1. Diversity & SensitivityDiversity & Sensitivity
Prepared by Michael CummingsPrepared by Michael Cummings

2. Each person is representativeEach person is representative
of a mixture of “cultures andof a mixture of “cultures and
experiences”…experiences”…
SAMHSA, Office of Minority Health, and Health Resources and Administration, Quality Health Services for
Hispanics: The Cultural Competency Component, 2001.

3. • Have you ever been the subject ofHave you ever been the subject of
a negative reaction based only ona negative reaction based only on
your membership in a group?your membership in a group?
• How about a positive reaction forHow about a positive reaction for
the same reason?the same reason?
• Why do people have negativeWhy do people have negative
stereotypes about others?stereotypes about others?

4. Dislike 1 2 3 4 5 6 7 Like
• Would it be all right if your brother or sister
married one of these people?
• List 2 things you believe about this person

5. Views Are Like IcebergsViews Are Like Icebergs
• Just as 90% of an iceberg is out of sight,Just as 90% of an iceberg is out of sight,
very little can be determined about avery little can be determined about a
person based on their appearance.person based on their appearance.
Stereotypes are opinions based on theirStereotypes are opinions based on their
appearance.appearance.

6. Labels Help us to IdentifyLabels Help us to Identify
• Knowing the contents of a can withoutKnowing the contents of a can without
looking inside.looking inside.
• Labels and People:Labels and People:
– How are labels used to describeHow are labels used to describe
people?people?
– How often does this occur?How often does this occur?

7. What Exactly is Diversity?What Exactly is Diversity?
• Diversity refers to all the ways that
individuals are unique and differ from
one another.

8. Diversity
Involves:
Recognizing our unique
differences
Attracting people of all
backgrounds
Recognizing how attitudes
affect us all
Creating an environment
where all can succeed
Acting to promote diversity

9. Elements of DiversityElements of Diversity
• AgeAge
• GenderGender
• EthnicityEthnicity
• RaceRace
• Physical AbilityPhysical Ability
• Sexual OrientationSexual Orientation
• PhysicalPhysical
CharacteristicsCharacteristics
• IncomeIncome
• EducationEducation
• Marital StatusMarital Status
• Religious BeliefsReligious Beliefs
• GeographicGeographic
LocationLocation
• Parental StatusParental Status
• Personality TypePersonality Type

10. • Primary dimensionsPrimary dimensions are elements we have someare elements we have some
power to change. People are less sensitive aboutpower to change. People are less sensitive about
secondary dimensions. We also have the choicesecondary dimensions. We also have the choice
of whether to disclose this information or not; weof whether to disclose this information or not; we
can conceal these characteristics.can conceal these characteristics.
• Secondary dimensionsSecondary dimensions are aspects of ourselvesare aspects of ourselves
that we cannot change. They are things peoplethat we cannot change. They are things people
know about us before we even open our mouths,know about us before we even open our mouths,
because they are physically visible (except sexualbecause they are physically visible (except sexual
orientation). When people feel they are beingorientation). When people feel they are being
stereotyped based on primary dimension, theystereotyped based on primary dimension, they
can be very sensitive about it.can be very sensitive about it.
Primary & SecondaryPrimary & Secondary
Dimensions of DiversityDimensions of Diversity

11. Primary Dimensions of DiversityPrimary Dimensions of Diversity
Sexual
Orientation
Race
Gender
Physical
Qualities
Age
Ethnicity
Work
Background
Income
Geographic
Location
Parental
Status
Marital
Status
Education
Military
Experience
Religious Beliefs
Loden and
Rosener 1991
Secondary Dimensions of DiversitySecondary Dimensions of Diversity

