Name: Understanding Cultural Diversity in Communities
Uploaded: 2022-03-04
Duration: 9 min 44 s
Description: . . Understanding Cultural Diversity in Communities.

. . Understanding Cultural Diversity in Communities. 

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Understanding Cultural Diversity in 
Communities

E:tutor: Mrs. Rosanna  Joseph
Group: Nikia Williams

Junette Ballantyne
Juivon Williams-Palmer
Camilla Vasquez
Takiya Dowers

. . 01. Table of Contents. Introduction
Scenario
Dialogue
Summary. 

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. . Jae is originally from Grenada. He spent a lot of time and money studying English at home in order to meet
the admissions requirements for a school in Jamaica, but he hasn't had any classroom experience listening to
or speaking in English.. 

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Jae is originally from Grenada. He spent a lot of time and money studying English at home in order to meet
the admissions requirements for a school in Jamaica, but he hasn't had any classroom experience listening to
or speaking in English.

In class, Jae has been providing answers to the questions the teacher had asked. Jae assumes the rules of the
classroom are the same as in Grenada, where you must impress the teacher with your knowledge and study
habits. He expects the teacher to expand on and challenge his responses, but no matter how hard he tries, the
teacher sometimes refuses to engage him, or she will pick on him to the point where the discussion will
become an argument. Jae is surprised by how little his classmates say, given that in schools in Grenada, a
conversation turn usually lasts 5-7 sentences. He is unaware that in this culture, one turn is usually limited to
no more than three sentences. In Grenada, the valence or tone of conversations is not required to be cheerful,
so he is perplexed by the teacher's efforts to keep everyone happy. Jae is looking for a good debate, but every
time a conversation becomes interesting, the teacher redirects it. Someone gave the wrong answer in one
class, which would have elicited a sneer of contempt and harsh words in Grenada, but the teacher went to the
board and re-explained the concept. This, in Jae’s view, was a waste of everyone else's time. He interjects with
his heavy Spanish accent, speaking quite forcefully, quickly and excessively trying to get his point across,
giving 5-7 sentences at times. however, the teacher only cuts him off by saying, gives a brief response. "Let's
hear from someone else now!," the teacher said in class this week. In week three, the teacher assigns a group
report and divides the class into groups of three to four. Within minutes, the students had formed themselves
into their various groups but resolved their differences, Jae was left out without a group. When the teacher
suggested that one of the groups include him, each student turned away reluctantly, ignoring the request.

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. . The social worker and the teacher.. Social worker: Good morning, my name is Mrs. Kade, a child welfare social worker affiliated with the University. I am prepared with skills and knowledge to ensure the welfare and well-being of children who have been impacted by various social issues.. 

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Social worker:  Good morning, my name is Mrs. Kade, a child welfare social worker affiliated with the University. I 
am prepared with skills and knowledge to ensure the welfare and well-being of children who have been impacted by 
various social issues.

Teacher: Good morning, I am Mrs. Johnson.

Teacher: I am doing great, thanks for asking.

Social worker: Okay, so today we'll talk about the issues that have been reported between you and the student Jae.

Social worker: If you are curious about anything, please don't hesitate to ask. Throughout this session, I will be 
making notes just to open a file for this case. This, however, will be documented and kept safe, which is not 
accessible to anyone. Is that okay with you, Mrs. Johnson?

. . Social worker: On behalf of Jae, the guidance counselor, is concerned about how you treat him in class when it comes to learning activities.. 

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Social worker: On behalf of Jae, the guidance counselor, is concerned about how you treat him in class when it 
comes to learning activities.

Teacher: Okay, I understand, but I do not see myself treating him unfairly.

Social worker: Okay, let us start with you providing a brief description of his classroom behavior.

Teacher: Jae talks a lot, especially when answering questions. I realized he loves to debate based on his long 
responses.

Social Worker: I understand that type of behavior from a child, but do you know anything about his background?

Teacher: No, I don’t know, only that he is from Grenada and doesn’t have much experience in English.

