CCTC 2020: Social Responsiveness in Health Service Psychology Education and Training Toolkit
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Overlooking Sexism: How Diversity Structures Shape Women's
Overlooking Sexism: How Diversity Structures Shape Women’s Perceptions of Discrimination Laura M. Brady A thesis submitted in partial fulfillment of the requirements for the degree of Master of Science University of Washington 2013 Committee: Cheryl Kaiser Janxin Leu Program Authorized to Offer Degree: Psychology ©Copyright 2013 Laura M. Brady Acknowledgements This research was conducted under the guidance of Cheryl Kaiser and Brenda Major and was supported by a National Science Foundation Graduate Research Fellowship awarded to Laura Brady and by National Science Foundation grants 1053732 & 1052886 awarded collaboratively to Brenda Major and Cheryl Kaiser. University of Washington Abstract Overlooking Sexism: How Diversity Structures Shape Women’s Perceptions of Discrimination Laura Michelle Brady Chair of the Supervisory Committee: Cheryl Kaiser, PhD Psychology Two experiments test the hypothesis that the mere presence (vs. absence) of diversity structures makes it more difficult for women to detect sexism. In Experiment 1, women who learned that a company required diversity training for managers thought the company was more procedurally just for women and was less likely to have discriminated against a female employee compared to women who learned the company offered general non-diversity related training for managers. Experiment 2 used a similar design, but also gave women evidence that the company had indeed discriminated against women in hiring practices. Again, compared to the control condition, women who learned that the company offered diversity training believed the company was more procedurally just for women, which led them to be less supportive of sexism related litigation against the company. To the extent that diversity structures legitimize the fairness of organizations, they may also make it more difficult for members of underrepresented groups to detect and remedy discrimination. -
The Trouble We''re In: Privilege, Power, and Difference
The Trouble Were In: Privilege, Power, and Difference Allan G. Johnson Thetroublearounddifferenceisreallyaboutprivilegeandpowertheexistenceofprivilege andthelopsideddistributionofpowerthatkeepsitgoing.Thetroubleisrootedinalegacyweall inherited,andwhilewerehere,itbelongstous.Itisntourfault.Itwasntcausedbysomethingwedid ordidntdo.Butnowitsallours,itsuptoustodecidehowweregoingtodealwithitbeforewe collectivelypassitalongtothegenerationsthatwillfollowours. Talkingaboutpowerandprivilegeisnteasy,whichiswhypeoplerarelydo.Thereasonforthis omissionseemstobeagreatfearofanythingthatmightmakewhitesormalesorheterosexuals uncomfortableorpitgroupsagainsteachother,1eventhoughgroupsarealreadypittedagainstone anotherbythestructuresofprivilegethatorganizesocietyasawhole.Thefearkeepspeoplefrom lookingatwhatsgoingonandmakesitimpossibletodoanythingabouttherealitythatliesdeeper down,sothattheycanmovetowardthekindofworldthatwouldbebetterforeveryone. Difference Is Not the Problem Ignoringprivilegekeepsusinastateofunreality,bypromotingtheillusionthedifferenceby itselfistheproblem.Insomeways,ofcourse,itcanbeaproblemwhenpeopletrytoworktogether acrossculturaldividesthatsetgroupsuptothinkanddothingstheirownway.Buthumanbeingshave beenovercomingsuchdividesforthousandsofyearsasamatterofroutine.Therealillusionconnected todifferenceisthepopularassumptionthatpeoplearenaturallyafraidofwhattheydontknowor understand.Thissupposedlymakesitinevitablethatyoullfearanddistrustpeoplewhoarentlikeyou and,inspiteofyourgoodintentions,youllfinditallbutimpossibletogetalongwiththem. -
Critical Psychology in the Philippines
