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

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

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

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

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).

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

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

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

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

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

Ecological Systems Theory

Image courtesy of http://mshmsh26.wordpress.com/

Ecological Systems Theory

Applied model courtesy of http://www3.uakron.edu/schulze/610/lec_bronf_files/image003.jpg

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)

PVEST

• Reactive Coping Strategies Adaptive Maladaptive

• Emergent Identities Positive Negative

• Life Stage Outcomes Productive Unproductive

PVEST

The Psychology of Diversity

• Diversity The presence of difference Social diversity

• Gender• Race• Disability• Religion• Social Class• Sexual orientation• Weight

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”

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

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

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

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?

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

• The meaning that individuals make of cultural values within their personal, familial, neighborhood, and societal interactions and contexts.

Cultural Phenomenology

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

What is a Latino/a?

• Latinos can be of any race White Black Asian Indian or Indigenous Other

Core Latino Cultural Values

• Personalismo Interpersonal relationships, sensitivity

• Respeto Unquestioning deference to authority

• Parenting Latino parents (mothers) focus on the

child’s public behavior

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

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

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.

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)

Racial, Ethnic and Cultural Transmission and Acquisition of (REC) Information, Relationships, Identities, & Styles (IRIS)

cultural

ethnic

racial

Bentley, Stevenson, & Adams 2009

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

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

White Racial Identity

• Janet Helms’(1995) White Racial Identity Model: 1. Contact2. Disintegration3. Reintegration4. Pseudo Independence5. Immersion/Emersion6. Autonomy

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.

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.

Thank You!

Valerie N. Adams-Bass, PhDCornell Cooperative Extension 4-H State Program LeaderBronfenbrenner Center for Translational Research202C Beebe HallIthaca, NY 14852607.255.7958vnadams@cornell.edu