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Introduction

Multiculturalism Awareness Quiz

Multiculturalism

Understanding Your Own Cultural

Multicultural Perspectives

Discussion 1

Disability, Multicultural, and Diversity Facts

Socializing Agents

Sources of Cultural Identity

Discussion 2

Theoretical Perspectives About Disability

Models

Discussion 3

Postsecondary Education

Common Questions

Discussion 4

References

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Introduction Disability, Multiculturalism and Diversity

Cultural Diversity

This curricula is intended to provide information to assist faculty in working successfully with a diverse student body.

Multiculturalism


Postsecondary Education References

Colored handprints Colored handprints

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While there is increasing attention at many universities to cultural diversity in general, disability is often overlooked.

Many students with disabilities have multiple cultural identities. The combination of disability and multiple cultural identities can impact success in postsecondary education.

Diversity in postsecondary education has expanded over the past two decades creating a need for colleges and universities to reassess traditional instructional strategies to better meet the needs of all students.

(Newby, 2005; Scott, McGuire, & Shaw, 2003). As reported in the Chronicle of Higher Education (2008).

Introduction

A smiling globe sitting on a wheelchair

A girl with Down syndrome working on a computer

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I deleted the first part of this paragraph - makes it sound like there is no need for modification.


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Goals

Goals

To share information

about cultural diversity,

multiculturalism, and disability in postsecondary

education.

To provide examples of multicultural

perspectives.

To discuss disability culture.

To explore the interconnection

between cultural

diversity and disability.

To offer insight for facilitating

postsecondary success for

students from diverse

backgrounds both with and

without disabilities.

To provide tools and

exercises for exploring cultural

perspectives, ideas and

viewpoints.

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ObjectivesTo understand

culture and cultural

components.

To discover how culture is key to the

concepts of multiculturalism and

diversity.

To recognize how disability is a part of

cultural diversity.

To understand multiculturalism as it relates to students with disabilities in

postsecondary education.

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Objectives


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Students of minority status

Students reporting a disability

Students attending part-time

35.35%

11.3%

45.3%

Students aged 25 to 34

21.5%

Students over the age of 34

18.4%

The combination of disability and multiple cultural identities can impact success in postsecondary education.

Many students with disabilities have multiple cultural identities.

Graphic of a colored pie chart.

Statistics About Postsecondary Participation

Fast Facts

6The Chronicle of Higher Education. (2008). Almanac, 2008-9, 1, 3-35


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Take this quiz to test yourself on your awareness of

multiculturalism.

http://portal.coe.hawaii.edu/survey.php?survey=775

Graphic of a man looking at a test

Click Here

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Multicultural-Awareness Quiz


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Cultural Diversity

This curricula is intended to provide information to assist faculty in working successfully with a diverse student

body.

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Multiculturalism





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To introduce the concept of

cultural diversity and

multiculturalism

To share different

components, functions and purposes of

culture

Goals

To learn how multiple cultural identities create multiculturalism

To understand diverse cultural

dynamics

LearningObjectives

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What is Multiculturalism?


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More than one identity based on different cultural groups of which one may be a member.

"A system of knowledge, of standards for perceiving, believing, evaluating and acting that serve to relate human communities to their environmental settings (Allaire and Firsirotu 1984).”Retrieved from National Defense Universityhttp://www.au.af.mil/au/awc/awcgate/ndu/strat-ldr-dm/pt4ch16.html

Diversity

“The fact or quality of being diverse.” http://dictionary.reference.com/browse/diversity

Cultural Diversity

“The coexistence of different ethnic, gender, racial, [disability] and socioeconomic groups within one social unit.”http://dictionary.reference.com/browse/Cultural+Diversity

Multiculturalism

Systems

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Definitions

Values"A person's principles or standards of behavior; one's judgment of what is important in life.” http://www.oxforddictionaries.com/definition/value


