Download 4H.VOL.120 Celebrate Diversity_08 - Oklahoma 4-H

4H•VOL•120
The face of our country is rapidly changing. We are more than ever – a people
composed of all the nations and races of the earth who have come to our shores. In
many ways, we continue to be “the American experiment.” Unity in diversity has been
our strength from the beginning, and our motto “E pluribus Unum” (a unity formed from
diversity) has expressed that ideal. This motto has never been more relevant or
supportive of the necessity for multicultural education. As youth educators, the
volunteer will provide opportunities for preparing children with the skills necessary for
surviving in a society and world destined for dramatic demographic, economic, social
and political changes (Gay, 1995).
Many educators, youth workers, and volunteers feel unprepared to meet the needs of
students whose cultures they do not understand (Giacchino-Baker, 1995). Through
adequate training and
education, we are more
likely to recognize
cultural similarities than
cultural differences. An
increased
understanding
enhances sensitivity,
communication and cooperation in our work with children.
Barkman and Speaker describe three metaphors which have been used to describe
American society: “melting pot”, “salad bowl” and a “kaleidoscope.” The melting pot
metaphor emerged from the idea that customs and traditions of people of different
races and ethnicities would blend and lose their distinctions after close contact over
time, just like ingredients mixed in a pot.
Later the salad bowl metaphor was used to describe this blending of ethnic
characteristics much like salad ingredients tossed in a bowl. Salad ingredients do not
change even when they are mixed together. Although popular, this metaphor fails to
acknowledge the tendency for cultural patterns to change through cultural encounters.
Currently the kaleidoscope metaphor seems to more accurately reflect what is
happening in a diverse society. When a kaleidoscope is in motion, new possibilities
emerge at every turn, just like the interaction between cultural groups. This metaphor
1
acknowledges that cultures keep changing through their interaction and yet maintain
their basic characteristics. (Fuchs, 1990)
Developing skills and attitudes for valuing and celebrating diversity are universal
assets for our youth. Through diversity education youth develop positive skills for
being a capable and confident influence with their peers and in their communities.
They learn to respect individuality and the contributions of various groups (e.g. ethnic,
gender, income, etc.). Through open communications, education, and exposure youth
learn the importance of sharing their experiences and learning from the cultures of
others, this in turn assists them in shedding stereotypes and prejudices.
Rodrigues says, 4-H can be a good vehicle for acknowledging and exploring various
cultures. Culture is defined as a total way of life of a people. It involves what people
think, what they do and the material they produce (Bodley, 1994). Culture includes
customs, beliefs, values and attitudes, communication patterns and interpretations of
life. Showing concern and interest in other cultures is fundamental for cultivating an
accepting and inclusive environment, free of stereotypes.
Stereotypes can be learned innocently enough. We hear
them as children; we see them used in movies, T.V., etc.
We may assume them to be true if we don’t have
firsthand experience, which proves them wrong or
puts them into perspective. Since bias, prejudice and
discrimination are usually based on stereotypes,
questioning our assumptions about individuals and
groups becomes a very important learning process.
Perceptions also have a lot to do with stereotypes. How we
perceive others will influence how we interact with them –
consciously or unconsciously.
Diversity is defined as “the condition of being different.” All areas of diversity (race,
ethnic, age, religion, physical and mental ability, gender, sexual orientation, income,
family or social status, as well as physical appearance – clothing, speech, personality,
etc.) can be subjects of stereotypes.
Let’s try to get a clearer idea of what stereotyping is by comparing it to four words that
have related meanings. These words are generalizations, bias, prejudice and
discrimination.
What does it mean to generalize?
We regularly draw conclusions as we sort out information about people and events
around us during the day. We generalize to predict what to expect and how to act , for
example, when we meet someone for the first time. From one experience, we
sometimes project an image onto an entire group. Generalizations are often based on
limited experience or insufficient facts, and therefore can be inaccurate. They can
lead us to draw hasty conclusions or make sweeping statements.
What is bias?
We are biased when, for subjective personal reasons we fail to be objective about
people or issues. Bias is a particular tendency or inclination for or against someone or
2
something which impairs our ability to be objective. People will say, “I’m biased in
favor (or against) ____,” or “I’m partial to ____.” Even more frequently in today’s
world we hear of “bias crimes.”
What is prejudice?
Prejudice is a prejudgment, an irrational, negative belief and feeling about members of
certain groups. Prejudice is biased against what is different and its victims are treated
as objects and not as people. Stereotypes are often given as specific evidence to
support and reinforce prejudice.
