Working in a Diverse World, part 2 of 3
We live in a diverse world. As supporters, we get opportunities to work with people who share identities with us and people who have very different identities from ours. This diversity makes our jobs and our lives rich and meaningful. This multi-part series aims to build skills to better support all people.
This is part 2 of the 3 part series. Find our previous three tips here. You can find the next three tips here. You can review the first article in this series here.
Have a question or a comment? Contact us!
Tip #4: Admit mistakes.
When Terry met Michelle last week, Michelle shared that she is transgender* and uses female pronouns. Over the phone today, Terry accidentally used “he” when referring to Michelle. “I’m sorry, I mean she,” Terry corrected herself before moving on.
* Transgender: person whose gender identify differs from their sex assigned at birth
Mistakes are sometimes impossible to avoid. We all make them. In fact, making mistakes is an important part of learning. We do not need to feel ashamed. Instead, it is important that we admit mistakes and learn from them.
Consider:
- Instead of long explanations of your intent or deepest regret, simply apologize and move the conversation forward. Often, by focusing on the mistake, we only further alienate people.
- Even if you don’t understand how or why something is offensive, don’t argue. If someone shares that you hurt or offended them, value their feelings and acknowledge your mistake.
- Admitting your mistake might even help you connect with the person better and learn about who they are.
Tip #5: Be humble.
Laura and Andre were at a parade, and both were having a fun time. After the fire trucks rolled by, a police car came, flashing its sirens at the cheering crowd. Laura applauded loudly, feeling proud of the local police. She turned to Andre, and noticed his head was down, and he was shaking his head “no.” He seemed very upset. Laura was confused about this change in attitude. The fire truck siren hadn’t seemed to bother him, why should the police siren?
Terry began working with Jonah a few weeks ago. He noticed that Jonah eats a lot of canned and processed food. Terry used to eat primarily frozen food until three years ago, when he became more health conscious and lost significant weight. At that time, Terry had started going to the farmer’s market and eating fresh fruits and vegetables. He decides to “help” Jonah eat the same way. The two go to the farmer’s market and buy a week’s worth of food. The next week, Terry realizes that Jonah does not having enough money left to buy groceries for the rest of the month.
An important step in having cultural humility is to recognize areas in which you may have privilege. Privilege does not mean you’ve never had to work hard, or that things were handed to you. It just means that there are some problems or concerns you’ve never had to think about. Privilege can be like biking with the wind at your back. It helps you go faster, but it’s hard to notice. For those biking into the wind, the wind is obvious.
To have cultural humility, we should remember that we’re always learning! No one person is the expert on this topic. Listening to the perspective of others is crucial. We should also be open to being wrong. Remember, this is how we learn!
Consider:
- Which of your identities might be considered “privileged” because they fall in the majority or mainstream? (For example: speaking English without an accent, having a bank account, driving a car, having had an education, etc.)
- Take a minute to think about issues you’ve never had to face because of your privilege. You can find a few examples in the links below:
- White Privilege
- Heterosexual Privilege
- Able-bodied Privilege
- Middle-Upper Class Privilege
- Male Privilege
- Find other examples under the “Checklists” tab of any of the above links
- Why is recognizing your privilege important? How might this impact the work we do?
Want to further explore the concept of Able Privilege?
Check out this TEDx talk
Able Privilege, Re-Conceptualizing Disability
Alan Larson at TEDxSFA
Tip #6: Understand power differences.
Jun is redecorating her home with Misha’s help. Jun has recently gotten into dark, bold colors and really wants to paint her bedroom charcoal. She knows that Misha likes pastel colors and is afraid to tell her what she really wants, even though Misha is offering her choices. Jun ends up painting her wall mint green. She is afraid she might disappoint Misha if she picks a color Misha doesn’t like. Jun is also worried that Misha might not want to spend time with her there, or even quit working with her if Jun paints the room dark.
Eli is about to leave for the grocery store with his new supporter, Tyrese. As they are preparing to leave, Mary reminds Tyrese to “make sure you take her inhaler with you, just in case.” Confused, Tyrese asks, “her?” Mary tells Tyrese know that “well, you’re new so you might not know yet, but Eli was actually born a girl.” Tyrese does not need to know this history to do his job. In fact, Eli preferred that others not share this personal information.
When we are paid to support someone, there is an implied power differential between us. This is simply the nature of the support role. As a paid supporter, no matter how much we might care about a person and respect their choices, there is an inherent power difference. People might be hesitant to express their true choices or say no to someone who is a supporter.
There can be additional power differences at play if a supporter is from a majority group, such as white, middle-class, or a native English-speaker. Some may be hesitant to disagree with, correct, or share personal information with someone they view as “the professional.”
So how can we help? We must listen to someone’s communication, with our ears, as well as our eyes and critical thinking skills. Understanding someone’s perspective might take more than just asking them, although simply asking someone what they think is an important and sometimes forgotten step.
