4. Expectations & Ground Rules
Session
is recorded
Use anonymity in personal stories
Use “I” statements
Incorporate undergraduate, graduate &
professional experiences
Use presentation as conversation starter
Submit questions using chat feature
5. Presenters’ Stories
Joi:
Intersectionality between Race, Class
& Gender
Maryann: The Power of Naming
Jonathan: Tokenizing
Diana: Situating Learning in Learner’s own
Experience
10. Theme
Example
Ascription of Intelligence
“You are a credit to your race.”
“You are so articulate, for a person
of color.”
Sexual Objectification
“A male stranger puts his hands on a
woman’s hips to pass her by.”
Assumption of Abnormality
“People who are weird and different
are gay.”
Second Class Citizenry
Person of color mistaken for a
service worker.
Pathologizing Cultural
Values/Communication Styles
Asking a Black person: “Why do you
have to be so loud/animated? Just
calm down.”
Assumption of Criminal Status
A White man or woman clutching
their purse or checking their wallet
as a person of color approaches or
passes
11. Microassault
: explicit verbal, nonverbal, or
environmental attacks
intended to hurt the victim
through name-calling,
avoidant behavior, or
purposeful discriminatory
actions
12. Theme
Example
Racial Slurs
Referring to African Americans as
“niggers,” Chinese Americans as
“chinks,” women as “bitches,” and
gays as “fags.”
Hanging/Posting of Inflammatory
Paraphernalia/Symbols
Displaying a Klan Hood, Nazi
swastika, noose, or Confederate
flag; burning a cross
Discouraging interracial
interactions
“Black and White don’t mix”
14. Theme
Example
Alien in Own Land
“Where are you from?”
“You speak English very well.”
Color, Gender, Sexual Orientation
Blindness
“When I look at you, I don’t see
color.”
“There is only one race, the human
race.”
Myth of Meritocracy
“I believe the most qualified person
should get the job.”
“Men and women have equal
opportunities for achievement.”
Denial of Individual
Racism/Sexism/Heterosexism
“I’m not racist. I have several Black
friends.”
“As an employer, I always treat
men and women equally.”
Lead: DianaNotes: Introduction of Presenters: Diana, Maryann, Jonathan, Joi (in this order). Before we get started into our presentation we ask that you please mute your computers.
Lead: JoiNotes:Understanding & recognitionKnowing the differenceFamiliarity with the effects of microaggressionsIts role in educationThe power of namingCoping StrategiesExploring the EffectsAnxietyDepressionLack of ConfidenceWorthlessnessIntrusive CognitionsHelplessnessFalse Positives
Lead: Joi
Lead:JoiNotes:We will try to get to as many questions at the end of the discussion if it has not yet been addressed within the presentation
Notes:Diana, you might want to reference Baxter Magolda’s Learning Partnership Model
Lead: Diana
Lead: MaryannNotes:These acts are direct, blatant and overt rather than covertThese can include but are not limited to race, gender, and sexual orientationAn example would be, “You don’t belong here because you’re a woman, or black, etc.”It is important to know that racism is a form of macro aggressions.
Lead: JonathanNotes:One paper cut stings; but multiple paper cuts can cause severe emotional harmMicroaggressions are similar to paper cuts; one stings but many can cause harm. Separated into three branching categories: 1. Microinsult; 2. Microassault; 3. Microinvalidation
Lead: JonathanFocus on: Ascription of Intelligence: You are so articulatefor a person of color; communicates the idea that people of color are generally not as intelligent as Whites.Sexual Objectification: A male stranger puts his hands on a woman’s hips to pass her by; communicates the idea that a woman’s body is not her ownAssumption of Abnormality: People who are weird and different are gay; communicates the idea that something about one’s race, gender, or sexual orientation is abnormal.
Lead: Jonathan
Lead: JonathanAgain, these are often conscious and deliberate acts of racism, sexism, etc. conducted at the individual level;Microassaults are often easier to deal with by marginalized groups because their intent is clear and the psychological energies of people of color are not diluted with ambiguity.All of these convey hurtful messages to the receiver.
Lead: JonathanNotes: - Often unconscious
Lead: JonathanSome examples include:Alien in Own Land: “Where are you from?”, or “You speak English very well.” which can communicate the message that an individual is not American even though they may in fact be.Denial of Individual Racism/Sexism/Heterosexism: “I’m not racist. I have several Black friends”; communicates the message that
Lead: ?Notes:Open up saying that we learned that connecting with each other provided a platform so that we don’t feel alone. Do any of the things discussed thus far resonate with you in your undergraduate, graduate, and/or professional experiences such as hidden curriculum and microaggressions?What support have you received from your classmates, school, work environment, etc?
Lead: JoiNotes:Taking this to professional life - being equipped to have these conversations in a constructive manner Faculty: diversify curriculums (include diverse works by diverse authors); avoid such statements and/or check your actions when statements are made.SAPs: familiarize yourself with these theories and frames of reference; assist students in unpacking these experiences and putting a name to themStudents: Find a mentor (someone who can help you unpack these experiences) ; consult with peers (because they too may be experiencing some of these things); address those whose words/actions may impact you after some processing time; reflect on how these experiences make you feel and do not leave them unaddressed; Strategy typeSupportPeer & FamilialFaculty or MentorIgnoring and/or MinimizingMinimizing experiencesCreating walls or barriersPicking battles (avoid battle fatigue)Checking outDisengaging and regroupingEmotional & Physical ResponseCompassionCode-switching/OvercompensationDialogueSelf-CareSpiritualityActionInspiring othersIncrease knowledgeAgencySeeking professional developmentChallenging stereotypes