Analyze the diversity considerations that are relevant to teaching in human services|Course hero helper

Posted: March 6th, 2023

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· Analyze the diversity considerations that are relevant to teaching in human services. Describe how you would consider diversity in your teaching, course planning, and assessment.

· Describe your own cultural identity and explain how this identity could shape your teaching and interactions in the classroom.

· Refer to  at least 2 resources to support your analysis.

RESOURCES

These resources provide details about diversity and inclusion in higher education. Choose readings from the Cochrane chapters to help analyze diversity considerations in the Discussion. The Kaplin and University of North Texas Health Science Center resources include the ADDRESSING model, which you will use in the Assignment.

· Kincaid, S. (2008).  Diversity and social justice dynamics: An analysis of the national standards for human services educationLinks to an external site. .  Human Services Today, 5(1). http://hst.coehs.uwosh.edu/fallwinter08articles/Kincaid08.pdf

· Cochrane, S. V., Chhabra, M., Jones, M. A., & Spragg, D. (Eds.). (2017). Introduction. In  Culturally responsive teaching and reflection in higher education: Promising practices from the Cultural Literacy Curriculum Institute (pp. 1–10). Routledge.

· Cochrane, S. V., Chhabra, M., Jones, M. A., & Spragg, D. (Eds.). (2017). Section I: Knowing ourselves. In  Culturally responsive teaching and reflection in higher education: Promising practices from the Cultural Literacy Curriculum Institute (pp. 11–40). Routledge.

· Tatum, B. D. (2017).  “Why are all the black kids still sitting together in the cafeteria?” and other conversations about race in the 21st centuryLinks to an external site. .  Liberal Education, 46–55. https://www.beverlydanieltatum.com/wp-content/uploads/2019/03/Tatum-Liberal-Education-article-2017.pdf

· Kaplin, D. (2014, September 30).  Encouraging diversity in psychology Links to an external site. . Association for Psychological Science. https://www.psychologicalscience.org/observer/encouraging-diversity-in-psychology

· University of North Texas Health Science Center at Fort Worth. (n.d.).  ADDRESSING model framework and overview Links to an external site. . https://www.unthsc.edu/students/wp-content/uploads/sites/26/Addressing-Framework-and-Overview.pdf

· Hurtado, S., & Alvarado, A. R. (2013).  Diversity in teaching and learning: Affirming students as empowered learnersLinks to an external site. .  Diversity and Democracy, 16(3). https://www.aacu.org/publications-research/periodicals/diversity-teaching-and-learning-affirming-students-empowered

Hays, P. A. (2001). Addressing Cultural Complexities in Practice: A Framework for Clinicians and Counselors. Washington, D. C.: American Psychological Association.

*Please note: The influences and examples of corresponding minority groups provided within the A.D.D.R.E.S.S.I.N.G. model are applicable within United States and Canada.

Cultural characteristic Power Less power Age and Generational Influences

Adults Children, adolescents, elders

Developmental Disability

Temporarily able-bodied Individuals with disabilities

Disability Acquired Later in Life

Temporarily able-bodied Individuals with disabilities (e.g., multiple sclerosis or dementia caused by stroke)

Religion and Spiritual Orientation

Christians non-Christian

Ethnicity/Race Identity White or Caucasian Persons of color Socioeconomic Status Owning & Middle Class (access to

higher ed.) People of lower status because of occupation, education, income, or rural habitat

Sexual Orientation Heterosexuals Gay, lesbians, and bisexual people Indigenous Heritage Non-native Native National Origin U.S. born Immigrants, refugees, and

international students Gender Male Women, transgender, and

intersex people

SOLUTION