-
Title
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Second follow-up meeting of the Derald Sue Workshop participants, 1993
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Description
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A group on the Evergreen State College campus created to monitor and recommend improvements for multicultural organizational development.
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Identifier
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1995-01_000001
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Date
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1993
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extracted text
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Notes
SECOND FOLLOW-UP MEETING OF DERALD SUE WORKSHOP PARTICIPANTS
(held May 14, 1993)
Present:
Tom Mercado, Lucinda Over, Jerry Price, Beth Hartmann and
Shannon Ellis
A review of goals from our last meeting led us to add:
Become a central committee responsible for monitoring and
recommending improvements to the campus climate as it pertains to
multicultural organizational development.
This group should be charged by the President's office to give it
credibility, access to resources, and an administrative endorsement
of a grassroots action. The Provost and the Faculty Agenda Committee
should give faculty DTF credit for serving on this committee. The
Executive Vice President of FAD ~nd the Student Affairs Vice
President should allow staff to use part of their work dayjweek to be
working members of this committee. This should be viewed as staff
development (Human Resources), faculty development (academics) and
student development (Student Affairs).
We also added:
Inclusion of the role of elitism and classism in our work furthering
What role do these things play in fostering a
multiculturalism
multicultural environment?
We decided that a good early fall quarter program would revolve around the
topic of "The Elitism of Higher Education and the Goals of a Multicultural
Campus: A Collision Course?" Everyone was interested in asking President
Jane Jervis to give a brief talk on this topic. A panel of four campus,
government and community people could deal with this topic in addition to
the President's talk. We'd like more input, and a questionnaire is being
sent with the next meeting notice.
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THE EVERGREEN STATE COLLEGE
MEMORANDUM
DATE:
TO:
FROM:
RE:
May 18, 1993
Derald Sue Workshop Participants
Shann·on Ellis, Tom Mercado, Jerry Price, Beth Hartmann
and Lucinda Over
Our Continuing Work
The next meeting of any interested Derald Sue workshop attendees (and anyone
else interested in joining our work) will be:
Tuesday, May 25 at noon
at the L-4300 conference table
(or out on the L-4300 patio if it's warm)
You are welcome to bring your lunch, since food fuels the brain!
The enclosed minutes from the last meeting should get your thoughts flowing
and will serve as background to respond on this questionnaire. Please mail
your feedback (to Shannon, L-4300) or bring it to the meeting on May 25.
a
= • = = • = = = = • = = • = =
~
• = • • • • • • •
QUESTIONNAIRE
1.
We're planning a workshop for fall quarter on the role of educational
elitism in promoting/hindering (?) a multicultural campus. Does this
sound like a good idea to you?
YES
NO
2.
If you answered "yes" to question #1, do you have speakers, panel
members and facilitators to suggest?
3.
We think that Governor Mike Lowry could have valuable insights to share
on this topic. Does anyone have connections to him?
4.
Do you have additional multicultural workshop topics and/or facilitators
to suggest for 1993-94?
Your name and extension n u m b e r - - - - - - - - - - - - - - - - - - -
Hail your completed questionnaire to Shannon Ellis, L-4300 or
bring it to the Hay 25 •eeting
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THE EVERGREEN STATE COLLEGE
MEMORANDUM
DATE:
May 6, 1993
TO:
Derald Sue Workshop Attendees
FROM:
Shannon Ellis, Tom Mercado and Brian Price
RE:
Our Next Meeting
~
On Friday, May 14 from 3 to 5 PM will be the next gathering of students,
faculty and staff who are interested in working together to form a
multicultural college. We will convene in the Greenery cafeteria near the
"new" coffee cart.
Thank you to those who were able to attend and participate in our first
follow-up meeting on May 5. Excellent dialogue and ideas were generated.
Please review the following notes from that meeting. If you have any
questions, feel free to call either Tom, Brian or myself. If you cannot
attend, send along your written thoughts through one of us. As always,
everyone is welcome, whether or not they attended Dr. Sue's program. See you
on Friday, May 14.
Notes From the First Follow-up Meeting (held on 5/5/93):
I.
Where we left off with Derald Sue
A.
Distributed Brian Price's notes from the last hour of Sue's
program, where we identified barriers to multiculturalism and ways
to overcome them.
B.
According to Sue, a multicultural organization is:
1.
Genuinely committed (action as well as words) to diverse
representation throughout its organization and at all
levels.
2.
Sensitive to maintaining an open, supportive and responsive
environment.
Working toward and purposefully including elements of
3.
diverse cultures in its ongoing operations (organization
policies and practices are carefully monitored to the goals
of multiculturalism).
4.
Authentic in responding to issues confronting it (commitment
to changing policies and practices that block cultural
diversity).
C.
Distributed Art Costantino's multicultural climate checklist.
II.
Brainstorm on goals to achieve a multicultural organization. The group
arrived at the following goals, with some thoughts and ideas to consider
listed below each goal:
A.
Let's continue to educate ourselves in defining multiculturalism.
Sue is one piece; what are other views (other and different)?
1.
Student Activities will keep a resource file cabinet that we
will all contribute to (books, articles, videos) on various
multicultural issues. Brian will keep a current
bibliography of the contents, which he will periodically
sent out.
2.
Workshops.
B.
Keep the multicultural work broad, across campus, and inclusive
(faculty, staff and students).
Ongoing workshops include faculty, staff and students
1.
(address those staff members who aren't given the okay or
encouragement to attend).
2.
Find ways to better our communication network. It's hard to
reach students. The best way may be announcements made in
programs.
3.
Orientation- -a listing of what offices offer in support of
multiculturalism (not just First Peoples' Advising Services,
but Career Development, etc.). Incorporate this information
into model seminar. Need to be more welcoming and balanced.
Interactive multicultural workshop at the University of
Wisconsin at Madison. Fear of white male bashing. Set a
climate that might alleviate fear of bashing. We all
contribute to this in some way. Physical setting (long
house, workshop setting).
4.
Avoid admissions of guilt/racism as necessity; address
issues of "wannabe's."
5.
Avoid generalizations and emphasize hetero- vs. homogeneity,
without ignoring realities that exist surrounding various
differences (culture and race).
Unpacking where people are and where they need to move to;
6.
various workshops for various people. White or white male
orientation to this; what about for students of color?
7.
Expect/deserve "businesslike" operation of seminar; will
eliminate the oppression, etc.
8.
Difference of how you program effectively for students of
color as opposed to the majority.
9.
Why are we even driven to discuss multiculturalism?
Discussion of raw subject matter:
a.
Foundations of racism.
b.
Dynamics of power.
c.
How to achieve a consensus of groups to dominate.
d.
You can move into generic topic matter when discussing
raw subjects.
·
C.
To ensure we are offering students--both continuing and new-services and support for/of multiculturalism:
Campus climate assessment on multiculturalism.
1.
2.
Do other functions on campus offer support to students of
color? Support can include how to educate ("allow for")
risks and learning from mistakes, while also not allowing
for abuse, harassment, insensitivity or oppression.
3.
Emulate models that work, e.g., Eugene's Leadership and
Empowerment class (taught by Maxine Mimms and Les Wong).
D.
Continue to work on a definition of multiculturalism (look at
cultural ism).
Get input from student group "of" these various cultures.
1.
2.
Examine definition of multicentricism ("multi" = many,
"centric" =the point at which anything evolves, e.g.,
ideas, thoughts, influences to which many people are
attracted). Multicentricism means "a many centered system."
A multicentric is someone who has many frames of reference.
E.
Don't keep multiculturalism (activities, programs, training, etc.)
an "add-on," but make it an integral part of each job and academic
program (additive to inclusive):
1.
Message from President, Vice President, supervisor.
2.
Two hours a week on multiculturalism.
Part of job description.
3.
4.
Include in evaluations.
5.
Give DTF credit for it.
6.
Students need and want to sit with faculty and share what
they want to learn in the program with regard to
multiculturalism.
7.
Gay, lesbian, bisexual, disabilities.
8.
"Businesslike" approach is best, most fair and equal.
Racism is not as overt as saying "You teach us about your
9.
culture," but students of color still feel this expectation
and get tired of teaching. Put it into the system.
Institutionalize the absence of racism (in class, on
campus).
F.
Recruitment of diverse population and retention and refuge.
1.
Reassurance on job front (Career Development calls from
parents, pressure to take classes and get a job, can you get
a good job at this "fringe school"?).
2.
Truth:
Do people of color really get the same ability to have
a.
a progressive academic experience?
b.
Career Placement Report skewed in terms of job
categories.
c.
In timing of the placement survey which produces low
percentage.
Reorganize our information in clear and accurate way.
d.
e.
Link with Paul Mott/Steve Hunter research.
3.
Discuss with students the reality of two to three career
shifts in a lifetime; ten year placement report.
4.
Faculty get DTF credit for recruiting (and students).
5.
6.
III.
The Evergreen catalog paints a picture of TESC utopia, that
we're open and accepting, but it's not that way.
Fit with faculty can, in fact, make the catalog more of a
reality. How do we make this easier to achieve?
Our next meeting is set for Friday, May 14 from 3 to 5 PM in the
Greenery's eating area. Do you have any other goals to share with the
group? Think about small group discussions around each goal.
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THE EVERGREEN STATE COLLEGE
MEMORANDUM
DATE:
TO:
FROM:
RE:
April 27, 1993
Derald Sue Workshop Participants
4~nnon
Ellis, Tom
Merb~1:Io
and Brian Price{(
Follow-up
Thank you for participating in Dr. Derald Sue's presentation last
Wednesday.
In an effort to build upon his lessons, those of us attending Dr.
Sue's workshop will be gathering on Wednesday, May 5 from 9:00 to
11:00 AM in CAB-315 to work on achieving his third category:
becoming "a multicultural college/synergetic." The agenda we
suggest is to begin work on where Dr. Sue left off: devising a
multicultural implementation plan. As he advised, this will have
us examining and developing policy, mission statements, ·
objectives and timelines. Faculty, staff and students coming
together as a working group to pursue this vision are sure to
produce valuable statements, initiatives and actions. The
attached article will get you thinking! If you are brave enough,
come with your first attempt at defining multiculturalism. This
is a critical step.
Please join us on Wednesday, May 5. If you have questions,
contact Tom (extension 6220) or Shannon (exten~ion 6034).
cf
cc:
Jane Jervis
Russ Lidman
Art Costantino
Les Puree
~
Amtonc'OII rl)/lttt: ~
r{ltttlttr ltarlltlllf
thOII
1980). Studtnl/facllh)'
UCilional OUIC'Onlts: A
ollttt Stwltllf l'trSOII l.oranJ, W. 0 .( 1982).
d social innuences on
•mes. Tltt ltnttw of
. ( 1984). Foundations
tston, Jr .. T. K. Miller,
aues (Eels.), Dtwlop-
Student Affairs Initiatives Toward
a Multicultural University
Kathleen Manning
Higher Education and Student Affairs Program ,
University of Vermont
Patrice Coleman-Boatwrlght
Office of Student Life, Trenton State College
fillt srlldt11ts · HIK'tl·
1
J
(pp. 89-118). San
H). Women's talk in
IMirttrly, J/(2), 118-
: in liberal education:
,,"· n. 233-240.
<ltSOfi·Giastr Critical
'(: The Psychological
. (1984a). Acodtmic
'tudent Development
(1984b). EIIGIIIIJtillg
·tudc:nt Development
(1986 ). EIIGIIMllillg
GA.: Student Devel-
:: A foundation for
~ling
Psycltologist,
Critical Th.inkin&
veetland (EOs.). Trsr
1sas City, MO: Test
.T
This articlt prtstnts tht Cultural
£m·ironmtnt Transitions Modtl ~lucidating a
mmmculturalism to multiculturalism
continuum . Tht model assists ont to
understand institutional progrtss toward a
multicultural ~nvironm~nt .
Diversity. a buzz word for the 1980s. promises
to be a goal as well as a rallying cry for student
affairs educators into the nex.t century. By the
year
there will be more African American
and Latino students. learning-disabled persons,
and individuals from diverse backgrounds
constituting college and university populations
than ever in the history of higher education
(Hodgkinson. 1983. 1984; Smith, 1989). To date
studenl affairs educators have used this information in an effort to change prac!!ces so that
students and professionals of color are being
actively recruited into higher education, tepresented in campus programs, and encouraged to
use campus services.
Although colleges and universities have generated some successes from a strong recruitment
effort, retention of multicultural students, staff,
and administrators continues to elude solutions.
Education and awareness training programs.
particularly within student affairs divisions,
have been initiated in an effort to increase respect for and encourage the valuing of cultural
differences. Years of such activity on some
campuses have helped but have not completed
the task of moving those colleges and uni-
:woo,
Kathleen Manning is an assistant professor and can be con-tacted at the Higher Education and Student Affairs Program.
University of Vermont. Burlington, VT 05405. Patrice
Coleman-Boatwright is the executive assistant for the Dean
of Student Life at the Off~ee of Student Ufe and can be
contacted at Trenton State College. Trenaon. NJ !JI650.
199/ I Vol. 32
Journal of Coll~ge Student
Dev~lopm~nt
versities from monocultural to multicultural
environments.
Student affairs depanments shape. manage.
and influence significant aspects of the university environment residence life. studem unions.
campus activities. career planning. and athletics.
Student affairs staff can directly influence the
formation of a multicultural environment. build
an inclusive campus environment. and transform
institutional structures. As such. their impact on
the process of multiculturalism is particularly
important to all participants in the institution.
GOALS OF MULTICUl. TURALISM
The definition of multiculturalism (Strong.
1986. as quoted in Barr & Strong. 1988) is proposed as a goal toward which higher education
in~titutions can grow.
lbe multicultural o~anizarion is one which is genuine!~ committed to diverse representarion of its membership: is sensitive
to maintaining an open. supponive and responsive environ ment; is working toward and pu~fully including elements
of diverse cultures in its ongoing operation<.: and ... is authentic in its response to issues ronfronting it. (p. 85 )
This definition is useful in its emphasis on
communication. knowledge of different cultures, and appreciation and celebration of differences. An organization that is multicultural ,
understood as a dynamic interplay between and
among cultures. can be productive, effective,
and inclusive. Such an organization values the
achievements and talents of all community
members as pan of its ethical and moral purpose.
CAMPUS CULTURES AND
· WHITE CULTURE
A discussion of multiculturalism is incomplete
without an explication of the ambiguous term
I July /99/ I Vol. 32
367
· - ( '. lbr .....-d · ··ulllllt .. .. 'U...:tplll>lc 10
i.aMy dcfuliiKift•d>iol art -kiUdy "'~and
"f'C'' w ,.,ull.ipk noearuop. lii"'P«mena•. and
_,._...,. .._ ((1afbd A ~""' · 1'11161. Cui·
~ art funned
a cunflutfl<:c of hi.o~nry .
,....... tqiC'f'IC'.-t • ....._ a ·uon,
ll'lldllioa
c...,.
ca.-dono. 1'177: Goddn"·
......r
1'17<1, IIJII41.
11ot cna• ul lhc dilcmona ..,._,cmmc abc de"-,..,..._ and dcf'aa11"""' of c:ulaurc " ah:ol lhe
~u&~oto..,.ijMNion b rarely a~ W"'- pa>ol.
c•prriml.-r arc rnthn<•cd
........ """""'toalil .u....-&W't•. dc>cnbcd in
lhr tillldy oflu.w.y . .,_~UN lhroup!lhc cur·
na.'Wb ul a.daoof•. and rcpr~ in lhe an and
_......,...._ .tJ( caJJipUJi mwuo......,lll•'! 1llc <Cui,._ dlolll U. , ......, "' ~ alu'ougll a
.._ y •.t/a..~ ......~~Of·
and im.loiUIKift' Wll.illh:olmany cam-
..-.-..-...-.and
.-r•-•
, _ ~)' 111M~..,. liCCtpl 11• IOINl<l<:UI ·
IWM dlln.:~n..._., • a l!"'m or "' lhe way
......,. - ~- 1~ rardy Cf"'''•lloned a.cq>u.c:r _ . . . lhr fa.1 lhal a;ony .:ullure• arc
,........... ..,., • t..·a. d"' .., .... "'•dun '""lluuun•.
•i>4Nc lhc "'" ••••l>lc.
k.M1 (~~~a frMIICW'Ud. dc-critNnJihe
.. - -...... ... """"C'
cfUranrriw'" -.1 ,.,.,...,,loC'o .tJ( lhe prcdonunanl
Amcncan lllmk'd Slale•l •uhurc. She referred
In abc prednminana cuflure a• ''While cuhurc ..
bt<Oauw: of ia• &lrcx:cnari• uri1Lin• (see Tuhle I).
