Self-awareness combined with knowledge of various multicultural developmental models is part of the ongoing process of cultural competence and cultural humility. Remember that cultural competence is an aspirational goal. As you continue developing further awareness and understanding of your cultural identity, let’s further explore your racial and/or ethnic identity development. Part 2 of the Cultural Identity Development assignment, “Racial/Ethnic Identity Development,” asks you to apply a specific multicultural racial and/or ethnic cultural identity development model to yourself in order to increase your self-awareness.To Prepare for the Activity:Review all of the required materials under Learning Resources. Review directions for the week’s Assignment as well as for the entire module.Please review the Rubric for specific details and directions.The Assignment must be successfully completed by the end of Module 1 (Day 7 of Week 3).The “Cultural Identity Development” paper is a cumulative assignment is due at the end of Module 1 (Day 7 of Week 3). Complete each component of the assignment in the week that it has been assigned:Week 2: “Racial/Ethnic Identity Development” Each section will be approximately 2 pages in length, This week, you will choose one or more racial and/or ethnic cultural identity development models to apply to yourself. Please choose the model which most aligns with your own identity. It is unlikely that a model will fit your experience perfectly and that is okay. Choose the one that fits best for you. You are encouraged to review models in both the Learning Resources and in the Walden Library. Based on the model you choose, consider and apply your own identity development specific to this model.Here are suggestions of racial/ethnic identity development models to choose from, although feel free to follow another model:Multidimensional Model of Racial Identity (African American)Asian American Identity DevelopmentLatino/Hispanic Identity DevelopmentWhite Racial Identity DevelopmentMultiracial Identity IntegrationIn approximately 2 pages, describe following:Provide the racial and/or ethnic cultural identity development model(s) you applied to yourself.Explain each stage and provide an example of your own developmental involvement in at least two of the stages you have experienced.Explain insights you have gained about your own racial and/or ethnic identity by applying the model to yourself. ResourcesRequired ReadingsHijioka, S. (2006). Racial identity models. In Y. Jackson (Ed.), Encyclopedia of multicultural psychology (pp. 394–396). Thousand Oaks, CA: SAGE. doi:10.4135/9781412952668.n175Quintana, S. & Montero, R. (2006). Racial identity development. In Y. Jackson (Ed.), Encyclopedia of multicultural psychology (pp. 389–393). Thousand Oaks, CA: SAGE. doi:10.4135/9781412952668.n174Ridley, C. & Case, A. (2006). Ethnic identity development. In Y. Jackson (Ed.), Encyclopedia of multicultural psychology (pp. 179–181). Thousand Oaks, CA: SAGE. doi:10.4135/9781412952668.n92Then choose at least one from the following or find your own racial/ethnic identity development model from the Walden Library:Cheng, C.-Y., & Lee, F. (2009). Multiracial identity integration: Perceptions of conflict and distance among multiracial individuals. Journal of Social Issues, 65(1), 51– 68. doi:10.1111/j.1540-4560.2008.01587.xIbrahim, F., Ohnishi, H., & Sandhu, D. S. (1997). Asian American identity development: A culture specific model for South Asian Americans. Journal of Multicultural Counseling and Development, 25(1), 34–50. doi:10.1002/j.2161- 1912.1997.tb00314.x Leach, M. (2006). White racial identity. In Y. Jackson (Ed.), Encyclopedia of multicultural psychology (pp. 473–474). Thousand Oaks, CA: SAGE.Ruiz, A. S. (1990). Ethnic identity: Crisis and resolution. Journal of Multicultural Counseling & Development, 18(1), 29–40. doi:10.1002/j.2161- 1912.1990.tb00434.xSellers, R. M., Smith, M. A., Shelton, J. N., Rowley, S. A. J., & Chavous, T. M. (1998). Multidimensional model of racial identity: A reconceptualization of African American racial identity. Personality and Social Psychology Review (Lawrence Erlbaum Associates), 2(1), 18–39. doi:10.1207/s15327957pspr0201_2

Assignment: Working With DataStatistical analysis software is a valuable tool that helps researchers perform the complex calculations. However, to use such a tool effectively, the study must be well designed. The social worker must understand all the relationships involved in the study. He or she must understand the study’s purpose and select the most appropriate design. The social worker must correctly represent the relationship being examined and the variables involved. Finally, he or she must enter those variables correctly into the software package. This assignment will allow you to analyze in detail the decisions made in the “Social Work Research: Chi Square” case study and the relationship between study design and statistical analysis. Assume that the data has been entered into SPSS and you’ve been given the output of the chi-square results. (See Week 4 Handout: Chi-Square findings).To prepare for this Assignment, review the Week 4 Handout: Chi-Square Findings and follow the instructions.By Day 7Submit a 1-page paper of the following:An analysis of the relationship between study design and statistical analysis used in the case study that includes:An explanation of why you think that the agency created a plan to evaluate the programAn explanation of why the social work agency in the case study chose to use a chi square statistic to evaluate whether there is a difference between those who participated in the program and those who did not (Hint: Think about the level of measurement of the variables)A description of the research design in terms of observations (O) and interventions (X) for each group.Interpret the chi-square output data. What do the data say about the program?Week 4 Handout: Chi-Square Findings The chi square test for independence is used to determine whether there is a relationship between the two variables that are categorical in the level of measurement. In this case, the variables are: employment level and treatment condition. It tests whether there is a difference between groups. The research question for the study is: Is there a relationship between the independent variable, treatment, and the dependent variable, employment level? In other words, is there a difference in the number of participants who are not employed, employed part-time and employed full-time in the program and the control group (i.e., waitlist group)? The hypotheses are: H0 (The null hypothesis): There is no difference in the proportions of individuals in the three employment categories between the treatment group and the waitlist group. In other words, the frequency distribution for variable 2 (employment) has the same proportions for both categories of variable 1 (program participation). ** It is the null hypothesis that is actually tested by the statistic. A chi square statistic that is found to be statistically significant, (e.g. p< .05) indicates that we can reject the null hypothesis (understanding that there is less than a 5% chance that the relationship between the variables is due to chance). H1 (The alternative hypothesis): There is a difference in the proportions of individuals in the three employment categories between the treatment group and the waitlist group. ** The alternative hypothesis states that there is a difference. It would allow us to say that it appears that the treatment (voc rehab program) is effective in increasing the employment status of participants. Assume that the data has been collected to answer the above research question. Someone has entered the data into SPSS. A chi-square test was conducted, and you were given the following:https://class.content.laureate.net/2c529285d4803398be5271d01b54ba77.pdf