CRITICAL PSYCHOLOGY IN THE PHILIPPINES There are many pathological features of Philippine culture that are either caused or exacerbated by the debilitating effects of neocolonial dynamics. These effects include endemic poverty, endemic corruption, diasporic deployment of Filipino labor, trafficking of women and children, exploitation and destruction of indigenous cultures, the paradoxical increase in nationalism coexisting with the desire to leave the Philippines, the consumption of cosmetic bleaching, feelings of failure and learned helplessness, lack of self-fulfillment, feelings of inferiority not only among the urban, rural, and mountain poor, but also within Christian and Moslem cultures as well, Postcolonial theory analyzes the nature of these dynamics and explores they ways in which they can be changed. For example, Bhabha (2004), an Indian with an Oxford education, suggests that multicultural experience, especially diasporic, can generate insight into such neocolonial oppression and thus create a coherence to the seeds of discontent and destabilization that enable cultural change. The Katipunan, which may have launched the first successful revolution based on Marxist theory, was inspired in large measure from Rizal’s exposure to European universities. “. it is from those who have suffered the sentence of history— subjugation, domination, diaspora, displacement—that we learn our most enduring lessons for living and thinking.” (Bhabha, 2004, p. 246.) Fannon, a Martinique expatriate educated in France, as a psychiatrist witnessed psychological trauma in French Algiers. After WWII he participated in the Algerian revolution which won independence in 1962. He applied concepts from psychoanalytic theory to the understanding of colonial culture. He combined psychology and politics, effectively viewing them an integrated system. -
Community Psychology Newsletter
Community Psychology Newsletter November 2015 DR. TIM AUBRY, DR. BRUCE TEFFT , AND DR. GEOFF NELSON IN THIS ISSUE Reflections on Community Psychology by Dr. Bruce Tefft “In the last analysis, politics is not community psychology but society as a predictions and politics is not whole. observations. Politics is what we do, what we create, what we work for, what we Overall, I am more excited and hope for, and what we dare to imagine.” optimistic about the future of Paul Wellstone (University community psychology in Canada than I An interview with Dr. Geoff Nelson professor and former US have ever been. For decades community “Community psychology is a value- Senator) psychology has remained true to its based field, and its values are congruent founding values, beliefs, and objectives, with my personal values of social such as social and economic justice. On the occasion of my impending inclusion, social justice, power-sharing, However, until relatively recently, it retirement after 40 years as a university- and collaboration. I feel very fortunate seemed that as community based teacher, researcher, and that I have a job, where my work lines up psychologists we were beating our practitioner of community psychology in with my values.” Page 3 Canada, I have the privilege of being collective heads against a very hard brick given the opportunity to reflect on the wall when it came to convincing policy An interview with Rebecca Cherner changes I have observed in the field over makers that there was indeed a better “From my mentors, I have learned the that period of time, as well as the future way to expend public resources and help importance of engaging with people prospects for community psychology. -
Critical and Collective Psychologies
Critical and Collective Psychologies w/ Leah McKown A Tale of Two Psychologies 2.0 Critical Psychology: a school of thought which fundamentally rejects the basic tenets of “mainstream psychology” Collective Psychology: a school of thought which emphasizes the psychological faculties of units beyond the individual Critical Psychology “Mainstream Psychology”: schools of thought which are most commonly taught in university settings and practiced in clinical settings (Fox, 2009, p.3); think cognitive-behavioral and biological models Why does critical psychology reject “mainstream psychology”? Critical Psychology ANSWER: 1 by focusing on the individual rather than the group or larger society, mainstream psychology overemphasizes individualistic values, hinders the attainment of mutuality and community, and strengthens unjust institutions; 2 mainstream psychology’s underlying assumptions and institutional allegiances disproportionately hurt members of powerless and marginalized groups by facilitating inequality and oppression; and 3 these unacceptable outcomes occur regardless of psychologists’ individual or collective intentions to the contrary (Fox, 2009, p. 5) Critical Psychology ● Heavily influenced by the Frankfurt School and Critical Theory, a German sociological program based on Marxist visions of justice ● Originated in 1970s Germany with Klaus Holzkamp ● Associated with various social movements and platforms Erich Fromm & The Sane Society ● Born in Frankfurt, Germany in 1900 ● Fled Germany after the Nazis rose to power ● Lived in Switzerland, -
