Diversity

1. Diversity • Training Module for Enviros

2. Overview • In this training we will cover: • Diversity • Discrimination: The Isms • Oppression: • Privilege and Disadvantage • Levels of Oppression • Social Justice • Cross Cultural Competence

3. Overview • Format • This training has been designed for Enviros staff to complete Diversity training. • There will be videos and articles throughout the PowerPoint followed by questions for reflection. • Please take time for reflection as you answer the questions and discuss with your colleagues. Learning from one another is wonderful opportunity to practice cross cultural competence!

4. Definitions • Diversity - the differences between social identity groups based on social categories like class, gender, sexuality, and race • Discrimination - occurs when the rights of an individual are denied or interfered with because of their membership in a particular group or class • Privilege - unearned advantages that systems bestow on people because of membership in a dominant group

5. Definitions • Oppression - “the domination of subordinate groups in society by a powerful (politically, economically, socially, culturally) group” (Mullaly, 2002, p. 27). • Social Justice - addressing equity, power relations and institutionalized oppression • Cross Cultural Competence - a comprehensive approach to integrating cultural diversity in all aspects of an organization’s structure and programming

6. Why is diversity important? • “Enviros serves a number of diverse populations and the service of diverse populations is aligned with the agency’s mission, values, and mandate” (Enviros Policy Manual, 2009, p. 50) • CASW Code of Ethics: “Social workers respect the diversity among individuals in Canadian society and the right of individuals to their unique beliefs consistent with the rights of others”(2005, p.4) • Reflective questions • How is diversity important to the work you do in your program? • How does your program demonstrate diversity awareness?

7. PERCEPTIVE -Treating someone less favorably because they are thought to have a protected characteristic INDIRECT -Treating someone less favorably through a practice which disadvantages people with a protected characteristic ASSOCIATIVE - Treating someone less favorably because of their association with someone with a protected characteristic DIRECT - Treating someone less favorably because of a protected characteristic DISCRIMINATION Discrimination • There are 4 types of discrimination: From Gast and Patmore, 2011

8. Discrimination: The Isms • Racism • the set of interpersonal, cultural and institutional patterns that create advantages for people defined as white and disadvantages for people who are defined as non-white (Bell, Castaneda, Zuniga, 2010) • The following video was produced by the B.C Teachers Federation. Please watch and refer to the questions below • History of Racism in Canada video • Reflective questions: • Were you surprised by anything in the video? How does understanding systemic racism help you in your work with individuals?

9. Discrimination: The Isms • Classism - “a relative social ranking based on income, wealth, education, status and power” (Leondar-Wright and Yeskel, 2007, 314). • The following is an op ed about the “myth” of equal access to opportunity. • Equal opportunity: our national myth • Reflective questions: • Do you see parallels between the way the United States is described in this article and Canada? • How does classism affect the people you work with in your program? What are some ways you can address classism in your work?

10. Discrimination: The Isms • Religious Oppression - the practices, policies and social systems which maintain religious domination and subordination (Adams, 2010). • Below is a news story about a woman facing religious discrimination. • Abercrombie and Fitch story • Reflective Questions: • What were the employee’s grounds for a lawsuit? Does Christian privilege play a role in this story? • What are some ways you can ensure your clients feel safe and supported in their religious practices?

11. Discrimination: The isms • Sexism - the oppression of women • Video: Women in the news media • Reflective questions: • What does this video say about how women are portrayed in the news media? In our society? • What are some ways we can promote gender equality in our programs?

12. Discrimination: The isms • Heterosexism - the normalizing and privileging of heterosexuality that excludes the experiences and needs of lesbian, gay, bisexual, and transsexual (LGBT) people (Blumenfeld, 2010). • "Think before you speak" video • Reflective questions: • What role does language play in perpetuating discrimination? • What are some ways you can ensure LGBT people feel supported in your program?

13. Discrimination: the Isms • Transgendered Oppression • the system of oppression that targets people whose gender identity/expression does not match societal expectation. This includes the disadvantages faced by those who are or have completed transitioning from one gender to another or who live in between these categories(Catalano and Shlasko, 2010) • Please read the brief article below: • Finding a place to go: The Transgender bathroom dilemma • Reflective Questions: • What are some ways you could support a client with this dilemma in your program? • How can we at Enviros create a safe place for transgendered colleagues?

14. Discrimination: The Isms • Ableism - the discrimination and exclusion of people who live with disabilities due to the advantages provided to people who are able bodied(Castaneda, Hopkins, Peters, 2010) • Please watch the following video: • Video: What would you do? Autism video • Reflective Questions: • Have you ever been in a similar situation in a public place? • What sorts of discrimination do people with special needs face in this type of setting? • What would you have done in this situation?

15. Discrimination: The isms • Ageism-systemic discrimination against people because they are old(Butler, 2010). • The following is a news story about ageism towards seniors in Canada: • Ageism in Canada survey • Reflective Questions: • Have you witnessed discrimination against older adults? • How can we as a society create opportunities for connections between generations?

16. Discrimination - The Isms • Adultism - behaviours and attitudes based on the idea that adults are better than young people(Bell, 2010) • Some questions to ask when interacting with young people: • “Would I treat an adult this way?” • “Would I talk to an adult in this tone of voice?” • “Would I grab this out of an adult’s hand?” • “Would I have this expectation for an adult?” • “Would I limit an adult’s behaviour this way?” (Bell, 2010, p. 545) Reflective Question: • When working with youth in programs, there will be times we will need to make decisions and set expectations. What are some ways we can demonstrate respect and fairness to the youth in our programs?

