Microaggressions and Implicit Bias - PowerPoint Presentation

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Microaggressions and Implicit BiasPresentation to University of Houston Department Chairs

By Derald Wing Sue, Ph.D.Teachers College, Columbia UniversitySlide2

Race TalkJanuary2015Slide3

In Memory of Maya Angelou

ANGELOU

1928 - 2014Slide4

DedicationMaya Angelou1928-2014

Still I Rise“You may write me down in historyWith your bitter, twisted lies,You may tread me in the very dirt

But still, like dust, I'll rise.”

“You may shoot me with your words,

You may cut me with your eyes,

You may kill me with your hatefulness,

But still, like air, I'll rise.”Slide5

PBS NEWSHOURhttps://www.youtube.com/watch?v=mgvjnxr6OCEMicroaggressions:

Why Are They Such a Big Deal?Slide6

Racial Microaggression Impact“It gets so tiring, you know. It sucks you dry. People don’t trust you. From the moment I [Black male] wake up, I know stepping out the door, that it will be the same, day after day. The bus can be packed, but no one will sit next to you……I guess it may be a good thing because you always get more room, no one crowds you. You get served last…when they serve you, they have this phony smile and just want to get rid of you….you have to show more ID to cash a check, you turn on the TV and there you always see someone like you, being handcuffed and jailed. They look like you and sometimes you begin to think it is you! You are a plague! You try to hold it in, but sometimes you lose it. Explaining doesn’t help. They don’t want to hear. Even when they ask, ‘Why do you have a chip on your shoulder?’ Shit…I just walk away now. It doesn’t do any good explaining.” (Sue, 2010, p. 87). Slide7

“I don’t know what it was…I should have felt excited and honored to be at (Ivy Institution), one of the top universities in the country. The Program Chair made me feel welcomed during the interview process and during my job talk. But during my first week here, I felt unwelcome, isolated, unsafe and alienated. It started with the new faculty orientation. We were all standing during a tour of the main conference room, and I noticed that every single past president of the university were White men. When I scanned the group of new faculty, I also noticed that there was only two other women in the group. The men in the group, even though they not know one another, seemed to make friends quickly. They were talking about sports and especially “

Linsanity.” I tried to enter the conversation but was ignored. At least, that’s what I felt. Was I being oversensitive?

Gender Microaggression ImpactSlide8

Gender Microaggression ImpactLater that week, I was introduced to a senior faculty member in the Department. ‘Oh,’ he said, ‘you must be the new female faculty member we hired to replace Jess. Welcome, but I always believe a hiring decision should be based upon competence and not gender or race. I hope you are up to the task. Men don’t stand a chance these days. We take pride in being on the cutting edge of scholarship, and don’t tolerate slackers.’ He was very abrupt and unfriendly. I couldn’t believe it! His comments made me so angry. It was insulting! Does he think I’ll sit in my office and eat bon bons all day? I thought, what have I gotten myself into?”Slide9

Questions:

Is life as hard as this Black man describes, and is the female faculty member justified in her reactions? Are they both exaggerating or misreading the action of others? Are they both oversensitive or even paranoid?

Is the Black man right in concluding that others don’t want to listen to his explanations?

Is the female faculty member being purposefully excluded from the group of men?

Why are they so angry and resentful?

Do you believe the Black man and female faculty member? If not, what are your reasons?

A Clash of Racial/Gender Realities Slide10

Some Personal Examples“You speak excellent English!”“Where were you born?”

Campus Climate – Environmental MicroaggressionsSlide11

Qualities of Perceptual Wisdom:To be of acute mental vision or discernment.To be observant.To read between the lines.To see beyond the obvious.

To recognize self-deception, facades and lies.To be perceptive and discerning.To not be easily fooled.To be clear sighted, penetrating and insightful.PerspicacitySlide12

MicroaggressionsMicroaggressions can be defined as

brief and commonplace daily verbal, behavioral or environmental indignities, whether intentional or unintentional, which communicate hostile, derogatory, or negative slights, invalidations, and insults

to an individual or group because of their marginalized status in society.Slide13

MicroaggressionsMicroaggressions are “subtle, stunning, often automatic verbal and non-verbal exchanges which are ‘put downs’. They have also been described as subtle insults delivered through dismissive looks, gestures and tones (verbal, nonverbal, and/or visual) toward people of color, women or LGBTpersons often automatically or unconsciously. Slide14

MicroaggressionsSimply stated, microaggressions are brief, everyday exchanges that send denigrating messages to marginalized groups.

