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![Page 1: You Might Know More Than You Think You Know University of Wisconsin Professional and Personal Rejuvenation Family Living & Youth Development State Conference.](https://reader036.fdocuments.us/reader036/viewer/2022062409/56649c9e5503460f9495efa2/html5/thumbnails/1.jpg)
You Might Know More Than You Think You Know
University of Wisconsin Professional and Personal Rejuvenation
Family Living & Youth Development State Conference
Valerie N. Adams-Bass, PhD
Cornell Cooperative Extension
November 15th, 2012
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What Do You Know?
• Group Activity Separate into groups of 4-6 people List and discuss attributes and observations about
diverse audiences group members have experienced serving.
Report out key points
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The Danger of a Single Story
• http://blog.ted.com/2009/10/07/the_danger_of_a/
The danger of a single story: Chimamanda Adichie
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Cultural Ecological Perspectives
• Bronfenbrenner’s Ecological System’s Theory (EST) Microsystem Mesosystem Exosystem Macrosystem Chronosystem
• Spencer’s Phenomenological Variant of Ecological Systems Theory (PVEST) 1995
• Vulnerability level• Net Stress• Reactive Coping
Strategies• Emergent Identities• Life Stage Outcomes
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URI BROFENBRENNER, EST
• Behavior is a joint function of person and environment B = f(PE)
• Transformation includes a key substitution D = f(PE) D stands for Development
Bronfenbrenner, U. (1993).
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URI BROFENBRENNER, EST
• Microsystem – pattern of activities experienced by the developing person in a face-to-face setting that encourage more complex interaction with the immediate environment Developmentally instigative characteristics of
the physical environment
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URI BROFENBRENNER, EST
• Mesosystem – linkages and processes taking place between two or more settings containing the developing person Special attention is focused on the synergistic
effects created by developmentally instigative features of the setting
The influence of parents and peer groups
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URI BROFENBRENNER, EST
• Exosystem – linkages between multiple settings, one of which does not contain the developing person, but in which events occur that indirectly influence processes within the immediate setting in which the person lives Example: the link between the home of a
developing child and the parent’s workplace
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URI BROFENBRENNER, EST
• Macrosystem – the overarching pattern of micro- meso- and exosystems characteristic of a given culture, with particular reference to the patterns of social interchange that are embedded in such overarching systems E.g. the Great Depression, urban education,
War of Terror, War of Drugs
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URI BROFENBRENNER, EST
• Chronosystem–the dimension of time as it relates to an individual’s environments. The patterning of the environmental events and transitions over the life course, as well as sociohistorical circumstances. Elements within this system can be either
external, such as the timing of a parent’s death, or internal, such as the physiological
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Ecological Systems Theory
Image courtesy of http://mshmsh26.wordpress.com/
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Ecological Systems Theory
Applied model courtesy of http://www3.uakron.edu/schulze/610/lec_bronf_files/image003.jpg
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PVEST
• vulnerability level protective factors those which help to
shield youth from stressors risk contributors those things which
heighten vulnerability and stress reaction
• net stress Risks Supports (i.e. family structure,
neighborhood composition or friends)
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PVEST
• Reactive Coping Strategies Adaptive Maladaptive
• Emergent Identities Positive Negative
• Life Stage Outcomes Productive Unproductive
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PVEST
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The Psychology of Diversity
• Diversity The presence of difference Social diversity
• Gender• Race• Disability• Religion• Social Class• Sexual orientation• Weight
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Can’t We All Just Get Along?
Idealistic Perspectives on Diversity
The Melting Pot-Defines the United States as a society where everyone is welcome, social differences are understood, accepted and people with difference live harmoniously.
caveat-alternative definitions associated with “melting pot”
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Can’t We All Just Get Along?
Idealistic Perspectives on Diversity
Multiculturalism is a system of beliefs and values in which diversity plays a prominent role. Ideals which promote the recognition, appreciation, celebration and preservation of social difference.
Blaine, 2007
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Psychological Study of Diversity
• Examines how diversity shape our own identities and behaviors
• Examines how we shape the diversity of our social worlds
• Confronts a wide ranges of diversity dimensions• Recognizes the social injustice often associated
with dimensions of diversity• Recognizes differences, similarities and diversity
within groupsBlaine, 2007
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Psychological Study of Diversity
• Studying Psychological Diversity May cause: Learning Physical discomfort Psychological dissonance Attitude Adjustment Self reflection & evaluation Increase awareness and sensitivity to diverse
perspectives and experiences
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Looking at the Neighborhood
• What is in the neighborhood?