Power also comes into play as paid supporters disclose information about a person. For example, how often do you discuss a person’s bowel movements with other professionals? How often do people tell others about your bowel movements? Sometimes, sharing private information is necessary. However, we must respect the privacy of those we support to the greatest degree possible.
Think carefully:
- If someone else were to ask this person this question, would they still respond the same way? Is it possible that our presence is influencing this person’s decision?
- Is this information that needs to be shared, and why? Who needs to know private details about a person and when is it irrelevant? Privacy is a right and reducing someone’s privacy also reduces their personal power over their own self and life.
- How can we create opportunities for a person to make their own decisions and control situations which impact them? Control over oneself and life is a human need, and it is critical to self-advocacy and a full life. In services, this can be especially challenging, and we must strive to always consider and promote someone’s power.
- How can assistive technology help? There may be a solution that supports safety without another human having to provide a hand.
Meet the author
Additional contributions to this article
Working in a Diverse World, part 1 of 3
We live in a diverse world. As supporters, we get opportunities to work with people who share identities with us and people who have very different identities from ours. This diversity makes our jobs and our lives rich and meaningful.
This is part 1 of a multi-part series by Jennifer Buss aims to start conversations about culture and cultural responsiveness. Here are the links to view part 2 or part 3. You can review the first article in this series here.
This series of articles provides a few tips to help you build skills to better support all people. Have a question or a comment? Contact us!
Tip #1: Don't assume.
“Can I help with anything?” Maria asks as John puts on a sweater.
Maria does not assume John wants or needs her help, just because dressing takes longer because of his disability.
“What are you doing for Hanukkah this year?” Travon asks Margie.
While Travon knows that Margie’s family is Jewish, he does not know that Margie prefers to celebrate Christmas with her girlfriend and her girlfriend’s family. In fact, Margie has not celebrated Hanukkah in years.
Assumptions are normal. Everyone sees the world through their own experiences. But assumptions are also powerful. The assumptions we make influence our words and action.
Even when groups of people share similar thoughts or values (e.g. many Christians attend church regularly), it can be hurtful when we assume these are true of an individual person (e.g. because James is a Christian, he must want to attend church every Sunday). By asking instead of assuming, we can learn a lot more about a person, their needs, and their preferences.
Consider:
- Have you ever been surprised by someone’s abilities once you got to know them?
- Have you ever assumed someone belonged to a majority group (i.e. heterosexual, Christian, English-speaker, cisgender*)?
- Has anyone ever made a wrong assumption about you or your identities? If so, what was that like for you?
*cisgender: When a person is cisgender, they identify as the gender that matches the sex that they were assigned at birth. You can learn more here: http://www.transstudent.org/gender
Watch this lighthearted video.
How does the woman in this video respond to the assumptions made about her?
Tip #2: Get curious.
Rachel grew up on the Warm Springs Reservation in Central Oregon and now lives in the Portland metro area. She communicates primarily using gestures and facial expressions. Lucas supports Rachel and is interested in learning more about her experiences and preferences. He asks Rachel if it would be okay to ask her brother questions about her time on the Warm Springs Reservation. Rachel communicates that this is okay using her signs. At the next team meeting, Rachel’s brother shares that as a child, Rachel would travel to powwows across Oregon and Northern California with her parents. Rachel has not visited the Warm Springs Reservation since her parents passed away. Rachel confirms that she really wants to visit.
Tiana learns that Jennie is interested in dating. Tiana asks Jennie if it would be alright to ask her a few questions about what dating means to her. Tiana learns that Jennie is interested in men, women, and non-binary* people. To Jennie, dating is about being social, having fun, and flirting. She does not want to be exclusive with anyone right now.
*non-binary is a term for someone who identifies as something other than exclusively male or exclusively female. You can learn more here: https://transequality.org/issues/resources/understanding-non-binary-people-how-to-be-respectful-and-supportive
To understand how to best support people, we need to understand what is ‘important to’ them. By asking questions, we can avoid assumptions and learn about people’s experiences and preferences.
Being curious is not about simply interviewing people. Interviewing tends to be one-sided, while having an authentic conversation is a two-way street. We learn information through talking with and connecting with people, which can include sharing about ourselves. Most importantly, we must be respectful of both the person’s views and their choice about how much information to share.
Consider…
- What are ways we can learn about others that are natural and comfortable for the other person?
- How can we use natural timing and opportunities to get to know each other more? For example, cooking together might be a great time to learn about someone’s favorite meals, which can then lead to finding out more about their family and special traditions.
- What is the person’s preferred way of communicating? Use techniques such as active listening and open-ended questions to understand the person’s perspective.
Tip #3: Reduce the impact of bias.
