In episode three, season two of the Chapelle Show, Dave Chapelle along with guitarist John Mayer and Roots drummer Questlove perform a social experiment to determine to which music most whites, blacks and Latinos respond most favorably. The findings, hilariously presented, are that blacks respond most favorably to drums, Latinos respond to electric piano with drums; and whites really can dance if you just give them the instrument they love best: electric guitar. The skit is an example of some of the ways that Chapelle calls all of us out on our most common cultural stereotypes. Chapelle also suggests a relationship between dancing, confidence and competence. In this diverse society, we continue to dance into and out of relationships with other individuals, many of whom are similar. Similarities are important, as these relationships are often governed by our comfort zone. As we increase our cultural confidence, we may expand our comfort zone and better understand those instruments which aid our ability to dance together, even in relationships with those who are less similar.
STEREOTYPES: WHAT’S THE BIG DEAL?
It’s a really complicated topic, but here are a few things to think about. Stereotyping occurs when we assume that all individuals within a particular group (race, ethnicity, religion, sexual orientation, gender, disability, etc.) act, think, and behave the same way. Since many of our experiences are dictated to us and we don’t experience them firsthand, we rely on stereotypes to fill in the blanks about people that we haven’t yet met or need more information about. Many times, stereotypes are internalized by individuals or groups, making it difficult for individuals to feel completely proud of themselves or their affiliation with a group or identity. Stereotypes usually distort positive values and attributes. Instead of acknowledging how our different cultures, races, ethnicities, and communities embrace some of their attributes (i.e. things that we hold dear: our foods, language, styles, families and relationships) we strip them of their value. For example, we may generalize (and therefore reduce) women of all races to the stereotype of nurturer; black women commonly as “the strong black woman,” or gay men as flamboyant. Members of these groups may be more reluctant to live true to their own individual values and ultimately may suffer from damaged pride. Thus, stereotypes have negative consequences that affect our daily living.
Members of groups that are repeatedly and historically mistreated by our culture (i.e. Latino and African heritage Men, Gays and Lesbians) are also more likely to engage in risky behaviors such as drugs, alcohol, eating disorders, unprotected sex, or violence in response to or as a result of being stereotyped. When you suffer from internalized oppression and struggle to like yourself, is it any wonder that escape and disengagement from our physical bodies seems like a comfort to many?
MEDIA LITERACY AND CULTURAL LITERACY: A COMPARISON
Media literate folks are most likely savvy, smart, and knowledgeable about music, television, film, bumper stickers, advertising, and the news. Media literate folks are not only aware of who is producing their music, television, film, news and public relations, but they know how to read the hidden messages that are told in these different mediums. Media literacy is what you obtain from studying the media – the more you learn through the media, the more media literacy you achieve. People with cultural literacy and competence operate with this same ability to analyze, be critical, be open, and be willing to ask questions. Being culturally competent means having the courage to ask difficult questions like you may have done when you were a kid. Cultural competence allows for you to fully welcome your similarities with others as well as your differences. So the more you ask questions, the more likely you are to develop cultural literacy and competency. Coming out of your comfort zone means that you will fight your parental influences encouraging you to act polite and not ask questions of people. It also means that you will fight your tendency to make assumptions about others. Also, beware of the desire to be perfect, as it will limit your risk taking ability. As you are practicing cultural competence, you are certain to make mistakes. One key element is your attitude as you engage the unknown. A big caution/hint: none of us can be the spokesperson for any of our groups and none of us can truly know the experiences of others, so relax. Finally, it also helps if you don’t assume that your frames of references are normal or neutral. It means that you can have the courage to ask about those frames of references. So, instead of relying on your assumptions about Muslim women or gay Latinos, start with the following in mind: You are a Muslim woman; what is your experience as a Muslim woman? You are Gay and Latino; how do those two identities shape who you are?
