Define racial subordination and the ways its legacy in the U.S. has influenced the criminal justice system.
THE SENTENCING PROJECT
[WLOS: 1, 2] [CLOS: 1, 2, 3, 4, 5]
Prior to working on this assignment, read the following article.
The Color of Justice: Racial and Ethnic Disparities in State PrisonsLinks to an external site. explores the racial disparities found in state prisons on the Sentencing Project website.
In your paper, answer the following questions:
Define racial subordination and the ways its legacy in the U.S. has influenced the criminal justice system.
Summarize the factors associated with biased policies, policing, and prosecutorial
Identify the racial differences in the rates of incarceration for people of color and White
Describe the three contributors to the racial disparities described in the
Analyze the recommendations associated with criminal justice reform (e.g., mandatory minimum sentencing, transfer of juveniles to adult prisons, etc.).
Compare the states that have large racial disparities associated with the ratios of Black/White and Latinx/White incarcerated individuals in state prisons.
The Sentencing Project paper
Must be three to five double-spaced pages in length (not including title and reference pages) and formatted according to APA StyleLinks to an external site. as outlined in the Writing Center’s APA Formatting forLinks to an external site. Microsoft WordLinks to an external site.
Must include a separate title page with the following:
The title Sentencing Project in bold font
Space should appear between the title and the rest of the information on the title
Student’s name
Name of institution (The University of Arizona Global Campus)
Course name and number
Instructor’s name
Due date
Must utilize academic voice.
See the Academic VoiceLinks to an external site. resource for additional
Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
For assistance on writing Introductions & ConclusionsLinks to an external site. and Writing a Thesis StatementLinks to an external site., refer to the Writing Center resources.
Use the Academic Research and Writing: A Guide for the Graduate Students text for assistance with academic writing and the APA publication manual for help with in-text citations and the reference list.
Must use at least two scholarly, peer-reviewed, or credible sources in addition to the Loue course text.
The Scholarly, Peer-Reviewed, and Other Credible SourcesLinks to an external site. table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your Your instructor has the final say about the appropriateness of a specific source.
To assist you in completing the research required for this assignment, view Quick andLinks to an external site. Easy Library ResearchLinks to an external site. tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips.
Must document any information used from sources in APA Style as outlined in the Writing Center’s APA: Citing Within Your PaperLinks to an external site.
Must include a separate references page that is formatted according to APA Style as outlined in the Writing Center. See the APA: Formatting Your References ListLinks to an external site. resource in the Writing Center for specifications.
Requirements: Must be three to five double-spaced pages in length (not including title and reference pages) and formatted according to APA StyleLinks to an external site. as outlined in the Writing Center’s APA Formatting forLinks to an external site. Microsoft Word
1 CGDT rev. December 2020 [Do not include this revision information in the final version of the Course Guide.] Course Guide ORG6499 Cultural Diversity & Individual Differences This course provides a systematic review of the wide range of cultures and individual differences and the ways in which cultural mores, ethnocentrism, and factors such as matters of race, gender, religion, sexual orientation, customs and cultures impact behavior of the individual themselves and of those around them. Through this course, students better understand themselves and others, in terms of perceptions and behaviors.
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 2 TABLE OF CONTENTS TABLE OF CONTENTS …………………………………………………………………………………………………………………… 2 COURSE AT A GLANCE …………………………………………………………………………………………………………………. 5 COURSE DESCRIPTION ……………………………………………………………………………………………………………………. 5 COURSE DESIGN …………………………………………………………………………………………………………………………… 5 COURSE LEARNING OUTCOMES ………………………………………………………………………………………………………… 5 COURSE MATERIALS ……………………………………………………………………………………………………………………. 7 REQUIRED TEXT ……………………………………………………………………………………………………………………………. 7 REQUIRED RESOURCES ………………………………………………………………………………………………………………….. 7 Books ……………………………………………………………………………………………………………………………………… 7 Articles ……………………………………………………………………………………………………………………………………. 7 Multimedia ……………………………………………………………………………………………………………………………….. 8 Webpages ……………………………………………………………………………………………………………………………….. 8 Supplemental Materials ……………………………………………………………………………………………………………… 8 IMAGES ……………………………………………………………………………………………………………………………………….. 8 COURSE GRADING ……………………………………………………………………………………………………………………… 10 DISCUSSION FORUMS …………………………………………………………………………………………………………………… 10 QUIZZES ……………………………………………………………………………………………………………………………………. 10 LEARNING ACTIVITIES …………………………………………………………………………………………………………………… 10 ASSIGNMENTS …………………………………………………………………………………………………………………………….. 11 FINAL PAPER ………………………………………………………………………………………………………………………………. 11 GRADING PERCENT BREAKDOWN ……………………………………………………………………………………………………. 11 WEEK 1 ………………………………………………………………………………………………………………………………………. 12 US AND THEM: THE CONSTRUCTION OF CATEGORIES ………………………………………………………………………….. 12 Overview ……………………………………………………………………………………………………………………………….. 12 Weekly Learning Outcomes ………………………………………………………………………………………………………. 12 Introduction…………………………………………………………………………………………………………………………….. 12 Required Resources ………………………………………………………………………………………………………………… 13 Discussion Forums ………………………………………………………………………………………………………………….. 14
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 3 Learning Activity ……………………………………………………………………………………………………………………… 15 Assignment…………………………………………………………………………………………………………………………….. 17 WEEK 2 ………………………………………………………………………………………………………………………………………. 19 HOW WE GOT TO WHERE WE ARE: HISTORICAL, SYSTEMIC, AND INSTITUTIONAL RESPONSES TO DIFFERENCE .. 19 Overview ……………………………………………………………………………………………………………………………….. 19 Weekly Learning Outcomes ………………………………………………………………………………………………………. 19 Introduction…………………………………………………………………………………………………………………………….. 20 Required Resources ………………………………………………………………………………………………………………… 20 Discussion Forum ……………………………………………………………………………………………………………………. 22 Learning Activity ……………………………………………………………………………………………………………………… 23 Quiz ………………………………………………………………………………………………………………………………………. 23 Assignment…………………………………………………………………………………………………………………………….. 23 WEEK 3 ………………………………………………………………………………………………………………………………………. 26 CULTURAL COMPETENCE AS AN APPROACH TO UNDERSTANDING DIFFERENCE …………………………………………. 26 Overview ……………………………………………………………………………………………………………………………….. 26 Weekly Learning Outcomes ………………………………………………………………………………………………………. 26 Introduction…………………………………………………………………………………………………………………………….. 26 Required Resources ………………………………………………………………………………………………………………… 27 Discussion Forum ……………………………………………………………………………………………………………………. 28 Learning Activity ……………………………………………………………………………………………………………………… 29 Quiz ………………………………………………………………………………………………………………………………………. 30 Assignment…………………………………………………………………………………………………………………………….. 30 WEEK 4 ………………………………………………………………………………………………………………………………………. 33 DISPARITIES IN HEALTH, HEALTH CARE, AND HEALTHCARE ACCESS ……………………………………………………….. 33 Overview ……………………………………………………………………………………………………………………………….. 33 Weekly Learning Outcomes ………………………………………………………………………………………………………. 33 Introduction…………………………………………………………………………………………………………………………….. 33 Required Resources ………………………………………………………………………………………………………………… 34 Discussion Forum ……………………………………………………………………………………………………………………. 35 Learning Activities …………………………………………………………………………………………………………………… 36 Assignment…………………………………………………………………………………………………………………………….. 37
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 4 WEEK 5 ………………………………………………………………………………………………………………………………………. 40 CULTURAL COMPETENCE AS AN APPROACH TO UNDERSTANDING DIFFERENCE …………………………………………. 40 Overview ……………………………………………………………………………………………………………………………….. 40 Weekly Learning Outcomes ………………………………………………………………………………………………………. 40 Introduction…………………………………………………………………………………………………………………………….. 40 Required Resources ………………………………………………………………………………………………………………… 41 Discussion Forum ……………………………………………………………………………………………………………………. 43 Assignment…………………………………………………………………………………………………………………………….. 44 WEEK 6 ………………………………………………………………………………………………………………………………………. 47 DIVERSITY IN THE LEGAL CONTEXT AND FOSTERING CULTURAL HUMILITY IN THE INSTITUTIONAL CONTEXT ……… 47 Overview ……………………………………………………………………………………………………………………………….. 47 Weekly Learning Outcomes ………………………………………………………………………………………………………. 47 Introduction…………………………………………………………………………………………………………………………….. 47 Required Resources ………………………………………………………………………………………………………………… 48 Discussion Forum ……………………………………………………………………………………………………………………. 50 Final Paper …………………………………………………………………………………………………………………………….. 51 COURSE MAP ……………………………………………………………………………………………………………………………… 54
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 5 COURSE AT A GLANCE COURSE DESCRIPTION This course provides a systematic review of the wide range of cultures and individual differences and the ways in which cultural mores, ethnocentrism, and factors such as matters of race, gender, religion, sexual orientation, customs and cultures impact behavior of the individuals themselves and of those around them. Through this course, students will better understand themselves and others, in terms of perceptions and behaviors. COURSE DESIGN Within U.S. society, the remnants of systemic racism are seen (and felt) throughout the public and private sectors at the institutional and organizational levels. The power dynamics associated with intersectionality have created a dominant culture while subverting the economic, social, and political agency of non-dominant subcultures. Categorization of individuals and groups have served as mental heuristics based in stereotypical and prejudicial bias that permeate the policies, procedures, and service delivery of human service professions. ORG6499 investigates the racial and ethnic disparities that influence the cultural identity of individuals and groups, employment recruitment, hiring and promotion opportunities, and incarceration rates, which hinder the diversity, equity, and inclusion (DEI) in U.S. communities. This course examines cultural competency and its use in training programs to help students evaluate its strengths and limitations in the reduction of systemic racism. Additionally, students will develop an understanding of the need for cultural humility as an adjunct to cultural competency to address the implicit bias that most people are not aware exists but influences individual and group responses during interactions with diverse group members. Social constructs, such as White fragility, color-blind racism, and othering, will be assessed to determine the ways they contribute to human service professionals’ inability to create cultural safety and acceptance in their daily life. The skills obtained in this course will help students with upper-level courses to complete their human services degree. COURSE LEARNING OUTCOMES Upon successful completion of this course, students will be able to 1. Analyze individual differences, the wide range of cultures, and other dimensions of diversity. 2. Evaluate the social construction of stereotypes, race, bias, and ethnocentrism in society.
