help ethnic minorities with career guidance. module ... · attitudes toward ethnic minorities and...

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McDavis, Roderick T.; Parker, Woodrow M.Help Ethnic Minorities with Career Guidance. ModuleCG C-15 of Category C--Implementing. Competency-BasedCareer Guidance Modules.American Association for Counseling and Development,Alexandria, VA.; American Institutes for Research inthe Behavioral Sciences, Palo Alto, Calif.; AmericanVocational Association, Inc., Arlington, Va.;Missouri Univ., Columbia.; Ohio State Univ.,Columbus. National Center for Research in VocationalEducation.Office of Vocational and Adult Education (ED),Washington, DC.ISBN-0-934425-27-28573p.; For other modules in the Competency-BasedCareer Guidance Series, see CE 041 641. Adapted by G.Brian Jones.Bell and Howell Publication Systems Division, OldMansfield Road, Wooster, OH 44691-9050.Guides - Classroom Use - Materials (For Learner)(051)

M701/PC03 Plus Postage.Attitude Change; Career Counseling; *Career Guidance;Check Lists; Communication Skins; Competency BasedEducation; Counseling Objectives; *CounselingTechniques; *Counselor Attitudes; Counselor ClientRelationship; Counselor Role; Counselor Training;*Cross Cultural Training; Cultural Differences;Ethnic Bias; Ethnic Groups; *Ethnic Stereotypes;Guidance Personnel; Inservice Education;Interpersonal Competency; Learning Activities;Learning Modules; Lesson Plans; Material Development;*Minority Groups; Paraprofessional Personnel;Postsecondary Education; Questionnaires; SchoolCounseling; Secondary Education; Self Evaluation(Individuals)

ABSTRACTThis learning module, one in a series of

competency-based guidance program training packages focusing uponprofessional and paraprofessional competencies of guidance personnel,deals with helping ethnic minorities with career guidance. Addressedin the module are the following topics: determining one's ownattitudes toward ethnic minorities and reasons for those reactions,explaining some of the career-related consequences of stereotypinge thnic minorities, improving interactions with ethnic minorities,planning for more culturally relevant career guidance materials fore thnic minorities, and communicating more effectively with ethnicminorities. The module consists of readings and learning experiencescovering these five topics. Each learning experience contains some orall of the following: an overview, a competency statement, a learningobjective, one or more individual learning activities, an individualfeedback exercise, one of more group activities, and a facilitator'soutline for use in directing the group activities. Concluding themodule are a handout, a paricipant self-assessment questionnaire, atrainer's assessment questionnaire, a checklist of performanceindicators, a list of references, and an annotated list of suggestedadditional resources. (MN)

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COMPETENCY-BASED CAREER GUIDANCE MODULES

PLANNING SUPPORTING

141 Identify and Planfor Guidance Pro-gram Change

InfluenceLegislation

5-4 Conduct StaffDevelopmentActivities

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11 Organize Guid-ance Program Devel-opment Team

S4 Write Proposals04 Use and Complywith AdministiativeMechanisms

41.,

114 Collaborate withthe Community

53 Improve PublicRelations and Com-munity Involvement

0041 Establish aCareer DevelopmentTheory

A4 Build a Ginante Program Plan-ning Model

A Determine Clientand EnvironmentalNeeds

Counsel Individ-uals and Groups

C Tutor Clients

C3 Conduct Com-puterized Guidance

C4 Infuse CurriculumBased Guidance

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IMPLEMENTING

C11 CoordinateCareer ResourceCenters

C4 Promote Home-Based Guidance

CT Develop a WorkExperience Program

C4 Provide forEin,loyaboloty SkillOeelopment

C4 Provide for theBasic Skills

C13 Provide CareerGuidance to Girlsand Women

C10 ConductPlacement and Refer-ral Activities

C11 FacilitateFollow-through andFollow-up

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C-12 Create and Usean Individual. CareerDevelopment Plan

TC-14 EnhanceUnderstanding ofIndividuals withDisabilities

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C11 Meet initialGuidance Needs ofOlder Adults

OPERATING

C-1T Promote Equityand Client Advocacy

C16 Assist Clientswith Equity Rightsand Responsibilities

C-13 Develop Ethicaland Legal Standards

131 Ensure ProgramOperations

04 Aid ProfessionalGrowth

EVALUATING

V1=1111 jMiE1 Evaluate Guid-ance Activities

5 Communicateand Use EvalualionBased Decisions

Help Ethnic Minoritieswith Career Guidance

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Module CG C-15 of Category C ImplementingCompetency-Based Career Guidance Modules

Written by Roderick T. McDavia Adapted by G. Brian JonesWoodrow M. Parker American Institutes for ResearchUniversity of Florida Palo Alto, CAGainesville, FL

Developed by the National Consortium on Competency-Based Staff Development in coopera-tion with the American Institutes for Research, under support by the United States Office ofEducation. Department of Health. Education. and Welfare. under Part C of the VocationalEducation Act of 1983.

The National Center for Research in Vocational EducationThe Ohio State University1960 Kenny RoadColumbus, Ohio 432101986ISBN 0-934428-27-2Copyright 1985 by The National Center for Research in Vocation& Education, The Ohio Stele University. All rights reserved.These materials were developed by tho National Center for Research in Vocational Education, The Ohio State University,Columbus, Ohio; The American Association for Counseling and Development, Alexandria, Virginia; The American VocationetAssociation, Ariington, Virginia; The American Institutes for Research, Palo Alto, California; and the University of Missouri.Columbia, through contracts from the United States Department of Education, Office of Vocational and Adult Education; underthe research section of the Educational Amery ment of 1918 (P.L. 94.482). Copyright is claimed until full term. Thereafter allportions of this work covered by this copyright will be in the public domain. The opinions expressed, however, do not necessarilyreflect the position or policy of the Department of Education, and no official endorsement by the Department of Education shouldbe inferred.

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FOREWORDThis coons ling and guidance program series is patternedafter the Performance-Based Teacher Education modulesdesigned and developed at the National Center for Researchin Vocational Education under Federal Number NE-000-3-77Because this model has been successfully and enthusiasticallyrecieved nationally and internationally. this series of modulesfollows the same basic format

This module is one of a series of competency-based guidanceprogram training packagesfocusing upon specific professionaland paraprofessional competencies of guidance personnelThe competencies upon which these modules are based wereidentified and verified through a project study as being thoseof critical importance for the planning supporting implement-ing operating and evaluating of guidance programs Thesemodules are addressed to professional and paraprofessionalguidance program stalt in a wide variety of educational andcommunity Settings and agencies

Each module provides learning experiences that integratetheory and application each culminates with competencyreferenced evaluation suggestions The materialsare designedfor use by individuals or groups of guidance personnel whoare involved in training Resource persons should be skilled inthe guidance program competency being developed andshould be thorouOly oriented to the concepts and proceduresused in the total training package

The design of the materials provides considerable flexibilityfor planning and conducting competency-based preserviceand inservice programs to meet a wide variety of individualneeds and interests The materials are intended for use byuniversities. state departments of education postsecondaryinstitutions intermediate educational service agencies ..112Aagencies employment security agencies. and other commu-nity agencies that are responsible for the employment andprofessional development of guidance personnel

The competency-based guidance program training packagesare products of a research effort by the Ketone, Center'sCareer Development Program Area Many individuals. institu-tions and agencies participated with the National Center indhave made contributions to the systematic developmenttesting and refinement of the materials

National consultants provided substantial writing and reviewassistance in development of the initial module versions over1300 guidance personnel used the materials in early stages oftheir development and provided feedback to the NationalCenter for revision and refinement The materials have beenor are being used by 57 pilot community implementation sitesacross the country

Special recognition for major roles in the direction develop-ment. coordination of development. testing and revision ofthese materials and the coordination of pilot implementationsites is extended to the following project staff Harry N DrierConsortium Director. Robert E Campbell. Linda Pfister.Directors. Robert Bhaerman. Research Specialist KarenKimmel Boyle. Fred Williams. Program Associates. and JanieB Connell. Graduate Research Associate

Appreciation also is extended to the subcontractors whoassisted the National Center in this effort Drs Brian Jonesand Linda PhillipsJones of the American Institutes forResearch developed the competency base for the total pack-age managed project evaluation. and developed the modulesaddreSsing special needs Gratitude is expressed to Dr.Norman Gysbers of the University of Missouri-Columbia forhis work on the module on individual career developmentplans Both of these agencies provided coordination andmonitoring assistance for the pilot implementation sitesAppreciation is extended to the American Vocational Associ-ation and the American Association for Counseling andDevelopment for their leadership in directing extremely impor-tant subcontractors associated with the first phase of thiseffort

The National Ceriter is grateful to the U S Department ofEducation Office of Vocational and Adult Education (OVAE)for sponsorship of three contracts related to this competency-based guidance program training package In particular weappreciate the leadership and support offered project staff byDavid H Pritchard who served as the project officer for thecontracts We feel the investment of the OVAE in this trainingpackage is sound and will have lasting effects in the field ofguidance in the years to come

Robert E TaylorExecutive Director

National Center for Researchin Vocational Education

THE NATIONAL CENTER

FOR RESEARCH 1$ VOCATIONAL EDUCATIONTHE OHIO 5 TATE VNIVIR511 Ittg60 KENNY n0A0 COLumbuti OHIO 43210

The National Center for Research in Vocational Education's rtes.son Is to increase the ability of diverse agencies, institutions. andorganizations to solve educational problems relating to individualcareer planemg, preparation. and progression The National Centerrolhas 'Is mission by

Generating knowledge through researchDeveloping educational programs and productsEvaluating individual program needs and outcomesProviding information ler national planning and policyinstalling educational programs and productsOperating Information systems and servicesconchehog leadership development and trammg programs

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ABOUT THIS MODULE

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INTRODUCTION 5

READING 7

Competency 1, Describe some of your attitudes or feelings toward ethnic minorities andreasons for those reactions 7

Competency 2. Fxplain some of the career-related consequences of stereotyping ethnicminorities 7

Competency 3. Plan how to improve your interactions with ethnic minorities 9

Competency 4. Plan for more culturally relevant career guidance materials for ethnicminorities 9

Competency 5. Communicate more effectively with ethnic minorities 15

LEARNING EXPERIENCES

1. Attitudes toward Ethnic Minorities 19

2. Stereotyping Ethnic Minorities 27

3. Action Plan for Improved Interactions 35

4. Culturally Relevant Career Guidance Materials 43

5. Communicating with Ethnic Minorities 53

EVALUATION 61

REFERENCES 67

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ABOUT USING THE CBCG MODULESC8CG Module Organization

The training modules cover the knowledge, skills, andattitudes needed to plan, support, implement, operate, andevaluate a comprehensive career guidance program. Theyare designed to provide career guidance program implementers with a systematic means to improve theircareer guidance programs. They are competency-basedand contain specific information that is intended to assistusers to develop r ` least part of the critical competenciesnecessary for overall program improvement.

These modules provide information and learning ac-tivities that are useful for both school-based andnonschool-based career guidance programs.

The modules are divided into five categories.The GUIDANCE PROGRAM PLANNING category assistsguidance personnel in outlining in advance what is to bedone.The SUPPORTING category assists personnel in know-ing how to provide resources or means that make it possi-ble for planned program activities to occur.The IMPLEMENTING category suggests how to conduct,accomplish, or carry out selected career guidance programactivities.The OPERATING category provides information on howto continue the program on a day-to-day basin once it hesbeen initiated.The EVALUATING category assists guidance personnelin judging the quality and impact of the program and eithermaking appropriate modifications based on findings ormaking decisions to terminate it.

Module Format

A standard format Is used in all of the program'scompetency-based modules. Each module contains (1) anintroduction, (2) a module focus, (3) a reading, (4) learn-ing experiences, (5) evaluation techniques, and (6)resources.

Introduction. The introduction gives you, the moduleuser, an overview of the purpose and content of themodule. It provides enough information for you to deter-mine if the module addresses an area in which youneed more competence.About This Module. This section presents the follow-ing information:

Module Goal: A statement of what one can ac-complish by completing the module.Competencies: A listing of the competencystatements that relate to the module's area of con-cern. These statements represent the competenciesthought to be most critical in terms of difficulty forinexperienced implementers, and they are not anexhaustive list.