CULTURAL COMPETENCY: THE LONG HAUL
Cultural competency does not occur overnight. One good class, training or workshop doesn’t make us culturally competent. You get better over time and develop more confidence; this confidence increases with more practice, action, and education, willingness to make mistakes, commitment and dedication. Advocates for Youth (a DC based non-profit organization dedicated to creating programs and advocating for policies that help young people make informed and responsible decisions about their reproductive and sexual health) describes cultural competence as “a life-long developmental and emotional process that requires continued intellectual, emotional, and critical understanding of specific values, attitudes, knowledge, and skills that allow individuals to communicate and work with others.” It is an exciting, engaging, life-long process of expanding horizons, thinking critically about issues of power and oppression, and acting appropriately.
While Chapelle’s comedic social experiment “proves” that blacks respond most favorably to drums, Latinos respond to electric piano with drums and that whites can dance to electric guitar, it’s more interesting to see what happens when folks just get together and jam!
Rebecca A. Walter, M.A.
Assistant Director, Multicultural Research & Resource Center
Faculty Partnerships & Curriculum Development
Dennis Webster, Ph.D.
Associate Dean, University Life
Director, Multicultural Research and Resource Center
Certificate in Personal Empowerment for People of Color - can
help students learn more about topics such as Black history, building
community ties, and gaining a positive outlook on the future. In order
to complete the Certificate in Personal Empowerment for People of Color,
students must complete an assessment of their knowledge and skills. Students
then meet with a graduate student in the Self-Development Center to discuss
the results of the assessment and to plan an individualized certificate
program. Finally, students complete 15 hours of work in six content areas.
The content areas are as follows: spiritual growth; self/cultural awareness;
family/group/community connection; individual/group preservation; educational/economic
growth; and positive self-esteem. http://www.gmu.edu/departments/csdc/emp.htm
Counseling Center offers a section regarding Multicultural Services.
Multicultural programs are designed to provide support for individuals
from diverse cultural and ethnic backgrounds. These programs provide
emotional support and outreach programs for students from diverse cultures
and ethnic backgrounds. http://www.gmu.edu/departments/csdc/ms.htm
Cross Cultural Psychology –This web site offers statistics and
facts regarding cultural diversity, and the changes that are occurring.
The web site also offers questions, and additional links to locate more
information. http://classweb.gmu.edu/eshiraev/links.html
Cultural Inquiry Process Web Site (CIP) – presents the Cultural Inquiry Process and provides resources for its use. It was designed to help educators improve education through action research about cultural influences on students. It offers a guidebook that includes research steps, theory from educational anthropology, and puzzlements. Tools and additional resources are available such as Center for Applied Linguistics and Center for Research on Education, Diversity and Excellence. http://classweb.gmu.edu/cip/cip-ind.htm
Cultural Studies consist of 48 credit hours offered for students beyond their masters program. The classes offer an opportunity to discuss theory and methods from several disciplines – anthropology, history, literary studies, philosophy, political economy, and sociology. It offers links to faculty, students, admissions, events and resources. http://culturalstudies.gmu.edu/curriculum/curriculum.html
International Support Seminar – offered by The Counseling Center.
This seminar will provide a supportive atmosphere for students to discuss
experiences and or concerns including: homesickness/emotional; distress
cultural shock; academic demands; study skills; time and money management;
making friends; dating customs, fun things to do, and cultural identity.