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 6 3. The effects of diversity on individuals and group behaviors. 4. Evaluate personal perceptions and how these perceptions influence communication and behavior. 5. Identify strategies for building inclusive relationships. 6. Cultivate practices to negotiate and make use of course materials and features, student support systems and resources, and other components of the higher education system toward facilitating success as a graduate student.
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 7 COURSE MATERIALS REQUIRED TEXT Loue, S. (2022). Diversity, cultural humility, and the helping professions: Building bridges across difference. Springer. https://doi.org/10.1007/978-3-031-11381-9 • The full-text version of this ebook is available through the RedShelf platform. REQUIRED RESOURCES Books American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000 • The full-text version of this ebook is available in your online classroom through the RedShelf platform. Landrum, R. E., Shriner, B., & Shriner, M. (2022). Academic research and writing: A guide for the graduate students (2nd ed.). Zovio. • This full-text version of this ebook is available in your online classroom through the Constellation database. Articles Ennser-Kananen, J., Halonen, M., & Saarinen, T. (2021). Come join us and lose your accent: Accent modification courses as hierarchization of international students. Journal of International Students, 11(2), 322–340. https://doi.org/10.32674/jis.v11i2.1640 Lekas, H.-M., Pahl, K., & Fuller Lewis, C. (2020). Rethinking cultural competence: Shifting to cultural humility. Health Services Insights, 13. https://doi.org/10.1177/1178632920970580 Linos, N., Bassett, M. T., Salemi, A., Matache, M., Konstantinos, T., Kort, R., Gomez, S., Zaghi, M., Lane, R., Harrison, B., Lucke, K., Sanchez, G., Althaus, A., Amaya, M. P., & Swift Kolier, T. (2022). Opportunities to tackle structural racism and ethnicity-based discrimination in recovering and rebuilding from the COVID-19 pandemic. Nature Communications, 13, Article 3277. https://doi.org/10.1038/s41467-022-30791-w Nietzal, M. T. (2022, March 1). New evidence shows large gender gap in leadership of major U.S. universities. Forbes. https://www.forbes.com/sites/michaeltnietzel/2022/03/01/new-evidence-shows-large-gender- gap-in-leadership-of-major-us-universities/?sh=27b330c4302a
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 8 Multimedia Guardian News. (2020, June 26). How ‘white fragility’ reinforces racism [Video]. YouTube. https://www.youtube.com/watch?v=YvIO2GU8yTU Health. (2021, March 4). How Covid-19 is highlighting racial disparities in America’s healthcare | Deep dives | Health [Video]. YouTube. https://youtu.be/w9QYZ9jvi7g PBS NewsHour. (2020, June 5). Watch: Why ‘colorblindness’ is not the right approach to race [Video]. YouTube. https://www.youtube.com/watch?v=zDJcjasFzBI TEDx Talks. (2021, May 17). Dr. Kasia Suarez: Losing sight of your cultural identity [Video]. YouTube. https://www.youtube.com/watch?v=TSfICk9E-Po Webpages BeauteHealthy. (2020, January 13). What is culture? Types of culture, elements of culture, characteristics of culture. Medium. https://medium.com/@beautehealthy/what-is-culture-types-of-culture-elements-of- culture-characteristics-of-culture-7b4d65caddc7 Khan, S. (2021, March 9). Cultural humility vs. cultural competence and why providers need both. HealthCity. https://healthcity.bmc.org/policy-and-industry/cultural-humility-vs-cultural-competence-providers-need- both McGhee, H. (2021, March 3). Why saying “I don’t see race at all” just makes racism worse. ideas.TED.com. https://ideas.ted.com/why-saying-i-dont-see-race-at-all-just-makes-racism-worse/ Project Implicit. (n.d.). Harvard. https://implicit.harvard.edu/implicit/selectatest.html Supplemental Materials Nellis, A. (2021, October). The color of justice: Racial and ethnic disparity in state prisons [Report]. The Sentencing Project. https://www.sentencingproject.org/wp-content/uploads/2016/06/The-Color-of-Justice-Racial- and-Ethnic-Disparity-in-State-Prisons.pdf Silbert, A., Punty, M., & Brodbine Ghoneim, E. (2022, January). The women’s power gap at elite universities: Scaling the ivory tower [2022 study]. Eos Foundation. https://www.womenspowergap.org/wp- content/uploads/2022/01/WPG-Power-Gap-at-Elite-Universities-v17.pdf IMAGES Aurelius, M. (2020, March 5). Woman in orange tank top sitting on black wheelchair [Photograph]. Pexels. https://www.pexels.com/photo/woman-in-orange-tank-top-sitting-on-black-wheelchair-4064696/
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 9 Bolovtsova, E. (2020, February 11). Brown wooden gavel on brown wooden table [Photograph]. Pexels. https://www.pexels.com/photo/brown- wooden-gavel-on-brown-wooden-table-6077326/ Cameron, J. (2020, June 3). [Photograph of a sign that says community is strength]. https://unsplash.com/photos/-_5IRj1F2rY Christina @ wocintechchat.com. [wocintechchat]. (2019, November 7). [Photograph of people in a conference room]. Unsplash. https://unsplash.com/photos/8YJwLFscI-s Getty Images. (n.d.). https://www.gettyimages.com/ Hamilton, J. (2018, February 23). [Image of a vacant white painted classroom with chairs, tables, and map on the wall]. Unsplash. https://unsplash.com/photos/jrRe6er0pY0 Johnson, G. [GDJ]. (2017, September 8). [C:UsersagiffordAppDataLocalMicrosoftWindowsINetCacheContent.OutlookSET6BV1UA typography type text – free vector graphicImage of typography text that says “equality”]. Pixabay. https://pixabay.com/vectors/typography- type-text-words-boy-2730340/ kalhh. (2017, February 26). [Photograph of barbed wire human rights equality]. Pixabay. https://pixabay.com/illustrations/barbed-wire- human-rights-equality-2096002/ Krukau, Y. (2021, June 3). Group of people smiling and standing near brown wooden table raising hands [Photograph]. Pexels. https://www.pexels.com/photo/group-of-people-smiling-and-standing-near-brown-wooden-table-raising- hands-8199562/ McClintock, K. (2019, March 8). [Photograph of restricted area sign at the cyclone fence]. Unsplash. https://unsplash.com/photos/izjIyGze7RY Roberts, J. [julia5136]. (2017, March 13). [Photograph of the center for civil rights Atlanta]. Pixabay. https://pixabay.com/photos/center-for-civil-rights-atlanta-2126681/ RODNAE Productions. (2020, December 9). A person holding poster with equal rights [Photograph]. Pexels. https://www.pexels.com/photo/a-person- holding-poster-with-equal-rights-6257080/ Unseen Histories. [unseenhistories]. (2020, August 17). [Image of protestors holding signs reading “stop racial discrimination now!” during a demonstration]. Unsplash. https://unsplash.com/photos/XcG5XDYwwa8 Unseen Histories. [unseenhistories]. (2020, August 17). [Photograph of a young African American woman casting her ballot in 1964]. Unsplash. https://unsplash.com/photos/_4us-wUwO30
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 10 COURSE GRADING Multiple measures of assessment are used in the course, allowing students opportunities to demonstrate their learning in more than one way and considering individual learning styles. Course components that will be assessed are noted below. DISCUSSION FORUMS Each week students will participate with classmates in the online discussion forum, engaging with topics related to the week’s content. Activities and assessments that take place in the discussion forum replace the interactive dialogue that occurs in the traditional classroom setting. Each week, students’ initial discussion forum posts are due by 11:59 p.m. (in the time zone in which each student resides) on Day 3 (Thursday). Students will have until 11:59 p.m. on Day 7 (the following Monday) to make the required minimum number of response posts to classmates. Discussion forums represent 24% of the overall course grade. QUIZZES In Weeks 2 and 3, students will demonstrate and reinforce their understanding of the UAGC community and support services by taking open-book quizzes. Students have 30 minutes to complete a quiz once they begin. The quiz must be completed in one sitting, by Day 7 of the week in which it is due. The questions are multiple-choice and true or false. The quiz is worth 4%. Quizzes represent 8% of the overall course grade. LEARNING ACTIVITIES There are learning activities due in Weeks 1 through 4 of this course. These learning activities will provide an opportunity for students to engage directly with the support services that assist with critical thinking, mastery of writing, and APA formatting, which will result in the achievement of learning outcomes. These activities include, but are not limited to, the following: • simulations • interactives Learning activities represent 3% of the overall course grade.
