MULTIPLE LEARNING—NOTJUST ONE

7. PARTS • COGNITION-FACTS, PERCEPTIONS, CONNECTIONS, AND PATTERNS • DIFFERENT AFFECTIVE STATES-ANGER, SADNESS, DISBELIEF, SHAME, GUILT, FRUSTRATION, HOPELESSNESS AND HOPE

8. THE PROCESS • THE CENTER—THE INDIVIDUAL • SURROUNDING THE CENTER • BACKGROUND-PERSONAL AND PROFESSIONAL RELATIONSHIPS, COMMUNITY, AND “CULTURE”

9. CULTURE • BELIEFS • VALUES • MATERIAL OBJECTS IMPACT SOCIAL BEHAVIORS PERCEPTIONS OF EXPERIENCES

10. HUMAN DIFFERENCES THE CONCEPT OF TARGET AND NON-TARGET GROUPS OPPRESSION—”LESS THAN” Visions, Inc (2003)

12. TWO GROUPS FACULTY INTERNS AND FELLOWS

13. WHO ARE THEY? SOCIALIZATION ACROSS THREE GENERATIONS EVENTS AND CHANGES DURING ONE’S LIFETIME PERCEPTIONS OF THE ABOVE—YOURS AND OTHERS

14. WHERE DO I FIT? • MODAL AGE GROUP IN APA-46-60 YEARS OF AGE (41.3%) 2005 DATA-BORN BETWEEN 1945 AND 1959 • ELEMENTARY SCHOOL-ENTERED BETWEEN 1951 AND 1965 • HIGH SCHOOL—ENTERED BETWEEN 1960 AND 1974 • COLLEGE—ENTERED BETWEEN 1963 AND 1977

15. SOURCES OF SOCIALIZATION • GREAT-GRANDPARENTS, GRANDPARENTS AND PARENTS • GREAT GRANDPARENTS BORN-1870-1884 • GRANDPARENTS BORN—1895-1909 • PARENTS BORN-1920-1934

16. POTENTIAL MESSAGES • IMPACTED BY RECONSTRUCTION • WORLD WAR I • RACE WARS AFTER WORLD WAR I • THE DEPRESSION • THE GREAT MIGRATION TO THE NORTH

17. ISMS • EXISTED BUT WERE NOT NAMED • THE PIECES • SUGGEST A ONE “ISM” APPROACH • KEEP IN MIND A RANGE OF “ISMS”

18. RACISMAN EXAMPLE • FACTS--COGNITIONS • FEELINGS—AFFECTIVE STATES

19. RACE AND ETHNICITY • RACE IS THE SOCIAL CONSTRUCTION OF PEOPLE INTO GROUPS BY PHENOTYPE • ETHNICITY REFERS TO THE CULTURES WITHIN THE RACIAL CATEGORIES

20. THE THREE ERAS:COGNITION AND AFFECT • RACE AS HIERARCHY • RACE FROM A COLOR EVASIVE AND POWER-EVASIVE PERSPECTIVE • RACE AS DIFFERENCE TO BE VALUED AND CELEBRATED

21. DISCOURSE • RACE AS HIERARCHY EXISTED AS DOMINANT DISCOURSE UNTIL THE CIVIL RIGHTS ERA • CIVIL RIGHTS ERA—EVASIVE CONVERSATIONS • RACE AS VERTICAL NOT HORIZONTAL DIFFERENCE—IN PROGRESS

22. HISTORY MATTERS • THE DISCOURSE HAS NOT JUST BEEN BLACK AND WHITE • 14TH AMENDMENT THAT MADE NEGROES CITIZENS—DELIBERATELY EXCLUDED AMERICAN INDIANS AND CHINESE PERSONS FROM THE AMENDMENT

23. CITIZENSHIP • AMERICAN INDIANS BECAME CITIZENS IN 1924 • UNTIL 1952, IN ORDER TO BECOME A NATURALIZED CITIZEN IN THE US, ONE HAD TO BE DESIGNATED NEGRO OR WHITE • POC CHALLENGED AND LOST THIS LAW ; MOST DECLINED TO BECOME CITIZENS

24. PEOPLE OF COLOR • IMAGES ACROSS THE YEARS • NEGROES, BLACKS , AFRICAN-AMERICANS • AMERICAN INDIANS • CHINESE • FILIPINOS • PUERTO RICANS • JAPANESE

25. DISTORTIONS AND SOCIAL DISTANCE • CREATING THE SENSE OF THE OTHER • IMAGES ON MERCHANDISE • CARTOONS—POLITICAL, AT THEATRE AND ON TV • MOVIES—WHITES WHO PLAYED POC; STEREOTYPICAL IMAGES • TELEVISION—ABSENCE DURING MOST FIRST 40 YEARS; FIRST INTACT BLACK FAMILY WAS “GOOD TIMES”

