LEARNING ABOUT HUMAN DIFFERENCES:

1
LEARNING ABOUT HUMAN DIFFERENCES

• THE PECULIAR JIGSAW PUZZLE OF COGNITION AND
  AFFECT
• JESSICA HENDERSON DANIEL,PHD
• APRIL 13, 2007

2
ENGAGEMENT

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

3
COMPLEXITY RECOGNIZED

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

4
JIGSAW PUZZLES

• MANY SMALL PIECES
• RECOGNITION OF PATTERNS AND COLORS
• FALSE STARTS ABOUT PLACEMENTS UNCLEAR ABOUT
  WHAT GOES TOGETHER AND WHERE TO PLACE PIECES

5
JIGSAW PUZZLE PEOPLE

• INTRIGUED BY THE CHALLENGE OF THE MANY
  PIECESCOLORS AND SHAPES
• PUZZLES ARE OFTEN IN PROGRESS
• SERIAL PUZZLE WORKERTO COMPLETE ONE IS NOT ENOUGH

6
LEARNING ABOUT HUMAN DIFFERENCES

• A PUZZLE WITH MANY PARTS-SOME PARTS MORE EASILY
  PLACED THAN OTHER PARTS
• APPEARS TO TAKE TIMEA PROCESS
• MULTIPLE PUZZLESNOTJUST ONE

7
PARTS

• DIFFERENT SIZES, SHAPES AND COLORS---COGNITION
• DIFFERENT TEXTURESROUGH, MOIST, WORN, SOFT,
  WARM, UNTOUCHABLE--AFFECT

8
THE PUZZLE

• THE CENTERTHE INDIVIDUAL
• SURROUNDING THE CENTER
• BACKGROUND-PERSONAL AND PROFESSIONAL
  RELATIONSHIPS, COMMUNITY, AND CULTURE

9
CULTURE

• BELIEFS
• VALUES
• MATERIAL OBJECTS
• IMPACT
• SOCIAL BEHAVIORS
• PERCEPTIONS OF EXPERIENCES

10
HUMAN DIFFERENCES

• THE CONCEPT OF TARGET AND NON-TARGET GROUPS
• OPPRESSIONLESS THAN
• Visions, Inc (2003)

11
(No Transcript)
12
TWO GROUPS

• FACULTY
• INTERNS AND FELLOWS

13
WHO ARE THEY?

• SOCIALIZATION ACROSS THREE GENERATIONS
• EVENTS AND CHANGES DURING ONES LIFETIME
• PERCEPTIONS OF THE ABOVEYOURS AND OTHERS

14
WHERE DO I FIT?

• MODAL AGE GROUP IN APA-46-60 YEARS OF AGE
  (41.3) 2005 DATA-BORN BETWEEN 1945 AND 1959
• ELEMENTARY SCHOOL-ENTERED BETWEEN 1951 AND 1965
• HIGH SCHOOLENTERED BETWEEN 1960 AND 1974
• COLLEGEENTERED BETWEEN 1963 AND 1977

15
SOURCES OF SOCIALIZATION

• GREAT-GRANDPARENTS, GRANDPARENTS AND PARENTS
• GREAT GRANDPARENTS BORN-1870-1884
• GRANDPARENTS BORN1895-1909
• PARENTS BORN-1920-1934

16
POTENTIAL MESSAGES

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

17
ISMS

• EXISTED BUT WERE NOT NAMED
• THE PUZZLE PIECESHAVE COGNITION BUT THE AFFECTS
  MAY BE ROUGH, WORN, READY TO BE DISCARDED
• SUGGEST A ONE ISM PUZZLE PER CHALLENGE
• KEEP THE MULTI-ISM PUZZLE ON ANOTHER TABLEA
  SLOWER WORK

18
RACISMAN EXAMPLE

• FACTS--COGNITIONS
• FEELINGSAFFECTIVE STATES

19
RACE AND ETHNICITY

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

20
THE THREE ERASCOGNITION AND AFFECT

• RACE AS HIERARCHY
• RACE FROM A COLOR EVASIVE AND POWER-EVASIVE
  PERSPECTIVE
• RACE AS DIFFERENCE TO BE VALUED AND CELEBRATED

