Academic
Exchange Quarterly Winter 2007
ISSN 1096-1453 Volume 11, Issue 4
To cite, use print
source rather than this on-line version which may not reflect
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Teaching Diversity Awareness
Carol
Biddington, Ed.D., is an
Assistant Professor in the Department of Health Science and Sport Studies in the College of Education and Human Services
Abstract
This
paper examines how athletic training graduate students’ cultural perspective affects their professional
practice and how athletes interpret their language, comments, and behavioral
patterns. The students (N=72) received diversity
awareness training, observed their work place, and completed an assignment. Sixty percent of the students believed they
could handle the complex issues of diversity relations. Most of the students (58%) were not sure that
their language, comments, and behavior were correctly interpreted. Teaching diversity awareness allows students
to discover self-awareness, values and beliefs, and behaviors.
Introduction
It
is important that colleges of education include assignments for students to
discuss cultural diversity issues. All
students, not just education majors, should have preparation programs which
include knowledge, skills, and attitudes needed to interact effectively with
individuals from diverse racial, ethnic, and social class groups (Banks, 2004).
Minority students who have experienced
discrimination often have a difficult time accepting and valuing their own
cultural heritage. Students can
accomplish cultural development by using Banks’ Stages of Cultural Development
Typology. During stage 1, individuals
may demonstrate cultural self-rejection and low self-esteem by reflecting on
negative stereotypes and beliefs about their cultural group. The belief that their ethnic group is better
than others characterizes Stage 2. In
Stage 3, individuals develop positive attitudes toward their cultural
group. Individuals in Stage 4 function
effectively in their own cultural community as well as in another cultural
community. Individuals in Stage 5 have
positive attitudes toward other racial, cultural, and ethnic groups. Individuals in the final Stage 6 have the
knowledge, skills, and attitudes for functioning effectively within their own
cultural communities, within other cultures within their nation-state, in the
civic culture of their nation and in the global community.
Athletic
training students are faced with diversity issues on a regular basis. They spend long hours providing prevention,
care, treatment and rehabilitation of injuries to a diverse population of
athletes. Therefore, students should
receive formal training on multicultural education and diversity awareness to
be better prepared to handle interpersonal and professional responsibilities.
Athletic
training is now recognized as an allied health profession (National Athletic Trainers’ Association, 2007). Athletic
training educators need to be aware of the overall scope of the educational
mission. Educators should not only teach
the aspects of athletic training necessary for passing the certification exam, but
also prepare students to understand issues of race, discrimination, identity,
and diversity. Athletic training
educators need to provide sensitivity training and sociocultural awareness
according to the 2007 NATA Athletic Training Educational Competencies. Salili and Hoosain (2001) state that including
multiculturalism in athletic training teaches students to accept, understand
and appreciate culture, race, social class, religion, and gender differences
and instills in them during their formative years a sense of responsibility and
commitment to work toward the democratic ideals of justice, equality, and
democracy.
Geisler
(2003) recommended that two questions: “How
might your personal cultural perspective affect your practice as an athletic
training professional?” and “How might athletes from different cultural
backgrounds interpret your language, comments, and behavioral patterns?” be included in didactic and clinical
learning experiences for athletic training students. The purpose of this paper was to examine
how athletic training students answered the two questions.
Methods
From
2003 to 2006, graduate athletic training students
(N=74) enrolled in a Pedagogy class from the Athletic Training Education Program
at California University of Pennsylvania were asked to observe their work
setting for two weeks to identify issues in diversity and respond to the two previously
stated questions. At the start of the
two weeks, material (
Students were told to let
their athletes know that racist, sexist, homophobic, and other types of
discriminatory remarks were not acceptable.
For example, if a student made a discriminatory remark, the athletic
training student was to promptly speak up and state “That is inappropriate
language and not welcome here.” Students
and/or athletes need to know that disparaging comments would not be tolerated. The graduate students worked 30 hours a week
as an athletic trainer in either a high school or college setting. They held an authoritative role and were
responsible for the environment in their athletic training rooms. After two weeks of observation, students
submitted their responses to the two questions.
Data were analyzed qualitatively; whereby the results were analyzed for
trends and/or themes (Patten, 2007).
Results
Three themes emerged from the
question: “How might your personal cultural perspective affect your practice as
an athletic training professional?” Sixty
percent of the graduate students commented that their personal cultural
perspective would have a positive affect on their practice as an athletic
trainer. They believed they were prepared
to handle issues of racial, class, sexual, ethnic, and religious diversity. Nineteen percent stated their practice as an
athletic trainer may be affected because they may not understand an athlete’s
culture. Sixteen percent commented they
may treat athletes in different ways due to prejudging individuals and/or a
lack of diversity experience. They may,
without knowing, neglect their feelings.
Five percent did not answer the question.
The following quotes were
some of the responses to the first question:
“How might your personal cultural perspective affect your practice as an
athletic training professional?”
Two themes resulted from the
question: “How might athletes from different cultural backgrounds interpret
your language, comments, and behavioral patterns?” Most of the graduate students (58%) reported
that athletes may interpret their language, comments, and behavior in a
negative manner. They stated that their
actions and comments could be misinterpreted and they could not be certain they
were understood. Thirty six percent
believed that athletes did not have problems interpreting their language,
comments, and behaviors. The question
was not answered by 6% of the students.