12. If we could shrink the earth's population to a village ofIf we could shrink the earth's population to a village of
precisely 100 people, with all the existing human ratiosprecisely 100 people, with all the existing human ratios
remaining the same, it would look like this. There wouldremaining the same, it would look like this. There would
be:be:
– 61 Asians61 Asians
– 12 Europeans12 Europeans
– 14 from the Western14 from the Western
Hemisphere, both northHemisphere, both north
and southand south
– 13 Africans13 Africans
– 50 would be female50 would be female
– 50 would be male50 would be male
– 74 would be nonwhite74 would be nonwhite
– 26 would be white26 would be white
– 67 would be non-Christian67 would be non-Christian
– 33 would be Christian33 would be Christian
– 89 would be heterosexual89 would be heterosexual
– 6 people would possess 59%6 people would possess 59%
of the entire world's wealthof the entire world's wealth
and all 6 would be from theand all 6 would be from the
United StatesUnited States
– 80 would live in substandard80 would live in substandard
housinghousing
– 14 would be unable to read14 would be unable to read
– 33 would die of famine33 would die of famine
– 1 would be near death;1 would be near death;
– 1 would be near birth1 would be near birth
– 7 would have a college7 would have a college
educationeducation
– 8 would own a computer8 would own a computer
– 11 would be homosexual11 would be homosexual

13. Approaches toApproaches to
DiversityDiversity
The Golden Rule
–1960s, assimilation, “stop
treating people badly”
Right the Wrongs
–1970s, affirmative action,
created “us versus them”
Value Differences
–Year 2000 and beyond,
diversity is an asset

14. PREJUDICEPREJUDICE
STEREOTYPESTEREOTYPE
DISCRIMINATIONDISCRIMINATION
GeneralizedGeneralized attitudeattitude
towards members oftowards members of
a group.a group.
BehaviorsBehaviors directed towardsdirected towards
people on the basis of theirpeople on the basis of their
group membership.group membership.
GeneralizedGeneralized beliefbelief
about members of aabout members of a
group.group.
SAMHSA, Office of Minority Health, and Health Resources and Administration, Quality Health Services for
Hispanics: The Cultural Competency Component, 2001.

15. Labeling = Stereotype, Prejudice, &Labeling = Stereotype, Prejudice, &
DiscriminationDiscrimination
• Categorizing can be dangerous. LabelsCategorizing can be dangerous. Labels
can become too rigid and when there is nocan become too rigid and when there is no
room for growth the label becomes stifling,room for growth the label becomes stifling,
both for the individuals who are labeledboth for the individuals who are labeled
and for the category itself.and for the category itself.
• This leads to Stereotypes, Prejudice, &
Discrimination.
SAMHSA, Office of Minority Health, and Health Resources and Administration, Quality Health Services for
Hispanics: The Cultural Competency Component, 2001.

16. Primary Characteristics:
Qualities We Are Born With
• 􀂄 Gender
• 􀂄 Eye Color
• 􀂄 Hair Color
• 􀂄 Race
• 􀂄 Birth Defects

17. Secondary Characteristics:
• Religion
• Educational Level
• Parental Status
• Geographic Location
• Socioeconomic
Status
• Sexual IdentitySexual Identity

18. Prejudice, Stereotype, & DiscriminationPrejudice, Stereotype, & Discrimination
• Negative prejudices stem from:Negative prejudices stem from:
– Social learningSocial learning
– ThreatsThreats
• Is being prejudiced against one groupIs being prejudiced against one group
the same as being prejudiced againstthe same as being prejudiced against
another group?another group?
– E.g., Do people who have prejudices againstE.g., Do people who have prejudices against
women and homosexuals have thosewomen and homosexuals have those
prejudices for the same reason?prejudices for the same reason?
SAMHSA, Office of Minority Health, and Health Resources and Administration, Quality Health Services for
Hispanics: The Cultural Competency Component, 2001.

19. Prejudice, Stereotype, &Prejudice, Stereotype, &
DiscriminationDiscrimination
• Prejudice is learned.Prejudice is learned.
• If we become prejudiced against groupsIf we become prejudiced against groups
because they threaten us, perhaps groupsbecause they threaten us, perhaps groups
that triggerthat trigger certaincertain threats will also triggerthreats will also trigger
certaincertain prejudices andprejudices and certaincertain reactions.reactions.

20. Reducing Prejudice, Stereotypes, &Reducing Prejudice, Stereotypes, &
DiscriminationDiscrimination
What can we do to reduce the existence or
expression of prejudice, stereotyping, and
discrimination?