This section also serves as the table of contents for thereading and learning experiences.Reading. Each module contains a section in whichcognitive information on each one of the competenciesis presented.1. Use it as a textbook by starting at the first page and

reading through until the end. You could then

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complete the learning experiences that relate tospecific competencies. This approach is good if youwould like to give an overview of some competen-cies and a more in-depth study of others.

2. Tum directly to the learning experiences(s) thatrelate to the needed competency (competencies).Within each learning experience a reading is listed.This approach allows for a more experiential ap-proach prior to the reading activity.

Lemming Experiences. The learning experiences aredesigned to help users in the achievement of specificlearning objectives. One learning experience exists foreach competency (or a cluster of like competencies), andeach learning experience is designed to stand on its own.Each learning experience is preceded by an overviewsheet which describes what is to be covered in the learn-ing experience.

Within the body of the learning experience, the followingcomponents appear.

Individual Activity: This is an activity which a personcan complete without any outside assistance. All of theinformation needed for its completion is contained inthe module.

Individual Feedback: After each individual activitythere is a feedback section. This is to provide userswith immediate feedback or evaluation regarding theirprogress before continuing. The concept of feedbackis alto intended with the group activities, but it is builtright into the activity and does not appear as a separatesection.

Group Activity: This activity is designed to befacilitated by a trainer, within a group training session.

The group activity is formatted along the lines of afacilitator's outline. The outline details suggested ac-tivities and information for you to use. A blend ofpresentation and "hands-on" participant activities suchas games and role playing is included. A Notes columnappears on each page of the facilitator's outline. Thisspace is provided so trainers can add their own com-ments and suggestions to the cues that are provided.

Following the outline is a list of materials that will beneeded by workshop facilitator. This section can serveas a duplication master for mimeographed handoutsor transparencies you may want to prepare.

Evaluation Techniques. This section of each module con-tains information and instruments that can be used tomeasure what workshop participants need prior to train-ing and what they have accomplished as a result of train-ing. Included in this section are a Pre- and PostParticipantAssessment Questionnaire and a Trainer's AssessmentQuestionnaire. The latter contains a set of performanceindicators which are designed to determine the degree ofsuccess the participants had with the activity.

References. All major sources that were used to developthe module are listed in this section. Also, major materialsresources that relate to the competencies presented in themodule are described and characterized.

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Effective career guidance services are essentialin a highly technological, ever-changing society.While these services are necessary for all people,they are especially needed for those ethnic minor-ity persons whose career development patternshave been restricted by societal limitations. Pro-fessionals in schooN, colleges, and universititeshave expressed concerto about the lack of effec-tive career guidance services for this target group.Similar alarm has been voiced by workers incommunity agencies when they contemplate theunresolved career needs of people who are notattending educational institutions.

Not much has been written about the specificcareer development needs of ethnic minoritiesuntil recently. In addition, most training pro-grams for career guidance personnel have notoffered course work or practical experiencesaimed at providing career guidance services spe-cifically for ethnic minority persons. If minoritiesare to achieve equality as American citizens, itwill be necessary for them to attain their highesteducational, worker and career goals. Therefore,professionals and lay staff in schools, colleges,universities, and community agencies must meetthe challenge of delivering better career guid-ance services to ethnic minority children, youth,and adults.

Several steps might be considered in providingbetter training in this area. First begin by helpingguidance workers to increase their own under-standing and acceptance of ethnic minorities andtheir attitudes and feelings toward them. Aware-ness of attitudes and feelings can lead to elimina-tion of erroneous impressions but most us ofneed skills and behavior changes that go beyondthat first step. Second, assist guidance personnelto acquire and practice ways to communicateeffectively with ethnic minorities. This can beaccomplished in part through training that focuseson sending and receiving clear messages. Theproducts of these two steps, self-awareness andeffective communication, are the keys to suc-cessful relationships in this important area ofcareer guidance.

This module is designed as a very preliminarypart of constructing the above two steps. Othermodules must be added to this one to produce amuch more comprehensive two-step trainingprogram. Those additional modules should delveinto specific career guidance needs of this mod-ule's target group. as well as ways of assessing

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INTRODUCTION

and addressing them. This introductory modulefocuses only on one very preliminary need--tohave access to guidance personnel and materialsthat are culturally fair.

This module is written from the perspective of amember of the ethnic majority--a Caucasian--inNorth America. The intent is to provide sugges-tions for improving communication patterns andrelationships with representatives of any ethnicminority group. It is assumed that minority groupmembers are already skilled in the areas on whichthis module focuses. However, if you are such aperson, you may want to work through the moduleto see if there are skill areas that you wish toextend and if you want to help other module par-ticipants achieve the learning objectives addressedhere.

The following are terms used in this module:

Career--the pattern of activities and expe-riences that make up a lifetime of work,learning, and leisure. The term is broadlydefined here to include occupational andeducation choices and patterns as well asother aspects of a person's lifepersonaland social behaviors, skills, social responsi-bilities, and leisure activities.

Career development the life long processpeople use to gain skills in setting careergoals and in developing. implementing, eval-uating, and revising plans to define a career.

Career gulden ce--various types of assistanceprovided to help individuals in their careerdevelopment. It may include instruction,counseling placement. follow-through, eval-uation, and support procedures based oncareer planning and development needs.

Culturally relevant career guidance materi-alscareer guidance materials that reflectthe culture and experiences of the membersof racial or ethnic groups.

Discriminationthe differential treatment ofindividuals, an overt or covert expression ofprejudice.

Ethnic minority - -a person who belongs tosome racial or ethnic group and who identi-fies with a common and distinctive cultureand/or language that is not that of the

population in a country. The term as used inthis module refers to North America as thecountry and to Asian-Americans, blacks,Latinos, and Native-Americans as the ethnicminority groups.

Prejudice - -a predisposition to act towardindividuals and groups with a (typically)rigid, emotional attitude based on inade-quate information and without regard forindividual differences.

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Receiving message--a response that com-municates that someone heard the idea,thought, or feeling expressed.

Sending message--a response that commu-nicates an idea. thought, or feeling.

Stereotype --a belief about all members of ahuman group in which little concern isshown for individual differences and facts,even when they are available.

Attitudes toward Ethnic Minorities

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Competency :l ).

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.. Describe Wmo of yOur attitudes or feelings towardethnic minoritliosend reasons for those reactions..

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An attitude is a feeling or emotion toward con-cepts, people, or situations. We all :save attitudesand feelings toward other people. especiallytowardthose who are different from us. Most of us havelearned such attitudes and feelings from signifi-cant individuals in our lives (e.g., relatives, friends,and other influential people). In fact, this learningprobably happened during time periods when wewere unaware that it was occurring, Often, webecome aware that we have these attitudes onlywhen someone responds, perhaps with annoy-ance, to us.

As was stated in this module's Introduction. theterm "ethnic minorities" is used here to includeany ethnic group that does not consider itself partof the majority. Caucasian. population in NorthAmerica Awareness of the nature and extent ofour attitudes and feelings toward ethnic minori-ties is important because it provides us with the

Competenpy 2

opportunity to change ones that are unreason-able or that produce negative results. Oftentimeswe can be unaware that our attitudes are offend-ing the people who are the objects of them. If wetake the time to explore our responses, invariablywe can be surprised at what we find. It is not easyto look objectively at our attitudes toward ethnicminorities. But it is a necessary first step in pro-viding effective career guidance services for them.

One of this module's major purposes is to helpyou increase your awareness of the attituoes youheld or currently hold. The assumption is that asyou become more aware of yourtypical responses,you will have the freedom to decide which onesyou wish to maintain and which ones you want tochange. In that way, you will increase yourchances of positively influencing the career devel-opment of people with whom you work.

Stereotyping Ethnic Minorities

What is the Nature of Ethnicity-RelatedStereotypes?

Explain some of the career-related consequences ofstereotyping ethnic .minorities.

A stereotype is a belief about el members of ahuman group; a belief that sho' Ma concernfor individual differences. Stereotypes make ussee an "exaggerated" picture of the importance ofcertain characteristics.

Some of our stereotypes may be positive orappreciative in nature, such as the stereotype thatwomen are nurturing and compassionate and,therefore, should take jobs in the human servicesfield. It is the woman who does not fit the stereo-

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type that is penalized by society and oftentimesby her own feelings of guilt. Hence, even positivestereotypes may have negative implications forsome segment of any given group of people. Thefocus in this section is to examine the nature ofcommon stereotypes used to label ethnic minori-ties and possible effects on them.

What are Some of the Common Sourcesof These Stereotypes?

Many social stereotypes that influence careerdevelopment result from distortions presented in

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movies, television, magazines, and other forms ofmass media. An obvious example is provided inthe many westerns in which the Native Americanworker is portrayed as speaking little or noEnglish and acting extremely naive and gullible.Another instance is the "Amos and Andy" por-trayal of the black workers as slow or even shift-less. One of the reasons for these ethnic stereo-types is that their users have had limited experi-ences with specific minority groups. They takewhatever limited information or experience theyhave and apply it to all representatives of a group.

Mass media comprises only onevehicle for trans-mitting and reinforcing stereotypes. Certainly,school textbooks have stereotyped, omitted, anddistorted the many contributions of ethnic minor-ity groups in career fields and other areas through-out history Rarely does one find reference to theextensive contributions ethnic minorities havemade to government, social structures, mediCine,foods, arts and crafts, technology, and militarystrategy. Omission ordistortion of historical infor-rvilion often creates a climate in which stereo-types may grow and can subtly influence educa-tors and even employers to limit the careeroptions of stereotyped persons.

One of the most powerful sources perpetuatingstereotypes is verbal and nonverbal communica-tion (subtle or otherwise) from family. friends,and other significant persons. When an influen-tial person makes discriminatory statements (e.g..tells antiminority jokes) listeners may believe thepresented stereotype. This situation producespeople who "know" many things, but whoseknowledge is not always based ID' 1Perifiable facts.

What is the Process of Learning Stereotypesand Responding to Them?

Stereotypes are internalized intellectually andemotionally and their internal responses can inturn influence inappropriate and inadequate overtbehaviors Social discrimination is the outcome.Sensitive to negative treatment. an ethnic minor-ity person may consent to the behavioral ex pecta-tionb expressed in the stereotypes and may assumecertain roles for survival. Others may learn torationalize or deny the existence of negativetreatment. while still others may absorb it andtinvelop a negative self-concept because theybelieve the negative treatment is appropriate.This can lead to insidious results where individu-als even become prejudiced against themselvesTill, end results lor these people can be fear arfl

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anger directed at both themselves and others.Undoubtedly, you will be exposed to such re-sponses in your career guidance contacts withethnic minorities. How you help career develop-ers identify and explore them will have majorimplications for the career planning and actionsthose people make.

Other responses to stereotypes may include per-ceiving every majority person as a potentialsource of pain. ranging from a social snub tooutright violence. Some stereotyped people mayreact by demanding to be heard. insisting thatjustice be done. and moving beyond rhetoric intoaction. They may resist strongly the assumptionthat they are guilty until proven innocent. In anyevent, ethnic minority persons may tend to assumea defensive attitude when responding to an inter-ethnic situation, such as ones that frequentlyoccur in school and job environments. Careerguidance personnel can help minorities preparefor possible social problems in both types ofsettings.

When interacting in such situations. majority per-sons also face a dilemma. They have been givenconflicting messages by society. One message isthat ethnic minority persons are inferior to themin ways that are important in the working world.Thesecond message is that in today's democracyall people are equal relative to career opportuni-ties and that no one should be the recipient ofdiscrimination. How do people go about reconcil-ing these two conflicting concepts? Some major-ity persons attempt it by denying that discrimina-tion exists. They justify any actions that ethnicminorities perceive as discrimination by seeingonly those actions that fit into their stereotypicpicture.

Other majority persons. concerr.ed with discrim-ination and fair play, have reacted perhaps out ofguilt or conscience. with tokenism and charity- -sometimes to the extreme. The implementation ofpolicies of equal employment opportunitiesadopted by many businesses and industries fre-quently seem to reflect such tokenism. Ethnicminority career planners certainlywill be exposedto this type of more subtle discrimination. How-ever, this behavior is often communicated aspaternalism and as an attempt to foster a depen-dency relationship. Anger is the end result whencharitable actions do not seem to be appreciatedby the ethnic minority groups. These emotionsinterfere with the acquisition of knowledge, dis-tort judgment. and prohibit effective interper-sonal relationships and communication.