The following quotes were
some of the responses to the second question:
“How might athletes from different cultural backgrounds interpret your
language, comments, and behavioral patterns?”
Differences in race, gender,
social class, and sexual orientation are associated with power. Prejudices may be reflected based on the
norms of dominant groups. Incidences of
racial fear, discrimination, and avoidance still occur. The following situations were reported:
Discussion
The topic of cultural
diversity is complicated and some faculty and students are uncomfortable when
discussing diversity issues. A graduate
student was told by his female soccer athletes that they thought he did not
like them and he was always mad because of his facial expressions and body
language. He said he was very serious
about his professionalism and he did not feel comfortable with the girls’
soccer team because they were always asking him personal questions. At first he would ignore them because he was
not sure how to respond. After some time
he started to talk with them, but shifted the conversations to more acceptable
topics.
There were times when
individuals stated they were not being acknowledged. Several female athletic trainers stated it
was difficult to work with high school football coaches, especially if previous
athletic trainers were male. One female athletic
trainer said the coaches would ask her male co-worker about the injuries. The males dominated the discussion regarding
care of the athletes.
A student believed that
overall people tend to relate better with individuals having similar
characteristics (i.e., gender, ethnicity, etc.). It is important that athletic trainers do not
show favoritism of one gender/race/religion over another. They need to provide the same amount of
individual attention with each athlete for treatments. Athletes can sense little trends, like taping
or taking care of one certain group of people before another. These behaviors cause individuals to feel
alienated.
Graduate students believed
that athletes may interpret their language, comments, and behavior in a
negative manner because many of them came from a different geographical area
(i.e.
Students commented that there
were situations where they did speak up promptly to athletes who made offensive
or insensitive remarks. At one high
school the athletic trainer heard students make racial comments when referring
to athletes on the other teams. He
corrected them and let them know that those types of comments would not be
tolerated in his presence. He received
feedback later that day that a student that heard him correct the athlete had
told another student “hey, we don’t talk like that around here.” Some of the athletes laughed as if to say
“yea right,” but others responded seriously and agreed that too much of that
goes on. Sometimes it only takes one
person to make a stand and others realize how offensive they may sound.
The graduate athletic
training students may not have responded to offensive language if they had not
received a lecture informing them to not allow that type of behavior in their
work environment. A small comment that
is heard one day may mill around in the persons thoughts and affect them to a
higher degree later.
No student commented on a
homophobic situation. Homophobia is not an issue people in sports
want to address. Student-athletes are
hesitant to talk about homophobia for fear of having individuals believe they
are associated with homosexuality (Hayes, 2001). Sport remains an area where homophobic
attitudes and behaviors are developed (Plummer, 2006). There is still a ubiquitous stigma
surrounding issues of lesbianism in women’s sport (Knight
& Giuliani, 2003). Female athletes continue to be confronted with the "the
image problem" (i.e., that all female athletes are lesbians). There is a belief in society that
participating in sports will encourage homosexuality or
even convert female athletes into lesbians.
The media often portray female athletes in traditionally feminine ways
outside of their sport to overcompensate for their masculine behavior in their
sport. The media attempts
to assure their fans that female athletes are heterosexual through coverage and
photographs that portrays these women in a heterosexual manner. Female athletes' relationships with men and
with their families are emphasized in pictures, articles, and television
coverage. Female athletes portrayed as
heterosexual become more privileged and accepted than their athletic peers who
do not adhere to these standards (Krane, 2001).
Conclusion
Diversity awareness and
multicultural education need to be addressed somewhere in all curricula. The main goal for teaching diversity
awareness is to help students develop decision-making and social action skills
so that they learn to view events and situations from a variety of perspectives. If educators are going to take an active role
in diversity awareness and multicultural education they need to engage in
conversations regarding race, oppression, discrimination, and what is involved
in participating in society. Educators
who want to promote social change and a better life for individuals must use
meaningful education and start by questioning the understanding of the
self. This process improves
self-awareness and helps individuals to identify their personal history, race,
ethnicity, and culture. After reflection
of the self, educators are ready to use class activities that promote student
dialogue, exploration, and sharing among classmates. Exercises that allow students to elaborate on
their cultural background will provide a grounded sense of interest and
meaning. For athletic training, diversity
issues relative to practice of athletic training services can then be utilized
in the curriculum when appropriate.
Athletic trainers
in the work environment who are unaware of issues associated with various
ethnic groups, cultures, and religions could experience challenging and
difficult moments. On the other hand, if
athletic trainers received diversity awareness training and/or multicultural experiences
during their formal education years, the diversity challenges could be positive
for all stakeholders. The results for the assignment described in this paper
identified that students reflected on their multicultural values, enhanced
their awareness for diversity issues, and became cognizant of the need for
professionalism with their language, comments, and behaviors in the athletic
training environment. A combination of
lecture, activities, observation, and reflective discussion helped the students
to be socially conscious and critically aware of their role in society. Understanding other cultures is extremely
important for how athletic trainers provide prevention, care, treatment, and
rehabilitation for athletes.
References
Banks, J. (2004). Teaching
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Davis, B. G. (2001). Tools for Teaching.
Geisler,
P. R. (2003). Multiculturalism and athletic training education: Implications
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Hayes,
K. (2001, October 8). H – The scarlet letter of sport. The NCAA News.
Knight,
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Portrayals on Perceptions of Male and Female Athletes. Journal of Sport
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National Athletic Trainers’
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