Understanding and Experiencing Diversity Vocabulary

Chapter 8: Understanding and Experiencing Diversity: An Introduction

Case Study: Sophia's Experience

• Sophia, a first-semester freshman, moves from a rural mountain community across the country to attend college.
• She experiences anxiety due to exposure to unfamiliar ideas and behaviors.
• Raised in a culturally homogeneous environment, she struggles to feel comfortable around people who seem "abnormal" to her.
• Sophia feels out of place and considers returning home.

Questions:

1. Personal experiences compared to Sophia's.
2. Advice for Sophia to understand her experience.

Chapter Overview

• The chapter aims to provide an overview of diversity-related topics and emphasize the importance of sociocultural influences on personal experiences.
• Chapter 8.1: Explores the meaning of diversity and key terms like culture, ethnicity, race, gender, and spirituality.
• Chapter 8.2: Examines barriers to an open and just society, including prejudice, discrimination, oppression, and privilege.
• The chapter concludes by identifying the benefits of expanding social identity.
• A case study is provided and expanded upon with reflective questions.
• The chapter aims to build a foundation of knowledge to promote critical thinking and effective relationships.

Chapter Objectives

• Define diversity and inclusivity, describing their implications.
• Define culture, describing its implications in terms of heritage and identity.
• Identify the difference between race and ethnicity.
• Define gender, describing its implications in terms of gender roles and gender identity.
• Define spirituality and differentiate it from religion.
• Define prejudice and discrimination and describe their relationship to stereotyping and in-group socialization.
• Identify the benefits of expanding personal identity and its influence on thinking, interacting, and experiencing the world.
• Describe the personal and social benefits of experiencing diversity.

8.1 Understanding the Meaning and Forms of Diversity

Objectives Covered

• Define diversity and its implications for inclusivity.
• Define culture and its implications for heritage and identity.
• Identify the difference between race and ethnicity.
• Define gender and its implications for gender roles and identity.
• Define spirituality and differentiate it from religion.

What is Diversity?

• Diversity means difference or variety.
• It includes a range of human differences:
  • Race
  • Ethnicity
  • Gender
  • Gender identity
  • Sexual orientation
  • Age
  • Social class
  • Physical ability
  • Religious/ethical values
  • National origin
  • Political beliefs
• Diversity involves examining individual experiences within a context of various peoples of different backgrounds (Valadez, 2018).
• It celebrates pluralism, the coexistence of different experiences and viewpoints.
• Inclusivity means actively welcoming diversity beyond mere coexistence (Banks, 2015).
• It represents the active embrace of human differences to create a supportive and respectful social environment.

Evolutionary Perspective

• Humans have an instinctual drive to fear unfamiliar people and situations (Buss, 2015).
• This fear is observed in stranger anxiety (infancy) and separation anxiety (toddlerhood).
• An instinctual fear response ensures physical safety.
• Fear, distrust, and uncertainty were evolutionarily adaptive responses in a dangerous ancestral environment (Buss, 2015; LeDoux, 2014).
• Fearful reactions to loud noises and heights are still reasonable.
• However, some fears become irrationally overgeneralized (LeDoux, 2014).
• Example: The odds of dying from a snake bite in the United States is about 1 in 50 million, while dying in a car accident is about 1 in 100.
• Many people have snake phobias but drive recklessly.
• People no longer exist in the ancestral environment, and advancement results from sociohistorical factors (Cronk, 2019).
• The innate tendency to fear strangers is suitable for infants and young children.
• However, fear of other people and groups persists among adults.
• This evolutionary vestige is explainable in theory but unreasonable in practice.
• It's important to explore how and why such responses persist in discrimination, marginalization, and oppression.
• Diversity calls for a thoughtful examination of how human differences might be celebrated and embraced.

Diversity and Breaking Down Barriers

• Diversity plays a key role in breaking down stereotypes and stigmas.
• It promotes treating those who are different with respect.
• It helps remove unconscious prejudice between groups with different backgrounds (New & Merry, 2014, p. 206).
• Learning with and from each other when young fosters mutual respect and cooperation throughout life.

What is Culture?

