Cultural Immersion

OVERVIEW
The Benchmark Cultural Immersion Project: Research, Events, and Interview Paper Assignment will be based on the approved cultural group you identified in the Quiz: Population Selection and is divided into three sections:1) Research, 2) Events, and 3) Interview.

The approved group is: VETERANS

I interviewed THREE female Vets regarding issues they experienced during service.

“Linda” was a medic in the Navy
“Alice” was a military police officer in the Air Force
“Gina” was a electronic signals and intel researcher in the Marines

The focus of interview questions was: Working in a male-dominated field, fairness in training and promotion, unwanted sexual advances and/or instances of military sexual assault, and finally, counseling and support available while IN service and after service through the VA

This group should be a different population than the one you personally identify. In addition, you must have selected a group with whom you have little or no prior experience and cannot use cultural groups identified in prior cultural immersion experiences.

This IS new for me, since being a police officer for nearly 30 years (a predominately male and a paramilitary organization) I could clearly observe similarities between female service members and female police officers. HOWEVER, this essay assignment allowed me to further understand concerns by female members with the benefit of them being away from service for a number of years. That space allowed for a balanced review of their time while in service.
The cultural group for all parts of this Benchmark Cultural Immersion Project must be new for you.
INSTRUCTIONS
Please utilize the guidelines noted below in completing this assignment:
• The assignment will be approximately 12-14 pages for all three sections.
• Please note that the quality of your answer is important and use the approximate word count pointed out in each section as you craft your responses for each section.
• Please use the current APA style which is the 7th edition of the APA publication manual that includes information on appropriate formatting for section headings, levels of section headings, in-text citations (narrative and parenthetical), and references. In addition, review the sample professional paper for further specifics on APA formatting. For more information on APA formatting and sample papers, please see the APA Format Quick Guide link listed under the Benchmark Cultural Immersion Project: Research, Events, and Interview Paper Resources header on the assignment page.
• Scholarly peer-reviewed sources must be published within the last 5 years.
• A minimum of eight (8) peer-reviewed sources are required for this assignment, and you are welcome to use more as needed in your research.
• Other resources include government websites, professional organization websites, university websites, relevant chapters from the McGoldrick et al. supplemental e-book (link in the syllabus), and the Hays and Erford textbook.

There is a wealth of government VA websites, studies, etc on the net about Military Sexual Assault stats, counseling, lawsuits, victim advocate groups, etc. Finding 8 sources shouldn’t be hard.

Follow the instructions specified in each section and organize the paper based on the prompts using appropriate APA section and sub-section heading formats (Level I, Level II, Level III, etc.).
Part I: Research (minimum of six pages)