• Who is in the neighborhood?
• Is there a central focal area?
• How accessible is the neighborhood?
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Asian Pacific Americans & Core Cultural Values
Collectivist orientation Patience Gentleness Being Well-Mannered Cooperation Avoid confrontation: Being
accommodating, conciliatory, and cooperative
Blending with the group rather than distinguishing oneself for either good or bad behavior
Humility and Modesty Withholding free expression
of feelings Suppression of conflict Avoiding potentially divisive
arguments and debates Communicating indirectly Refraining from openly
challenging others’ perspectives
Nonverbal communication Conformity to conventional
behavior
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• The meaning that individuals make of cultural values within their personal, familial, neighborhood, and societal interactions and contexts.
Cultural Phenomenology
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Who is a Latino/a?
• Refers to people of Mexican, Puerto Rican, Cuban, Dominican and Central or South American descent
• In the US - 35.3 Million 58.5% Mexican 9.6% Puerto Rican 3.5% Cuban 4.8 Central American 3.8 South American
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What is a Latino/a?
• Latinos can be of any race White Black Asian Indian or Indigenous Other
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Core Latino Cultural Values
• Personalismo Interpersonal relationships, sensitivity
• Respeto Unquestioning deference to authority
• Parenting Latino parents (mothers) focus on the
child’s public behavior
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Core Latino Cultural Values
FamilismoRelational OrientationI did it thanks to others rather than I did it on my own.
Family OrientationNeeds of family above needs of the individual
SimpatiaGeneral tendency toward avoidance of personal
conflictEmphasis of positive behaviors in agreeable situationsDe-emphasizing negative behaviors in conflictive
circumstances
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Core Latino Cultural Values
• Informality Less emphasis on formality
• May lead to: Late to appointments (and staying longer) Little regard for routines, rules schedules Establishing a relationship more quickly Expectation of personal favors or rule
bending
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Core Latino Cultural Values
• Spirituality
• Fatalism It happened because God wanted it that
way I deserved it for some wrongdoing, or as
a humbling reminder of God over me.
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Where Black culture is explained by • Mainstream Experience
shaped by Amer. society mainstream success
• Minority Experience numerical political entity shared w/ other groups
• Cultural Experience peculiar Black expression reactionary & evolutionary
Black(African-American) Experience Triple Quandary (Boykin, 1983; Boykin & Toms, 1985)
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Racial, Ethnic and Cultural Transmission and Acquisition of (REC) Information, Relationships, Identities, & Styles (IRIS)
cultural
ethnic
racial
Bentley, Stevenson, & Adams 2009
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Models of Racial Identity• Cross Theory of Racial Identity
Development 1971, 1995
Began with African Americans but has been applied to most ethnic groups
Black(African-American) Experience
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Models of Racial IdentityCross, Parham, Helms, Spencer,
Stevenson & othersBRID is ongoing- process of
psychological Nigrescence (dev. of Black racial identity) is a lifelong process which begins with late adolescence/early-adulthood
Black(African-American) Experience
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White Racial Identity
• Janet Helms’(1995) White Racial Identity Model: 1. Contact2. Disintegration3. Reintegration4. Pseudo Independence5. Immersion/Emersion6. Autonomy
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Using What You Know Using What You Have Learned
• Ecological psychology models provide a framework for engaging diverse communities Choose a model Determine where your work fits in the model
• Does your program meet the needs of the audience or community?
• Is your program delivery culturally relevant?• Is your program design culturally relevant?• Make adjustments as necessary.
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Using What You Know Using What You Have Learned
• Group Activity Separate into groups of 4-6 people Choose a Extension Project your are planning to use or
use. Using what you know and have learned, map the
project onto the Bronfenbrenner EST model.• Does your program meet the needs of the audience or
community?• Is your program delivery culturally relevant?• Is your program design culturally relevant?• Make adjustments as necessary.
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Thank You!
Valerie N. Adams-Bass, PhDCornell Cooperative Extension 4-H State Program LeaderBronfenbrenner Center for Translational Research202C Beebe HallIthaca, NY [email protected]