CHAPTER 5:
THE DIVERSITY OF HUMAN SERVICES
NOTE FROM AUTHORS
‘Celebrating “Diversity’ is a current theme in the human services profession which
was born out of a necessity to recognize the inherent worth of each individual. We
strongly advocate respecting diversity among people and learning to appreciate their
BRIEF OVERVIEW OF THE CHAPTER
The topic of diversity is the crux of this chapter. Specific issues about ‘ethnic
diversity’ are discussed with an emphasis on encouraging beginning human services
professionals to develop ‘ethnic–sensitive practice’ that takes a multi-cultural
perspective. This sets the tone for considering ‘Diversity’ in a broader manner that
KEY CONCEPTS AND TERMS
Ethnic Diversity
Ethnicity
Ethnocentrism
Cultural Tunnel Vision
Cultural Pluralism
Ethnic Sensitive Practice
Multiculturalism
Culturally Biased Assumptions
Characteristics of ‘Culturally Skilled’ Helpers
A Broader Definition of Diversity
Diversity and the Most Vulnerable
GOALS AND OBJECTIVES
Upon completion of this chapter it is anticipated that the following goals and
objectives will have been met:
▪ Understands the meaning of being ‘ethnic–diversity’.
▪ Knowledgeable about such important concepts as: ethnicity, ethnocentrism,
cultural tunnel vision, cultural pluralism, and ethnic-sensitive practice and
multiculturalism.
▪ Recognizes the culturally biased assumptions and can refute their validity.
▪ Cognizant of the characteristics of ‘Culturally Skilled” Helpers.
▪ Understands the impact of diversification on human services.
▪ Recognizes the need for self awareness in order to truly become
diversity-sensitive.
▪ Awareness of the aspects of resistance toward diversity that exist in most of us.
▪ Recognizes the use of ethnography as a way to begin to learn about diversity
and that such knowledge development is an on-going process.
▪ Understands that to become diversity-sensitivity, self-awareness and knowledge
development typically precede skill attainment.
▪ Awareness of competency skills needed to work with diverse populations.
IDEAS FOR EXPERIENTIALLY INTRODUCING THE CHAPTER
1. In introducing the notion that there is a ‘Broader Definition of Diversity’ that goes
beyond race and culture, we list the following areas of diversity:
▪ Those Populations With Disabilities
We then ask students to engage in a self inventory by considering which of these
areas of diversity apply to them. Those students who appear the most different
2. We ask students to divide up into three groups, each who is given a sheet of paper
identifying one of the following concepts: 1) Ethnocentrism, 2) Cultural Tunnel
3. In introducing the issues relevant to ‘Diversity and the Most Vulnerable’ the class is
divided into 5 groups, each of whom are given one of the five major populations at
risk. These include:
▪ Women
CONCLUDING EXERCISES AND ROLE PLAYS
1. In order to be able to successfully engage in ‘Self Awareness’, students must first
become aware of their own resistance toward diversity. They are given a list of the
2. To help students begin to develop a solid knowledge base in their particular area of
interest, they are invited to self-divide into groups specializing in the following
categories:
▪ Age: Children, Adolescents, and the Elderly
▪ Gender: Male and Female Issues
3. Students are asked to bring in a current clipping or article from newspapers,
magazines, journals, the Internet, etc. on a particular aspect of diversity. This may
4. Students are asked to return to their earlier groups focusing on a particular
population group. Their task now will be to prepare two role plays as follows:
(1) Showing how an ‘insensitive’ helper who has little or no knowledge about this
population could approach working with a client from this group, and
IDEAS FOR DISCUSSION AND FURTHER THOUGHT
1. The instructors could invite guest speakers that exemplify a certain area of diversity.
2. A version from above could be to present a panel to the class that represents some
of the various aspects of diversity discussed in class. As above, these
3. Students are asked to keep a journal in which they write about their experiences with
4. Students are asked to interview an individual from an area of diversity they know the
least about, or whom they have the strongest aversion to, the most issues with, or
EXAM QUESTIONS
MULTIPLE CHOICE QUESTIONS
1. The term “ethnicity” is widely used today in regards to encouraging ethnic-sensitivity.
Which definition below best fits this term as discussed in the text?
a. Traits that make people similar
2. Cultural Pluralism refers to
a. A majority culture sees it as their purpose to teach clients about their view of the
world
3. As identified by Hoffman and Sallee (1994) in the text, there are 5 major population
groups at risk. From the list below, select the populations which are not
included.
a. Ethnic minorities
4. As described in the text use of ethnography in learning about diversity is specifically
part of which area of becoming ‘diversity-sensitive”?
a. Self Awareness
5. Which of the following statements best describes encapsulation?
a. When a worker encourages use of medication to treat symptoms
b. When workers are flexible in their approach to working with others
6. In order to become self aware the authors encourage helpers to become aware of
their own patterns of resistance. Of the various viewpoints on resistance cited which
best describes the “one for all” approach
a. We treat others with equal regard as people
b. Minimizing, ignoring or denying the existence of a problem related to diversity
SHORT ANSWERS
7. What does a broader definition of diversity mean? Why is this important to human
service professionals?
8. In the text, the importance of effective communication in working with diverse groups
is highlighted. Describe 2 aspects of communication that Brill (1990) has identified
9. What are some agency tactics as identified in the text for “cooling out” certain
clients?
ESSAY QUESTION
10. According to Alle-Corliss and Alle-Corliss, what are the three main areas
ADDITIONAL SUGGESTIONS:
Movies/Videos:
The Breakfast Club, The Joy Luck Club, Slingblade, Salute Victor, A Women’s Tale,
Dad
Recommended Readings:
Experiencing Race, Class and Gender in the United States by Cyrus, Ethnic Identity by
Midterm Exam
MULTIPLE CHOICE QUESTIONS
Chapter 5
25. The term “ethnicity” is widely used today in regards to encouraging
ethnic-sensitivty. Which definition below best fits this term as discussed in the text?
a. Traits that make people similar
26. Cultural Pluralism refers to
a. A majority culture sees it as their purpose to teach clients about their view of the
world
27. As identified by Hoffman and Sallee (1994) in the text, there are 5 major population
groups at risk. From the list below, select the populations which are not included.
a. Ethnic minorities
28. As described in the text use of ethnography in learning about diversity is specifically
part of which area of becoming ‘diversity-sensitive”?
a. Self Awareness
29. Which of the following statements best describes encapsulation?
a. When a worker encourages use of medication to treat symptoms
30. In order to become self aware the authors encourage helpers to become aware of
their own patterns of resistance. Of the various viewpoints on resistance cited which
best describes the “one for all” approach
a. We treat others with equal regard as people
b. Minimizing, ignoring or denying the existence of a problem related to diversity
SHORT ANSWERS
13. What does a broader definition of diversity mean? Why is this important to human
service professionals?
14. In the text, the importance of effective communication in working with diverse
groups is highlighted. Describe 2 aspects of communication that Brill (1990) has
15. What are some agency tactics as identified in the text for “cooling out” certain
clients?
ESSAY QUESTIONS
5. According to Alle-Corliss et al., what are the 3 main areas necessary to become