17. Oppression • “Oppression involves unequal social power-access and control of resources, goods, and rewards/punishments that enhance one’s capacity to get what one needs and influence others” (Goodman, 2011, p.16) • Oppression happens at the personal, cultural and structural levels of society (Thompson, 1997) Personal Where we are Most likely to impact change Cultural Structural Thompson’s PCS Model

18. Oppression - Privilege • (Goodman, 2011)

19. Oppression • Reflective questions: • Write down the groups you identify with. Are you a member of any advantaged groups? Disadvantaged groups? How might the experience of privilege impact your work with disadvantaged populations? What are some ways to counter this risk? • How can we address oppression in our work? In our communities?

20. Social Justice “It is not enough to be compassionate. You must act” • The Dalai Lama • Social Justice “is a process, not an outcome, which • (1) seeks fair (re)distribution of resources, opportunities, and responsibilities; • (2) challenges the roots of oppression and injustice; • (3) empowers all people to exercise self-determination and realize their full potential; • (4) and builds social solidarity and community capacity for collaborative action.” (UCB School of Social Justice, 2013)

21. Social Justice • Reflective questions: • How is social justice a part of the work we do at Enviros? • What are some ways you can demonstrate a commitment to social justice? Why is it important?

22. Cross cultural competence • Cross cultural competence, at the personal and organizational level, requires reflection and action to achieve the personal attitudes, skills and knowledge for cross cultural interaction. Cultural diversity is integrated into all levels of the organization (Van Ngo, 2008). • Moves beyond awareness to practice.

23. Cross Cultural Competence • Reflective questions: • What are some ways that Enviros demonstrates cross cultural competence? • How can you demonstrate cross cultural competence in your program? • Some opportunities to integrate diversity into practice: • At Intake - what are the needs? • Case planning - integrating diversity into case plan goals • Connecting clients to cultural liaisons • Discharge planning – what cultural supports are available?

24. Summary • In order to move beyond awareness of diversity into cross cultural competence we must: • understand privilege and disadvantage • be able to identify oppression • move towards social justice • integrate these ideas into our work with clients

25. References ABC’s “What would you do?” Segment on Autism. [Video File]. Retrieved from http://www.youtube.com/watch?v=dgwYukPReKw Adams, M., Joshi, K.Y. (2010). Introduction. In M.Adams, W.J. Blumenfeld, C.Castaneda, H.W. Hackman, M.L. Peters, and X. Zuniga (Eds). Readings for diversity and social justice. (2nd ed., pp. 227-234). New York, NY: Routledge, Taylor and Francis. Ageism widespread in Canada, survey says. [Video File]. Retrieved from http://www.ctvnews.ca/canada/ageism-widespread-in-canada-survey-finds-1.1021641 B.C Teacher’s Federation. (200_). History of Racism in Canada. Bell, J. (2010). Understanding adultism: A key to developing positive youth-adult relationships. In M.Adams, W.J. Blumenfeld, C.Castaneda, H.W. Hackman, M.L. Peters, and X. Zuniga (Eds). Readings for diversity and social justice. (2nd ed., pp. 540-547). New York, NY: Routledge, Taylor and Francis. Bell, L., Castaneda,C., Zuniga, X. (2010). Introduction. In M.Adams, W.J. Blumenfeld, C.Castaneda, H.W. Hackman, M.L. Peters, and X. Zuniga (Eds). Readings for diversity and social justice. (2nd ed., pp. 59-66). New York, NY: Routledge, Taylor and Francis.

26. References Goodman, D. (2011). Promoting diversity and social justice. New York, NY: Routledge. History of racism in Canada. [Video File]. Retrieved from http://www.youtube.com/watch?v=dvqXh83IJgM. Leondar-Wright, B., Yeskel, F. (2007). Classism Curriculum Design. In M. Adams, L. Bell, and P. Griffin (Eds). Teaching Diversity and Social Justice. (2nd ed., p. 309-334). New York, NY: Routledge, Taylor and Francis. Mullaly, R. (2010). Challenging oppression: A critical social work approach. Ontatio:Oxford University Press. Muslim fired from Abercrombie Fitch. [Video File]. Retrieved from http://www.youtube.com/watch?v=xCTC5BSpQZ0. Sexism in news media in 2012. [Video File]. Retrieved from http://www.youtube.com/watch?v=Py5X_biBOYk. Stiglitz, J.E. (2013/02/16). Equal opportunity, our national myth. The New York Times. Retrieved from opinionator.blogs.nytimes.com/2013/02/16/equal-opportunity-our-national-myth/.

27. References Think before you speak. [Video File]. Retrieved fromhttp://www.youtube.com/watch?v=uEpBYKOs3ys&feature=player_embedded. Thompson, N. (1997) Anti-discriminatory Practice (2nd Ed), Basingstoke: Macmillan UCB School of Social Welfare. (2013). Retrieved from http://socialwelfare.berkeley.edu/sjs/. Van Ngo, H. (2008). Cultural competence: A guide to organizational change.Calgary, AB: Citizenship and immigration Canada. Waldron, L. (2012/11/27). Finding a place to go: The transgender bathroom dilemma. The Huffington Post. Retrieved from http://www.huffingtonpost.com/lucas-waldron/finding-a-place-to-go-the-transgender-bathroom-dilemma_b_2189526.html.