Diversity Training Has Been a Part Of u s Organizational Life 2

Diversity Training Has Been a Part Of u s Organizational Life 2

Diversity training has been a part of U.S. organizational life 2

Develop a 10-15 slide presentation with speaker’s notes on a diversity topic of your choice that could ultimately be used as a basis for a staff development session. Introduction Diversity training has been a part of U.S. organizational life since the passage of Title VII of the federal Civil Rights Act of 1964, which prohibits employers from discriminating against employees on the basis of sex, race, color, national origin, and religion. Early diversity training dealt with improving race relations, addressing racism and anti-Semitism. The 1970s diversity training focused primarily on affirmative action and compliance. In the 1980s, much diversity training centered on increasing cultural sensitivity and fostering respect for differences, emphasizing gender and race. Today, diversity training encompasses a wide range of groups (including white men) and is derived from social justice and inclusion approaches that value differences, encourage treating everyone with respect, and creating fair and equitable work and school environments. While this assessment is not designed to be a diversity training, it lays the foundation for an evidence-based staff development activity that could be part of a larger training initiative. Instructions You may determine the work setting for your presentation, such as educational institutions, businesses, nonprofit organizations, hospitals, or mental health care facilities. After selecting the presentation setting, choose your topic that may include any area covered in this course. Sample topics: • • • • • • • • • Racial stereotypes and racism (select one racial or ethnic group). Immigration. Religion and spirituality. Gender stereotypes and sexism. Sexual orientation and heterosexism. Age stereotypes and ageism. Mental disabilities. Physical disabilities. Other topic of your choice related to culture, ethnicity, and diversity. • Note: if you choose this option, you must get instructor approval. Using the course readings and other scholarly literature as a basis, develop a presentation on the topic of your choice using PowerPoint, Prezi, or other courseroom-compatible format as follows: Part 1 Provide an overview of the topic that includes areas that will be covered in the presentation, a brief description of the population or social group you chose, and key definitions and terms. Part 2 The body of the presentation should include the following: • • Strengths and other positive aspects of being a member of the social group or population. Challenges faced by members of this group. Issues related to categorization and stereotyping, prejudice, discrimination, and social stigma should be incorporated. Part 3 Conclude with possible solutions to help combat the challenges faced and/or strategies to support the social group or population. The following guide may be used to organize your presentation: Slide 1: Title (APA style). • Slide 2: Presentation overview/outline. • Slides 3 and 4: Description of population or social group. • Slides 5 and 6: Definitions and terms. • Slides 7 and 8: Strengths and other positive aspects of population or social group. • Slides 9-12: Challenges faced by population or social group (categorization and stereotyping, prejudice, discrimination, and social stigma). • Slides 13-16: Solutions and supportive strategies/conclusion. • Slide 17: References. Note that the length of your presentation should be 10-15 content slides of bulleted talking points as well as appropriate supporting graphics on select slides. You must include expanded details that elaborate on the slides using the notes section of the slide presentation. Please remember to use course readings and other scholarly sources to support your work. • Example assessment: You may use the Diversity Presentation Example [PPTX] to give you an idea of what a Proficient or higher rating on the scoring guide would look like. Additional Requirements Include a minimum of three scholarly resources published within the last five years. • Include presenter’s notes for each content slide. • Follow APA style and formatting guidelines on your references slide. • You are encouraged to save your final presentation in your ePortfolio. Note: If you include audio or video clips in your presentation, you must ensure that your presentation is accessible to all by providing a transcript of any recorded material with your assessment. For more information, visit Capella’s Disability Services page on Campus or email [email protected]. • Competencies Measured By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria: • • • Competency 1: Describe the effects of culture, ethnicity, and diversity on the human experience. • Describe the strengths and other positive aspects of a social group. Competency 3: Analyze psychological research findings related to culture, ethnicity, and diversity. • Analyze the challenges faced by a social group. • Analyze solutions and supportive strategies to help combat challenges faced by a social group. Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology. • Describe a presentation in an overview including title, outline, population, and key terms. • Cite scholarly evidence. • Create a presentation that articulates meaning relevant to the main topic, scope, and purpose of the prompt. Apply a theory or concept related to diversity to a video as a way to practice theory application skills. Introduction The purpose of this assessment is to learn about initial concepts critical to the study of diversity and how to apply them. In psychology, we engage in the scientific study of human thoughts and behavior. Culture, ethnicity, and diversity affect all aspects of both. What does modern racism look like? How do the perceptions of racism or lack of racism affect a person’s thoughts and behaviors? In this assessment, you apply a theory or concept to a video. This will help you learn to apply psychological theories and concepts to real life, situations, and resources. You’ll build on this skill in other assessments. Preparation Before completing the worksheet, watch either of the following two videos: Frontline (Producer). (1985). A class divided [Video]. • This video discusses the famous Blue Eyes/Brown Eyes Exercise developed by schoolteacher Jane Elliot in the aftermath of the Martin Luther King Jr. assassination in 1968. • Morris, S. (Producer). (2013). White like me: Race, racism & white privilege in America [Video]. • This video features Tim Wise, an acclaimed author and anti-racist educator who presents a riveting talk on how race, racism, and white privilege continues to shape the landscape of U.S. society. You may also wish to review Riverbend City: Theories Application Practice. Your answers in the media piece will help you with this assessment. This activity is for your preparation only. You will not submit it. • Instructions Use the Theories Application Worksheet [DOCX] to complete this assessment. Submit the completed worksheet as your assessment. Using the worksheet: • • • Summarize the concept or theory. Apply the theory and research to real life. Describe the elements of the video that relate to theory and research. • Apply the theory and research to the video you chose. Submission Requirements Submit the completed worksheet as your deliverable for the assessment. Competencies Measured By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria: • • • • Competency 1: Describe the effects of culture, ethnicity, and diversity on the human experience. • Describe elements of a video that relate to theory and research. Competency 2: Apply psychological theories to issues affecting culture, ethnicity, and diversity. • Summarize a psychological theory or concept related to diversity. • Apply psychological theory or construct to the contents of a video. Competency 4: Apply psychological theory and research in culture, ethnicity, and diversity to inform personal and professional behavior. • Apply psychological concept/theory to personal life or other realworld applications. Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology. • Write coherently to support a central idea with correct grammar, usage, and mechanics. • Cite all sources with author and year for each. • Provide references for all sources, including author, year, and title. Write a 4-5 page paper in which you build arguments, counterarguments, and rebuttals, which will serve as practice for applying critical thinking skills. Introduction Not surprisingly, there are multiple perspectives to consider when studying issues related to culture, ethnicity, and diversity. These perspectives are shaped by upbringing, values, belief systems, and many other variables. This assessment is an opportunity to explore both sides of a current controversial issue and apply psychological theory and research to endorse a position. While opinions are always informed by one’s background and experiences, understanding and analyzing different viewpoints is essential for enhancing cultural competency. One way to accomplish this is by considering psychological frameworks and reviewing empirical evidence to better understand complex areas of diversity and inclusion. Preparation For this assessment, you will choose one of the four following controversial topics and write a position paper of 3–5 content pages (plus title and references pages) that answers the question posed by the title. • • • • Do we need a common national identity? Is racial profiling defensible public policy? Is the emphasis on a color-blind society the answer to racism? Is gentrification another form of segregation? Resources For your paper, use five sources. You may choose two of your five resources required for the assignment from the list below. Find your topic below and review the articles related to your topic. DO WE NEED A COMMON NATIONAL IDENTITY? • • Miller, D., & Ali, S. (2014). Testing the national identity argument. Political Science Review, 6(2), 237–259. Schildkraut, D.J., Boundaries of American identity: Evolving understandings of “Us”. Annual Review of Political Science, 17, 441–460. IS RACIAL PROFILING DEFENSIBLE PUBLIC POLICY? Coleman, M. & Kocher, A. (2019). Rethinking the “Gold Standard” of Racial Profiling: §287(g), Secure communities and racially discrepant police power. American Behavioral Scientist, 63(9),1185–1220. • Dizon, J.P.M. (2021). Protecting the university, policing race: A case study of campus policing. Journal of Diversity in Higher Education. IS THE EMPHASIS ON A COLOR-BLIND SOCIETY AN ANSWER TO RACISM? • Mekawi, Y., Todd, N. R., Yi, J., & Blevins, E. J. (2020). Distinguishing ‘I don’t see color’ from “Racism is a thing of the past”: Psychological correlates of avoiding race and denying racism. Journal of Counseling Psychology, 67(3), 288–302. • Yi, J., Todd, N. R., & Mekawi, Y. (2020). Racial colorblindness and confidence in and likelihood of action to address prejudice. American Journal of Community Psychology, 65(3/4), 407–422. IS GENTRIFICATION