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Table of Contents ........................................................................................................................ iii
Overview ....................................................................................................................................... 1
Definition of Diversity ................................................................................................................. 2
Penn State’s Commitment to Diversity and Inclusion ........................................................... 5
Cultural Competency .................................................................................................................. 8
Exploring Intercultural Difference ............................................................................................ 9
Diversity Awareness Profiles ................................................................................................... 12
Awareness, Growth, & Development ..................................................................................... 16
References ................................................................................................................................... 17
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Goal:
The goal of this session is for participants to understand and develop strategies to work more effectively with those whose cultures are different from their own.
Learner Outcomes:
 Understand the definition of diversity broadly and specifically as it relates to the
University and individual units
 Develop an awareness of personal areas of difference or diversity.
 Recognize Penn State’s commitment to diversity and inclusion.
 Identify components of cultural competence.
 Explore areas of intercultural difference.
 Grow awareness of personal styles for managing differences.
 Identify strengths and areas for development around diversity and inclusion.
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At your table, work with your group to develop a definition of diversity:
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Dimensions of Diversity
(Gardenswartz & Rowe, 1994)
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Dimensions of You
Using the Dimensions of Diversity choose the three aspects that are currently the most significant for you. For each aspect, list the impact it has had on your life and/or your work.
Aspect:
Impact on life/work:
Aspect:
Impact on life/work:
Aspect:
Impact on life/work:
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Policy AD42
STATEMENT ON NONDISCRIMINATION AND HARASSMENT http://guru.psu.edu/POLICIES/Ad42.html#F
Contents:
 Purpose
 Policy
 Definition
 Resolution of Discrimination Complaints
 Disciplinary Sanctions
 Cross References
PURPOSE:
To establish the University's policy prohibiting discrimination and harassment.
POLICY:
The Pennsylvania State University is committed to the policy that all persons shall have equal access to programs, facilities, admission and employment without regard to personal characteristics not related to ability, performance, or qualifications as determined by University policy or by state or federal authorities. It is the policy of the
University to maintain an academic and work environment free of discrimination, including harassment. The Pennsylvania State University prohibits discrimination, harassment against any person because of age, ancestry, color, disability or handicap, genetic information, national origin, race, religious creed, sex, sexual orientation, gender identity or veteran status and retaliation due to the reporting of discrimination or harassment. Discrimination, harassment, or retaliation against faculty, staff or students will not be tolerated at The Pennsylvania State University.
DEFINITIONS:
Discrimination is conduct of any nature that violates the policy set forth above by denying equal privileges or treatment to a particular individual because of the individual's age, ancestry, color, disability or handicap, national origin, race, religious creed, sex, sexual orientation, gender identity or veteran status.
Harassment is a form of discrimination consisting of physical or verbal conduct that (1) is directed at an individual because of the individual's age, ancestry, color, disability or handicap, genetic information, national origin, race, religious creed, sex, sexual orientation, gender identity or veteran status; and (2) is sufficiently severe or pervasive so as to substantially interfere with the individual's employment, education or access to
University programs, activities and opportunities. To constitute prohibited harassment, the conduct must be such that it detrimentally affects the individual in question and would also detrimentally affect a reasonable person under the same circumstances.
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Harassment may include, but is not limited to, verbal or physical attacks, threats, slurs or derogatory comments that meet the definition set forth above. Whether the alleged conduct constitutes prohibited harassment depends on the totality of the particular circumstances, including the nature, frequency and duration of the conduct in question, the location and context in which it occurs and the status of the individuals involved.
Retaliation encompasses actions taken by an employer against employees who oppose discrimination or participate in an investigation or proceeding involving charges of discrimination.
These definitions are not intended to deprive an individual of the right of free expression or other civil rights.
RESOLUTION OF COMPLAINTS:
The University will make every reasonable effort to promptly investigate and resolve complaints of discrimination or harassment, with due regard for fairness and the rights of both the complainant and alleged offender, and to conduct all proceedings in the most confidential manner possible.
Any member of the University community who experiences discrimination or harassment should immediately report the incident to the Affirmative Action Office, or alternatively, to the Office of Human Resources, the Division of Student Affairs, the
Office of Educational Equity or an administrator or faculty member in his or her department or unit. In all cases where the incident is not initially reported to the
Affirmative Action Office, the person receiving the complaint will contact the
Affirmative Action Office to ensure consistent responses to issues across units.