21. Self-Fulfilling PropheciesSelf-Fulfilling Prophecies
• A false belief that leads to its own fulfillment:A false belief that leads to its own fulfillment:
1.1. Perceiver develops false belief about a targetPerceiver develops false belief about a target
2.2. Perceiver treats target in a manner consistent withPerceiver treats target in a manner consistent with
false belieffalse belief
3.3. Target responds to the treatment in such a way asTarget responds to the treatment in such a way as
to confirm the originally false beliefto confirm the originally false belief

22. Two Types of SFPsTwo Types of SFPs
• Positive SFPs:Positive SFPs:
1.1.Perceiver overestimates target’s abilityPerceiver overestimates target’s ability
2.2.Perceiver treats target consistent with that overlyPerceiver treats target consistent with that overly
positive beliefpositive belief
3.3.Target responds by confirming the overlyTarget responds by confirming the overly
positive beliefpositive belief

23. • Negative SFPs:Negative SFPs:
1.1.Perceiver underestimates target’s abilityPerceiver underestimates target’s ability
2.2.Perceiver treats target consistent with that overlyPerceiver treats target consistent with that overly
negative beliefnegative belief
3.3.Target responds by confirming the overlyTarget responds by confirming the overly
negative beliefnegative belief

24. Self-Fulfilling Prophecies andSelf-Fulfilling Prophecies and
StereotypesStereotypes
• Self-fulfilling propheciesSelf-fulfilling prophecies
can contribute to social problemscan contribute to social problems

25. Danger of First ImpressionsDanger of First Impressions
• We make decisions about people everyWe make decisions about people every
dayday
• Our first impressions can:Our first impressions can:
– Influence our working relationshipsInfluence our working relationships
– Be affected by stereotypes of which we areBe affected by stereotypes of which we are
not awarenot aware

26. How are our first impressions
of others formed?

27. Forming PerceptionsForming Perceptions
• Through our life, experiences teach usThrough our life, experiences teach us
about our place in a group or societyabout our place in a group or society
• We tend to be:We tend to be:
– Be raised in groups just like usBe raised in groups just like us
– Gravitate to similar peopleGravitate to similar people
– Be uncomfortable with differencesBe uncomfortable with differences

28. Forming Perceptions (con’t)Forming Perceptions (con’t)
• We mistakenly believe that:We mistakenly believe that:
– All peopleAll people like us on the surfacelike us on the surface areare
similarsimilar in all other waysin all other ways
– All people who areAll people who are unlike us on surfaceunlike us on surface
areare differentdifferent in all other waysin all other ways
• We view others through lens of groupWe view others through lens of group
stereotypestereotype

29. • Why do we need to understand how perceptionsWhy do we need to understand how perceptions
are formed?are formed?
• If people respond well to you and appreciateIf people respond well to you and appreciate
your work, how do you feel?your work, how do you feel?
• When others avoid you because of negativeWhen others avoid you because of negative
perceptions, how do you feel?perceptions, how do you feel?

30. Exclusion Brings:Exclusion Brings:
• Less interest in performing to full capacityLess interest in performing to full capacity
• Cultural life and traditions seem distinctCultural life and traditions seem distinct
• Over sensitivityOver sensitivity

31. Being Accepted Stimulates:Being Accepted Stimulates:
• Positive feelingsPositive feelings
• A more productive and enjoyableA more productive and enjoyable
workplaceworkplace

32. • So how do we get there?So how do we get there?
• How do we appreciate others &How do we appreciate others &
then communicate thatthen communicate that
acceptance?acceptance?

33. Keys to Working Well w/ OthersKeys to Working Well w/ Others
• Communicating openlyCommunicating openly
• ListeningListening
• Establishing respect andEstablishing respect and
understandingunderstanding
• Discussing issues as they ariseDiscussing issues as they arise

34. How can FGP’s respond toHow can FGP’s respond to
differences in the classroom?differences in the classroom?
• Positively –Positively – I’ll embrace this challenge!I’ll embrace this challenge!
• Negatively –Negatively – I’ll resist this. (No one can force me!)I’ll resist this. (No one can force me!)
• Indifferently –Indifferently – Whatever! No skin off my nose eitherWhatever! No skin off my nose either
way… I treat everyone the same.way… I treat everyone the same.
• Proactively –Proactively – I need to learn about this before II need to learn about this before I
encounter it firsthand.encounter it firsthand.
• Reactively –Reactively – Uh oh! What should I do?Uh oh! What should I do?