Whale cullure characacrlle> lhe mujnrily uf
American Olpli1-"'ioo• and insaitution• ( Ka11..
1'111~1. Ia •• eapres>cd in 1he >ymhnl•. rcligann.
l;angua,.:. ntual>. and urganit.<tliiJ<Ial •aruclurcs
o( n•llrae• ......r unaweniaic>. Thi• reprc..enlalion
includes abc pre~occ o( Alale >ymboli>m in arl
and archilccture. prednmiruoncc of Chri>lian or
Chri•llan-lil.e ccrt>mnnaes. usc nf saundard
Englllh and academically ""n.:linncd writing
~o~yle•. and ui>1cocc of l>urcau.:racy . ln>lilu liconal policy rcflccas prcduminanl cullure waluc•
u( puwer ti.c .. held by eli~e•. experl authurily.
and urrer-mamagemcm deci•innmuinal. Rigid
umc ....-hcdulc of cla..srs. meetings. and appninamena•. a parcmal lilyle uf duh and organit.alion
itd•r•ang. and housing a..agnmcnt lli'OCcdun:s
111:.1 a•Mm~e hcaern•e•ualily arc addiuunal ca;omplc• ttl lhc preduminanl cullure "' i1 is u pre•-cd nn campo•.
llac <hSUniJIIino~> and char...:lcri.ain nf While
··ullurc funn the l>a•i~ fur way• ul hchaving and
operaJinJ 1n educaaional inslilulion> . The•c
way• o( upcr.olinJ becurnc: Ihe nurm or >landard
TABLE 1
Componenta ol White Culture:
._.. . _r_
A&.ggM -""*--
--__
..,_-.,.-~·~r
• 'r; .,.,,..,. -..-.amy highly
~
__
v--
w.-,. .. -~
..... -....
Aaaoa.-f-'r....-.c . - - . o.a--..
,...
....., _
PrOiftlanl WOO. Elhoc
Worlung hwd bnngs success
Progress Future OroentallOn
Plan lor U,. lulure
Delayed gralll<c:aloon
Value 0011U1uallml)fovemena and progreu
E~s
_..,ol ......
o.-aaw. analyiil
oiWe
O...OSIICIIw>iung
Slaws-Pow.,
Menurecl by economrc I>OSIBSSIOOI
Cr-.olo. "11e1. and 1>05rloons
own· oysaem " bell
a.-
F amrly StrUCIUre
lamoly •• lhe llleal """"'' un~
Man 11 ll!e bre-........ and n.ad ol houoehOI<I
Woman rs pnmatr carelal<er ol cholclren
Paruarehal II•UC1111e
Nucle11
Oor4ICI •
COfUCI
CorwllliOIl-
Aellhelocs •
lleauly b&lecl on blonde. blue·eyed, lhon .
w...-.
~IOI.g<d--
l---·~f
BuM on eur_. rmmrgr.,.. e"""'oenc.o
. _ . , _ and 8dapi4ICI lrom
"""*9M IJI4). p 611
BEYOND INDIVIDUAL AWARENESS
-young
HooiOry
w.,_
on Soenalloc Melhod
Ot>tectw•. · -· ....... lhlfliloog
Cause and ettect retallon~s
~ ...... ..._ ""'-" n... w.
_ ,_
~
~d~
.Wt
v.aun and Beliefs
again~l which behavior i~ shaped and judged.
TrailS, charaelerisaics, and actions that differ
from ahesc acccpacd or sane~iuned way~ are considered dc•iana , abnormal, and are. in scneral,
rejected as apprnprialc ways of being (Schacf,
1911~). A areal deal of aime and effon during
the educaaional p11x:c.s is de•oaed to leaching
adherence 10 ahcsc cullural norms (Giroux.
191111: Willis, 1977).
People of color. women, intemalional sludcnls, physically challenged studcnls, homo.cx uals , lesbians, and oahcrs who represent diver.c
perspeclivcA may feel disenfranchised and alientUcd from an cn•irnnmcnt in which &heir way of
operaaing. life-•lyle. or cuhural chanacacrisaics
arc nol ahc norm rcOcc11d in inslitutional symhnl•. language. and beha•iors (Hcalh, 19113).
The norms around which the college was organi7.ed (c.J .. admis>iuns slandurds, ..anelioncd bt·
ha•ior, disciplinary procedures. and financial
eapcctaaions) are al odds wilh what feels
"nnmlal " for saudcnls of di•crsc perhpecaives.
Fur uample. Lauino slutlenas may have learned
10 .r.. ·itch (i.e., be profident wilh lhc use of
cuhural panerns. behavior~. a.nd language from
theu· own and uahcr cultures). bull hi$ halancing
ac1 is achicwcd wilh •arying degrees of s~ccss .
People from diverse culture~ may believe lhlll
ahere is no one with whom 1hcy can idcnaify.
Fcehngs of isolalion, aliena& ion. invisibilily . and
auuude~ thai 1hey are not welcomed arc probable rcacliom. fnr lheliC Sludems. Studenls of color
ofu:n commcnl I hal lhere is no place on campus
where they can feel fl'ychologically or physically safe (Fleming, 19114). The re<~lily of a predominanl cullure on campus can create a hollaile
and 1101c:nlially dangerous environment. The
moral imperaai•e of remedying this situlllion
lake• on an increased urgency as the number of
diverse sludcnls increa~~e• . Saudc:nl afralrs cducaaon frustraacd wiah &he •low pace of change
1oward muhicuhuralism are facing ahe realizaaiun thai raci>m . sexism, and oahcr forms of
oppression are 'yclical and recunem unless appma,hed 1hrnu11h eahical, dcwelopmenaal, and
cducaaional iniaiaaives.
1o1u11<: and art balecl on European CUII111M
The cunem cducaaional and awareness training
se.sions conducaed on campuses lake advantage
of indiwidual awareness models . Examples of
ahcse models can he seen in Jcffcn;O(l's ( 19116)
l<atz. 19115. The Couns.Ong Pay ·
)ow lou/ ufCollt:xr StuJi'lll /Jra·r/oflnlt'lll I July IVY/I l 'o/ . ./}
work and thai of Atkinson, Monen, and Sue
( 19K9). These models promote individual devclopmem from monoculturalism or ethnocentri~m
throuah awarenc~s. undersaandina. and appreciation to multiculturalism .
One could postulaae lhat instilulions go
throuah a parallel process so that through education, awareness. and sensitiwily. instilutlons
can become muhicultural. Such models can assis& saudena affain edu<.:alOI'S 10 undcrsaand the
dynamics and complexities of in51ilulional
ch~nae.
CULTURAL ENVIRONMENT
TRANSITIONS MODEL
The J'ollowina Cuhural Environmenl Transitions
Model (sec Table 2) depicas insaitutional saruaale with is11ues of diversity. The model, a chronolngical thouah not neceuarily comiauous process, is not a dcfinilivc w~y of uplainina.
predicaing. and controllina environments but is
a means 10 aKsisl instituaional mc:mbtrs 1o detinc
and work toward ahc goala of multicuhuralism.
AI each sacp and plateau o( ahe model. communiay paniclpanas can recognize iniaiaaives
(upper half of lhe model) and indicalors (lower
half of lhe model) that characterize their
inslitution 's reccpaivii,Y to ahc aoals of multlculluralism . An oraanlzalion in which racial
slurs and violena anacks are aoleraaed with linle
recourse available can be locaaed al ahc monocuhural end of 1hc con1inuum. When swilchina
by predominant and nondominanl cuhure adminimaaon; ia encouraae\1, role modelina is
readily available for sludcnts of color, and power
is dislribuaed equiaably ahrouahoua lhe iniliauJion; lhe ora~~nlz111ion is ctoa;cr 10 the mullicuhu·
ral end of the continuum.
The Cuhural En• ironment Transitions Model
assumes &hat oraanizaaional arowlh occurs u
members of the communiay acquire knowledac
aboul other cultures, gain experience with people different from theryuelves. and are challcnaed with muctural and sy5lemic change
ahrough this effon . Essentially, lhe staaus quo
changes. Chanacs in policies, administraaive
procedures, and languaae are indicaaors of or·
ganlzaaional arowah toll(arcl muhicuhuralism.
Represenlalive numbtrs of muhicultural saaff,
judicious use of symbols. 1111<1 inclusion of diverse cullural saylcs indicale an increased level
of expression of diverse cultures. The model
369
Joumul of Coli<' /It StuJflll Ota·tlopnrtllll July /99/ I Vol. 32
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shows ort~anil.lllinnal progre•~ion from monocuhunllism, through a period in which wmc
college members arc aware bUI unable 10 effect
change in the instilulion. into a lime of openly
cxprc~scd conflict, lhmugh or11anizatioNII rcbinh reflective of muhicuhural goals, and, fi nally. mto a Male of multiculturalism thai is
~ystcrnic and institutional. 11lcsc stages do nol
necc•sarily follow one another in an orderly
fashion . Rttther, commitment or relrcal by insti tutional participants. particularly university
leader., Cttn inllurnce a univer•ily so that slaae•
are •kipped. 1 peri<~!~ of rc11rc••ion can occur,
or a renewal of muhiculturttli•m i• eotabliahed
symbolically throuah pen.onnel chan11cs.
A true Mate of multicuhuraliam is hard won
through efforu. dramatic change. and compro·
mixe~. Put practice., in51itutionalizcd to be·
come " the way thin11s ~~ done here," ~~erve 10
prumc•le uppres~ion . Organb.atiolllll muc1u~~
buill Ull monocultural nonns Mre difrK:ullto penetrate hy anyone uutside lhe predominant cuilure: new groups receive limited rcwurceA becau>C of previously cstabli>hed allocation
procedures. Selection procedures rarely formally recognize the contributions of people who
posse~~ a perspective different from the inslilutional norm. 11lc lnsliluliortal structure and cxclu•iunary practic~• inhc~nl in thai structure arc
fonnidablc.
The process of incrcuing commUIIication 10
inten>ely honest and effective levels as well ••
acquiring skills not fonnally v~lued in the insti luliOf\ iA a lon11 one. Thia proce~s is frau111J1 with
f~l.e ~•an~. pitfalls, and blind 11lleys. 11lc Cui·
tural EnviroiJrneOI Trllllsiliuns Model depicts
this dynamic procesa, which ~qui~• constant
educl'lional proce..w:s and vi11ilancc 10 ~ward
nondnminttnt cultural style•. structure, and
bchaviurs.
The *P' (see Table 2. I and II) in the model
cMn be perceived as steep 90• Willies that com·
munily members must ICalc. 11lc pllleaus a~
n01 Oat but can be viewed metaphorkally like
lhe mlliiJ& deck of a ship: slippery, difficult 10
lrMvcr.e, and uften lrCIIcherou•. Hard-won
movement alonl! the continuum is difficult 10
suMain. 11lc all -pervasive pre..ence of the dominant culture in the oraanizational struclurc
worh agaima proarcss tow..-d multiculturalism.
These realities are n01 cauiiCJi for discouragement hut. rather, "'urccs of undentandin11 aboul
the need for empuwcrmenl. policy making. and
goal advMncemenl. Tl)c:se procc:ues must be
I](J
Jounw/of Colltxr Stutltlll
/)~' '"lopmmtl
rooted in looa-tenn or11aniza1ional development
to achieve multiculturalism.
The IICCond 90• step (see Table 2. II) in lhe
model is a 1owerin11 one up which few iMtitutions have ventu~d . II is a turning point or quantum leap of sorts after which the organizational
~1ruc1ures arc transformed. A critical mass of
understandina and awareness precludes panicipanls from aeuling for anything less than fully
inclusive practices. Social juhlice and eaalitari·
anism arc in•tilutionalized and systemic.
The period leading up to this ~~CCond ~eep is
one from which student affairti educaton and
colleae adminiatraton reaularly retreat. The
cusp throuah which inllilutions must travel is
characterized by conflict. abandonment of pasl
well-practiced ways of operatina. and acknowledgment of the discrepancies between intentions
v
I
ll~(CIIIil)l.
THE INEVITABILITY OF CONFLICT
Institutions mual confront the conflict present II
lhe second step of the model to proarclii toward
mulliculturalilll'l. Power rclalioruJiip~, role d!:finitions, and priorities ahift, both in a revolutionary and evolutionary sense, u multiple
cultural perspectives become prevalent, recognized. and valued. Conflict. viewed from 1
multicultural penpeclivc, is not a negllive process to be avoided but is po1itive, arowth producina. and CIICntilll to achicvin& the aoal» of
mullicuhuralilll'l.
Linle in hill~ would lead a penon 10 believe
lhtttlhe transformution from one culture to many
cultures occun throu11h a voluntary rclinquiahment of the privilcaes and preitiae of bcina the
dominant culture. Chanae is resllled on many
levels. Individually. practices that bale performance rcwardi on mutery of a dominant culture
manaaement llyle recreate a dominant culture
structure. lnstiiUtionally, practices that perpetuate univcnity 5IP' and fail lo recount the ac·
compliahmenta of women and people of color
further reinforce a dominant culture perspective.
Thi~ reKistance 10 multicuhurllli~m can be violent and traumatic, such as the hirina and firina
of people who do not conform. The maintenance
of the dominant culture struc1urc can also occur
less overtly by development of a reputation for
exclusionary practices that diKOUf'8&C divene
applicant$.
'
The reality of conflict durina cultural transformation raisealllb6canlilll ilililla for li!Udcnt affaira
371
July /991 I Vol. J2
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••'l'ia:•
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Joulllul
lliOJUaj(C O:illn chillngc lnNn ~ donun~nl J't'"IIC" _.
tive te.J .. milililll)' ~nd viulenl melapbor>l lu
mo<e cmp>wrring language (c .a .. cmllllasiLinl!
1o11tn1 development .,. all ratber than U>int~ su pertaaive• 10 describe a few) . Elpeclalioni of
Aaff and lluaknt employce1 CiiO incllldc tilt
aoaa. of multiculruralism. AdYocacy work
would be di•tributed thro.tahoor the carnpu•
l'lllller lla1111 foclliCd on won; by cuhun~lly di·
TABLE 3
Component• of Multicultural lnatltutlon
Individual and Communlly
W1111w1n 11lluallon•
Con ..niiUII
AulonOmy and anlerrelaledneu valued
Accc.ptance ol coe•ialence wilh environment
Communlcolllon
Abihly 10 commumcalll wolh more lhan one culture
Vatiety ol communication model and 11lylell utoUzed
(I.e .. oral lradillonll, llloryleiU~. UN of 11ymbol11,
llilenea)
MuiUiingual
lariQl!oiQII rallecll~ lawa< milolary and compelilive
metaphor~
\ -.'
"
Sla1U1 and Power
Pow., dlelributed equillljlly thtoug~l sySiem
Beliellhallhared power enbancaa
"-JIWPie.
COMPONENTS OF A MUL TJCUL TUAAL
INSTITUTION: VALUES AND BELIEFS
In illn dfon 10 vJSu;olir.e and a:larify whal a muhi cullural envirunmcnl miahl look like . Ka11.'s
1 1~91 model of White culture (Table I 1 wa•
~ bY the audwllll 1o rrllec1 and idencify
maj<• char.o(·teri<lia:s nf a 1nuhia:uhural cnYironmrmtT~o~blc ·' '· lliC'"' cbaracleri<tics serve a• a
auiak and .JI<IUklnot hr cOII>Oirutd a~ a definitive
tk•niplt<NI uf all mulucuhural in.•tilulion•.
1liC' millny Mylc• valued iiiOO rc~pecled within
a mulricultur.d environment enjoin thai all J'illf·
rkip;mb br.:ome illakpl •• ~wi!l· hing (e.!(.. cummunia:alin,(! wirh people of ;oil hillckgmunds anti
e•pericncc.. using a varicry uf language• and
uprc.,.ion•.lldoptinl! rnulriplc .:ulrureli untl peropq:tive•). The rc>J'CNI>ibility fur adapcatinn and
adjllotniCnl >h<111ld nul hr lhe tM>Ir ublit~ali<NI 11f
rhc a:ulrur,.lly diver"" 11111 •llllr~'<l by aiiUJCinhcr.
uf lilt m•lllution. Cunc urrcnlly, tilt pret.enc~ uf
d•ffc1ena vut~e> a1ul J'Ciinb of view ne.:c.si1a1e
lhilll the CillffiJ'U• be.:o me a le•~ hniiile cnvtron ment {,,.. noomajority ltludenr., faculry. and admim•traluf•.