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“Culture as an integrated pattern of human behavior that includes thoughts, communications, languages, practices, beliefs, values, customs, courtesies, rituals, manners of interacting and roles, relationships and expected behaviors of a racial, ethnic, religious or social group; and the ability to transmit the above to succeeding generations.” Goode, T., Sockalingam, S., Bronheim, S., Brown, M., and Jones, W. (2000). A planner's guide: Infusing principles, content and themes related to cultural and linguistic competence into meetings and conferences. Washington, DC: National Center for Cultural Competence. Retrieved March 14, 2011, from http://www.nclrc.org/essentials/culture/cuindex.htm

“Behavioral scripts are a sequence of expected behaviors for a given setting” (such as in business, in a classroom, or in a restaurant).Behavioral scripts. In Wikipedia. Retrieved March14,2011. from http://en.wikipedia.org/wiki/Behavioral_script

Integrated Patterns

Scripts

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Definitions

Normative Codes

“Ways of behaving such as food practices, religious practices, child-rearing practices”

Sotnik, P., & Jezewski, M. A. (2005). Culture and Disability Services. In J. H. Stone (Ed.), Culture and disability: Providing culturally competent services (p. 21). Thousand Oaks, CA: Sage Publications


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Picture of a man using a wheelchair next to a mud hut in a rural area

A person can feel racially or culturally oppressed in society, an individual can feel oppressed by how they are treated because of a disability.

Multicultural individuals with disabilities may feel oppressed by social views of their culture and of their disability. Disability and cultural displacement can be oppressive forces.

What Is Multiple Oppression?

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The cultural values one holds and the way an individual sees themselves affects how they develop their cultural identity.

Western societies tend to view the world from a more individualistic perspective, while Eastern societies view the world from a more collectivistic perspective.

However, most societies do not completely fit the Eastern or Western identity paradigms, and most cultures are a complex mix of collectivistic and individualistic values.

This picture is divided in half. The left shows a figure by himself and the other half shows six figures holding each other hands

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Understanding Your Own Cultural Perspective

To understand how cultural characteristics impact others a person must understand their own cultural perspective.


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Independence

Individual Rights

True to own values and beliefs

Self-sufficiency

Continually improve practices

Continuum of Values

Obligation to others

Rely on groups

Adhere to traditional values

Maintain traditional practices

Interdependence

Collectivistic (Eastern) Individualistic (Western)

14Leake. (2009, January). Overview of Western vs. Non-Western Conceptions. A lecture at DIS 681. University of Hawaii at Manoa. Honolulu, HI



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Pursue individual goals/interests

Individual achievement

Self determination/individual choice

Competition between individuals

Shame/guilt due to individual failure

Continuum of Values Cont.

Group achievement

Competition between groups

Group/hierarchical decision making

Shame/guilt due to failing group

Fulfill roles within groups

Collectivistic (Eastern) Individualistic (Western)


Leake. (2009, January). Overview of Western vs. Non-Western Conceptions. A lecture at DIS 681. University of Hawaii at Manoa. Honolulu, HI


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Cultural Identity Bubble Map

Example People have many identities or “distinguishing characteristics” such as a “person with a disability, ” “Native Hawaiian,” or “gay/ lesbian.” Some people may identify with one characteristic more than another.

The “Cultural Identity Bubble Map Example” is an example of an Identity Map, followed by a Blank Cultural Map Template for you to create your own Cultural Identity Bubble Map.

The map places the person, you in this case, in the bubble at the center, with bubbles listing various aspects of your identity radiating to the center. Go to next page for activity.

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Example

Melissa Sweet

Mother/ Daughter/

Sister

Black/ America/ Creole/

Southern

Disabled/Student/ Widow

Business Owner/

Christian/ Spiritual


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Here is a template for you to create your own Cultural Identity Bubble Map.

YOU

You are inthe bubble at the

center, with bubbles listing various

aspects of your identity radiating to

the center.

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Creating Your Own Cultural Identity Bubble Map

Children from different cultures wearing different colors


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Girl sitting and thinking with her head in her hand.