35. Anne Frank:
“We all live with the
objective of being happy;
our lives are all
different and yet the
same.”
In the classroom, we recognize students’ unique differences while recognizing
what they have in common: the human condition – this “objective of being happy”.

36. Cultural CompetenceCultural Competence
requires that educators:requires that educators:
• have a defined set of values and principles, and demonstratehave a defined set of values and principles, and demonstrate
behaviors, attitudes, policies and structures that enable them tobehaviors, attitudes, policies and structures that enable them to
teach effectively cross-culturally.teach effectively cross-culturally.
• have the capacity to (1) value diversity, (2) conduct self-have the capacity to (1) value diversity, (2) conduct self-
assessment, (3) manage the dynamics of difference, (4) acquire andassessment, (3) manage the dynamics of difference, (4) acquire and
institutionalize cultural knowledge and (5) adapt to diversity and theinstitutionalize cultural knowledge and (5) adapt to diversity and the
cultural contexts of the communities they serve.cultural contexts of the communities they serve.
• incorporate the above in all aspects of policy making, administration,incorporate the above in all aspects of policy making, administration,
practice, service delivery and involve systematically consumers, keypractice, service delivery and involve systematically consumers, key
stakeholders and communities.stakeholders and communities.
~National Center for Cultural Competence~National Center for Cultural Competence

37. From One End to the OtherFrom One End to the Other
• PovertyPoverty (Students do not have basic(Students do not have basic
school supplies, may experienceschool supplies, may experience
malnutrition, have limited to no travelmalnutrition, have limited to no travel
experiences)experiences)
• DisabilityDisability (Physical or academic –(Physical or academic –
challenges and limitations will be achallenges and limitations will be a
factor in the classroom.)factor in the classroom.)
• Abuse & NeglectAbuse & Neglect (Negative(Negative
personal experiences can havepersonal experiences can have
negative effects on learning.)negative effects on learning.)
• English as a SecondEnglish as a Second
LanguageLanguage (Immigrant and refugee(Immigrant and refugee
children face challenges beyondchildren face challenges beyond
language learning.)language learning.)
• Facing PrejudiceFacing Prejudice (Whatever the(Whatever the
“differences” they may be negatively“differences” they may be negatively
perceived by others.)perceived by others.)
• AffluenceAffluence (Students travel, own(Students travel, own
books, computers, supplies, their ownbooks, computers, supplies, their own
study area, etc.)study area, etc.)
• AbilityAbility (Gifted and high ability(Gifted and high ability
students require additional challengestudents require additional challenge
just as athletically gifted students seekjust as athletically gifted students seek
outlets for their talents.)outlets for their talents.)
• Nurturing Home LifeNurturing Home Life (Students(Students
are encouraged, praised, read to, etc.are encouraged, praised, read to, etc.
in their homes.)in their homes.)
• MulticulturalMulticultural (Students who have(Students who have
had positive, cultural experiences havehad positive, cultural experiences have
greater insight and understanding.)greater insight and understanding.)
• Fostering AcceptanceFostering Acceptance
(Teachers must move beyond(Teachers must move beyond
“tolerance” to “acceptance” in“tolerance” to “acceptance” in
modeling attitudes.)modeling attitudes.)

38. For example…For example…
Responding to ESOL
Recognize
(Knowledge)
Accommodate
(Skills)
Value
(Disposition)
“I have students who cannot
speak English.”
“I will use ESOL strategies
in my lesson plans.”
“I will ask my ESOL students
to share their culture
with the class.”