COLORS and MOODS White Paper
COLORS AND MOODS Susan Minamyer, M.A. in Psychology Roosevelt University Scientists have studied the effect of color determined the accuracy of these on our mood and way of thinking for associations with an international many years. Since the time of Pavlov and database of over 60,000 individuals. his experiments with salivating dogs, In addition to mental associations, there psychologists have known that stimuli can are also physical responses to color. Light take on the properties of other stimuli energy stimulates the pituitary and penal with which they are associated. Pavlov glands, and these regulate hormones and used a bell and some meat; current our bodies’ other physiological systems. theorists are focusing on colors and the Red, for example, stimulates, excites and moods with which they are associated. warms the body, increases the heart rate, brain wave activity, and respiration Since everyone has different experiences, (Friedman). there will be some variability of associations to colors. There also are Bright colors, such as yellow, reflect more some correlations that are specific to light and stimulate the eyes. Yellow is the particular cultures. However, there are color that the eye processes first, and is also universal associations that are the most luminous and visible color in the applicable to nearly everyone. There is spectrum. There may be effects from surprising consistency among authors colors that we do not even understand who describe these associations. yet. Neuropsychologist Kurt Goldstein (Eiseman, Holtschue, McCauley, Morton) found that a blindfolded person will Because of its association with nature and experience physiological reactions under vegetation, green is associated with rays of different colors. -
What Works? an Evaluation of the Effectiveness of Anti-Racism Strategies
Anti-Racism – What Works? An evaluation of the effectiveness of anti-racism strategies Prepared by the: Centre for Social Change & Social Equity Murdoch University For the: Office of Multicultural Interests March 2003 Anti-Racism – What works? An evaluation of the effectiveness of anti-racism strategies Prepared for the Office of Multicultural Interests Anne Pedersen, Iain Walker, Mark Rapley, & Mike Wise School of Psychology Murdoch University South Street Murdoch, Western Australia Telephone: (08) 9360 2186 2. CONTENTS Page no 1. Executive Summary 4 2. Background, definition of terms, and overview of report 6 2.1 What are anti-racism strategies? 8 2.2 Why are anti-racism strategies needed? 9 3. Method 9 4. Overview of evaluations of anti-racism strategies 10 4.1 Individual Strategies 12 - Providing knowledge about cultural issues 12 - Dissonance 13 - Empathy 13 4.2 Interpersonal Strategies 15 - Intergroup contact 15 - Providing consensus information 17 - Dialogue 17 - Advertising campaigns 18 5. Description of reviews 21 6. Methodological adequacy 24 7. Broader issues 26 8. Summary, conclusions, and implications 28 9. References 30 10. Endnotes 36 11. Appendices Appendix A. Annotated bibliography: Anti-racism and related strategies 37 Appendix B. A summary evaluation of strategies 78 3. “Laws in this area will not change the hearts of men [sic], they can only restrain the actions of the heartless” (Martin Luther King, Jr.) 1. Executive Summary This report, for the Office of Multicultural Interests, provides a review of the literature on anti-racism strategies, and incorporates evidence from various key researchers and policy workers from around Australia. Although serious methodological limitations restrict the generalisability of much of this literature, a number of key findings consistently emerge. -
