Respect for Diversity ( 1 Page Journal)
Groups are Fun, Groups Are Not Fun
This entire chapter is devoted to working in groups, what is needed, what are the issues, and how we can overcome obstacles to make the group work together to ensure the end goal is met. In a real-life service-learning environment, there may be a variety of groups working together to find a solution. In the work-place, often projects are completed as groups and there are certainly situations in education where group-work is utilized. Regardless of when group work takes place, all of these attributes can be applied in any given situation.
There are two types of goals related specifically to student-learning:
Content goals: Completing specific assignments and earning a grade in a course while developing knowledge about specific course content.
Process goals: Acquiring high-order skills that can be applied by the student in a range of other contexts beyond the immediate course.
Working in groups can apply both types of these goals as individuals are able to learn the specific content necessary for a grade, yet in addition, expand upon problem-solving skills, increase appreciation for multiple perspectives, and therefore become better active learners.
Let’s say you are placed in a group to complete the final project for this course. Now what? The Phase Model of Group Development says the following will occur:
1. Forming – This is the beginning of the group’s process as the individuals are merely getting to know one another – hence the group is “forming”.
1. Storming – Conflicts can begin to brew like a storm in this phase! By this point individuals are more comfortable with one another and personalities can begin to clash as the group works toward figuring out “Who is doing X?”, “How is Y being accomplished?”, and “Is everyone working toward Z or is there a slacker somewhere?”
1. Norming – Work now begins to move toward the consensus on the rules which govern how the group operates. Attention to the overall process takes place vs. focus on the product itself. We will see more cooperation and willingness to compromise on tasks to ensure the group is able to reach the end goal.
1. Performing – Real work – the tasks themselves – are getting done. Problems may arise which require solutions. To accomplish reaching that solution the “Do’s and Don’ts” stages can be of assistance – Define the problem; Generate possible solutions; evaluate the solutions; and create an action plan.
Now that the group is working together, tasks are being completed, all will be great, right!? Not necessarily as there are other concepts that need to be considered.
Group Norms: These are the guidelines for interaction and expectations within a group. We will see these develop based on agreement within the group, and they are maintained and enforced within the group.
Role: The part of a specific group member plays within the group. Think of a band – there is a singer and that is his/her specific role, the drummer only drums, the guitar player only plays the guitar, etc. Their skills and knowledge are tied into the tasks and their role within the group.
1. Task roles are performed exclusively to get the group’s work done.
1. Maintenance roles are performed to help promote solidarity and maintain positive relationships within the group.
1. Organizational roles combine task and maintenance roles. They take on titles such as leader, note taker, progress tracker, time keeper and process observer.
Generally speaking, everyone wants a group to be successful. There are a variety of factors that encourage members to remain united and committed to the group goals. When this occurs, we have group cohesion. Individuals feel connected and a sense of belonging in addition to trust with other members in both positive and negative situations. This group cohesion can lead to the concept know as group think. If this occurs, there is a lacking in regard to group interactions, thinking may be muddled, decisions are made poorly and carelessness is prominent.
How can we avoid group think from occurring and negativity to sweep into the group? Communication is key! Each member should be actively listening. Some ways to improve our active listening include reducing distractions, writing down questions as the discussion is taking place, including a specific time within a meeting where only active listening is taking place, discussing what has been heard and learned, and keeping track of one’s own contributions.
When working with different individuals in a group setting, there will undoubtedly be a variety of viewpoints, beliefs, values and actions. Attribution can be defined as trying to uncover the reasons and motives that explain why a person says or does what has been said or done.
Disposition or internal attribution: Explains the behavior in terms of some cause within the person.
Situational or external: Explains the behavior in terms of a cause outside the individual.
1. Fundamental attribution bias – Individuals within the group may easily accept the dispositional attributions while overlooking or underestimating the importance of situational factors.
1. Actor-observer bias – Individuals must make attributions to explain their own and other’s behavior in on-going interactions.
If we go back to the idea of working in a group specific to the service-learning environment, we can see how each of these terms and concepts can come into play. As we think of the community we are working with in addition to our group, it is important to consider cross-cultural differences as they may play a positive or negative role in meeting the end goal as well. These ideas will be discussed in more detail as we move into Chapter 5.
Creating Cultural Connections
Culture can be defined as the creation of learned and shared values, beliefs, and behaviors in a community of interacting people. In any given environment we find ourselves a part of, we will generally see cultural differences which may include, but are not limited to our ways of thinking, communicating, and applying our distinct values to our actions.
When we look at the group aspect we discussed in chapter 4, it can be helpful if we find the intercultural competence – the ability to communicate effectively and appropriately in a variety of cultural contexts. To find this competency, we have to have the mindset, skillset and heartset to welcome the cultural differences we come across. There are steps we can take to become culturally competent:
Cultural humility: This is looking at our own personal viewpoints, beliefs, and values and realize they are not the “best” nor the only way to look at situations. We learn to respect the validity of other’s cultures.
Cultural self-awareness: This is recognizing and being conscious of our own attributes and patterns of our specific culture. Believe it or not, there are times when working with others when we do not reach that cultural competency and one reason may be due to believing in stereotypes – developing rigid ways of thinking about individuals from other cultures as if those individuals were the “norm” for the group.
Think back to the example of a service-learning project helping lower the number of homeless people within a specific community. If we stereotype, “all homeless people are stupid and have no motivation to do anything except live on the streets”, how could we openly consider making a change to the community? Not ALL homeless people fit this category but that stereotype is assuming those that are living on the streets are the norm for each person who has no home. The other spectrum for stereotyping is generalization – Lightly held hypothesis based on research about patterns of behavior in the other culture. “Homeless people find it hard to find a job based on their lack of education” would be a generalization that has some backing to it.
Let’s go back to analyzing how to work more efficiently with a group, community or society in general through differing cultures. When we have the mindset, skillset and heartset to see the differences and move beyond that, we see the Developmental Model of Intercultural Sensitivity forming. This model encompasses stages individuals move through as they acquire cultural self-awareness, learn to identify and appreciate cultural differences, and eventually adapt to others as a process of building intercultural competency.
1. Stage 1: Denial of difference – One neglects to notice differences at all or think in extremely simple categories.
1. Stage 2: Defense against difference – One views cultural difference in the sense of “us” versus “them” and “they are bad”.
1. Stage 3: Minimize the difference – One looks at cultures as similar in some universal context.
1. Stage 4: Acceptance of difference – One can understand the differences without judgment.
1. Stage 5: Adaptation of difference – One will apply the mindset, skillset, and heartset together to be effective in interactions with others of different cultures.
1. Stage 6: Integration of difference – One can now internalize multiple cultural identities. There can be the intent to make a significant, sustained effort to become fully competent in new cultures.
An important concept to consider when we are looking at our community partners and the community we are serving is that of marginalization. This is the exclusion or separation of individual and groups of people from access to power, opportunities, and resources afforded others. This can be a big road block in being able to work toward a successful end goal.
The Standpoint Theory helps prevent this roadblock. This theory allows us to understand the ways our particular memberships in various identification groups situate us to perceive the world. We can have a more open mind in looking at our specific cultural groups as well as other specific cultural groups. We can find a deeper understanding of the ways we have been empowered and privileged within our certain groups, as well as ways in which we lack privilege and access to power through our memberships in other groups.