The Affirmative Action Office has primary responsibility for resolving discrimination and harassment complaints. If unsuccessful at resolving the issue, the Affirmative
Action Office may investigate to reach a formal determination on the merits of the allegations. Investigations will include notifying the alleged offender of the complaint and providing an opportunity to respond to the allegations.
If there is evidence of discrimination or harassment, the University will make every reasonable effort to ensure the discrimination and/or harassment immediately stops and does not recur. The complainant will be informed of the corrective measures taken.
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DISCIPLINARY SANCTIONS:
Disciplinary sanctions for violation of this policy, which may range from a disciplinary warning to termination or expulsion from the University, will be imposed in accordance with applicable University policies.
Retaliation constitutes a separate violation and may result in a sanction independent of the outcome of a complaint.
CROSS REFERENCES:
Other Policies in this Manual may apply, especially:
AD29 - Statement on Intolerance,
AD41 - Sexual Harassment,
HR01 - Fair Employment Practices,
HR11 - Affirmative Action in Employment at The Pennsylvania State University,
HR76 - Faculty Rights and Responsibilities, and
HR79 - Staff Grievance Procedure
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What is Cultural Competence:
Cultural competence is a developmental process that evolves over an extended period. Both individuals and organizations are at various levels of awareness, knowledge and skills along the cultural competence continuum.
(Adapted from Cross, et al., 1989)
Awareness
Attitude
Knowledge
Skills/Behaviors
Sensitizing one’s self to the world view of those from other cultures. Examination of one’s own biases and prejudices and recognizing how these might affect crosscultural interactions.
Understanding what one thinks, feels and/or believes about others.
Recognizing the origins of these values or beliefs.
Process of obtaining information about the belief system and worldview of others
Process of conducting a cultural assessment while avoiding stereotypical judgments and assumptions.
Culturally competent people are able to:
 Engage in self-reflection
 Recognize and understand their cultural beliefs, values, and biases
 Learn about and from others; open to new and differing perspectives
 Develop relationships founded with trust
 Identify areas of cultural difference across professional and inter-personal domains
 Challenge misperceptions and prejudice
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Core Cultural Values
Individualism
Equality
Polychronic Time
Meritocracy
Activity
Change, Progress, Risk Taking
Formality
Fate and Destiny
Directness (Low Context)
Collectivism
Hierarchy
Monochronic Time
Ascription
People
Stability, Tradition, Risk Aversion
Informality
Personal Efficacy
Indirectness (High Context)
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Mapping Your Cultural Orientation
Individuals demonstrate a wide range of values and preferences across a variety of cultural dimensions. Map your own cultural orientation by placing an “X” at the spot that most accurately reflects your values on each continuum below. Remember that a continuum represents an infinite number of possibilities between the two opposing ends. There are no right or wrong answers.
Monochronic…………………………………………………….…………………..Polychronic
Low Context ……………………………………………………………………... High Context
Individualistic……………………………………………………………………Collectivistic
Egalitarian…………………………………………………………………………Hierarchical
Task Focused……………………………………………………………Relationship Focused
Surfacing Differences………………………………………………..…Maintaining Harmony
Emotionally Restrained………………………………………………Emotionally Expressive
Being………………………………………………………………………………………..Doing
(Dyba, 2012)
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Intercultural Differences
Select two of the cultural values discussed that greatly impact how you work or interact with others. Consider an action or attitude that someone else might demonstrate that would cause you to believe they have a different understanding, importance, or expression of this value. How do you respond to this difference?
Value Difference Response
Example:
Time I value being on time;
When others are not on time, I interpret it as them not valuing my time.
Feelings
Annoyed
Slighted
Disrespected
Thoughts
“I wish they would hurry up!”
“S/he is always late!”
Behaviors
Make judgments
Attitude towards person is more cross.
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1. Challenge others on racial/ethnic/sexually derogatory comments?