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 11 ASSIGNMENTS There are written assignments due in Weeks 1 through 5 of this course. These assignments must reflect college-level writing. Assignments represent 40% of the overall course grade. FINAL PAPER The final assignment for this course is a final paper. The purpose of The Lack of Women Campus Presidents in Higher Education final paper is for students to demonstrate the learning achieved in the course by examining decades of systemic racism. This includes an analysis of the cultural competence and cultural humility of colleges and university administrators using recruitment, hiring, promotion of women, and interventions to address the discriminatory practices by governing boards during the selection process for campus presidents and chancellors. The final paper represents 25% of the overall course grade. GRADING PERCENT BREAKDOWN Activity Grading Percent Discussion Forums 24 Quizzes 8 Learning Activities 3 Assignments 40 Final Paper 25 Total 100
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 12 WEEK 1 US AND THEM: THE CONSTRUCTION OF CATEGORIES To be completed during the 1st week of class. Overview Activity Due Date Format Grading Percent Post Your Introduction Day 1 (1st post) Discussion Forum 1 Using Categorization Day 3 (1st post) Discussion Forum 4 Scavenger Hunt Day 6 Learning Activity 3 The Sentencing Project Day 7 Assignment 8 Weekly Learning Outcomes This week you will 1. Define diversity, equity, and inclusion in the human service professions. 2. Describe the process of categorization and the use of stereotypes. 3. Define racial subordination and the ways its legacy in the U.S. has influenced the human service professions. 4. Complete the scavenger hunt activity intended to orient you as an online, non-traditional, graduate student at UAGC. Introduction Categories (i.e., age, race, disability, parental status, class, education) can be both internally and externally defined by us and them. They may help distinguish between salient characteristics and the factors associated with identity. Additionally, people can generate perceptions and stereotypes based on cultural identities portrayed in the media. This week, you will read Chapter 1 in your textbook to gain a better understanding of
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 13 categorization and the definition of us versus them. You will also examine the Sentencing Project website and identify various factors linked to the high rates of incarceration of Latinx and Black males. Required Resources Text Loue, S. (2022). Diversity, cultural humility, and the helping professions: Building bridges across difference. Springer. https://doi.org/10.1007/978-3-031-11381-9 • Chapter 1: Us and Them: The Construction of Categories • The full-text version of this ebook is available through the RedShelf platform. This book is a comprehensive text on the adoption of diversity and cultural humility needed when working in the human service professions. Chapter 1 introduces the social and political context of categories. These categories are mental constructs that serve as intellectual boundaries we use that shape the focus of our world. This chapter will assist you in your Using Categorization discussion forum this week. Books American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000 • The full-text version of this ebook is available in your online classroom through the RedShelf platform. This book provides current APA Style in-text citation and reference entry standards and will assist in The Sentencing Project assignment. Landrum, R. E., Shriner, B., & Shriner, M. (2022). Academic research and writing: A guide for the graduate students (2nd ed.). Zovio. • This full-text version of this ebook is available in your online classroom through the Constellation database. This book provides information on standards of academic writing and will assist in The Sentencing Project assignment. Supplemental Material Nellis, A. (2021, October). The color of justice: Racial and ethnic disparity in state prisons [Report]. The Sentencing Project. https://www.sentencingproject.org/app/uploads/2022/08/The-Color-of-Justice-Racial-and-Ethnic-Disparity-in-State-Prisons.pdf
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 14 • This current resource examines the racial disparities of the incarceration of Black and Latinx males at staggering rates. Black males are imprisoned at five times the rate of White males in the United States while one in six Latinx males are most likely to be imprisoned in their lifetime. The report documents the factors needed for criminal justice reform and will assist you in your The Sentencing Project assignment this week. Accessibility Statement does not exist. Privacy Policy Discussion Forums 1. Post Your Introduction [WLO: 1] [CLOs: 1, 2, 3, 4, 5]. 1st Post Due by Day 1. In this discussion, you will introduce yourself to your peers and instructor and consider one of the key learning outcomes for this course: Identify strategies for building inclusive relationships. In your introduction, include the following: • Write a brief bio about yourself. Include two truths and one lie with information such as your hobbies, interests, family life, current role, and how you intend to use this degree. • Define diversity, equity, and inclusion and the various challenges in the human services profession. • Identify the best strategies to create inclusive environments in the workplace. Guided Response: Due by Day 7 Respond to at least three classmates by addressing their bio information. Additionally, explain diversity, equity, and inclusion. Include the selected strategies that can influence inclusive workplace environments. 2. Using Categorization [WLOs: 1, 2] [CLOs: 1, 2, 3, 4]. 1st Post Due by Day 3. The U.S. society consists of a large number of sociopolitical categories (e.g., age, race, disability, parental status, class, education). We use these categories in an effort to understand and simplify a complex world. Prior to beginning work on this discussion forum,
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 15 • Read Chapter 1 in the Diversity, Cultural Humility, and the Helping Professions: Building Bridges Across Difference course textbook to explore the ways that categorization of various populations in the United States may create stereotypes and bias. In your initial discussion post, answer the following directives: • Describe the process of categorization and the use of stereotypes. • Identify the ways that salient and observable characteristics can be used for categorization. • Define the consequences of categorization for the dominant and less dominant groups. • Analyze ways that marginalization can lead to devaluation of a group or community. Guided Response: Due by Day 7 Respond to at least two of your classmates’ posts. Each of your responses to your classmates should be at least 100 words in length. In your response post, please offer a thoughtful reply to promote discussion, critical thinking, and class interaction, and provide an open-ended question for your colleagues. Include a reference entry for at least one scholarly resource formatted according Writing Center’s APA Formatting for Microsoft Word resource. See the Scholarly, Peer-Reviewed, and Other Credible Sources for assistance on source types. If further help is needed with formatting reference entries and citations, use the Writing Center’s APA: Citing Within Your Paper and APA: Formatting Your References List. Learning Activity 1. Scavenger Hunt [WLO: 3] [CLO: 6]. Due by Day 6. Before beginning work on this learning activity, review the following: • The Writing Center • Grammarly: A Free Proofreading Tool • The University of Arizona Global Campus Library • Champs Peer Mentoring Part 1
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 16 • Select three of these links, and discuss in a paragraph how these three links can assist you in improving your writing (three to five sentences):Writing a Paper • Writing a Thesis Statement • Quoting, Paraphrasing, and Summarizing • Grammar & Punctuation • APA Style • APA: Citing Within Your Paper • APA Formatting Your Reference List • Plagiarism Guide Part 2 Use the UAGC Writing Center’s Grammarly page to download Grammarly on your computer: Grammarly: A Free Proofreading Tool. Part 3 Go to the UAGC Library, and locate one scholarly journal article about time management or academic persistence in higher education. Use the Library OneSearch guide for assistance. Please follow these steps: • Ensure that the “Full-text” box is checked. • Select the “Scholarly/Peer-reviewed” box. • Enter your query and select “search.” • Conduct a search for a scholarly journal article relating to either time management or academic persistence in higher education, that is o full-text accessible, and o a 5-year-old or newer publication. • Create an APA 7th edition formatted reference to demonstrate that you have successfully located an article on your topic. Part 4 Go to CHAMPS peer mentoring, and read through what CHAMPS has to offer you as a student. Then, select the Join Now link and follow the instructions. Then, • Provide a screenshot of the completion of your membership here.
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 17 • You are highly encouraged but not required to attend one of their virtual events to gain more familiarity with CHAMPS. Assignment 1. The Sentencing Project [WLOs: 1, 2] [CLOs: 1, 2, 3, 4, 5]. Due by Day 7. Prior to working on this assignment, read the following article: • The Color of Justice: Racial and Ethnic Disparities in State Prisons explores the racial disparities found in state prisons on the Sentencing Project website. In your paper, answer the following questions: • Define racial subordination and the ways its legacy in the U.S. has influenced the criminal justice system. • Summarize the factors associated with biased policies, policing, and prosecutorial charges. • Identify the racial differences in the rates of incarceration for people of color and White populations. • Describe the three contributors to the racial disparities described in the report. • Analyze the recommendations associated with criminal justice reform (e.g., mandatory minimum sentencing, transfer of juveniles to adult prisons, etc.). • Compare the states that have large racial disparities associated with the ratios of Black/White and Latinx/White incarcerated individuals in state prisons. The Sentencing Project paper • Must be three to five double-spaced pages in length (not including title and reference pages) and formatted according to APA Style as outlined in the Writing Center’s APA Formatting for Microsoft Word resource. • Must include a separate title page with the following: o The title Sentencing Project in bold font ▪ Space should appear between the title and the rest of the information on the title page. o Student’s name o Name of institution (The University of Arizona Global Campus)
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 18 o Course name and number o Instructor’s name o Due date • Must utilize academic voice. o See the Academic Voice resource for additional guidance. • Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper. o For assistance on writing Introductions & Conclusions and Writing a Thesis Statement, refer to the Writing Center resources. o Use the Academic Research and Writing: A Guide for the Graduate Students text for assistance with academic writing and the APA publication manual for help with in-text citations and the reference list. • Must use at least two scholarly, peer-reviewed, or credible sources in addition to the Loue course text. o The Scholarly, Peer-Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source. o To assist you in completing the research required for this assignment, view Quick and Easy Library Research tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips. • Must document any information used from sources in APA Style as outlined in the Writing Center’s APA: Citing Within Your Paper guide. • Must include a separate references page that is formatted according to APA Style as outlined in the Writing Center. See the APA: Formatting Your References List resource in the Writing Center for specifications.
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 19 WEEK 2 HOW WE GOT TO WHERE WE ARE: HISTORICAL, SYSTEMIC, AND INSTITUTIONAL RESPONSES TO DIFFERENCE To be completed during the 2nd week of class. Overview Activity Due Date Format Grading Percent What Is Culture? Types of Culture, Elements of Culture, Characteristics of Culture Day 3 (1st post) Discussion Forum 4 Graduate Readiness Module 2: Strategies for Classroom Success Day 6 Learning Activity 0 Graduate Readiness Modules Quiz: Welcome to the University of Arizona Global and About Graduate Work, Strategies for Classroom Success Day 7 Quiz 4 Loss of Accent and Cultural Identity Day 7 Assignment 8 Weekly Learning Outcomes This week you will 1. Analyze various cultural identity realities and the role that assimilation, acculturation, and multiculturalism play within the U.S. society. 2. Identify the ways that social bias in the helping professions have promoted historic and systemic disadvantages for minorities in the United States. 3. Summarize the methods used by a dominant group that influenced a social power imbalance for minority groups. 4. Write down the strategies you will use to complete your graduate degree program at UAGC.
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 20 Introduction In Week 2 of Cultural Diversity and Individual Differences, you will assess your cultural identity and determine the factors associated with assimilation, acculturation, and multiculturalism significant to your identity and other groups within society. History has shown that social bias within various institutions is systemic and negatively affects minorities. Examples of genocide and medical atrocities used in Nazi Germany associated with antisemitism will also be compared to the unethical experiments found within the U.S. healthcare systems. You are expected to complete a discussion forum and PowerPoint presentation. Required Resources Text Loue, S. (2022). Diversity, cultural humility, and the helping professions: Building bridges across difference. Springer. https://doi.org/10.1007/978-3-031-11381-9 • Chapter 2: How We Got to Where We Are: Historical, Systemic, and Institutional Responses to Difference • The full-text version of this ebook is available through the RedShelf platform. Chapter 2 examines the systemic racial inequities that have plagued well-established institutions (e.g., medicine and education) for centuries. This chapter will assist you with the What Is Culture? Types of Culture, Elements of Culture, Characteristics of Culture discussion this week. Books American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000 • The full-text version of this ebook is available in your online classroom through the RedShelf platform. This book provides current APA Style in-text citation and reference entry standards and will assist in the Loss of Accent and Cultural Identity assignment. Landrum, R. E., Shriner, B., & Shriner, M. (2022). Academic research and writing: A guide for the graduate students (2nd ed.). Zovio. • This full-text version of this ebook is available in your online classroom through the Constellation database. This book provides information on standards of academic writing and will assist in the Loss of Accent and Cultural Identity assignment.
