3. Module 2b Objectives Learners will:
Discuss various multicultural groups and power differentials such as racism, classism, sexism, ableism, adultism and heterosexism; and
Describe the various stages of the Racial Identity Development Model and its application to various contexts.

4. Whoever debases others is debasing himself .
James Baldwin

5. Common “Isms” and Other Terms
Racism: The belief that members of one race are superior to those of other races.
Sexism: The belief that members of one gender are superior to other genders.
Ageism: The belief that one age group is superior to those of other ages.
Adultism: is prejudice and accompanying systematic discrimination against young people.
Ableism: differentiation of able bodied people.
Ethnocentrism: the belief that one’s own cultural, ethnic or professional group is superior to that of others.
Classism: Differential treatment based on social class or perceived social class.
Heterosexism: The belief that everyone is or should be heterosexual and that heterosexuality is best, normal, and superior.
Historical Trauma: cumulative emotional and psychological wounding over the lifespan across generations, stemming from mass group trauma experiences.
Stereotypes: Unfounded assumptions about groups on people.
Privilege: Extra degrees of freedom, or a set of special unearned privileges, that one can tap into every day oft heir lives. (Sex, Skin Color, Socioeconomic Status)

6. Racism
Individual racism – Individual attitudes, beliefs and actions that support or perpetuate racism
Institutional racism – Social institutions that support or perpetuate racism
Environmental racism – Sanctioning policies and laws that for the life-threatening presence of poisons or pollutants in communities of color
Modern racism - A subtle form of bias characteristic of many Americans who possess egalitarian values and who believe that they are not prejudiced (microaggressions).

7. Individual Racism

8. Institutional Racism

9. Mass Incarceration

10. Mass Incarceration – Children of Incarcerated Parents

11. Racism

12. Institutional Racism

13. Institutional Racism

14. Environmental Racism

15. Environmental Classism

16. Modern Racism
Microaggressions - Brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of color or marginalized groups.

17. ______ Lives Matter!

18. Racial Identity Development Model

20. Sexism
Sexism: The belief that members of one gender are superior to other genders.
Inappropriate statements/jokes
“Women are good care givers, which is why they make good nurses but not good surgeons.”
“What is the difference between a beer and a women? A beer doesn’t drive you to drink.”

21. Heterosexism
Heterosexism: The belief that everyone should be heterosexual or that one way of loving a person is superior to another way of loving a person.

22. LGBTQ Youth

23. LGBTQ Youth

24. Let parents and caregivers tell their story.
Provider Support Strategies
Engage, approach, and connect with families and caregivers by meeting them “where they are,” and view each family as an ally.
Give families respectful language to talk about sexual orientation and gender identity.
Let parents and caregivers tell their story.
Educate families on how family rejecting behaviors affect their LGBT child.
Educate families on how supportive and accepting behaviors affect their
LGBT child.
Families that don’t accept their children’s sexual orientation and gender identity can still support their LGBT children and decrease rejecting behaviors to protect them from harm.
A little change makes a difference in decreasing family rejecting behaviors and in increasing support for their LGBT children.

25. Classism
Prejudice and/or differential treatment based on income, wealth, education and social status.
“A woman applied for the position, but I noticed she went to a public high school. Obviously, she wouldn’t be smart enough to catch on, so I did not consider her application.”

26. Poverty “The extent to which an individual does without resources.”
---Dr. Ruby Payne

27. Poverty I know which grocery stores’ garbage bins can
be accessed for thrown away food.
I know how to live without a checking account.
I know how to live without electricity or a phone.
I know how to move in half a day.
I am very good at trading and bartering.
I can get by without a car.
I know how to get and use food stamps or use a card for benefits.
I know how to get someone out of jail.

28. Middle Class I know how to get my children into Little League,
piano lessons, soccer etc.
I know how to properly set a table.
I know how to use a credit card, debit card,
on-line banking.
I know how to help my kids with their homework.
I talk to kids about going to college, military,
vocational education.
I know how to order in a nice restaurant.
I understand the difference among the principal, interest
and escrow on my house payment.

29. Wealthy I have a financial advisor. I have at least 2 residences.
I know how to read a corporate financial statement.
I serve on the boards of at least two charities.

30. Working Effectively with Families in Poverty
In 2011, Foss, Generali and Kress suggested the CARE Model
Cultivating relationships with disadvantaged families
Acknowledging the realities of the poor
Removing barriers for healthy development
Expanding Strengths

31. Adultism Know that the youth voice matters
Seeking recognition for their efforts
Realistic
Social Media

32. Ableism A set of practices and beliefs that assigns
inferior value to people
living with developmental, emotional,
physical and or psychiatric disabilities.
Around 10 per cent of the world's population, or 650 million people, live with a disability. They are the world's largest minority. This figure is increasing through population growth, medical advances and the ageing process, says the World Health Organization (WHO).

33. Are all disabilities visible?
No! Examples..
People living with depression or other
mental illnesses
People living with chronic illnesses
People living with dyslexia
Around 10 per cent of the world's population, or 650 million people, live with a disability. They are the world's largest minority. This figure is increasing through population growth, medical advances and the ageing process, says the World Health Organization (WHO).

34. P.E.A.R.L.S.
Partnership: Work with children, youth and families to accomplish a shared outcome.
Empathy: Recognize and comprehend another’s feelings or experience .
Apology: Be willing to acknowledge or express regret for contributing to a parent when discomfort, distress, or ill feelings.
Respect: Accept each youth, caregiver and family as a unique.
Legitimization: Accept caregiver feelings or reactions regardless of whether or not you agree with those perceptions.
Support: Express willingness to care and be helpful to children, youth and families however you can.

35. Selena Webster-Bass, MPH The Voices Institute
Cultural and Linguistic Competency Educator