54 Culturally Competent and Diversity-Sensitive Practice and Cultural Humility not been earned, is to adopt a position of cultural humility, which is not based in guilt but rather in an acceptance of the structural inequality that is endemic in U.S. society. Competency 2: Engage Diversity and Difference in Practice • Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies. 4. Embrace Diversity in One’s Personal Life The third aspect of developing cultural competence is embracing diversity in one’s personal life. Research continues to indicate that people associate with others whom they perceive to be like them. Social workers are no different. It is important to, as we suggest, “move beyond the familiar and enter the world of ‘others’.” This complements the learning about the myriad forms of oppression and discrimination that the first two aspects of cultural compe- tence require. Teaching Methods and Skills For students to engage in the sort of honest discussion and self-reflection that is required to become culturally competent and sensitive to diversity, the class- room climate must be one in which students feel safe and respected. We believe that this climate must already exist in the classroom prior to discussing the many points that we raise in this chapter. The strategies presented in part I of this Guide will assist instructors in creating this environment. How this discussion proceeds will depend upon the composition of the class. Both of the coauthors teach in programs with diverse student bodies, which can make it easier—but also challenging—to discuss this material. When instructors teach a less diverse, more homogenous group of students, they also may face challenges. A student group of young white women whose parents are paying for college might need more help understanding privilege and diverse worldviews and social realities. A class comprised of students of color may struggle with resentment, experience guilt about their more privileged status as college students relative to others who share their identity, and/or fail to appre- ciate the realities of other marginalized groups. Much of the discussion that will take place around the content in this chapter will require self-reflection. Instructors may rely less upon students’ volunteering their cases for discussion and more upon their thoughts, feelings,
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