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Plan how to improve your Interactionsminorities:

:-,Action Plan for Improved Interactions

Competency 3 p

The inability to relate with ethnic minorities is oney careerof the major obstacles that prevents man

guidance personnel from providing effective ser-vices for them. You can begin to better under-stand them (in fact. any individual) if you havemore contact and better relations. One method ofincreasing the contact is to have a variety of expe-riences with them on profes iiont..;, social, or per-sonal levels. With more experier.ces, usually youwill become aware of both diflgrences and sim-ilarities between you and theri. This statementshould not imply that all interactions with ethnicminorities will lead to positive results for you orthem. The possibility of aversive consequencesholds for any of our social interactions but

^.. .,

hopefully they can be minimized by careful plan-ning and thoughtful contacts.

Experiences such as eating meals, going to socialgatherings, working on professional projects, ortraveling with ethnic minorities can usually helpyou learn and grow as individuals and profes-sionals. Successful interactions can afford youthe opportunity to use first-hand information as abasis to change any negative attitudes or stereo-types to help you form genuine friendships. Inaddition, these contacts can increase your knowl-edge which can then be transferred to your com-munications and contacts with ethnic minorityclients in your career guidance efforts.

Culturally Relevant Career Guidance Materials

Competency 4 Plan for more culturally relevant career guidancematerials for ethnic minorities.

Bias is prejudice--the favoring of one group overanother, creating distortion of facts. Bias has toofrequently been present in career guidance mate-rials. Biased materials of interest for this moduleinaccurately portray ethnic minority persons.One problem with these materials is that theysimply co not motivate or encourage ethnicminority persons to consider the careers pre-sented. Having role models is important in thecareer decision-making process of most people,and it is especially so in the case of ethnic minor-ites who have been underrepresented or mis-represented in most career guidance materialsAnother problem is that biased materials can fos-ter ethnic stereotypes among members of themajority ethnic group.

Developing Culturally Fair Materials

Incorporating into existing materials culturallyrelevant career guidance content. specifically

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designed for ethnic minorities, is one solution tothis problem. The chief advantage of this approachis that they display minorities in job areas wherethey are typically underrepresented. They alsoprovide role models that might inspire ethnicminorities to develop interests in new and differ-ent job areas. Incorporating culturally relevantcontent into existing materials also demonstratesthat you are genuinely trying to meet their careerguidance needs.

The development of such materials for ethnicminorities requires creativity, time, knowledge ofjobs, and some supplies. For example, one ideamight be a scrapbook that illustrates ethnic minor-ities in traditional and nontraditional jobs. Anotherexample is a slide/tape show that shows them in awide variety of jobs, discussing the factors thatmotivated them to develop an interest in their jobareas

The development of a scrapbook that illustrates

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ethnic minorities is a relatively easy task. First,the necessary materials are gathered. These in-cludes acrapbook cover, pictures of ethnic minor-ities. and information on job areas. Covers for thescrapbooks are obtained from bookstores whilepictures are taken from such ethnic minoritymagazines as Ebony, Jet, Essence, or Nuestro.Pictur -.- cif ethnic minorities who are currentlyworkim) in various jobs &so can be used Thesepictures show ethnic minorities performing theirjobs in their work settings. The Occupational Out-look Handbook (0.0.H.) and the Dictionary ofOccupational Titles (D.O. T.) a re typical and excel-lent sources to use for gathering information onvarious job families.

Scrapbooks may be arranged in several ways.One strategy entails presenting pictures of ethnicmales and females in jobs that cluster together.This ,provides role models for both male andfemale ethnic minorities. A second strategy in-,volves arranging pictures according to the O.O.N.or D.O.T. listing of jobs. This allows ethnic minor-ities to use the O.O.N. and D.O.T. with the scrap-book. A third strategy includes organizing thepictures according to one of the many other sys-tems for categorizing jobs. Regardless of theInt mat used, the idea is to provide pictures ofell nic minorities in a scrapbook that is attractive,creative, and practical.

The next portion of the scrapbook could be adescription of each job listed earlier in the resumebut this description could include informationabout education requirements, types of work,salail ranges. and job opportunities. The O.O.N.and D.O.T. are sources typically used for thisinformation. Some scrapbooks include an audiotape with a brief description of the job areas illus-trated in them. An ethnic minority person canthen listen to this tape while reading thesci.apbook.

Most goad scrapbooks are pilot tested beforethey are implemented for si.ineral use. This test-ing process helps insure its appropriateness sincethe results can be used to direct necessary revi-sions The pictures and descriptions also can beincorporated into existing career guidancematerials

A slide/tape show can also he developed. Again,iraditional and nontraditional jobs where ethnicminorities are underrepresented are identified.Jobs in medicine. college teaching. engineering.law. communications. and architecture are a fewexamples Information from the United StalesDepartment of Labor is a source often used inidentifying such jobs.

The next step in the process is obtaining picturesand taped interviews with ethnic minority repre-sentatives in the various jobs presented. Theseinterviews are used to ask the workers questionsabout significant facors that contributed to theirjob and career decision-making process. Thesequestions address such factors as motivation,self-concept, personal interests, education, ob-stacles. and background expeliences. The pic-tures show ethnic minority workers performing intheir work settings.

The taped interviews are edited and significantcomments and ideas that would be valuable forethnic minority clients to hear are retained. Edit-ing usually reduces each tape to 5 to 10 minutes.Each of the 5 to 10 minute interviews is thenrecorded on one tape according to the orderselected for presenting them. Often some ethnicmusic or poetry that has an inspiring message toethnic minority listeners is used as a background.

The pictures are processed into slides. Some-times the slides are organized according to the0.0. H. or D.O. T. job families or sometimes by theorder of the taped interview. Slide/tape shows aretypically interesting, informative, relevant, andfairly brief (30 to 45 minutes). They often motivateethnic minorities to seek more information aboutspecific jobs and careers in general.

A slide/tape show, like a scrapbook. should bepilot tested. The most common test is to haveethnic minority persons view it and give feedbackon on its value to them. After revisions, based onthis feedback, the slide/tape show is then ready tobe used with ethnic minority clients or incorpo-rated into an existing career guidance slide/tapeshow.

The above materials can be used in a number ofways such as the following:

1. A scrapbook could be duplicated and a copycou:d be placed in every career guidancesetting that is presented. This allows ethnicminority persons to look at the scrapbookwhenever time permits.

10

2. A scrapbook or slide/tape show could bekept in one central location. Users couldthen access them during periods of the dayas their schedule permits.

3 A scrapbook and slide /ti pe show could beused in a program that assigns a special dayor evening to the presentation of job andcareer options,

1 i

4. A slide/tape show could be used as an activ-ity in a group experience focusing on careerdevelopment for ethnic minorities. It couldserve as a stimulus for group discussion.

5. A scrapbook could be used in one-to-onecounseling or advising sessions with ethnicminorities. It would serve as a basis for joband career exploration with these clients.

8. A scrapbook or slide/tape show could bepresented to large groups. These resourcescould provide excellent role models forethnic minority 'ersons and alsc providevaluable information,

7. The development of a scrapbook or slide/tape show could be given as an assignmentto ethnic minority clients. This would givethem firsthand knowledge of various jobsand role models with whom they can identify.

8. A scrapbook or slide/tape show could bekept in a school, college, or public libraryeither on reserve or available to check out.

9. A scrapbook or slide/tape show could beused to supplement and complement otherinformation distributed to ethnic minoritypersons. Each resource could demonstrateto them that you are trying to meet theirspecific career development needs.

10. A scrapbook or slide/tape show could beused as an example to show other profes-sionals how to develop culturally relevantcareer guidance materials that can be .isedwith ethnic minorities.

11 The scrapbook pictures could be incor-porated into existing career guidancescrapbooks.

12. The slide/tape show could be incorporatedinto existing career guidance slide/tapeshows.

Examining ExIstiAg Career GuidanceMaterials for Cultural Fairness

Another approach for resolving the problems ofethnic bias in career guidance materials is toadopt and use specific standards and betterprocedures for examining available products todetermine the nature and extent of their biases. Infact. you should employ such guidelines as youpick materials to incorporate into any resourcesyou develop along the lines of suggestions pre-sented in the preceding section.

In one approach to developing such guidelines.the Council on Interracial Books for Children(1975) published a useful description of how itsstaff reviewed for racist content a random sampleof 100 career education materials. The Council'sreview team studied books and other printedmaterial, films, filmstrips, cassettes, and records.Some of the team's findings were the following:

1. Whereas white workers were depicted with avariety of facial expressions and seemed tobe taking their work seriously, blacks wereusually shown as grinning.

2, Most minorities in leadership appeared tohave been subjected to cultural "white-washing."

3. Tokenism was frequently reinforced andminority workers were often shown eitherworking alone or together, but with nowhites present.

4. Ethnic minorities were seldom shownsupervising and training white workers or asthinkers, planners, Jr highly skilledemployees.

5. Perhaps the clearest indication of pervasiveracism was provided by materials showingwhites as "serving" blacks only in profes-sional capacities (e.g., as social workers,public health nurses, doctors, law enforce-ment officers). However, when blacks weredepicted as "serving" whites their interac-tions centered around food and hospitalityservices.

6. Many materials tended to: (a) promote themyth of ethnic equality (e.g. in terms ofpower, social benefits, and privileges for allworkers in the same occupational category);(b) ignore cultural variations; and (c) encour-age submissive attitudes toward employee's.

The team ended its report by recommending a setof strategies for countering ethnic bias in instruc-tional materials. Two of these are particularlyappropriate for this module. First, the report sug-gests that teacherr and guidance personnel canuse as discussion stimulators raGist connotationsuncovered in materials. In discussion groups,questions such asthe following can be investigated:

1. Which minority groups were shown in thismaterial?

2 Were their roles presented to reflect the cur-rent realities of society or to reflect societyas it ought to be? In either rase. did the text

ii14

for film commentary) discuss injustice tominorities?

3. What might the author or film producershave done to show this minority group in amore positive way?

4. What three things would have been differentif all of the white people were shown asblacks, for instance, and all of the minoritiesas whites?

5. Can you see why it is especially important

for minorities to consider more professionalcareers rather than just jobs?

Second, the report presented the checklist theteam employed to organize its review process.Sample 1, "Checklist for Reviewing Career Edu-cation Materials for Racist Content" can be adapt-able for your use. Its content reflects the Coun-cil's standards and its assessment proceduresonerationalize the review steps the team followed.Both can be helpful as you examine availablecareer guidance materials or develop your own.

Sample 1

Checklist for Reviewing Career Education Materialsfor Racist Content'

Name of Reviewer:

Date:

Title:

Film. Book:44

Filmstrip: Other

Number of pieces included in set.

VISUAL ANALYSIS

Overt Factors

What percentage of total number of workers shown are minority people

Of this percentage what is the percentage of males? Females?

A * Virtually Always U = Usually OF = Often 0 = Occasionally,.

1.

2.

3.

4.

5,

8.

7.

8.

9.

C

10.

11.

tfir.t)IV

i

.. ,,4. 4

44'Are minority people stereotyped by skin color, facial features, hairstyles, etc? ...

III8 .

Are minority people Isolated from white coworkers? III NW P

Are minority people being supervised or taking directions? ..t, V

Are minority people shown supervising or training while workers? .,.

Are minority workers shown looking indecisive or confused? .

Are minority people shown as thinkers, planners, or highly skilled ....;workers?

1111/11 .

.7.

111

Are minority workers shown as unskilled workers? RUN INIIIAre minority people shown se...serving white people?, I. .

4.ttA',

Are white people shown serving minority people?r.,,.

*:

srt Factors

Where people era shown doing socially useful work, ere minority .

people adequately and positively represented?

1*.

Are minority people pictured against backgrounds that are cul-turally incongruous?

'F torn Council on Interracial Books for Children Racim in Career Evaluation Materrals Study of 100 Career EducationMaterials 1975

13

16

CON

Ove

1.

2.

3.

4.

5.

6.

7.

S.

TENT ANALYSIS (WRITTEN & ORAL)

rt Factors:

Are relative advantages and disadvantages of each occupationdiscussed?

A U Of 0 N

Does the material state or imply that accents, physical characteris-tics, or other personal traits are disadvantages In an occupation?

