Olympia Dorsey

Just a blog about little ol' me!

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  • Accessibility at Catholic Charities Boston

    Accessibility at Catholic Charities Boston

    Program Description

    Catholic Charities Boston is a nonprofit in Massachusetts that provides support to low income people. The center is located near public transportation, making it accessible to families in local communities. The program’s mission statement is “to build a just and compassionate society rooted in dignity and respect for all people.” The services they provide are food distribution, housing assistance, senior and youth services, and family support. The site I went to had different program areas, a food pantry, and staff offices. Staff and volunteers work together to serve diverse communities that speak different languages, including English, Spanish, and Portuguese.

    Interview 

    This week I had the pleasure of interviewing Richard Gonsalves, a Program Coordinator at Catholic Charities Boston. He shared his perspective on inclusion and community building, as a Hispanic man who grew up in a low income household. He explained he feels a personal duty to make welcoming spaces because of his own experiences with discrimination. “That’s one of the main reasons I became a program coordinator here, to support families going through the same issues I went through,” he stated.

    When asked about how the organization practices inclusion he replied “so our building is in a central area right next to the train station, and we are able to serve families in different communities. We also have ramps and offer extra assistance to people with disablities. In addition to English, other clients speak Spanish or Portugese and we have bilingulal staff that can help.”

    When asked about strengths and areas for growth, Gonsalves noted, “I’d say some of my strengths are my compassion, dedication, and empathy. I really care about the people we help and work we are able to do in the community. Some areas for growth I have are my organizational skills and general company knowledge. I’ve only been working with Catholic Charities for a few months and I’m not fully familiar with all the services we provide.” His response fits with course concepts of bringing your own personal values into the company and making sure their missions align with your own. (Simmons& Patterson, 2020).

    He also stressed the importance of inclusivity, “I make sure to provide extra support when needed for people with language barriers, disabilities, or limited resources. I do this by having attentive staff and volunteers that are trained to help.” This demonstrates an full understanding of inclusion not just physical but emotional responsiveness as well.

    Building Accessibility

    From my structural assessment of the Catholic Charities Boston facility, it shows many accessibility practices in action as well as some areas for improvment. At the entrance, the organization has automatic doors as main entry points, however the building has many entrance points making it difficult to tall which is the main one. The facility has wheelchair accessible entrances, ramps, and automatic doors, which are all ADA compliant for disabilities.

    Inside, the food pantry areas their are canned goods, a few fresh produce, and frozen meat. Some room for improvement may include providing vegan meat and non dairy options. I think these small incorperations would be more cultural inclusive, for vegans/vegetarians or dietary restrictions.

    The restroom areas were small with a single stall and sink. Some potential improvement areas could be adding wheelchair accessible stalls, gender neutral options, and baby changing stations, to provide access to everyone.

    Some additional things to work on include marking emergency exits more visibly, and having a plan for evacuation. Opening up after 5 PM could also increase accessibility for people that work between their current hours of 9AM-1PM. These changes would provide more inclusivity and provide support to even more people..

    Program Accessibility

    Accessibility at Catholic Charities Boston is strong in many ways. The program has bilingual staff that speak English, Spanish, and Portuguese, the three most common languages in that community. Marketing materials are simple, the facility is clean with an open layout for wheelchairs to move.

    However, there are areas for improvement when it comes to accessibility. For example transportation barriers; with the building’s proximity to the train station they could provide transportation vouchers or shuttle services for clients who live farther away. Expanding to include evening hours would also better serve working people who don’t have time to go during the day.

    Overall, they have strong efforts to create a welcoming environment for people of different backgrounds, this lines up with the inclusive leisure and nonprofit service delivery principles (The Planning Process, 2013).

    Universal Design Assessment

    Screenshot

    Reflection

    Accessibility at Catholic Charities Boston is strong in many ways. The program has bilingual staff that speak English, Spanish, and Portuguese, the three most common languages in that community. Marketing materials are simple, the facility is clean with an open layout for wheelchairs to move.

    However, there are areas for improvement when it comes to accessibility. For example transportation barriers; with the building’s proximity to the train station they could provide transportation vouchers or shuttle services for clients who live farther away. Expanding to include evening hours would also better serve working people who don’t have time to go during the day.

    Overall, they have strong efforts to create a welcoming environment for people of different backgrounds, this lines up with the inclusive leisure and nonprofit service delivery principles (The Planning Process, 2013).

