Cultural Diversity: Discussion Topics

(The following is reproduced with the permission of Dr. Paul Leung of the University of North Texas. It is taken from the Teacher’s Guide to his course on “Multicultural Dimensions of Counseling.” These dialogue options are adaptable to both face-to-face and online classrooms.)

The dialogue options listed below may stimulate meaningful discussion. This is not an exhaustive list; additional questions may be added. Information is not listed in a particular order. The group facilitator may consider dialogue options appropriate for the given audience.

• What does it mean to be human? Discuss.
• Discuss: “Mankind is one. We are one body.”
• Is race a socially constructed term and concept? Discuss.
• Ask members of the group to share information they believe to be important about their culture that they would like others to know.
• Ask members of the group to address stereotype(s) or misinformation about their culture.
• From positive and negative experiences shared, how do we learn about the culture of others?
• Do groups with diverse members make better decisions? Discuss.
• Discuss: “Why are there labels? We are first human beings. We are one human race.”
• Discuss: “In terms of cultural diversity we need to learn commonalities and educate ourselves on differences.”
• When talking with others, what is the difference between listening and hearing? Discuss.
• How can we ensure effective communication, when what one is hearing may be different than what the person speaking intended?
• What are the challenges when an organization practices valuing diversity?
• What benefits result when an organization practices valuing diversity? Are benefits greater than costs involved?
• When we value the diversity of different groups, why is it important to understand the groups’ histories of oppression? Why not?
• Explain and discuss: “Texas was Mexico before it was Texas.”
• Discuss: “A positive stereotype does not exist.”
• What are examples of terms that may be acceptable when used by members of one culture when talking to one another, but not acceptable when used by a person from another culture? Identify the cultural group and terms.
• In what cultures might it be very respectful to acknowledge those persons one comes in contact with? Share examples.
• Discuss: Do you consider yourself to be culturally competent when interacting and talking with persons of the following groups?
• Persons with various types of disabilities.
• Persons who are gay, lesbian, bisexual, or transgendered.
• Persons with a religion different than your own.
• Others

Provide specific examples of being culturally competent or culturally incompetent.

• Discuss: do you consider yourself to be culturally competent when interacting or talking with persons of the following ethnicities?
• African American
• American Indian
• Asian
• Asian American
• Latino
• White American
• Other

Provide specific examples of being culturally competent or culturally incompetent.

