1. Module 2 Unit 3 b: Population Awareness II DEED WorkForce Center Reception and Resource Area Certification Program

2. Unit Competency Statement and Learning Objectives Competency Statement: Understand diversity competence and the various population dimensions at a basic level. Learning Objective:  Population Dimensions

3. Learning Objectives 1. Population Dimensions  Diversity Defined and Valued  Diversity Competence  Population Dimensions  Stereotyping

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

5. 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!

6. 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.

7. 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.

8. 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, homosexual and transsexual Religion  Multi-faiths/religions Veterans  Different wars, sacrifice, fighting, loss Family Structure  Parental make –up, Marital status, living arrangements Criminal background

9. 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:

10. 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 ___________

11. Primary and Secondary Dimensions Primary 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.

12. 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.

13. Population Dimensions Key Points 1. 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.

14. Population Dimensions Key Points Continued 5. People are assessed and judged by their external factors – physical and social characteristics – before their individual characteristics.

15. 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 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 http://www.collegesuccess1.com/Documents/ui362.pdf Tony Byers & Associates. “Experiencing the Power of Diversity.” The City of Minneapolis – Employee Conference, March 2006.

16. This completes training for Module 2, Unit 3b. Learning Objective 1: Population Dimensions