Lesson 7: SPECIFIC POPULATIONS
Objectives
To become aware of the terms associated with multiculturalism
To learn about cultural differences
To become familiar with particular specific populations
Multi-cultural Issues
Paul Pedersen stated that "counselors who disregard a client's cultural context are unlikely to interpret a client's behavior accurately" (1994, pp. ix-x). He described culture as the things a stranger needs to know to behave appropriately in a specific setting. He continued: "Multi-cultural counseling is a situation in which two or more persons with different ways of perceiving their social environment are brought together in a helping relationship." His definitions include:
- Race -- a pseudo-biological system of classifying persons by a shared genetic history or physical characteristics such as skin color
- Ethnicity -- a shared socio-cultural heritage that includes similarities of religion, history, and common ancestry
- Minority -- a group receiving differential and unequal treatment because of collective discrimination. Minority is frequently defined by the condition of oppression rather than by numerical criteria, e.g. women (pp. ix-x).
Take this real life example, Kurt Waldheim,
Secretary General of the UN, was on a mission of peace to
- What do you think caused the problem?
In Farsi, "mediate" meant "meddle" and "compromise" did not translate; the closest thing to it was "sacrifice your principles". So in essence he said: "I have come to meddle so that you will sacrifice your principles". This exemplifies the need to truly understand cultural differences in order to be able to help people who we see as "different" from ourselves.
What are specific populations? What kinds of groups are stereotyped? These might include the elderly, women, the physically or emotionally disabled, gay men and lesbians, and ethnic and racial minorities.
Specific Populations
Who are the specific populations? What are specific populations? What kinds of groups are stereotyped? These might include the elderly, women, the physically or emotionally disabled, gay men and lesbians, and ethnic and racial minorities. They also include groups targeted as needing extra assistance in career development by the federal government, such as at-risk youth, people with disabilities, women, minorities, and older adults. Below is a brief survey of some specific populations and their typical issues.
At-Risk Youth:
Problem or Issues: Often, due to a variety of devastating life experiences, these socially- or economically-deprived students are unprepared for college or work. They have been defined as "fragile", often having low self-esteem, and fearing the pursuit of higher education or training. They may feel isolated from peer groups and the educational system from which they seem to be, or are, withdrawing. Their self-image has often been shattered, or at least shaken, through repeated failures in their academic and personal lives.
Ideas for Helping: Direct career planning to expand life options and plan activities to increase self-esteem and build confidence. Provide opportunities for developing life skills as well as technical expertise. Bridge the gap between the "at-risk" student and post-secondary education or training. Make the transition to college or other training easier, less threatening and more meaningful. Set up a strong support system. Maintain continuous follow-up.
Economically Disadvantaged Individuals:
Problem or Issues: The disadvantaged and undereducated may have poor self-images and significant doubts about their abilities. They also have limited world experiences that further narrow the perspectives that they bring to identifying their options in life.
Ideas for Helping: Education is needed, as is basic skill building. Career development activities are needed to build self-esteem, increase hope, and develop focus. Connections to support systems are recommended.
Older Adults:
Problem or Issues: Some define older adults as those who start to worry that they can't find a job because of age. Many have been displaced and cannot afford to retire or choose not to do so. Yet they face discriminatory practices, stereotypical attitudes, changes in their abilities, and their own negative self-image. Self-defeating attitudes and behaviors need to be addressed before successful job placement can occur. As self-esteem deteriorates, some people may become defensive and reluctant to market themselves.
Ideas for Helping: Teach older workers how to communicate their attributes to overcome stereotypes. Discuss how they can be valued as productive employees and how to emphasize the positives (i.e. experience, a strong work ethic, concern for punctuality and attendance, loyalty to employers, ability to make judgment calls).
Women:
Problem or Issues: Women have gradually become a significant part of the workforce. However, they still face barriers and challenges. Their career pathing is different from that of men. Beyond breaking the stereotypes, and dealing with salary imbalances, they often have the dual responsibilities of work and family.
Ideas For Helping: To broaden career choice, Sunny Hansen developed "Born Free" to encourage all children to be what they can and want to be. We need to continue this process from the early years on up. Encourage exploration of non-traditional jobs. Provide information and strategies. Develop mentoring programs, matching appropriate role models to aspiring candidates. Find ways to expand meaningful gender communications. Encourage development of needed support systems (for example, more and better child care programs).
Dislocated Workers:
Problem or Issues: Laid-off workers are grieving for their loss and often feel hopeless. They "can be expected to go through stages of emotions associated with losing their job or career. The stages include shock, immobilization, disbelief, anger, bargaining, frustration and, finally, grieving. It is critical that candidates surface and deal with all of these emotions in order to get on with the job search. If denied, the candidates tend to get stuck and unable to move successfully into their next position" (Knowdell et al, p. 156).