1. Four Key Elements – For this portion, you will select four (4) key elements (bullet points) from the list below and elaborate on what was learned from the literature through scholarly research (750 words minimum; cite and reference your sources):
   • Inter-group characteristics (compared to other groups) and intra-group characteristics (differences within the cultural group).
   • Common attitudes, beliefs, and values that are held by the cultural group. All three respondants, in interview, had the attitude that serving in the military as a female carried a certain panache. They all felt that there were obvious hurdles and challenges, but they would be far more respected in the private sector after service. The standard idea of “serving one’s country” never came up. Two prevalent themes emerged 1) personal respect paid to them for breaking barriers and 2) lifetime benefits through the VA – in short, to be cared for
   • Prominent customs, practices, and behaviors of the cultural group. All three spoke on the importance of education, family and religious faith. “Gina” spoke quite eloquently on these matters as she advised she came from a ‘broken home’. She advised her mother was a ‘pot smoking hippy’ and offered her no structure growing up. She joined the USMC to spite her mother. She advised the USMC provided a particular ‘baseline’ of ethics and values that were lacking as a child and young adult
   • Attitudes or practices of the cultural group toward spirituality and/or religion (please note that spirituality/religion may not be a central theme for some populations).
   • Key historical events and figures impacting the cultural group and societal perceptions of this group. All three respondants felt moved to joined the armed forces after witnessing the events of 9/11. Interestingly, only “Gina” enlisted in the USMC and was part of the first female operational unit on Parris Island training camp. (meaning, they would see combat) She later changed her role to “intel”. All three advised they had no interest in forward-facing combat roles.
   • History/patterns of immigration of this cultural group to the U.S. See previous note. Every war sees an uptick in enlistments.
2. Historical and Current Oppression (250 words minimum; cite and reference your sources).
   Please summarize the historical and current oppression of the chosen cultural group. This information is to help understand how the views of others toward the cultural group and oppression may have impacted the cultural group. Ideas to explore can include the effects of oppression and the subtle rules or unwritten practices of oppression within structures such as companies, schools, organizations, etc. (cite peer-reviewed sources to support your statements). I believe there is enough online to discuss female enrolment into the US armed forces over the years starting in WW2, Korea, etc as ‘supporting services’ to today with females in forward areas: fighter pilots, etc
3. Research on Two Treatment Approaches (500 words minimum)
   Research two journal articles on treatment approaches that have been utilized effectively with the identified population. Use a separate heading for each article/treatment approach following the instructions below (Be sure to cite and reference your peer-reviewed/scholarly source(s).
   • Identify: List at least one treatment approach used in each article.
   • Explain: Provide a concise summary (250 words max) of the information within each article (i.e., concerns, treatment used, outcome effectiveness on the population).
   • Analyze: In 150 words minimum, analyze the treatment approach identified in each article with the Multicultural Social Justice Counseling Competencies (MSJCC). Using the MSJCC as a guide and what you have learned about the population from your research, make two recommendations that you would consider ensuring the treatment approach is culturally relevant. Cite the specific MSJCC’s competency and location (such as MSJCC I. 1. or MSJCC II).
   • Here, my qualitative interviews/discussions with all three centered around the availability and moreover, the effectiveness of anti-harassment policies and counseling services in the armed forces. All 3 respondants were quick to say their branch had many policies in place to discourage sexual harassment. However, all 3 advised the same: they wanted to get along and be accepted in the ‘culture’ of the armed forces, so they went along with the ‘locker room humor’ and ‘guy stuff’. They just saw it as ‘comeraderie’ and ‘black humor’ that goes along with serving. Of note, “Linda” the medic, in a naval base and often alongside nurses and doctors. She observed that female members lodgiung complaints of sexual assault were “grilled pretty hard” This was cooberated by “Alice”, as she was often the first investigative contact. She advised investigators would “grill” complainants, not out of malice or disbelief, but more to ensure it was a valid complaint. This was validated independently during the interview with “Gina”. Gina had lodged an official complaint of sexual assault against a ranking male supervisor while stationed in SC. She agreed that she was “grilled” about her claim, and felt offended that she had to “prove herself” to investigators. She advised that investigators would routinely advise her of ‘pitfalls’ in the case and possible issues that could arise during court marshal proceedings. She felt this was done purposely to dissuade and discourage her. Gina advised she later learned the investigators were not trying to discourage her, but to make her aware of how tough it is to garner a conviction: mainly because the USMC doesn’t like to see an officer’s record ‘unessarily blemished’. The officer was found guilty, but was given a short demotion. Worse, Gina advised counseling offered consisted nothing more than pep talks in the theme of “You’re a Marine, dust yourself off and get back to it” She saw a clear diliniation between the enlisted people (military police, medics, etc) and the officer class (JAG prosecutors, VA doctors, VA psychologists), in that it was an “us vs them” feeling of classism.