1. What are three components of Culture I learned?2. What did I learn about myself from completing the Bubble Map?3. What other cultures am I aware of that haven’t been mentioned yet?4. Do I consider myself to be Multicultural? Why or why not?5. Reflecting on the table ‘Continuum of Values,’ would I consider myself more individualistic or collectivist? How can I explain this?

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Discussion 1


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Multiculturalism


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“The multicultural perspective seeks to provide a conceptual framework that recognizes the complex diversity of a plural society while, at the same time, suggesting bridges of shared concern that bind culturally different persons to one another.” (Pedersen, 1991, p. 7)

Goals

To explore different ways people acquire

identity.

To discuss how disability plays a role in

identity construction.

Objectives

To understand how disability

fits into multiculturalism and diversity.

To see how different agents

transmit culture and sources of

cultural identity.

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Disability, Multiculturalism, and Diversity


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People may identify with multiple cultures. Characteristics identified with a culture, such as food, language, or religion; often contribute to a person’s identity. Disability may be one component of a person’s cultural identity.

Disability often unites individuals into a cultural group even though members of the group may not share similar racial or linguistic backgrounds. Labeling oneself as disabled, or being labeled disabled can be part of identity along with other identifiable characteristics like ethnic or religious identity.

Fact 1

Fact 2

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Did You Ever Consider the Fact?


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Facts: Continued…

Fact 3

Fact 4

When disability is perceived as part of cultural identity it can become a cultural component, which expands diversity and becomes a part of multiculturalism.

Disability is likely not to be someone’s sole identity, but it might be a stronger cultural identity than other individual cultural components. At the same time, because many cultures devalue disability, other individuals may not identify having a disability as part of their overall identity.


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School

Church

Community

Neighborhood

Peer Group

Electronic M

edia

Family

Print Media

The A

rtsS

ports

TheIndividua

l

“Socializing agents,” may strongly influence individual identity. For some people, for instance, religion plays the biggest role, for others their position within the family may have a huge impact. Since we are all different, we all respond differently to various socializing agents.

Cushner, McClelland, & Safford (1996), Human Diversity in Education: An Integrative Approach, p. 66

A circle with the individual at the center and socializing agents, such as family, church, sports radiating out.

Workplace

Technology

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Socializing Agents


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The Individual

RaceEthnicity/

Nationality

Social Class

Sex/

Gender

Health

AgeGeographic

Region

Sexuality

Religion

Social Status

Language

Ability/

Disability

Multiple circles that indicate twelve sources of cultural identity

Cushner, McClelland, & Safford (1996), Human Diversity in Education: An Integrative Approach, p. 75.

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Discussion 2

1. Name three socializing agents that transmit culture.

2. What are three sources of your cultural identity. Which of the three has the most influence on your individual identity?

3. What is your personal definition of disability? How was it developed?

4. Do you believe ability/ disability is a part of your identity? Why or why not?


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Multiculturalism

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Considering cultural diversity and multiculturalism includes multiple ways of looking at disabilities. Various cultures, religions, and generations view disabilities in unique ways. Several models that have been used to describe people with disabilities and their place in society are presented in this section.

Goals

To consider that there are different ways of approaching

disability.

To examine three of the

different theories of disability.

Objectives

To understand differences in the ways that people look at disability and its impact on disability policy and practice.

To understand differences in the ways that people with disabilities

look at themselves and

its impact on policy and practice.

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Models

Social

Disability Culture &Pride

Medical

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Three Models That Impact How People View Disability


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Social

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The Medical Model


Models

Social


Medical


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ModelsThe individual is the

Problem

A doctor in her lab coat with the stethoscope around hershoulder

Two Professionals writing notes

Models

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Disability expertise is primarily controlled through the medical profession…

…and professionals working in specialized fields.

Medical

A child holding his head in his hands


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The medical model has served the purpose of identifying and assisting persons with disabilities, and has created a network of policies and services that protect and support people with disabilities.

As individuals with disabilities have rebelled against the medical model, other models have been developed, often by individuals with disabilities.