26. IN YOUR LIFETIME • WORLD WAR II 1 MILLION BLACKS WERE IN THE ARMED FORCES ALL JAPANESE UNIT—THE MOST DECORATED POC WERE SERVICEMEN-MEXICAN-AMERICANS, CHINESE-AMERICANS, FILIPINOES,AMERICAN INDIANS, ETC MOVIES OFTEN OMIT THEM

27. PARTS • WHERE DO THEY FIT? • HOW DO THEY FEEL?

28. 60’S AND 70’S • CIVIL RIGHTS MOVEMENT—RELATED TO THE REMOVAL OF IMMIGRATION QUOTAS • VOTING RIGHTS ACT • AFFIRMATIVE ACTION • DESEGREGATION

29. 80’S • THE BEGINNING OF RE-SEGREGATION • HOUSING • SCHOOLS

30. INTERNS AND FELLOWS • AGE GROUP 26-36 YEARS OF AGE AND BORN BETWEEN 1971 AND 1981 • ELEMENTARY SCHOOL-ENTERED BETWEEN 1976 AND 1986 • HIGH SCHOOL-ENTERED BETWEEN 1986 AND 1996 • COLLEGE-ENTERED BETWEEN 1989 AND 1999

31. SOURCES OF SOCIALIZATION • GREAT-GRANDPARENTS, GRANDPARENTS AND PARENTS • GREAT GRANDPARENTS BORN- 1905 AND 1915 • GRANDPARENTS BORN-1927 AND 1937 • PARENTS BORN- 1949 AND 1959

32. POTENTIAL MESSAGES • CIVIL RIGHTS ERA ERADICATED INEQUALITIES • RE-SEGREGATED SCHOOLS ARE THE NORM • MOVEMENTS ARE A THING OF THE PAST—WOMEN AND CIVIL RIGHTS • MEDIA ARE INFORMATION SOURCES ABOUT THE “OTHER” • BEING PC IS IMPORTANT

33. ISMS • WERE TAKEN CARE OF DURING THE 60’S AND 70’S • TAUGHT A HISTORY OF US THAT MAY NOT HIGHLIGHT THE LIVES OF TARGETED GROUPS- LIMITED COGNITION AND LIMITED AFFECTIVE RESPONSES • DO NOT KNOW, MAY NOT WANT TO KNOW

34. DISTORTIONS AND SOCIAL DISTANCE • THE HIP HOP ERA • TV A SOURCE OF OLD IMAGES-MOVIES, CARTOONS AND TV SHOWS • LIMITED CONTACT WITH POC-DUE TO HOUSING AND EDUCATION PATTERNS • NEWER TV SHOWS-STEREOTYPICAL IMAGES • MEDIA NEWS IMAGES OF POC

35. FACULTY AND STUDENTS • IMPACTED BY SEGREGATION AND RESEGREGATION • LEARNING ABOUT DIVERSITY-INVOLVES UNLEARNING, RELEARNING AND LEARNING FOR THE FIRST TIME

36. UNLEARNING • STEREOTYPES • CLUSTERING ALL GROUPS UNDER ONE RACIAL HEADING • COGNITIONS • AFFECTIVE STATES BASED ON THOSE COGNITIONS

37. RELEARNING • THE HISTORY OF THE US-NEW INFO-COGNITION • THE HISTORY OF THE US—IMPACT ON AND PERCEPTIONS OF POC—AFFECTIVE STATES

38. LEARNING FOR THE FIRST TIME • RECOGNITION THAT PERSONS ARE MEMBERS OF RACIAL-ETHNIC GROUPS AND INDIVIDUALS---HOLDING BOTH AT THE SAME TIME • THINKING ABOUT THE CHALLENGES OF RELATIONSHIPS ACROSS RACIAL-ETHNIC DIFFERENCES

39. OUR INDIVIDUAL LEARNING • UNDERSTANDING INDIVIDUAL DIFFERENCES BEGINS WITH KNOWING ONESELF • INFORMATION MAY HAVE AFFECTIVE LOADING • WE ARE ALL WORKS IN PROGRESS

40. TEACHING ABOUT DIVERSITY • WORK AS AN INDIVIDUAL • FROM THAT EXPERIENCE—HELPING STUDENTS WITH THEIR OWN PERSONAL JOURNEYS

41. RESULTS • INCLUSIVE AND INFORMED PRACTICE WITH A RANGE OF PATIENTS • CULTURALLY INFORMED QUESTIONS FORMED BY RESEARCHERS • A DISCIPLINE THAT IS READY TO BE GLOBAL—THE PEOPLE IN THE US LOOK LIKE THE PEOPLE IN THE WORLD

42. ENGAGED LET THE LEARNING BEGIN Thank you