Counseling the Culturally Diverse. Laura Smith L.

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СКАЧАТЬ out of strong and powerful feelings associated with multicultural or diversity topics. The manifestation and dynamics of emotional resistance are aptly described by Sara Winter (1977, p. 24), a White female psychologist. Although the narrative was given decades ago, it remains relevant today. Winter provides some insights as to why this occurs: it serves to protect people from having to examine their own prejudices and biases.

      When someone pushes racism into my awareness, I feel guilty (that I could be doing so much more); angry (I don't like to feel like I'm wrong); defensive (I already have two Black friends … I worry more about racism than most whites do—isn't that enough); turned off (I have other priorities in my life with guilt about that thought); helpless (the problem is so big—what can I do?). I HATE TO FEEL THIS WAY. That is why I minimize race issues and let them fade from my awareness whenever possible.

      The Meaning of Anxiety and Fear

      Anxiety is the primary subjective emotion encountered by White trainees exposed to multicultural content and its implications. In one study, it was found that when racial dialogues occurred, nearly all students described fears of verbal participation because they could be misunderstood, or be perceived as racist (Sue, Rivera, et al., 2010). Others went further in describing having to confront the realization that they held stereotypes, biases, and prejudices toward People of Color. This insight was very disturbing and anxiety‐provoking to them because it directly challenged their self‐image as good, moral, and decent human beings who did not discriminate. Facing this potential awareness creates high levels of anxiety, and often results in maneuvers among students to avoid confronting their meanings.

       I have a fear of speaking as a member of the dominant group … My feelings of fear stem from not wanting to be labeled as being a racist. I think that fear also stems from the inner fear that I do not want to know what happens to people of color every day. I may not directly be a racist, but not reacting or speaking up to try to change things is a result of my guilt … This is a frightening prospect because I do not want to see the possibility that I have been a racist. Awareness is scary. (Rabow et al., 2014, p. 192)

      In the preceding quote, the student talks about “fear” being a powerful force in preventing him or her from wanting to learn about the plight of People of Color. The strong emotions of guilt and fear, and possibly “being racist,” are too frightening to consider. For many students, these feelings block them from exploring and attempting to understand the life experience of People of Color. In one major study, for example, silence or not participating in diversity discussions, denials of personal and societal racism, and physically leaving the situation were notable avoidant ploys used by students. The apprehensions they felt affected them physically as well (Sue, Rivera, et al., 2010; Sue, Torino, et al., 2010). Some students described physiological reactions of anxiety like a pounding heart, dry mouth, tense muscles, and perspiration. One student stated, “I tried hard to say something thoughtful and it's hard for me to say, and my heart was pounding when I said it.” Others described feeling intimidated in the discussions, stammering when trying to say something, being overly concerned about offending others, experiencing a strong sense of confusion as to what was going on, censoring thoughts or statements that could be misunderstood, feeling reluctant in expressing their thoughts, being overwhelmed by the mix of emotions they felt, and hearing constriction in their own voices.

      DID YOU KNOW?

      Talking about race, gender, and sexual orientation with culturally diverse clients often result in extreme tension and anxiety. Discomfort in racial dialogues may make the helping professional's verbalizations tentative, obtuse, abstract, and filled with nonsensical utterances. In an attempt to avoid being seen as racist or sexist, the therapist may reveal difficulties in articulation, barely audible speech, voice constriction, trembling voice, stammering and stuttering, and mispronunciation of common words. This phenomenon has been labeled rhetorical incoherence. Ironically, the attempt not to appear biased actually has the opposite effect: the counselor may appear more racist!

       Source: Bolgatz (2005) and Bonilla‐Silva (2006).

These thoughts, feelings, and concerns blocked participants from fully participating in learning and discussing diversity issues, because they became so concerned about themselves (turning inward) that they could not freely be open and listen to the messages being communicated by socially devalued group members. Indeed, their whole goal seemed to be to ward off the messages and meanings being communicated to them, which challenged their worldviews, and themselves as racial beings, and highlighted their potential roles as oppressors.

      For those who are able to listen to stories about racial and other forms of oppression, some allow their anxiety and fear to immobilize them: “I think sometimes I'm afraid to say things because I don't want to offend people, and so I just decide … to sit and be quiet” (Linder, 2015, p. 545). One's fear of appearing racist or offensive thus undermines learning because one remains silent in discussion and allows others to do the difficult work of self‐exploration; oftentimes, the brunt of the work is then unduly put on the shoulders of the People of Color or other marginalized group members in the class.

      The Meaning of Defensiveness and Anger

      Although defensiveness and anger are two different emotions, studies seem to indicate a high relationship between the two (Apfelbaum, Sommers, & Norton, 2008; Sue, Torino, et al., 2010; Zou & Dickter, 2013). One represents a protective stance and the other an attempt to strike back at the perpetrator (in many cases, statements by People of Color). Note, for example, how one of the White students became angry with the authors and accused them of being racist and propagandistic. In absorbing diversity content, many White students describe feeling defensive (unfairly accused of being biased or racist, blamed for past racial injustices, and responsible for the current state of race relations). “I'm tired of hearing ‘White people this … White people that’ … why are we always blamed for everything?”

      When the text discusses bias and bigotry, or when classmates of color bring up the issue, for example, some White students seem to interpret this as a personal accusation, and rather than reach out to understand the content, respond in a defensive and protective posture. In many cases, even statements of racial facts and statistics, such as definitions of racism, disparities in income and education, segregation of neighborhoods, hate crime figures, and so forth, arouse defensiveness in many White students. Their defense response to a racial dialogue is seen as protection against (a) criticism (“You just don't get it!”), (b) revealing personal shortcomings (“You are racist!”), or (c) perceived threat to their self‐image and ego (“I'm not a racist—I'm a good person.”). Because of this stance, we have observed that many White students who feel attacked may engage in behaviors or argumentative ploys that present denials and counterpoints because they view the racial dialogue as a win–lose proposition. Warding off the legitimacy of the points raised by People of Color and maintaining their tightly guarded color‐blind racial perspective becomes the primary goals, rather than listening and attempting to understand the material or point of view.

      When White students feel wrongly accused, they may respond with anger and engage in a counterattack when a racial topic arises. It appears that anger stems from three sources: (a) feeling unfairly accused, (b) being told the substance or stance they take is wrong, and (c) confronting information suggesting they have benefited from racial privilege. Many White students may feel offended and perceive the allegations as a provocation or an attack that requires retaliation. Anger may be aroused when students feel offended (“How dare you imply that about me?”), wronged (“I am deeply hurt you see me that way”), misunderstood (“You make it seem like I didn't work hard for everything I have”), or that their good standing is denied (“Don't associate me with racists!”). СКАЧАТЬ