At work, employees of color and women, for example, often describe microaggressions as a pattern of being overlooked, under-respected and devalued because of their race. When racial microaggressions occur, they present a highly charged racial situation that challenges workers and their bosses.

The perpetrators (whether coworkers or superiors) are often unaware that a microaggressive event, incident or communication has occurred. They may, however, sense that something is brewing but be unable to identify or articulate it.Slide15

Microaggressions are constant and continual without an end date (an everyday hassle may be time limited).

Microaggressions are cumulative and any one may represent the feather that breaks the camel's backMicroaggressions must be deciphered because they

contain double messages (especially microinvalidations)

Microaggressions

are constant reminders of a person's

second class status

in society

Microaggressions

symbolize past historic injustices (enslavement of African Americans, incarceration of Japanese Americans and the taking away of land from Indigenous peoples.Harmful Impact ControversySlide16

Studies reveal, that microaggressions, while seemingly trivial in nature have major consequences for marginalized groups in our society because they: (a) assail the

mental health of recipients (Sue, Capodilupo, & Holder, 2008), (b) create a hostile and invalidating campus or work climate (Solórzano, Ceja, & Yosso, 2000),

(c) perpetuate stereotype threat (Steele, Spencer, & Aronson, 2002),

(d) create

physical health problems

(Clark, Anderson, Clark, & Williams, 1999),

(e) saturate the broader society with cues that signal

devaluation of social group identities

(Purdie-Vaughns, Steele, Davies, & Ditlmann, 2008),

(f) lower work productivity and problem solving abilities (Dovidio, 2001; Salvatore & Shelton, 2007). (g) and are responsible for creating inequities in education, employment and health care (Purdie-Vaughns, et al, 2008; Sue, 2010).

Far from being benign slights, microaggressions have major detrimental consequences for people of color, women and LGBTs.

Harmful ImpactSlide17

Students, staff and faculty of marginalized groups report:

experiencing the campus climate as isolating, alienating, extremely stressful, risky and invalidating (Harlow, 2003; Stanley, 2006; Turner, Gonzalez & Wood, 2008);often being “the only one” that leads to feelings of isolation and loneliness (Alexander & Moore, 2008);

lacking mentors who possess knowledge of the experience of socially devalued groups (Stanley, 2006);

h

aving their

intelligence, competence and scholarship devalued

and considered illegitimate (Guzman, Trevino, Lubuguin, & Aryan, 2010);

having their

racial or gender identities assailed

(Harlow, 2003); experiencing elevated levels of stress and distress (Johnson-Bailey & Cervero, 2008);being subjected to biased criteria for graduation, promotion and tenure decisions (Fenelon, 2003), andhaving many more White students and colleagues

question their qualifications

or credentials (Harlow, 2003).

Microaggressive Themes: People of Color and WomenSlide18

1. Perspicacity: Accurately Perceive the Situation – Unmask Meaning2. You’re Not Crazy3. Take Care of Yourself First4.

Seek a Support Group – Validation5. To Act or Not To Act: That is the Question?6. To Act but How to Act: That is Another Question?7. What are the Consequences for Action or Inaction?8. What Are the Most Effective Responses?

Targets: Survival StrategiesSlide19

OVERCOMING MICROAGGRESSIONS – Prevention and RemediationBias Prevention

Bias CleanseBias CheckAnti-Bias ActionPrinciple One – Learn About People of Color From Sources Within The Group – Bias Cleanse & Bias Prevention

Principle Two – Learn From Healthy and Strong People of The Culture – Bias Cleanse & Bias PreventionPrinciple

Three – Learn From Experiential

Reality – Bias Cleanse & Bias Prevention

Principle

Four – Learn From Constant Vigilance of Your Biases and

Fears – Bias Check

Principle

Five – Learn From Being Committed to Personal Action Against Racism – Anti-Bias ActionPerpetrators (It is all of us!): Become EnlightenedSlide20

If you want to understand racism, information from White people may not be the most insightful or accurate sources. Some suggestions are:1. Acquire information from radio and T.V stations or publications owned by people of color. It also acts as a counterbalance to the worldview expressed by White society about

groups of color.2. Read literature written by or for persons of the culture. This applies to both fiction and nonfiction.

3. Attend a play, movie, musical, dance, or entertainment event put on by ethnic minority group members. Principle One – Learn About People of Color From Sources Within The GroupSlide21

A balanced picture of racial/ethnic minority groups requires that you spend time with healthy and strong people of that culture. The mass media and our educational texts (written from the perspectives of EuroAmericans) frequently portray minority groups as uncivilized, pathological, criminals or delinquents.