• Culture is the shared values, traditions, knowledge, beliefs, language, symbols, behaviors, and forms of artistic expression among groups of people (Cuseo et al., 2010).
• Humans are social creatures, so culture represents collective social norms and viewpoints.
• It preserves a certain way of life (Cronk, 2019).
• Cultural communities reflect "the myriad ways of people to preserve society and meet a range of human needs" (Robinson-Wood, 2017, p. 50).
• Culture informs self-concept and sense of social belonging.
• Culture is neither singular nor static (Eller, 2015).
• People participate in many different communities.
• Exposure to different cultural expectations occurs in new environments.
• In the case study, Sophia struggles with adapting to new cultural experiences.
• Heritage is an integral part of cultural identity.
• Culture is not static, and cultural identity can change over time.
• New experiences lead to adopting new and more complex values, attitudes, and beliefs (Eller, 2015).

What is the Difference Between Ethnicity and Race?

• Ethnicity refers to identification with the cultural heritage of a group of people who share a common ancestry, language, religion, society, or nation (Woolfolk, 2011).
• Ethnic identity development indicates a knowledge of, and sense of belonging to, an ethnic group (Verkuyten, 2018).
• The cultural group during upbringing comprises ethnicity.
• Adoption of an ethnic identity involves learned behaviors.
• Ethnicity is socially constructed rather than biologically/genetically determined (Verkuyten, 2018).
• Ethnicity, race, and gender are social constructs, or categories invented to differentiate groups.
• Race is rooted in the idea that the human species consists of distinct groups (Smedley, 2018).
• It artificially groups people based on physical traits like skin color.
• There is no scientific basis to support that racial categories represent genetically distinct groups (Yudell et al., 2016).
• People of the same ethnicity can have more genetic commonalities with people of a different ethnicity (Reich, 2018).
• There is far more genetic diversity than homogeneity within socially constructed racial groups.
• Every human has the same set of about 25,000 protein-coding genes with minor variations (alleles).
• A single gene, SLC24A5, is responsible for human skin color (Reich, 2018).
• Race has limited genetic grounding but significant social and political meaning.
• Race is used to justify oppression and discrimination (Smedley, 2018).
• Dominant groups use race to maintain power through enforced inequality.
• Racial identity can serve as a powerful unifying force against discrimination.
• Example: The U.S. civil rights movement.
• Scientists call for an end to using race as a demographic characteristic (Reich, 2018; Yudell et al., 2016).
• Ethnicity is considered a suitable replacement, highlighting cultural and ancestral heritage.

What is the Difference Between Sex and Gender?

• Gender is a social construct referring to how masculinity and femininity are ascribed within a culture.
• The notion that men and women represent two distinct groups is scientifically incorrect (Oakley, 2016).
• Gender differences exist on a continuous spectrum.
• Sex is assigned at birth based on genitalia and chromosomal makeup.
• Gender indicates the roles that society expects individuals to perform as a result of assigned sex.
• Gender is understood in terms of gender roles and gender identity.
• Gender roles are the values, attitudes, and behaviors considered socially acceptable for a given sex.
• Socially sanctioned gender roles tend to be stereotypical.
• Stereotypes are socially invented rather than innately representative.
• Example: Association of pink with girls and blue with boys (Paoletti, 2012, p. 21).
• In the early 20th century, boys wore pink as a "stronger color," while girls wore delicate blue.
• Gender identity is the way individuals view themselves in regard to feminine and masculine characteristics (Oakley, 2016).
• It represents the identification of one's inner concept of self on the femininity-masculinity spectrum (Helgeson, 2016).
• Self-identified gender can be female, male, a combination, or neither.
• Gender roles and gender identity are fluid concepts.
• Gender roles vary within and across cultures.
• Gender identity is self-determined according to lived experience.
• Sexism is perpetuated by sociocultural norms that enforce stereotypical gender roles or prescribe biologically assigned gender identities (Helgeson, 2016).

What is the Difference Between Religion and Spirituality?

• Spirituality refers to personal engagement in beliefs, traditions, or practices (Harris, 2014).
• It involves finding meaning or purpose in life.
• It involves connecting with notions of the human spirit or soul.
• It involves understanding one's relationship to something greater than oneself.
• Religion is an organized collection of spiritual beliefs, traditions, and doctrines (Hill et al., 2000, p. 66).
• It is agreed upon by a group of people to explain the cause and purpose of the universe.
• Spirituality is a central aspect of religion, but religion is not central to spirituality.
• Both are related to searching for a divine being, object, reality, or truth (Hill et al., 2000, p. 66).
• Spiritual seeking emphasizes the sacred, while religious seeking emphasizes ways related to the sacred (Oman, 2015).

