Cultural Diversity, Case Study Example

A preliminary conceptualization of Biko would be to attribute his problems to being anAfrican American male. African American males are often associated with aggressive behaviors and emotions, and the anger which Biko is experiencing may be initially categorized as “typical.”  While racial identity and certain factors have a significant impact on Biko’s feelings, the core of his problems lie inhis feelings of a lack of control and personal anxiety.

Biko has stated that he is comfortable with his identity as an African American male, but race is still problematic. External factors contribute to the anger, anxiety, and lack of control he is experiencing. Biko is attending a school where he is a racial minority, and many of his peers and professors may be dealing with their own problems with racial and cultural awareness. Biko may understand this on an intellectual level, but can still be hurt subconsciously.  He did not elaborate on his past experiences with racial discrimination, though he did say that his first episode with anger was when his middle school professor falsely accused him of cheating. Noguera (2002) states that many young African American males are treated as criminals who are not as intelligent and are often placed in remedial classes.

Race should not be ignored because Biko’s parents may have given him a poor association with his racial identity.Both of his parents went to predominantly African American colleges; Biko did not want to attend a school which was predominantly African American because he wanted to disassociate himself from his parents’ dysfunctional marriage and lifestyle.  He may subconsciously associate African American culture with his parents. Either Biko is truly comfortable with his racial identity or is in a state of denial. A multicuturally competent counselor must look beyond race and consider how other factors, such as his parents’ marriage, are affecting his psychological state.

Sue’s Tripartite Model for Multiple Dimensions of Identity may help to better understand thecomplexity of Biko’s emotions.  The model would address his feelings and psychological state on a racial, cultural, and personal level. Biko states that he is comfortable with his identity as an African American, and unless he is in denial, the therapist should believe him.

It would be beneficial to learn more about his relationships and his interactions with his friends and family. To get a better understanding how he is faring on the group and individual level, it would be helpful to meet his girlfriend, Tanisha. She may be the closest person to Biko and could provide an outside perspective on the interaction of the group and individual level, especially how he feels about his religion and sexuality.Biko’s family life concerning his relationships with his brothers and parents is a very important part of his experience on an individual level. He grew up in a lower income family which was troubled by fighting and divorce, his parents reconciled and improved their socioeconomic status. Though these were positive changes, these experiences shook his early sense of stability. Biko’s stability was also shaken when he was moved from a rural town to an urban environment.

Because he is shy, it may be difficult to get a good understanding of how his peers and professors perceive him. He has expressed his feelings of isolation and feels that people do not truly know him. It would be helpful to see if people were responding to the inner anger which they may sense or if they were reacting to their personal stereotypes of a young, African American male.

Being a multiculturally competent counselor means showing compassion, but at the same time, remaining objective.  Therapists must take extreme care to not allow their own beliefs and prejudices interfere with their ability to care for their clients.  As a Christian and African American, Biko and I may share similar experiences. However, a major difference between us is that he is male and I am female. I would be more inclined to agree with his girlfriend Tanisha in many instances.  As a Christian female, I can understand Tanisha’s concerns about premarital sex. I would not want a man to control me and would not answer to him about going out with my friends. Biko’s status in the Racial/Cultural Identity Development (R/CID) model is unknown. He is either in denial at the conformity stage or at the final stage of integrative awareness.  For his therapy to be effective, I must be able to identify my own level of awareness, and not allow it to affect my opinion of him as a client.  As a multiculturally competent counselor, I would have to keep these feelings in check and remain objective in order to help Biko. Therapists must be able to identify their own personal biases and not allow them to cloud their professional duties.

No judgments should be made on Biko, be they professional or personal. It must be recognized that his peers and professors may perceive him to be dangerous simply because he is an African American male.  At Biko’s school, African Americans are a minority, and many people, whether they are aware or not, may be intimidated by Biko’s race.  If Biko has been heard making comments of an aggressive nature, others may be more likely to view him as threatening due to their own problems with racial acceptance.

A white, middle-aged therapist would have to be aware of their own prejudices and feelings of racial acceptance.  Though the therapist may not be “racist” and may have African American friends; society instils the preconceived notion that African American males are aggressive and even dangerous.  When these feelings occur on a subconscious level, they can be difficult to overcome. The therapist must also consider the importance race plays into this situation. White individuals may not want to recognize that racism and discrimination may be occurring, simply because they are having feelings of guilt.  By denying the external influence of racism, the therapist could hinder Biko’s treatment.

The therapist must make Biko understand that it not appropriate to resort to physical violence or intimidation to solve problems.  Once Biko understands this, the therapist may be able to intervene on his behalf.  The therapist may speak with some of the people who were expressing their concerns and find out exactly what Biko said or did.  The therapist should contact Biko’s professors and any relevant administrative staff to inform them that Biko is taking active steps to improve his anger management.  At the same time, the therapist must also make Biko recognize that despite his best efforts, some people may never fully accept him simply because he is an African American male.

The issue of race has extended beyond Biko’s control. Even if he is at Stage 5 in his level of acceptance in the R/CID model, he must deal with racism because his surrounding environment has thrust it on him.  By helping him feel better about being African American, his confidence may increase. This will help to alleviate some of his issues surrounding anger and may help him to open himself to more people.

Biko is a unique individual and should be treated as such.  While race may contribute to his problems, approaching his therapy from a purely racial perspective would be a mistake.  Biko has had many unique experiences and his first reaction is to internalize his emotions until he feels he can no longer control them.  If Biko is at the integrative acceptance level of the R/CID model, then he already understands the effects of how others may not be able to get past their own prejudices.  Though he may be hurt, it would be better to deal with his feelings as the focus of treatment.  If he is in the conformity stage, pushing the issue of racial identity too soon may only serve to increase his anxiety.  The therapist can gently guide him into better feelings of African Americans and help him to develop pride as they work through his anxieties.  Race is an important concern in Biko’s treatment, but it must be approached slowly.

References

Connerley, M., & Pedersen, P. (2005). Leadership in a diverse and multicultural environment: Developing awareness, knowledge, and skills. Thousand Oaks: Sage Publications, Inc.

Noguera, P. (2002, May 13). The trouble with black boys: The role and influence of environmental and cultural factors on the academic performance of African American males. In Motion Magazine, Retrieved from http://www.inmotionmagazine.com/er/pntroub1.html

Sue, D., & Sue, D. (2013). Counseling the culturally diverse: Theory and practice. (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.