You must make an effort to fight such negative conditioning and ask yourselves what are the desirable aspects of the culture, the history, and the people. This can only come about if you have contact with healthy representatives of that group. Frequent businesses owned by people of color and get to know the proprietors.Attend services at a variety of churches, synagogues, temples and other places of worship to learn about different faiths and meet church leaders.Invite colleagues, coworkers, neighbors or students of color to your home for dinner or a holiday.

Live in an integrated or culturally diverse neighborhood and attend neighborhood organizational meetings and/or attend/throw block parties.Form a community organization on valuing diversity and invite local artists, authors, entertainers, politicians, and leaders of color to address your group.

Attend street fairs, educational forums, and events put on by the community.

Principle Two – Learn From Healthy and Strong People of The Culture Slide22

While readings, attending theatre, going to museums are helpful to increase understanding, you must supplement your factual understanding with the experiential reality of the groups you hope to understand. It may be helpful to identify a cultural guide; someone from the culture who is willing to help you understand his/her group; someone willing to introduce you to new experiences; someone willing to help you process your thoughts, feelings and behaviors. This allows you to more easily obtain valid information on race and racism issues.

Cultural understanding and sensitivity cannot occur without lived experience. Thus, all of us must make an effort to attend cultural events, meetings and activities of the groups we hope to understand. Hearing from church leaders, attending open community forums, and attending community celebrations allow you to sense the strengths of the community, observe leadership in action, personalizes your understanding, and allows you to identify potential guides and advisors.

Principle

Three – Learn From Experiential RealitySlide23

Your life must become a “have to” in being constantly vigilant to manifestations of bias in both yourself and the people around you. Learn how to ask sensitive racial questions from your

friends, associates and acquaintances of color. Persons subjected to racism seldom get a chance to talk about it with an undefensive and non-guilty person from the majority group. Most people of color are more than willing to respond, to enlighten and to share, if they sense that your questions and concerns are sincere and motivated by a desire to learn and serve the group

. When around people of color or when race-related issues or racial situations present themselves, ask yourself, “Where are the feelings of uneasiness, differentness, or outright fear coming from?”

Don’t

make excuses for these thoughts and feelings, dismiss them, or avoid attaching some meaning to them.

Only if we confront them directly, can they be unlearned or dealt with in a realistic manner.

Principle

Four – Learn From Constant Vigilance of Your Biases and Fears

 Slide24

Dealing with racism means a personal commitment to action. It means interrupting other White Americans when they make racist remarks, jokes or engage in racist actions even if this is embarrassing or frightening.

It means noticing the possibility for direct action against bias and discrimination in your everyday life; in the family, work, and the community. It means taking initiative to make sure that candidates of color are fairly considered in your place of

employment.It means advocating to teachers to include multicultural material in the

curriculum.

It means volunteering

in community organizations to have them consider multicultural

issues.

It means

workiong

for campaigns of political candidates who will advocate for social justice. Principle Five – Learn From Being Committed to Personal Action Against RacismSlide25

If you are to be helpful, your life must also be a constant “have to” in dealing with racism. The American Psychological Association has advocated ten very useful commonsense suggestions:1. Be Honest

2. Be A Partner3. Be An Anti-Racist Parent4. Be A Role Model5. Be An Ally6. Be An Activist7. Be A Member

8. Be A Teacher9. Be A Student10

. Be

Secure

Nonracist and Antiracist Actions and RolesSlide26

1. Be Honest: You must develop an ability to recognize your own biases through open discussion with others. Examine your own prejudices, stereotypes, and values. Be willing and open to exploring your own experiences of being hurt by prejudice; but also be willing to explore the ways you have benefited from discrimination. Don’t get defensive. Be open to hearing from people of color.2. Be A Partner: Volunteer to work on projects with groups different than your own. Its been found that working alongside a person of color as an equal, does more to destroy prejudices and stereotypes. Opportunities abound, especially if you are involved in groups or organizations whose agendas deal with issues of diversity and multiculturalism. There is generally community organizations or groups that sponsor educational forums related to improving race relations or trying to instill a multicultural curriculum in the schools.