A picture of a doctor with a stethoscope

A picture of a wheelchair racer

The Medical Model’s focus on a cure is seen by many people with disabilities as harmful because it ignores the social, physical, educational, and employment barriers faced on a daily basis by most people with disabilities.

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Models

ModelsMedical


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Models


Medical

Social

The Social Model


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Models

The Social Model of disability suggests that society and the environment contribute to and define disability.

A picture of stairs

A person who is blind using Braille.

Two professionals shaking hands

Different technology devices connected to the globe

Two people talking to each other

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ModelsSocial


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Models

In schools, many print texts are not accessible to those with visual or learning disabilities, even though alternative formats to print such as Braille and auditory recordings are readily available.

Many buildings are not accessible to people who use wheelchairs. Thus it is poor building design, and not the individual who uses a wheelchair, that disables wheelchair-users.

A graphic of stairs

Eye glasses on top of pile of old books

The Social model presumes that since the “problem” of disability lies with society and the environment, so society and the environment must change to accommodate the needs of individuals with disabilities.

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ModelsSocial


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Social


Models

Social


Medical

Disability Culture & Pride Model


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In response to the political, cultural and historical experiences that have led todiscrimination against people with disabilities, disability rights advocates in the late twentieth century developed the Disability Culture & Pride Model. This model emphasizes pride and a positive disability identity.

Overview

Dance performance with three women raising their hands and radiating out from a woman using a wheelchair.

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Models

Models Disability Culture &

Pride


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Models

“People with disabilities have forged a group identity. We share a common history of oppression and a common bond of resilience. We generate art, music, literature, and other expressions of our lives and our culture, infused from our experience of disability. Most importantly, we are proud of ourselves as people with disabilities. We claim our disabilities with pride as part of our identity. We are who we are: we are people with disabilities.”

What Is Disability Culture?

Dance performance where a man using a wheelchair is holding a woman in a gymnastics movement.

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Disability Culture &

Pride

Brown, S. E. (2003). Movie stars and sensuous scars: Essays on the journey from disability shame to disability pride. pp. 80-81. Lincoln, NE: iUniverse, Inc.


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Discussion 3

1. Which of these models of Disability is most practical to you? Which model is most appealing?

2. Which of these models of Disability do you think is most widely used? Why?

3. Is there another model you would add? If so, what would it be and how

would you explain it?


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Multiculturalism


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Goals

To discuss postsecondary education and students with disabilities.

To explore the

significance of colleges

and universities

on the lives of students with disabilities.

Objectives

To learn more about disability rights laws

such as the Individuals with

Disabilities Education Act

(IDEA), Section 504 of the Rehabilitation

Act, and the Americans with Disabilities Act

(ADA).

To learn more about barriers and supports

in the university system for

students with disabilities.

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Students with Disabilities in Postsecondary Education


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1. How are accommodations in college different from the services provided to students with disabilities in high school?

The law that governs access to primary and secondary education for children with disabilities, the Individuals with Disabilities Education Improvement Act of 2004 (formerly the Individuals with Disabilities Education Act or IDEA, which is still used to describe this Act) requires that educational institutions identify students with disabilities and provide them with specific services and modifications.

This differs from the civil rights laws that govern access to postsecondary education for adults with disabilities, Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA), which require students to self-identify as having a disability and negotiate their individual accommodations.

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Common Questions About Postsecondary Students with Disabilities


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In order to receive supports and accommodations in the postsecondary classroom, a student with a disability has to become a strong self-advocate who must first choose whether they want to disclose their disability. The process of identification and accommodation negotiation can be extremely difficult and intimidating, especially if a student does not have prior experience advocating for themselves or is not aware of the postsecondary support provision process.

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2. Who is responsible for identifying whether or not a student has a disability?


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Many college students choose not to disclose their disability or ask for accommodations because they want to try and “make it own their own” or because they fear that disclosure of a disability will cause faculty to view them as incompetent.