TI~e mulli.·ultw;d enviruuncnc i• nul a perf.x:r
place. ·n~e di vrr>C prdcren~c• and per.pra:tive•
"'J're>rnted in it> cullur"" a:haracterizr the environn~enl a• a:hiiiiHic and diffteult 111 administer. In
hon:kll(t!neuu• '"l!llllil.aliun.. where P<' llplc have
•imilar had(!n>Und• and .:ullural !olylr,, '"""'
kvcl uf a~r('l.·Ulel\1 and cnnM:n~u~ i~ cm.urcd .
Alrr.ady a Jon~ pn"'c"· buil<lin" c.>n..:n.,us in a
mulu.:.ullur~l ••g...,itAIIion " a pr.&a:lk:rd art.
power
ewrvona·•
'
,_ .,,
·~
Ad'lancamenl and recognition billed on diver~
,,..._.w.. one blon;t 1o liluati$>n
Bel•l that dillaring llylea !lnd modes ol ~rating
can ~lfl same or beller rnulla •
Blurring ol gender role boundaries
Profit motive no1 ao1e .._...,. ol aucceq
' - - emphula on aggreaai_,.sa
History
All Amancan cullures repreaented
Family Slluclures
Slfigle perenl lam~lies
E•lended h1mily Involved in child raatlng
lllllbllln per.,l¥lg
SarT\e·N•
~le
panne"
awarent:'s training currenlly conducted allll'lnY
culkges illnd univer.ilie• that focuses on indi ·
vidual awarenes• and ~ducat ion must proceed to
more advanced s1aiCs of in1ercultural COfllmunication. aroup awar~nes~. •011 systemic c~ .
Implications
In addition 10 the human rights and moral purpose• inherent in lhc multicultural movement,
student affairs initiarives Inward awa"'ness and
Change in the ~lrUCIUrt' t~f lhe university serve a
praa:lil:at J'UI'j>Ose. As universities become:' more
multicultural. they also become more effective .
highly produa:tive insrirurions whe"' all member. are arfinne·d and fulfilled (!<atz; 1989). Helero~eneous institutions with varied perspecrives
encuurage more creariviry, effectiveness, and
problem wiving. Such institutions are more in·
lerc>ling places to live, learn, and work. The
pcrnonal e~pre.sion and achievement possible
whtn all people feel valued within the inslilurion
is currently uninta~tinable . A• all members uf
the college are free tocxpressrheir individuality,
SUMMARY
MultKullulal tnMiluiUNI> are mnrc a:11mple• than
orJanit.uli<lll> relying on a maJt>rlly wurldview.
Thr n(l(e•\uNI of davero.c upaninn• . varieu~. of
teaming >lyle•. <tnd mulliple pcr.pcclivc• (I(Ovtde murc uppununitir• fur mi>un<lcrMandintt•.
nNntrtwua:atuHI crrur•. and Mylc da., hc•. The
•1 Collt'lf.t' Studt'll/ Onr/opmt'll/ 1 July
\
/!191 I l 'ol . .1.?
Joumul of ColltKt
i~,.<-'
~tudent
Work Ethic
Slopping oul, lla•lime, m•lernlly/palernily IMPrOduclivily among elderly
Oeclllion·Making Approach
Collaborative aiiOrta valued
Nonbur-allc organizational alruciUre (e.g., proj·
eel groupe, tlat altuclure)
Time
Fle•lbillly In lime IIChedulea (e.g .• a~aggered WOfk
clay, job llharing)
Holiday•
Ol.,.,llily ol reliQionalaclivilo.. recognized and cele·
braled (e.g .. KwanzM)
Thinking Slylel
Metaphoric
Overlapping boundatlea recognized
Global
Qualitative and quanUialive re-ch melllode
ReliQion
LHa viewed In many ways (e.g .. generM!ve. c;ycli·
cal) other INn liMw and linile
•.
~helica
Valua In ~~~ llanllillon&
Dlv•111ily repr-'ed In art
Cooperation
"
Win/Win lilualions
Coneenaua
al1d
archileclurl
u ,. ,
Acllon Orienlation
Coe•i.-
wilh naluta
Lateral change• ·..n.w.d ppailively
Small Ia valued
••
pen;onal styles, and culrure. all involved can
rriiCh a level of success and tKhicvement for
themselves u well as the insriturion.
Student aff~irs educators have rhe capacity ro
profoundly influence the initialion and fulfillment of mulliculturallsm wirhin lheir areas of
re~JlQnsibility as well as throughoot the campus
as a whole. Throuah management of major programs on campus (e.ll·· residence life. financial
aid, campus aclivilies), profound influence on
lhe choices of university symbols (e.a .. major
speakers, leadership awards), and inpul. if not
decision makina. about cullural represeawion
in everyday campus life (e.g .. staff hirina. dinina
hall food, student union decor), Sllldcnt affairs
~lolff have sianificant windows of opportunity
ro influence and 5hape a multicultural campus
environmenl.
REFERENCES
Atkinson , 0 ., Monen. G .. cit Sue. 0 . (191191. CfHIIIS<Ii••
A~t•uirmt
'"INwiltfl: A
l>uque, lA: Brown.
c·mn ·n•ltt~rul ftt'll'f't'li\~ .
Otl't'iopmtn/1 July 1991 I Vol. 32
..
.-~ ( '
Du-
373
~;
• ·~ ,.._• .,, t .. ~ ... ... e...
- -·
•
Ba". D .. & Stn>of!. L. ( 191!8). EmbroacillJ multt<lllturalism :
1k uistin@ contradictions. NA.Sflt. Jrwmto/. 1612). 8590.
Bourtlieu. P. ( 1977). Outllnr of o tltrnr)· of pr«ticr . New
York : Cambridge University Press.
Clifford. J.. & Marcus. G. (1986). WriltlfR CliiiiiiY : Tlw
Pf)('tics ond politics of nhno.~roplty . Berkeley. CA: Uni·
versity of California Press.
Fleming. J. ( 1984). 8/ac•ts in collrl(r . San Francisro, CA:
Jossey-Bass.
Freire, P. (1970). frdaflORY of tltr opprrsst'd. New York:
Continuum.
Freire. P. ( 1985). Thr politics of NfuratiM ' Culturr. pt>M"rr
ond liht'ration . S. Hadley. MA: Bergin & Garvey Publishers.
Giddens. A. ( 1979). Crntrol prob/c-1trs in sncialtltror)·: lt.c'·
/ton . structurr ond controdictir>ns in snctal alfOh·sis .
Berkeley. CA: University of California Press.
·
Giddens. A. ( 1984 ). Thr constitution of S()Cirty. BeO.dey.
CA: University of California Press.
Giroull. H. (1988). Sch()()/in.~ ond the- srru.t.t lr for puhlic
lifr . Minneapolis. MN : University of Minnesota Press.
Heath. S. (1983). Woys 111-itlt M'Oflis : LMtt,,l«<,,r. lifroNhmrt
in communitirs ofld douronms. New York: C'ambridf!t
University Press.
HodJidnson. H. ( 1983. March-April). Guess who's cominJ
to college? 1\cudrmr. pp. 13-20.
HodJktnson. H. ( 1984). 1\11 onr s.v nrm : Drlfi()Rrtlphics in
rducarion from l:ifldrrl(arrtn thrCHtRh l(rodiiGtr school.
Washinaton. OC: Institute for Educational Leadershtp.
Jefferson. F. ( 1986. March). Tninil\ldevelops multi<ultural
awareness. ACU-/Bullttin, pp. 12-16.
Katz. J. (1989). 1lle challenJe of diversity. In C. Woolbright
(Ed.). Voluinl( di,•trsity (pp. 1-22). Bloominlfon. IN :
Association of College Unions-International.
Schaef. A. W. ( 1985). Wome-n 's rrolity: 1\n r~tltrRin.~/tltiOir
s_I'Sttm in a Whirr 1t1alr sncitf)'. Minne.polis. MN: Winston Press.
Smith. D. (1989). Tltr challtnt~r of dil"rrsiry: /nmlt"rmrnt
or alirnation in thr acadrmy' Washington. DC: ASHE.
(ERIC Higher Education Reports Number 5)
Willis. P. (1977). I.LarninR to lahor: HoM· M'OI'tin.~ class
l.:ids fltl M'Ortill!l class jobs. New York: Columbia Uni·
versity Press.
Journal ofCollege
Studenl Devtlopmen/
(6 Ulues) $15.00
Namt> :_ _ _ _ _ _ _ _ _ __
~.u C'OUJIOII & .,-ynwnt to:
AACD Subscription Department
S999 Stevenson Avrnut
Membershtp no._ _ __
The Impact of
Program on tt
Freshmen 1nc
Robert 8 . Young
Department of Ed
Leadership
Kent State Univet
Kent, Ohio
Gregory Roge~
Student Affai~ R
Kent State Univer
Kent, Ohio
This report upda:
of the Early A0
(EASS) on the a
Kent State Uni'
that the prograrr
academic suCl
Backer, & Rog<
not explore its i
EASS was c
freshman attriti
spring. it offe~
registration to
been admined t
Aluandria.. VA 22.304
Orgam7..ation:_ _ _ _ _ _ _ __
Ad~css :
_ _ _ _ _ _ _ _ _ __
Ctty : _ _ _ _ _ _ _ _ _ _ __
Paymmr !\tdhod:
J>k..., charcc my
0Viu
0Masacrcard
Card I _ _ _ _ _ _ _ __
Procedure
&p.Datr _ _ _ __
$lfnal1Vt
St.att>:_ _ _ _ Zap:_ _ _ __
METHOD
0
Amt. Enclosed S
Spui<J Nou :A.dlliliDAQ/ iltf..-io" of """lli-yrar IWI,. .1t11 ~liorry o..ula6W
froM AA.CD S...urymoiiS, SH9 Suor1tU>1t A••·· A.kuuuria, VA. 22Jtui70J~2J-HOO.
Data were collt
rolled at the uni
3,110 freshmer
Black (4.91k). 1
(8.9%) and 894
program.
The predictor
American Colle
EASS particip·
freshman-year
the impact of tl
(
374
.
grades and on!.
low academic r
\
.
Journal of College Student Development/ July 1991 I Vol. 32
Journal of Coli
CHAREN BLANKENSHIP
L3238
Employee Relations
APR 2 8 1993
DERALD WING SUE, Ph.D.
MULTICULTURAL ORGANIZATIONAL DEVELOPMENT
Moving The College Toward Multiculturalism
"Impressively, Derald Wing Sue is without doubt the most influential multicultural
scholar in the United States" (Ponterotto & Sabnani, 1989 Journal of Multicultural
Counseling and Development).
WEDNESDAY, APRIL 21, 1993
10:00AM - 5:00PM
LOCATION: CAB 110
PREREGISTRATION is required for this intensive,
day-long workshop. TO REGISTER for this free
workshop, contact Student Activities Office, CAB
320, extension 6220.
SPACE IS LIMITED
Hearing impaired services available upon request.
Co-sponsored by: Student Activities Office, Dean of Students Office, and
Office of The President.
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CRITICAL INCIDENTS IN CROSS-CULTURAL
INTERACTIONS: TRAINING MANUAL!
by
Derald Wing Sue, Ph.D.
A Psychological Corporation
Critical incidents have been shown to be effective means of highlighting
and illustrating crucial issues/concerns likely to arise in certain characteristic situations. Such incidents are useful for training and evaluation
purposes because they require people (a) to accurately identify the factors
operating in the situation, and (b) to suggest possible solutions that may be
taken. In the following pages you will be exposed to a number of crosscultural situations that involve people from different cultural/racial
background. Each case is briefly described in some counseling, educational,
or mental health framework. Your task is to do three things.
1. First, identify as many cross-cultural issues in the ~ase vignettes
as possible. Do not stop with one or two! We are interested in your ability
to see the situation from as many perspectives as possible. In most cases
listing your answers with brief elaborations is all that is needed.
2. Second, identify as many possible value differences between the
interaction and the characters, or the values of the characters and institutions. For example, restraint of strong feelings may be highly valued by
certain Asian groups, but not by many Anglo Americans. A possible value
conflict may arise between individuals from each group. Conflicts can also
arise between an individual and institution, or another society. In this
case, institutional and societal values need to be identified. Again, listing
these conflicts with some elaboration to clarify your analysis is all you
need do.
3. Third, we are asking you to commit yourself to a course of action
in each case vignette. Address yourself to what you would do, how you would
do it, and why?. In other words, we are interested in your goals, approach,
and rationale.
1
Not to be reproduced in any manner without written consent of
Derald Wing Sue, Ph.D., A Psychological Corporation.
1. THE LANGUAGE "PROBLEM"
Mr. Bill Smith, a teacher of English, was having difficulty with many of the
minority students in his section. Several of the Black and Hispanic students had
done poorly in an essay test, and he was concerned about it. Mr. Smith had
always emphasized to his students that learning proper English was vital to
success in this society . Part of the minority students' problem was the constant
emphasis on bilingual programs. It prevented them from acquiring the necessary language tools to succeed . Unless Hispanic students were able to
overcome their Spanish-speaking background and Blacks get off their ridiculou s "Black language" trip, they would always occupy the lower rungs of the
ladder.
An especially poignant example of the "minority problem" occurred in
his classroom one day. A Black student was having a casual conversation with
another when the teacher overheard the student say, "What it is, man?" Mr.
Smith immediately corrected the student by saying that the proper form was,
"What is it, man?" Both students appeared offended and stated that they (a)
knew what they meant, (b) were speaking Black language, and (c) were not
interested in "White man 's" talk. The teacher became angry and lectured the
two on how their perverted form of English would doom them to failure .
"You're not in Africa! You are in America, and in America we speak English .
No wonder you people always do poorly in school."
Questions
I. Shouldn't minonues in the United States learn to speak "good"
English if they want to succeed in this society?
2. What effect does the teacher's beliefs have upon minority students
(self-image and self-esteem)?
3. Did Mr. Smith misunderstand the phrase, "What it is, man?" Is there
such a thing as Black language?
4. If minority students are at a disadvantage in high school English
courses, what can be done to rectify this inequity?
5. Where does responsibility for change lie? With the teacher? With the
minority students? What needs to be done in this case?
8. FAIR GRADING
Many minority students are at a disadvdntage when competing with
White students for higher grades. Most White students are accustomed to the
grading system, objective and essay exams, and are more fluent in standard
English . In addition, minority students must often contend with the cultural
adjustments inherent in a predominantly White university.
While these factors are not directly related to the student's academic
performance, they certainly have an effect. Some well-meaning faculty, who
are aware of this inequity, attempt to compensate for it by giving minority
students higher grades than their work would ordinarily merit; other minority
students sometimes use this argument in trying to have their grades changed.
Other faculty feel they have no choice but to hold all their students accountable for the same level of academic achievement.
An example of this situation occurred recently with a Hispanic student
who received a failing grade in her course. She was a freshman student already
on academic probation. An "F" would result in having the student dropped
from the university.
The student went to her professor asking to receive a "C" or "D" in the
course. The student believed that she knew the material even though she did
badly on both exams. The professor refused to change the grade unless the
student had a legitimate excuse.
As a result of the impasse, the Hispanic student's EOP advisor interceded
on her behalf. The male counselor explained that the new student was having
extreme difficulties adjusting to the university, that she had come through the
university's affirmative action program, and that she needed more time to work
out these adjustment difficulties. Although reluctant at first, the professor
offered the student the option of (a) withdrawing retroactively even though the
deadline had passed, or (b) doing extra work to elevate her grade.
Questions
I. Did this minority student get more help than a White student might
2.
3.
4.
5.
have received under similar circumstances? If yes, how can it be
justified?
Should minority students receive "special treatment" in helping
them adjust to university requirements?
What were the other alternatives that could have been followed by
the minority student, EOP advisor, faculty member, or faculty
adviser?
Why do you suppose the student didn't seek out help earlier than she
did, and how would you encourage minority students to seek help?
If you had the power to determine the course of action, what would
you have done? Why?
9. WINNING ISN'T EVERYTHING-IT'S THE ONLY THING
Janet Myers was having problems with Johnny Lonetree and Peter
Echohawk, two American-Indian students in her class . They did not appear
unintelligent, but were quite withdrawn, sullen, and passive. What irked her
most was their tendency to always appear late, thereby interrupting her
lectures . They seldom participated in class and when called upon would make
irrelevant and tangential contributions .