Diversity Training Curriculum
Diversity and Inclusion Training Presented by: Office of Institutional Equity Office for Diversity and Inclusion Training Team • Office of Institutional Equity - Elizabeth Conklin (she/her/hers) Associate Vice President and Title IX Coordinator, - Sarah Chipman (she/her/hers) Director of Investigations and Deputy Title IX Coordinator - Bob Camilleri, (he/him/his) Associate Director of Investigations - Jamila Goolgar (she/her/hers) EEO Investigator - Katherine Kenyon (she/her/hers) EEO and Search Compliance Specialist • Office for Diversity and Inclusion – Elsie Gonzalez (she/her/hers), Director, Diversity and Inclusion Programming Initiatives – Kelsey O’Neil (they/them/theirs), Director, Rainbow Center – Angela Rola (she/her/hers), Director, Asian-American Cultural Center – Willena K. Price, (she/her/hers) Director, African-American Cultural Center 2 Basics Cell Phones Laptops/iPads Questions & Breaks Late Entry/Early Exit 3 Agenda Understanding Diversity and Its Definition Stereotypes, Bias, and Microaggressions Prejudice, Discrimination, Privilege, and Oppression Applicable Federal and State Laws & University Policies Remedies Available to Victims of Discrimination and Hate Crimes Your Rights, Responsibilities & Obligations 4 GRADUATE STUDENT CONTEXT Graduate • Positions of authority within the scope Students have of teaching and research assistant roles. two intersecting • Subordinate positions within the scope roles: of graduate student role. We will discuss both roles today, with a focus on your roles when acting in positions of authority. 5 Policy Against Discrimination, Affirmative Action & Equal Harassment, and Related Employment Opportunity Interpersonal Violence Policy Applicable University Policies Policy Statement: People Non-Retaliation Policy With Disabilities 6 Commitment to Diversity “…encompasses the presence and participation of people who differ by age, color, ethnicity, gender, national origin, race, religion, and sexual orientation; and includes those with disabilities and from various socio-economic backgrounds. -
A Critical Method for Analyzing the Rhetoric of Comic Book Form. Ralph Randolph Duncan II Louisiana State University and Agricultural & Mechanical College
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1990 Panel Analysis: A Critical Method for Analyzing the Rhetoric of Comic Book Form. Ralph Randolph Duncan II Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Duncan, Ralph Randolph II, "Panel Analysis: A Critical Method for Analyzing the Rhetoric of Comic Book Form." (1990). LSU Historical Dissertations and Theses. 4910. https://digitalcommons.lsu.edu/gradschool_disstheses/4910 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS The most advanced technology has been used to photograph and reproduce this manuscript from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The qualityof this reproduction is dependent upon the quality of the copysubmitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. -
Implementation of a Cultural Diversity Program in an Urban Catholic Male High School
Rowan University Rowan Digital Works Theses and Dissertations 4-12-2004 Implementation of a cultural diversity program in an urban Catholic male high school Diane Casey Rowan University Follow this and additional works at: https://rdw.rowan.edu/etd Part of the Elementary and Middle and Secondary Education Administration Commons Recommended Citation Casey, Diane, "Implementation of a cultural diversity program in an urban Catholic male high school" (2004). Theses and Dissertations. 1125. https://rdw.rowan.edu/etd/1125 This Thesis is brought to you for free and open access by Rowan Digital Works. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Rowan Digital Works. For more information, please contact [email protected]. IMPLEMENTATION OF A CULTURAL DIVERSITY PROGRAM IN AN URBAN CATHOLIC MALE HIGH SCHOOL By Diane Casey A Thesis Submitted in partial fulfillment of the requirement of the Master of Arts Degree of The Graduate School at Rowan University May, 2004 Approved-by- Professor/ Date Approved gj4i j J D ABSTRACT Diane Casey IMPLEMENTATION OF A CULTURAL DIVERITY PROGRAM IN A URBAN CATHOLIC MALE HIGH SCHOOL 2003/04 Dr. Theodore Johnson Master of Art in School Administration The purpose of this study is to create and implement a cultural diversity team of high school students. These students with a faculty leader will spearhead student activities and events around the topic of diversity. The students will be selectively chosen by the intern to be involved in the leadership and implementation of this project. This program is intended to increase cultural awareness of students; staff, faculty and administration so that they can put into practice the skills to confront prejudice and discriminatory behavior in themselves and others. -
