The Personal Narrative Assignment
Beginning with Ourselves In-Context: An Exploration of the
Facets of Identity
This multipart assignment will provide the foundation for the cultural diversity
course. You will write an essay, make a presentation to the class, read the essays
of your learning colleagues, engage in conversations stimulated by these
personal narratives, and finally write a reflection paper about the entire process.
Taken as a whole, this is the single most important deliverable contributing to
your learning and success in this class. For some of you it will be the most
difficult piece of work you have reflected on, completed, and shared. For those
who may have previously done similar work, it may be less challenging, but will
nonetheless hold the potential for significant continuing learning. Most of us
enrolled in or teaching a graduate course in organizational psychology have been
socialized to look to experts to validate our positions and theories, guide our
thinking, the questions we ask, and the requirements for what we accept as truth,
even conditionally. David Hunt, who first wrote about the Inside-out approach
(1987) to integrating theory and practice, claimed that the notion of beginning
with yourself would be onerous for those who have most successfully internalized
the tendency to defer to expert authority. Hunt suggested that regaining the
necessary trust in yourself and your experience is a critical step in establishing an
internal base from which to consider the Outside-in knowledge and information
that is always present in our professional lives.
Hunt’s observations about practice and the desire to be professional and expertdriven are especially true in the area of diversity, multiculturalism, and
communicating across differences. Knowing the best theories about diversity,
culture(s), intercultural communication, and so on provide no assurance that we
will be successful in our own relations with people different from ourselves.
Behaving in ways that are politically correct may reveal a level of social awareness,
but reflects little about our understanding of different others. The real work of
understanding across differences requires that we use all of ourselves in the
learning process. We need to know the theories that support the work we do
and the choices we make, but without having resolved many of our own
encounters and dilemmas regarding our own life experiences with oppression,
our ignorance, fear, or mindless blindness will stand in the way of our fully
living into our potential.
This exercise offers a unique opportunity to take a small or large step toward
greater self-understanding, including an increased awareness of your multiple
overlapping, intersecting, sometimes conflicting identities. Few places exist in
which you can explore such important issues in a relatively safe environment
amongst others who share a desire to increase their knowledge of themselves
and others. We all play a critical role in creating and maintaining a space with
the capacity to hold our authentic selves with integrity. We will discuss and
agree upon ways we can assure an environment supportive of this intention.
Of course I am afraid, because the transformation of silence into language and
action is an act of self-revelation, and that always seems fraught with danger.
Audre Lorde (1984) p. 42, Sister Outsider.
The Personal Narrative: Beginning with Ourselves In-Context: An Exploration
of our Cultural Genogram and Facets of Identity
Assignment Overview: The assignment begins with your reading two articles.
One article, “The Cultural Genogram: Key to Training Culturally Competent
Family Therapists” by Hardy and Laszloffy(1995), describes in detail an exercise
similar to the one you will complete. The authors focus on preparing culturally
competent therapists and present a strong theoretical rationale to an inside-out
learning design. The second article, by Jones and McEwen (2000), “A Conceptual
Model of Multiple Dimensions of Identity,” reviews a grounded theory research
study and the resultant extended theory of identity that acknowledges multiple
co-existing, overlapping, intersecting facets of identity. The purpose of the
articles is twofold. First, they are meant to provide you with a conceptual
background for this assignment. From an instructional perspective, as adult
learners it is important to understand why the personal narrative assignment
was chosen. Second, the content of both articles is intended to give you some
grist for the mill as you prepare to write your narrative. I will provide guidelines
to help you structure your paper, but the articles raise additional issues, some of
which may stimulate your thinking about your actual or imagined knowledge
about your ancestors, the scarcity of actual information you may have about your
heritage, and your rich or limited lived experiences with diverse others.
The Personal Narrative PART I
Introduction: Writing the opening section of the essay.
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Introduce yourself to your readers. What would you like your learning
colleagues to know about you as they read your essay and prepare to begin a
conversation with you about your life experiences and worldview? (This
might be one paragraph and not more than a page if you have a complex
background.)
Describe your cultural legacy or culture(s) of origin—at this point you should
plan on a paragraph or two. Below are suggestions that may apply to you:
o For those born in the US who descended from immigrants: Your
culture of origin refers to the major group(s) from which you have
descended that was the first generation to come to the United States.