Nonracist and Antiracist Actions and RolesSlide27

3. Be An Anti-Racist Parent: You must begin to raise your children to understand concepts like prejudice, discrimination and racism. Be active in introducing your children to interacting and learning from children of color. Do it before prejudices become hardened. Take them to school sponsored events on multiculturalism, don’t discourage them from interacting with children of color, and make topics of inclusion, democracy and antiracism a part of your everyday vocabulary. 4. Be A Role Model:

Whether you want to or not, parents serve as models for their children. So, being vocal in opposing racist views and practices are very important for your son and daughter to witness. Invite neighbors, colleagues and other acquaintances of color to you home. Have children witness you, as a role model, interacting, laughing, talking and enjoying relationships with persons of color.Nonracist and Antiracist Actions and RolesSlide28

5. Be An Ally: You must reach out and become an ally of persons of color. Support victims of discrimination, be willing to join them in advocating for fair treatment, and be willing to serve as a mentor to people of color. Speak out if you see racial discrimination. When serving on committees with persons of color, help in allowing their voices to be heard. 6. Be An Activist: When you see racial injustice, speak out and object. Be willing to challenge your family, friends and neighbors when they make racial jokes, slurs or act in ways that indicate bias. Be vigilant not only with family and friends, but your workplace, church and other organizations you belong. Work to make sure that your school district and place of employment treats groups of color fairly. Serve on groups and committees that have a multicultural agenda.

Nonracist and Antiracist Actions and RolesSlide29

7. Be A Member: Are you a member of the numerous organizations that stand for social justice and anti-discrimination? Join groups and organizations that stand for equality of opportunity, social justice, anti-discrimination and anti-racism. For example, explore the possibility of membership in the Anti-Defamation League, The Human Rights Campaign, National Asian Pacific American Legal Consortium, National Association for the Advancement of Colored People, The National Council of La Raza, National Organization for Women, and the Southern Poverty Law Center.

8. Be A Teacher: As a co-worker, parent, neighbor, or teacher, you can teach others to value diversity and multiculturalism. The Southern Poverty Law Center, for example, can give you many examples of what ordinary citizens can do to combat hatred and bigotry. Their Teaching Tolerance magazine contains many good ideas and pages of references. Volunteer to be a Sunday school teacher and make sure racial equality is part of the curriculum.Nonracist and Antiracist Actions and RolesSlide30

9. Be A Student: You must realize that anti-racism education is a constant and ongoing process. You must educate yourself and others on a continuing and ongoing basis. Reading books, seeing movies, going to hear minority speakers are all intended to enlighten, educate and free us from our bigotry. Attend workshops and the many educational events on racial understanding put on at local colleges and universities, neighborhood organizations and other groups.10. Be Secure:

Don’t be ashamed of your cultural heritage. It means, however, recognizing both positive and negative aspects of your group. Know your strengths and limitations. Understanding yourself as a racial/cultural being does much to reduce defensiveness and build bonds of mutual trust with others. Taking an active part in defining your whiteness in a nonracist manner and live by these newly found tenets. If you define your racial identity in such a manner, you will no longer respond with defensiveness or guilt when racism becomes an issue.Nonracist and Antiracist Actions and RolesSlide31

1. Explain Good Intent and Explain Impact.“I know you mean well, but that hurts.”2. Ask a Question.“What do you mean?”

3. Interrupt and Redirect.“Let’s not go there.”Handling Microaggressions When They OccurTaken from Ouch! That Stereotype Hurts.

Sunshower Learning (2007). Slide32

4. Broaden to Universal Human Behavior.“I think that applies to everyone.”5. Make it Individual.“Are you speaking of someone in particular?”

6. Say Ouch. “OUCH!”Handling Microaggressions When They OccurSlide33

Facilitating Difficult Dialogues on Race:For Educators and AdministratorsIneffective Strategies:

Doing NothingSidetracking the ConversationAppeasing the ParticipantsTerminating the DiscussionBecoming DefensiveRace TalkSlide34

Successful Strategies: “Courage is being honest when it is unsafe to do so.”Understanding one’s racial/cultural identity.

Being open to admitting racial biases.Being open and comfortable in discussing topics of race and racism.Understanding the meaning of emotions.Validating and facilitating discussion of feelings.Control the process and not content of race talk.Unmask the difficult dialogues through process observations and interventions.Do not allow difficult dialogue to be brewed in silence.

Understand differences in communication styles.Forewarning, planning and purposefully instigating race talk.Validate, encourage and express appreciation to participants who speak with it is unsafe.