Tony read an article in which he learned that men often interrupt women in the workplace. At the next few team meetings, he noticed himself jumping in to contribute his ideas before his female coworkers were finished speaking. Tony now pays different attention to his communication to make sure that he doesn’t interrupt anyone.
Kira took a self-assessment and was troubled to notice that she often had more negative thoughts of the parenting styles of single mothers than that of mothers in two-parent households. This was true regardless of other factors. To work on this, Kira began to intentionally notice the parenting strengths of the single mothers with whom she worked. She also studied her own case notes for statements that appeared judgmental. Kira brought her observations up with her supervisor and together they created a plan for Kira to work on this bias.
Everyone has their own perspectives and biases, it’s part of being human. However, sometimes our biases negatively impact our best efforts to support people in living lives according to their own values. Becoming aware and reducing the impact of our own biases is essential to becoming a more culturally responsive supporter.
- What assumptions are you making about people whose experiences are different from your own?
- How might your biases influence your work, either negatively or positively?
- To learn more about finding your own biases, take a minute to read last month’s pipeline article here.
Becoming a Culturally Responsive Supporter
It can be hard to talk about culture, especially at work. People may think they do not know enough or feel afraid to accidentally offend others. Many hesitate to point out insensitive words and actions of other employees. Others do not speak up against organizational policies which may be a disadvantage to specific groups. However, we strive to provide services that make sense to the people we serve. This means that cultural responsiveness is essential to the work we do.
This multi-part series by ISP Project Manager Jennifer Buss aims to start conversations about culture and cultural responsiveness. It will look at how we work with people on an individual level and how our organizations serve diverse populations.
What is Cultural Responsiveness?
Cultural Responsiveness is:
1. being aware of one’s own cultural backgrounds and biases,
2. being aware of the dynamic culture and identities of others, and,
3. using this information to interact with others in a way that is respectful and sensitive to their needs and perspectives.
What does this mean for our field? It means changing and individualizing what we are doing to create supports that make sense and are relevant to each person with whom we work. In other words, we respond to the unique needs and preferences of others, even when those needs and preferences are different from our own. This applies not only to our work with people, but also to organizational and system-wide policies and practices.
You may also be familiar with the term cultural humility. Similarly, it refers to working effectively and respectfully with people from cultures different from your own, through a process of self-reflection and awareness. It also focuses on lifelong learning. Cultural responsiveness and cultural humility are not destinations, but ongoing processes. As supporters, we should constantly strive to increase our ability to work with people from a broad diversity of backgrounds and experiences. We can always improve.
What about Culture?
The Office of Equity and Multicultural Services (OEMS) within Oregon’s Department of Human Services defines culture as ” a common or shared system of values, behaviors, beliefs and relationships that create a sense of community among individuals. Culture is complex and dynamic and can change over time.” Culture is something shared among people. At the same time, each member of a cultural group is unique and complex. To understand a person’s values, beliefs, and perspectives, one needs to get to know that person as an individual.
For each of us as individuals, c ulture is more than a list of categories or a single identity. One cannot summarize their individual culture by naming a single group, such as saying one’s culture is “Eastern European”, “Female”, or “Queer.” For example, a middle-aged, first-generation Somali immigrant living in rural Minnesota would likely have a very different culture than a black teen living in the Bronx; however, both individuals fall into the categorical label of “African American.”
Have you heard the phrase, “If you’ve met one person with a disability, then you’ve met one person with a disability?” The same is true of any of our identities, including age, gender identity, sexual orientation, race, ethnicity, disability status, and religion or spirituality. Factors like socioeconomic status, language, geographic region, education, how we were raised, and social, political, economic, and historic contexts can also have a huge impact on our cultural identities. Culture is all of these factors working together.
Self-Knowledge, the Foundation for Success
Understanding your own culture. The first step in becoming more culturally responsive is to understand one’s own culture and the identities which shape it. It can be hard to notice one’s own culture. This might include things a person was taught were “right” or “normal” their whole life. If a person continues to assume their own values, practices, and beliefs are right or normal without recognizing them as part of their culture, it is easy to see how this can lead to misunderstandings, judgement, and biases toward people who are different from them.
To illustrate this point, I will use the example of a fictional Services Coordinator named Zoe and what she considers “normal” family meal practices. Some families eat together at the table, others in front of the television, and still others separately, whenever each member is hungry. When Zoe was young, she was often scolded for trying to leave the table during meals. She was told this was disrespectful to the family and their time together. For Zoe, eating dinner as a family at the table seems “right” or “normal.”
When Zoe visits with Carl, she notices that his family does not have a formal dinner time, and that everyone eats in front of the TV. Zoe assumes that Carl’s parents are too lazy to have a family dinner, and that this is not a strong, cohesive family unit. If Carl’s family valued their time together, wouldn’t they eat meals at the table, like her family? Zoe has a bias against family meal practices that are different from her own.