To sign-up for the pre-group meeting, stop by the Counseling Center or
call 703-993-2380. http://www.gmu.edu/departments/csdc/iss.htm
Journeys of the Heart - a support group for LGBT students offered by
The Counseling Center. College is a time when many students are coming
to terms with feelings about their sexual identities as gay, lesbian,
bisexual, and transgendered people. This group offers a safe, supportive,
and confidential setting in which students can discuss coming out, developing
a healthy support system, dating, and integrating their sexual identities
with school and career. http://www.gmu.edu/departments/csdc/journeys.htm
Multicultural Research and Resource Center (MRRC) located at SUB I, Room
225. It fosters and coordinates Multicultural Program Development on
the George Mason University campus. It identifies and distributes resources
on diversity, provides a clearinghouse f or requests related to multicultural
and diversity programs both on and off campus. For more information about
workshops, resources, or the National Coalition Building Institute visit http://www.gmu.edu/student/mrrc/
The Office of Diversity Programs and Services (ODPS) serves students, cultural organizations, and the Mason community by promoting an environment that fosters and values human understanding and diversity. The office seeks to provide services and programs that will instill university-wide appreciation for diverse perspectives and ensure equal levels of inclusion, participation, and retention of under represented student groups in their quest for a quality education. http://www.gmu.edu/student/msaf/
The Office of Equity and Diversity Services ensures that members of the campus community understand their rights and responsibilities to learn and work in an environment free from discrimination on the basis of race, color, gender (including sexual harassment), religion, national origin, veterans status, disability, sexual orientation, and age through education, training and the resolution of complaints. In addition, the OEDS works collaboratively with other campus entities and the surrounding community to create, design and disseminate programs that bring diverse people together for the purpose of learning about and from one another and to share experiences and ideas. http://www.gmu.edu/equity/
The Office of International Programs and Services strives to encourage global awareness by promoting the integration of international students, researchers, and faculty into the campus community. The office provides guidance to students and scholars studying and working at George Mason University in immigration, employment and taxation, assists with adjustment issues, and fosters cross-cultural understanding through programs highlighting global themes. http://www.gmu.edu/student/oips/
Peer Empowerment Program is a multicultural service of the Counseling Center. The Peer Empowerment Program (PEP) is a Multicultural Counseling Center Program that provides emotional support and outreach services for all students, especially those students who represent underrepresented populations in GMU. The Program provides direct peer support for academic and personal concerns, and indirect support for campus organizations in their efforts to enhance the retention of students through educational, academic, and social development. http://www.gmu.edu/student/peer/
Cultural Inquiry Process Web Site (CIP) – presents the Cultural Inquiry Process and provides resources for its use. It was designed to help educators improve education through action research about cultural influences on students. It offers a guidebook that includes research steps, theory from educational anthropology, and puzzlements. Tools and additional resources are available such as Center for Applied Linguistics and Center for Research on Education, Diversity and Excellence. http://classweb.gmu.edu/cip/cip-ind.htm
Cultural Studies consist of 48 credit hours offered for students beyond
their masters program. The classes offer an opportunity to di
discuss theory and methods from several disciplines – anthropology,
history, literary studies, philosophy, political economy, and sociology.
It offers links to faculty, students, admissions, events and resources. http://culturalstudies.gmu.edu/curriculum/curriculum.html
Multicultural Research and Resource Center (MRRC) located at SUB I, Room 225. It fosters and coordinates Multicultural Program Development on campus. It identifies and distributes resources on diversity, provides a clearinghouse f or requests related to multicultural and diversity programs both on and off campus. For more information about workshops, resources, or the National Coalition Building Institute, visit http://www.gmu.edu/student/mrrc/
National Center for Cultural Competence’s mission is to increase the capacity of health and mental health programs to design, implement, and evaluate culturally and linguistically competent service delivery systems. The web site is available in both English and Spanish. It offers a lengthy list of web sites focusing on culturally and linguistically approachable service to children, health care and cultural diversity issues, and policy, guidelines and other resources. http://gucchd.georgetown.edu/nccc/links.html
Center for Effective Collaboration and Practice’s mission is to support and promote a reoriented national preparedness to foster the development and the adjustment of children with or at risk of developing serious emotional disturbance. One of the topic areas covered is cultural competence, which offers many answers to such questions as to “What is cultural competence?” It also addresses why it is important, what does research say, what others are doing, how does cultural competence benefit children. http://www.air.org/cecp
Center for Linguistic and Cultural Competence in Health Care – The Office of Minority Heath Public Health Service (U.S. Department of Health and Human Services) mission is to improve and protect the health of racial and ethnic minority populations through the development of health policies and programs that will eliminate health disparities. It answers questions such as “What is culturally competent health care?” Policies, initiatives and laws, and additional resources can be found at http://www.omhrc.gov/cultural.
