Posted: September 10th, 2015

Social justice model

Applications of Social Justice – 2
1. Consider Toporek et al.’s discussion of GMU’s social justice model including commitment at three levels: university officials, program faculty, and program trainees. Compare this to Chung and Bemak’s description of Division 17 not taking 20 years to endorse the multicultural competencies established by a committee that Division 17 had established itself. What are at least two differences between these two approaches relating to the advancement of multicultural competence for professionals and trainee?

2. On page 29 Jun discusses generalizing as problematic. How are “good” stereotypes also harmful?

3.How does the Chung and Bemak discussion of the Cultural Deficiency Model relate to Jun’s description of the Jackson, Barth, Powell, and Lochman (2006) study on page 24 and 25?

4. What are the three dimensions of multicultural competencies discussed by Chung and Bemak on page 12, as well as the three levels within each?

5. What are at least two key limitations of using the self-report multicultural competence assessments?

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