Does the material explain the worker's rights as well asresponsibilities?

.

.

.

Does the material explain the employer's responsibilities to theworker?

.

Is testing used or suggested as the best way to determine one'sability to perform a job?

Does the material use derogatory terms (e.g., "boy" Instead of"man" when referring to an adult)?

Does the material encourage optimal educational experiencesrather than minimal/limited training?

Do the materials encourage minority children to accept limitedrights and limited roles? I

COMMENTS:

SPECIFIC REFERENCES:

Please cite specific examples of racially offensive material by page number. frame number, or approxi-mate location in films.

14

Communicating with Ethnic Minorities

Competency 5 Communicate more effectively with ethnic minorities.

Effective communication is an important compo-nent of any meaningful relationship among indi-viduals or groups. Developing effective communi-cation skills with ethnic minorities is an essentialstep toward providing better race relations andcareer guidance services. If you can effectivelycommunicate with ethnic minority persons, youare able to establish genuine interpersonal rela-tionships with them. These relationships can thenserve as a basis for you to help them with a widevariety of their personal, social. or career devel-opment concerns. Moreover, the tact that youmake a serious effort to communicate effectivelydemonstrates to them that you are trying to betterunderstand and relate to them. This is an impor-tant message to communicate because ethnicminorities very often perceive majority personsas not really wanting to learn how to communi-cate with them.

Honest communication. meaningful dialogue, andthe development of genuine and authentic rela-tionships with ethnic minorities require a com-mitment from you. An authentic relationship isone in which there is a full recognition of differ-ences between you and the person or personswith whom you are communicating and a mutualappreciation and valuing of these differences.But how are authentic relationships formed? For-tunately. some of the communication skills foundto be effective in developing such relationshipshave been identified. A few of these skills arepresented here. The purpose of this section is tohelp you learn how to use these skills to send andreceive messages in communicating during thecareer guidance process with ethnic minorities.This section will also present examples of how tosend and receive messages.

All communication involves sending and receiv-ing messages. It is equally important to accu-rately receive a message as it is to send a clearmessage.

Sending Messages

Three ways to send messages in responding toethnic minority persons are as follows:

15

1. Providing decision alternatives. This type ofresponse offers the individual a range ofoptions or choices for solving a problem.These responses can be used when a per-son presents you with any type of careerdevelopment concern. The main idea is todiscuss some of the alternatives that areavailable to help resolve the concern. Explor-ing career options is probably the most sali-ent career guidance illustration of this skill.Once the alternatives are presented. theadvantages and disadvantages of each alter-native are discussed. Providing alternativesand discussing their possible consequencescan be helpful to any person who is seekingsolutions to a career problem.

2, Providing encouragement. This type of re-sponse helps the individuals acquire themotivation and desire to succeed in theircareer development. These responses canbe used as positive reinforcement of wisecareer decision making and planning. Theycan serve the purpose of communicatingthat you are aware of the individuals' pro-gress and that you want to let them knowthat. These responses can also help ethnicminorities to build more positive self con-cepts and to feel better about their ability toachieve.

3. Providing challenges. This type of responsestimulates individuals to consider tiew direc-tions. Here they are stimulated to reachbeyond their current levels of achievementor success and to seek higher goals, Re-sponses of this type can be used to helpethnic minority persons reevaluate theirpresent career plans and achievement. Pro-viding challenges is a way of communicat-ing to them that you believe they are capableof a higher level of achievement.

Receiving messages

Three ways to receive messages from ethnicminority persons are as follows:

1. Acknowledging messages. To acknowledge

18

o message means to communicate that youhave heard what the person said. This couldbe done by nodding your head up and downor saying, "I heard you." The intent is toindicate that you are really listening to whatthe person is saying. By acknowledging thecareer-related messages that ethnic minor-ity persons send, you can also communicatethat what they are saying is wally important.

2 Accepting messages. To accept a career-related message communicates that youheard and understood what the person said,that you do not wish to judge it as unfavor-able or undesirable, and that you might wantto respond further to it. These responsescommunicate that you accept the message,care about the person, and want to help.Accepting messages in situations wherelanguage differences exist communicatesthat you are really trying to understand theother person in spite of those barriers.

3. Empathizing messages. Empathic messagescommunicate that you hear and accept thefeelings or emotions an individual expressesabout a career problem and want to respondto it. This can be done by saying that youunderstand what the person is feeling andthen reflecting back to him or her the feelingor feelings you thought werecommunicated.Empathic messages communicate that youare aware of the feelings being expressed,you are experiencing one (or all) of themyourself. and you are responding to them.

Examples of Sending and Receiving Messages

The following are examples of three ways to sendand three ways to receive career developmentmessages in communicating with ethnic minoritypersons. Each response represents one of thepreviously discussed three ways to send andthree ways to receive messages.

Sending Messages

1. Providing Decision Alternatives

Statement: I wou'd like to attend a collegeor university. but I'm havingtrouble deciding which one Iought to apply to.

Message Let's talk about some large.medium. and small colleges anduniversities. We can make up a

list of your top ten choices andthen talk about the advantagesand disadvantages of attendingeach one. Wecan also talk aboutwhat you plan to major in andfind out how many of the col-leges and universities offer aprogram in that area. We mayalso want to consider how ex-pensive each college or univer-sity would be. Let's go back andbegin to make up that list of col-leges and universities.

2. Providing Encouragement

Statement: I still can't make up my mind. Iwonder whether the test resultscan help me to decide. I stillwant engineering but . . .

Message: All the data lead me to think thatengineering is a reasonablecourse for you. The test results,as well as everything else youhave told me, indicate that youare on the right track.

3. Providing Challenges

Statement: I never will be successful be-cause I don't make good gradesin school.

Message: I think you can be successful atmany different careers. Have youever thought about all thecareeropportunities that are availableto you? Let's take a look at someof your abilities, interests, andvalues. and match them to somecareers. If you are willing towork hard I know you can be-come a successful person inmany areas!

Receiving Messages

16

1. Acknowledging Messages

Statement: The only thing that's clear to meis that my career is all mixed up.I want toyy to fix it, but I can't. Iwant to be strong, but I'm actingweak. I want to make up my ownmind, but I'm letting everybodysway me in every direction. It'sone big mess.

19

Message: Mm-hm. You have a lot of feel-ings and concerns about yourcareer. I would like to hear moreof them.

2. Accepting Messages

Statement:

Message.

O.K., I'll say it: you hate mebecause of my black skin.

I do dislike you at times but for adifferent reason. I feel you arenot treating me as an equal. Youact superior, defiant, and hos-tile. It seems you need to behostile to me because youassume that I am hostile to you.

3. Empathizing Messages

Statement: My mother never gives me anycredit when I get good grades.

Message: I know how bad you're feelingright now. You want your motherto care about you and yourgrades and it seems that shedoesn't care. Let's share thosefeelings a little more.

These ways of sending and receiving messagesare useful in most communication. Responsesthat provide information on career alternativescan be used where individuals are expressingconfusion about school, career, or life goals.These responses provide valuable career infor-mation which is one of the main expectations ofethnic minorities. Providing encouragement re-sponses can be used to reward clients who areachieving, to help them build self confidence, andto attain a sense of hope. Responses that providechallenges help them to become motivated. Theseresponses can be used in situations where a per-son needs a "push" or "nudge" to move in a for-ward direction.

Acknowledging responses can be used in anycommunication with ethnic minorities. Theseresponses let them know that you are listening.Such messages can be stated in a few or manywords. Accepting responses can be used tocommunicate that you are listening and havesome feedback to give. These messages helpethnic minorities feel more comfortable self-disclosing and sharing feelings. Empathicresponses can be used to communicate that youcare about the person's concern or problem.

NOTES

18

21

Learning Experience 1Attitudes toward Ethnic Minorities

OVERVIEW

. .4e'l . f

COMPETENCY.. Describe. Softie .Of roc a*oinorititis,and. relay* if,'

.. . Read Competency lan.:::f; :":"::::':r' :.4.''''&: .7L.111.*:. ..:: .41:41:41 ''' r: '''''t : '.: 11..':4 : . ; 1:'IL ' .-

: . ,7:4-i.'

.,. .

READING R

,,- ,,, --. ' *"; f s 1 r 1

rt' r''' 1 '- - 4 _,.r. ' '

,. : . ,; , ..7"d .

*, 4.p

.-'..-t.' .4. .,' ,: 'rt., i ..§. r 'LEARNING .tyrits*.'

..

OBJECTIVE -.. :three of*. . ...y.oil.. ...,. :.

. . persons: ant( :fkr.rmir.2 : . you hold..eackettifude 'or 111110 .-!.0.4i .

. . ; : . . , . . .. .. ,44.VAr . ,g., , e ,

, i 0 ... l 11,.. ,

. , . . . ., .. ,.... ' Vw, % t

INDIVIDUAL. identify iimiondOOW. .. .

ACTIVITY -i..- .

,.. - ., .:. ,v.:.....::.,..:.,..; - ., ii.,

. : 714-: 4.{ $ et'. Vitt

i, .., ,, .', ie,... -,

1' . . . ...

y.t....,.: .

INDIVIDUAL Novo at least one person

FEEDBACK, . ; ., .

.... .-.

GROUPACTIVITY

Participate in a aeries of variousand other group members' attitudeit

19 22

INDIVIDUALACTIVITY

Identify attitudes you and others hold toward ethnic minorities.

Review the reading for Competency 1 on page 7. It focuses on attitudes toward ethnic minorities. Whenyou have completed your reading. review the following points.

1. All of us have attitudes and feelings toward other people especially toward individuals and groupswho are different from us.

2 It is most important for us to be aware of our attitudes and feelings toward ethnic minorities.

3 Awareness of our attitudes and feelings toward ethnic minorities is a necessary first step inproviding effective career guidance services for them.

4. Most of us learn our attitudes and feelings toward ethnic minorities from people whom we admireor trust.

5 Therefore, if we are aware of our negative attitudes and feelings toward ethnic minorities. we canchange those attitudes and feelings by relearning them or learning different ones.

Interview at least two people you know well. Ask them to discuss their past and present personal. social.or professional experiences with ME mbers of a racial or ethnic group different from the one to whichthey belong. Ask them to discuss only those experiences they feel comfortable sharing with you.

Once you have conducted your interviews, write a statement that summarizes three attitudes andfeelings you have towards ethnic minorities. Include at least two major reasons why you hold eachattitude or feeling (e.g., personal experiences, social experiences, life influence. knowledge. and soforth

2023

Find at least one person to review what you wrote in the Individual Activity. Perhaps one (or both) of thetwo people you interviewee, would be willing to do this for you. You learned something about theirattitudes toward ethnic minorities: this will give them a chance to learn something about yours. Inchecking to see if you successfully completed the activity. they should make sure you did each of thefollowing:

1. Clearly described at least three separate attitudes and feelings you have toward ethnic minoritypersons.

2. Stated only attitudes that you currently hold.

3. Provided for each attitude and feeling two separate reasons why you developed it and aremaintaining it

4. Stated only reasons that clearly are important to you as well as show what caused or led to theattitudes.

Revise your responses until the one or two people you asked to review what you write agree that youhave met the above criteria.

GROUPACTIVITY.

PsAlcilistfOt noand other' roup

.-!1

,II. Ovoriousiisod groupoVigiouso your - , ,.poll' ottitudootorOrlittrnttiOninotithIL

Note: The Individual Activity should be completed before this Group Activity. The following outline isto be used by the workshop facilitator,

Facilitator's Outline Notes

A Starting Point

1 Tell participants that they will nowexperience an activity to help themcomplete a final review of their atti-tudes and feelings toward ethnicminorities.

2. Have participants read the descrip-tion of the handout, "Continuing toBecome Aware."

This group activity should build on the individ-ual one they have just completed.


8. The Rounds

1. Round 1: (15 minutes)

a. Place participants in pairs (oneethnic majority and one ethnicminority, if possible). Beginningthe activity with participants inpairs will help them to begin todisclose their true feelings andattitudes. It should make themfeel more comfortable andsecure.

b Ask them to discuss their pastand present personal, social, orprofessional experiences withi-embers of a racial or ethnicgroup different from the one towhich they belong. They maydiscuss whatever experiencesthey feel comfortable sharing.


a. Place participants in groups offour. The participants shouldnow feel more comfortable.

b. Ask them to continue to dis-cuss the same or additionalexperiences.


a Place participants in groups ofeight.

b. Ask them to continue to dis-cuss the same or additionalexperiences.