21
DISCOURSE

• RACE AS HIERARCHY EXISTED AS DOMINANT DISCOURSE
  UNTIL THE CIVIL RIGHTS ERA
• CIVIL RIGHTS ERAEVASIVE CONVERSATIONS
• RACE AS HORIZONTAL NOT VERTICAL DIFFERENCEIN
  PROGRESS

22
HISTORY MATTERS

• THE DISCOURSE HAS NOT JUST BEEN BLACK AND WHITE
• 14TH AMENDMENT THAT MADE NEGROES
  CITIZENSDELIBERATELY EXCLUDED AMERICAN INDIANS
  AND CHINESE PERSONS FROM THE AMENDMENT

23
CITIZENSHIP

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

24
PEOPLE OF COLOR

• IMAGES ACROSS THE YEARS
• NEGROES, BLACKS , AFRICAN-AMERICANS
• AMERICAN INDIANS
• CHINESE
• FILIPINOES
• PUERTO RICANS
• JAPANESE

25
DISTORTIONS AND SOCIAL DISTANCE

• CREATING THE SENSE OF THE OTHER
• IMAGES ON MERCHANDISE
• CARTOONSPOLITICAL, AT THEATRE AND ON TV
• MOVIESWHITES WHO PLAYED POC STEREOTYPICAL
  IMAGES
• TELEVISIONABSENCE DURING MOST FIRST 40 YEARS
  FIRST INTACT BLACK FAMILY WAS GOOD TIMES

26
IN YOUR LIFETIME

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

27
PUZZLE PIECES

• WHERE DO THEY FIT?
• HOW DO THEY FEEL?

28
60S AND 70S

• CIVIL RIGHTS MOVEMENTRELATED TO THE REMOVAL OF
  IMMIGRATION QUOTAS
• VOTING RIGHTS ACT
• AFFIRMATIVE ACTION
• DESEGREGATION

29
80S

• THE BEGINNING OF RE-SEGREGATION
• HOUSING
• SCHOOLS

30
THE INTERNS AND FELLOWS

• AGE GROUP 26-40 YEARS OF AGE AND BORN BETWEEN
  1967 AND 1981
• ELEMENTARY SCHOOL-ENTERED BETWEEN 1973 AND 1987
• HIGH SCHOOL-ENTERED BETWEEN 1982 AND 1996
• COLLEGE-ENTERED BETWEEN 1885 AND 1999

31
SOURCES OF SOCIALIZATION

• GREAT-GRANDPARENTS, GRANDPARENTS AND PARENTS
• GREAT GRANDPARENTS BORN-1892-1906
• GRANDPARENTS BORN-1917-1931
• PARENTS BORN- 1942-1956

32
POTENTIAL MESSAGES

• CIVIL RIGHTS ERA ERADICATED INEQUALITIES
• RE-SEGREGATED SCHOOLS ARE THE NORM
• MOVEMENTS ARE A THING OF THE PASTWOMEN AND CIVIL
  RIGHTS
• MEDIA ARE INFORMATION SOURCES ABOUT THE OTHER
• BEING PC IS IMPORTANT

33
ISMS

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

34
DISTORTIONS AND SOCIAL DISTANCE

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

35
FACULTY, INTERNS AND FELLOWS

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

36
UNLEARNING

• STEREOTYPES
• CLUSTERING ALL GROUPS UNDER ONE RACIAL HEADING
• PUZZLES PIECESCOGNITIONS
• PUZZLE PIECESAFFECTIVE STATES BASED ON THOSE
  COGNITIONS

37
RELEARNING

• THE HISTORY OF THE US-NEW INFO-COGNITION
• THE HISTORY OF THE USIMPACT ON AND PERCEPTIONS
  OF POCAFFECTIVE STATES

38
LEARNING FOR THE FIRST TIME

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

39
OUR INDIVIDUAL PUZZLES

• UNDERSTANDING INDIVIDUAL DIFFERENCES BEGINS WITH
  KNOWING ONESELF
• PUZZLE PIECES CONTAIN INFO THAT HAS AN EMOTIONAL
  COMPONENT
• WE ARE ALL WORKS IN PROGRESS

40
TEACHING ABOUT DIVERSITY

• COMPLETING ONES OWN JIGSAW PUZZLES
• FROM THAT EXPERIENCEHELPING THE INTERNS AND
  FELLOWS WORK ON THEIR OWN PUZZLES

41
RESULTS

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

42
SETTING UP TABLES

• LET THE LEARNING BEGIN
• Thank you