Social Worker: And you're not looking for such information to learn more about him, such as his hobbies or 
interests?

Teacher: No, but I'll figure it out over time so I can include it in his report.

Social worker: Okay Mrs. Johnson, I totally understand. Do you have anything else to say about him?

Social Worker: Alright miss, thank you for your time.

. . The social worker with Jae.. Social worker: Hello, my name is Mrs. Kade, and I work as a child welfare social worker. I am equipped with the skills and knowledge to ensure the welfare and well-being of children who have been affected by a variety of social issues.. 

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Social worker: Hello, my name is Mrs. Kade, and I work as a child welfare social worker. I am equipped 
with the skills and knowledge to ensure the welfare and well-being of children who have been affected by a 
variety of social issues.

Social worker: Okay, so today we're going to talk about the problems that you have been having. If you 
have any questions, please ask. Throughout this session, I will be taking notes in order to open a file for this 
case; however, this will be documented and kept in a secure location that is not accessible to anyone; is that 
okay with you Jae?

. . Social worker: Great, so, how are you doing now that you've moved here?. 

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Social worker: Great, so, how are you doing now that you've moved here?

Jae: It's okay for me, but school is not so much. I have a good relationship with every kid at school at home, 
but not here. I enjoy visiting the attractions here, but my home is great. Apart from school in Grenada, I love 
to visit the Grand Anse beach, the restaurants, and every year, there is a talent show in my community, and I 
get to perform a poem, which I have won a few times.

Social worker: Nice to hear, beaches are great, and I would visit too and congratulations on winning those 
shows. Poems are a great way to express yourself and are very meaningful. But Jae I understand your 
concerns and your background, but this is a new environment and, in my thoughts, as you are learning 
English, do you understand or know about this school setting?

Jae: No, I don’t more than they have parties at the end of the school term, and that I overheard from one of 
my classmates.
Social worker: Okay, nice and do you like parties?

Jae: Yes, I do, I like music and everything that’s fun.

Social worker: Awesome. I like that, so Jae, may I ask what’s your issue within the classroom?

. . Jae: My new teacher
She speaks a little bit differently
And seem not to understand me
But what is even worse
Is that she looks at me very cross
Every time I tried to speak in class
She rebuffs and quickly makes a pass
Could this be discrimination?
I asked myself in humiliation. 

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Jae: My new teacher
She speaks a little bit differently
And seem not to understand me
But what is even worse
Is that she looks at me very cross
Every time I tried to speak in class
She rebuffs and quickly makes a pass
Could this be discrimination?
I asked myself in humiliation

A good teacher shows love, care not spite
I wanted to speak out because I have my right
In class, it was more than torture
They sneer because I am from a different culture
When I got the time to show dissatisfaction,
I shouted in disgust, " This is one Caribbean’

Social worker: Okay Jae, thanks for expressing yourself, but do you consider saying it to your teacher?

Jae: I don’t think will listen, she too caught up with the students and the subject.

Social worker: okay, anything else you want to share with me?

Jae: I am being bullied by my classmates as well.

Social Worker: I am sorry to hear that Okay, well a lot of people have and are going through this phase and social workers 
like myself have helped them, so I am here to help you through your phase.

. . Social worker: So, let’s begin by telling me exactly what happened and how it happened.. 

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Social worker: So, let’s begin by telling me exactly what happened and how it happened.

Jae: I was being bullied by a few of my classmates. They are continuously troubling me. They tied me up, took 
my money, kicked, punched, threw bottles at me, and attacked me with weapons; I couldn’t defend myself.

Social worker: I am sorry to hear that, so when you were abused, have you told your parents or teacher?

John: I reported it to my teacher and principal. They called a meeting with my parents and discussed the issue. 
My principal gave those who bullied me suspension, but as they returned to school, I’m being bullied again.

Social worker: okay, is that all, anything else you want to share with me?

Social worker: Okay John, I understand your situation and how you are feeling. Thanks for your information. 
You have been verbally and physically bullied, which means they use hurtful words and physical actions to 
intimidate and gain control over you. But you will be okay.