Example: Young children are considered “color blind” because they do not attach
meaning to the color differences but merely perceive it as a difference. Difference in
skin color are first noticed at about two or three years of age. Young children often
play together and form friendships regardless of cultural, racial and social
backgrounds. Unfortunately, prejudice is learned and by the fourth or fifth grade,
these same children often separate along traditional racial/cultural lines. Prejudices in
this subtle form are dangerous because if people are not aware of it and if steps are
not taken to correct it, it can lead to discrimination. Robinson and Bowman (1997)
What is discrimination?
We discriminate when we show unequal and unfair treatment of a group or individual
because of race, religion, age, physical ability, gender, etc. When people act on the
basis of their prejudices and stereotypes they are guilty of discrimination. Prejudice is
an attitude while discrimination is the act that results from it.
What does it mean to stereotype?
Stereotypes are over-simplified generalizations that become fixed in our mind. They
are mental pictures we have of a group of people, which we then apply to individuals
and we interact with them on the basis of that perception. So we can say that
stereotypes distort our ability to perceive people as they are. They are expectations of
what a person is like based on assumptions rather than fact.
Stereotypes ignore the fact that people are multidimensional; that people within groups
are unique individuals and different from one another. They do not take into account
the here-and-now specifics of the person or situation. Prejudice and bias are often
based on stereotypes.
Oftentimes stereotypes are partially true or have some historical validity. (e.g. “4-H is all
cows and cooking; it’s agriculture and home economics,” “ A woman’s place is in the
home,” or “Men don’t cry.”) Stereotypes may be accurate or inaccurate, complimentary
or derogatory.
Having stereotyped ideas doesn’t mean a person is “bad.” We can stereotype when we
haven’t had much direct contact with people who are different from us. We learn
stereotyping from when we are young; we hear respected adults use them; we pick
them up from the television, radio, movies and magazines. What we think we “know”
about others might only be inaccurate information that we hear and accept as true.
3
Eliminating or reducing our use of stereotypes is an ongoing, lifelong process in which
we try to relate to every human being as an individual and learn to treat each
person as we would want to be treated. After all, we will all be considered “different” or
a minority to someone at some time.
Putting the Pieces Together
Just as infants are not born with prejudices, no one is born automatically knowing the
best way to communicate with people. We learn to talk, read and communicate by
observing the people around us, who teach through their example and
instruction. As youth educators, it is important to incorporate the
value of diversity as a central theme in education programs.
When someone values diversity, they maximize
the positive impacts of the program for all
children and youth by:
• Building positive self-esteems
• Affirming their identity without regard to
race, ethnicity, gender, religion,
handicapped condition, class, etc.
• Helping them learn to work and play together
• Helping them communicate across their differences and value that which each
contributes
• Value just and fair treatment for all
• Preparing them for citizenship. (Barkman & Speaker, 1999)
Through 4-H youth development programs we have an opportunity and obligation to
recruit, and welcome youth and volunteers from various social, cultural and ethnic
populations. Everyone gains a greater respect and appreciation for one another’s
unique perspective and cultural richness through 4-H experiences.
OCES AFFIRMATIVE ACTION STATEMENT
Oklahoma State University, in compliance with Title VI and VII of the Civil Rights
Act of 1964, Executive Order 11246 as amended, Title IX of the Education
Amendments of 1972, Americans with Disabilities Act of 1990, and other federal
laws and regulations, does not discriminate on the basis of race, color, national
origin, sex, age, religion, disability, or status as a veteran in any of its policies,
practices or procedures. This includes but is not limited to admissions,
employment, financial aid, and educational service.
Resources:
Many Faces, One People: A Multicultural Training Guide. National 4-H Council and USDA Extension 4-H Program. 1992
Yellow Taxi Trainers’ Guide – Creating a System without Boundaries. National 4-H Council.
Rodrigues, Leon. Multicultural Challenges in 4-H Youth Development: Bridging the Divide. The Center, Fall 2000.
Barkman, Susan. J., Speaker, Hannah L. Valuing Diversity. Evaluating the National Outcomes: Youth—Social Competencies; Decision Making, Arizona Cooperative Extension, 1999.
Oklahoma State University, in compliance with Title VI and VII of the Civil Rights Act of 1964, Executive Order 11246 as amended, Title IX of the Education Amendments of 1972, Americans with Disabilities Act of 1990, and
other federal laws and regulations, does not discriminate on the basis of race, color, national origin, sex, age, religion, disability, or status as a veteran in any of its policies, practices or procedures. This includes but is not limited
to admissions, employment, financial aid, and educational service.
Issued in furtherance of Cooperative Extension work, acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture, Samuel Curl, Director of Cooperative Extension Service, Oklahoma State University, Stillwater, Oklahoma. This publication is issued
by Oklahoma State University as authorized by the Dean of the Division if Agricultural Sciences and Natural Resources and has been prepared for both internal and external distribution at a cost of $55.25 for 50 copies. Updated 12/2004, 2/2008 revised
4