• Discuss: You should avoid the assumption that all Latinos speak Spanish.
• Are there certain hand gestures that may be considered offensive in some cultures? Share examples.
• Discuss: “When talking with others, one should keep their uniqueness in mind.” Why might this be important?
• Discuss: “Race is a socially constructed term or concept used to describe persons with certain common characteristics, which are often physical or genetic.”
• Explain: “Persons within the same or similar ethnic group may have different cultural traits.” Consider traditions. Provide examples.
• Discuss: Each of us should learn to be accountable for what we say and do, such that when accused of being discriminatory or harassing, we do not fall back on a somewhat common response of “That is not what I meant.”
• When communicating, how can two persons achieve dialogue whereby each person is really listening to the other person? Explain.
• What is the difference between Hispanic, Mexican American, Latino, and Chicano? Why is this important? Are there other terms that should be considered?
• Discuss: Although persons may have different cultures, they may share similar needs and values. Although persons may identify with the same culture, they may have needs and values that are not the same. Provide examples.
• Explain differences between European ethnic culture and white American culture.
• Discuss: “Is it possible that one’s culture is in the process of development?”
• Discuss and provide examples: “A person may belong to more than one cultural group.”
• Discuss differences in body language and non-verbal cues of various cultures. Provide examples.
• What is meant by ethnic pride? Provide examples.
• Are there cultures where it is important that extended family members assist in raising the children? Provide examples.
• In which cultures might touching be important when others are greeted? In which cultures might touching not be appropriate? Discuss
• In which cultures might eye contact be important and respectful? In which cultures might there be a different scenario? Explain.
• In what cultures might teasing be perceived as being important or a positive gesture? In what cultures might this not be the case? Discuss.
• What might be barriers to valuing diversity?
• What are examples of culturally related conflicts?
• When talking to someone whose opinions, beliefs, and/or values are different than your own, why might it be important to use open-ended questions? What are examples of open-ended questions that may be helpful?
• How specifically might one work to increase or achieve cultural competence? Provide examples in the community, school, work and other situations.
• Share specific examples of corporations that demonstrate cultural competency.
• What might be considered a cultural practice? What is the difference between cultural practice and stereotype? Explain and provide examples.
• Discuss the different approaches to change used by activists and those choosing to work within the parameters of the system in place. Also discuss possible results, benefits and consequences.
• Are there genetic characteristics possessed by all members of a particular ethnicity? Discuss.
• Describe a culturally competent institution. Provide examples.
• Do today’s youth tend to be intolerant of others who are not culturally competent? Discuss and also consider other groups.
• Discuss: Through the use of cultural competencies, persons of different backgrounds can learn to effectively work together and generate success.
• Provide examples of subculture within a culture. Consider differences and similarities.
• Why is it important to protect traditions?
• Discuss: “It is the responsibility of the employer to ensure a work environment which is bias-free and inclusive for all employees.”
• Discuss: “Exclusion may be stressful.” Provide examples.
• Discuss: “White males may experience exclusion, too.” What are examples?
• Define unconscious incompetence. Provide examples of unconscious incompetence taking place.
• How can we better learn how our behavior affects others?
• How can we better learn to understand, respect, and value individual differences?
• How can we develop strategies for working together to increase productivity and to attain better results?
• Discuss: “Being faced with conflict is uncomfortable or difficult for most persons.” What are some of the implications of this?
• What might be the stages of team development? Is this process different when there is a diverse group?
• Discuss the implications of “agreeing to disagree.”
• How can we work to inspire a shared vision?
• What is the significance of modeling or practicing what we believe in?
• Brainstorm: “What would the world be like if discrimination and prejudice were eliminated?”
• Discuss what white privilege is all about. List and discuss privileges members of some groups may not readily have.
• Discuss: “As long as the world exists there will always be diversity.”
• Do you agree that white privilege exists? Explain.
• When communicating with persons of other cultures and ethnicities, what are common miscommunications? How can we learn to avoid them?
• List and discuss geographical locations where white privilege does not exist. Include both U.S. and non-U.S. locations.
• In general, how might white privilege be observed in books, movies, etc.? Discuss. What are the implications?
• Ethnicity, gender, disability and sexual orientation may be barriers that separate or divide persons. Why? What are other such barriers?
• Does tolerance mean “acceptance and appreciation or the differences of others?” Discuss.
• Discuss: “Sometimes persons fear what they may not understand.” Relate this to racism, sexism, homophobia and other “isms” and “phobias.”
• Today, is there a need for the development and use of resources that teach acceptance in the community, educational institutions and workplace? Has there been deep-seated systematic bias in this regard? Discuss.
• Is the playing field level today for members of all groups in the U.S.? Other countries? Discuss and share specific examples.
• Share examples of “subtle or silent forms of discrimination” which occur in the community, school, work or elsewhere. Discuss.
• There may be stages of sexism, racism, homophobia, etc. Discuss and share examples.