Because Ms. Myers graded on contributions and discussions from
students, both Johnny and Peter did poorly in point accumulations. Even her
attempts to explain the "bell" -shaped curve to them for grading failed to
change their lack of involvement in the course. The point totals and grades
were always posted in a notebook open to student inspection .
Ms. Myers knew the two students would fail unless a miraculous change
occurred. The next half of the course consisted of a series of debates among
"hypothetical philosophers" role-played by groups of students. For example,
the class would be divided into teams representing philosophers like Aristotle,
Socrates, Plato, and so forth , who would debate each other over issues of life.
Scores obtained by teams were dependent upon an individual student's being
able to win a point over his/her classmate counterpart . Perhaps Johnny and
Peter will be able to do better in this method of learning .
Questions
I. What American-Indian cultural values may be in direct conflict with
ed uca tiona I values?
2. How would you characterize the teaching method by Ms. Myers? Is
it represemative of our education system?
3. What form of teaching might the teacher consider that would be
more consistent with American-Indian values?
4. What responsibilities should professors and our education institutions exercise to provide alternative methods of learning in our
pluralistic society?
5. If you could devise a culturally sensitive educational approach for
American Indians, what would it consist of?
-·
11. WHO'S TO BLAME
Felix Sanchez is a second-generation, 19-year-old freshman attending a
major university in northern California. He is the oldest of five siblings, all
currently residing in Colorado . Felix's father works as a delivery driver for a
brewery, and his mother is employed part-time as a housekeeper. Both parents
have worked long and hard to make ends meet and have been instrumental in
sending their eldest son to college.
Felix is the first in his entire family (including relatives) to have ever
attended an institution of higher education. It is generally understood that the
parents do not have the financial resources to send Felix's other brothers and
sisters to college. If they are to make it, they would need to do it on their own
or obtain help elsewhere. As a result, Felix found a part-time job without the
knowledge of his parents in order to secretly save money for his siblings' future
education.
During the last two quarters, Felix has been having extreme difficulties in
his classes. Felix's inability to obtain grades better than C's or D's greatly
discouraged him. Last quarter, he was placed on academic probation and the
thought of failing evoked a great sense of guilt and shame in him. While he had
originally intended to become a social worker and had looked forward to his
coursework, he now felt depressed, lonely, alienated, and guilt-ridden. It was
not so much his inability to do the work, but the meaninglessness of his
courses, the materials in the texts, and the manner in which his courses were
taught. Worse yet, he just could not relate to the students in his dormitory and
all the rules and regulations .
At the beginning of his last quarter, Felix was referred by his EOP adviser
to the university counseling center. Felix's counselor, Mr. Blackburne, seemed
sincere enough but only made him feel worse. After several sessions, the
counselor suggested possible reasons for Felix's inability to do well in school.
First, it was possible that he was "not college material" and had to face that
fact. Second, his constant "sacrificing" of his time (part-time work) to help his
siblings contributed to his poor grades. Third, Felix's depression and alienation
was symptomatic of deeper more serious intrapsychic conflicts.
Questions
I. In what ways may the counselor be blaming Felix (as an individual)
rather than external forces as the cause of his problems?
2. How may teaching styles, material and text used, and so forth, be the
source of Felix's feeling of loneliness, isolation, depression, and
meaninglessness?
3. How may institutional rules and regulations clash with concepts of
"personalismo?"
4. Is the counselor perceiving traditional Hispanic family obligation as
a source of deficit? What evidence do we have of this, and what
effect might it have on Felix?
5. If you were the counselor, what course of action would you take?
Why?
14. DORMITORY LIVING
In many ways the dorm provides an ideal atmosphere for maximizing the
nonformal educational experiences for White students through conversation
and contact with international and minority students . In many cases, however,
dorm living presents its own serious problems for the student's adjustment. The
setting may be too radically different from back home for the student to make
the adjustment. The dorm food may be unacceptable, either for religious
reasons or because it is simply too different from the food back home.
Sometimes students cook in their rooms, which is usually not encouraged by
the dorm . Some students make other adjustments to improve dorm living for
themselves, but in some cases the student becomes even more intensely lonely
in the midst of bustling dorm activity around him/her. Often the minority or
international student responds not by seeking counseling, advice, or help, but
by withdrawing and seeing few persons. The student will sometimes almost
drop out of sight and not even be noticed in his or her absence by the very busy
students around him/her.
A White U.S. male student rooming with a Laotian immigrant in a
university residence hall went to the resident advisor requesting a room
change . The Laotian student had already had two previous roommates who
had moved out, so the advisor was very concerned. The Laotian student was
always having persons from his home country come in to eat strange-smelling
food. They would cook in the room and then talk for hours each evening in
their own language . The U.S . student didn't want to hurt his roommate's
feelings, but it was impossible to live or study in that setting . He couldn't get
used to the weird-smelling food and did not understand the Laotian language.
The White student felt that the Laotian students were occasionally talking about
him, and he became irritated and angry. Every time he tried to get a
conversation going with his roommate, there would be awkward and embarrassing pauses since the roommate was normally very quiet. The U.S. student
was ready to give up and wanted to move in with another White student where
he would feel more at home. The resident advisor had tried talking with the
Laotian student previously, but he insisted that everything was fine.
Questions
1. Why might the Laotian student hang onto fellow country persons as
friends rather than go out and meet more White students? Likewise,
why would the student cook in his room when the cafeteria provided
all meals?
2. What possible cultural factors would account for the Laotian student's denial that anything was wrong between him and his roommate?
3. When you see a group of minorities clustered together, how do you
react when they are speaking another language? How did the White
student react?
4. Is it sufficient for an institution to accept minority students without
adequate preparation for the possible impact of this?
5. What educational changes need to be made in order to sensitize
students, staff, faculty, and administrators to the impact of cultural
diversity?
6. If you were the resident advisor, what course of action would you
take? Why?
15. WHO AM 1: ASIAN OR WHITE?
Janet T. is a 21-year-old senior majoring in sociology. She was born and
raised in Portland, Oregon, where she had limited contact with members of her
own race. Her father, a second-generation Chinese American, is a 53-year-old
doctor. Her mother, age 44, is a housewife . Janet is the second oldest of three
children and has an older brother (currently in medical school) and a younger
brother, age 17.
Janet came for counseling suffering from a · severe depressive reaction
manifested by feelings of worthlessness, suicidal ideation, and an inability to
concentrate. She was unable to recognize the cause of her depression
throughout the initial interviews. However, much light was shed on the
problem when the counselor noticed an inordinate amount of hostility directed
toward him. When inquiries were made about the hostility, it became apparent
that Janet greatly resented being seen by a Chinese psychologist. janet
suspected that she had been assigned a Chinese counselor because of her own
race. When confronted with this fact, Janet openly expressed scorn for
"anything which reminds me of Chinese." Apparently, she felt very hostile
toward Chinese customs and especially the Chinese male, whom she described
as introverted, passive, and sexually unattractive.
Further exploration revealed a long-standing history of attempts to deny
her Chinese ancestry by associating only with Caucasians . When in high
school, janet would frequently bring home White boyfriends, which greatly
upset her parents. It was as though she blamed her parents for being born a
Chinese, and she used this method to hurt them.
During her college career, Janet became involved in two affairs with
Caucasians, both ending unsatisfactorily and abruptly. The last breakup
occurred four months before, when the boy's parents threatened to cut off
financial support for their son unless he ended the relationship. Apparently,
objections arose because of Janet's race.
Although not completely conscious of it, janet was having increased
difficulty denying her racial heritage. The breakup of her last affair made her
realize that she was Chinese and not fully accepted by all segments of society .
At first, she vehemently and bitterly denounced the Chinese for her present
dilemma. Later, much of her hostility was turned inward against herself. Feeling
alienated from her own subculture and not fully accepted by American society,
she experienced an identity crisis. This resulted in feelings of worthlessness and
depression. It was at this point that janet came for counseling.
Questions
I. What negative auitudes and/or assumptions did Janet make con-
cerning her own race? Where do you think they came from?
2. Is there any connection between Janet's hostility toward the Chinese
counselor and her associating mainly with Caucasians? Would she
prefer a White counselor? Why?
3. Can you apply minority identity development theory in explaining
Janet's behavior?
4. What is the cause of Janet's dilemma? Does it reside in her or in the
sociopolitical environment?
5. If you were the counselor, what course of action would you take?
Why?
18. WHAT THEY WANT IS NOT WHAT THEY NEED!
Supposing that you are a newly hired White counseling psychologist at a
large public university working in their counseling center. It is nationally
known as a fertile training ground for interns doing work in the area of
socioemotional problems. The orientation of the center is heavily clinical
(personal/emotional counseling) and uses the traditional one-to-one counselorclient model. Indeed, you quickly sense that a status hierarchy exists among the
staff. At the top of the pecking order are those who do predominantly clinical
work and at the bottom are the educational/vocational counselors. While the
university is comprised of 10% Asians, 7% Blacks, and 2% others, very few
Third World students are ever seen at the service .
One day, a Black student is given an appointment with you . He appears
guarded, mistrustful, and frustrated when talking about his reasons for coming.
He talks about his failing grades and the need to get some help in learning study
skills or some advice about changing majors. Being trained in a nondirective
approach, you feel both uncomfortable and resentful that he is demanding
advice and information from you . You do not feel that your role is as an
information-giver or a teacher. You see his attempts and requests as avoiding
responsibility for making decisions. Instead, you decide to focus on his feelings
and help him clarify them .
As taught by your professor, you begin to adroitly reflect his thoughts and
feelings. As th~ hour progresses, you can sense an increasing tension between
the two of you . When you decide to reflect his apparent tension and feelings
of antagonism, the Black student angrily retorts, "Forget it, man! I don't have
time to play your silly games ." He then abruptly gets up and leaves the office.
Questions
I. What differential impact might the center's traditional one-to-one
and clinical orientation have on minority students?
2. Why are minority students not coming to the center? Are the
services appropriate or inappropriate?
3. What sociopolitical forces might be affecting the Black student's and
White counselor's interaction?
4. What generic characteristics of counseling may be interfering with
the session?
5. If you were the counselor, what institutional and counseling changes
would you recommend? Why?
A Model for Cultural Diversity Training
DERALD WING SUE
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....,,.,jialf,., --"" ,..
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~.,.,..."'~_,.It lfMIOCifriM fllldticvlturrtl, ffltdtj.
Wt •rr Ja1 becoming • mt~ltit:tllt.,,.l, "'"ltiren.l, u4 •llltilm,.r
t«iny. S11dr 4mrogNpltic dwmgts . , ltmrrg • ,.jor ;,_, Oft
«Dnnmic,I«MI,Itpl. politiall, tduc:atioul, nd cultllntl JylltfiU. For
bltJiMSS~S•rrd inllustrits toSII111ivt, tlrqlllill rwtd tofll«< tlw ;,.,;,_,.
ciMIImgt of Ctlltural divnsity. A motld for ifiCIIrporatirrg C11lt11Nl
4ivmity irr "''""Witions is pmnrttd. 1M modrl is "'-d Cffl• 3 )( 3 )( 3
,.trix, tDhidr aMI !(US an !!!J..Iniutiorr 's ~nctionll~s (rtmlitmnrt,
rttmt~. •_J1DmWtimr I Mrrim {iiJimrl.qs..._4jsfrj'!'~'!!!i!Jrr• •rwl
systtmic .foctors}, ll!d cw·oltural cqmvrtmcits (briitfs,.ttiiiiMs,
btiiDlet18!··~~ill~tf'.lthough it &ellS origiullylltwloptdfor bltsilltSS
•rti Ttidustry, tM modrl S«ms to lwrvr IIWfulrrm in
to
tduc:ation •rrll mnrtal lwlth organiutions as tutll.
.,icatiorr
ecftttly, ~ed interest in th~ rol~ that cou~lors and
psychologists may play in tM world of work Cbusiness and
industry) has surfaced in '"era! major publications. Tltr
CDurwlirrg Psycltologist CVol. 10, No. 3, 1982) dn'oted an entift
special issur ("Cou~ling Psychology in Business fr Industry")
10 the topic discussing how cou~rs may apply their uniqu~
sldlls to this targ~ population. In addition to discussing the roles
and relationships that cou~lors may de-v~lop in organizations,
Osipow (1982) and ToorMr (1982) analyzed barriers that haw
impeded tM cou~lor's involv~t in business and industry.
Ukewise. two issues of thr Amtric:n Psycltologist <February,
1990-"0rganizational Psychology," and ~r, 1990''Stras in the Workpl.aa") madr a strong case for psycholosists
ID ~involved in occupational he<h and aid organizations
ID copP with thtt mormow changes occurring in tM nature ol
work and thr work fo~ (~u fr Jones, 1990; Millar,1990).
R
hrhaps no ara is ~erring morr npid chanps than in
~area involving characteristics of our worbn. Our work lites
are fast mlecting tM fold that wr arr becoming a multicultural.
muJtiracial. and multilingual society Qohnston • Packer, 1987;
Offemwu\ • Gowing,. 1990; Sue • Sue. 1990). Alrady, 75S of
dar ft'ltftlng the United St.tes {US.) work ~Aft minorities
and women. By the titM the .a-called ·'baby boomers" retire
(dar born~ 1946 and 1961). racial~ lninoritiel will
be the INijor contributors to IOC'ialaecurity and pension plans.
With tM declining birthrates of Whitr Alnericanl and 1M ft!la..
tively higher rates for raci.ll minorities. ~ .,. not only becom·
11'1 Molder population, but OM in which tM CDJtplexiun d
1M CDUfttry i5 tnaly chAnging QohNton Packer. 1987). Couplr
this fact with the numbrr ol immigrants from Padfic Rim and
.Utin Ammcan countries, and it becomesdNr that Whitr Americans will beconw thr nurnmcal minority within ttw nnt 20 or 10
*
yean.
~ dftnographic changes will haw major imJ*1 upon our
economic, soaal. legal. politial, educational And cull\lnl systems. As cou~lol"$ in,·olved in organiz.a~ change, ~ will
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l411011ir1a y. ,.,.,.,.,_
need 1o fKr and convince others about the innitabl~ c.hall~
of aaltural diversity. Although the tub for counselors in educatioN) and mentalhellth lettinp Aft slightly different than thcR
foe their businell mid industry munterparts, theft a~ enough
lilnilarities and overlap for eKh lo ._m from one another.
For example. thedivenification tftnd means that professional
ca.awlon and other mental hellth ~ providers need to
(a) incrale their aalturallftllitivity, (b) obtain pater knowledp and underltandins of various nciaJ.ethnic poups. and
(c) cWwlop aalturally rell'Yant cowwelin& strategies <Sue. 199()).
To acmmplish ~ pk, leWral thin8J need to happen. First,
aiUnlelor education prosruna need to do a better job of recruiting, acbnittifts, and supporting minority counselor trainee
(Atkinlon. Morten. • Sue. 1989). Yet.IUJ"W)'S of grachutr propms contin~ to ftYftl that ethnic minorities a~ undn~ (Atkinlon,. 1983; Partwn. Morland, 1981; Russo,
Olmedo, Stapp, • Fulcher, 1981). Second, it has becomr qui~
deer that nonminority mental Nelth proYiders Uo need 1D br
trained to work wlthaalturallycliverwctientL Both the Aznmcan
PlycholoVaJ Aax:iation (APA) and the A.x:iatian for Coun-.and De•elopnent CAACD> haw dewloped training standards that incxiiJ'oniraaltural diwnity. Yet. thele standards an
only slowly being implemented in programs. Lut. traditional
CXJUntelins ~that uses theone-to-cnrtherapy rcRhas bftn
.nously criticized by lninority individuals u beif1s culture and
ca. bound.lt auuJn5 that the problem resides in the indirid&W
C5uf. Sue, 19Q. c:ow.elon need lo pt out of the olfice 1D ~
dienll ill their own home envirolunent (oun.ch) and to learn
that 111111)' pablaNenmunlered by theaalturally diffem\t indi·
ftduaJ ~in inltitutions.Thua, mumelors must learn to intrr·
wnr in the system (institutions) and act u chanp agents.