National Coalition Building Institute (NCBI) is a nonprofit leadership training organization based in Washington, D.C. NCBI’s proactive approach begins with a corps of community leaders who are taught effective bridge-building skills to combat inter-group conflicts. For more information about training programs, accomplishments, and different chapters, go to http://www.ncbi.org/
At Health.com is the leading provider of mental health information and services for mental health practitioners. The web site consists of psychiatrists, pediatricians, family practitioners, educators, school psychologists, caregivers, and others who meet the diverse needs of those with mental health concerns. At Health addresses cultural competence by helping people to understand the diverse cultures to improve patient care. It discusses the impact of culture on psychosocial adaptations, and provides guidelines for providing care to diverse populations. Additional links will point towards various pertinent journal articles on the subject. http://www.athealth.com.
Cultural Competence Online covers what cultural competence is, then offers valuable online resources to services and tools for businesses in a changing multicultural environment, training resources, and additional information to promote healthy lifestyle behaviors and individual empowerment. It offers policy and standards on cultural competence and health. Additional resources include books in health and mental health at http://www.culturalcompetence2.com/.
Nuclear Age Peace Foundation initiates and supports worldwide efforts to abolish nuclear weapons, to strengthen international law and institutions, to use technology in ways that are both responsible and sustainable, and to empower youth to create a more peaceful world. The foundation is a non-profit, non-partisan international education and advocacy organization. The web site contains featured articles and actions, upcoming events, and an opportunity for a free newsletter. http://www.wagingpeace.org/
Religion-online.org offers more than 5,200 articles and chapters of topics which include Old and New Testament, Theology, Ethics, History and sociology of Religion, Communication and Cultural Studies, Pastoral Care, Counseling, etc. http://www.religion-online.org/
Third Wave Foundation – pushes boundaries in society and opens doors of equality and justice. The foundation helps support the leadership of young women ages 15 to 30 by providing resources, public education, and relationship building opportunities. http://www.thirdwavefoundation.org/
Books and Other Readings
Bornstein, Kate. My Gender Workbook: How to Become a Real Man, a Real
Woman, the Real You, or Something Else Entirely, Routledge Press, 1998.
Boylan, Jennifer Finney. She’s Not There” A Life in Two Genders, Broadway Books, 2003.
Brown, Cherie and George, Mazza. Leading Diverse Communities: A How-To Guide for Moving from Healing Into Action by Cherie Brown and George Mazza, Josey-Bass, 2005.
Bush, Melanie. Breaking the Code of Good Intentions: Everyday Forms of Whiteness. Lanham: Rowman and Littlefield Publishers, 2004.
Kivel, Paul. Uprooting Racism: How White People Can Work for Social Justice. Canada: New Society Publishers, 2002.
Hooks, Bell. Where We Stand: Class Matters, Routledge Press, 2000.
Hooks, Bell. Feminism is For Everybody: Passionate Politics, Seal Press, 2000.
Hull, Gloria, Patricia Bell Scott and Barbara Smith. All the Women are White, All the Blacks are Men, But Some of Us Are Brave: Black Women’s Studies. New York: The Feminist Press, 1982.
Reagon, Bernice Johnson. “Coalition Politics: Turning the Century.” In Race, Class and Gender: An Anthology, edited by Margaret L. Anderson and Patricia Hill Collins, 54-56. New York: Wadsworth, 1995.
Tatum, B.D. Why are all the Black Kids Sitting Together in the Cafeteria? And Other Conversations About Race. New York: Basic Books, 1997.
Tea, Michelle. Without a Net: The Female Experience of Growing Up Working Class. Seal Press, 2004.
Wilchins, Riki Ann. Read My Lips: Sexual Subversion and the End of Gender, Firebrand Books, 1997