• Agree or disagree: “Most persons who are discriminated against or who are harassed do not report the allegation or specifically do something about it. In the work environment many persons may just leave their jobs when increased discrimination or harassment occurs. They may fear retaliation if they report allegations.” Discuss.
• In your daily lives, how frequently do you hear ethnic or racial slurs, sexist or homophobic remarks, and derogatory comments directed toward persons with disabilities? Discuss.
• Explain what is meant by the statement, “Disability, sexual orientation and gender identity may well be inclusive of all races, ethnicities, religions, economic divisions, political factions, professions, communities, families, and other identifying or affiliated groups, organizations, and institutions.” Discuss and provide examples.
• Why are stereotypes which may be associated with groups including persons who smoke, persons who use cell phones and various drivers, not fair? Consider other stereotypes you are familiar with. Discuss.
• Explain what historical isolation and genocide mean.
• Identify groups historically marginalized, as well as groups presently marginalized, by the majority or predominant group within the environment or system.
• React to the following statement: “The only true difference between humans are their histories.”
• In regard to conflict, explain: “Treat all persons with respect. Mediate issues.”
• If there are biases in place, does this prevent one from being an effective manager? Effective mediator? Discuss.
• Why is it important to discuss possible constraints of equal opportunity for all? Share examples.
• Share examples of culture being used as a wedge against equality.
• Why is being connected to one’s culture very important to some persons and not important to others?
• Discuss possible rewards and difficulties with being beracial or multiracial. Is this different than it was in the past? Discuss.
• Why has there been/is there social intolerance and rejection of diversity?
• React to the following phrases that may be made by someone in reference to a person of color: “not Hispanic enough,” or “not Korean enough.” Are there other similar phrases you are aware of? Might members of a group say this about other members of their own group? Why? Discuss.
• Explain: “The border crossed me.”
• What does “finding common ground” usually mean in reference to persons of different cultures?
• Describe what a climate survey is in an educational, business, or organizational setting. Who should conduct the climate survey?
• What are past and present examples or social and political oppression?
• What are examples of derogatory phrases or comments used in reference to persons of another group? An example could be, “if they would change, the situation would be OK.” Discuss ramifications.
• How could bigotry serve as an undercurrent for violence in America?
• Do we learn to trust or distrust? Discuss.
• Discuss: “We may all see the same facts, but we may not all see the same truths.”
• Discuss: “One of the cruelest things one can do to another person is to not acknowledge that person.”
• In regard to persons with disabilities, discuss: “Reasonable accommodations should be provided to ensure access unless an undue burden would result. The United States Department of Justice and the courts take into consideration several factors when making the determination of undue burden. It is not only the cost of the accommodation but, among other factors, includes the overall financial resources of the business and parent organization.”
• How might the majority population impact political power?
• Discuss: “Judging persons before knowing them results in loss of an opportunity.”
• Discuss: “Hatred is learned.”
• In regard to equity and diversity related work, what does “preaching to the choir” mean?
• From another perspective and in reference to the previous question, discuss “The choir members need to rehearse and be reminded why they are there.”
• Discuss in regard to equity and diversity related work: “It is important to know the right thing; to do the right thing; and, to do the right thing at the right time.” Share examples illustrating this premise.
• Respond to the statement, “Get over it. Slavery is over.” How are the ramifications of slavery still played out today? How might a person deal with the impact of slavery today?
• Discuss the meaning of, “I do not see color” when talking or interacting with others.
• Discuss: “If others do not see my color, they will be missing a huge part of who I am as a human being, including important experiences.”
• Discuss: “Race matters. Saying you do not notice someone’s race is not helpful.”
• What changes do you foresee in the United States when minority populations become the majority?
• From another perspective, discuss implications of “dominance of power.”
• Discuss: “Persons living in or from the United States and the Americas, are all Americans.”
• Discuss: “Inclusion may come with a price, including commitment and hard work.”
• Why might some persons state that diversity will never affect them?
• Explain: “Different people may interpret the same communication differently.” “What one hears may be different than what the speaker meant.”
• Respond to: “You cannot keep a culture down.” Provide examples.
• Discuss: “Today we may be integrated physically (as an example, at school or work), but we are still often segregated in numerous other ways, such as spiritually. Provide additional examples. Discuss possible related pros and cons.
• Discuss: “The term, Mexicano(a) is increasingly being used, as the notion of borders dissolves.”
• Discuss: “Some universities may have a Mexican American or Latino Studies Center, raza faculty, and courses where information is shared as a larger population is affected. On campuses where such centers and curriculum exist, answers to who persons are and how persons prefer to be identified may be answered through constant exposure.”
• Discuss: “The different perspectives of diversity build strength.”
• Discuss the following information that has been directly taken from the United States 2000 census. “Race categories are as follows: White; Black or African American; American Indian and Alaska Native; Asian; Native Hawaiian and other Pacific Islander; Hispanic or Latino (of any race); and some other race. Individuals may also note one race or two or more races, is applicable.”
• Discuss: You People—Derogatory term used to describe people different from oneself or members of a particular group. The assumption as that all persons within a group are identical.