Thr talk ol this artide is to praent a model for diwni~·
-fHINftt and tninin&. It loob at the~ ol cqanizationa.l
interwnlion, the barrier~ to multicultural change, and tM ways
ol ir.corpontins multicultural c:oinpe~e~.aes in orpniutions
Althoush df"reloped primarily in applcatian to business and
JOURNAL OF COUNSELING & DEVELOPIIENT • SEPTEMBERAXTOBER tll9t • W1 70
Industry, it lftmS to han equal validity for OI'Janiutional
changt in other wnings as w~U .
dud~ minorities tn decision-INking pomtions and ahare power
with them (Jacbon • Holvino, 1988).
5. Valuing dtvnty is a long-term.
commitment on
the put of orsanizations. United State companies, our lchools,
and mental 1\Hlth .mea are often~ either qukk profits
onaotng
1HE OIALLENGE OF CULTlJilAL DIVEilSm
Industry mats for diffrm~t I"HION (products or llen'kft) but
1lw1)'1 for profit .. . . CouNrbf\3 paycholosiltl hllvr Wnded to
lhy I WI)' hom profitl&llftnents Yrt.in order to br ec.apted
and hllw 1 function in induatry,IUCh 1 penpec:tiw must bt 11
lellt lct't'ptlbW and, to tomr ntmt. promottod. Wt must br
~ to ICC.'rpt tht vitw thllt profits. humeMiy obtlined, lrt
an lntesJ'al pan ol our IOOfty. (0sipow, 1982. p. 19)
No statement ~ swnrnarize5 ~ islues facing tM counlelor or psychologists working in business and industry. AI·
though tM value and ethics of industry rNY not~ ahared by
the. of tM counselor, profits drives a business; and profits rNY
provide tM ~ for change in the workplace (Beer II Walton.
1990; Foster, J~n. Cross, Jackson, II HardirNn. 1988). Busi·
neues and industries need to~ convinced that their survival
de~nds on how they manage cultural diversity. UUwise,
schools, mental health institutions, and our professional societies
cannot continue to ignorr the diversifiation trrnd. Will we compete with only a dwindling portion of our traditional human
resources, or will we face the challenge and learn to deal with a
diverw population? To~ suc:assful and com~tive, organizations need to address the following issues.
1. The Labor pool in the USA <United States of America) is
shrinking. To attract and retain ~workers, businesses will
havetoreachouttoemploypropleofdifferentculturesandcolor.
As a result, old definitions of "fit" in the workplace will have to
~ drasticalJy altered (Goldstein II GillWn, 1990).
2. At this time, the USA minority marketplace equals the GNP
(gross national product) of Cano~da . The minority market now
purcha.ses morr goods and consumes more services than does
any USA trading partner <Adler, 1986; Foster et al., 1988). By the
yur 2(XX), it will represent 25«t. of the market. To tap into such a
vast market mans a culturally sensitive approach on the part of
companies. A company that values diversity and employs a
diverse work force retains a competitive edge.
3. The majority of Large rorporations is no kmger bound by
no~tionalboundaries.Manycorporationsderivei.ncreasingprofits
from outside their homr country in the intemationalrNrketplace
<Adler, 1986; Beer II Walton, 1990). Yet, American businesses
~eem ilHquipped to deal with the diversity and complexity of a
slobal economic world . OrgAniutiono~l behavior differs from
country to country, and such lack of understanding can lead to
major blunders and losses. lne mano~ger or worker in a multicultural world and society will need special skills and sensitivities to conduct appropriate transactions.
4. Companies will need to value diversity. This goes beyond
hiring minority employees at tM lo~ ~els of employment. A
"glus ceiling" often exists for women and minorities prrventing
advancement and promobon to higher lewis (Morrison II Von
Glinow, 1990; Sue. Sue, bne II Wong. 1985). Unfortuno~tely, we
have the ~atest di,•ersitv at the lower ~els and ~ it most
at the higher ones. A sucr~sful organization ~II neoed to mriew
Its policies. practices, and organizational structurr to rrmove
pot~tial barriers. It will rwo..ad to cnatt> ~ policies, practices,
and •n.t ernal structurrs that will support and advance cultural
d&vers&ty. Th&s means that organizations must ~ willing to in-
I
100
or euy IOiutioN. Th~ arr no "quid fixes," "magic wands." or
limplt tolutions. Success is directly proportional to the investment of time, energy, and financial l'ftOUrca devoted to the
dewlopment of • truly multicultural orpnizltion.lt begins at
the top le'Vels of SOY'tr'nment. businesa, and industry. Without
such support and commitment, organi.zations rNY ~doomed to
failurr.
6. It MemS that education will~ lipific:antly affected. Morr
and more minority students arr entft'ing the public IChoolsystems. In California. for nample. the number of White students
dropped below 50«t. in 1988, and in 1990, •tatistics reveal that orw
tn four of the atudents lives in a home in which English is not
spoken. Furthermore, one in "ery six students wu born outside
tM United States. Some of the greatest challenges to our educational system will ~ how to (a) make the curriculum more
~l"ant to the needs of minority students, (b) deal with differences in learning styles/teaching styles that may affect minority
student performance, and (c) clarify communication style differences that may be misunderstood by tNchers and counselors.
7. We an no longer rely on ethnocentric orientation in the
delivery of mental health services. This bias has been highly
destructive to the natural help-giving networb of minority communities. We need to ~xpand our pes ception of what constitutes
appropriate counseling/therapy practice by becoming acquainted with equaUy legitimate methods of treatment delivered
by minority groups like nonformal or natural support systrms
{Brammer, 1985; Pearson. 1985) (family, friends. community selfhelp programs. and occupation networks), folk-healing mrthods
(Padilla & DeSnyder, 1985), And indigenous formal systens of
therapy CDraguns. 1981).
INCORPORATING DIVERSI'TY IN ORGANIZATIONS:
FUNCTIONS
Training programs on cultural diversity need to~ tailored to
institutional and individtal needs. Organizations possess their
own corporate, work. or extracurricular cultures (Schein. 1990).
They arr also at various stages in their receptivity and implementation of cultural diversity goals Oackson & Holvino,
1988). SonY institutions are primarily exdusionuy and IIIIJOOcultural in their focus. Others vary in the degree to which they
have moved to multiculturalism. Noonr universal training padage an mftt the complexity of multiculturalism in the workplace. Extensive won in this area points to three functions and
thlft barriers in an organiution where diversity training. intervention. or both would most likely ~ helpful.
Recruitmnt (Labor Pool)
Organizations must ruch out to attract minority applicants and
expand the pool of workers from which they r«TUit. How often
have we heard tht ~ttmtnt, 'We can't find ~gh q&~~Jififd
minorities?'' Oftentimes, such a statement rt'f1«ts bias on the part
of the sdection process.. The implication is that most minorities
arr not qualified or must fit a White definition fostered by the
organization to~ considered qualified (Su&ll Sue. 1990). Such
JOURNAL OF COUNSELING & DEVELOPMENT • SEPTEMBER/OCTOBER 1991 • vat. 70
attitudes and bel~fs on the part of chow in polldonl ol power
aulOINhcally restrict the labor pool and may eli.a\iMIIt many
~ntiaUy nceU~nt minority worker&.
1.iUwi5e. repated aitidlms hnt been launc:hed at awntal
~<h institutions for bring dilproportioNIIely cocnf'C*d of
Whitr cou~lora. TM und~• lt'Pietentation II often ua.d toNS·
set why minority dimts tmninllltcounMlin&atiUCh a hip nt.
or fail to~ traditional wMc:ts (AtJdnlon. Morten. II Sue, 1989;
Sue & Sue. 1990). Graduate programs haw been untuCClellluJ ln
i'KNihng significant numbers of minority applicants beoute tht
pool they drrw from may hav~ few minority lndividuala. Countelor education programs with successful affinnatiw ection ftCNitment ftforts need to identify and 10lidt applicatioN not only
from those minority individuals who already haw plans to enter
but also from potmhal students who may haw ruled out pduate education for lfts iNn valid reasons (Atkii\101\, 1983). w~
must begin to reach out to those who may lftt.le for a less
appealing vocation because of their nperiences with an opprasiw environment that restricts their outlook on Uk. Recnaitment
must br activ~ and ~II intentioned.
Factors that imped~ rrcruitment of minority candidates (~.g.,
imagr of the company or school. low rep1esomtation in ~work
force or graduat~ P,ograms, biased recruitment edmillion and
~l«t:ion criteria) need to br analyzed, and steps need to be taken
to eradicate ~des. This may also mean that companies and
univ~ities need to become morr involved in tht cocnmunity to
chAnge thrir image and to Mlp dev~lop tht pool of worbrl or
students.
and edvanclll'l8tt 1ft an orpniution are lllnited. EquaiiiC't'tll
and opportunity ll'lUit M Of*' liD everyone regan:Ueu of nee.
aalture.ethnk:ity,--. .....a orientalion. and religion. We can no
lanpr equallt equality with IUNnlla. For aJmpanies and uniftl'litiel to be IU«'ttlfvl. they must challenge tht "myth of color
blindneM" and~ belief that equal tratment is desirable. Ofm,.
till'les, equal tnetment can be d.ilcriminatory, wMI'us differ·
entlal tratll'lent that~ diffeleucea is not necessarily
piefeteutial. Organizations often haw great difficulty comprrhending this ltatanenllndeed, tht blind application of a single
atandard to aU populations may be unfair. For exampl~. becau~
Asian Americ:ans may M leu vocal in unit meetings. th~ arr
often denied promotion to manapment poaitions (Sue et al.,
1985). In us. businelles, leadership is often equated with how
vocal and articulallt a penoa is in an interperaoNl encounter. A
verbal individual is perceived as auertive and alead~r. To ~•I·
uaw an Asian American workei'a management or ~xecutiv~
potential on this criteria may be totally invalid. Promotion of
ll'linority worker5, thm. may dictate • differential approach or
ttandard that is truly nondiscriminatory! Equal•ccess and opportunities ~nay mean treatment that recognizes diff~~nhal ex·
petiences, values, and behaviors of minority populations.
In education, this may tnnllat. into a recognition that different styles of leamins may dictat. different styles of t~aching.
AJthoush tht tenn •'promotion" is used by tM business sector,
the equivalent tenn ••graduation" is used in education. Admit·
tins increued numbers of minorities ~nay not br productiv~
unless subsequent changes occur in tht educational process,
which also incraJes tht ntes of retention and graduation.
Retention (Corporate Culhlft)
To ~ qualified minority workers and atudents ~nUN that a
com~y or university needs to accoaunodallt cultural diversity
and makt minority individuals fftl comfortable at their work
sitesoreducationalenvironment.MinoritiesmustperaeiwthemRives as part of a tum whose contributions are valued.lacilm.
texism. stereotyping. and discrilninatian must br minimized.
Manag~rs. work~rs. school administratorl, COUNelors, aDd
teachers need to undft'Stand tht "minority~" aDd le!l
comfortable in duhng with unple.uant rac:iaJ<uJtural iaues
arising from a cultunlly divnw population. To limply recruit
mort minority indiv;du&l$ without consequent c:Nnge in tht
internal operation of the company or university and its ••adturr''
would result in only misunderstandmp, frusbabons. and blof
valUAble minority employees and students. Ultimately. tht competib~ edge of tht company will br lost resulting in economic
fAilure
Co~or education programs lftm to suffer from their inability to retAin minority students ~ .clmitted into paduat.
school. Retention is not only a function of major CW'I'icular
changes (rrln-a~ to tht minority ~xperieftce) but extracunicu·
lar as well. Oftmtime, minorities who arr the Yictilfts ol ditcrim·
lnation and oppmsion may need economic, IOCial, and emotional support not ne~ded by nonminoritift. Craduat~
institutions nftd to camully and systnnatically ~ cultur·
~lly rrltvant support lf'I'Vices.
Promotion fCarrer Path)
Onr of tht g~atest imPfchmmts to valuins divenity is ttw
pttct"ption by raNI~ minorities that for them promotion
INCORPORA11NG DIVERSITY IN
ORGANIZAnONS: IARJUEitS
In eddition. IID the thrft ~nels of organizational inmvention
(recruitment, retmtion. and procnotion), thrft major barri~ to
inaJrporatifts diversity ~nay be identified: (a) differences in communication atyles, chancteristic:s, or both; (b) int~nal
attitudinal discrilnination and prejudice; and (c) syst~mic
burien.
J. Dilfrmta:s iJt aMnm~niartioft styles n4 diffrmtas i" dwzracttr·
istits tl{racMI-almic lfliltDritits are often postulated for their lack of
IUCc:eM in tht business and educational leCtors (Sue, 1990). For
ewnple, it il often beliewd that Asians 1ac:1t ttw usertive lead·
enhip lldUs rweded to ~ effectiw a-den or manag~ in
an orpnization <Sut d al., 1985>; or, th.t women and minorities
haw certain traits, attitude, behavior~, and values that clash
with th~ that achit'¥~ IUCX'ftS in business and education
(Mom.on. Von Clinow, 1990). Although ltud~ offer SOIM
limited IUpport for this belief, care awst ~ nnrised not to
'"blame tht Yictims... In lnDit c:aes, it is institutional policies and
pnctice that are at tht h.rt ol tht problem. Nf'Vmheless, thft'r
are times when it IIBnl that minority workers or IIW\&g~ may
profit froll'l beaoaUn& aware of their IOdal impact on others
and/c. clewlopil'l multicultunl maununication ski Us. In addi·
tion. minority ltudents ~nay benefit from ltudy-.ldlls training.
~intlenVwin& training, and tht like. Effectivenea training for
minorities Cdewlopi• CDII'llftunication and leadership skills,
helping immipant workers adapt to tht US. workplace. understanding merit IW'Yiew, leaming stre11 manapment. and under·
ltanding orpnization values) may be of~ value in rdftl·
JOURNAL OF COUNSELING' DEVELOPMENT • SEPTEAIBERIOCTOBER 1f91 • \Q.. 70
101
tion and promotion. Wcritshops for ratial~hnic minority and
fftna~ emplO)'ftl or atudft\ta may include l«turft, rolf'-pleying.
amall-sroup ~·~rcilft, vidrollptd intrractions, end tram
building.
2. l"ttrpmoul ~iiCTirrrirt~~hon •Pill prtjudict also arrve to le'li·
oualy lm~ir cultural diversity goals.ln this mp«t. White work·
ft'S end managetnft\t may btl~w that minoriti~ and womft\ a~
lei aultablt for managftnft'lt rolf'S or positions in the com~ny
than ~ nonminoritif'S and mrn. St~pes that Blacks makt
"good athletes but poor scholars" art a convenirnt way to justify
not promoting Blacks to decision-making positions (Sur&: Sut,
1990). Ubwiat, tNchers and cou~lors may havr prKO~vtd
notions <stereotypes> that pta~ minority students or climts in en
unenviabW position. Discrimination may ()C'('Ur from 1 conscious
or unconsdous buis.llw latttr is ep«ially challrnging b«1u~
tM penon discriminating may btli~e ht or she is acting in 1
rational and cood·faith manntr. Such is the c1~ whtn 1 White ·
worbr,tucher,orf~lowstudentmaytrlllntthnic;okein"good
humor'' and not rulize its impact on his or hrr minority coun·
terpart. Or, during 11Mrit rtv1rw. 1 White manager may rate a
Hispanic workrr as low in ltadership qualities b«au~ he or she
spuks with an acnnt. Training at this l~el fOCUSf'S on interper·
IONII inteoraction and attitude and bthav1or change of White
Iacher's, support staff, counselors. and workers and managf'~nmt. Workshops aimed at consciousness raising. increased
knowledgt, inaeased smsitivity. end devrlopment of cross·
cultural communication and management skills art indicated.
Such training ~Weds to bt implrrnented at all lewis of the orga·
nization from the top to tM bottom.