   Part II: Events (minimum of two pages)
   During the current course term, you will attend and participate in two (2) in-person events related to your selected cultural group, and these events can include (but not limited to) activities such as community organization meetings, volunteer work with homeless shelters or food kitchens, attendance at support group meetings, fund-raising events, school-related meetings/activities, etc. One element to keep in mind is that even though an activity may involve the cultural group, it does not mean you would learn about the cultural group. For example, going to someone’s home who is from the approved population for a meal or event may not include cultural practices that help you learn about them; however, there are populations that have meals/events that have cultural significance such as a Shabbat meal for the Jewish population or a quinceañera for those in the Latin culture. The key thing is to choose activities that focus on the approved cultural group and that you can learn about them through these activities. (NOTE: Eating at ethnic restaurants or shopping at a business owned by members of the cultural group does not count as an event. In addition, each event must be distinct and have a qualitatively different experience than the other. For example, attendance at two meetings that focus on the population would count as one event as they are similar experiences.) Your total participation in the events should be four (4) hours – approximately two (2) hours per event – where you engage in learning more about your chosen cultural group.
   The best I can offer here is that I conducted THREE independent interviews with the three female Vets. Each lasted approximately 2 hrs. Each interview followed the framework of: personal background, educational background, expectations when joining the armed forces, experices during service re: fairness in promotion and interactions, any experience personal or observed with unfair treatment or sexual harassment and finally, “looking back” – positive or negative. The three female Vets were already known to me: one is my wife, and the other two are parents of the kids my kids play with. Interviews were conducted at their respective homes.
   With any activity, it is important that you interact with members of the cultural group to develop an understanding of the event and the motivations of individuals in participating in them. Consider some of the following factors as you think about this portion: purpose of the activity or event; cultural underpinnings for the events; and social/political/economic beliefs or values.
   Follow the below instructions and question prompts:
   • Two Attended Events – Identify the two attended events and describe your experience – include dates, time spent, and geographic locations of the events. (minimum of 250 words).
   • Three Key Things Learned About the Culture – What are three (3) key things you learned about the culture through these events that were not reflected in your research? Your answer should discuss what makes these three learned elements significant for the culture. (minimum of 250 words).
   • 1) None expressed any particular ‘patriotism’ going in, and none reported any particular gain or loss of ‘patriotism’ after leaving. All three seemed ambivalent to their time in service.
   • 2) All three have taken great advantage of various Vet programs (ex: GI Bill for education, cheaper mortgages, etc)
   • 3) All three commented that male or female, the armed forces (three different branches accounted for) were toxic work environments. They pointed to things like drug and alcohol abuse and rampant infidelity. “Linda” observed a distinct ‘lack of emotion everywhere you went’. She pointed out that she made no ‘friends’ in service, just ‘co-workers’ and kept in touch with no-one after she “transferred back to the world”
   • 4) I compared this to policing culture, and all three observations exist in 911 occupations.
   Note that the research and events portion of the project is necessary to complete the final portion of this immersion project. Organize all the notes and resources you have gathered thus far to enable you to accomplish the interview portion of this project easily.
   Part III: Interview (approximately 3-4 pages)
   This portion of the Benchmark Cultural Immersion Project Assignment includes one (1) interview focusing on the identified cultural group and an immersion summary experience. The interview will be with an individual or married couple from the selected cultural group to develop an understanding of what helped shape that individual’s or couple’s cultural identity. The interview is a significant part of the immersion project as you get to hear the voices and listen to the hearts of those involved with the population.
   Please utilize the guidelines noted below in completing this assignment:
   The interview section should be at least 700 words. Please note that the quality of your answer is important and use the approximate word count indicated in each section as you craft your responses for each section.
   Possible themes that can be explored (but not limited to) during the interviews include:
   • Earliest memories of recognizing membership in a culturally different group. ALL three pointed to the milestone of graduating ‘boot camp’ as establishing “membership” “Gina”, the Marine went into the USMC as they advertise themselves ‘the best of the best’. She noted this attitude continues to this day,as she sees herself as a Marine, and others just ‘served in the military’.
