Module 2Unit 3 b: Population

Awareness II

DEEDWorkForce CenterReception and Resource Area Certification Program

Unit Competency Statement and Learning Objectives Competency Statement:

Understand diversity competence and the various population dimensions at a basic level.

Learning Objective: Population Dimensions

Learning Objectives

1. Population Dimensions Diversity Defined and Valued Diversity Competence Population Dimensions Stereotyping

Discussion Point

1. Does the very categorization of people -- female, college student, African-American, or Texan – necessarily rob them of individuality?

Diversity Defined

Julie O’Mara states:

“Race, gender, age, language, physical characteristics, disability, sexual orientation, economic status, parental status, education, geographic origin, profession, lifestyle, religion, position in a company hierarchy, and any other difference.”

It’s means that people are different!

The Value of Embracing Diversity Global Market

Highly competitive International language

Growing diverse workforce Changing demographics: gays and lesbians,

elderly, people with disabilities and offenders Ethnic and social groups

Celebrate our differences Open and flexible to people different than ourselves

Strengthen human relationships

Valuing diversity goes the concept of understanding it, but actually embraces it.

Diversity Competence

As WorkForce Centers across the state serve various dimensions of the population, it is essential to develop competence in diversity to effectively serve people from various backgrounds.

Diversity competence is developed through a proactive and positive mindset toward diversity, it is developed overtime, and requires deliberate steps to obtain it: first identify people on a superficial level and then take the next step to understand them on a deeper level; from there a diversity repertoire begins to develop.

Population Dimensions Generations – Age

Perspectives, values, skills, needs

Ethnicity Race, culture, nationality Customs, beliefs, values

Mental/Physical abilities Accessibilities issues Limitations

Social Class Income and status

Education No high school diploma to

doctoral degrees

Gender Traditional/nontraditional

gender work Sexual orientation

Heterosexual, homosexualand transsexual

Religion Multi-faiths/religions

Veterans Different wars, sacrifice,

fighting, loss Family Structure

Parental make –up, Marital status, living arrangements

Criminal background

Resources Exercise

Older: Youth: Immigrants: Persons with a disability: Lower income: Upper income: No high school diploma: College bound/educated:

Homosexual/transsexual: Religion / faith based

organizations: Veterans: Home makers: Offenders:

Create a list and write down resources, if any, for each population dimension:

Stereotype Exercise

Describe your perceptions about the following people:

Police ___________ A person in a wheelchair ___________ Politian

___________ Farmer

___________ An African American male teenager

___________ White older male wearing raggedy jeans ___________

Primary and Secondary DimensionsPrimary Dimensions Age Race Ethnicity Gender Physical abilities/qualities Sexual orientation

Secondary Dimensions Work background Income Marital status Military experience Religious beliefs Geographic location Parental status Education

Both dimensions impact peoples’ opportunities. Primary dimensions are unchangeable – in most cases, however – whereas people have some

control over secondary dimensions.

Factors in which People are Assessed or Judged

Physical Characteristics Skin color/ethnicity Gender Age Physical/Mental limitations Appearance Eye contact

Social Characteristics Geographical location Occupation Income level Religion Education

People are assessed by their external factors before their individual characteristics.

Population DimensionsKey Points1. The definition of diversity in the broadest sense means

we are all different.2. Valuing diversity goes beyond the concept of

understanding it, but rather embraces it.3. To effectively serve people from various backgrounds,

developing a diversity competence is essential, which is developed overtime and requires deliberate steps: first identify people on a superficial level and then understand on them on a deeper level.

4. Both primary and secondary dimensions of people impact their opportunities.

Population DimensionsKey Points Continued5. People are assessed and judged by their external

factors – physical and social characteristics – before their individual characteristics.

Sources Julie O’Mara. Reproduced from “Diversity Activities and Training

Designs.” San Diego, Calf., Pfeiffer & Company, 1994. Mark A. King, Anthony Sims, & David Osher. “Defining Cultural

Competence.” Retrieved January 2010 from http://cecp.air.org/cultural/Q_integrated.htm#de

Sondra Thiederman. “Making Diversity Work: 7 Steps to Defeating Bias in the Workplace.” Kaplan Publishing, Second Edition, May 2008.

Patreese D. Ingram. “An Overview of Diversity Awareness.” 2001. Retrieved December 2009 from http://www.collegesuccess1.com/Documents/ui362.pdf

Tony Byers & Associates. “Experiencing the Power of Diversity.” The City of Minneapolis – Employee Conference, March 2006.

This completes training for Module 2, Unit 3b.

Learning Objective 1: Population Dimensions