Race TalkSlide35

Successful Strategies: Creating Conditions for Successful Dialogues

1. Understand yourself as a racial/cultural being by making the “invisible” visible.What does it mean to be White, Black/African American, Asian American/Pacific Islander, Latino/Hispanic American or Native American?You cannot be an effective facilitator if you are not aware of your own values, biases and assumptions about human behavior. Slide36

FACILITATING CONDITIONS/ STRATEGIES

2. Acknowledge and be open to admitting one’s racial biases. On an intellectual/cognitive level, you must be able to accept the fact that you are a product of the cultural conditioning of this society and, as such, you have inherited the biases, fears, stereotypes of your ancestors. This honest acknowledgement does several things: (a) It frees you from the constant guardedness and vigilance exercised in denying your own racism, sexism and other biases;

(b) You can use it to model truthfulness, openness, and honesty to students on conversations about race and racism;

(c) You communicate your courage in making yourself vulnerable by taking a risk to share with students your own biases, limitations and attempts to deal with your own racism; and

(d) It may encourage other students to approach the topic with honesty, because their own professor is equally “flawed”. Slide37

FACILITATING CONDITIONS/ STRATEGIES

3. Be comfortable and open to discussing topics of race and racism. If students sense you are uncomfortable, it will only add fuel to their own discomfort and defenses.Attaining comfort means practice outside of the classroom. Remember addressing your own personal biases is more than an intellectual exercise of going to training sessions like the one today.

Most suggestions to achieve this goal is to focus on lived reality experiences that require interaction and dialogue with people who differ from you in race, culture and ethnicity. It means placing yourself in situations that will make you uncomfortable.Slide38

FACILITATING CONDITIONS/ STRATEGIES

4. Understand the meaning of emotions for yourself and others. Do not deny or avoid feelings of discomfort, anxiety and defensiveness. Rather, try to make sense of them and what they say about you. This means the ability to monitor and attribute meaning to your own feelings and emotional reactions as well as those of students. Emotive responses are often what are called “emotional roadblocks” to having a successful difficult dialogue. Slide39

FACILITATING CONDITIONS/ STRATEGIES

EMOTIONAL ROADBLOCKS:1. I FEEL GUILTY. “I could be doing more.”

2. I FEEL ANGRY. “I don’t like to feel I’m wrong.”

3.

I FEEL DEFENSIVE

. “Why blame me, I do enough already.”

4.

I FEEL TURNED OFF

. “I have other priorities in life.”

5. I FEEL HELPLESS. “The problem is too big…What can I do?”6. I FEEL AFRAID. “I’m going to lose something.” “I don’t know what will happen.”

If you experience these feelings, acknowledge them to yourself and to the group even if it does not make sense then. By doing so, anxiety or confusion is lessened. Teach and encourage your students to do it as well.Slide40

FACILITATING CONDITIONS/ STRATEGIES5. Validate and

facilitate discussion of feelings. This is a primary goal in race talk. In this situation, the teacher must create conditions that make the expression and presence of feelings a valid and legitimate focus of experience and discussion.

Students report that talking about their anxieties or anger helped them understand themselves and others better, and

that

it was important to create conditions that allowed for openness and receptivity to strong emotions.

They especially appreciated instructors who were unafraid in recognizing and naming the racial tension, and the feelings emanating from the discussion because it helped them demystify its source and meaning. Slide41

FACILITATING CONDITIONS/ STRATEGIES6. Control the process and not the content in a difficult dialogue. When a heated dialogue occurs on race, the duel between students is nearly always at the content level. When referring to dreams, Freud took the stand that the manifest content (conscious level) is not the “real” or latent content of the unconscious. Some common statements when racism is discussed from White students to students of color are:

“So what, we women are oppressed to!”“My family didn’t own slaves. I had nothing to do with the incarceration of Japanese Americans or the taking away of lands from Native Americans.”

“Excuse me sir, but prejudice and oppression were and are part of every society in the world ad infinitum, not just the U.S.”

“We Italians (Irish) experienced severe discrimination when we arrived here. Did my family harp on the prejudice? We excelled despite the prejudice? Why? Because the basic founding principles of this country made it possible!”

“I resent you calling me White. You are equally guilty of stereotyping. We are all human beings or we are unique.”

Can you analyze these statements from both the content and process levels?Slide42

FACILITATING CONDITIONS/ STRATEGIES

7. Unmask the difficult dialogue by (a) acknowledging the accuracy of statements (when appropriate), (b) intervening in the process rather than the content (c) helping students see the difference between intention and impact, and (d) moving to the feeling tone level of the communication.(a) While these statements are to most extent “true”, they can hinder a successful dialogue by covering up the real dialogue. By agreeing with the statement, it no longer becomes the distraction and allows the facilitator to focus on the real issues, feelings and conflicts in worldview.

(b) Do not get “sucked into the dialogue” by taking sides in the debate of content. Rather intervene in the process by directing students to examine their own reactions and feelings. Encourage them to explore how their feelings may be saying something about them.

(c) The blame game creates monologues. Help students differentiate between their intention and the impact. When a White female student says “So what, we women are oppressed as well!” What was the intention and impact?