ANOTHER FORM OF SEGREGATION? • Hwang, J., & Ding, L. (2020). Unequal displacement: Gentrification, racial stratification, and residential destinations in Philadelphia. American Journal of Sociology, 126(2), 354–406. • Krings, A., & Schusler, T. M. (2020). Equity in sustainable development: Community responses to environmental gentrification. International Journal of Social Welfare, 29(4), 321–334. • Mordechay, K., Ayscue, J. B., & Civil Rights Project, P. D. C. C. for C. R. R. (CCRR). (2019). School integration in gentrifying neighborhoods: Evidence from New York City. In Civil Rights Project – Proyecto Derechos Civiles. Civil Rights Project – Proyecto Derechos Civiles. To further prepare you can choose to: • • • • • Review Issues Summary [PDF] to help you select your topic. Review Riverbend City: Arguments, Counterarguments, and Rebuttals. Your answers in the media piece will help you with this assessment. Review the media piece about how to define what constitutes Reliable Evidence. Review the Culture, Ethnicity, and Diversity Library Guide. This guide was created to provide tips for this assessment. Instructions Using the Capella library and other appropriate sources, explore scholarly research on both sides of your selected issue. Organize your paper as follows: Title page. Introduction. • Your position and arguments. • Evidence to support your arguments (i.e., data and research), including how the evidence supports the arguments. • Counterarguments to your position. • Rebuttals to those counterarguments. • Evidence to support your rebuttals (i.e., data and research), including how the evidence supports the rebuttals. • Summary and Conclusion. • References. This APA Style Paper Template [DOCX] is provided for your convenience. • • Additional Requirements Remember that the content of your paper must be 4–5 pages in length. • Include a minimum of five resources in addition to your foundational essay, at least two of which are peer-reviewed academic articles. • Follow APA style and formatting guidelines throughout. • Set your paper in Times New Roman, 12 point. • Review the scoring guide before submitting your assessment to ensure that you meet all criteria. Refer to the helpful links in Resources as you complete your assessment. Consider saving this assessment to your ePortfolio. • Competencies Measured By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria: • Competency 1: Describe the effects of culture, ethnicity, and diversity on the human experience. • Describe a controversial topic and key current issues related to the topic. • • • • Competency 2: Apply psychological theories to issues affecting culture, ethnicity, and diversity. • Apply psychological theories or research in culture, ethnicity, and diversity to support counterarguments to a stated position. Competency 3: Analyze psychological research findings related to culture, ethnicity, and diversity. • Apply psychological theories or research in culture, ethnicity, and diversity to support rebuttals to stated counterarguments. • Assess the strength of the original position using psychological theories or research in culture, ethnicity, and diversity to support own views. Competency 4: Apply psychological theory and research in culture, ethnicity, and diversity to inform personal and professional behavior. • Describe own personal or professional position on a topic supported by psychological theories or research in culture, ethnicity, and diversity. Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology. • Write coherently to support a central idea with correct grammar, usage, and mechanics. • Cite all sources with author and year for each source. • Provide references for all sources, including author, year, and title. Complete a worksheet that demonstrates your understanding of implicit biases and ways to challenge them. Introduction In this worksheet, you examine potential causes of implicit biases in human interactions that occurred in real-life situations, consider how awareness of implicit biases can shape personal or professional behavior, and examine ways to prevent implicit biases through recommended strategies that are supported by scholarly research. Overview In this worksheet, you examine potential causes of implicit biases in human interactions that occurred in real-life situations, consider how awareness of implicit biases can shape personal or professional behavior, and examine ways to prevent implicit biases through recommended strategies that are supported by scholarly research. Preparation If you haven’t already, do the following to prepare for this assessment: 1. View the Implicit Bias Worksheet [DOCX] to preview the requirements. 2. Read Implicit Bias Assessment Preparation [PDF] to understand more about the topic of implicit bias and chapter information that will be of benefit to you in completing the assessment. 3. Blaine, B. E., & McClure Brenchley, K. J. (2021). Understanding the psychology of diversity (4th ed.). Sage. Available in the courseroom via the VitalSource Bookshelf link. • Review Chapters 2 and 4. 