4 Round 4: (15 minutes)

a Ask participants to form onelarge gi oup.

b Encourage them to orally sum-marize their previous discussionsand to share any insights theymight have gained as a result ofthese discussions.

Using a large room or a few smaller rooms willhelp make these group sessions more effective.

22 2 5


C. Wrap Up

1. Ask participants to review their finalrevisions of their written statementin the Individual Activity to see ifthere are any waysthey would like tochange/improve their responses.

2. Encourage them to look back toinsure that they have achieved thelearning objective for this set ofactivities.

Make sure participants work individually tocomplete these final activities.

NOTES

- - -

242`?

Handout

Continuing to Become Aware

This activity will help you to become more aware of the attitudes and feelings you have toward ethnicminority persons. You will work in successive groups of two. four, and eight for this activity. You will beasked to discuss your past and present experiences with members of a racial or ethnic group differentfrom the one to which you belong. It's discussing these experiences. please participate at your own levelof comfort. That is. you determine tho topics of your discussion. The workshop facilitator will presentthe format for the activity and answer any questions you may have.

25

28

NOTES

26

29

Learning Experience 2Stereotyping Ethnic Minorities

OVERVIEW

COMPETENCY

READING

t "I. PI

. t '. . 4.

...)L ':(10,e" . e ., I. ' {."it P *4 $A.'".

i .. . i.4,

LEARNINGOBJECTIVE.

INDIVIDUALACTIVITY

INDIVIDUALFEEDBACK

GROUPACTIVITY

Participate in group flit wh!ott .psevent consistent with labels

2730

INDIVIDUALACTIVITY

List possible effects stereotyping can have on career devel-opment of ethnic minorities.

Review the reading for Competency 2 on page 7. It discusses the nature of ethnicity-related stereo-types. common sources of them, ways they are learned, and typical responses to them. When you havefinished reading that section. review the followir g points listed below to insure that you have learnedthe key concerns presented in the reading:

1 A stereotype is a belief we have that is used to label ethnic minorities.

2 Such stereotypes can be positive or negative, but both may have negative implications for thecareer development of ethnic minorities.

3 Many stereotypes are learned at a young age, ingrained, and never challenged.

4. One reason we stereotype ethnic minorities is that we have had limited experiences with them.

5 Mass media have produced and reinforced stereotypes about ethnic minorities. including onesrelated to careers.

6 School textbooks also have stereotyped. omitted. and distorted the many contributions of ethnicminorities throughout American history.

7 Influential people. family. friends, and significant others also perpetuate our stereotypes verballyand nonverbally.

8. It is important that we begin to examine our personal stereotypes.

Once you have covered this reading material to your satisfaction. list five possible effects stereotypingcan have on the career development of ethnic minorities Preferably. these examples should come fromyour personal experience. However. if you have difficulty selecting them. at least recall and list some ofthose you read about in the reading.

28 31

Compare your list with the reading for Competency 2, which identifies the possible career-relatedeffects of stereotyping ethnic minorities. Make sure that you find appropriate statements for each of thefive career consequences you named. Find someone who can verify the accuracy of your answers.

Vt

r.

Note: The Individual Activity should be completed before this Group Activity. The following outline isto be used by the workshop facilitator.

Facilitator's Outline

A. Starting Point

1. Tell participants that they will nowparticipate in an activity to helpthem learn stereotypes used to labelethnic minorities.

2. Have participants complete theindividual Activity.

3. Have participants read the handout"Eliminating Stereotypes aboutEthnic Minorities" on page 33.

B. Role Play

1. Have participants stand and form alarge circle around you.

2. Ask participants to fantasize the fol-lowing experience and you describeit to them (5 minutes): "You havereceived a mailed invitation to attenda social gathering next weekend.

INotes

29

Point out the relationship of this and the Indi-vidual Activity. Most important of all. be awareof the sensitive nature of this activity. It isintended to help participants appreciate thepowerful effects of ethnic labels. It is notdesigned to affront or produce hostility. De-pending on the nature of your workshop's par-ticipants, you might want to take time toexplain these thoughts to them.

In the role play, you play the host/hostess.

32


You would like to go but you're notsure who sent the invitation. Youdecide that you will go just to seewho else attends. The evening hascome and you have arrived at theparty. Your host is at the door togreet you. Your host welcomes youto the party and says that all youhave to do to enter the party is topromise to communicate at leastonce with everyone at the partyaccording to the labels they arewearing on their backs. You haveagreed to do this and are about toenter the party."

3 At this point, have participants turnbackwards so that everyone in thecircle is facing outward. Ask them toremain in this position until theyreceive further instructions from you.

4. Randomly place around the neckand on the back of each participantone of the labels you have made.inform the participants that the labelsare being placed on their backsrandomly.

5. Ask the participants to remember tointeract at least once with each per-son at the party according to thelabel the guest is wearing.

6. Tell participants that they may nowenter the party and begin to interact.

7. After 15 minutes. ask participants toonce again form a circle around you.keeping their labels on and facinginward.

8 Have participants verbally respondto the following questions in a largegroup discussion: (10 minutes)

Prepare these labels in advance and suspendeach one on one and a half to two feet of string.

Use 81/21* X 11" cardboard with holes punchednear two corners (for the string). Each labelshould contain one to three words that sum-marize a negative stereotype frequently usedto categorize ethnic minority persons in theirjobs. Some suggestions for labels are includedon page 33. If you use other ones, try to makethem relate to career development Issues towhich ethnic minorities frequently are exposed.

It will be easier on all of you if everyone sitsdown while completing this activity.

30

3 :1


a. What surprised you most aboutwhat you said to the other mem-bers of the group in response totheir labels? What were you feel-ing when you made thosestatements?

b. How did you feel about what theother members of the group saidto you?

c. Do you know what label you arewearing?

9. Have participants look at their labelsand verbally respond to these ques-tions: (10 minutes)

a. How do you feel about the labelyou are wearing?

b. How did you feel when beingtreated based on your label?

C. Wrap Up

1. Ask participants to review their finalrevisions of the list in the IndividualActivity to see if there are anyimprovements they would like tomake based on experiences theyhave just had with stereotypes.

2. Encourage them to check to see ifthey have achieved the learningobjective for Competency 2.

31

Be especially responsive to the reactions ofany ethnic minority participants.

Do not rush this "ventilation" time. Ensure thatall participants' feelings are heard and ac-cepted. Help them constructively resolve thosereactions.

Encourage participants to work individually tocomplete these final tasks.

34

NOTES

32 35

Handout

Eliminating Stereotypes about Ethnic Minorities

This activity will help you to learn about the effects of stereotyping ethnic minority persons. You willwork in a large group for this activity. You will be asked to wear a label and to fantasize that you are at asocial gathering. You will communicate with each person at the gathering at least once according tohis/her "label." This means that you will be expected to say or nonverbally show any responses youhave as soon as you have read a label. Please wait for the workshop facilitator to give you theinstructions for this activity.

Wetback

Colored

Nigger

Spook

Jigaboo

Wap

Dago

Boy

Slant Eyed

Chink

Dum Nigger

Chicano

Bad Nigger

Spanglish

Gal

Nigga

Suggestions for Labels

33 36

Lazy Nigger

Squaw

Polock

Pickaninny

Welfare Cheater

Spade

Kung Fu King

Redskin

Jap

Spic

Cool Nigger

Brave

Uncle Tom

Oreo

Guchee

Coon

NOTES

34

37

Learning Experience 3Action Plan for Improved Interactions

OVERVIEW

COMPETENCY. Plan how to Improve your lnioradtiOns411th,

READING Read,Competency $ On pace

LEARNING Write en telf(o*plaii*impOBJECTIVE 110$1010-withithio,nor

Lion of ths.aar000,004d sativitiVWhere talurpflicit, a list Of.help. end sh.*Olintion 1,0 dt,40impkinientec..

INDIVIDUAL Complete an Outline of a personal plan.ACTIVITY

INDIVIDUAL Ask a colleague to awes yourFEEDBACK

GROUP Participate in groups to identifyeadNional Ways of,improiingACTIVITY your relationship with ethnic minorities.

3538

INDIVIDUALACTIVITY

Comp late an outline 'of a personal plan.

Review the reading for Competency 3 on page 9. It briefly discusses a few strategies for how people canimprove their relationships with ethnic minorities. This brief introduction is designed to help youidentify and learn behaviors and activities you can use to have more contact or better interactions,especially ones related to your career development and that of ethnic minorities you contact.

After you have completed the reading, see if you agree that the following are the points that should bestressed.

t You can better understand ethnic minority people if you have more contact and better relationswith them

2 You can have professional, social, or personal experiences with them.

3 Through such experiences you can learn about their culture, lifestyle, and communication styles.

4. You can use these experiences as a basis to change negative attitudes or stereotypes you haveabout ethnic minorities, learn more about their and your own career development, and formgenuine relationships with them.

5 Your inability to relate with ethnic minorities prevents you from providing effective career guid-ance services for them.

6. Experiences with ethnic minorities can help you learn how to relate and establish rapport withthem.

Complete the following worksheet.

WorksheetAction Plan

Directions: Develop a personally relevant and appropriate action phn that you could implement toimprove your relationship with ethnic minority persons. In developing this plan, specifyan activity or activities that you can accomplish within a two-week period. Try to plan onesrelated to career development issues--such as the school and work decisions your ethnicminority contacts are facing, their current job experiences, or their past career develop-ment stages Be as specific as possible in your plan. Respond to the following questions todevelop your action plan. Feel free to add more parts to your plan.

ACTION PLAN

A On what cultural group (other than your own) will your plan tocusl

B What is the general nature of the activity or activities in which you will engage? Remember, try tomake it as career-related as possible.

C. When (what date/time) will this activity take place?

D. What resource persons will you contact for this activity?

E. Where will this activity take place?

F. How will you implement your action plan? (Explain in detail)

INDIVIDUALFEEDBACK

Ask a colleague to assess your plan using suggested criteria.

Successful completion of the worksheet requires that your action plan meets these criteria.

____ 1. You must provide answers for each of the six questions listed on the worksheet.

_______ 2. You must identify a discernible zultural group that your workshop facilitator canunderstand.

. 3. The activity or activities you describe must be outlined in sufficient detail so that one candetermine its/their appropriateness to the cultural group you selected. Preferably, theactivity or activities will relate to the career development of the persons with whom youwill be involved.

.____. 4. You must name specific time(s) and location(s) where the activity will occur.

5 You must list at least two resource persons and be able to convince the facilitator thatthey are appropriate choices for the purposes you intended.

._._ 6. You must include at least three details about how you will implement your plan so thefacilitator agrees that it seems likely you will use it

Your plan must meet all six criteria. Work with a colleague to resolve any problems that preventacceptance of this document and agreement that you have met the learning objective of this section.

GROUPACTIVITY

Participate in groups to identify additional ways of improvingyour relationship with ethnic minorities.

Note: The Individual Activity should becompleted before these Group Activities begin. Their ,. 4'.f 1outline is to be used by the workshop facilitator.

Facilitator's OutlineOW 110

A Starting Point

1 Tell participants that they will par-tic;pate in an activity to help themidentify and learn behaviors andprocedures they can use to havemore contact or better relations withtht:inic, minorities.

I Notes

Point out the relationship between these 9: ^upactivities rid the preceding individual one.

38


2. Have participants read the handout"An Action Plan" on page 41.

B. The Rounds


a. Place participants in groups ofeight.

b. Ask them to discuss behaviorsor activities that they can use tohave more personal contact andbetter relations with ethnicminorities,


a. Place participants in one largegroup.

b. Ask the small groups to presenttheir list of behaviors and activi-ties to the large group and dis-cuss briefly each behavior andactivity. Each sheet of papershould be taped to the chalk-board before the group presentsit,


a. Ask participants to raise ques-tions or make comments aboutthe behaviors and activities pre-sented in this activity.

C. Wrap Up

1. Ask participants to review their finalrevisions of the worksheet in theIndividual Activity to determine ifthere are any improvements theywould like to make based on thegroup experiences they have justhad.

2. Help art.; persons who feel they havenot yet achieved the learning objec-tive for Competency 3.

39

Prepare these materials in advance.