Use discretion in deciding how many groups to include based on your
experience; you should be inclusive enough to create an accurate
picture.
o For African-American colleagues, the legacy of slavery may restrict the
ability to trace family origins back to their roots. Thus, you might
begin with your great- grandparents’ or grandparents’ generation as
the culture of origin (if you can go back further, do so).
o For international colleagues, identify your culture of origin by starting
with your great great-grandparents’ generation (or further back if
possible). Identify the country of their birth to arrive at the group(s)
that comprises your culture of origin. If you think it is appropriate,
feel free to consider racial and ethnic make-up in the identification of
cultural origins.
o For colleagues who were adopted or raised in multiple homes or
facilities, you have some options. You may use the culture of origin of
the family of upbringing, or for those raised in various homes, the
culture of origin of the household to which you felt most connected. In
either case, if you have experience or information about your family of
origin (i.e., birth family), you may also choose to use their culture as
your culture of origin.
o Honor the complexity of your background, even if you need to amend
the guidelines slightly. This exercise is about your learning, so make
sure it works for you and reflects the heritage with which you identify,
even if the way you represent it looks different than how you think it
should look.
The Personal Narrative PART 11
Developing the Cultural Genogram: Identifying the Organizing Principles of
your Culture(s) of Origin.
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Hardy and Laszloffy advise you to specify the primary organizing principles
of your cultures of origin. They explain that, “organizing principles are
fundamental constructs which shape perceptions, beliefs, and behaviors of
members of a group. They are basic structures upon which all other aspects
of a culture are predicated” (p. 229). These constructs will provide a
framework for your cultural genogram paper and presentation.
Hardy and Laszloffy suggest thinking about issues of pride/shame to lead
you to the organizing principles of a given culture, punctuating behaviors as
negative or positive. In their article, they suggest that fear of persecution and
educational achievement are two organizing principles of Jewish people.
Personal knowledge, interviews, reference materials, movies, or books all
potentially shed light on the most salient organizing principles of a cultural
group.
The next step is to list all of the organizing principles (pride/shame issues)
and create a symbol for each one. You may find that some of the principles
are closely related and can be combined into one slightly broader principle.
The Hardy and Laszloffy article provides more details and description about
how your genogram might look. You can design your cultural genogram on
a computer using graphics or using some other medium such as a piece of
chart paper. It does not need to be elaborate, just easy to see and read. If you
are so inclined, you can make it more than two-dimensional. Assign colors or
patterns to each cultural group and include a legend or key, making the
symbols, and colors or patterns easy to understand. Your use of color or
patterns should, for example, make an intercultural marriage visually
identifiable. You do not need to strictly follow the model in the article, but
your representation should effectively depict your cultural origins. Once you
have used the symbols, colors, and patterns to create your picture, this will
serve as an outline for your paper and a talking point for your presentation.
When you have completed Part II, you should have an artifact that represents
your cultural genogram. It should illustrate your culture(s) of origin, and the
organizing principles of the culture(s). You should also have thought
seriously about the culture(s) and organizing principles and have notes from
which to begin developing and writing the next section.
The Personal Narrative PART III
Investigating your Culture(s) of Origin and the Organizing Principles of Those
Cultures: Writing the Body of the Narrative.
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At this point you should be writing a section of the essay that provides an
overview of your cultural genogram: a concise yet detailed follow-on to your
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introduction explaining your cultural genogram. Begin with a high level
overview. How have you organized your cultural genogram, and why?
How did you arrive at the primary organizing principles for each of the
cultures of origin (if you had more than one)? Was it easy? Obvious?
Difficult? Why or why not? (One paragraph may be sufficient, more if
necessary; say enough to communicate fully.)
The next section of your paper should address most or all of the following
questions which are partially adapted from the Hardy and Laszloffy article
(p. 232). It will probably be easiest if you create a section for each of your
cultures of origin, if you have more than one. Within each culture, you may
want to create additional sub-sections as needed in response to specific
questions. (At certain points, you might also want to acknowledge differences
between different strands of your family in regard to one particular
organizing principle). Questions to consider about each cultural group
include:
1. Unless you are Native American or an international colleague residing
in the US on a temporary basis, under what conditions did you or your
family (descendants) enter the US (immigrant, political refugee, slave,
undocumented alien, and so on)?
2. What were/are the group’s experiences with oppression? Provide one
or more key examples? Were or are there any markers of oppression?
3. What issues divide members within this group? Are there sources of
intragroup conflict?
4. Is/are there a dominant religion among members of this group? What
role does religion play in the identity of the group? In the everyday
lives of the members of the group?
5. Does spirituality play a significant role in the identity of this group or
the lives of the group members that is different than the role of
religion?
6. Does regionality and geography play a role in the group?
7. How are gender/sex roles defined within the group? How is sexual
orientation regarded?
8. What significance does race, skin color, hair, or other facial or bodily
features play within the group?
9. What prejudices or stereotypes does this group have about itself? (i.e.,
how does this group see itself?)