Social worker: Okay, thank you for this lovely conversation. I will discuss what actions we will take so we will 
talk soon.

. . The social worker with the student, teacher, parents, and school principal.. 

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The social worker with the student, teacher, parents, and school principal.

Social worker: When it comes to understanding this situation, I believe the issue is that Jae, his teacher, does 
not understand each other's cultural backgrounds, especially in the school setting. I will recommend that your 
school implement a strategy for teachers and students to learn about different cultures, especially if newcomers 
are from these cultures. This way, everyone can participate equally in class and school activities. Mrs. Johnson, 
you are currently learning more about Joe's culture in order to devise a new method that best suits how all the 
children in your class are learning and participating. You are responsible, Jae, for learning about this culture and 
accepting the changes. 
Also, I am aware of a few students in the class who are bullying Jae. After learning more about the situation, I 
will advise the school to implement anti-bullying policies that can be used to model their own guidelines, staff 
training, and ongoing bullying prevention programs to help stop bullying in the school. In addition, I will 
provide Jae's parents with a few coping strategies for dealing with his school bullying. Then I'll mediate between 
Jae's parents, the bullies, and their parents to determine what's causing them to bully him. Does anyone have any 
concerns?

Jae: What if that does not work, what if they continue?

Social Worker: If that does not work, the matter will be taken to court where the judge will assign further 
actions. Is there anything else that anyone would like to say?

Principal: I don't believe so but thank you for assisting us. I support this strategy and will do more research to 
better understand cultural diversity in the school setting in order to avoid these mistakes.

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. . The Importance of Cultural Competence and the Role of Social Work School social workers are. 

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The Importance of Cultural Competence and the Role of Social Work School social workers are

embedded in the educational system and are well positioned and equipped to improve the lives of

children and their families, as well as to educate and assist teachers, administration, and other

school personnel. The Social worker is sensitive to the students' diverse experiences and needs

because of their bio-psycho-social approach and person-in-environment perspective. The worth of

social work is also derived from the values that define ethical practice. The NASW Code of Ethics

addresses diversity in a variety of ways, including pledges to service, competence, and social

justice. As practitioners we must constantly assess and adapt our knowledge and skills in order to

effectively serve clients and foster change (NASW, 2008).

. . Issue
Roles of the Social. Worker. The social worker uses systems theory to
examine
the
client's
conditions
and. 

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The social worker uses systems theory to
examine
the
client's
conditions
and

environmental factors holistically. The
issue in this scenario is understanding
different cultures. The crisis intervention
model is used by the social worker to
intervene.
It
emphasizes
rapid

assessment of the problem and resources,
collaboration
on
goal
selection
and

attainment, alternative coping methods,
and capitalizing on the client's strengths.

1.
The social worker demonstrates an
understanding of culture and its role
in
human
behavior
and
society,

recognizing the strengths found in all
cultures.

excellence in providing services that
are sensitive to the cultures of her
clients, as well as differences among
people and cultural groups.

3.
The social worker learn about and
try to understand the nature of social
diversity and oppression based on
race and ethnicity. Also gives her
suggestions of solutions.

. . References. Cultural Diversity Quote. (n.d) Retrieved From:. 

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Cultural Diversity Quote. (n.d) Retrieved From:

https://www.google.com/url?sa=i&url=https%
3A%2F%2Fwww.azquotes.com%2Fquotes%2
Ftopics%2Fcultural-
diversity.html&psig=AOvVaw3MghGnMt12y5
rXKBMbOPZI&ust=1646444098041000&sour
ce=images&cd=vfe&ved=0CAsQjRxqFwoTCI
C07q-oq_YCFQAAAAAdAAAAABAD

self: A primer revisited. Clinical 
Social Work Journal, 34, 543-558. 
doi: 10.1007/s10615-005-0021-5

Social Workers. (2008). Code of 
ethics. Washington, DC: Author. 
Retrieved from 
http://www.socialworkers.org/p
ubs/code/code.asp

Understanding Cultural Diversity in Communities

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