Ideas for Helping: Provide comprehensive outplacement programs that include dealing with loss, career counseling, employability skills and job placement.
Barriers to Planning and Success for Individuals
from Different Backgrounds
Diversity experts Wentling and Palma-Rivas (1997) identified organizational and individual barriers that inhibit employment, career development, retention and promotion of diverse groups in the workplace:
Organizational: negative attitudes and discomfort towards people who are different, discrimination and prejudice, stereotyping, racism, and bias. CDFs may not be able to change organizational barriers directly; however, they can prepare clients.students to recognize these barriers and find ways to overcome or cope with them.
Individual: poor career planning, inadequate skill preparation, lack of organizational political savvy, lack of proper education, low self-esteem and poor self image. CDFs can work with clients/students to overcome these barriers to success.
Our workfoce is becoming increasingly diverse. This challenging trend is a positive trend. Our products, services, and environment benefit from this deversity. Our culture integrates the best of other cultures. Understanding others enriches our own lives. Globalization is easier when we know and can relate to those who are different than ourselves.
Gay Men and
Lesbian Women
Problems or Issues: Gay men and lesbian women are sometimes stereotyped as to the type of work they should do or which is “appropriate” for them. Homophobia and internalized anxieties can perpetuate limiting career choices for gay and lesbian clients. Gay bashing may occur at some work environments. Hidden discrimination may exist in other environments, such as bias in promotion, ostracism, and these actions may be threatening and very disruptive to the individual and his/her career development. For many young gay and lesbian people, identity confusion may make career development more difficult.
Actions: Help clients to explore all occupations and challenge stereotypes. Use gender-free language such as “partner” or “significant other” and “sexual orientation” versus “sexual preference” to avoid heterosexual language bias. Help clients find or form support groups for gay and lesbians experiencing similar challenges..
Assisting Diverse Groups with Career Planning
The CDFs main challege in helping people with perhaps different value systems, styles of work, life prioroties, customs, religions, and responses to authority is to help them blend in and form meaningful relationships in the workplace. Communication may be difficult because of deficits in either written or oral English. Company rules and goals may be different from the individual's personal values. Here are some specific issues that may arise as cultural differences in the workplace:
Eye contact may be perceived as impolite in some cultures. Similarly, talking openly about oneself may be seen as improper in another culture. Gestures can be misunderstood in the workplace.
A group(for example, family)rather than individualistic orientation may mean that some cultures value family above work and individual achievement. Employers may not understand or appreciate this value.
Competition, achievement, time-consciousness, and direct/open communication are valued by most American Whites but may be misunderstood, feared, or unvalued by others. Be sensitive to others' values in approaching career counseling and planning.
Develop open-mindedness on issues pertaining to clients' values systems. Provide faciilitation that reflects the values of many cultures. Learn to understand the ways your clients see themselves and assist them through their eyes as best you can. Modify yourstyle to be consistent with your clients' expectations; adapt and use different methods and strategies that promote access to youtr cultural values without self-righteously viewing your values as "correct".
Herr and Fabian (1999) suggest that you examine yourself to see if you have biases that make it difficult for you to serve any group. If so, try to eliminate the bias. If you cannot, refer the person to someone who does not possess your bias. Remember that the most basic facilitation skill is respect and acceptance for the individual. Avoid stereotyping; look at each person as an individual. Ask questions about culture to understand the person's unique beliefs and values. When you are unsure how a person's culture, religion, or other characteristic may impact career development, ask the person. Be sensitive that your communication does not impose your values or disrespect the client. Adapt as you learn. Listen for evidence of discrimination and take action, such as informing the client about his/her legal rights under the law and help him/her seek a remedy.
Check these links
http://www.casas.org/08SpecialEd/08SpecialEdOverview.html
http://www.hubplace.com/addictions/specpop/
http://www.inform.umd.edu:8080/EdRes/Topic/Diversity/Reference/divdic.html
http://vocserve.berkeley.edu/CenterFocus/cf6.html
http://www.qed.qld.gov.au/tal/equity/gcequity/role.htm
http://www.nwrel.org/cnorse/index.html
http://www.execpc.com/~dboals/diversit.html
http://curry.edschool.Virginia.EDU/curry/centers/multicultural/net/net.html
Assignment:
- Research the problems and issues facing one specific population (perhaps your case study's unique population group), including ways in which you might deal with the specific issues of your specific population. Write a two-page report of your findings. Email this to me. Post an abstract of your report in the Class Discussion. Read and comment upon other students' abstracts as well. Worth a possible 30 points.
- Relate your findings to your case history. Update your case history with ideas gleaned from in this lesson. Email your findings to me. Worth a possible 7 points.
Please e-mail Susan
Roudebush if you have any comments.
January 3, 2002
Copyright 2002 Susan Roudebush