Activity 8.1.1

• Reflect on how the information resonates with your own life experience.
• Consider aspects of socially constructed terms you agree or disagree with.
• Write your name in the middle circle and list groups you identify with in surrounding circles.

8.1 Summary

• Diversity includes race, ethnicity, gender, gender identity, sexual orientation, age, social class, physical ability, religious/ethical values, national origin, and political beliefs.
• Culture represents collective social norms and viewpoints to preserve a way of life.
• It is neither singular nor static.

8.2 Understanding Barriers to Diversity

Objectives Covered

• Define prejudice and discrimination, and describe their relationship to stereotyping and in-group socialization.
• Identify the benefits of expanding personal identity and how this influences thinking, interacting, and experiencing the world.
• Describe the personal and social benefits of experiencing diversity.

What is the Difference Between Prejudice and Discrimination?

• Prejudice is an unjustified negative attitude and stereotyped belief about a social group (Whitley & Kite, 2016).
• Social identity theory identifies prejudicial attitudes as a consequence of "in-group" socialization (Jenkins, 2014).
• In-group membership fosters superiority over "out-groups."
• Stereotypical beliefs about out-group members enhance group status and self-image.
• Complex human beings are reduced to stereotypical caricatures.
• Prejudices affirmed within in-groups can transform into externalized behaviors (Jenkins, 2014).
• Beliefs can lead to actions.
• Discrimination is any action taken to perpetuate the unequal treatment of a group based on prejudicial attitudes and beliefs (Whitley & Kite, 2016).
• Discriminatory acts can be based on race, ethnicity, sexual orientation, gender roles, gender identity, class, disability, age, marital/employment status, religious/political belief, and other characteristics.
• Discriminatory acts are a form of violence regardless of expression.

What is Oppression?

• Prejudice and discrimination are the foundation for cultural, racial, religious, and political oppression.
• Oppression is a cruel and unjust exercise of power that detracts from physical and psychological well-being.
• It takes two primary forms: oppression by force and oppression by deprivation (Hanna et al., 2000, p. 431).
• Oppression by force imposes unwanted conditions.
• Oppression by deprivation denies access to desirable conditions.
• Both are acts of dominance meant to subjugate minoritized group members.
• Oppressive acts are observed between individuals (e.g., bullying, harassment, violence).
• Oppression arises from systemic discrimination (e.g., Spanish Inquisition, slavery, Nazi Germany).
• Discriminatory practices benefit powerful in-groups at the expense of subjugated out-groups via institutionalized oppression (Young, 2013).
• Out-group subjugation represents institutionalized oppression by force.
• Oppression by deprivation is observed in the form of marginalization.

What is Privilege?

• Privilege occurs when a group holds a systemic social right, authority, or advantage that other groups do not hold (Theoharis, 2018).
• "Systemic" is important because privilege occurs due to in-group socialization.
• It stems from sociocultural factors beyond individual control.
• Individuals are culpable in recognizing benefits from privileged status (Lawford-Smith, 2016).
• Dominant in-group membership requires recognizing its benefits.
• Two important forms of privilege: race-based and class-based privilege.
• Race-based privilege includes white privilege, a controversial and misunderstood topic.
• White privilege means white people in a white society expect to see white newscasters and actors.
• They expect products/services tailored to whites (e.g., nude-colored Band-Aids).
• It reflects a cultural sense of what is normal, important, or valued in a society.
• It is about disproportionate representation in mainstream culture (Dyer, 2008, p. 11).
• White privilege does not alleviate suffering or magically simplify life.
• It ensures systemic barriers are not experienced by whites in the same way as non-whites due to cultural inclusivity.
• Opposition to white privilege often confuses it with class-based privilege.
• Class privilege means having access to financial resources for daily living and opportunities (Lawford-Smith, 2016).
• It means security and stability from delimited financial stress.
• Problems arise when those with class privilege believe successes are solely attributable to personal skill.
• Ignoring social class's role makes it easy to attribute financial insecurity to personal failures rather than systemic disadvantages.