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 21 Article Ennser-Kananen, J., Halonen, M., & Saarinen, T. (2021). Come join us and lose your accent: Accent modification courses as hierarchization of international students. Journal of International Students, 11(2), 322–340. https://doi.org/10.32674/jis.v11i2.1640 • This article examines international students’ need to have command of the host countries’ languages and their navigation of accent reduction (AR) or accent modification (AM) courses that are available in English-speaking countries. Foreign accents are considered to hinder success in the fields of education, medicine, and finance, and enrollment in AR and AM courses is available to help international students master the English language. But the availability of these courses at universities and colleges includes a hidden curriculum that reinforces a social power dynamic of racial inequalities, which can alter students’ cultural identities. This article will be used with the Loss of Accent and Cultural Identity assignment. Accessibility Statement does not exist. Privacy Policy Multimedia TEDx Talks. (2021, May 17). Dr. Kasia Suarez: Losing sight of your cultural identity [Video]. YouTube. https://www.youtube.com/watch?v=TSfICk9E-Po • This 7-minute and 33-second video examines a myriad of ways that Kasia Suarez attempted to assimilate to the dominant culture of the United States after she immigrated. After years of straying away from her culture, she discovered a loss of self and began to reestablish her cultural identity. This video will assist with the Loss of Accent and Cultural Identity assignment. The video has closed captions and a transcript. Accessibility Statement Privacy Policy Webpage BeauteHealthy. (2020, January 13). What is culture? Types of culture, elements of culture, characteristics of culture. Medium. https://medium.com/@beautehealthy/what-is-culture-types-of-culture-elements-of- culture-characteristics-of-culture-7b4d65caddc7 • This webpage article provides information about the basic concepts of the Culture Wheel (e.g., language, traditions and rituals, values, food, community) that we use for identity. It will assist
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 22 you with the What Is Culture? Types of Culture, Elements of Culture, Characteristics of Culture discussion this week. Accessibility Statement does not exist. Privacy Policy Discussion Forum 1. What Is Culture? Types of Culture, Elements of Culture, Characteristics of Culture [WLOs: 1, 2, 3] [CLOs: 1, 2, 3, 4]. 1st Post Due by Day 3. Prior to beginning work on this discussion forum, • Read Chapter 2 in Diversity, Cultural Humility, and the Helping Professions: Building Bridges Across Difference, and investigate the topics of cultural identity, acculturation, assimilation, immigration, genocide, and multiculturalism. • Examine What Is Culture? Types of Culture, Elements of Culture, Characteristics of Culture. Each of us uses remnants from our culture to determine our cultural identity and the social rules associated with membership. This may include language, food/drinks, values, belief systems, rituals and traditions, techniques, tools, and skills that can be associated with each culture. These practices and behaviors help determine various social interactions that influence relationships. In your initial discussion post, explore these topics: • Describe your cultural identity using the culture wheel. • Identify the ways that you may have altered your cultural identity in order to assimilate and acculturate into the American culture and include the usage of language, the adoption of values, traditions, rituals, foods, tools, objects, and so forth. • Describe the advantages and disadvantages of the use of the term multiculturalism. • Summarize the historic and systemic societal bias found in the helping professions (i.e., public health and law enforcement) against minorities. • Analyze the methods used in medicine against various groups in Nazi Germany that can be attributed to antisemitism, genocide, and ethnic cleansing. Guided Response: Due by Day 7.
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 23 Respond to at least two of your classmates’ posts. Each of your responses to your classmates should be at least 100 words in length. In your response post, please offer a thoughtful reply to promote discussion, critical thinking, and class interaction, and provide an open-ended question for your colleagues. Learning Activity 1. Graduate Readiness Module 2: Strategies for Classroom Success. [WLO: 4] [CLO: 6]. Due by Day 6 (11:16 min). This module will introduce you to strategies for success in graduate work. It will discuss the importance of involving family, friends, and colleagues in your academic goals. It will also give you recommendations for how to plan your schedule to include the time needed for graduate work. As you complete this module in the online classroom, be sure to write down the strategies you will use to complete your degree program. When you complete this module, please check the box, “Mark as done.” You will not be able to access the quiz until the module is complete. Quiz 1. Graduate Readiness Modules Quiz: Welcome to the University of Arizona Global and About Graduate Work, Strategies for Classroom Success. [WLO: 5] [CLO: 6]. Due by Day 7. Complete the quiz on the assigned readings for the week. The quiz contains eight multiple-choice and true/false questions and is worth 4% of your course grade. You will not have access to the quiz until the modules have been completed. You will have three attempts to complete the quiz, so it is important to complete the modules. Select the Take the Quiz button in the online classroom when you are ready to start this exam. When finished, select Submit Quiz. Assignment 1. Loss of Accent and Cultural Identity. [WLOs: 1, 2] [CLOs: 1, 2, 3, 4, 5]. Due by Day 7. For this assignment, you will be creating a PowerPoint presentation. Prior to beginning work on this presentation, • Read the article Come Join Us and Lose your Accent: Accent Modification Courses as Hierarchization of International Students.
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 24 • Watch the video Dr. Kasia Suarez: Losing Sight of your Cultural Identity. Millions of international students immigrate to the United States in pursuit of a quality education. They struggle to speak the language, learn the U.S. customs and traditions, and adapt and assimilate. While others may seek to acculturate, others may hide their accent and cultural identity. In your presentation, • Discuss the factors associated with need for accent reduction (AR) and accent modification (AM) courses that are available at various universities, colleges, and businesses. • Identify the stereotypes associated with people with foreign accents. • Describe the ways that AR and AM courses may encourage racial inequities and threaten cultural identity. • Examine the reasons why immigrants would choose to acculturate to the dominant culture, or hide their accents and places of national origin, and its effect on their social and psychological well-being. • Formulate three solutions that can help immigrants embrace their accent and cultural identity. The Loss of Accent and Cultural Identity presentation • Must be 10 to 12 double-spaced slides in length (not including title and references slides) and formatted according to APA Style as outlined in the Writing Center’s How to Make a PowerPoint Presentation resource. • Must include a separate title slide with the following in title case: o Title of presentation in bold font ▪ Space should appear between the title and the rest of the information on the title page. o Student’s name o Name of institution (The University of Arizona Global Campus) o Course name and number o Instructor’s name o Due date • Must utilize academic voice. o See the Academic Voice resource for additional guidance.
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 25 • Must include an introduction and conclusion paragraph. o Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper. o For assistance on writing Introductions & Conclusions and Writing a Thesis Statement, refer to the Writing Center resources. o Use the Academic Research and Writing: A Guide for the Graduate Students text for assistance with academic writing and the APA publication manual for help with in-text citations and the reference list. • Must use at least three credible sources in addition to the Loue course text. o The Scholarly, Peer-Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source. o To assist you in completing the research required for this assignment, view Quick and Easy Library Research tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips. • Must document any information used from sources in APA Style as outlined in the Writing Center’s APA: Citing Within Your Paper guide. • Must include a separate reference slide that is formatted according to APA Style as outlined in the Writing Center. o See the APA: Formatting Your References List resource in the Writing Center for specifications.