4. Complete the Activity: Implicit Bias Exercise. This activity is for your preparation for the assessment and you do not need to submit it. It will help you link concepts in understanding the origins of implicit bias. Instructions Use the Implicit Bias Worksheet to complete the following: • • • • • • • Explain a possible cause of implicit bias in a work situation or in a media source. Explain a possible cause of implicit bias in a personal situation. Explain how insight about personal implicit bias can assist in changing or shaping personal or professional behavior for the future. Apply professional or scholarly information to support strategies to prevent implicit bias. Write coherently with only minor errors in grammar, usage, and mechanics. Cite all sources with author and year for each source. Provide references for all sources, including author, year, and title for each source. Additional Requirements Cite a minimum of two professional and scholarly sources. You will need to cite the Blaine and Benchley textbook or another professional or scholarly source for concepts related to implicit biases. You will need to cite at least one scholarly journal article for interventions on working with implicit biases. Submission Requirements • • Submit your completed Implicit Bias Worksheet as your deliverable for this assessment. Check to ensure that you have completed each of the boxes on the worksheet, and that you have provided in-text citations and matching full references for each of your sources. Competencies Measured By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria: • • Competency 2: Apply psychological theories to issues affecting culture, ethnicity, and diversity. • Explain a possible cause of implicit bias in a work situation or media source. • Explain a possible cause of implicit bias in a personal situation. Competency 3: Analyze psychological research findings related to culture, ethnicity, and diversity. Apply professional or scholarly information to support strategies to prevent implicit bias. Competency 4: Apply psychological theory and research in culture, ethnicity, and diversity to inform personal and professional behavior. • Explain how insight about personal implicit bias can assist in changing or shaping personal or professional behavior for the future. Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology. • Write coherently with only minor errors in grammar, usage, and mechanics. • Cite all sources with author and year for each source. • Provide references for all sources, including author, year, and title for each source. • • • Theories Application Worksheet You may choose to review readings that include the following topics: • • • • • • Categorization. Racial stereotypes. Prejudice. Discrimination. Racism. White skin privilege. Complete the media piece, Riverbend City: Theories Application Practice. Your answers in the media piece will help you with this assignment. Then complete the worksheet below. Be sure to use full sentences (grammar counts), evidence from relevant sources, and APA style citations. Instruction Your Content Name of concept or theory: Summarize the concept/theory. Put it in your own words. 1-4 sentences. Use APA style in-text citations. Real World Example. Describe an example of what this concept/theory would look like in daily life. Name of video: Provide a brief summary of the video. Use 3-4 sentences. Apply the Concept/Theory. Describe how the concept/theory explains what was depicted in the video. Use 3-4 sentences. Use APA style in-text citations. APA Style Reference List (include all in-text citations). 1 Implicit Bias Assessment Preparation In this assessment, you are considering the origins of implicit bias, which is also called automatic prejudice. Background Implicit biases or unconscious biases, or also known as automatic prejudices, are those that happen outside of our awareness because they have become so much a part of us that we do not notice them. For example, we may show a preference for people who have similar backgrounds or other similarities to us, and experience negativity to those with whom we do not share similarities. We may express verbal acceptance of a certain group, yet act in way that exhibits a prejudice based on a stereotype or unconscious belief. There are various reasons that these automatic, out of awareness responses develop. Our Blaine and Brenchley Understanding the Psychology of Diversity textbook discusses various reasons that prejudices become automatic, or out of our awareness. You will find the following sections of the textbook helpful in better understanding the origins of automatic prejudice. Read or review the chapter sections and brief explanations below before beginning your assessment: • Chapter 2, “Categorization and Stereotyping.” • Chapter 4, “Prejudice: Evaluating Social Difference.” Below are some of the factors presented by Blaine and Brenchley in chapter 4 of our Understanding the Psychology of Diversity textbook available on your VitalSource Bookshelf. You may find other valuable information or concepts in the textbook or other sources to help support your analysis on your worksheet. Social Learning Factors According to Blaine and Brenchley (2018), the origins of an automatic component of prejudice, or implicit bias, can come from the same socialization through which we acquire stereotypes (see Chapter 2). No matter how well-intentioned we may be to be fair-minded and nonprejudiced, we are still aware of stereotypes held about groups (Devine, as cited in Blaine & Brenchley, 2018). When we internalize these beliefs or stereotypes, we also internalize negative emotional responses to those groups based on those stereotypes, often without our awareness (Blaine & Brenchley, 2018). The beliefs and responses become automated, and when we encounter a member of the group our negative emotions again operate outside our conscientious control. Neurocognitive Factors Supporting the social learning factors described above, neurocognitive factors are at play when we internalize our socialization. As