42

NOTES

40

43

Handout

An Action Plan

Work in groups of eight and a large group for this activity. You will be asked to develop a list of actionoriented behaviors or activities that you can use to improve your relations with ethnic minorities. Try tospecify activities that will help your own career development and that of the ethnic minorities youcontact. Please wait for the workshop facilitator to give you further instructions for this activity.

41 44

NOTES

4245

Learning Experience 4Culturally Relevant Career Guidance Materials

OVERVIEW

r

1

INDIVIDUAL Have a colleague review your plan.toFEEDBACK suggested criteria.

Participate In groups to Identify Ways' of liproving Sky.for evaluating and using culturally relevant Career guidance 'nmaterials.

43 46

INDIVIDUAL'ACTIVITY,

10,,r1 (:1.111109.40:14 Plan for using this type of rnstorial.- 4

Review the reading for Competency 4 on page 9. Ideas for developing and using culturally relevantcareer guidance materials are presented there. After completing the reading, check your understand-ing against the following list of ideas. These are the key points that you should have acquired from thereading.

1 Bias has been present in ,:ome career guidance materials in that they inaccurately portray or fail toportray ethnic minorities. Such materials do not motivate or encourage minorities to considersome lobs and careers.

2 Having role models is important in the career decision-making process, but many ethnic minori-ties do not have role models. Incorporating culturally relevant content and activities materials intoexisting materials is one solution to this problem.

3 A scrapbook and slide/tape showing ethnic minorities in a wide variety of jobs or careers are twoexamples of such materials. They can inspire minorities to develop interests in new and differentareas The development of such materials indicates that you are genuinely trying to meet theircareer needs.

4 The development of culturally relevant materials for ethnic minorities requires creativity, time.knowledge of jobs and career areas, and some materials.

5 The development of a scrapbook that illustrates career options for ethnic minorities is a relativelyeasy task including activities such as:

a Gathering materials including scrapbook cover, pictures of ethnic minorities. and informationon job and career areas. Included there could be job and career areas that illustrate uniqueopportunities for persons with specific ethnic and language characteristics.

b Organizing the pictures in the scrapbook.

c Listing a short description of each job or career in the scrapbook.

d Pilot testing the scrapbook with ethnic minority representatives.

P Using the scrapbook in conjunction with existing materials.

6 The development of a slide/tape show that presents ethnic minorities in a wide range of careers isalso relatively simple Activities such as the following are involved:

a Identifying traditional and nontraditional jobs and careers where ethnic minorities areunrierr, esented

b Searching for lobs and careers that can Illustrate unique opportunities for workers who havesnr.cific ethnic language characteristics

4 Interyiywing eth.iic minorities in these careers and obtaining their pictures (at work)

444 'i

d. Editing the tape and recording significant comments and ideas that would be good forminority clients to hear.

e. Processing the pictures into slides and determining their order of presentation.

f. Pilot testing the slide/tape show with ethnic minority representatives.

g. Incorporating the slide/tape show into existing materials.

7. Another strategy for resolving ethnic biases in career guioance materials entails developing a setof standards for evaluating those products and using a structured procedure for determining thenature and ex tent of biases in them.

8. The "Checklist for Reviewing Career Education Materials for Racist Content" is an exampleinstrument that you can adopt when you are receiving published materials.

9. There are specific strategies for countering ethnic bias in instructional materials.

Once you feel you have learned the main ideas from reading this section, complete the followingworksheet.

WorksheetPlan for Evaluating Materials

Your task is to write a plan for evaluating and using culturally relevant career guidance scrapbooks orslide/tape shows in your work setting. In developing your plan, respond to the following questions:

A. How will the scrapbook or slide/tape show be acquired (e.g., self-developed, borrowed, copied.purchased. etc.)?

B. How will you evaluate for ethnic bias in the scrapbook or slide/tape show. and the content materialincorporated into it.

C What will be the target audience (e.g.. classes. counseling groups. individual clients. etc.)?

D Where will the scrapbook or slide/tape show be used with this audience?

E. When will the scrapbook or slide/tape show be used with this audience?

F. How will the scrapbook or slide/tape show be integrated with other career guidance and counsel-ing materials?

G. How will you implement your action plan in your work setting? (Explain in detail.)

46 4a

INDIVIDUAL Have s colleague review your,plan-to detereninelf it meetsFEEDBACK suggested criteria..

Your action plan must meet each of the following criteria:

1. You must provide answers for each of the seven questions.

2. You must state exactly how you will obtain and evaluate the materials so the facilitator believes it isfeasible.

3. You must identify a discernible cultural group that your facilitator can understand.

4. You must name specific times and locations where the activity will occur.

5. You should outline in sufficient detail the ways you will integrate your approach with other careerguidance materials so that the facilitator can determine their appropriateness to the targetaudience and to the other materials.

6. You must include at least three details describing how you will implement your plan so that yourfacilitator agrees that it seems likely you will use it.

When your plan is ready for review, schedule some time with a colleague. Your plan must meet all sixcriteria. Work to resolve any problems that prevent acceptance of this document and agreement thatyou have met the learning objective of this section.

GROUPACTIVITY

Participate in groupato identify ways of improving your planfor evaluating and tieing culturally relevant ellreet guidancematerials.

Note: The individual Activityshouid be completed before these Group Activities begin. The followingoutline is to be used by the workshop facilitator.


A. Starting Point

1. Have participants read the handout"Evaluating and Using CulturallyRelevant Career Guidance Materials"on page 49.


B. The Rounds


a. Place participants in groups ofsix.

b. Ask each group to develop aplan for evaluating and usingculturally relevant career guid-ance materials in their work set-tings. The outline for this planshould be written on a blanksheet of paper. Each groupshould work on one project as ateam. The worksheet "Plan forEvaluating Materials" on page46 should be used as a guide forthis activity.


a. Place participants in a largegroup.

b. Ask members of each group todiscuss how the plans they devel-oped can be used with ethnicminorities.

C. Wrap Up: (20 minutes)

1. Ask participants to review their finalrevisions of the worksheet in theIndividual Activity to see if there areany improvements they care tomake based on their recent groupexperiences.

2. Help any participants who feel theyhave not yet achieved the Icarningobjective for Competency 4.

Stress that the purpose of these Group Activi-ties is to help them improve their individualplans. It is hoped they pick up creative ideasthey overlooked earlier in the Individual Activity.

48

HandoutEvaluating and Using Culturally Relevant

Career Guidance Materials

This activity will help you learn how to evaluate and ..se culturally relevant career guidance materialsthat are appropriate for ethnic minorities. You will work in teams of six and in a large group for thisactivity. Your team will be asked to develop a plan for evaluating and using culturally relevant careerguidance materials in your team members' work setting.

To begin the activity please review and examine the section of an ethnic minority career guidancescrapbook that appears below and on the next several pages. When you have finished reviewing thescrapbook sample, please wait for the workshop facilitator to give you further instructions for thisactivity

EXAMPLE ENTRIES FOR A SCRAPBOOK

COLLEGE: Business Administration

MAJOR: Accounting

JOB DESCRIPTION: Accountants prepare and analyze financial reports. They may specialize inauditing (reviewing financial records and reports to judge their reliability), taxes or budgetingand control. The major fields include the following:

Public Accounting--independent or employees of accounting firms.

Management handling financial records of industry or private iiirN.

Government--exar iining records of government agencies and of private agencies subject tofederal regulation.

RESOURCES:

Career Resource Center: Occupational Outlook Handbook. See Accountant for a general job descrip-tion, including typical work settings. responsibilities, training required, and salary ranges.

Video Tape #7--"Job Talk"--a representative from Arthur Anderson, public accountants. dis-cusses job opportunities in the company.

COLLEGE: Business Administration

MAJOR: Computer and Information Sciences

JOB DESCRIPTION: Programmers prepare step-by-step instructions for the computer to follow inprocessing information. They may specialize in business or scientific use of the computer.

Systems analysts develop methods to use computers. They recommend which data processingequipment is to be used. prepare instructions for programmers and translate results for manag-ers or customers. Those working with business systems may develop functions for accounting.forecasting sales. or marketing research. Experience as rt programmer is often desired.

49

52

RESOURCES:

Career Resource Center: Occupational Outlook Handbook. See Computer Programmer ano SystemsAnalyst for general job descriptions, including typical work settings, responsibilities, trainingrequired, and salary ranges.

Video Tape #3--"Job Talk"--a representative from Texas instruments discusses job opportuni-ties with the company.

COLLEGE: Engineering

MAJOR: Civil Engineering

JOB DESCRIPTION: Civil Engineers design and supervise the construction of roads, harbors, air-helds, tunnels, bridges, water and sewage systems, and buildings. Specialities within this areainclude structural, hydraulic, environmental, sanitary, transportation, and soil mechanics. Pro-fessionals in this field may be in a supervisory or administrative position and involved inteaching, design, planning, research. and Inspection.

RESOURCES:

Career Resource Center: Occupational Outlook Handbook. See Civil Engineer for a general jobdescription, including typical work settings, responsibilities, training required and salary ranges.

Slide Tape #2--"A Career in Civil Engineering"--a review of past accomplishments, present jobpossibilities, areas of specializations, and future directions for Civil Engineers.

COLLEGE: Engineering

MAJOR: Electrical Engineering

JOB DESCRIPTION: Electrical Engineers design, develop, and supervise the manufacturing of elec-trical and electronic equipment, i.e., electric motors, communication equipment, pacemakers,radar, computers, laser and missile guidance systems. They usually specialize in a major areasuch as electronics, electrical equipment, manufacturing, communications, or power and maybe involved in research administration and management, technical sales, and teaching.

RESOURCES.

Career Resource Center: Occupational Outlook Handbook. Sea Electrical Engineer for a general jobdescription, including typical work settings, responsibilities, training required, and salaryranges.

Slide Tape #4--"A Career in Electrical Engineering"--a descriptive and historical look at electric-ity and electrical engineering, and a discussion of types of work done by electric& engineers.

Slide Tape #25.-a description of departmental requirements, curriculum, and Job options thismajor offers students.

Video Tape #4--"Job Talk"--a representative from Westinghouse discusses job opportunitieswith the company.

50

COLLEGE: Health Related Professions

MAJOR: Medical Technology

JOB DESCRIPTION: Medical technologists provide physicians with laboratory data related to diagno-sis and treatment of patients and to medical education and research. They perform chemical,microscopic. and bacteriological tests of blood. other body fluids, and body tissues. Most areemployed in hospitals, clinics, public health laboratories, or physicians' offices.

RESOURCES:

Career Resource Center: Occupsitional Outlook Handbook. See Medical Technologist for a generaljob description, including typical work settings, responsibilities, training required, and salaryranges.

COLLEGE: Pharmacy

MAJOR: Pharmacy

JOB DESCRIPTION: Pharmacists dispense drugs prescribed by medical practitioners, supply andadvise people on the use of nonprescription drugs and advise physicians on proper selection anduse of drugs. For those employed in community pharmacies, duties may include purchase ofmerchandise, supervision of personnel, and general management of the pharmacy. Pharmacistsin hospitals and clinics may also make sterile solutions, teach in nursing or allied healthprofession colleges, and serve as consultants to the medical team.

RESOURCES:

Career Resource Center: Occupational Outlook Handbook. See Pharmacists fora general job descrip-tion, including typical work settings, responsibilities, training required, and salary ranges.

Slide Tape #38--"Career Opportunities in Pharmacy"--a description of different types of jobsavailable for pharmacists, course requirements. requirements for admission into the college. andemployment opportunities in the field.

51

Learning Experience 5Communicating with Ethnic Minorities

OVERVIEW

READING eadOom

INDIVIDUAL Compere your answers to the Worksheet with thimi. .

FEEDBACK _..... ..

GROUPACTIVITY

Practice sending and receiving mosso

53 5G>

INDIVIDUALACTIVITY.

Complete a worksheet on communication responses.

Review the reading for Competency 5 on page 15. It discusses different types of communicationmessages and the effects they can have on ethnic minority persons. Definitions, subtypes, andexamples of sending and receiving messages are provided. When you have completed that section,review the following key points.

1. Developing effective communication skills with ethnic minorities is an essential step towardproviding better career guidance services.