(d) Refocus the dialogue to feelings. “I wonder if you can tell me how and what you are feeling.” Teacher: “John (Black student) has just agreed with you that women are an oppressed group. Does that make you feel better? (Usually the student says “no”.) “No, I wonder why not?” (Try to help the student to explore why the feelings are still there. If there is continued difficulty, enlist speculation from the whole class. The last option is that you, the teacher make the observation or interpretation.)Slide43

FACILITATING CONDITIONS/ STRATEGIES

8. Do not allow a difficult dialogue to be brewed in silence. When a difficult dialogue occurs and an impasse seems to have been reached, the facilitator has three options: (a) tell the class that you want the group to take it up at the next meeting after everyone has had time to process their thoughts and feelings;

(b) personally intervene by using interpersonal recall, microtraining, or any number of relationship models that attempt to have students listen, observe and reflect or paraphrase back to one another; or

(c) enlist the aid of the class members.

This latter technique is very useful because it actively involves other members of the class by asking: “What do you see happening between John and Mary?”Slide44

FACILITATING CONDITIONS/ STRATEGIES9. Understand differences in communication styles. Communication styles often present difficulties in race talk because different culture-bound conversation conventions may lead to increased misunderstandings

First, it is important for the teacher to be aware of his/her own communication style and the possible impact it has on the group when race talk occurs. A White teacher may have a different social impact upon participants than an African American or Asian American. This is also compounded by the race/style of the facilitator with either the race/style of participants. Second, such differences in communication styles that have race implication commonly occur among the participants as well. Getting people to be cognizant of these differences and mistaken interpretations aid successful race talk. Last, as indicated earlier, differences in communication styles often reflect unconscious biases or fears held by participants in race talk. Being able to acknowledge and deconstruct them are important elements of successful race talk.Slide45

FACILITATING CONDITIONS/ STRATEGIES10. Forewarn, plan

and purposefully instigate race talk.One of the most valuable techniques for facilitating race talk is to prepare students or workshop participants for difficult dialogues that will likely occur.“This is a workshop (or class) on race and racism awareness. We are going to have some difficult, emotional and uncomfortable moments in this group, but I hope you will have the courage to be honest with one another. When we talk about racism it touches hot buttons in all of us, including me. Being honest authentic takes guts. But if we do it and stick it out, we can learn much from each other. Are you willing to take a risk so that we can have that experience together?”Slide46

FACILITATING CONDITIONS/ STRATEGIES

11. Express appreciation and validation to the members and class for their courage, openness and willingness to risk participating in a difficult dialogue. This should be done throughout the event. “Mary, I know this has been a very emotional experience for you, but I value your courage in sharing with the group your personal thoughts and feelings.” I hope I can be equally brave when topics of sexism or homophobia are brought up in this class”.

“As a class, we have just experienced a difficult dialogue. I admire you all for not ‘running away’ but facing it squarely. I hope you all will continue to feel free about bringing up these topics. Real courage is being honest and risking offending others when the situation is not safe. Today, that is what I saw happen with several of you and for that, the class should be grateful.” Slide47

A Multicultural University Is....Genuinely committed

(action as well as words) to diverse representation throughout its organization and at all levels.Sensitive to maintaining an open, supportive

, and responsive environment.

Working toward and

purposefully

including elements of diverse cultures in its ongoing operations (organizational policies and practices are carefully monitored to the goals of multiculturalism).

Authentic

in responding to issues confronting it (commitment to changing policies and practices that block cultural diversity).

CULTURALLY INCLUSIVE UNIVERSITIESSlide48

1. Faculty and student preparation.2. Curriculum issues.3. Socially devalued group representation.

4. Campus climate.5. Teaching/learning styles/issues.6. Support services.7. Residential/Housing8. Programs, policies and practices.

Multicultural Implementation Plan (Focus)Slide49

1. Culturally competent and inclusive universities are ones which evidence multicultural commitment from the very top levels. 2. Culturally competent and inclusive universities have a written policy, mission or vision statement which frames the concepts of multiculturalism and diversity into a meaningful operational definition. 3. Culturally competent and inclusive universities have developed a multicultural and diversity action plan with clear objectives and timelines.

4. Culturally competent and inclusive universities have created a superordinate or oversight team/group which is empowered to assess, develop and monitor the organization’s development with respect to the goals of multiculturalism. 5. Culturally competent and inclusive universities actively solicit feedback from students and employees related to issues of race, culture, gender, ethnicity, sexual orientation, etc. 6. Culturally competent and inclusive universities build multicultural accountability into the system. 7. Culturally competent and inclusive universities infuse multiculturalism into evaluation criteria used for hiring and promotion of faculty, administrators and staff.

