Bringing people together: programming to foster diversity.

Across the country, camps are working to create more diverse programs. Some camps have a strong mix of international and American campers and staff; others serve campers from different socioeconomic backgrounds; and still others use mainstreaming programs to bring together campers with and without disabilities.

Many programs make an effort in staff training to talk about diversity and accommodating people from different cultures. However, in order to successfully bring campers together, these efforts must continue into the camp season by focusing on programming that is inclusive and considerate of diversity issues.

Point of reference orientation

One of the most critical parts of bringing people together from various backgrounds is developing an awareness that people have different points of reference that have developed from their backgrounds, families, communities, and experiences. Activities should help staff and campers develop insight about their points of reference.

Talk about normative issues

All people share normative issues, which include homework, chores, family authority, anger/conflict mechanisms, work, the value of education, and goals. Discuss these issues and remind your group that we all face them, even though we may address them differently.

Inventory the circle of support

Ask campers to brainstorm about people they can turn to for advice and support. Record all the ideas on a large sheet of paper without evaluating or discarding any of them. Ask campers to discuss the similarities and differences between people's circles of support.

Communication orientation

Specific cultures have specific communication norms. For example, at one camp, white and Native American campers were constantly fighting. Camp administrators discovered that this problem was the result of white campers looking into Native American campers' eyes. The Native American campers felt that this eye contact was a challenge, while white campers thought the Native American campers were rude because they looked away when they talked. (Note: there is no strict rule or norm among any social group. It would be incorrect to assume that all Native Americans look away.)

Work with groups to process how and why different cultures communicate in different ways.

* Spend time talking about how different groups communicate. Include nonverbal norms such as intonation, physical distance, clothing, gestures, and eye contact. Did you know that a friendly wave in one culture may be thought of as being offensive or hostile in another? Or that sticking your tongue out in Tibet means "hello"?

* Create several stations at which the same game is played. At each station, make different rules that the campers must figure out without talking. Then have the groups process how they learned the different rules.

Different perceptions orientation

According to research on cross-cultural communication and learning, it is critical that each individual learn about perceptual differences that occur in diverse situations and cultures. There are many games that point out how different people solve initiatives and hear messages.

* Use initiative games that require no talking to solve a group problem, such as Birthday Circle. Ask group members to recall the month and day they were born. Then the participants put themselves in order from January 1 to December 31 without talking. Process how the group worked together and how different people figured out the problem. The processing after the activity is the most important part.

* Play the telephone game. One whispered message is passed through a group. Announce the end message and compare it to the original. Process the reasons why the message did or did not stay the same.

* Distribute magazines and ask campers to discuss the messages they get from the publications. Do the magazines reflect the diversity of their audience? Do different people in the group have different reactions to the magazines? Have a general discussion about how different people interpret messages and why.

The United States, along with the rest of the world, is becoming smaller and more diverse. To reflect these changes, those of us in the youth development profession have the obligation to help make our communities as diverse as possible. By ensuring that our programming is inclusive, we can promote and embrace diversity.

References

Duvall, L. (1994). Respecting our Differences: A Guide to Getting Along in a Changing World. Minneapolis: Free Spirit Publishing.

Drumm, J. et al. (1992). Global Winners. Yarmouth, ME: Intercultural Press.

Hall, E. (1990). Understanding Cultural Differences. Yarmouth, ME: Intercultural Press.

Hess, J.D. (1994). The Whole World Guide to Culture Learning. Yarmouth, ME: Intercultural Press.

Kohls, R. (1984). Survival Kit for Overseas Living. Yarmouth, ME: Intercultural Press.

Paige, M. (1993). Education for the Innercultural Experience. Yarmouth, ME: Intercultural Press.

Roehlkepartain, J. (1995). Building Assets Together. Minneapolis: The Search Institute.

RELATED ARTICLE: By age three, children already exhibit prejudicial tendencies toward people based on physical characteristics. If these ideas are reinforced, they will develop into full-blown prejudices.

From ages four to five, children stereotype gender behavior, express racial reasons for not playing with others, and show discomfort around disabled people.

Between ages seven and nine, children develop what psychologists call "true racial attitudes," likely to be long lasting.

By age 12, children develop a complete set of stereotypes about ethnic, racial, and religious groups.

National Public Radio. (1991). Class of 2000: Prejudice Puzzle. Washington, D.C.: National Public Radio Special Projects.

Patrick McFarlane is the founder of ICARE/Chataqua Programs in Ann Arbor, Mich. He is currently working with the Navajo Nation in Arizona to develop year-round camp programs.