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 26 WEEK 3 CULTURAL COMPETENCE AS AN APPROACH TO UNDERSTANDING DIFFERENCE To be completed during the 3rd week of class. Overview Activity Due Date Format Grading Percent Harvard Project Implicit Day 3 (1st post) Discussion Forum 4 Graduate Readiness Module 3: The Research Process Day 6 Learning Activity 0 Graduate Readiness Module 3 Quiz: The Research Process Day 7 Quiz 4 The Impact of Color-Blind Racism Day 7 Assignment 8 Weekly Learning Outcomes This week you will 1. Discover and reflect on personal unconscious biases. 2. Explore multiple perspectives on current diversity topics. 3. Examine the support services that can aid your research collection and college-level writing skills. Introduction In Week 3 of Cultural Diversity and Individual Differences, we explore the factors associated with individuals’ observation of the world through their own lens of perceptions. Our attitudes towards others that are not members of our culture are constantly challenged with each interaction. Some of our perceptions may be real or imagined, yet they guide our responses toward other subcultures that may be received as negative or positive, thus producing stereotypes that may impact the lives of others. You will assess your bias by visiting
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 27 the Project Implicit website. Additionally, you will explore various concepts of racism (e.g., aversive, color blind), microinvalidation, microaffirmations, microaggressions, empathy, altruism, and compassion. Required Resources Text Loue, S. (2022). Diversity, cultural humility, and the helping professions: Building bridges across difference. Springer. https://doi.org/10.1007/978-3-031-11381-9 • Chapter 3: Individual Level Responses to Difference • The full-text version of this ebook is available through the RedShelf platform. Chapter 3 explores our individual responses to people and groups when we interact with them in our personal and professional lives. If we perceive them to be different from our cultural group, we may rely on selected bias and stereotypes to help us manage those interactions. This chapter will be used with the Harvard Project Implicit discussion and The Impact of Color-Blind Racism assignment. Books American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000 • The full-text version of this ebook is available in your online classroom through the RedShelf platform. This book provides current APA Style in-text citation and reference entry standards and will assist in The Impact of Color-Blind Racism assignment. Landrum, R. E., Shriner, B., & Shriner, M. (2022). Academic research and writing: A guide for the graduate students (2nd ed.). Zovio. • This full-text version of this ebook is available in your online classroom through the Constellation database. This book provides information on standards of academic writing and will assist in The Impact of Color-Blind Racism assignment. Multimedia PBS NewsHour. (2020, June 5). Watch: Why ‘color-blindness’ is not the right approach to race [Video]. YouTube. https://www.youtube.com/watch?v=zDJcjasFzBI
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 28 • This 2-minute and 44-second-long video examines a myriad of ways that color-blind racism may influence others to ignore the impact of race and color and invalidate their experiences as a cultural group in the United States. This video will assist with the Impact of Color-Blind Racism assignment. The video has closed captions and a transcript. Accessibility Statement Privacy Policy Webpages McGhee, H. (2021, March 3). Why saying “I don’t see race at all” just makes racism worse. ideas.TED.com. https://ideas.ted.com/why-saying-i-dont-see-race-at-all-just-makes-racism-worse/ • This webpage article investigates color-blind racism and links it to racial denial. It provides explanations of the ways that color-blind racism can be used to overlook centuries of systemic racism found in a myriad of institutions and avoid the need for racial conscious solutions. It illuminates the effects of racial denial, which upholds the illusions of disparate power dynamics, White privilege, critical self-knowledge, and anguish associated with the harm of racism towards people of color. This article will be useful with The Impact of Color-Blind Racism assignment. Accessibility Statement Privacy Policy Project Implicit. (n.d.). Harvard. https://implicit.harvard.edu/implicit/selectatest.html • This webpage assesses our implicit and explicit bias regarding our attitudes towards various individuals and groups. Visitors to the website are invited to test their attitudes towards 15 categories (e.g., race, Arab-Muslim, religion, native, weight, sexuality, age, disability, Asian). Taking the tests on this webpage is required for the Harvard Project Implicit discussion this week. Accessibility Statement Privacy Policy Discussion Forum 1. Harvard Project Implicit. [WLOs: 1, 2] [CLOs: 1, 2, 3, 4, 5]. 1st Post Due by Day 3. Prior to beginning work on this discussion forum,
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 29 • Read Chapter 3 in Diversity, Cultural Humility, and the Helping Professions: Building Bridges Across Difference, and examine the topics of people that you may consider different from you. Consider bias and its impact, types of racism, and the use of microaggressions. • Visit the Project Implicit webpage, select the option “continue as guest,” and take the two tests, which will assess your current attitudes toward individuals and groups. Once completed, read the information found under the “Education” tab. Our bias towards others is unconscious but can be triggered by interactions that promote specific responses and behaviors. It is automatic, unintentional, and comprised of judgments associated with stereotypes. We may make assumptions that can influence another person’s ability to succeed or sense of worth and value. In your initial discussion post, provide answers to the following directives: • Describe your results obtained from each test. • Compare the ways your cultural membership may have positively and negatively influenced your perceptions of people from different subcultures. • Identify the professional experiences that may increase your bias toward different groups. Guided Response: Due by Day 7. Respond to at least two of your classmates’ posts. Each of your responses to your classmates should be at least 100 words in length. In your response post, please offer a thoughtful reply to promote discussion, critical thinking, and class interaction, and provide an open-ended question for your colleagues. Learning Activity 1. Graduate Readiness Module 3: The Research Process [WLOs: 2, 3] [CLO: 6]. Due by Day 6 (30 min). In this module, you will examine the process of research and efficient strategies to help you write scholarly papers. Note that there will be several links to tutorials that you must also examine to properly complete this module. When you complete this module in the online classroom, please check the box, “Mark as done. You will not be able to access the quiz until the module is complete.
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 30 Quiz 1. Graduate Readiness Module 3 Quiz: The Research Process [WLOs: 2, 3] [CLO: 6]. Due by Day 7. Complete the quiz on the assigned readings for the week. The quiz contains eight multiple-choice and true/false questions and is worth 4% of your course grade. You will not have access to the quiz until the modules have been completed. You will have three attempts to complete the quiz, so it is important to complete the modules. Select the Take the Quiz button in the online classroom when you are ready to start this exam. When finished, select Submit Quiz. Assignment 1. The Impact of Color-Blind Racism [WLO: 3] [CLOs: 1, 2, 3, 4, 5]. Due by Day 7. Prior to beginning work on this assignment, • Review Chapter 3: Individual Level Responses to Difference in Diversity, Cultural Humility, and the Helping Professions: Building Bridges Across Difference. • Read the webpage article Why Saying “I Don’t See Race At All” Just Makes Racism Worse. • Watch the video Watch: Why ‘Color-Blindness’ Is Not the Right Approach to Race. The Impact of Color-Blind Racism assignment is based on the ways that race and ethnicity may be ignored and invalidate the experiences of people of color and subcultures that are different from the dominant group. Color-blind racism has become more prevalent in the United States as a strategy for racial denial and for addressing diversity, equity, and inclusion, which may seem to reduce the need for self-reflection and trainings that address implicit bias in human service professions. In your paper, address the following: • Define color-blind racism, microinvalidation, microaggression that includes current media examples, and the cultures that utilize these concepts. • Describe three ways that microaffirmations, empathy, altruism, and compassion were used by someone within the human service professions to reduce cultural bias and color-blind racism. • Identify the impact of color-blind racism in the media that can make you and people of color feel uncomfortable. • Discuss the ways that color-blind racism can be perceived as racial denial. • Identify three subcultures that were impacted by lifelong color-blind racism.
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 31 • Define solutions that can help communities reduce the negative impact of color-blind racism in the human service professions. The Impact of Color-Blind Racism paper • Must be three to four double-spaced pages in length (not including title and references pages) and formatted according to APA Style as outlined in the Writing Center’s APA Formatting for Microsoft Word resource. • Must include a separate title page with the following: o Title of paper in bold font ▪ Space should appear between the title and the rest of the information on the title page o Student’s name o Name of institution (The University of Arizona Global Campus) o Course name and number o Instructor’s name o Due date • Must utilize academic voice. o See the Academic Voice resource for additional guidance. • Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper. o For assistance on writing Introductions & Conclusions and Writing a Thesis Statement, refer to the Writing Center resources. o Use the Academic Research and Writing: A Guide for the Graduate Students text for assistance with academic writing and the APA publication manual for help with in-text citations and the reference list. • Must use at least three credible sources in addition to the Loue course text. o The Scholarly, Peer-Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source.
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 32 o To assist you in completing the research required for this assignment, view Quick and Easy Library Research tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips. • Must document any information used from sources in APA Style as outlined in the Writing Center’s APA: Citing Within Your Paper guide. • Must include a separate reference page that is formatted according to APA Style as outlined in the Writing Center. See the APA: Formatting Your References List resource in the Writing Center for specifications.
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 33 WEEK 4 DISPARITIES IN HEALTH, HEALTH CARE, AND HEALTHCARE ACCESS To be completed during the 4th week of class. Overview Activity Due Date Format Grading Percent Identifying Healthcare Inequities Day 3 (1st post) Discussion Forum 4 Graduate Readiness Module 4: Your Academic Voice Day 6 Learning Activity 0 Graduate Readiness Module 5: Your Academic Village Day 6 Learning Activity 0 Healthcare Discrimination During the Pandemic Day 7 Assignment 8 Weekly Learning Outcomes This week you will 1. Identify the racial inequities in the healthcare industry. 2. Describe the intersectional factors associated with structural racial discrimination found among healthcare workers. 3. Discuss the solutions that may improve interactions with people of color seeking medical care. 4. Identify your academic voice and explore support services for UAGC students. Introduction In Week 4, we will examine the systemic and racial disparities in the healthcare industry. The treatment of various racial and ethnic groups by healthcare providers has caused these populations to receive improper
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 34 care and has hindered them from seeking medical treatment when they are sought. You will read one chapter and article. Required Resources Text Loue, S. (2022). Diversity, cultural humility, and the helping professions: Building bridges across difference. Springer. https://doi.org/10.1007/978-3-031-11381-9 • Chapter 4: Disparities in Health, Health Care, and Healthcare Access • The full-text version of this ebook is available through the RedShelf platform. Chapter 4 discusses the healthcare industry and the numerous medical conditions and mental health disorders that affect U.S. citizens. Diabetes, cardiovascular disease, and cancer are the three leading causes of death. However, various subgroups of the American population receive limited access to quality healthcare as a result of structural racism and systemic health disparities. This chapter will assist you with the Identifying Healthcare Inequities discussion and the Healthcare Discrimination During the Pandemic assignment. Books American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000 • The full-text version of this ebook is available in your online classroom through the RedShelf platform. This book provides current APA Style in-text citation and reference entry standards and will assist in the Healthcare Discrimination During the Pandemic assignment. Landrum, R. E., Shriner, B., & Shriner, M. (2022). Academic research and writing: A guide for the graduate students (2nd ed.). Zovio. • This full-text version of this ebook is available in your online classroom through the Constellation database. This book provides information on standards of academic writing and will assist in the Healthcare Discrimination During the Pandemic assignment. Article Linos, N., Bassett, M. T., Salemi, A., Matache, M., Konstantinos, T., Kort, R., Gomez, S., Zaghi, M., Lane, R., Harrison, B., Lucke, K., Sanchez, G., Althaus, A., Amaya, M. P., & Swift Kolier, T. (2022). Opportunities
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 35 to tackle structural racism and ethnicity-based discrimination in recovering and rebuilding from the COVID-19 pandemic. Nature Communications, 13, Article 3277. https://doi.org/10.1038/s41467-022-30791-w • This article provides information about the ethnic and racial disparities within the healthcare industry during the COVID-19 pandemic. Marginalized and minority groups (e.g., indigenous, immigrants, Asian and African Americans) experienced structural racial and ethnic discrimination, which affected both morbidity and mortality rates as a result of the persistent inequalities and xenophobia displayed by healthcare workers. This article will be used to complete the Healthcare Discrimination During the Pandemic assignment. Accessibility Statement Privacy Policy Multimedia Health. (2021, March 4). How Covid-19 Is Highlighting Racial Disparities In America’s Healthcare | Deep Dives | Health [Video]. YouTube. https://youtu.be/w9QYZ9jvi7g • This video provides information about the populations that experienced racial discrimination when seeking healthcare during the COVID-19 pandemic. Access to healthcare insurance, paid sick leave, poor treatment in the doctor’s office, and affordable healthcare were factors that influenced various groups reluctance to seek medical assistance during the pandemic. This video has closed captioning. Use this video with the Healthcare Discrimination During the Pandemic assignment. Accessibility Statement Privacy Policy Discussion Forum 1. Identifying Healthcare Disparities [WLOs: 1, 2] [CLOs: 1, 2, 3, 4, 5]. 1st Post Due by Day 3. Prior to beginning work on this discussion forum, read Chapter 4 in Diversity, Cultural Humility, and the Helping Professions: Building Bridges Across Difference, and investigate the issues of structural racial discrimination that subcultures face in when seeking medical assistance associated with social, economic, and environmental disadvantage.