8. Culturally competent and inclusive universities recognize that mentoring and support networks for minority faculty and staff are vital for success and that the presence of an “the old boy’s network” may adversely impact them.

9. Culturally competent and inclusive universities encourage coalition building and networking among minorities and women.

10. Culturally competent and inclusive universities have a systematic and long-term commitment to educate the entire workforce concerning diversity issues, to address barriers which block multiculturalism and to increase the sensitivity of workers.

11. Culturally competent and inclusive universities are viewed as both part of and a reflection of the wider community.

Characteristics of Culturally Competent Institutions of Higher EducationSlide50

CULTURALLY INCLUSIVE UNIVERSITIES

1. Culturally competent and inclusive universities are ones which evidence multicultural commitment from the very top levels. Diversity implementation is most effective when strong leadership is exerted on behalf of multiculturalism. Faculty, staff and students are most likely to watch the actions (not just words) of those in leadership positions. For higher education, it may be the Board of Trustees, Provost, Chancellor, President, Dean, or

Chair of the Department. Department Chairs are uniquely positioned to influence faculty because they represent a direct bridge to them.Slide51

CULTURALLY INCLUSIVE UNIVERSITIES2. Culturally competent and inclusive universities have a written policy, mission or vision statement which frames the concepts of multiculturalism and diversity into a meaningful operational defi

nition. This allows an organization to monitor its progress toward becoming more multicultural. The multicultural statement cannot be simply an “add on” but must be stated in such as manner as to infuse the concepts throughout its operations, structures and policies. Otherwise, such statements serve only as a cosmetic feature.Slide52

CULTURALLY INCLUSIVE UNIVERSITIES3. Culturally competent and inclusive universities have developed a multicultural and diversity action plan with clear objectives and timelines.

The existence of multicultural units or committees for discussion and exploration is not enough unless expected actions are the outcome. Thus, universities must develop action plans which directly outline specific time frames for implementation of multicultural goals. Slide53

CULTURALLY INCLUSIVE UNIVERSITIES4. Culturally competent and inclusive universities have created a superordinate or oversight team/group which is empowered to assess, develop and monitor the organization’s development with respect to the goals of multiculturalism.

Such groups have the power to operate rather independently and/or share an equal status relationship with other units in the organization. It must have the ability to influence, formulate and implement multicultural initiatives. Slide54

CULTURALLY INCLUSIVE UNIVERSITIES5. Culturally competent and inclusive universities actively solicit feedback from students and employees related to issues of race, culture, gender, ethnicity, sexual orientation, etc.

Feedback from academic groups provide a rich source of information (campus climate issues, policies and practices, etc.) which institutions may find useful in their movement toward valuing multiculturalism. Such educational institutions send a strong message to its students and faculty about the importance they place on identifying their needs and concerns; it also is a powerful statement of organizational inclusion.Slide55

CULTURALLY INCLUSIVE UNIVERSITIES6. Culturally competent and inclusive universities build multicultural accountability into the system.

Certain programs, departments and individuals must be held responsible for achieving the goals of diversity and multiculturalism. For example, Deans and Chairs of institutions of higher education might be held responsible for recruiting, retaining, and promoting minorities and women within their own units.

Professors might be held accountable for incorporating diversity into their curriculum; recognize the need for alternative teaching styles; and be unafraid to address topics likely to create difficult dialogues in the classroom (race, gender, sexual orientation, etc.). Slide56

CULTURALLY INCLUSIVE UNIVERSITIES7. Culturally competent and inclusive universities infuse multiculturalism into evaluation criteria used for hiring and promotion of faculty, administrators and staff.

For example, promotion and tenure criteria at a university considers good teaching to entail knowledge, sensitivities and skills related to cross-cultural competence in all courses taught, not just those designated as “cultural” in nature. By incorporating multicultural competence into performance evaluations, the issue of race and gender would be minimized because EuroAmericans

with multicultural competence would also be valued. Slide57

CULTURALLY INCLUSIVE UNIVERSITIES8. Culturally competent and inclusive universities recognize that mentoring and support networks for faculty and staff of color or those from marginalized groups are vital for success and that the presence of an “the old boy’s network” may adversely impact them.

In the past, it was predominantly White males who enjoyed both formal and informal mentoring and support networks which either shut out people of color and women, or did little to provide them with such important help. Slide58

CULTURALLY INCLUSIVE UNIVERSITIES9

. Culturally competent and inclusive universities encourage coalition building and networking among employees of color and women. They recognize that being a culturally different individual in a primarily monocultural campus environment can deplete energy, alienate and discourage the minority student, staff, faculty or administrator; thereby reducing work productivity.