    References

    Simmons, R. C., & Patterson, D. G. (2020). Community development: Applications for leisure, sport, and tourism 

    D. R. Austin & Y. Lee (2013) Inclusive and special recreation: Opportunities for diverse populations to flourish 

  • My Experience at a WeConnect LGBTQ+ Support Meeting

    On Monday, I attended a virtual WeConnect meeting for people part of the LGBTQ+ community. Before going, I spent a lot of time reflecting on my own attitudes, perceptions, and beliefs of this support group. As a bisexual woman in a heterosexual relationship, I am often perceived as straight I’m curious to hear from people with different experiences as openly queer. I expected to gain a better understanding of the challenges LGBTQ+ people face.

    Prior Perceptions

    I expect to hear people talking about their struggles with identity and relationships that have been effected due to them coming out. I think this will enlighten me on the issues facing LGBTQ+ people, and make me more empathic and able to help the community. Personally, I am bisexual though I am currently in a heterosexual relationship and often get perceived that way. So I am very interested to interested to hear from people with different experiences as openly queer people.  I mainly hope to gain a better understanding of the challenges they faced to become a better ally. I expected that family rejection would be a big part of people’s experiences. I expected that most of the people would be on the younger side since it’s a virtual meeting.I expected financial situations to affect access to resources. I assumed self-expression and identity would be very important. And I expected to hear people clearly state their pronouns.

    Intercultural Sensitivity Reflection

    I am very familiar with interaction enjoyment and respect for other cultures, but I still need to learn more about interaction confidence. I think this may have to do with me growing up in an area with a lot of diversity and constantly interacting with people different than me. I also enjoy learning about other culture and sharing experiences different than my own. My need to improve in the interaction confidence, likely comes from me being an introvert and having difficulties speaking to anyone no matter cultural background. However, I do have a plan to fix this by trying to put myself in different social setting and practice speaking up. 

    Reason for Selecting the Event

    I choose this activity because I wanted to gain a better understanding of the challenges faced by LGBTQ+ individuals. I’ve also never been to a support group or any type of group therapy since I don’t like talking to others about my life. I hoped to enhance my interaction confidence, and I’d say I definitely did. I felt comfortable sharing and actively listening to others stories and I broadened my perspective of certain issues like transgender rights and discrimination.

    Insights and Knowledge Gained

    I learned a lot about issues facing people from many different backgrounds within the LGBT community. I learned about issues in the transgender community like lack of access to gender affirming care, discrimination, and violence. This really opened my eyes to intersectionality in the LGBTQ community and the different challenges faced.

    Observed Components of Inclusion

    During the meeting, I saw different components of inclusion:

    Recognition of humanity: everyone was treated with respect.

    Solidarity: offering support to each other.

    Sense of belonging: everyone was encouraged to share.

    Principle of social justice: discussed systemic inequalities and the lack of rights.

    Significant Interaction

    The interaction that impacted me the most, was hearing a young transgender girl still in high school talk about her experiences getting bullied at school and it made her feel isolated and alone. She also shared that she struggled with suicidal thoughts and it broke my heart because she’s so young to be going through this pain.

    Inclusive Strategies

    The host of our event used different strategies to insure inclusivity:

    ABCD model: being welcoming and creating a safe space for people to talk.

    Power sharing: allowing participants to lead discussions and share experiences equally.

    Reflective practice: allowing people to reflect after sharing

    Barrier removal: providing emotional support and accessibility.

    Engagement of facilitators/resources: giving information for helpful resources

    Remaining Questions:

    1. What can I do to support the LGBTQ+ community as an ally?

      2. How can schools help students with bullying and mental health issues?

      3. Why did the Substance Abuse and Mental Health Services Administration end its LGBTQ youth suicide hotline?

      Reflection and Action

      This experience has changed how I view of cultural sensitivity. I am very familiar with Interaction enjoyment and respect for other cultures, but I still need to learn more about Interaction confidence. I think this may have to do with me growing up in an area with a lot of diversity and constantly interacting with people different than me. I also enjoy learning about other culture and sharing experiences different than my own. My need to improve in the interaction confidence, likely comes from me being an introvert and having difficulties speaking to anyone no matter cultural background. However, I do have a plan to fix this by trying to put myself in different social setting and practice speaking up. 

      References

      Bennett, M. J. (1993) Towards ethnorelativism: A developmental model of intercultural sensitivity. In R. M. Paige (Ed.), Education for the intercultural experience (pp. 21–71). Intercultural Press.

      Morris, Pamala (2022) Building Cultural Competence. Course materials.

      Lecture 4.2: Human Capital Management for Public Managers. (n.d.). Arizona State University.

    1. Reflection on Inclusion and Belonging: Dimensions of Sallie

      This week I had the pleasure of interviewing my peer Sallie Blaney on her identity and belonging at ASU. Sallie is a student who juggles being an online student with having a full time job and making time for herself. This conversation helped me understand how factors like culture, work status, and education shape experiences at ASU, and what can be done to further extend inclusion making sure everyone feels they belong.

