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Personal Development Plan

Personal Development Plan. Erin Biddlecombe Oregon State University March 14, 2006. The Past: Grandparents. Paternal family roots in Germany and England

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Personal Development Plan

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  1. Personal Development Plan Erin Biddlecombe Oregon State University March 14, 2006

  2. The Past: Grandparents • Paternal family roots in Germany and England • Paternal grandparents raised in Canada, both from “well to do” families. Paternal Grandfather a police officer. Both protestants. Middle class family. • Maternal family from Scotland and Ireland • Maternal Grandfather raised in the Canadian Prairies, from an agricultural family with little money, did not graduate high school, tradesman, protestant. • Maternal Grandmother raised protestant in Scotland, the daughter of a high ranking police officer. Moved to Canada as a war bride during WW II. • Working class family.

  3. Parents • Mother born in Scotland and grew up in Abbotsford, a once-small farming town. • Did not attend post-secondary. • Works in leadership development in the private sector. • Active in the Presbyterian Church. • Father born in ‘posh’ Vancouver neighbourhood. • Did not attend post-secondary. • Retired Inspector (Police Officer) of Vancouver Police Department.

  4. Abbreviated Family Tree Frederick Biddlecombe, born in Canada Christine Morwick, born in Scotland Corinne Zoellner, born in Germany Arthur Biddlecombe, born in England Anne Barnetson, born in Scotland Frank Morwick, born in Ireland Erin Biddlecombe, full blooded Canuck

  5. The Present: Who I am • Caucasian Female Canadian citizen, “Vancouverite” • Presbyterian middle class family. • First generation (& first grandchild on both sides of the tree) to attend post-secondary. • First in family to be called a “Non-resident Alien” (ie-study/live in the USA). • Travel: within North America and Europe. • Bilingual: English and French. • Canadian cultural practices: eating at Tim Horton’s, watching Hockey night in Canada with Don Cherry, wearing toques, Bonhomme de Neige, Boxing Day, Remembrance Day, Mike Myers, not being American.

  6. My Lens: Lived Experiences My world is shaped and limited by my lived experiences. • Upbringing in an ethnically diverse city where 45% of the adult population was not born in Canada. Vancouver, B.C. • Member of the majority group-the role of white privilege. • Canadian system of oppression towards minority groups is different based on different history and political practices.

  7. Important Definitions • Diversity: ‘otherness’ or heterogeneity of life choices, personal values, cultural backgrounds, lived experiences. • Racism:a belief that race is the primary determinant of human traits and capacities and that racial differences produce an inherent superiority of a particular race • Prejudice: bias: a partiality that prevents objective consideration of an issue or situation • Discrimination:unfair treatment of a person or group on the basis of prejudice • Privilege:special advantage or immunity or benefit not enjoyed by all. • Oppression: negative outcome experienced by people targeted by the arbitrary and cruel exercise of power in a society or social group

  8. Skills and knowledge learned

  9. Targeted area of focus • Understanding other systems of racism. More specifically, in the USA. • Historical and political implications. • How does this different system affect student learning? Access to learning? Student roles and relationships? • What can Canadians learn from Americans? • Roles of socioeconomic status and race in admissions processes.

  10. Goals to work towards • 3 goals to work on: • Continue to work on understanding the differences between Canadian and US systems by reflection, research, and talking. • Improve my cross cultural communication through workshops and practice. • Hear the voices of American minority students by listening to their concerns and stories. Advocate for these student groups. • Resources to access: PEOPLE! professors, minority student groups, MEO and CAMP professionals.

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