4.4 The Student Experience: When You Represent a Vulnerable Population
Human Services textbooks often focus on the diversity represented by clients but neglect the fact that students themselves represent a diversity of experiences and outlooks. This chapter has looked at providing culturally appropriate services to clients, but what about when you as the student also represent a vulnerable population? As an intern, you may be subjected to the biases and assumptions from colleagues and/or administrators at your agency. You may be the only person of color at the agency, or represent a religious minority. It may be that you are one of few male employees at an agency, or it may simply be that you are younger than any of your colleagues.
Avoiding Tokenism
Jameela was excited to secure an internship with an agency that helped immigrants get housed, connect with social services, and complete necessary immigration paperwork. The agency had just begun a program to assist Afghan refugees and had asked Jameela to help. Jameela had been born in the US but was of Afghan heritage. She was excited to learn more and to contribute.
During planning meetings, other agency workers began to ask Jameela for her opinions on the program. At first, Jameela was honored to be included, but she quickly realized that her colleagues (mostly White) were treating her like an expert on Afghan culture. She was asked what types of foods they should provide, and what rituals they should observe with the clients. She was asked about Afghan customs, and for information on the Islamic faith. Jameela identified as American and Christian, and she was disappointed that her coworkers had made assumptions about her identity.
Jameela’s experience reflects a concept called tokenism, where a single individual is seen as representing an entire group. The term tokenism has been in discussion since the 1950s. Martin Luther King Jr. described the minimal efforts at integration as relying on tokenism as an adequate response to real attempts at integration. Malcolm X described the same view:
“Tokenism is hypocrisy. One little student in the University of Mississippi, that’s hypocrisy. A handful of students in Little Rock, Arkansas, is hypocrisy. A couple of students going to school in Georgia is hypocrisy. Integration in America is hypocrisy in the rawest form. And the whole world can see it. All this little tokenism that is dangled in front of the Negro and then he’s told, ‘See what we’re doing for you, Tom.’ Why the whole world can see that this is nothing but hypocrisy.” (X, 1963)
Harvard Business School professor Rosabeth Moss Kanter’s 1977 book Men and Women of the Corporation explored gender tokenism in the workplace. She stated that representatives of token groups had more visibility and thus pressure to perform. They also experienced discrimination based on stereotypes and assumptions about the group to which they were ascribed.
It can be especially challenging and demoralizing to have this experience as an intern. You may feel particularly powerless to address tokenism, but be aware that this is a well-known and addressable issue. There are several strategies you can try. First, it is important to understand that it may be that you are being seen, intentionally, as representing your group, or it could be that the organization is just beginning to develop a more diverse and inclusive workforce and has not laid all the groundwork for this yet. The experience can be upsetting, but your goal should be increased understanding rather than defensiveness. In a 2018 panel discussion on tokenism at Vanderbilt University, Professor Melissa Thoma-Hunt stated “For those of us who are new to particular spaces, we need to avail ourselves of every opportunity to build relationships. Sometimes it is going to be because of tokenism, but it’s what you bring to it (that matters)…so step into it.”
One method is to ask your colleagues why they are assuming you know more than they do about a particular group. This may help them identify the implicit bias that is influencing their view. You can also be more open about your own background and experiences if you are comfortable sharing those things. You can ask for support and assistance from your supervisor, focusing on how to address and solve the problem. Your classmates and field instructor can be important sources of help and support as well. In the same 2018 panel, Consuela Knox, also from Vanderbilt University, pointed out that “[when] you don’t have that diversity group or that support that you might need in the job, be sure that you’re getting it outside the job. It’s important to join these other organizations that are going to empower you outside of your job so you can show up and perform like you should when you’re in the workplace.”
The Student Experience Licenses and Attributions
“The Student Experience” written by Yvonne M. Smith LCSW is licensed under CC BY 4.0.
the practice or quality of including or involving people from a range of different social and ethnic backgrounds and of different genders, sexual orientations, etc. that may or may not intersect with each other.
A credit class in which students apply theory to practice by using what you have learned in coursework in a real-world setting with a supervisor/mentor who is invested in your growth and development (often also referred to as fieldwork or practicum).
the shared beliefs, customs and rituals of a group of people
the symbolic involvement of a person in an organization due only to a specified or salient characteristic (e.g., gender, race/ethnicity, disability, age). It refers to a policy or practice of treating members of a minority, underrepresented, or disadvantaged group differently, often assuming the individual is an expert about their particular identity group.
attitudes or stereotypes that affect our understanding, decisions, and actions in an unconscious manner.