Despite the difficulty that self-disclosure sometimes presents, neither representatives of the postsecondary institution nor faculty members can legally ask a student if they have a disability. This is considered confidential information that is treated with the same caution as medical information.

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3. Why would a student choose not to disclose their disability?

4. Who can disclose a student’s disability?


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A hidden or invisible disability is one that typically cannot be seen by the casual observer, such as Learning Disabilities (LD), emotional and psychiatric disabilities, or Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder (ADD/ADHD).

AIDS

Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder (ADD/ADHD)

Autism Spectrum Disorder

Cancer

Chronic Fatigue SyndromeDiabetes

Epilepsy

Hypertension

Learning DisabilitiesLupus

Multiple Chemical Sensitivities/Environmental Illness

Psychiatric Disability

Traumatic Brain Injury (TBI)

5. What is a “hidden disability”?

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Some examples of disabilities that are often hidden or invisible are below:


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Students attending postsecondary institutions who seek services from a Disability Student Services office must provide some kind of proof of their disability. This is referred to as “documenting your disability.” Documentation often requires the student to seek verification from a medical doctor or other professional at their own expense.

6. What is a “ documented disability”?

A stethoscope on a medical report45



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1. What are the principle differences between IDEA and ADA?

2. Is it legal or appropriate to ask a student about their disability?

3. What can you do to assist a student with a disability to succeed? Would you do anything differently for a multicultural student with a disability?

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Discussion 4



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• Americans with Disabilities Act of 1990, as amended. Retrieved from http://www.ada.gov/pubs/adastatute08.htm

• Behavioral scripts (n.d.). In Wikipedia. Retrieved March14,2011. from http://en.wikipedia.org/wiki/Behavioral_script

• Brown, S. E. (2003). Movie stars and sensuous scars: Essays on the journey from disability shame to disability pride. Lincoln, NE: iUniverse, Inc.

• Center on Disability Studies. (2007-2008) Hidden disabilities. Retrieved from http://www.ist.hawaii.edu/training/hiddendisabilities/

• Cushner, K., McClelland, A., and Safford, P. (1996). Human diversity in education: An integrative approach. New York: McGraw-Hill

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References


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• Goode, T., Sockalingam, S., Bronheim, S., Brown, M., and Jones, W. (2000). A planner's guide: Infusing principles, content and themes related to cultural and linguistic competence into meetings and conferences. Washington, DC: National Center for Cultural Competence. Retrieved from http://www.nclrc.org/essentials/culture/cuindex.htm

• Individuals with Disabilities Education Improvement Act of 2004. Public Law 108-446. Retrieved from

http://frwebgate.access.gpo.gov/cgibin/getdoc.cgi?dbname=108_cong_public_laws&docid=f:publ446.108

• Leake, D. (2009, January). Overview of Western vs. Non-Western Conceptions. A lecture at DIS 681. University of Hawaii at Manoa. Honolulu. HI

• Newby, W. (2005). Voices from the classroom. Publications of the Modern Language Association of America, 120, 598-602.

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References


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• Pedersen, D. B. (1991). Multiculturalism as a generic approach to counseling. Journal of Counseling and Development, 70, 6-11.

• Scott, S., McGuire, J., & Shaw, S. (2003). Universal design for instruction: A new paradigm for adult instruction in postsecondary

education. Remedial and Special Education, 24, 369-379.

• Stonik, P. and Jezewski, M. (2005). Culture and the disability services. In J. Stone (Ed), Culture and disability : providing culturally

competent services (p.21). California: SAGE

• The Chronicle of Higher Education. (2008). Almanac, 2008-9, 1, 3-35.

• Values. (2011). Oxford Dictionaries. Retrieved March 14, 2011, from http://www.oxforddictionaries.com/definition/value

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Project Coordinators

Steven E. Brown, [email protected]

Megan Conway, [email protected]

Project CoordinatorsTeaching all Students, Reaching all Learners

Website address: www.ist.hawaii.edu

A picture of Dr. Steven Brown

A picture of Dr. Megan Conway

For More Information, Contact:

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