2. Effective communication helps you to establish genuine interpersonal relationships with ethnicminorities.

3 Honest communication, meaningful dialogue, and the development of authentic relationsnipswith ethnic minorities require a commitment from you.

4. An authentic relationship is one in which there is a full acceptance and recognition of differencesand a mutual appreciation and valuing of these differences.

5. All communication between two people involves sending and receiving messages.

6. It is equally inipnrtant to receive a message as it is to send a clear message.

',.. Tie ability ti send and receive messages is essential for effective communication to occur.

8. Theo are same specific ways to send and receive messages in communicating with ethnicminority students.

9. Three ways te send messages are: (a) providing alternatives, (b) providing encouragement. and(c) providing challenges.

10. Three ways to receive messages are: (a) acknowledging messages, (b) accepting messages. and(c) empathizing messages.

Once ',eau feel comfortable with this section's reading materiel. contact a friend or colleague who iswilling to discuss the content with you. In your discussion. pay particular attention to the types andexamples of sending and receiving messages. Both of you Should try to identify messages youfrequently use anti ones you would like to use more often.

Complete the following worksheet

54

WorksheetResponses

Your task is to indicate what type of sending or receiving response is stated below. Select the best type,then mark the appropriate symbol next to the response. Use the following symbols:

PA--Providing alternatives response

PE--Providing er Jouragement response

PC--Providing challenges response

AM-- Acknowledging messages response

ACM -- Accepting messages response

EM-- Empathizing messages response

1 Lei's talk about some of the careers in which you have an interest. Then, we can talk about theadvantages and disadvantages of each one,

2. Mm-hm

3. You must feel very bad about these results. I know how hard you studied for those tests. It isdiscouraging, but not as bad as it seems.

4. You did a very good job on this paper. I think this shows that you have the ability to do well inth(i course. Keep up the good work!

5. Yes! I think you're beginning to find some answers to your career problem. It sounds likeyou've given this a lot of thought. You have a lot to say about it from what I've heard so far.

6. If you really want to, you can become an engineer. You seem to like math and science and dowell in those classes. I think all you have to do is make it a goal you really want to reach.

7. I'm listening and following what you're saying.

8. I know you're happy about that acceptance letter from the training program you applied to.You've worked hard and you should feel good about being accepted, you earned it.

9. Let's talk about some of the obstacles you might face if you make that career Jecision.

10 I think you can be one of the best mechanics in the business, if you're willing to study hard.You have the ability, all you need is the desire to want to do it. I know you can do it, if you wantto.

11. That's it! These test results mean that you can be accepted into any college you want toattend. You're on your way! Good job, keep up the good work!

12 I really understand what you're saying to me. You've been thinking about this decision for along time. You've made a lot of good points.

55

5S,

INDIVIDUALFEEDBACK

Compare your answers to the worksheet with those provided.

Successful completion of worksheet and the learning objective for this section means you must haveanswered 10 of the 12 questions correctly. The correct answers are:

(1) PA(2) AM(3) EM(4) PE(5) ACM(61 PC(7) AM(8) EM(9) PA

(10) PC(11) PE(12) ACM

Check your answers against this list and review the appropriate parts of the text for any answers withwhich you disagree.

GROUPACTIVITY

Practice sending and receiving messages.

Note: The Individual Activity should be completed before this Group Activity. The following outline isto be used by the workshop facilitator.


A. Starting Point

1. Have participants read the descrip-tion of the handout "PracticingSending and Receiving Messages"on page 59.

B The Rounds


a. Place participants in groups ofthree.

Try to separate people who know each other.

56

5:i


b. Ask them to practice using thethree types of sending and th. 2etypes of receiving responsespreviously discussed in thereading. The examples of send-ing and receiving messagesprovided in the text should beused in this activity as a model.One person in the group will bethe sender, one a receiver. andone an observer. Senders shouldpractice providing alternative.encouragement. and challengeresponses in their communica-tion. Each member of the grouptakes a turn receiving. The ob-server gives positive or redirec-tion feedback to each partici-pant at the end of each practicesession and provides ideas forthem in the next practice ses-sion. Each member of the groupshould assume each role for 5minutes during the activity.


a. Place participants In a largegroup.

b. Ask them to discuss how theycan use these sending and re-ceiving responses in theircareer-related communicationwith ethnic minority persons towhom they provide careerguidance.

C. Wrap Up

1. Ask participants to outline. in writ-ing. those communication skills theywould like to improve with ethnicminority persons. This activityshould synthesize what they havelearned on this section's learningobjective. They might want to go asfar as indicating skills they wish toimprove and also how they will goabout it and when.

2 Review the list of references with theparticipants.

3 Conduct a brief discussion on anyquestions that participants haveabout this module.

Rotate among the groups so you can help anypersons who have difficulty with this activity.

You may want to try to list on a chalkboard orflip chart any conclusions on which the wholegroup agrees.

Encourage them to make their plans individu-ally. Try to consult with all participants toreview their plans of action.

5760

58

61

Handout

Practicing Sending and Receiving Messages

This activity will help you to learn how to send and receive messages in your career-related communi-cations with ethnic minority clients. You will work in groups of three and in a large group for thisactivity. You will be asked to practice sending and receiving messages with another member of yourgroup. Please wait for the workshop facilitator to give you further instruction for this activity.

59

62

EVALUATION

PARTICIPANT SELF-ASSESSMENT QUESTIONNAIRE

1 Name (Optional)

2 Posthon Title

Agency Setting (Circle the appropriate number)

. 3 Date _. .

.. 4 Module Number _ _ ..

6 Elementary School 10 JTPA 14 Youth Services. 18 Municipal Office7 Secondary School 11 Veterans 15 Business/Industry 19 Service Organization.8 Postsecondary School 12 Church Management 20 State Government9 College 'University 13 Corrections lb Business/Industry Labor 21. Other

17 Parent Group

Workshop Topics

PREWORKSHOPNEED FOR TRAIN- POSTWORKSHOP MASTERY OFING Degree of Need (circle one for TOPICS Degree of Mastery (circleeach workshop topic) one for each workshop topic).

1. Your attitudes and feelings toward ethnicminority persons.

2 The reasons behind your attitudes andfeelings toward ethnic minorities.

3. Identification of stereotypes about ethnicminorities

4. Cor sequences of stereotyping.

5 Developing a personal plan to improveyour relationship with ethnic minorities.

6. Developing a personal plan to use cul-turally relevant career guidance materials.

7 Communicating with ethnic minority per-sons (sending messages).

8 Communicating with ethnic minority per-sons (receiving messages).

Overall Assessment on Topic of Helping Eth-nic Minorities with Career Guidance

Comments:

0 1 2 3 4 0 1 2 3 4

0 1 2 3 4 0 1 2 3 4

0 1 2 3 4 0 1 2 3 4

0 1 2 3 4 0 1 2 3 4

0 1 2 3 4 0 1 2 3 4

0 1 2 3 4 0 1 2 3 4

0 1 2 3 4 0 1 2 3 4

0 1 2 3 4 0 1 2 3 4

0 1 2 3 4 0 1 2 3 4

6164

Trainer:

Trainer's Assessment Questionnaire

Date: Module Number:

Title of Module:

Training Time to Complete Workshop:

Participant Characteristics

Number in Group

Distribution by Position

___________ Elementary School

Secondary School

.. Postsecondary School

College/University

_ J T PA

Veterans

Church

Corrections

hrs. min.

Number of Males

PART I

Number of F. .)ales

..

Youth Services

Business/Industry Management

Business/Industry Labor

Parent Group

Municipal Office

Service Organization

State Government

Other

WORKSHOP CHARACTERISTICSInstructions: Please provide any comments on the methods andmaterials used, both those contained in the module and others that are not listed. Also provide anycomments concerning your overall reaction to the materials, learners' participation or any otherpositive or negative factors that could have affected the achievement of the module's purpose.

1. Methods: (Compare to those suggested in Facilitator's Outline)

2 Materials. (Compare to those suggested in Facilitator's Outline)

3 Reaction: (Participant reaction to content and activities)

62

65

PART II

WORKSHOP IMPACTinstructions: Use Performance Indicators to judge degree of mastery. (Com-plete responses for all activities. Those that you did not teach would receive 0.)

NotTaught

Group's Degree of Mastery

Little Some Good Outstanding(211% or less) (20%40%) (61%-76%) (over 75 %)

Note: Circle the number that best reflects your opinion ol group mastery.

Learning Experience 1Group 0 1 2 3 4Individual 0 1 2 3 4





Code:

Little:

Some:

Good:

Outstanding:

With no concern for time or circumstances within training setting if it appears that less than 25% of the learnersachieved what was intended to be achieved

With no concern for time Or circumstances within the training setting if it appears that less than close to half ofthe learners achieved the learning experience

Wilh no concern for time or circumstances within the training setting if it appears that 50%-75% have achievedas expected

If more than 7o% of learnec; mastered the content as expected

63

66

PART III

SUMMARY DATA SHEETInstructions: In order to gain an overall idea as to mastery impactachieved across the Learning Experiences taught. complete the following tabulation. Transfer thenumber for the degree of mastery on each Learning Experience (i.e., group and individual) from theWorkshop Impact form to the columns below, Add the subtotals to obtain your total module score.

GROUPLearning Experience1 score (1-4)

2 score (1-4)

3 - score (1-4)

4 , score (1-4)

5 score (1-4)

Total(add up)

INDIVIDUALLearning Experience1 = score (1-4)2 = score (1-4)3 = score (1-4)4 = score (1-4)5 = score (1-4)

Total(add up)

Total of the GROUP learning experience scores and INDIVIDUAL learning experience scores =_.__. Actual Total Score Compared to Maximum Total'

'Maximum total is the number of learning experiences taught times four (4).

64

E7

Performance Indicators

As you conduct the workshop component of this training module, the facilitator's outline war ttuggestindividual or group activities that require written or oral responses. The following lisi of penvrmanceindicators will assist you in assessing the quality of the participants' work:

Module Title. Help Ethnic Minorities with Career Guidance

Module Number: CG C-15

Group Learning Activity Performance indicators to Be Used for Learner Assessment

Group Activity Number 1:

Discuss feelings and attitudes 1. Were participants able to openly share their feelings andtoward ethnic minority persons. attitudes?

2. Did the comments of participants indicate increased aware-ness of others' feelings or attitudes toward ethnic minorities?


Role play a social event.


Send and receive messages insmall groups followed by largegroup discussion.

1. Did each participant interact with at least one other?

2. Were participants able to describe their reactions to the labelsin such a way that observers could sense their sensitivity tosuch problems faced by clients?

1. Did all participants have a chance to send, receive, andobserve?

2. Were most messages rated as effective or was thereat least animprovement in messages during the practice period?


Develop an action plan to improverelations with ethnic minorities.

1. Did most members participate in the listing of possible actionsand behaviors to pursue?

2. Did they demonstrate knowledgeof how to develop a practicalplan?

- - .... - -

6568

Group Learning Activity Performance Indicators to Be Used for Learner Assessment


Develop an action plan to use cul 1. Did members of the group participate in the activity?turally relevant career guidancematerials. 2. Is their action plan feasible? desirable?

66

REFERENCES

Allen. W. R., and Ruhe, J. A. "Verbal Behavior byBlack and White Leaders of Biracial Groups inTwo Different Environments." Journal ofApplied Psychology, Vol. 61. No. 4 (1976):441-445.

Amos. W., and Gra mbs, J. Counseling the Disad-vantaged Youth. New York: Prentice-Hall, 1968.

Anderson. N., and Love. B. "Psychological Edu-cation for Racial Awareness." Personnel andGuidance Journal. Vol. 51, No. 9 (1973):666-671.

Ayers. G. E. "The White Counselor in the BlackCommunity: Strategies for Effecting AttitudeChange." Journal of Rehabilitation, Vol. 36(1970) 20-22.

Benjamin, A. The Helping Interview. Boston:Houghton-Mifflin, 1969.

Bryson. S.. et. al. "Training Counselors ThroughSimulated Racial Encounters." Journal ofNon-White Concerns in Personnel and Guid-ance. Vol. 2, No. 4 (1974): 218-223.

Carkhuff, R. R. Helping and Human Relations.Atlanta. Holt. Rinehart and Winston. I and II1969.

Council on Interracial Books for Children. Racismin Career Education Materials: Study of 100Career Materials. New York: 1975.