39. And another example…And another example…
Responding to Low
Socioeconomic Status
(SES)
Recognize
(Knowledge)
Accommodate
(Skills)
Value
(Disposition)
“I have students who cannot
afford field trips,
classroom supplies, etc.”
“I will locate alternative
resources through the PTA
or other fundraising sources.”
“I will never allow students
to tease poor classmates. I will
compliment legitimate
contributions made by
all of my students.”

40. ……talent comes in all shapestalent comes in all shapes
and sizes…and sizes…

41. …… and it also comes in alland it also comes in all
different containers!different containers!

42. Not onlyNot only can’tcan’t we judge a book by its cover, wewe judge a book by its cover, we
must recognize that some books have had theirmust recognize that some books have had their
covers torn off, some are written in a foreigncovers torn off, some are written in a foreign
language, and some might contain ideas withlanguage, and some might contain ideas with
which we don’t agree.which we don’t agree.
RecognizeRecognize,, accommodateaccommodate, and, and valuevalue ALL ofALL of
your students for what they represent and whatyour students for what they represent and what
they have to offer. Bethey have to offer. Be positivepositive andand proactiveproactive inin
this endeavor.this endeavor.

43. Diffusion of ResponsibilityDiffusion of Responsibility
““I used to ask myself, ‘Why doesn’t somebody doI used to ask myself, ‘Why doesn’t somebody do
something?!’ Then I realized I am somebody.”something?!’ Then I realized I am somebody.”
-- Jane Wagner-- Jane Wagner
SAMHSA, Office of Minority Health, and Health Resources and Administration, Quality Health Services for
Hispanics: The Cultural Competency Component, 2001.

44. Collusion DefinedCollusion Defined

45. Collusion is cooperation with others, knowingly
or unknowingly, to reinforce stereotypical
attitudes, prevailing behaviors, and norms
Types of collusion include:
• Silence
•Denial
•Active Participation

46. PARADIGMSPARADIGMS
Paradigms establish the
rules and boundaries for the
way we see things.
SAMHSA, Office of Minority Health, and Health Resources and Administration, Quality Health Services for
Hispanics: The Cultural Competency Component, 2001.

47. PARADIGM SHIFTPARADIGM SHIFT
• The next time you are in aThe next time you are in a
situation with some membersituation with some member
of an out-group, take 2of an out-group, take 2
minutes to:minutes to:
– Take their perspective.Take their perspective.
– See if you can image howSee if you can image how
they see the situationthey see the situation
differently from you and whatdifferently from you and what
aspects they might beaspects they might be
concentrating on.concentrating on.

48. CULTURAL SENSITIVITYCULTURAL SENSITIVITY
• The ability to be open to learning aboutThe ability to be open to learning about
and accepting of different cultural groups.and accepting of different cultural groups.
• “If we are aware of our biases, we can
correct them—as when driving a car that
drifts to the right, we steer left to go where
we intend."
-- Mahzarin Banaji
U.S.U.S. Department of Health and Human Services, OPHSDepartment of Health and Human Services, OPHS
National Standards for Culturally and Linguistically Appropriate Services in Health Care, March 2001National Standards for Culturally and Linguistically Appropriate Services in Health Care, March 2001

49. “By 2050, the U.S.
population is expected to
increase by 50% and
minority groups will make
up nearly half of the
population…. The
population of older
Americans is expected to
more than double. One-
quarter of all Americans will
be of Hispanic origin….
More women and people
with disabilities will be on
the job.”

50. “Treat others as they want to be treated”

51. Individual’s Path to CulturalIndividual’s Path to Cultural
CompetencyCompetency
Learning is like a journey, in that, it is a
path that we follow to enlightenment. A
model developed by David Hoopes, gives
us a model to cultural competency. His
outline illustrates the development of
cultural competency in every one of us.
Competency implies having the capacity to
function effectively. It will be interesting
to see where, we as individual, fit into this
continuum.
Hoopes, David. 1979. “Intercultural Communication Concepts and the Psychology of Intercultural Experience,” in Margaret
Pusch, ed. Multicultural Education: A Cross-Cultural Training Approach. Yarmouth, ME: Intercultural Press

