This presentation is part of the Family Life Education Teacher Capacity Program

1. Working with Diverse
Populations

2. Agenda
8:30 WELCOME
9:00 Our Stuff Activity
10:00 BREAK
10:15 Dimensions of Diversity
10:45 Labels
11:30 Privilege Walk
12:00 LUNCH
1:00 Energizer: “I Am” Identity Activity
1:30 How Would You Feel Role Play
2:30 BREAK
2:45 Strategies for Being Inclusive
3:40 Reflection and Evaluation
4:00 ADJOURN

3. Welcome
INTRODUCTIONS AND
OVERVIEW

4. Workshop Goals
• Identify a conceptual framework for
understanding dimensions of diversity among
individuals
• Increase awareness of their own diversity and
its impact on their lives including sexuality
• Improve their ability to be inclusive when
teaching Family Life Education, sexuality, and
HIV prevention education
• Improve awareness for appropriately
managing personal discomfort

5. Workshop Objectives
• Name the dimensions of diversity
• Identify their current attitudes toward and
comfort with diversity issues
• State three examples of the impact of
diversity on students’ ability to receive
information and incorporate health education
into their lives
• Describe three strategies for being inclusive
when teaching about Family Life Education,
sexuality, and HIV prevention education

6. Introductions
• Facilitator(s)
• Staff
• Participants
– Name
– Grade/Level
– School Affiliation
– Origin of your
ancestry

7. Working Agreement
• Maintain confidentiality • Avoid making assumptions
• Respect each other’s point of about other members of the
view; recognize that we all group
have some biases • Share responsibility for what
• Speak for yourself—use “I” gets learned today
language; take some risks to be • Ask any questions--there are no
honest dumb questions
• Be nonjudgmental; no put- • Share the time; participate as
downs; be constructive while much as possible
giving each other feedback • ELMO (Enough, lets move on)
• Listen with an open mind • Use discretion with self-
• Recognize that some conflict disclosure
can be helpful and that we • Have fun
should not always avoid it • The Vegas Rule (What happens
• Pass if you feel uncomfortable in Vegas . . .)

8. Icebreaker
OUR STUFF

9. Our Stuff Activity
• Divide into small groups
• Reflect on your assigned label
• Brainstorm for 10 minutes in your small
groups about words associated with that
label
• Record your responses and be prepared to
report back to the large group

10. Lecturette
DIMENSIONS OF DIVERSITY

11. Diversity
• Diversity simply
means …
– differences or
– variety.
• Diversity refers to the
many ways that
human beings differ
from one another and
how they are alike!

12. Dimensions of Diversity
Primary Dimensions Secondary Dimensions
• Age • Educational Background
• Physical Abilities/Qualities • Geographic Location
• Ethnicity • Income
• Race • Married/Coupled Status
• Military Experience
• Sexual Orientation
• Parental Status
• Religious Beliefs
• Work Experience
• Gender

13. Dimensions of Diversity
Secondary Dimensions Secondary Dimensions
For ADULTS For YOUTH
• Educational Background • Educational background
• Geographic Location • Geographic location
• Income • Family income
• Married/Coupled Status • Family configuration
• Volunteer/Work/Club
• Military Experience experiences
• Parental Status • Religious beliefs
• Religious Beliefs • Parental status
• Work Experience • Membership in clique/peer
• Gender group
• Gender

14. Activity
LABELS

15. Labels Activity Step 1
• Using the information from the Dimensions
of Diversity lecture, use name tags and make
your own “labels”
• You do not have to make any label you are
uncomfortable with, but try to identify the
main labels from the lecture if possible
• Once complete, reflect on how these labels:
– Have been a source of growth and privilege
– Have been a generator of difficulty or shame

16. Labels Activity Step 2
• Divide into groups of three
• Each person will ask the person to their
right to explain two of their labels by
answering the following questions:
– How has this identity been a source of
privilege for you?
– How has this identity been something that
held you back?

17. Experts in the Room
Stealing
Shamelessly
and
Sharing
Senselessly

18. THE PRIVILEGE WALK

19. Privilege Walk Discussion
• What did you think of your final position
in each of the sections?
• What other factors or experiences have
influenced your success?
• How have you overcome any of the
obstacles listed?
• What impact has your level of privilege
had on your need for and level of health
education?

20. Privilege Walk Discussion
• What are your immediate reflections?
• Where would your students place
themselves?
• What are the implications of your students’
diversity for your teaching?

21. Activity
I AM

22. I Am …
• Write a response to • Write down:
the following – The Three MOST
statement: Important Persons in
– I am ___________. Your Life
– Your Two MOST
• Write down:
Favorite Activities
– Name
– Birthplace
– Current Home
– Profession
– Employer

23. Activity
HOW WOULD YOU FEEL?

24. How Would You Feel?
1. Close your eyes and reflect on the
statement I am about to read . . .
2. Divide into small groups
3. Review your handout scenario
4. Discuss the questions and your responses
with your small group
5. Be prepared to share your responses with
the larger group

25. Scenario Questions
• How do you think these dimensions of diversity might
affect you as an adolescent?
• Imagine yourself sitting in your Family Life Education
classroom. Would you be able to relate to the material
being presented? Would the curriculum be relevant to
you and would you perceive the classroom climate be
inclusive?
• What elements of the curriculum or program are
relevant to your unique combination of identities,
privileges, and educational needs?
• How could the design and planning of lessons create
an environment and curriculum that would be inclusive
of your needs?

26. Activity
STRATEGIES FOR BEING
INCLUSIVE

27. Tips for Being Inclusive
• Find diversity training for • Involve parents and other
yourself and your staff family members
• Identify educators who • Be aware of literacy levels
can relate to diverse and English language skills
youth • Use inclusive language
• Build bridges to diverse • Treat each adult and youth
groups as an individual
• Involve youth in program • Promote interactions
planning across diverse groups
• Anticipate the invisible • Institute a zero tolerance
diversity in any group policy
• Choose materials with an
eye toward diversity

28. Questions and Evaluations