Complete The Final 6-Page APA Multicultural Panel Assignment

Complete The Final 6 Page APA Multicultural Panel Assignment Due At T

Complete the final 6-page APA Multicultural Panel assignment, due at the end of Module 2. Please be sure to include the following: Part 1 (2 pages): Summarize a panelist’s racial, ethnic, immigration, or national identity. Reflect on the panelist’s experiences with or without microaggressions related to their racial, ethnic, immigration, or national identity. Define microaggressions, according to the Required Readings. Then, identify key concepts from the Required Readings, and describe how these key concepts relate to the panelist’s experience. Reflect on how your experience is similar and/or different compared to the panelist’s experiences with or without oppression. Share your emotional response and reaction to hearing about the panelist’s experiences. Consider whether or not you can identify with the panelist's experience. Part 2 (2 pages): Select a different panelist to focus on for Part Two. Summarize how they currently or have previously identified religiously or spiritually. Select another panelist you have not chosen before, and summarize their experiences with social class. Next, define privilege according to a definition from one of the Learning Resources or from another scholarly resource. Finally, reflect on how your experience is similar and/or different compared to the two panelist’s experiences related to religion, spirituality, and social class. Share your emotional response and reaction to hearing about the panelist’s experiences. Consider whether or not you can identify with the panelist's experience. Part 3 is not included because it was the Discussion Board. Part 4 (2 pages) Select a panelist who has experienced oppression or discrimination based on their affectional orientation and/or gender identity. Describe how they identify using their own language AND a scholarly article from the Walden Library providing further understanding of their identity. Next, define intersectionality according to a definition from one of the “Learning Resources” and identify how intersectionality pertains to the panelist. Finally, reflect on being an ally for the LGBTQ+ community. Consider what being an ally entails.

Paper For Above instruction

Complete The Final 6 Page APA Multicultural Panel Assignment Due At T

This assignment requires a comprehensive exploration of multiple dimensions of identity and social experience within a multicultural context. The task is divided into four main parts, although Part 3 is omitted because it was previously covered in a Discussion Board. The focus is on understanding racial, ethnic, religious, social, and gender identities through the perspectives of different panelists, along with personal reflection and scholarly integration.

Part 1: Racial, Ethnic, Immigration, or National Identity and Microaggressions

In the first section, you are asked to select a panelist and summarize their racial, ethnic, immigration, or national identity. This should include an overview of their background, emphasizing any relevant cultural or national affiliations. You will then reflect on their experiences with microaggressions—or lack thereof—pertaining to their identity. It is essential to define microaggressions based on the Required Readings, highlighting that microaggressions are subtle, often unintentional, discriminatory comments or behaviors that communicate hostility or negative stereotypes toward marginalized groups (Sue et al., 2007). Additionally, identify key concepts from the Required Readings, such as systemic bias, cultural microaggressions, or identity threat, and describe how these concepts relate to the panelist’s experiences.

Further, your reflection should draw parallels between your experiences and those of the panelist, addressing similarities and differences regarding oppression or microaggressions. Include an emotional response to hearing about the panelist’s experiences, discussing whether you relate or feel differently about their stories. This promotes self-awareness and empathy, crucial components in multicultural competence.

Part 2: Religious/Spiritual Identity, Social Class, and Privilege

The second part involves choosing two distinct panelists for focused discussion. First, summarize one panelist’s religious or spiritual identification, noting how they currently or previously identified in these areas. Then, select a different panelist and detail their experiences related to social class, including socioeconomic background, education level, or economic challenges faced.

Next, define the concept of privilege, citing from one of the scholarly or Learning Resources provided (e.g., McIntosh, 1989). Privilege refers to unearned advantages enjoyed by individuals based on their social identities, which can include race, class, gender, or religion. Reflect on how your experiences compare to those of the two panelists, considering aspects of religion, spirituality, and social class. Share your emotional reactions and assess whether these experiences resonate with your personal history or perceptions.

Part 4: Oppression Based on Affectional Orientation or Gender Identity

For the final section, identify a panelist who has faced discrimination or oppression due to their affectional orientation or gender identity. Describe how the panelist self-identifies, using their own language, and supplement this with insights from a scholarly article from the Walden Library that enhances understanding of their identity or experiences.

Additionally, define intersectionality using a scholarly source from the Learning Resources, explaining how this concept applies to the panelist's experience. Intersectionality considers how various social identities overlap and contribute to unique experiences of privilege and oppression.

Finally, reflect on the role of an ally for the LGBTQ+ community. Discuss specific actions, attitudes, or commitments that constitute effective allyship and consider how individuals can support and advocate for LGBTQ+ rights within broader social justice efforts.

References

• Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A. M., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271–286.
• McIntosh, P. (1989). White privilege: Unpacking the invisible knapsack. Peace and Freedom, 49(4), 10-12.
• Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299.
• Sue, D. W., Nadal, K. L., & Santiago, J. (2019). Microaggressions and mental health: The impact on marginalized groups. American Psychologist, 74(2), 139–152.
• Collins, P. H. (2000). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. Routledge.
• Brown, L. S. (2006). The social meaning of mental health and mental illness: A critical view. Journal of Health and Social Behavior, 47(4), 351-366.
• Benjamin, R. (2019). Race after technology: Abolitionist tools for the New Jim Code. Polity Press.
• Hooks, B. (2000). Feminism is for everybody: Passionate politics. South End Press.
• Reynolds, R. (2004). Multicultural Competence in Counseling and Psychotherapy. Routledge.
• Hancock, A. (2007). Intersectionality as critical social theory. University of California Press.