510.469.7777 [email protected] M
510.469.7777 [email protected] M. PALOMA PAVEL, Ph.D., M.Div Teaching, Counseling, Program Administration and Curriculum Development EDUCATION Ph.D. California School of Professional Psychology, Berkeley (APA Accredited) Organizational and Clinical Psychology Dissertation research published with Carnegie Foundation, Good Work: The Future of the Academic Workplace in America M.Div. Harvard University, Cambridge, MA ( cum laude ) B.A. University of Southern California, Los Angeles ( summa cum laude ) International Relations and Religious Studies Post-Grad London School of Economics, International Relations and Peace Research Licensure Licensed issued to practice as Psychologist in California (1993) CAPABILITIES Psychology Professor Curriculum Development Social Media Models Student Advisor Keynote Speaker Student Internships Clinical Counselor Social Justice & Psychology Build Teaching Models PROFESSIONAL EXPERIENCE Visiting and Adjunct Faculty in Psychology and Program Consultant, CA 2008 to Present Ford Foundation, New York NY: Director of Strategic Communications 2000 to 2008 Earth House Center, Founder/President/Consultant, Oakland, CA 1990 to 2016 California Institute of Integral Studies, Associate Prof., SF, CA 1989 to 1997 ACADEMIC EXPERIENCE Pacifica Graduate Institute, Santa Barbara CA : Visiting Faculty in Community Psychology, Liberation Psychology and Eco-psychology Program. Doctoral courses taught: Community Mobilization and Policy Development; Community Counseling and Advocacy. Guided 15 student dissertations. University of California, Davis : Visiting Faculty and Consultant to the Regional Advisory Committee (RAC), strategic planning for the Center for Regional Change, including curriculum development and development of civic engagement strategies. California Institute of Integral Studies, San Francisco CA : Associate Professor and Department Chair of Organizational Development and Social Transformation Program. Program Adjunct Professor of Women’s Spirituality. -
Student Handbook for the Ph.D
PH.D. PROGRAM IN CLINICAL-COMMUNITY PSYCHOLOGY WITH RURAL INDIGENOUS EMPHASIS OFFERED JOINTLY BY THE UNIVERSITY OF ALASKA FAIRBANKS AND THE UNIVERSITY OF ALASKA ANCHORAGE HTTP://PSYPHD.ALASKA.EDU UAF Program Director UAA Program Director Valerie Gifford James Fitterling Assistant Professor Associate Professor School of Education Department of Psychology Counseling Program University of Alaska Anchorage University of Alaska Fairbanks 907-786.1580; [email protected] 907-474-7631; [email protected] UAF Program Coordinator UAA Program Coordinator Angela Mitchell Anissa Hauser UAF Program Coordinator UAA Program Coordinator P.O. Box 756480 3211 Providence Drive Fairbanks, AK 99775 Anchorage, AK 99508 (907) 474-7012; [email protected] (907) 786-1640; [email protected] The UAA-UAF Ph.D. Program in Clinical-Community Psychology is accredited as a clinical psychology program by the American Psychological Association*. Questions related to the program’s accredited status should be directed to the Commission on Accreditation: Office of Program Consultation and Accreditation American Psychological Association 750 1st Street, NE Washington, DC 20002 Phone: (202) 336-5979 Email: [email protected] Web: www.apa.org/ed/accreditation Ph.D. Program in Clinical-Community Psychology Handbook for AY 2016-2017 STUDENT HANDBOOK FOR THE PH.D. PROGRAM IN CLINICAL-COMMUNITY PSYCHOLOGY WITH RURAL INDIGENOUS EMPHASIS Offered Jointly by the University of Alaska Fairbanks and the University of Alaska Anchorage TABLE OF CONTENTS PART ONE: BASICS