Activity 8.2.1

• Scenario: A middle-aged, married, Muslim, upper-class, Arabic-speaking, male doctor migrates from Syria to the U.S. seeking asylum.
  1. Do you believe this person has privileged identities in Syria? If yes, what are his privileged identities?
  2. When he moves to the United States would there be any changes to his privilege? Why or why not? What changes do you think may occur?

Case Study - Expanded

• Sophia maintains high academic engagement and self-efficacy.
• She struggles to make friends due to believing there is no one "like her" on campus.
• Sophia feels increasingly out of place.
• Sophia attends a campus event addressing the Deferred Action for Childhood Arrival (DACA) immigration policy.
• She listens to testimonials of Hispanic students.
• She is touched by stories of social struggles, anxiety, uncertainty, meeting parental expectations, and adapting to college culture.
• Sophia realizes she has more in common with other students than imagined.
• Sophia expresses her hope to better understand herself and gain new perspectives.

The Benefits of Expanding Social Identity

• Social identity theory and identity theory represent distinct yet overlapping views.
• Social identity theory posits group membership as the identity basis.
• Identity theory asserts social roles as the identity basis.
• Stets & Burke (2000) maintain that people feel good associating with groups, confident enacting roles, and "real" when personal identities are verified.
• Being part of an in-group, doing something, and feeling included are contributors to well-being.
• The value of cultural inclusivity cannot be overstated.
• Everyone seeks to be part of something bigger than themselves.
• In-group membership requires out-group counterparts.
• When a desire for inclusivity outpaces mindfulness of common humanity, prejudice and discrimination are possible (Jenkins, 2014).
• Everyone must reckon with maintaining the status quo or contributing to social justice.
• Choosing the latter requires expanding social identity.
• Developing a more inclusive sense of social identity can enhance life satisfaction (Bowman & Denson, 2012).
• Sophia's social identity restricted her ability to understand others.
• Hearing stories of fellow students from different backgrounds made her realize commonalities.
• Embracing diversity means learning about cultural differences and discovering commonalities.
• Living in a diverse society provides opportunities to learn and grow.
• To benefit from diversity, engage in self-reflection and sociocultural participation.
• College students participate in a diverse community that supports interactions (Colvin et al., 2014).
• Engaging in multicultural activities overcomes prejudice and promotes the common good (New & Merry, 2014).

Other Opportunities to Experience Diversity

• Participate in alternative spring break for deep learning.
• Actively participate in civic life for critical thinking.
• Join organizations and/or run for student offices to meet diverse people.
• Do community service to enhance learning and boost skills.
• Attend guest lectures, concerts, and museums for real-life learning.
• Attend celebrations across campus for meaningful connections.
• Do study abroad to immerse in new cultures.
• Meaningful exposure to diversity forces reflection on social identities.
• By examining values and beliefs, you can expand self-knowledge and compassion.
• Students open to diversity are more likely to seek new experiences and achieve educational success (Bowman, 2014, p. 288).
• Experiencing diversity enhances learning, grows self-efficacy, strengthens creative thinking, builds leadership skills, and prepares for career success (Bowman, 2013; Cuseo et al., 2010).

Activity 8.2.2

• Take a look at your responses in Activity 8.1.1. When thinking about your identities, reflect on the following questions:
  1. List the identities you included.
  2. Which of your identities do you think of most often? Why?
  3. Which of your identities do you think others see most in you? Why?
  4. Which of your identities would you like to learn more about?
  5. Which of your identities provide you the most privilege? Why?
  6. Which of your identities are misunderstood most often? Why do you think that is the case?
  7. Are there any identities that subject you to prejudice or discrimination? Why or why not?
  8. Change one of your primary identities. How would this change impact your past and/or current experiences? How might it change how you interact with others?
  9. Gaining information around diversity, what strategies will you use to expand your self-knowledge?

8.2 Summary

• Prejudice is an unjustified negative belief about a social group,
• discrimination is actions taken against a social group based on these beliefs.
• Oppression, an exercise of power, can lead to the domination of persons or groups or to the marginalization of these groups.
• Privilege occurs when a group holds a systemic social right, authority, or advantage that other groups do not hold and can be based on either race or class.
• Developing a more inclusive and far-reaching sense of social identity can enhance life satisfaction as well as academic and professional achievement.