Cross. W.. and Maldonado. B. Counselor. "TheMexican-American and the Stereotype." Ele-mentary School Guidance and Counseling.Vol. 6. No 1 (1971): 27-31.

Daniel. F L. "The Facilitation of White-BlackCommunication." Journal of Communication.Vol. 20 (1970): 134-141.

Egan. G. The Skilled Helper. Belmont, CA:Wadsworth. 1975

Fromkin, G . and Sherwood. J. Intergroup andMinority Relations: An Experimental Handbook.La Jolla. CA: University Associates. 1976.

Grittier, J 13. (ed.) Understanding MinorityGroups. New York: John Wiley and Sons. 1964.

Ho, H K "You Aren't White, How Can You HelpMe," Elementary School Guidance and Coun-seling, Vol. 8 (1974): 286 -288.

June L. N.. and Pringle, G. D. "The Concept ofRace in the Career-Development Theories ofRoe. Super. and Holland." Journal of Non.White Concerns in Personnel and Guidance,Vol 6 No 1 (1977): 17-24.

67

Kaneshige, E. "Cultural Factors in Group Coun-seling and Interaction." Personnel and Guid-ance Journal, Vol. 51, No. 6 (1973): 407-412.

Kearney. A., and Clayton. R. "Career Educationand Blacks: Trick or Treat?" The School Coun-selor, Vol. 21, No. 2 (1973): 102 -108.

Palomares. U. **Culture as a Reason for Being."Personnel and Guidance Journal. Vol. 50(1971): 82.147.

Parker, W.. and Mc Davis, R. Using Four CareeirGuidance Strategies with Ethnic Minorities.Palo Alto, CA: American Institutes for Research.1979.

Ramirez, A. "Ethni,:ity of Communicator, Self-Esteem, and Reactions to Fear-arousingCommunications." Journal of Social Psychol-ogy, Vol. 102. (1977): 79-91.

Sharma. V. Is Racial Attitude Change a Functionof Locus of Control?" Journal of Non-WhiteConcerns In Personnel and Guidance, Vol. 5.No. 4 (1977): 163-167.

Smith, E. J. "Counseling Black Individuals: SomeStereotypes." Personnel and Guidance Jour-nal. Vol. 55 (1977): 390-395.

Spang, A. "Understanding the Indian?' Personneland Guidance Journal, Vol. 50. No. 2 (1971):97-102.

Sue, D. W., and Sue. D. "Barriers to EffectiveCross-Cultural Counseling." Journal of Coun-seling Psychology, Vol. 24. No. 5 (1977):420-429.

Sue. D.. and Sue, S. "Understanding Asian-Americans: The Neglected Minority." Persoir-mil and Guidance Journal. Vol. 51, No. 6(1973): 386-389.

Vontress. C. Cultui,.I Barriers in the CounselingRelationship." Personnel and Guidance Jour-nal. Vol. 48 No. 1 (1969): 11-17.

Vontress, C. "Racial Differences: Impediments toRapport." Journal of Counseling Psychology,Vol. 18. No. 1 (1971): 7-13.

Wilkinson, C. B. "The Destructiveness of Myths."American Journal of Psychiatry, Vol. 126(1970); 1087-1092.

Wittmer. J.. and Myrick, R. Facilitative Teaching:Theory and Praetic.e. Pacific Palisades. CA:Goodyear. 1974.

Wrenn. G. "The Culturi'lly Encapsulated Coun-selor." Harvard Educational Review. Vol. 32(1962) 444-449.

7(1

ADDITIONAL RESOURCES

Career Education and Minorities. Publication No.(OE) 77-00508. Roberta H. Jackson. Monographsin Career Education, Department of Education,Washington, DC 20202, 1977.

This 94-page monograph discusses the conceptof career education for minorities. A fine review ofcareer education concepts is related to ways inthat these concepts have been received by minor-ity leaders during the early years of the careereducation effort. From this point the author ana-!yips issues with which minority leaders havebeen concerned in career education. A set ofimplications and recommendations closes thismonograph.

Counseling Non-White Students in an. Era ofIntegration (ERIC Document Number 170 430).Robert L. Clayton. National Institute of Educa-tion. Washington, DC. 1979.

Proceeding from the assumption that many cur-rent educational efforts toward integration ofnonwhites have been unintentional or haveoccurred by historical accident, this guide statesthat American schools today are more correctlydescribed a3 interracial than as integrated. andthat counselors can play a significant role inchanging this situation. After presenting somenegative illustrations of current conditions atlocal levels, it generalizes broadly about how theyrepresent the instability of counseling servicesfor nonwhite youth. The guide offers some sug-gestions for counseling various groups of non-white students. and then describes specific pro-grams found at elementary, high school, andpostsecondary levels. and in community agen-cies. that are designed to respond to nonwhitestudent needs. The paper concludes with a pleafor persons in the helping professions to chartnew directions in cross-cultural counseling, toabolish velvet racism. and to do everything possi-ble to make true integration a reality.

Ethnic Minority Research: Trends and Directions(ERIC Document Numbers ED 126 299 and CE007 384) Sue Stanley. 1978

In asserting that there is a need for research onethnic minority groups. this paper discusses thetrends and direct:ons for such research Recom-mendations are made in areas such as the typesof research needs. the relationship betweenresearch and minority group needs, incre -singthe utility of research. the appropriateness ofmethodological and conceptual strategies, the

68

involvement of qualified and sensitive researchers,increased collaboration between researchers andthe community, the enhancement of mental health,the need for more research funds, and improvedaccess to policy makers and funding sources. It isalso argued that if the research needs of ethnicminorities are to be dealt with, the current trend toinclude more minority group persons on researchreview groups, in administrative positions, and asdecision makers must be expanded.

Focus In Alienated Minority Youth: The Multidis-ciplinary Approach. (ERIC Document NumberED 169 458). 1979. Octavia B. Knight.

The report focuses on prevention and interven-tion strategies for reducing vieent and vandalis-tic behavior of alienated secondary school ruth,particularly those from minority groups. Sugges-tions are offered for regular a nd resource teachers,as well as others concerned with those adoles-cents who present behavior problems. initial sec-tions address a description of the alienated youthpopulation, the cycle of frustration and failureexperienced by minority youth disruptive behav-ior as a public problem, parental responsibility.and the role of the school. The School ClimateApproach to prevention is explained to deal withimproving interpersonal relationships among stu-dents, parents, teachers, and the school commu-nity with emphasis on self image, academic skills.and human relations skill development. It isstressed that the multidisciplinary concept itnecessary for effective intervention with alienatedyouth. Psychological consequences of aliena-tion. as well as benefits from intervention, are alsomentioned.

"Taking Counseling to Minority Students: TheClassroom as Delivery Vehicle." (ERIC Docu-ment Number ED 171 068). 1979. Personnel andGuidance Journal. Paul G. Schauble et al. 1979.

This article Ciscusses an alternative treatmentapproach for helping minority students learn avariety of academic and coping skills. A specialservices course was designed and taught by twocounseling psychologists who were assisted bypeer counselors and graduate Student groupleaders. The goals of this course were to helpstudents develop a more positive set of self-evaluations and to increase individual responsi-bility and group cooper ation among the studentsSpecifics of the course ere presented, and evalua-tion methods are sugrested.

KEY PROJECT STAFFThe Competency-Based Career Guidance Module Series was developed by a consortium of agencies. Thefollowing list represents key staff in each agency that worked on the project over a five-year period.

The Ns Venal Ceider for Research in Vocational Education

Herry N. Drier ... Consortium DirectorRobert E. Campbell Project DirectorLinda A Pfister Former Project DirectorRobert Showman .. Research SpecialistKaren Kimmel Boyle Program AssociateFred Williams.. Program Associate

American insillubs for Research

G Brien Jones Project DirectorLinda PhinipsJones Associate Project DirectorJack Hamilton Associate Project Director

University of Missouri-Columbia

Norman C Gysbers Project Director

American Association for Counseling and Development

Jane Howard Jasper Former Project Director

American Vocational Association

Weyne LeRoy Former Project DirectorRoni Posner Former Project Dire-tor

U4 Department of Eduastiell, Office of Adultand Vocational Education

David Pritchard Project OfficerHolli Condon Project Officer

A number of national leaders representing a variety of agencies and organizations added their expertise to theproject as members of national panels of experts. These leaders were

Ms Grace BasingeiPast PresidentNational Patent-Teacher

Association

Or Frank BoweFormer Executive Director

Ms Jane RazeghoEducation CoordinatorAmerican Coalition of Citizens

with Disabilities

Mr Robert L CraigVice PlsidentGovernment and Public AffairsAmerican Society tor Training

and Development

O r Walter DavisD irector ot EducationAFL-CIO

Or Richard DiEugenioSenior Legislative Associateirepresenting Congressman Bill

GoodlinglHouse Education and Labor

Committee

Mr Oscar themesAdministrator (Retired)U S Department of Lebo,Govisoon of Employment and

Training

fir Robert W GroverDoectOr and ChairpersnnFederal Committee on

ApprenticeshipTM University of Texas al Austin

Or Jo HaystipDirector of Planning and

Development in VocationalRehabilitation

New Hampshire Slate Departmentof Education

Mrs Madeleine HemmingsNational Alliance for Business

Dr Edwin HerrCounselor EducatorPennsylvania State University

Dr Elaine HouseProfessor EmeritusRutgers University

Or David LaceyVice PresidentPersonnel Planning and Business

IntegrationCIGNA Corporation

Or Howard A MatthewsAssistant Staff DirectorEducation (representing Senator

Orin 0 Hatch,Committee on Labor and Human

Resources

Or Lee McMurrinSuperintendentMilwaukee Public Schools

Ms Nanine MinktelohnAssistant Director or LegislationAmerican Federation of State,

County. and Municipal Employees

Or Joseph D. MillsStale Director or Vocational

EducationFlorida Department of Education

Or Jack MyersDirector of Health Policy Study and

Private Sector Initiative StudyAmerican Enterprise Institute

Mr Reid Runde!,Director 01 Personnel DevelopmeiGeneral Motors Corporation

Mrs Dorothy ShieldsEducationAmerican Federation of Labor/

Congress or IndustrialOrganizations

Dr Barbara ThompsonFormer State SuperintendentWisconsin Department of Public

Instruction

Ms Joan WillsDirectorEmployment end Training DivisionNational Governors' Association

Honorable Chalmers P WylieCongressman/OhioU S Commies

Developed By

CIE TEAR CUMIII Wags' MARV* WM

IttNOnttlOrArtXUMINS OHIO 43V0

BEST COPY AVAILABLE

Competency-Based Career Guidance ModulesCATI10011V C7./44 Identity end Plan for Guidance Program

Change '.;'. C4**. -1,.;A4 Organise Guidance Program Deve!oprepeV11-,y::: C-10Teem . C41

A4 Collaborate with Me Community ,C13Establish a Cesar Development Theory

A4 Build a Guidance Program 'tannin, Model ; C-13414 Determine Client end Environmental Needs

*

CATEGORY II: BuPPONTINo. ti , !.i nflUenae Leglentien ; : .f totel

8-2 Write Proposals C11184. Improve Public Relations and Community:* , C17

Involvement C11184 Conduct Stan Development ActivitiesO 4 Use and Comply with Administrative C1.

Mechanisms

CATEGORY C: IMPLEMENTINGC1 Counsel individuals and GroupsC-2 Tutor ClientsC4 Conduct Computerized GuidanceC-4 Infuse CurriculumBased GuidanceC4 Coordinate Career Resource CantersC4 Promote Home-Bayed Guidance

Develop a Work Experience ProgramProvide for Employability Skill DevelopmentProvide for the Basic SkillsConduct Placement and Referral Activitiesfacilitate Follow-through and Follow-upCreate and Use en individual Career Devel-opment PlanProvideCateet Guidance to arts andWomenEnhance Understanding of Individuals withDisabilities'Help Ethnic Minorities with Career GuidanceMeet Initial Guidance Needs of Older AdultsPromote Equity and Client AdvocacyAssist Clients with Equity Rights andResponsibilitiesDevelop Ethical and Legal Standards

CATEGORY 0: OPERATINGD-1 Ensure Program Operations04 Aid Professional Growth

CATEGORY Et EVALUATINGEl Evaluate Guidance ActivitiesE-2 Communicate and Use Evaluation-eased

Decisions

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