Clustering that allows for support and nourishment may ultimately lead to greater cross cultural interactions in the long term.Slide59

CULTURALLY INCLUSIVE UNIVERSITIES10. Culturally competent and inclusive universities have a systematic and long-term commitment to educate the entire workforce concerning diversity issues, to address barriers which block multiculturalism and to increase the sensitivity of workers.

In-service multicultural training should be an intimate part of the institution’s activities. This includes not only employees at the lower levels of employment, but should include the entire workforce up through the administration to include the chairs, deans, chancellors/provosts and president. Slide60

CULTURALLY INCLUSIVE UNIVERSITIES11. Culturally competent and inclusive universities are viewed as both part of and a reflection of the wider community.

No organization exists apart from the wider community or society. Community linkage are very important to aid in the recruitment, retention and promotion of socially devalued group members.Slide61

PRINCIPLES OF RACISM REDUCTION:SOCIETAL CONDITIONS

Racism is most likely to diminish under the following conditions.1. Have intimate contact with people different from you.2. Experience a cooperative rather than competing environment.

3. Work toward mutually shared goals as opposed to individual ones. 4. Exchange accurate information rather than stereotypes or misinformation.

5. Interact on equal footing with others rather than an unequal or imbalanced one.

6. View leadership or authority as supportive of intergroup harmony.

7. Feel a sense of unity or interconnectedness with all humanity.

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PRINCIPLES OF RACISM REDUCTIONPrinciple One – Having Intimate and Close Contact With Others

While many of us work side-by-side and attend school with people from different races, the truth is that contacts tend to be superficial and based upon prescribed roles, rules and regulations. We maintain a form of social distance from certain groups, with race being a powerful barrier in preventing more intimate social interactions. The contact hypothesis is based upon the following assumptions: (a) bias and racism is based upon misinformation, and (b) negative feelings like anxiety, fear, and disgust about other groups can never be extinguished unless contact reveals their unwarranted nature.

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PRINCIPLES OF RACISM REDUCTIONPrinciple Two - Cooperating Rather Than Competing

In our society, individual competition is deemed desirable and encouraged. In our society, competition, winning and achievement are intertwined and seen as motivationally healthy and desired. The most visible measure of overall success is materialistic possessions or socioeconomic status. The win/lose mentality not only pits you against individuals, but your group against other ones as well.

Little doubt exists that the hierarchical educational, social, political, and economic stratification in our society has a strong racial flavor. Slide64

PRINCIPLES OF RACISM REDUCTIONPrinciple Three – Sharing Mutual Goals

It is clear that when we do not share the same goals, the likelihood of having everyone work together in fruitful harmony with others of a different persuasion is unlikely to occur. Indeed, racial antagonism and conflict may be the result if the goals of your group are incompatible with those of another. Slide65

PRINCIPLES OF RACISM REDUCTIONPrinciple Four - Exchanging Accurate Information

Most of our knowledge and beliefs about other racial/ethnic groups do not come from personal experience and contact. It is generally provided to us through the mass media, what family, friends and neighbors convey to us, and through our educational system. Sources of information that form the foundations of our belief system are often erroneous, filled with falsehoods and stereotypes.

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PRINCIPLES OF RACISM REDUCTIONPrinciple Five – Sharing an Equal Status Relationship

The majority of contacts between majority group members and minority group members are fraught with inequality in the distribution of power and resources. This power imbalance represents a major barrier to improving race relations. The ability to work through disagreements and racial conflicts are most likely to occur when participants share an equal relationship. Slide67

PRINCIPLES OF RACISM REDUCTIONPrinciple Six – Supporting Racial Equity by Leaders And Groups In Authority

Support from community leaders for integration, diversity and equity is often the single most important predictor of success. When leaders supported court-ordered integration, for example, busing Black students to White schools resulted in less hostility and greater movement toward racial harmony. When community leaders, politicians, superintendents and teachers expressed support for integration as important to end discrimination and prejudice, both White and Black parents and students seemed to have an easier time accepting one another. Slide68

PRINCIPLES OF RACISM REDUCTIONPrinciple Seven – Feeling Connected and Experiencing a Strong Sense of Belonging

Basic to the Protestant work ethic are the concepts of separation and individualism. While individualism as a value has many positive components, is it possible that, like competition, its extreme form may lead to an unhealthy separation between you and others? When you objectify others, see them as distinct from you, and perceive your relationships with people as less desirable than individuality, is it possible that you may also be prone to dehumanize them?