describe in Blaine and Brenchley, chapter 2, categorization and other processes are controlled by the amygdala, where emotionally significant information is processed. However, “prejudice is associated with higher level brain activity. Researchers 1 have used functional fMRI technology to show that the reasoning underlying in-group favoritism, wherein we advantage in-groups over out-groups on a variety of outcomes, occurs in the medial prefrontal cortex area of the brain” (Volz, Kessler, & von Cramon, 2009, as cited in Blaine & Brenchley, 2018, p. 65). This is significant as we look to understand how prejudice occurs through this higher order cognitive activity. Controlled Components (Personal Beliefs) Blaine and Brenchley (2018) describe that in “contrast, the controlled component of prejudice reflects one’s own beliefs about people from other groups. Personal social beliefs— the controlled component of prejudice—are usually based on our personal experience with socially different people as well as larger social/ethical principles (e.g., humanitarianism) that we may adopt as adults. In short, the prejudicial impulses that most of us inherit from our socialization process are only part of the prejudice equation. Automatic prejudices can be overcome, through effort and diligence, with more positive, enlightened, and fair-minded beliefs about people from other groups” (p. 65). Justification-Suppression Model of Prejudice Prejudice is also expressed when our inner feelings and impulses toward socially different others are either insufficiently suppressed or sufficiently justified. According to the justification– suppression model of prejudice, the socialization process, in which parents, peers, television, and popular culture all have a role, equips us with negative attitudes and beliefs about people from various racial, ethnic, and religious groups (Crandall & Eshleman, 2003, as cited in Blaine & Brenchley, 2018, p. 65). As adults, we are aware that expressing prejudice socially inappropriate and that discrimination is illegal (Blaine & Brenchley, 2018). “Therefore, we learn how to inhibit and suppress our negative impulses so that they remain undetected. We suppress our prejudice by various means, including avoiding members of the disliked group, exerting control over our own thoughts, or simply denying that we are prejudiced. Prejudice, in this view, is a well-learned (to the point of being automatic) and natural response to social difference over which we learn to exert pragmatic control” (Blaine & Brenchley, 2018, p. 65). Instructions After reviewing chapters 2 and 4 in Understanding the Psychology of Diversity, use the PSYCFPX3540 Implicit Bias Worksheet to complete your work. 1. Think about situations where you have observed implicit bias at work or in the media. An internet search may help you identify types of bias and how you can spot them in real-life situations or in the media (whether real life or fictional). You will be discussing one of these in the worksheet. 2. Consider a personal experience where you may have experienced implicit bias directed toward you, or where you have acted on implicit bias yourself. You will describe one of these in the worksheet. 3. Use your Blaine and Brenchley Understanding the Psychology of Diversity textbook and other professional and scholarly sources to support your discussion of the implicit bias 2 incidents, and to support your recommended strategies for intervening in implicit bias. Cite and reference your sources in APA format. Reference Blaine, B. E., & Brenchley, K. J. (2018). Understanding the psychology of diversity (4th ed.). Sage. 3 PSYC-FPX3540 Implicit Bias Worksheet Consider how automatic components of implicit bias are present in the real world in your personal interactions with others (attitudes and behaviors), such as in conversations with friends or coworkers, or in the media, such as in the news. Choose two specific personal incidents and one you observed in the media, and, based on information from the Blaine and Brenchley textbook, think about possible causes of the implicit bias you observed and complete the following five tasks (omit identifiers, such as names of people or businesses): Instruction Your Answer Provide an example of a time when you observed possible implicit bias in a work or social setting, or in the media on a news segment or on an internet source. What cues led you to believe that implicit bias may have played role in this situation? *Explain one possible cause of the implicit bias based on information from our Blaine and Brenchley textbook. Provide an example of a time where you believe you, a family member, or a friend were stereotyped based on group status and/or social identity. How did you feel when the situation occurred? What if anything did you do? *Explain one possible cause of the implicit bias based on information from our Blaine and Brenchley textbook. 1 Instruction Your Answer Describe a situation where your perceptions and/or reactions were shaped by implicit bias. Were you aware of the bias at the time or is it something you have considered in retrospect? Explain your thoughts. Were your implicit biases challenged? *Explain how your insight into the situation can help you in changing or shaping your personal or professional behavior for the future. Explain two or more strategies that can be used to prevent and combat implicit bias. *Use professional and scholarly sources to support the effectiveness of the strategies, and cite those sources. 5. Provide the full references for your sources in APA format. 2