J. Systtrrric llrrritrs may also exist in an organization that
minors tM naturt of ra~ relations in the United StAt~. For
example, high-status positions •~ usually White dominated.
wherus low-status positions art ()C'('Upied by minority groups
(Foster et al, 1988; Morrison&: Von Glinow, 199()). The domi·
nance of White men in management and aademic positions
poles a muctural problem for underrep~nted groups because
~uation of 11\inority members is likely to bf distorted. The
corporate or academic culturt may create culturt conflicts for tht
11\inority penon (leading to alienation). Formal institutional pol·
iciel and practices may maintain exclusion of minorities, and
powerful inlonnalli&isons ("old boy's network") may be equaUy
cliscrilninltary. To truly valu~ diversity means altering the power
relations in an organization to minimize structural di5crirnina·
Don <Folteret al, 1988). The 5trategy i.nvolves changing structural
relations in an organization and constructmg programs and practices with tM ~economic and maintenance pnorities as other
valued upectsof tht com~ny . Multicultural polky 5Utrrnrnts
supporting cultural diwrsity; formabon of pluralism councils to
oversee progress in a com~ny; KCOUntability programs that
reward diversity; use ol ro~ models, mentors, and networks for
aninority employees; and elimination of racist or sexist langwge
and jokes~ only a ~ ol the approaches that com~nies have
begun 1o explore. Many ol ~ strategi~ may prow usd\JI for
countelor eduation programs as well. Strong affirmative action
staternft\tl in "recruiting "litrraturt. hiring minority tenurt track
faculty, funding tducabonal support Krv1cn, dYngmg b~sed
admission aiteria, and usi.ng Klection procedure that use cros5·
cultural nperiences as one criteria may prove fruitful
F"JgUrt 1attempts to illustn1te 1 3 x 3 deign (Functional Levels
x BarrieB) to ascertai.n tht types of training or intervmtion that
102
INY bt mott appropriate for the orsanization. For~umple, if our
goal b to aid minoritie in promotion end our anelym 1.1 that
leallnMip .tills art needtd, then fti«tivtnf'SS training may bt
called for. If irttt•-,nto,.l 4iJcrimirtlltio" ln the work foi"C."f b preventing
then CONdousMU raising or cra..-aaltural
manapment training for Whi~ workeR may bt dictattd. U
mmtiorl of minorities b difficult because of systtrrric ,.rrim,
working on the corpora~ culturt (e.g., organizatiDNl dewlopmmt.systerns intervention) lefll'\5 indicated.
,.,.,tiort.
INCORPORATING DIVERSin' IN ORGANIZATIONS:
COMPETENOES
In addition to tM 3 x 3 design used to pt a clearer picturt of
organizational needs, numerous cross-cultural specialists havr
stressed tM importan~ of training from a competency-based
approach (Carney&: Kahn. 1984; Corvin&: Wiggins, 1989; Sue et
al., 1982). Although originally developed for cou~ors under·
going croN-CUltural training. a competency-based approach
lftl'l\5 to have equal validity in application to managers, workers,
employes, or rrnployees. These multicultural comJiftmci~
hav~ been adequately described elsewhert (Carney &: Kahn,
1984; Sabnani, Ponterotto, &: Borodovsky, 1991; Sur et al., 1982)
so only a w:ry brief presenlltion is given heft. The competenci~
art organized along three dimensions: beliefs and attitudes.
knowledge, and skills.
J. &I~ and attitudn that workers or ~lors haw about
racial or ethnic minoritie may bt tolllly inaccurat~ and may !tad
to stereotyping or negativism toward certAin minority groups.
For example, btliefs that Blacks and His~nic:s a~ inteUectually
inferior and will not do w~l in school, or that Asians make good
technical workers but poor managers, ~ good aunples of
widespread stereotyping that may hinder recnaitment, retmtion.
and promotion. Ukewise, there is widespl"fad belief among
White workers that ~nt immigrants haw taken jobs away &om
Whites and that they art draining economic resourc:es (welfart
programs> frocn our 100ety. Contrary to this belief ~ studies
indicating that recent immigrants actua.lly crate 1n0re jabs and
contribute more financ:iaJ resources into our economy than tMy
take away Oohnston &: Parker, 1981). It il also important for
Whi~ anployen, workers, teachers, and COUNelors to reali.u
that they havt d.irect1y or indi.rectly bmefitted from individual.
institutional, and cultural racism. Although no OIV WM f'WI' born
wanting to be a racist, Whites haw been IOcialized i.n 1 racist
society and nted to accept responsibility for theV own racism and
1o de. I with it in a nondefensive, guilt·frft manntr.
U a training program is dftcted toward this dOII'RAin. then an
etpa.nsion ol awareness ...gardang one's own culture and tM
cult\IJ"5 of other ethnic sroups is 1\ftdtd. Movement toward
valuing and respecting differences, becoming aware of ~·,own
values and biuel, becoming comfortab~ with diffaaas that
exist in terms ol ~and cultllft, among other characteristics,~
built into tM training.
2. «nowltrlgt encompasses the acquisition of information regarding OM's own and the otMJ' cultures' values, worldvifws,
and IOCYI norms. Being knowledgeable about the history, eltPf'riences, cultural value. and life-style of various ratia~
groups is very important . How do these factors affect As~n
American. African American. American Indian, and Hispanic
tduation, ~t. career. vocationai choi~. and work~
.x:>URNAL OF COUNSELING & DEVELOPMENT • SEPTEMBER/OCTOBER 1991 • VOL 70
"MOOellor \,.:\IT\MOIU~YM~ty Traking
1
IAAAIE ASj
FUNCTIONAL
LEVELS
Dlfterenoll
PromotiorV
~
(C8tHr Pal\)
Retention
(Corporate
Cullurw)
.......,
EIICIIhlediA
W.lrqtPr
ln$fty
(Labor Pool)
- Conlc:b.IINII ~
-Senll~~
...
- llnl:nlled Ill. . . . .
-
Cnlu~ODUn-
eefrlg. ll.c:tli1g. end
~
~
.......,
Elect..,..
lralrqlof
rn.;orty
~
Recruitment
lnllrperlonll Dllcrtm.
- Conldouaneu railing
- .....~ lralr*10
- llnl:nlled Ill. . . . .
- Clou-GIIUrwl counaelng. e..ching. and
~,.,.~~~~~~
Elec:liweneu
-Conlciou~neuralslng
IIU*'Oiof
- s.n&INty lralrq
- tncr.ued knowledge
- Cfo&I:QI.,ral counNling. llactq. and
managerrwnl 111111
...,.in,
fn~Ptty
~
s~a.m.ra
..........
- Organlzlllonll
- Syilema .,_erYMion
- Cruli1g ... pro..,.,JAC(Iees
- ()rglnlzallonll
de\lt'CPN'I
.,_.,..nlion
- SyiiefN
- Crul~ ... pro~
I praclleel
- Orga!Uational
... elopmenl
- S)'llems .,.enoenliOn
- Creating new pro-
vams & practices
FIGURE 1
Cultural Olveralty Training: A Systemic Approech
Tht greattr tht dtpth of knowledgt an employer or counselor
has about various minority groups, tht mcft l.ibly tht company
or program will be SUC'C'eSSfuJ in incorporating diversity. Furthermort, it is important that workers and counselors understand tht
corapts of prejudice and racism. and tht orpnizational baniers
that impedt cultural divft$ity in the workplace.
3. Skills involvt building tht foundation for effectiw multicultural counseling m&nagement and communication. 1M effecbvt multicultural c:ounselor-manageor and worker is ablt to smd
and receivt both verbal and nonverbal message accurately and
appropriattly. What wt art dealing with ~is communiation
styltS <Sue, 1990). lne k.ry words "tend," "receive," "nonvertMI," "verbl.l," "accurately," and "approp!Utely"artimportant.
Thew words recogni..u wveral thinp about the effective cro55cultural counselor or m&nager.
First. communication is a two-way J"'''C&'· 1ht sldlled mun~elor and man.ager must not only be ablt to coaununic:a~ (lend)
his or her thoughts to ~client or employee. but ht or
must
also be ablt to read (~vt) messages from thr ctient or employte.
w
Second. cross<U.Itural effectiveness rNY bt highly c:orrtlated
with tht C'OW\Selor's and m&nager's ability to recogniu and
respond not only to verbA! but also to nonwn.J messages
Third,le'nding and rtceivin8 a ~ aa:uratrly means tht
ability to consider cultural cues operatiw in tht letting.
Fourth. accuracy of conununication must be tempn'fd by lis
approp!Ut~s In rNny cultures, subtlety and indirectness of
communiation is a highly prized art CSut,1990; Sud'~. 1990).
Perhaps equally important il tht multicultural counselor's
and rNnager's ability to nft'Cise institutional intervention skills
and atrategitS on behalf of cultural diveTSity goals. Although
bemg abl•to intervtnt at tht individual c.lusroom. smaU-group.
or unit levtl is important, such activity may be mort l'm\edial
than prtVmtive. Tht entirt organization needs to dtvelop a
human re:source management strategy that ultimately affects its
culhlft and organiz.ational structurt CFoster rt al., 1988). A strong
multicultural pobcy statement. when genuinely implemented,
can help in this regard One that semu benefic:W and effective is
tht following definition distilled from thost given by jackson and
Holvino (1988) and Strong (1986).
A multicultural orpniutioll il !ft!lliMly c:oaurutted (Ktion as
wrll as words> to d iverw rtpraentabon throughout its
orpniutiolland at all lewis.. It il.msitiv~ to maintaining an
opm. aapportiw, and rsponaiw enviroruntnllt il worbng
toward and pwpoMfully indud.in.s dements of diverw
aaltura in its~ operatioN (orpniutioll policies and
pncticts ·~ camully monitored to the pls of
awlticultwalisml. lt is authentic ill responding to issues
cantrorl~ it (coaunitmenl to~ polic:iel and practices
that block cukural diwnity).
~ing on tht specific goal or goals chosen, a training
pecbgt may utt diffeftnt strategies. U tht focus is attitude and
belieh, then nm::ises aimed at rnealing stertotypes or racial·
cultural images art addressed. If tht focus is on knowledgt, then
pided self-study, lectures, audiovisu&l presettations, and inttT·
views with experts or consultants may be indicated. U tht focus
il on skills, role--playing. CXJIIUIWnic:ation training. watching
Ci'Oii"ailt\Uil..interacQonl:lid\IVJOrir~---r-.naan.Iyzing
org~nu..tionaJ ~~~~! ~nd _goals may be mortappropratt.
Apin. it is important to note that no OM method or approach is
lihly to be dfecbvt unless it is systematically gared to tht needs
of tht organization and workers.
1ht cultural diversity training modellhown in Figure 2 is
based on a carefui~S~eSS~Mnt of tht C:orporate culturt, organiu-
'JOURNAL OF COUNSELING & DEVELCJPAiENT • SEPTEMBER/OCTOBER 1991 • VOL 70
103
---
'
felt multicultural objectives. Individual C'Onldousness raisin,
without CONequenteconorniMtnactural~vioral cha~ 11\1'
haw limited aua::esa tn the workpla~ and may actually thwa;
multiculturaliam Oecbon lc Holvino, 1988; Su~ lc Su~. 1990)
Seoc:oncl recent wad on Whi~ Identity d~prntmt (Hardiman
1982; Helml, l990;S.bnani. Pon~rotto, lc Borodovsky,1991;Sut
1c Sue, 1990) suggest~ tht importa~ of incorporating tM d~ret
of Wh.i~ radalawarmess of the worker, stude-nt, or cou~lor
'I'M trai.Mr b likely to encounter different challfltges or mist
ances depending upon the d~lopmental ~I of the targe
population. Last, it is important to realiu that any multicultura
training program must ultima~ly contain a strong antiracisn
component (Corvin lc WiggiN, 1989). Moving toward multi
culturalism is 11\0~ than th~ acquisition of knowledge and skills
If that weft not the cue, w~ would hav~ ~adicated racism y~ar.
ago. Our biases, prejudices, and stpreotypes run d~p and die
hard! If w~ arr to buly bt!rorM a mblticultural society. we can no
continue to avoid this battleground.
REFERENCES
FIGURE 2
A MODEL FOR CULTURAL DIVERSITY TRAINING"
Functional Focus, Barriers, and Competencies
FUNCTIONAL FOCUS
BARRIERS
COMPETENCIES
(TOOLS)
1. Promotion
1. Olfterences
1 . · Belief~'Attitudes
2. RetentiOn
2 . Olscrinvnallon
3. SystemiC
2. Knowled9es
3. Skills
3. Recruitment
·~eloped by Derald
Wang Sue. PhD. A Psychologteal CorporatiOn.
(Not to be reproduced Wllhout written oonsent.)
tiona! structure, and employees using the 3 x 3 x 3 matrix outlined
earlier: Functional Focus-promotion, retention, and recruitment; Barriers--<i ifferences, discrimination, and systemic; Competencies-beliefs/ attitudes, knowledge, and skills. A total of 27
cells can be identified for training intervention. Each cell allows
us to deovelop the appropriate training programs and stra~ies
that will iead to mowment toward a multicultural organization.
Adler. N.J. (]986). lrtttnllltiorllal llirMrzsiom uf org11rtiutiortlll Wl!lll'IOr. ~I
mont CA: Wadsworth.
Atkinson. D. R. (1983). Ethnic minority rrpremt.ltion in counselor edu
cation. CDullldor E.lfumiorr md Suprrvisiorr. 23. 7-19.
Atkinson. D. R.. Morten. G .• • Sue. D. W. 0989). CDurrsriirrg Amtriarr.
..UrtOritits: A crDS5-CIIIturwl pnsptdiPt Ord ecl.l. Dubuque. lA. WiiiYIT'
C. Brown.
Beer. M .• • Walton. E. (1990). Orvrioping the com~tiv~ organi.ution
lntrrwntions and strategies. .Aifltr'Dn Psydtologist. 45(2). 154-161.
Brammer. L (1985). Nonlormal support in crc.s-<ultural counseling and
psychothenlpy. ln P. B. Pederwn (Ed.), Hlllldboot of CJf/ISH'tdturwl courr·
ldirrg and t~ (pp. 8>-92.1. Westport. CT: Greenwood Press.
Camry. C. G .• • Kahn, K.. B. (1984). Building competmc:ies for effKtiv~
cross-cuJtural aJUn1eting: A dewlopmmtal view. 1MCmtrwlirrg Psydtologisl. J2(1). 11J -119.
Corvin. S. A ., • Wiggin&. f. (1989). All antiracism training mod~l for
Whit~ profession1k. jotlnMI of Multiculturwl CDurudiltg and~
lftml, 17,105-114.
DraguM, J. G. (1981). Croe<ultural counseling and psycftotherapy. In
A. J M&nella 6: P. B. Pedersen <Ech.), Crosl<a~lturwl aNnsrimg and
psydlotlltrwpy (pp. 3-27). NPW York: Pergamon.
Foster. B. G. )Acbon. G~ Cross. W. E.. Jadr;son. B.• 6: Hardiman. R. 0988).
Workforc:e diver&ity and bustnes&. Trwirtirrg b ~~ jolll"lllll.
April. 1~19 .
Goldstein. l L . • Gilliam. P. {1990). Training system iiMie in tM ynr
2(XX). 1\JfttriarPI PsydtDIDgist, 45{2), 1C-143.
Hardiman. R. 0982.1. White iMntity dr-..aopment: A proces6 orifonted
model for describing tht racial conKiousness of WhiR A~.
DianUfioft Ab5trwctJ lrrunwrtiortal. 4.3, UMA. CUniwnity MICTOfilms
No. S2-103J0J
·
J. E. (1990). lid tnti Mitt rwn.J iUrrtity: T'IIIIJry. rrssrdr and
,.mer . ~ Yorit: Greenwood Pre.
Jacbon. B. W. • HoMno, E. (1988). Dneloping multicultural organi.utiol'll. jotlmal of kfpaJid tilt Appliftllldtnlotal Scimcrs. 9(2), 14-19
,Johnstor\. W. B.•• Packer, A. H . (1987) Wldfortv2CX» Wcriandamm
pr tilt ,._,.ty-prst cnt11ry. lndia.napolis. IN: Hudson lnstitutt
Ketta, G. P.,. )ona. ). N . (1990). Reducing ad~ rftCtion 10 stress in
the workpl.att: Paycholosy'l ~nd~ role. 1\lllmCWJI P5ycltoWgrsl. 45.
Helms.
CONCLUSION
Cultural diversity training. when ~pplied to organizations. is a
complex and long-term p!"'C'eSS. ~model being pro~ here,
though originally d~oped for business and industry. teemS
equally apphcable to institutions of higher education. mental
hulth organizations, and profesional organizations (AACD and
APA) as ~ll. ~ Aft, hcnwwr. SOint' major cautions and
limitations that need to be considtTed in using this model for
change. FU'St, the cube model presented should be used as a
conceptual fra~ork for a5Se'S5rMnt and suggestions of possible int~ention strategies. It should be used in a "wholistic"
fashion that intrgr~tes tM overall goals of multiculturalism. To
focus on only a ~ ~us (i.e., Discrimination x Attitudes x
Retention) without sering the global picture may ultimately de104
1137-1141.
Millar, J.D. (1990). Mental health and thP woft.platt: An intrf'CNng~abW
partner'IIUp. "'-"'-" ,..,..,lSI. 45. 1165-1168.