For Zoe to overcome her bias, she would first need to understand that eating at the table is a value of her family culture. It is not, as she was taught as a child, better than (or morally superior to) other ways of eating dinner.
It can be very challenging to study your own culture. However, if we do not make the effort to understand our personal values, beliefs, and norms, we will inevitably judge those who have different values, beliefs, and norms from our own.
Cultural Considerations Activity
Understanding your own identities, values and practices
Take a few minutes to think about your own identities and try this activity.
- Create an “identity map” for yourself, describing the roles and identities which make you “you.” Write your name in the center and your identities around it. Here is an example for Leah.
- Add detail to each of your identities. Consider the following:
- Do you connect with or are you part of a community with others who share this identity?
- What values do you associate with this identity?
- What practices, traditions, and norms are important to this aspect of you?
- What is important for people in your life to understand about this identity?
- How does this characteristic impact the way you relate to others different from this identity?
More detail about Leah's identities
Person with ADHD: Leah has several family members with ADHD with whom she is in frequent contact. This connection is important to her, because these family members give her support, resources, and share similar experiences. Leah wants her teachers and others to understand that when she is distracted or disengaged, she needs support, not judgement.
Agnostic, Raised Catholic : Leah has a few friends who are also agnostic and has enjoyed having philosophical conversation with them. They also provided support to Leah when she was fighting with her parents about her spiritual beliefs. Although Leah does not consider herself Catholic, it is important to her to go to Midnight Mass on Christmas with her family. One day, Leah wants to give her children the opportunity to explore all religions and faiths and determine their own belief system. Leah wants her parents to know that she still respects their beliefs and that she wants them to also respect her beliefs.
Identifying biases
Another important step of exploring your own culture is to understand what biases or assumptions you may have about others. The Office of Equity and Multicultural Services (OEMS) defines bias as “prejudice; an inclination or preference, especially one that interferes with impartial judgment.” For Zoe, understanding her bias meant recognizing her judgments of Carl’s family based upon their mealtime practices.
Understanding one’s own biases can be challenging, as many biases are “unconscious” (also known as implicit bias). As humans, our minds may jump to assumptions when we see a person for the first time. These assumptions can hurt people, especially if we change our actions toward them.
One example is the tendency for women to be interrupted more frequently at workplace meetings than male coworkers. We may not actively believe that men are more capable than women. A team sitting around a table with laptops. However, most of us have heard and/or seen this message through portrayals of men and women in media, in everyday language, and through the way others around us interact. These messages can affect the way we treat male and female coworkers, even if we are not aware of it.
Not all biases are unconscious. We live in a world full of clear messages of stereotypes and biases. Can you think of any examples?Do you believe generalizations about any one group of people? Even when we reject these generalizations, they can impact the way we see others. How might stereotypes be influencing your perceptions of people who are different from you? How might this impact your work with others?
An ongoing process
Cultural responsiveness is not a destination, it’s a process. Take time to reflect on your own culture, values, and identities and complete the Cultural Considerations activity listed above. Continue to think about the activity as you go through your week. Talk to family members, friends, and trusted colleagues about what you included on your identity map. Ask them what information they would add to yours.
In our 3- part series, “Working in a Diverse World,” we continue to discuss cultural responsiveness and provide additional resources. Here are the links to part 1, part 2 and part 3. If you have questions, please reach out and ask a question at OregonISP.org.
Oregon ISP Questions and Answers
Module 7: Strategies for a Successful ISP & FAQ
This module presents answers to many questions we’ve received since the Oregon ISP process rolled out. These answers provide valuable tips toward a more successful ISP.
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Module 6: Desired Outcomes
This module presents strategies for developing meaningful desired outcomes.
Module 5: Risk Management Strategies
This module explains a person-centered approach to managing known risks. It also covers supporting challenging behaviors. The Provider Risk Management Strategies (PRMS) form is also addressed.
Module 4: Implementing the ISP
This module provides a detailed look at implementing the ISP, including developing Action Plans. The module also includes information about making changes throughout the year.
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This module is a part of an online learning course through Workday. If you have a Workday account and are interested in completing the course, visit the course page.
Module 3: ISP Walk-through
A walk through Oregon’s Individual Support Plan with Overviews, Role-specific information, and Examples for each section.
Module 2: Basic Introduction to the Oregon ISP
This module introduces you to the process of gathering person centered information, the purpose of the Risk Identification Tool, and how to build a one page profile.
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This module is a part of an online learning course through Workday. If you have a Workday account and are interested in completing the course, visit the course page.
Module 1: What’s in Your Plan?
Want to learn more about the Oregon ISP process? Watch this video designed for people who have an Individual Support Plan (ISP) and their families & friends.
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Please note: We do not provide certificates of completion for our online training modules.