2. Speak up when someone is humiliating another person or acting inappropriately?
3. Think about the impact of my comments and actions before I speak or act?
4. Refuse to participate in jokes that are derogatory to any group, culture or sex?
5. Refrain from repeating statements or rumors that reinforce prejudice or bias?
6. Check out reality before repeating or believing rumors or assumptions about anyone?
7. Recognize and challenge the biases that affect my own thinking?
8. Avoid using language that reinforces negative stereotypes?
9. Assume and convey the message that those different from the majority are as skilled and competent as others?
10. Get to know people from different cultures and groups as individuals?
11. Realize members of another culture have a need to socialize with and reinforce one another and connect as a group?
12. Accept and reinforce the fact that not everyone has to act or look a certain way to be successful in or valuable to my organization?
13. Take responsibility for helping new people in my organization feel welcome and accepted?
14. Include others different from myself in the informal networks and/or social events?
15. Learn about and appreciate the richness of other cultures and respect their holidays and events?
16. Ask for and attend social events in which all people are able to participate?
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17. Encourage underrepresented colleagues to speak out on their issues and concerns and treat those issues as valid?
18. Encourage underrepresented colleagues to take risks?
19. Listen to the ideas of others and give them credit, both one-on-one and in group meetings?
20. Include underrepresented colleagues in decisionmaking processes that affect them?
21. Empower underrepresented colleagues by handing over responsibility to them as often as I do to others?
22. Provide straightforward and timely feedback to those I work with?
23. Share the written and unwritten rules of my organization to those from different cultures?
24. Disregard physical characteristics when interacting with others and when making decisions about competence or ability?
25. Take responsibility for helping my organization meet legal (AA/EEO) guidelines?
26. Follow and reinforce organizational policies regarding equal treatment, including confronting others who violate those policies?
27. Consider underrepresented members, including women, for all opportunities and positions I have influence over?
28. Keep all others in the information loops, both formal and informal?
29. Help provide all employees with ample training and education to succeed in their jobs and to grow?
30. Provide formal and informal mentoring to new employees, including underrepresented colleagues, so they can “learn the ropes”?
31. Make the extra effort to help my organization retain underrepresented employees?
32. Reinforce others for behaviors that support cultural diversity?
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33. Confront organizational policies and procedures that lead to the exclusion of anyone?
34. Do all I can to help create a work environment in which all employees are respected and valued?
35. Make extra efforts to educate myself about other cultures?
36. Call, write, or in some way protest when a book, newspaper, television show, or some branch of the media perpetuates or reinforces bias or prejudice?
37. Refuse to join or remain a member of associations or groups that allow or reinforce values or practices that are racist, biased, or prejudiced?
38. Participate in volunteer or community activities that are change agent efforts?
39. Make extra efforts to get to know individuals from diverse backgrounds?
40. Say “I think that’s inappropriate,” when I think some indicated prejudice?
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Naive Offender
(0-40)
• Scores for naïve offenders vary greatly because these individuals have little concept of their impact on others.
Perpetuator
(40-79)
• These individuals recognize their biased attitudesand behaviors and subsequently reinforce the system of racism and prejudice because of their refusal to change.
Avoider (80-
119)
• These individuals recognize their biased behaviors but do not take a stand against unjust behaviors.
Change Agent
(120-139)
• These individuals feel compelled to eradicate the system of racism and oppression by challenging forms of discrimination when they occur.
Fighter
(140 - 160)
• Fighters confront various forms of racism and discrimination and are often perceived by others as annoying and antagonistic.
(Stinson, 2007)
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What are some areas that I know I understand and manage well?
What are some areas where I want or need to learn more?
What resources, people, or opportunities are available for me to address my areas for growth?
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Cross, T., Bazron, B., Dennis, K., & Isaacs, M., (1989). Towards A Culturally Competent
System of Care, Volume I. Washington, DC: Georgetown University Child
Development Center, CASSP Technical Assistance Center.
Dyba, N. (2012). Global initiatives. Retrieved from http://www.bothell.washington.edu/globalinitiatives
Gardenswartz, L., & Rowe, A. (1994). Managing diversity survival guide: A complete
collection of checklists, activities, and tips. Burr Ridge, IL: Irwin Professional
Publishing.
Stinson, K. (2007). Diversity awareness profile: Facilitator's guide. (2 ed., pp. 1-48). San
Francisco, CA: John Wiley & Sons.
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