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 36 Racial inequities within the healthcare industry may be associated with the intersection of various factors that include race, ethnicity, class, gender, power dynamics, and other categorizations. Lack of access to healthcare, trust of doctors and nurses that provide services, and treatment options may discourage subcultures to avoid medical treatment. In your initial discussion post, explore the following topics: • Discuss the intersectional factors (i.e., race, gender, class) that may contribute to structural racism discrimination in the healthcare industry. • Compare the morbidity and mortality rates of diabetes, cardiovascular disorders, and cancer in White and non-White communities. • Describe the rates of diagnosis and treatment of mental health disorders of the dominant and subcultural group in the U.S. • Examine two theoretical models that may contribute to the relationship between exposure to oppression, discrimination, and healthcare disparities. Guided Response: Due by Day 7. Respond to at least two of your classmates’ posts. Each of your responses to your classmates should be at least 100 words in length. In your response post, please offer a thoughtful reply to promote discussion, critical thinking, and class interaction, and provide an open-ended question for your colleagues. Learning Activities 1. Graduate Readiness Module 4: Your Academic Voice [WLO: 4] [CLO: 6]. Due by Day 6. (25 min). One of the most powerful opportunities in graduate work is to discover and develop your academic voice. In this module, you will learn the importance of knowing how to communicate your original ideas in a clear, professional manner and support them with research, experience, and practice. Note that there will be several links to tutorials that you must also examine in order to properly complete this module. You will complete this module in the online classroom. 2. Graduate Readiness Module 5: Your Academic Village [WLO: 4] [CLO: 6]. Due by Day 6. (10:17 min).
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 37 It has been said that to be a successful student, it takes a village. As a new student at the University of Arizona Global Campus, your academic village includes not only the University of Arizona Global Campus learning community, but also your family, friends, colleagues, and other groups important to you. This module will introduce you to the support programs and services at the University of Arizona Global Campus and provide you with strategies to engage with your support network at home. In this module, you will learn about the importance of original work, tips for avoiding plagiarism, and all the resources available to you in the Writing Center. Assignment 1. Healthcare Discrimination During the Pandemic [WLOs: 1, 2, 3] [CLOs: 1, 2, 3, 4, 5]. Due by Day 7. Prior to beginning work on this assignment, • Review Chapter 4 in Diversity, Cultural Humility, and the Helping Professions: Building Bridges Across Difference, and investigate the issues of structural racial discrimination that subcultures face when seeking medical assistance associated with social, economic, and environmental disadvantage. • Read the article Opportunities to Tackle Structural Racism and Ethnicity-Based Discrimination in Recovering and Rebuilding From the COVID-19 Pandemic. • Watch the video How Covid-19 Is Highlighting Racial Disparities in America’s Healthcare | Deep Dives | Health. During the COVID-19 pandemic, there were various media reports that highlighted the racial and ethnic healthcare disparities of minority and marginalized groups. Limited access to COVID testing, vaccinations, and treatment options were reported. Some healthcare professionals engaged in negative treatment against various members of minority groups while neighbors and community members promoted xenophobic, scapegoating, and harassment of Asian Americans. In your paper, you will explore these issues of discrimination and provide solutions using theoretical perspectives and models. In your paper, • Identify the categorization of exclusion associated with racial and ethnic discrimination found in the article.
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 38 • Examine the impact of colonialism, xenophobia, and stigmatization of marginalized groups and structural racism (i.e., Native and African Americans). • Discuss the solutions associated with anti-discrimination policies that can encourage healthcare workers and administrators to promote equitable and inclusive interactions with both non-White and White patients. • Describe the way that language can be utilized with public messaging and communication to reduce structural racism in healthcare. • Select three models of health disparities that can be associated with the factors of discrimination against different subcultures in U.S. society. Healthcare Discrimination During the Pandemic paper • Must be two to three double-spaced pages in length (not including title and references pages) and formatted according to APA Style as outlined in the Writing Center’s APA Formatting for Microsoft Word resource. • Must include a separate title page with the following: o Title of paper in bold font ▪ Space should appear between the title and the rest of the information on the title page. o Student’s name o Name of institution (The University of Arizona Global Campus) o Course name and number o Instructor’s name o Due date • Must utilize academic voice. See the Academic Voice resource for additional guidance. • Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper. o For assistance on writing Introductions & Conclusions and Writing a Thesis Statement, refer to the Writing Center resources. o Use the Academic Research and Writing: A Guide for the Graduate Students text for assistance with academic writing and the APA publication manual for help with in-text citations and the reference list. • Must use at least three credible sources in addition to the Loue course text.
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 39 o The Scholarly, Peer-Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source. o To assist you in completing the research required for this assignment, view Quick and Easy Library Research tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips. • Must document any information used from sources in APA Style as outlined in the Writing Center’s APA: Citing Within Your Paper guide. • Must include a separate reference page that is formatted according to APA Style as outlined in the Writing Center. See the APA: Formatting Your References List resource in the Writing Center for specifications.
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 40 WEEK 5 CULTURAL COMPETENCE AS AN APPROACH TO UNDERSTANDING DIFFERENCE To be completed during the 5th week of class. Overview Activity Due Date Format Grading Percent White Fragility, Cultural Competence, and Cultural Humility Day 3 (1st post) Discussion Forum 4 The Annotated Bibliography Day 7 Assignment 8 Weekly Learning Outcomes This week you will 1. Define the differences between cultural competence and cultural humility. 2. Describe White fragility and the limitations to cultural competence. 3. Examine the hiring practices that prevent White women and women of color from serving as campus presidents or chancellors in higher education. 4. Research scholarly sources for an annotated bibliography intended for use in the final paper. Introduction There are many definitions of cultural competence, and many human service companies and organization professions are working to train their employees in the need for and importance of cultural competence and its usage with clients. However, culture is not a stagnant phenomenon because the beliefs and values continuously change and evolve. For this reason, both White and non-White human service practitioners can benefit from the adoption of cultural humility. The use of stereotypes and othering can be seen within and across the dominant and non-dominant groups, which exposes the need for trainings that highlight the challenges of intersectionality, power dynamics, and the establishment of agency. Cultural humility allows human service practitioners to use self-reflection, self-exploration, and self-criticism to acknowledge their bias
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 41 and enhance their interpersonal relationships by honoring and accepting the client’s differences presented with each interaction. Required Resources Text Loue, S. (2022). Diversity, cultural humility, and the helping professions: Building bridges across difference. Springer. https://doi.org/10.1007/978-3-031-11381-9 • Chapter 5: Cultural Competence as an Approach to Understanding Difference • Chapter 6: Transformational Learning Through Cultural Humility • The full-text version of this ebook is available through the RedShelf platform. Chapter 5 discusses cultural competence as an outcome to combat inequalities and promote more diversity in the human services professions. It explores the pitfalls and challenges that different definitions of cultural competence have created over time, which limited inclusion of people of color from various races and ethnicities. Chapter 6 explores the best practices to help transition to cultural humility. Additionally, it inspires you to investigate your strengths and limitations with self-reflection and self-criticism and reduce defensiveness after views are challenged. These chapters will assist you with the White Fragility, Cultural Competence, and Cultural Humility discussion and the Annotated Bibliography assignment. Books American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000 • The full-text version of this ebook is available in your online classroom through the RedShelf platform. This book provides current APA Style in-text citation and reference entry standards and will assist in the Annotated Bibliography assignment. Landrum, R. E., Shriner, B., & Shriner, M. (2022). Academic research and writing: A guide for the graduate students (2nd ed.). Zovio. • This full-text version of this ebook is available in your online classroom through the Constellation database. This book provides information on standards of academic writing and will assist in the Annotated Bibliography assignment.
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 42 Articles Lekas, H.-M., Pahl, K., & Fuller Lewis, C. (2020). Rethinking cultural competence: Shifting to cultural humility. Health Services Insights, 13. https://doi.org/10.1177/1178632920970580 • This article investigates the limitations of cultural competence trainings and how it can reinforce stigmas, labels, and stereotyping while undermining inclusion. It introduces the need for cultural humility as a replacement of cultural competence so that human service professionals can begin to share power and learn from their clients and patients in order to promote beneficial outcomes that are mutually inclusive. Use this article to complete the White Fragility, Cultural Competence, and Humility discussion. Accessibility Statement Privacy Policy Nietzal, M. T. (2022, March 1). New evidence shows large gender gap in leadership of major U.S. universities. Forbes. https://www.forbes.com/sites/michaeltnietzel/2022/03/01/new-evidence-shows-large-gender- gap-in-leadership-of-major-us-universities/?sh=27b330c4302a • This article examines the gender gap found in the hiring of women in campus president positions at public and private universities. This gap has grown over the years with approximately 22% of White women holding the positions of chancellor or campus president and 5% of women of color in these positions. Use this article to complete the Annotated Bibliography assignment this week, and the Lack of Women Campus Presidents in Higher Education final paper next week. Accessibility Statement Privacy Policy Multimedia Guardian News. (2020, June 26). How ‘white fragility’ reinforces racism [Video]. YouTube. https://www.youtube.com/watch?v=YvIO2GU8yTU • This video provides information about White fragility and its relationship to racism. It explains the reasons why teaching cultural competence may be hindered by White fragility. This video will help you complete the White Fragility, Cultural Competence, and Humility discussion. This video has closed captioning. Accessibility Statement Privacy Policy
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 43 Webpage Khan, S. (2021, March 9). Cultural humility vs. cultural competence and why providers need both. HealthCity. https://healthcity.bmc.org/policy-and-industry/cultural-humility-vs-cultural-competence-providers-need-both • This webpage article defines both cultural competence and cultural humility. It examines the limitations of cultural competence and explains the reasons why human service providers should use these soft skills to become better practitioners who use self-reflection to challenge their implicit beliefs that may hinder their opportunities to provide optimal services and resources for the populations they serve. The webpage article will be used to complete the White Fragility, Cultural Competence, and Humility discussion. Accessibility Statement does not exist. Privacy Policy Discussion Forum 1. White Fragility, Cultural Competence, and Cultural Humility [WLOs: 1, 2] [CLOs: 1, 2, 3, 4, 5]. 1st Post Due by Day 3. Prior to beginning work on this discussion forum, • Read Chapter 5: Cultural Competence as an Approach to Understanding Difference in Diversity, Cultural Humility, and the Helping Professions: Building Bridges Across Difference. • Read Chapter 6: Transforming Learning Through Cultural Humility in Diversity, Cultural Humility, and the Helping Professions: Building Bridges Across Difference. • Read the webpage article Cultural Humility vs. Cultural Competence and Why Providers Need Both. • Read the article Rethinking Cultural Competence: Shifting to Cultural Humility. • View the video How ‘White Fragility’ Reinforces Racism. In your initial discussion post, • Describe the differences between cultural competence and cultural humility. • Discuss the factors that limit uncomfortable discussions of race and privilege associated with White fragility.