10. What prejudices or stereotypes do other groups have about this group?
11. What prejudices or stereotypes does this group have about other
groups? (Be as specific as you can.)
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12. How are names given, assigned, or acquired among group members?
Are there rules, rituals, or traditions governing names and naming?
Can one discern anything about a person by hearing his or her name?
13. How is social class defined by this group? Does this group identify
itself in terms of social class?
14. How is family defined? What is the importance of family?
15. What occupational roles were valued and devalued by the group?
16. How have the organizing principles of this group shaped your family?
Are there specific ways these organizing principles have manifested in
your family system? What effect have they had on you?
17. How might some of the organizing principles of this group influence
your attitudes toward individuals or groups from similar and
dissimilar cultural backgrounds that you might encounter in your
professional life?
18. If more than one group comprises your culture of origin, how were the
differences between these cultures negotiated in your family? Were
there intergenerational consequences? How has this affected you
personally and how might it carry over to professional relationships,
particularly when notable cultural differences exist?
If a particular question doesn’t seem relevant, skip it. If other questions come to
mind that you want to answer, please do so. Also feel free to respond to other
questions from the article that I may not have included on the above list. Include
specific examples whenever possible. Don’t avoid acknowledging cases in which
you find that inconsistency exists within the culture you are describing. You
may conclude that in a particular culture, family is a tightly closed system that is
difficult for outsiders to enter, even through marriage. At the same time, you
think of one or two instances that contradict this general tendency. Report this
anomaly, which in fact may remain a mystery to you. On the other hand, as you
reflect, you may be led to a possible explanation for the exceptions, and might
gain new insight into the culture you are exploring.
The length of this part of the paper will vary. Try to reflect deeply before you
write, make notes to yourself, and this may help you stay organized and keep the
length manageable. Writing is a way of thinking and going more deeply into
oneself for some people, so trust your own process of getting the words on
paper. Editing is yet another skill, equally valuable. Do not edit out sections or
examples that feel important to you, even if you are expressing your lack of
certainty, reporting conflicting information, or your own personal frustration
and confusion. You are expected to unearth confounding questions filled with
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ambiguity. If all of the answers were simple, it wouldn’t be worth spending time
on such an activity at this point in your education.
This section of the paper should close with a summation of the genogram, having
described and explored your culture(s) of origin and the major organizing
principles. Conclude with your reflections about how the impact of your
culture(s) of origin is likely to influence your relationships and professional
practice.
The Personal Narrative PART IV
Exploring Your First-Hand Experiences of Diversity and Oppression: Writing
Your Own Life Experiences
Section A:
 You are now ready to focus your attention on the immediate past and the
present and your encounters with commonalities and differences centered
around race, ethnicity, culture, class, gender/sex, sexual orientation, religion,
disability, and every other facet of identity. In this section of the paper,
respond to the following:
1. Describe situations in which you recall being oppressed or
discriminated against: also recall times that you were the oppressor.
 Describe the relevant experiences. Include the emotional as
well as the intellectual and cognitive details of the situations.
 Discuss your interpretation and response to the events.
2. Describe situations in which you have experienced privilege—
advantage or favor in a situation not based upon your own merit, but
on a relevant social characteristic.
 Tell the story of the experience.
 Discuss your interpretation and response to the events.
3. Describe and analyze those experiences that have shaped your attitude
toward those who have been oppressed and/or discriminated against.
Have these experiences shaped your willingness to become an
advocate for change?
4. Have you inherited particular biases, prejudices, or stereotypes about
groups of people from family, friends, or reference groups during your
life (childhood, through group memberships, from the media, e.g.)?
Do you have a story of having changed one of these pre-conceived
notions or stereotypes? If so, describe it and analyze how this change
in your thinking occurred.
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In this section of the paper, try to address each of the four points above
thoroughly and thoughtfully. Include details, thoughts, and feelings. Pick
specific, representative examples and provide adequate context to convey
your experiences. Think like a storyteller. You will probably write at least
three to four pages.
Section B:
 Having completed the cultural genogram, based on the Jones & McEwen
article, rank your multiple identities in the order of their salience to your life
currently. In the article, the authors use the categories race, gender, class,
culture, sexual orientation, and religion. You can add to the list, and you can
even use the model on p. 409 of the article to demonstrate your analysis of the
relative importance of the dimensions of identity in your own life. Be as
creative as you like, but use the theoretical basis of the article and apply it to
your own life. How do the facets of your identity interact? Are any of the
dimensions of your identity in conflict or unresolved? Are there aspects of
your identity that are not entirely clear to you or that you feel a need for
further development? Do you think that you would have completed this part
of the assignment, mapping the multiple facets of your identity, differently
before working on your cultural genogram? Here you will probably write at
least two to three pages.