.
.. .
Morrison. A.M., • Von Ghnow, M A . (1990) Womf'n and mmonheos rn
ma~t. Alfltr'Dn ~isl. 45. 200-207.
OffPnNnn. L • • Gowing. M. K. (19110). OrpnWitionS of ttw futv~
G&Jt8esand c:haJiensa. .A..mc.rt Psydtolopl . .f5. 95-J<Ii.
o.ipow. S. H . (1982.1. Counseling psychology: Apphc:ahons in tht world
d wcri.. Tllt Cllllrtttlilfl Psydtologisl. JOO). 19-25.
Padilla, A. N. • DeSnyder, N . S. (1985). CouMt'ling HispaniC's: Strattogieos
lor ftf«tiw intrrwntion. In P. B Ptdftwn CEcU. IUrtdbcri of ~,.
JOURNAL OF COUNSELING & DEVELOPMENT • SEPTEMBER/OCTOBER 1991 • VOL. 70
· ~
'
Th e Road
L es s Tr a v el ed
-
Dl I<AIII WINC, $Uf I~ PROrESSOR 01
(QUNS~ liNG PSYCHOLOGY AT CALIFORNIA
STATE UNIVERSITY-HAYWARD AND
A FACULTY MEMBER F"OR THE COLUMBIA
,
•
UN I V(R S ITY EX[ ( Ul!V[ TRAINING PROGRAMS .
A LICENSED PSYCHOLOGIST IN CALIFORNIA.
5Uf I S PRf_ SIDlNI Of A PSYCHOLOGICAl
( O J'PORATI O N
AN 0MHANO BASED PRACTICE
I l~ (!l MI.l ~~ I-...C. NAtiONAL AND INlfRNATIONAl
A ~C::. l ' S MlNT
CON S ULT AltON . AND TRAINING IN
MlJ L TI ( ULTURAL AND CROSS · CULTURAL ISSUES
SUE HA S \\'RITT( r-. NUMEROUS ARTICLES AND
80 0 1\ S :.. S0U l CO UNSELING A~O PSYCHOLOGY .
IN (, Ulll'. \· It t<.., 19qQ BOOK WITH DAVID Sur .
C •.Ju r, ... u 1r..1 , THl Cut 1URA.LL r OlfFf RLNT
TH! 01-U ANO PRA C TIC[
I
A
RENOWNED
UNITED
HE
AND
STATES
CALLS
LESS
SCHOLAR
ON
AS
CULTURALLY
MULTICULTURALISM
CULTURAL
COUNSELORS
TRAVELED:
EMPLOY
A
OF
TO
RISE
VARIED
ABOVE
CLIENTS
RATHER
MINORITY
RACISM,
INTERVENTION
DIFFERENT
BY
OF
MOSAIC
CAN
DERALD
PROPOSES
THAN
PICTURING
MELTING
CLIENTS
TO
EMBRACE
ETHNIC
STRATEGIES
BE
A
SO
TAKE
THE
THE
II
I
lHE
POT~
ROAD
DIVERSITY,
NEEDS
OF
MET
WING
>
SUE
,:·
everal years ago I heard an interesting tale from a Nigerian counselor who wa~
attending one of my multicultural counseling workshops. The tale, often
told to Nigerian children, goes something like this.
A white female elementary school teacher in the United
'
St~1tcs
<l
~'
posed a math problem to her class one day. "Suppose there are four blackbirds sitting in
...
a tree. You take a slingshot and shoot one of them. How many are left?" A white student
f.' .~
114~
'l ·
.,..,.
~·
.!!
:~
t,
.
w
z
ansvvered quickly, "That's easy. One subtracted fi-om four is
tJ1n~e."
An Aflican inunigLillt
~
~
a:
w
"'
a:
youth then answered with equal confidence, "Zero." The teacher chuckled at the latter
0
..
..
~
4
>
response and stated that the first sruden_t was right and that, perhaps , the second stu-
·-
dent should study more math. From that day forth, the African student sccn1cd to
z"'
S>
<(
a:
V>
-
1
II
ll
.
I
"'~thdraw
from class acti,ities and seldom spoke to other students or the
teacher.
This story gets to the heart of
relationship with one another Mth
known beha~or that could be expected to occur when one is shot.
Solutions to the problem are based
is the road that traditionally has emphasized the "melting pot" concept
and the belief that Western European cultures are superior to all oth-
thnocentrism is a road that many white majority people have followed successfully
because the rules have been based primarily on their own homogeneous culture
~
It is a
....... ~ !__~~~ ~h~!_h_a_s ~5_er_v_ed_m
_f}:"}l_ well and continues to make them feel most comfortable and secure
some fundamental issues confronting the multicultural movement in the United States. If the
teacher had pursued the African student's reasons for arriving at the answer zero, she might have heard the
folloMng: "If you shoot one bird, the
others Mil fly away." Nigerian educators often use this story to illustrate
differences in world \~ews between
United States and African cultures.
The Nigerians contend that the
group is more important than the
individual , that survival of all depends on interrc:.:lationships an1o11~
the parts, and that individualism
should be de-emphasized for the
good of the whole. The fact that
the white child arrived at a different answer may suggest a world
~ew or belief that the psychosocial
unit of operation is the indi\~dual,
that rugged individualism should
be valued , and that autonomy of
the parts and independence of action an· more significant than
group confonli<III<T.
From the perspective of most
teachers in this country, the white
student was correct and the African
student was wrong. The problem
posed by the teacher represenL~ a hypothetical (abstract) situation that
requires a literal (task) answer. Om
on understanding holistic relationships in the real (not hypothetical)
world; and experiential reality is given equal, if not greater, weight than
the empirical task being posed.
The multicultural movement
in the United States is forcing each
and every one of us to consider the
cultural perspectives of the many diverse groups in our society. The
Nigerian story illustrates several important lessons about multiculturalism. First, there may be no
right or wrong answer. Indeed, both
stud('n L~ are correct depending on
the cultural perspective of each. Second, there is often more than one
answer to a problem and, perhaps,
more than one way to arrive at the
solution . Last, it is clear from this
example that a failure to understand or to accept another world
view can have detrimental consequences. In this case, the culturally
different child may have been made
to feel invalidated, to feel inferior,
and to feel that being difkrent is
unacceptable. When operating in
this manner, education and counseling may represent forms of cultural oppression.
educational svstem reflects a world
COUNSELING
AT THE CROSSROADS
I believe that our society, in
view that values linear. analytical,
empirical, and task solutions. The
Afi·ican child. however, may have a
totally difkrcnt cult mal p('rspt·ctiv<·.
To th(' Afric;111 student , birds hal't' a
general , and the counseling profession, in particular, stand at the crossroads of a major choice. One road,
1no1 u >cult uralism / ethnocenllism, is
tlw ro;ul W<' have always travd<'d. It
er cultures. It also is the road that
gave birth to our traditional theories
of counseling and psychotherapy, to
white definitions of normality and
abnormality, and to the belief that
differences are unacceptable.
Monoculturalism and ethnocentrism have sparked the structures, policies, and practices of our
present institutions. Many monocultural norms are strongly embedded
in our organizations and dictate a
narrow band of acceptable values
and beha~ors that have been detrimental to minority constituents.
Ethnocentrism is a road that many
white majority people have followed
successfully because the rules have
been based primarily on their own
homogeneous culture. It is a road
that has served many well and continues to make them feel most comfortable and secure.
The other path, multiculturalism, is the road less traveled. It recognizes and values diversity. It values
cultural pluralis111 and acknowledges
our nation as a cultural mosaic
rather than a melting pot. It is the
road that challenges us to study multiple cultures, to develop multiple
perspectives, and to teach our children how to integrate broad and
conflicting bodies of information to
arrive at sound judgmcn ts.
Multicultur.:~lism challenges us
to shed our ethnocentric perspective. It is through this route that we
begin the pron:ss of dl'vdoping new
structures, polici<'s, and practices
that arc more responsive to al
groups, regardless of race, creed, col
or, national origin, sexual orienta
tion, and gender.
For counseling professionals
the road less traveled is not an eas)
one to choose. It is filled with man}
difficulties, uncertainties, and demands for change on our part and
on the part of our institutions. Yet,
demographic realities do not allow
us to delay our decision. The everricher cast of visible racial and ethnic minorities is a major influence
transforming the makeup of our
country. The complexion of the
United States is changing at a rate
unmatched in our history. The
1990 census revealed that, within
the next 20 years, racial and ethnic
minorities will become a numerical
majority, while white Americans
will constitute only about 48 percent of the population.
INCREASING
U.S.DIVERSIFICATION
The diversification of the United States is due primarily to two
trends. First, the current immigration rates (immigrants, undocumented immigrants, and refugees)
are the largest in this country's history. Approximately 34 percent of
the entire immigration group is
Asian; another 34 percent is Latino.
Unlike their early European counterparts, these two groups are not
necessarily oriented toward assimilation (the melting pot process); they
may often prefer to retain their cultural heritage. They are bicultural.
This does not mean that they are adverse to incorporating the values of
the larger society.
The second trend prompting
diversification is the aging of the
white American population and the
declining fertility and birth rate ( l. 7
children per mother). This is in
marked contra~t to the much higher
rates of birth for minority groups.
MULTICULTURALISM
For African Americans the rate is 2.4
children per mother, for Mexican
Americans it's 2.9, for the Vietnamese it's 3.4, and it's 11.9 for the
Hmongs.
The implications associated
with the dramatic increase of the
nonwhite population are immense.
For example, we know that 75 percent of the entering labor force is
now composed of racial and ethnic
minorities and women; that by the
time the so-called baby boomers retire, the majority of contributors to
social security and pension plans will
be minorities; and that our educational and mental health systems will
be the first to feel the impact of
these population changes. Already
in many states, such as California,
the number of white students has
dropped below 50 percent. Many
students live in a home where En-
glish is not spoken, and a high percentage are born outside of this
country.
Business and industry must value and learn to manage a diverse
work force to remain competitive
and survive. Likewise, if the counseling and teaching professions are to
survive, we will need to deliver culturally appropriate services to a diverse population.
As a society, we can no longer
deny equal access and opportunities
to our minority citizens. We can no
longer maintain a large undereducated, undertrained, and underprivileged group in the United States.
Since minorities and women represent a disproportionate share of this
group, the implications are frightening. Today's undertrained minority
youth may be the worker contributing to our retirement fund. Today's
undereducated youth may be the filture teacher of our children.
Many of us are beginning to
realize the importanc<' of infusing
multicultural concepts into our classrooms. Many of us are also recognizing that traditional forms of
counseling and psychotherapy may
be inappropriate in application to
minority groups. We see that the
multicultural counseling movement
represents a healthy, viable future
for our profession. To join this
movement, however, we must surmount several difficulties.
s counselors, we must become more culturally aware
of our values, biases, stereotypes, and assumptions about
human behavior. What are
the world views we bring to the
counseling encounter? Without this
awareness and understanding, we
may inadvertently assume that everyone shares our world view. When
this happens, we may become guilty
of cultural oppression, imposing values on the culturally diiTcrcnt client.
ll is also important f(H· us to acquire knowledge and understanding
of the world view of minority clients.
What are their values, biases, and assumptions about human behavior?
How are they similar or dissimilar to
that of the helping professional?
Finally, we need to begin using
culturally appropriate intervention
strategies. This involves developing
individual counseling and communication skills and systems intervention skills. It also involves using
intrinsic helping approaches of culturally diverse groups.
RAISING Dun AwARENESs
I have been criticized occasionally for emphasizing the sociopolitical aspects of counseling
"too much" and for secminp; to put
an inordinate amoullt of·cmphasis
MULTICULTURALISM
may be equally effective with all
groups. When I went through graduate training, there were many
covert and overt pressures from professors and fellow students to adopt
a particular orientation. The pressure still exists today. Even licensing
committees that administer oral ex-
late, for instance, that economically
and educationally disadvantaged
clients may not be oriented toward
"talk therapies," that self-disclosure
in counseling may be incompatible
with cultural values of Asian Americans, Latinos and American Indians,
that the sociopolitical atmosphere
n counseling, equal treatment may be discriminatory treatment
treatment is not necessarily preferential
~
~
ing goals and processes espoused by
the theory may be antago nisti c to
those held by culturally diffe rent
groups.
Do THE RIGHT THING
A colleague of mine who recently passed away once shared with
And differential
Minority groups want and need equal access
and opportunities, which may dictate differential treatment
ams look with suspicion on candidates who claim to be eclectic.
Being involved in the multicultural field has expanded my
awareness of the multiplicity of ways
in which helping or counseling is
conducted. When I was younger I
would proudly announce that I was
"behavioral in orientation." I no
longer view statements by students
or counselors that "I'm Rogerian,"
"I'm Gestalt," or "I'm RET" as necessarily positive. Statements like that
make me wonder whether the person believes that Rogerian, Gestalt,
and RET methods and ways of conceptualizing can be applied to all
groups with equal effectiveness.
If that is what they believe,
then they are certainly mistaken.
Cross-cultural training recognizes
that we are not only thinking, feeling, behaving, and social beings but
cultural and political ones as well.
The problem with traditional theories is that they are culture-bound
and often recognize and treat only
one aspect of the human condition:
the thinking self, the feeling self, the
behaving ~elf. or the social self. Few
may dictate against working openly
with the counselor, and that some
minority clients may benefit more
from the counselor's active intervention in the system.
It is ironic that, in counseling,
equal treatment may be discriminatory treatment. And differential
treatment is not necessarily preferential. Minority groups want and
need equal access and opportunities,
which may dictate differential treatment. For instance, using SAT or
GRE cutoff scores for all groups
might discriminate against certain
ones, even though all are treated
equally. Using insight-oriented approaches in counseling might mean
treating everyone the same, but such
approaches deny equal access to relevant help.
~ ounselors must be able to
shift their counseling styles to
meet not just the develop~\ mental needs of their clients
~ but also the cultural dimensions. There has to be a recognition
that no one style of counseling-the,,,, , ,,'' h,,,,J
JH ' Ilt' IH C, .111d it:W lllciUUt.:
tht:'
CUJ-
tmaJ :md political self.
Thu~ . what I :un advocatin~ is
cultur:d flexibility in tl1e hdping pron :ss. Evidence continues to accumu-
'' ""'l'l't\'l'll.HC (~,.lt .tll
populations and situations. A training program that is oriented primaril y toward a single theoretical
approach may be doing a great disservice to its trainees. The counsel-
me his thoughts and feelings about
multiculturalism. "I get so tired and
depressed about constantly justifYing
the need for a multicultural perspective in psychology," he said. "I warn
counselors about the changing demographics, about the monocultural
nature of therapy, about the psychological harm imposed on minority
groups, and about the loss of economic competitiveness in our society. Why can't people value diversity
because it is the right thing to do?!"
Doing the right thing-embracing multiculturalism-is not
easy. Yet it is the only viable option
we have. Increasingly, working with
minority constituents will become
the norm rather than the exception.
We can no longer afford to treat
multiculturalism as an ancillary,
rather than an integral, part of counseling. If we truly believe that multiculturalism is intrinsic and crucial
for our nation, then monoculturalism and ethnocentrism should be
seen as forms of maladjustment in a
pluralistic society.
Are we up to the challenge of
multiculturalism? Will we choose the
'''·~<l k>-" !Ll\clt'd : O r h ill \\·c- or~c
day look back and echo the wo rds of
poet John Crccnkaf \\'hiuicr. who
wrote, "For of all sad \HII ds of
tongue or pen , the saddest :.tn· tl~t:sc :
It might have been!"C
...'_:..,.
.. '
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2
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'
*'6Wil
11£&U£
•'
'
.
I would like to imroduce you to my
son Wind-Wolf. He is what you would
probably consider a typical Indian ki:1.
He was born and raised on the reservation, he has black hair, dark brown eyes,
and an olive complexion. And like so
many Indian children his age, he is shy
and quiet in the classroom. He is five
years old, in kindergarten, and I can't
understand why you have already labeled
him as a "slow learner."
At the age of five he has been
through quite an education compared to
his peers in Western society. As an
infant he was bonded very closely to his
mother in a traditional Native childbirth
ceremony, and he was bonded with Mother Earth as his ftrst introduction into
this world. And he has been continuously cared for by his mother, father, sisters,
cousins, aunts, uncles, grandparents, and
extended tribal family since this childbinh ceremony. (Refer to the worlcs of
Joseph Chilton Pearce, in the Magical
Child, 1978 for elaboration, or The Bond
Of Power, 1980 for a more detailed
explanation on the concept; Erickson,
1943 documents Native examp:es).