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 44 • Identify three pitfalls and challenges that may hinder the attainment of cultural competency while maintaining implicit bias and stereotypes. • Select two examples from your life (work and home) in which you did not use cultural humility and the negative outcomes that followed. • Describe two solutions that will encourage you and your classmates to adopt sensitivity towards people from different races, classes, ethnicities, religions, and so forth. Guided Response: Due by Day 7. Respond to at least two of your classmates’ posts. Each of your responses to your classmates should be at least 100 words in length. In your response post, please offer a thoughtful reply to promote discussion, critical thinking, and class interaction, and provide an open-ended question for your colleagues. Assignment 1. Annotated Bibliography [WLO: 3] [CLOs: 1, 2, 3, 4, 5]. Due by Day 7. Prior to beginning work on this assignment, refer to the Week 6 – Final Paper: The Lack of Women Campus Presidents in Higher Education description. Additionally, review the Annotated Bibliography page on the University of Arizona Global Campus Writing Center website. Prior to beginning work on this assignment, • Review Chapter 5 and Chapter 6 in your textbook. • Read The Women’s Power Gap at Elite Universities: Scaling the Ivory Tower. • Read New Evidence Shows Large Gender Gap In Leadership of Major U.S. Universities. In an effort to assist with the collection of sources that will be used for The Lack of Women Campus Presidents in Higher Education final paper in Week 6, the annotated bibliography will be composed. The instructions are listed below to help you get started. In your bibliography, • Identify 10 credible or scholarly sources (5 years or newer, unless seminal works). • Summarize each source with an annotation that identifies the main points.
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 45 • Examine the strengths of the content, the methods used, and the findings. The following directives will be included in your Week 6 final paper: • Describe the backlash that women face with the glass cliff and glass ceiling. • Discuss the differences between public and private universities and their promotions of women and women of color. • Identify the reasons why training programs that prepare underrepresented groups for top positions fail. • Explain the inclusion of cultural humility as an addition to cultural competency training programs and the factors that encourage cultural sensitivity of higher education administrators and governing boards. • Analyze the factors associated with the recruitment and hiring of women of color as campus presidents. • Define the governing board’s role with gender parity and hiring of women to hold the top positions in higher education. • Discuss three solutions that may combat the systemic issues against diversity, equity, and inclusion in the hiring of women for campus president positions. • Identify strategies to develop and foster cultural humility. The Annotated Bibliography • Must be four to seven double-spaced pages in length (not including title and reference pages) and formatted according to APA Style as outlined in the Writing Center’s APA Formatting for Microsoft Word resource. • Must include a separate title page with the following: o Title of paper in bold font ▪ Space should appear between the title and the rest of the information on the title page. o Student’s name o Name of institution (The University of Arizona Global Campus) o Course name and number o Instructor’s name o Due date
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 46 • Must utilize academic voice. See the Academic Voice resource for additional guidance. • Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper. o For assistance on writing Introductions & Conclusions and Writing a Thesis Statement, refer to the Writing Center resources. o Use the Academic Research and Writing: A Guide for the Graduate Students text for assistance with academic writing and the APA publication manual for help with in-text citations and the reference list. • Must use at least 10 scholarly or credible sources in addition to the Loue course text. o The Scholarly, Peer-Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source. o To assist you in completing the research required for this assignment, view Quick and Easy Library Research tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips. • Must document any information used from sources in APA Style as outlined in the Writing Center’s APA: Citing Within Your Paper guide. • Must include a separate references page that is formatted according to APA Style as outlined in the Writing Center. See the APA: Formatting Your References List resource in the Writing Center for specifications.
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 47 WEEK 6 DIVERSITY IN THE LEGAL CONTEXT AND FOSTERING CULTURAL HUMILITY IN THE INSTITUTIONAL CONTEXT To be completed during the 6th week of class. Overview Activity Due Date Format Grading Percent Integrating Cultural Humility as a Human Service Professional Day 3 (1st post) Discussion Forum 3 The Lack of Women Campus Presidents in Higher Education Day 7 Final Paper 25 Weekly Learning Outcomes This week you will 1. Describe the laws enacted that support diversity, equity, and inclusion in the human service professions. 2. Identify the processes and strategies to incorporate cultural humility at the individual and institutional levels, which can be used to address systemic racism issues. 3. Define the factors associated with the recruitment, hiring, and promotion practices of women as campus presidents in higher education. Introduction For decades, institutions and organizations in the human service professions used cultural competency trainings to combat the stigmas associated with intersectionality and systemic racism. It was important to provide employees with the skills and strategies that promoted diversity, equity, and inclusion in the recruitment, hiring, and promotion of diverse candidates with various racial, ethnic, and cultural backgrounds. Additionally, service delivery and interactions with vendors, clients, and their families were assessed in order to incorporate cultural competency practices.
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 48 However, cultural competency had limitations that may have contributed to the maintenance of implicit biases and power dynamics associated with intersectionality and centuries of structural racism. Cultural humility was introduced as a robust series of processes, constructs, and attributes as an adjustment to cultural competency that human service professionals must possess in order to create cultural safety and address the unconscious belief systems that we have acquired throughout our lifetime. Cultural humility is a process that evolves and grows with the human service professional as they find solutions that help promote more inclusivity and acceptance in their daily life. Required Resources Text Loue, S. (2022). Diversity, cultural humility, and the helping professions: Building bridges across difference. Springer. https://doi.org/10.1007/978-3-031-11381-9 • Chapter 7: Diversity in the Legal Context • Chapter 8: Fostering Cultural Humility in the Institutional Context • Chapter 10: Cultural Humility and the Helping Professional • The full-text version of this ebook is available through the RedShelf platform. Chapter 7 investigates the policies that were enacted in order to reduce systemic racism and discriminatory practices throughout institutions at the local, state, and federal levels. These laws helped provide access to healthcare, increased employment opportunities, and combated constitutional violations in the public and private sectors. Chapter 8 explores the importance of cultural humility at the institutional and organizational level in order to dismantle the power structures that promote environments that limit the diversity, equity, and inclusion in these spaces. It provides the strategies needed to incorporate the best practices to foster cultural humility by assessing institutional policies, procedures, and service delivery within the human service professions that hinder the integration and transformation of the cultural humility process. Chapter 10 focuses on the techniques that can be used to help human service professions develop cultural humility. It examines the fives processes (cultural awareness, cultural knowledge, cultural skill, cultural encounters, and cultural desire) associated with the individual adoption of cultural humility. It also includes the five attributes (openness, self-awareness, egolessness, supportive interactions, self-reflection, and critique) that help human service professionals determine if they are promoting cultural safety with each interaction.
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 49 • Chapter 7, 8, and 10 will assist in the Integrating Cultural Humility as a Human Service Professional discussion forum, and Chapter 8 will assist in The Lack of Women Campus Presidents in Higher Education final paper. Books American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000 • The full-text version of this ebook is available in your online classroom through the RedShelf platform. This book provides current APA Style in-text citation and reference entry standards and will assist in The Lack of Women Campus Presidents in Higher Education final paper. Landrum, R. E., Shriner, B., & Shriner, M. (2022). Academic research and writing: A guide for the graduate students (2nd ed.). Zovio. • This full-text version of this ebook is available in your online classroom through the Constellation database. This book provides information on standards of academic writing and will assist in The Lack of Women Campus Presidents in Higher Education final paper. Article Nietzal, M. T. (2022, March 1). New evidence shows large gender gap in leadership of major U.S. universities. Forbes. https://www.forbes.com/sites/michaeltnietzel/2022/03/01/new-evidence-shows-large-gender- gap-in-leadership-of-major-us-universities/?sh=27b330c4302a • This article examines the gender gap found in the hiring of women in campus president positions at public and private universities. This gap has grown over the years with approximately 22% of White women holding the positions of chancellor or campus president and 5% of women of color in these positions. Use this article to complete the Lack of Women Campus Presidents in Higher Education final paper this week. Accessibility Statement Privacy Policy Supplemental Material Silbert, A., Punty, M., & Brodbine Ghoneim, E. (2022, January). The women’s power gap at elite universities: Scaling the ivory tower [2022 study]. Eos Foundation. https://www.womenspowergap.org/wp-content/uploads/2022/01/WPG-Power-Gap-at-Elite-Universities-v17.pdf
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 50 • This national report was compiled to address the need for more women leaders from diverse backgrounds in the top positions across various universities. The Women’s Power Gap Campaign was launched in 2018 and this current report examines systemic obstacles that promote a glass ceiling that keeps White women and women of color from gaining access to the top spot: campus president or chancellor. This report will be used to complete the Lack of Women Campus Presidents in Higher Education final paper. Accessibility Statement Privacy Policy Discussion Forum 1. Integrating Cultural Humility as a Human Service Professional. [WLOs: 1, 2] [CLOs: 1, 2, 3, 4, 5]. 1st Post Due by Day 3. Prior to beginning work on this discussion forum, read • Chapter 7: Diversity in the Legal Context in Diversity, Cultural Humility, and the Helping Professions: Building Bridges Across Difference. • Chapter 8: Fostering Cultural Humility in the Institutional Context in Diversity, Cultural Humility, and the Helping Professions: Building Bridges Across Difference. • Chapter 10: Cultural Humility and the Helping Professional in Diversity, Cultural Humility, and the Helping Professions: Building Bridges Across Difference. In your initial discussion post, • Discuss the Civil Rights Act of 1964, its amendments, and the groups it protects. • Describe the differences between the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. • Identify the policies that can be used in education to combat sex discrimination. • Describe the factors associated with the integration of cultural humility within an institution’s or organization’s policies, procedures, and service delivery. • Select the best strategies that can be used to assess an institution’s or organization’s culture and climate. • Discuss the five key attributes that human service professionals should adopt to integrate cultural humility into their daily interactions with diverse clients to promote cultural safety.