Synthesis and Integration
PART V
This reflection paper is due at the first class following the last presentation of a
cultural genogram by a learning colleague. Please respond to the following in
about three pages:
This assignment is to write a retrospective reflection about the process of
completing the cultural genogram, including the section on your experiences
with diversity and oppression, and the group presentations and conversations
about the genograms. I would like you to recall the experience of the various
steps in the assignment, remembering various challenging moments or choicepoints along the way. What were your expectations at particular times? Were
they met? How? Were you disappointed? When? When (if ever) did you feel
anxious? What seemed to be precipitating the anxiety? When did it subside (if it
did)? Be specific? What parts of the writing did you find most difficult?
Describe one or more critical incidents or moments in completing the
assignment. Is there something you would do differently if you could? What?
Explain.
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The purpose of this reflection assignment is to encourage you to integrate your
experience and thinking to maximize learning. Please cite specific moments from
different times during the process and describe how you were reacting to the
work you were undertaking—whether you were embracing it or resisting it.
Paying attention to how we respond to new information, tasks, and challenges is
always an opportunity for personal growth and expanded self-knowledge. It can
also help us better understand how we learn.
Did you have a response to one of your colleague’s genogram presentations that
really opened your eyes about a new way of seeing something? Describe that
experience and try to make sense of what it was that enabled you to see things
differently.
When you were thinking about the question on social class as you prepared to
write your essay, did you realize for the first time that you had never really had a
discussion about social class with your family when you were growing up?
Write about how that felt and what you thought about why no one talked about
class in your family.
These are the kinds of significant emotional events or moments that can lead to
important learning. Write about the things that stand out for you. (If you can’t
think of anything that stands out for you—write about that  )
This assignment is due on [ fill in due date ]. Send the paper
electronically to the professor and your learning colleagues no later
than [ fill in ]. If your genogram can be easily sent electronically,
include it in the distribution. If not, save it to share when you present
your paper and genogram to the group.
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Overall guidelines for this assignment:
1. You are free to decide what you choose to include in your essay and
share with the learning community. Every effort will be made to create
a psychologically safe environment that is supportive of everyone and
promotes respect. We will do this collaboratively. You will not be
judged or graded by the instructor based on your level or depth of selfdisclosure.
2. You are encouraged to participate fully and to take some risks after
careful consideration.
3. Organize your paper into sections. Use the headings and sub-headings
provided in the assignment, but feel free to add as many sub-headings
as you want. In this kind of paper, it’s easy to get lost in the topic
(ourselves), and dividing the paper into more parts) is often very
helpful.
4. You are not required to use outside sources to complete the paper, in
fact I actually discourage it. Conversations or interviews with cultural
informants who may be acquaintances or relatives are encouraged, and
if you are genuinely motivated to seek out additional information about
your cultural heritage, please do so. In any case, be sure not to allow
information sources to dominant your paper as it will greatly distract
from the primary learning objective of self-exploration.
5. APA format is preferred, if you already know it. This is not a scholarly
paper and I do not require strict adherence to APA style. I do expect
the paper to have standard margins, be double-spaced, 12 point font, be
well edited, proofread, spellchecked, and presented in a format that is
easy to read. Some sections may use bullets, numbered lists, or
drawings, but there should be some narrative sections as well (don’t
turn in just a long outline). There will be no bonus points for extra long
papers; try to avoid excess and don’t make the paper any longer than
needed to make your very important points. Contact me if you get
worried that the length is excessive, or alternatively, that you have too
little to say.
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References
Hardy, K & Laszloffy, T.A. (1995). The cultural genogram: Key to training
culturally competent family therapists. Journal of Marital and Family
Therapy, (21)3, 227-237.
Jones, S.R. & McEwen, M.K. (2000). A conceptual model of multiple
dimensions of identity. Journal of College Student Development, 41, 404414.
Acknowledgements
I’d like to express gratitude to two of my colleagues for their contributions to
the creation of this assignment. First to Suzy Comerford, Associate Dean for
Academic Affairs and Research, College of Education and Social Sciences at
the University of Vermont for sharing the Hardy & Laszloffy article and her
experiences using the cultural genogram assignment with her classes. Her
modifications to the original design, including the incorporation of first-hand
life experiences into the assignment, were extremely useful. Second, many
thanks to Guisela Chupina, Assistant Professor in the School of Education
(HSOE) at Alliant International University in San Francisco, for providing the
Jones & McEwen article and her excellent self-analysis assignment based on
the article. A modified version of that assignment has been integrated into
the cultural genogram paper, providing a complementary enhancement. I am
blessed to know and have the opportunity to collaborate with such creative
educators.
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