• Discuss the use of the term, “them,” which may be considered as being used in a derogatory manner when used by a member of a dominant group in reference to others.
• Discuss: “Some of my best friends are …” This phrase is often considered to be offensive. Why do some people say this? Even though a person may have a friend belonging to a particular group that does not mean the person is not discriminatory toward members of that group.
• How could social integration be defined? Share examples of social integration.
• Related to cultural diversity, what might differences and similarities be between traditional and non-traditional students?
• Discuss: “Melting pot” is often used in connection with the term, assimilation. May “melting pot” be viewed in a positive or negative manner or both? “Melting pot” is different than the “tossed salad” description where there is inclusiveness with individual differences maintained.
• Discuss: It is estimated that 25% of lip movement is accurately read and understood by those who are Deaf. What are the implications?
• When others are speaking, why do persons tend to hear so little? Discuss.
• If a few employees or students are speaking their first language, such as Spanish or Japanese and there is not a reason at this time for them to be communicating to a person who does not speak their native language, should the employees or students be told by a manager, teacher or someone else to refrain from speaking their native language? Discuss.
• Why might some GLBT persons not be out? What is the difference between coming out and being out? Discuss. How might expressing sexual orientation relate to culture?
• Discuss differences and similarities of various religions, as shared by members in your class, organization or work group. How does religion relate to culture?
• Discuss: “One should be careful with exaggerations when communicating with others.” Provide examples.
• During interactions with others, is it important for a student, teacher or manager to be flexible and adaptive? Why or why not? Discuss.
• Does sharing appreciation or sharing positive feedback serve as a motivator in various cultures? Discuss and share examples.
• Discuss: “Learn to communicate to others, based on what is important to them.”
• Explain how face-to-face confrontation of issues or conflict may be a positive interaction, when the persons are not attacking each other? What are the cultural implications?
• Related to cultural diversity, are there examples when a “blanket” e-mail sent to everyone on an e-mail directory, might be considered offensive? Explain further.
• Within specific cultures, share information related to generational differences.
• Considering different cultures, is it appropriate for a teacher or manager to praise a student or an employee in front of others? Might it be appropriate to criticize or reprimand a student or employee in private?
• If one makes a mistake regarding respectful communication with another person, related to culture, disability, sexual orientation or religion, what might one do in an effort to address or correct this situation? Discuss.
• Discuss: Is a radical viewpoint helpful in coalition building (i.e., bringing persons together)?
• Discuss: Can a bias or record get in the way of “one’s best thinking?” Share examples.
• How has racism affected members of the group who represent different races, ethnicities and countries of origin? Share life examples. Has there ever been the feeling of loss of identity? Has there been dual awareness when confronted by members of a majority in comparison to experiences with members of one’s own group?
• Discuss: As human beings, each of us is 100% responsible for our current actions and communications. How does this relate to one’s record, bias and prejudice?
• Share examples of subtle actions or communications directed to someone, which may be perceived as disrespectful by the receiver. An example could be “not having time to talk.” Discuss.
• Discuss: Is anti-Semitism a form of racism?
• Discuss: Is race viewed differently in the United States versus in European and other countries?
•  Share examples as applicable.
• As an individual, what would you need to work on to interrupt derogatory jokes, slurs, remarks or actions directed toward member(s) of a particular group? In addition, share examples when you have done this.
• Define: silent discrimination. Share examples of silent discrimination. Why does this happen? How might silent discrimination be eliminated or changed?
• Discuss: Persons from Central and South America may resent the use of the term, American, as it excludes others from North, Central, and South America.
• Discuss: “We are experiencing vanishing borders which create a new world of opportunities in America.”
• Discuss: Different persons may react differently to the same or similar situation. Related to perceived or alleged discrimination on mistreatment, why might this be true? Are there examples to share from the group?
• Amongst persons of different cultures, discuss the importance of sharing common values.
• In regard to cultural diversity, how do we ask questions about what we do not know?
• How can we develop dialogue skills to speak about sensitive issues?
• Discuss ways of creating dialogue on sensitive issues in the classroom, community, church and at work.
• What are the contributions persons originally from other countries have made to the U.S.?
• What are the difficulties Arab persons face in the U.S. as a result of being Muslim, having stereotypical physical features and speaking an Arabic language?
• What are the differences among Arab persons in terms of religious practices, political views and attraction to the U.S.?
• Discuss: Avoid using exclusive language (i.e., “members of the Arab American community” is better than, “those people.”).
• Discuss the importance of modeling being inclusive, accepting, tolerant and nonjudgmental.
• Discuss: “Why are there labels? We are first human beings. We are one human race.”
• Discuss: “In terms of cultural diversity, we need to learn commonalities and educate ourselves on differences.”
• Discuss: “We have more in common than we realize. We all have a 99.9% genetic homology.”
• Discuss: “The key to diversity is not just an increase in the numbers of Latinos, African Americans, or others from different nations, but the increased variety of perspectives, values, and thoughts they bring with them.”