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 51 Guided Response: Due by Day 7. Respond to at least two of your classmates’ posts. Each of your responses to your classmates should be at least 100 words in length. In your response post, please offer a thoughtful reply to promote discussion, critical thinking, and class interaction, and provide an open-ended question for your colleagues. Final Paper 1. The Lack of Women Campus Presidents in Higher Education [WLO: 3] [CLOs: 1, 2, 3, 4, 5]. Due by Day 7. Prior to beginning work on this assignment, read • Chapter 8: Fostering Cultural Humility in the Institutional Context in Diversity, Cultural Humility, and the Helping Professions: Building Bridges Across Difference. • The Women’s Power Gap at Elite Universities: Scaling the Ivory Tower. • New Evidence Shows Large Gender Gap in Leadership of Major U.S. Universities. There are few campus presidents or chancellors who are women in higher education. The lack of diversity, equity, and inclusion in the hiring practices of women of color for the top spot is less than 6%. Institutions have not fully integrated cultural humility into their policies, procedures, and service delivery. Additionally, these institutions have embraced cultural competence with their trainings, which has many limitations that impede the enforcement of cultural safety, while maintaining systemic racism and discriminatory practices. The following directives will be included in your paper: • Describe the backlash that women face with the glass cliff and glass ceiling. • Discuss the differences between public and private universities and their promotions of women and women of color. • Identify the reasons why training programs that prepare underrepresented groups for top positions fail.
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 52 • Explain the inclusion of cultural humility as an addition to cultural competency training programs and the factors that encourage cultural sensitivity of higher education administrators and governing boards. • Analyze the factors associated with the recruitment and hiring of women of color as campus presidents. • Define the governing boards’ role with gender parity and hiring of women to hold the top positions in higher education. • Discuss three solutions that may combat the systemic issues against diversity, equity, and inclusion in the hiring of women for campus president positions. • Identify strategies to develop and foster cultural humility. The Lack of Women Campus Presidents in Higher Education final paper • Must be 10 to 12 double-spaced pages in length not including title and references and formatted according to APA Style as outlined in the Writing Center’s APA Formatting for Microsoft Word resource. • Must include a separate title page with the following: o Title of paper in bold font ▪ Space should appear between the title and the rest of the information on the title page. o Student’s name o Name of institution (The University of Arizona Global Campus) o Course name and number o Instructor’s name o Due date • Must utilize academic voice. o See the Academic Voice resource for additional guidance. Additionally, the Making Your Writing Flow resource may be helpful to connect ideas together. • Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper. o For assistance on writing Introductions & Conclusions and Writing a Thesis Statement, refer to the Writing Center resources.
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 53 o Use the Landrum et al. text for assistance with academic writing and the APA publication manual for help with in-text citations and the reference list. • Must use at least four credible sources in addition to the Loue course text. o The Scholarly, Peer-Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source. o To assist you in completing the research required for this assignment, view Quick and Easy Library Research tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips. • Must document any information used from sources in APA Style as outlined in the Writing Center’s APA: Citing Within Your Paper guide. • Must include a separate references page that is formatted according to APA Style as outlined in the Writing Center. See the APA: Formatting Your References List resource in the Writing Center for specifications.
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 54 COURSE MAP The course map illustrates the careful design of the course through which each learning outcome is supported by one or more specific learning activities in order to create integrity and pedagogical depth in the learning experience. Course Learning Outcome Week Assessment 1. Analyze individual differences, the wide range of cultures, and other dimensions of diversity. 1 1 1 2 2 3 3 4 4 5 ▪ Post Your Introduction— Discussion Forum ▪ Using Categorization— Discussion Forum ▪ The Sentencing Project— Assignment ▪ What Is Culture? Types of Culture, Elements of Culture, Characteristics of Culture— Discussion Forum ▪ Loss of Accent and Cultural Identity—Assignment ▪ Harvard Project Implicit— Discussion Forum ▪ The Impact of Color-Blind Racism—Assignment ▪ Identifying Healthcare Disparities—Discussion Forum ▪ Healthcare Discrimination During the Pandemic— Assignment
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 55 5 6 6 ▪ White Fragility, Cultural Competence, and Cultural Humility—Discussion Forum ▪ Annotated Bibliography— Assignment ▪ Integrating Cultural Humility as a Human Service Professional—Discussion Forum ▪ The Lack of Women Campus Presidents in Higher Education—Final Paper 2. Evaluate the social construction of stereotypes, race, bias, and ethnocentrism in society. 1 1 1 2 2 3 3 4 4 ▪ Post Your Introduction— Discussion Forum ▪ Using Categorization— Discussion Forum ▪ The Sentencing Project— Assignment ▪ What Is Culture? Types of Culture, Elements of Culture, Characteristics of Culture— Discussion Forum ▪ Loss of Accent and Cultural Identity—Assignment ▪ Harvard Project Implicit— Discussion Forum ▪ The Impact of Color-Blind Racism—Assignment ▪ Identifying Healthcare Disparities—Discussion Forum
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 56 5 5 6 6 ▪ Healthcare Discrimination During the Pandemic— Assignment ▪ White Fragility, Cultural Competence, and Cultural Humility—Discussion Forum ▪ Annotated Bibliography— Assignment ▪ Integrating Cultural Humility as a Human Service Professional—Discussion Forum ▪ The Lack of Women Campus Presidents in Higher Education—Final Paper 3. Compare the effects of diversity on individuals and group behaviors. 1 1 1 2 2 3 3 ▪ Post Your Introduction— Discussion Forum ▪ Using Categorization— Discussion Forum ▪ The Sentencing Project— Assignment ▪ What Is Culture? Types of Culture, Elements of Culture, Characteristics of Culture— Discussion Forum ▪ Loss of Accent and Cultural Identity—Assignment ▪ Harvard Project Implicit— Discussion Forum ▪ The Impact of Color-Blind Racism—Assignment
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 57 4 4 5 5 6 6 ▪ Identifying Healthcare Disparities—Discussion Forum ▪ Healthcare Discrimination During the Pandemic— Assignment ▪ White Fragility, Cultural Competence, and Cultural Humility—Discussion Forum ▪ Annotated Bibliography— Assignment ▪ Integrating Cultural Humility as a Human Service Professional—Discussion Forum ▪ The Lack of Women Campus Presidents in Higher Education—Final Paper 4. Evaluate personal perceptions and how these perceptions influence communication and behavior. 1 1 1 2 2 3 ▪ Post Your Introduction— Discussion Forum ▪ Using Categorization— Discussion Forum ▪ The Sentencing Project— Assignment ▪ What Is Culture? Types of Culture, Elements of Culture, Characteristics of Culture— Discussion Forum ▪ Loss of Accent and Cultural Identity—Assignment ▪ Harvard Project Implicit— Discussion Forum
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 58 3 4 4 5 5 6 6 ▪ The Impact of Color-Blind Racism—Assignment ▪ Identifying Healthcare Disparities—Discussion Forum ▪ Healthcare Discrimination During the Pandemic— Assignment ▪ White Fragility, Cultural Competence, and Cultural Humility—Discussion Forum ▪ Annotated Bibliography— Assignment ▪ Integrating Cultural Humility as a Human Service Professional—Discussion Forum ▪ The Lack of Women Campus Presidents in Higher Education—Final Paper 5. Identify strategies for building inclusive relationships. 1 1 1 2 3 3 ▪ Post Your Introduction— Discussion Forum ▪ Using Categorization— Discussion Forum ▪ The Sentencing Project— Assignment ▪ Loss of Accent and Cultural Identity—Assignment ▪ Harvard Project Implicit— Discussion Forum ▪ The Impact of Color-Blind Racism—Assignment
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 59 4 4 5 5 6 6 ▪ Identifying Healthcare Disparities—Discussion Forum ▪ Healthcare Discrimination During the Pandemic— Assignment ▪ White Fragility, Cultural Competence, and Cultural Humility—Discussion Forum ▪ Annotated Bibliography— Assignment ▪ Integrating Cultural Humility as a Human Service Professional—Discussion Forum ▪ The Lack of Women Campus Presidents in Higher Education—Final Paper 6. Cultivate practices to negotiate and make use of course materials and features, student support systems and resources, and other components of the higher education system toward facilitating success as a graduate student. 1 2 2 3 3 ▪ Scavenger Hunt—Learning Activity ▪ Graduate Readiness Module 2: Strategies for Classroom Success—Learning Activity ▪ Graduate Readiness Modules Quiz: Welcome to the University of Arizona Global and About Graduate Work, Strategies for Classroom Success ▪ Graduate Readiness Module 3: The Research Process— Learning Activity
ORG6499: CULTURAL DIVERSITY & INDIVIDUAL DIFFERENCES COURSE GUIDE 60 4 4 ▪ Graduate Readiness Module 3 Quiz: The Research Process—Quiz ▪ Graduate Readiness Module 4: Your Academic Voice— Learning Activity ▪ Graduate Readiness Module 5: Your Academic Village— Learning Activity
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