      Sallie shared the dimensions of diversity that influence to her identity the most are age, culture, and education. She explained that these factors guide her decision making making her a hard worker who respects others. This connects to our course material on shared culture, described in Building Cultural Competencies by Pamala V. Morris as,” integrated patterns of systems that consist of an assortment of interrelated traditions, values, beliefs, and customs. Culture is a series of cultural traits, individual items in a culture, such as a particular value, belief, tool, or practice. These cult”. For Sallie, her cultural upbringing took place in Connecticut and her educational background both show up in the way she carries herself. This is a reminder that identity isn’t just personal, it’s also a living ties to our communities and broader culture.

      One of the most important parts of our conversation was when Sallie explained what experiences here at ASU made her feel like she belong. She told me group projects and peer reviews, are a way of her feeling heard and respected. However, she also shared that working full-time and taking online classes make it harder to build relationships with peers. I can relate to this this and have also felt the tension that is reflected through this participatory dimensions of inclusion. Belonging is not just about being physically there it’s about having meaningful connections. Sallie’s experience shows how online education provides access and flexibility, but also leave students feeling isolated.

      I found myself relating to her at this point. Similar to Sallie, I also juggle multiple responsibilities, like work, family, and seeing friends, on top of school. Her feedback made me to think about the barriers that can prevent students from belonging, like time and work schedules. We as online student often have less time and fewer ways to participate in community events, making it difficult to connect with peers. This made me realize universities need to design inclusive spaces that are accesible to online students as well.

      As Sallie described ASU as an institution that values inclusion and flexibility, and said its flexible online programs align with her needs. She also stated that comprehending her coursework and having respectful open communication makes her feel supported. This reminded me of our class discussions about inclusion the idea, “that people feel valued differences are respected and needs are meet (Diversity & Inclusion Lecture Notes).”

      When students feel that peers and teachers respect their ideas they are more likely to contribute in class. I realized how often we underestimate the importance of feeling value and heard in an academic setting.

      She also talked about how she contributes her voice at ASU, by speaking up in class discussions and speaking about her work and life experiences. She admitted she isn’t involved in any student groups yet but would like to be. This is an example of how belonging is an ongoing process and we as humans are always in a changing cycle of growth.

      When asked how ASU could be more inclusive, Sallie offered suggestions for one of each of the  dimensions of inclusion. On the psychosocial level she suggested more mental health support, on the relational level she said easier ways to connect with peers, participatory level she recommends flexible events available to online students, and for organizational she proposed more resources for working students. Her ideas prove that inclusion is not just about one singular aspect, but its how multiple dimensions work together.

      After interviewing Sallie my perspective has shifted. Before, I mainly thought of belonging as similar to fitting in, in the sense that you either are apart of something or not. Now I see it as something shaped by culture, background, and conscious efforts to be apart of an environment. Sallie helped me realize that when schools like ASU have flexible structures and supportive environments, they allow students to feel comfortable making them them included.

      References

      Morris, P. V. (2015). Building cultural competencies. Cengage Learning.

      Ramella, K. (2011). Diversity & inclusion lecture notes. Arizona State University.

    2. Bridging the Gap: A Language Barriers in Public Settings

      Reflection

      A few years ago, I volunteered at my local food pantry handing out food and greeting people. I was excited to help and I thought the day would go smoothly. When working I noticed a family near the entrance hesitating to come in. The father was wearing traditional African clothing and spoke very little English. The mother had two small children, and looked  slightly nervous. I remember feeling a mix of anxiousness and impatience, I wanted to help them but I didn’t know how to communicate to them. I felt myself tense up, and my heart beating faster as I approached them.

      I tried to speak slowly asking if they needed help. At first, the father nodded, and the children clung to their mother. I could feel anxiety rising in me, I assumed they would understand English quickly and their hesitation made me confused of how to help. My mind immediately went to problem-solving mode wondering why aren’t they responding? I had a knot in my stomach and was having a hard time breathing. But then I tried thinking about it from their perspective if i was in a country where i didn’t speak the language I would want someone to be kind to me. I slowed my voice, used gestures, and allowed the family time to respond. Gradually, the mother smiled and nodded, and the children relaxed, and the father responded with appreciation. I felt relief and warmth and realized my frustration stemmed from my own assumptions about communication, not from anything the family did. This is similar to Sharpe, Mair, and Yuen (2016) theory on compassionate pedagogy and being reflective and kind, especially when emotions run high.