From his mother's warm and loving
arms he was placed in a secure and
specially designed Indian baby basket, or
what you would call a cradle board. His
father and the Medicine Elders did an9ther bonding ceremony with him which
served to bond him with the essence of
his genetic father, the Great Spirit, the
Grandfather Sun, and the Grandmother
Moon. This was all done in order to
introduce him properly into the new and
narural world, not the world of artificiality; and to protect his sensitive and delicate soul. It is our peoples' way of
showing the newborn respect, insuring
that he starts his life out on the path of
spirituality, and to expose him to a whole
system of natural "symbols" or "arche~ypes" as Jung (19f3, 1966) would call
ll
The traditional Indian baby basket became his "turtle's shell" and served as
the first seat for his classroom. He was
Professor Robert G. (Medicine Grizzlybear) Lake
strapped in for safety, whereby the willow roots and hazel wood construction
could protect him from injury. The
basket was made by a tribal elder who
had gathered her materials with prayer
and in a ceremonial way, and it is the
same kind of basket which our people
have used for thousands of years. In
other words, it has been thoroughly tested, and proven to be a highly effective
teaching tool. It is specially designed to
provide the child with the kind of knowledge and experience he will need in
order to survive in his culture and environment it is symbolic, intuitive oriented, and practical (Refer to the studies of
Erik Erickson, 1943 and Piaget, 1963).
Wind-Wolfs primary education in the
baby basket has been slow but also diverse and culturally specific. He was
strapped in snugly with a deliberate
restriction upon his arms and legs, and
although you in Western soci~ty may
argue that such a method serves to hinder
the motor skill development and abstract
reasoning of the child, we believe it
forces the child to ftrSt develop his intuitive faculties, rational intellect, symbolic
thinking, and five senses. For example,
he was with his mother constantly, closely bonded physically as she carried him
on her back, or held him in front while
breast feeding, and carried him everywhere she went At night, and every
night he slept with parents; he will sleep
with us until he is ready to move out into
his own space and bed. Hence his educational setting is a "secure" environment
that has been very colorful, complicated,
sensitive, and diverse. It has also been
multicultural-cultural, bilingual, and
interdisciplinary. He has been with his
mother at the Ocean at daybrealc when
she made her prayers and gathered fresh
seaweed from the rocks, he has sat with
his uncles in a rowboat on the river
while they fished with gilnets, he has
watched and listened to elders as they
told creation stories, animal legends, and
sang songs around the campfires.
He has attended the sacred and ancient
White Deerskin Dance of his people and
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My .Son,Wind-Wolf: One Child and Two :- C~I.t.ures
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neighboring tribes thus affording him an
opponunity to listen how people from
different cultures and language backgrounds work cooperatively toward a
common goal for the whole of the community. He has been with his mother
when she gathered herbs for healing,
watched his tribal aunts and grandmothers gather and prepare traditional foods
such as acorns, smoked salmon, eels, and
deer meat He played with abalone
shells, pine nuts, iris grass string. and
leather while watching the women malce
beaded jewelry and traditional native
regalia; and he had a lot of opponunity
to watch his father, uncles, and ceremonial leaders use many different kinds of
colorful feathers and sing many different
kinds of songs while preparing for the
sacred dances and rituals. As he grew
older he began to crawl out of the baby
basket, develop his motor skills, and
explore the world around him. When
frightened or sleepy he could always
return to the basket, as a turtle withdraws
into the shell. Such an inward journey
allows one to reflect upon what they
have learned in privacy, and with an
opportunity to carry the new knowledge
deeply into the unconscious and soul.
The shapes, sizes, colors, texture, sound,
smell, feeling, taste, and learning process
was therefore functionally integrated; the
physical and spiritual, matter and energy,
conscious and unconscious, individual
and social.
And this kind of learning has gone beyond the basics of distinguishing the
difference between rough and smooth,
square and round, hard and soft, black
and white, similarities and dissimilarities.
For example, he was with his mother
in South Dalcota while she danced for
seven days straight in the hot sun, fasting, and piercing herself in the sacred
Sun Dance Ceremony of a distant tribe.
He has been doctored in a number of
different healing ceremonies by Medicine
Men and Women from diverse places
ranging from Alaska to Arizona, New
York to California. He has been in over
twenty different sacred sweatlodge rituals
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since be was lhree vean; old. and he has
already been expo~ w the many differ·
em rel1~ions o! lus ra.::iAJ brothers; prol·
esz.an1 and catholic, Asmn BuddhiSI and
Tibeuan Llaina5.
lt takes a lons;: time to absorb and
reflect
on these kinds of experiences, so
,_
maybe
that is why you think my Indian
'•
child is a Slow Jcamer. His aunts and
pandmothcrs uw~ht him how to count
and Jearn his numbers while they soned
out the complex maLCrials used 10 make
the abstract dcsi~ in the Native baskets.
He listened to his mother count each and
every bead, sonei! out numerically ac.
cordint to color while she painstakingly
made complex beaded belts and necklaces. He lc:amed his basic numbers one
through ten by helping his !ather wilh the
rocks in the sweaOodge, and he was
taught 10 Jearn mathematics by counting
the sticks we use in our ttaditional Native
hand pme. So 1 realize he may be slow
in ~ing the methods and tools that
you are now usin~; in your classroom,
ones which his White peers have already
b-..c:n trained on, but I hope you will be
patient with him. lt takes time to adjust
to a new cultural system and learn new
l.hings. He is not culturally "disad\'an:.aged· but he is culturally "different.'.,·
•
T ;;.L• ·: He is not slow mentally, he is not dumb,
't"' "'-:;
h~ is not re:.arded. just culwrally differ~;_/ :~· ent. If you ask him, !or example. how
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many months there are in a year he will
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spond this way not because he doesn't
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l:now how to coum properly or up to par
with his grade level; he will give the
answer 13 be=ause he has been :.aught by
our ndilional p-...ople that there are thir·
~n full moons in a~ yea: a:cording to
the Native tribal calendar, and there are
0,...i ;. ..... really 13 planets in om solar system, and
1t<'t
there are 13 tail feathers on a perfectly
balanced eagle which is the most powerful kind to us~ in ceremony and healing.
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over iony different kinds of birds, Lcll
you and hLS pc:en what kind of blTd u is.
and where it bves, what seasons Jl appears in. and ho~r each bird is used in 1
saa~ ceremony; or what its appearance.
mc:aru symbobcally in lerms of an omen,
as in the case whereby an owl comes 10
warn of Sickness and death, or lhe raven
Bu! h~ also know t.~t some eagles
may only have 12 tail feath~..-s or seven,
o:..'lat they do not all have the sam~ numb:.r. He also l:nows that the flickerbird
has exactly ten tail feathers, that they are
red and black representing the directions
of ez.st and west, life and death, and that
this bird is consider~ a "frrew bird, and
2 power used in Native doctoring and
healing. H~ can probably count up to
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Indian Children are·,;.;·. ·Ji
Cultura11y Different, Not :,
Culturally
Disadvantaged.
in ~ood sign. He may have U"Ouble in
writint his name on a piece of paper but
he does undcrsumd how 10 say his name
and many other things in several differ·
ent Indian languages. He is not fluent
yet because he is only five years old and
he is required by law 10 attend your
edu=ational sysu:in, learn.,yom language,
your values, your ways of thinking, a'nd
your methods of tea=hing and learning,
(Cornell. 1979).
So you see, all of the aforementioned
has made his character somewhat shy
and his behavior on the quest side, and
perllaps "slow~ according to ):OUT stan·
dards. But 1 believe there are other
\'arlables at work here which need to bee.
brought 10 your attention. On the fliSl.
day of class you had difficulty pronounC"·
ing his name, the Students in the cl2.Ss
laughed at him, and his,frrst introduction
inw yam system of education v.-as one of
sevc.:-an:::e from his family, extended
family, and nature oriented environment:
plus the emb2.ITZSSmenL Tnis is the third
school in on~ year he has been for...ed to
adapt and adjust 10 be:::ause our family
went through employment difficulty and
financial hardship; which was a carry
over of watching his mother almoSI bleed
to death and die in the hospi:.al. Such a
change in one's life takes time to absorb,
reflect upon, and adjust to. And our
elders tez.ch us at an early age not 10
rush uno things but 10 take it slow and
flow with the current of life, the seasons,
and tire cycles~
While you are trying to teach him your
new ,methods, help him to Jearn . new
tools for self discovery, and to adapt 10
his nev.· k.anung envnonmem, he mav be
lookmt out the wmdow a~ if ~ ... c1reammt and not 1 pBYJnt au.em.i;n.
Why:> Because. he ~ been taught 10
watch and study the chanres m Nature .
his hard for·h1m LO make the appropriate
psychic switch from the right 10 the left
hemisphere of the brain when he sees the
leaves wming bri~hl colors, lhe ~cese
headint: south. and the squirrels scurryin1;
around for nuLS in an efJon 10 !!et ready
for a harsh winter. In his l)ean, in his
yount mind , and almost by instinct he
knows that this is lhe ume of year he 1.5
supposed 10 be with his people galhc:rint
and preparing the flSh, deer meat, native
plantS and herbs. and learning hi$ as·
He is.
siJ!neB tas.Y..s in this role.
therefore. dealing with conflict in his
liule and young mind, being 10m
between two worlds, two· distinct c.uhwal
sy~ems.
Ye~terday he came home crying and
said 'he wanted to have his hair cuL 11ti.s
is the third time in two weeks. So I sat
down and asked him what was bothering
him. He said he doesn't have any friend
at school because they make foo of his
long hair, they call him a girl, and Lhey
make fun of his TlB.me. 1 tried to explain
to him that in our culWTe long hair is z
sii;TJ of masculinity, balance, and z
source of power. I reminded him of the
Indian ~ovies we saw on television su::h
as Winter Ha''(,k, Chief Joseph, and Liuk
Bi!; Man: and I told him 1 v.·as proud that
my• hq.ir was long. But he remained
adamant in his position. He had been
ridiculed and humiliated, in order to fit in
with his peers. But to make man~:-s
wo::"Se, he harl also encountered his fL"S!..
harsh case of racism and discrimination.
According to his explanation, he had
managed 10 adopt at lC2SI. one good
school friend. On the way home he
:asked his new pal i! he could come home
to play with him until supp-..r, and he
:asked his mother who was walking him
home. She said sure, and went to his
friend's house. The liule boy's mother
or-ned the door, the two kids went rushing in while my wife stoOd at the front
door 10 speak with the other child's
mother, when suddenly she responded:
~It is ol:ay if you have to pl2y wilh him
at school but we>~<don't allow those klnd
of people in ofu house!" "'Y.'hat do you
me2n,R reacted my wife, while Wiri'C!-
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The Minority Review
-mrnaCf!ldl40*•
AUBii!tiiW.-:tBI=•
Wolf and his new friend looked at the
situation sadly confused. "Because you
are Indians and we are White," said the
woman, "and I don't want my kids growing up with your kind of people."
So now my young Indian child does
not want to go to school anymore, (even
though we cut his hair). He feels that he
does not belong. He is the only Indian
Indian Children Have A
Constitutional Right To
Equal Education While
Preserving Their
Culture.
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child in your class and he is well aware
of this fact Instead of being proud of
his race, heritage, and culture he feels
ashamed. He asks when he watches
television why do the White people hate
us so much and always kill our people in
movies and take everything away from
us. He asks why the other kids in school
arc not taught the powers, beauty, and
essence of Nature, or provided with an
opportunity to experience the world
around them first hand. He says he hates
living in the city, he misses his Indian
cousins and friends. He asks why one
young White girl at school who is his
friend and likes tum always tells him, "I
like you, Wind-Wolf, because you are a
good Indian." And now he refuses to
sing his Native songs, play with his
Indian artifacts, learn his language, or
participate in his sacred ceremonies.
When I ask him to go to an urban powwow or participate in and help me with
a sacred sweatlodge ritual he refuses, he
says no, because "that's weird," and he
doesn't want his friends at school to
think he is weird, or that he "doesn't
believe in God."
So dear teacher, I want to introduce
you to my son Wind-Wolf who is not
really a "typical" little Indian kid, after
all. He stems from a long iine of hereditary chiefs, medicine men/women, and
ceremonial leaders who have all been
documented in the classic anthropological
research, and whose accomplishments
and unique forms of knowledge are still
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Volume 2, Number 3
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being studied and recorded in contemporary books. He has seven different tribal
systems flowing through his blood, and
he is even part White. I want my child
to succeed in school and succeed in life,
I don't want him to be a dropout, juvenile delinquent, or end up on drugs and
alcohol because of an ingrained inferiority complex, or because of discrimination.
I want him to be proud of his rich heritage and culture and I would like him to
develop the necessary capabilities to
adapt to and succeed in both cultures but
I need your help (Fraiberg, 1968).
come "culturally disadvantaged," one
sided in thinking, and hence "slow to
learn." My son Wind-Wolf is not an
empty glass coming into your lass to be
filled, he is a full basket coming into a
different environment and society with
something special to "share.'' Let him
share his knowledge, heritage, and culture with you and his peers. The "sharing/learning" kind of approach to education has always been a part of our Native
American culture, but for you it may be
considered a new method, something you
can call "cooperative learning" (Rubin,
1985).
What you say and what you do in the
classroom, what you teach and how you
teach it, and what you don't' say and
don't teach in the classroom will have a
significant effect upon the potential success of failure of my child. Please remember that this is the primary year of
his education and development. Not only
are you influencing and shaping his mind
so he can deal with the following years
of his education but you are also influencing the basic foundation of his unconscious mind. All I ask is that you work
with me, not against me in the best way
to help educate my child. If you don't
have the knowledge, preparation, experience, or training to effectively deal with
culturally different children then I am
willing to help you with the few resources I do have available, or I can direct
you to such resources. Millions of dollars have been appropriated by Congress
and are being spend each year for "Indian Education," all you have to do is take
advantage of it and encourage your
school to make an effort to use it in the
name of "equality education." My Indian
child has a constitutional right to learn,
retain, and maintain his heritage and
culture. By the same token, I strongly
believe that the non-Indian children also
have a constitutional right to learn about
out Native American heritage and culture
because we, as Indians, are a significant
part in the historical foundation of Westem society's heritage. Until this reality
is equally understood and applied in
education as a whole, there will be a lot
more children becoming identified in the
schools from K-12, as "slow learners."
Why?
References
Without cultural diversity in the curriculum and classroom all children will be-
1. Cornell, Joseph, Sharing Nature With
Children, Nevada City: Ananada Publications,
1979.
2. Erickson, Erik, "Observations on the
Yurok (Childrearing Practices)", American
Archaeology and Ethnography, Berkeley,
U.C. Berkeley, 1943 .
3. Frailbcrg, S., The Mag1c Years, New
York: Scribner's Press, 1968 .
4. Fuchs, Estelle and Havighurst, Robert. "To
Live On This Eanh," American 1ndian Education, NY: Anchor Press Doubleday, 1973.
5. Jung, Carl, Modern Man in Search of a
Soul, NY: Harvest Books, 1933 .
6. Jung, Carl, The Four Archetypes: Mother,
Rebirth, Spirit, and Trickster, Princeton:
Princeton University Press, 1964.
7. Nagera, H., 'The Imaginary Companion :
Its Significance For Ego Development and
Conflict Solution", The Psychoanalytic Study
of the Child, NY: International University
Press, 1969.
8. Pearce, Joseph, The Magical Child, NY:
E.P. Dutton, 1977.
9. Pearce, Joseph, The Bond of Power, NY,
E.P. Dutton, 1981.
I 0. Ornstein, Robert, The Psychology of
Consciousness, San Francisco: Berkley
Publishing Company, 1972.
11. Rubin, Louis, Artistry in Teaching, New
York: Random House, 1985.
12. Tart, Charles, Altered States of Consciousness, NY: John Wiley and Sons, 1969.
13. Weingartner, Charles and Neil Postman,
Teaching as a Subversive Activity, NY: Delta
Books, 1969.
Professor Robert G. (Medic1ne Grizzlybear)
Lake is the author of 54 articles and 3 books
on Native American affairs and recipient of
over $15 million dDI/ars in grants. He was
formerly Associate Professor of Education
specializing in indian EducaJion aJ Gonzaga
University and Humboldt State University.
He is currently unemployed as a result of cut
backs in federal funding for a grant.
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