   • The role of religion/spirituality.
   • Immigration experiences.
   • Similarities/differences between the individual’s or couple’s interactions in the U.S. to the interactions with others in their own culture.
   • School experiences as a member of a cultural minority.
   • Experiences with subtle racism or discrimination.
   • Experiences with overt racism or discrimination. To repeat, the interviews spoke more to sexism, sexual harassment and sexual assault. All three had experience: Linda – first hand experience hearing sexual assault complaints, observing medical treatments such as ‘rape kits’ being administered. Alice – first hand experience investigating harassment and assault complaints. She estimated approximately “20% were legit” and finally “Gina” who was a victim of military sexual assault and felt looked down upon by the officer class in charge of promoting/pursuing fairness and justice on her behalf.
   • Ways the person/couple chose his/her/their career(s) or made career choices.
   • The experience of being different than other cultures.
   Individual or Couple Interview Prompts
4. Share some of the background of the interviewee(s). What is their story? (Use some of the prompts noted above to help gather information about the background of your interviewee(s).) (approximately 300 words) Linda: currently 45 entered the Navy when she was 20. Other family members were in the Navy, seemed like a ‘legacy’ thing to do. Enlisted as a medic/corpsman as she wanted to get the GI bill to continue school to become a nurse. Worked on Navy bases, did not want to deploy on a ship or battle group. Served 4 years. Alice: Chose the Air Force midway through community college, as she thought it would be the “easiest”. Also was seeking the GI Bill to help pay for school. First in her family to join the armed forces. Had no particular ambition or interest. She chose the occupation of ‘military police’ because she thought she’d be ‘helping people’. Was stationed in Japan, Italy and Germany. Served 5 yrs. Met her husband in the AF. Upon leaving, she went right back to school and obtained her masters in Education, and is now a teacher. She is 43 Gina is currently 43 as well. Joined the Marines as she wanted a “real” challenge and not just “sitting at a desk”. Was part of the first group of female recruits to be fully combat trained at Parris Island, SC. She answered a posting for ‘intel training’ while at Parris Island, and eventually got into electronic signals interceptions with top secret clearances. She worked mainly in CA and AZ monitoring electronic communications along the southern border and Pacific Ocean. She was transferred back to SC, where she was harassed and eventually assaulted by a male officer/supervisor. This caused her to leave after 3 years. She is currently a nurse.
5. What are some of the key cultural events for this person/couple? Some examples of key cultural events, positive or negative interactions with other cultures, experiences of discrimination, holiday/religious celebrations, or festivals. (approximately 250 words) Veterans Day – all three pointed to taking advantage of discounts at restaurants, etc Further to this, all three seemed genuinely flattered and honored when people thank them ‘for their service’.
6. Based on the interview experience, what knowledge about this cultural group was added that you did not learn from the previous parts of this immersion assignment? (NOTE: Share specifics on what you learned about the cultural group from the interviewee(s) and not just what you learned about the interviewee(s).) (approximately 150 words) Alice spoke on this at length. She initially advised she joined “because I wanted to help people”. She went on to say that she had ‘a job’ in the Air Force, and never quite felt like ‘one of the guys’. She surmised simply “because I wasn’t a guy” She said she fully expected it to “be like the movies” and they would all be “brothers in arms” but instead, she was just another MP. She said she didn’t feel any particialr “pressure” to live up to or exceed expectations, she just wasn’t interested in ‘being a guy’. She stated ‘most of the guys were stuck in adolescence, like it was high school for them still”. She found herself associating most of the time with female civilian support staff and “just doing girl stuff”. THIS was fascinating to me, because females entering policing or the armed forces do it “because they want to prove something” and end up “being a bitch”. In essence, none of the three seemed to impart this, but seemed like they just wanted a secure job and good benefits and it was known in their circles, the armed forces was an easy way to obtain it.
   NOTE: Indicate the individual who was interviewed by using the personal communication citation, and review APA resources on how to format this type of citation. If interviewing a couple, you can use one name for the personal communication citation using a pseudonym to protect the person’s identity. Also, share a summary of the information rather than direct quotes.
   Summary (minimum of 250 words)
   After completing the interviews, write a summary of your reactions to the interview using the following prompts:
   • Three General Insights – What (3) general insights have you learned about interacting with a different population that can be applied to other populations? (minimum of 125 words)
   • Clinical Application with Diverse Clients – How will you apply these insights and new knowledge in your future work with culturally different clients? (minimum of 125 words)
   Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.