      The cultural characteristics:

      Family: Father, mother, two children

      Cultural identity: African heritage, traditional clothing, limited English

      Relationship: Family interacting with volunteer

      At the time, I assumed that everyone would communicate as I do and have the same level of English as me. My reaction of frustration followed by compassion reflected my values but also my bias. This situation made me more aware of cross cultural dimensions such as language, ethnicity, and communication styles. Wasson and Jackson (2002) suggest that analyzing critical incidents like this can increase cross-cultural sensitivity and help us recognize the influence of personal assumptions.

      Action

      Looking back, I could have handled this situation even better by preparing for potential communication barriers and being mindful of cultural differences before approaching the family. My initial frustration  shows the feelings of broader society when faced with language barriers.

      To improve empathy and compassion, our society could benefit from:

      Active listening: Letting people speak fully before responding

      Cultural humility: Being aware of biases and learning about other experiences

      Nonverbal communication: Gestures, facial expressions, and body language (Sharpe et al., 2016)

      These strategies could bring  more welcoming society where people are heard, understood, and valued. By reflecting on this experience, I understand the importance of observing, and responding with empathy. These small actions can help bridge cultural gaps and create a kinder environment.

      Breaking Barriers: The Power of Language in Cross-Cultural Communication - Language Unlimited

      References

      Sharpe, E., Mair, H., & Yuen, F. (2016). Compassionate pedagogy for reflexive practice. In [Book/Journal Title].

      Wasson, D. H., & Jackson, M. H. (2002). Assessing cross-cultural sensitivity awareness: A basis for curriculum change. Journal of Instructional Psychology, 29(4), 265.

    3. ABOUT ME

      Hi, my name is Olympia Dorsey, and I am currently in a bachelor’s program for Public Policy and Public Service at Arizona State University. My long-term career goal is to become a policy analyst or nonprofit founder,with a focus on healthcare, food insecurity, racial justice, and housing equality.

      I plan to work in direct service for a few years, before earning my master’s degree to gain a more concentrated education before diving fully into policy and advocacy. My dream is to open my own nonprofit that works to make life easier for people in marginalized or underserved communities. Until then I plan to work as a case worker or for a social service agency providing resources to those that need it. 

      Some of my accomplishments include, volunteering with Catholic Charities food bank to help my community, maintaining a good grades and making make the Dean’s List, as well as organizing local food drives for my local school district.Some of my strengths include being empathetic, hardworking, and adaptability.

    4. Social Identity Exercise

      Ethnicity: Afro-Latino Race: Black Socio-Economic Status: Middle Class Gender: Woman, Sex: Female Sexual Orientation:Bisexual National Origin:USA First Language: English Mental/Emotional:Borderline Personality Disorder Age: 21 Religion: Christian 

      1. Race, Personality Disorder, Gender 

      2. Religion, First Language

      3. Personality Disorder, Ethnicity

      4.  Race, Personality Disorder, Gender

      5. Race, Gender, Age

      Social Identity Exercise

      1) Group I belong to and identify with strongly
      A group I identify strongly with is the Black community. Being Black affects how I see the world, how others see and treat me, and what people think and assume about me. I connect with this identity through my interest in advocating for racial justice, educating others on Black history, and being in spaces where Black voices are uplifted. For example, I often focus on policy issues like healthcare and housing inequities that disproportionately affect Black communities. I also identify with Black culture in everyday life, from music and art to shared traditions this connection is s a source of pride and cultural richness.

      2) Group I belong to but do not identify with


      I belong to the group of adults in their early 20s, but I don’t always feel like I identify strongly with the stereotypes of them. Young adults are often seen as being carefree, partying, or not yet focused on career goals. I’m currently 21, and I am more serious, goal-oriented, and focused than most my age. For example, I spend much of my time planning my education and career path, volunteering, and working on professional skills. My sense of identity comes more from my goals and values than from my age group.

      3) Group I do belong to but appear not to


      I belong to the bisexual community, but this is not always visible to others. Unless I explicitly share this identity, people may assume I am straight, especially since I am currently in a relationship that appears straight. For me, bisexuality is an important part of who I am because it represents authenticity, acceptance of myself, and solidarity with the LGBTQ+ community. However, public perception doesn’t always see this, for example, when people see me with my boyfriend, they may assume I am only interested in men. This creates a difference between how I see myself and how others see me.

      4) Factors that influence identification with a group
      Many factors shape whether I feel a strong sense of identification with a group. Person experiences for example, both positive connections (like support, pride, shared struggles) and negative ones (hate speech, microaggressions, discrimination) affect how other people view me and in turn how I see myself. Another factor is visibility some identities, like race and gender, are visible and constantly pushed by society.  Others, like sexuality and religion, are only visible if I choose to disclose it.  I am more likely to identify with group aligns with my values, and morals. For example, I am a liberal because their core social beliefs align with mine.