52. PATH OF INTERCULTURALPATH OF INTERCULTURAL
LEARNINGLEARNING
Multiculturation
Selective Adoption
Appreciation/Valuing
Acceptance/Respect
Understanding
Awareness
Ethnocentricity
Hoopes, David. 1979. “Intercultural Communication Concepts and the Psychology of Intercultural
Experience,” in Margaret Pusch, ed. Multicultural Education: A Cross-Cultural Training Approach.
Yarmouth, ME: Intercultural Press

53. Individual’s Path to
Cultural Competency
Ethnocentricity – This is a state of relying on our own,
and only our own, paradigms based on our cultural
heritage. We view the world through narrow filters, and
we will only accept information that fits our paradigms.
We resist and/or discard others.
Awareness – This is the point at which we begin to
realize that there are things that exist which fall outside
the realm of our cultural paradigms.
Understanding- This is the point at which we are not
only aware that there are things that fall outside our
cultural paradigms, but we see the reason for their
existence.
Hoopes, David. 1979. “Intercultural Communication Concepts and the Psychology of Intercultural
Experience,” in Margaret Pusch, ed. Multicultural Education: A Cross-Cultural Training Approach.
Yarmouth, ME: Intercultural Press

54. Individual’s Path to
Cultural Competency
Acceptance/Respect - This is when we begin allowing
those from other cultures to just be who they are, and
that it is OKAY for things to not always fit into our
paradigms.
Appreciation/Value- This is the point where we begin
seeing the worth in the things that fall outside our own
cultural paradigms.
Selective Adoption - This is the point at which, we
begin using things that were initially outside our own
cultural paradigms.
Multiculturation- This is when we have begun
integrating our lives with our experiences from a
variety of cultural experiences.
Hoopes, David. 1979. “Intercultural Communication Concepts and the Psychology of Intercultural
Experience,” in Margaret Pusch, ed. Multicultural Education: A Cross-Cultural Training Approach.
Yarmouth, ME: Intercultural Press

55. ““Cultural Jeopardy”Cultural Jeopardy”

56. How to play:How to play:
• A definition will be presented and youA definition will be presented and you
must determine the appropriate wordmust determine the appropriate word
from the list.from the list.

57. Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The ability to be
open to learning
about and
accepting of
different cultural
groups.
Cultural
Sensitivity

58. Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief that racial
differences produce
an inherent
superiority of a
particular race.
Racism

59. Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A generalization of
characteristics that
is applied to all
members of a
cultural group.
Stereotype

60. Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A subconscious belief in
negative stereotypes
about one’s group that
results in an attempt to
fulfill those stereotypes
and a projection of those
stereotypes onto other
members of that group.
Internalized
oppression

61. Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A belief in the
inherent superiority
of one pattern of
loving over all and
thereby the right to
dominance.
Heterosexism

62. Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To make a
difference in
treatment on a
basis other than
individual
character.
Discrimination

63. Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The recognition and
acknowledgement that
society is pluralistic. In
addition to the dominant
cultural, there exists many
other cultures based around
ethnicity, sexual orientation,
geography, religion, gender,
and class.
Multiculturalism

64. Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
An attitude, opinion, or
feeling formed without
adequate prior
knowledge, thought,
or reason.
Prejudice

65. Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
The belief in the
inherent superiority
of one sex (gender)
over the other and
thereby the right to
dominance.
Sexism

66. Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
A body of learned
beliefs, traditions,
principles, and guides
for behavior that are
shared among
members of a
particular group.
Culture

67. Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
To judge other cultures by
the standards of one’s own,
and beyond that, to see
one’s own standards as the
true universal and the other
culture in a negative way.
Ethnocentrism

68. Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
As a biological concept, it
defines groups of people
based on a set of
genetically transmitted
characteristics.
race

69. Prejudice
Ethnocentrism
Stereotype
Sexism
Multiculturalism
Cultural Sensitivity
Ethnicity
Racism
Race
Internalized Oppression
Discrimination
Heterosexism
Culture
Sharing a strong
sense of identity
with a particular
religious, racial, or
national group.
Ethnicity

71. Civilizations should be measured by
"the degree of diversity attained
and the degree of unity retained."
— W.H. Auden, English poet (1907-1973)