Facilitated by C. Josh Simpson, - PowerPoint Presentation

1. Facilitated by C. Josh Simpson, Ed.D.

2. Session GoalsA the end of today’s session, my hope is that all participants will be able to:Recognize the influence white privilege has on our societyExplain and anticipate how white privilege may show itself in the classroomApply at least one suggested action in the classroom, and begin to do so today!

3. Recognizing white privilege… My recent opportunity to see what was unseen to me

4. “To redesign social systems, we need first to acknowledge their colossal unseen dimensions.” Peggy McIntosh, Ph.D

5. Explaining white privilege #1- The Power of NormalThe power of normal refers to simple, everyday conveniences that white people aren’t forced to think aboutThis privilege allows white people to move through the world with an expectation that their needs will be readily metExamples include:Being in the company of people of their race most of the time, in most placesHaving people of their race represented in media and pop-cultureBuying a box of ‘flesh’ colored bandages that matches their skin toneWhat else comes to mind?

6. Explaining white privilege #2- The Power of the Benefit of the DoubtWhite people are more likely to be treated as individuals, rather than as representatives of (or exceptions to) a stereotyped racial identity Examples include:Being able to fail without speaking to the abilities of my racial groupBeing able to succeed without being called a credit to my racial groupWhat other examples can we think of?

7. Explaining white privilege #3- The Accumulation of Power Students Learn a Powerful Lesson About Privilege Examples of accumulated power include, but aren’t limited to:Generational wealth or likelihood of inheriting owned propertyIn a study from 2014-16, results showed 71% of white households owned their homes compared to 41% for other racesEducational accessIn 2012- 6% of white students attended a high-poverty schools whereas 40% of black students attended high-poverty schoolsOccupational accessIn 2017 the unemployment rate was 8.1% for black and 4.3% for white Americans when controlling for highest level of education obtainedIncomeWage gap statistics reveal that, when we control for education obtained, black men with 11-20 years experience in their field earn 23.5% less than their white counterpartsOthers?

8. How can I advocate for those “in the rows behind me?”Educate yourself and othersOnce you’ve seen what you might have not seen, don’t ignore itDon’t use discomfort as an excuse to disengageIf you see white privilege in action, speak upTeach students how to develop a growth mindset Help students identify and overcome their limiting beliefs

9. Suggested action #1- Help students develop a growth mindsetIn a fixed mindset- people believe their abilities and qualities are fixed. They spend time documenting their talents and not developing them. They believe talent alone creates success-without effort. And they are wrong!In a growth mindset- people believe that abilities can be developed through dedication and hard work. ‘Brains’ and ‘talent’ are just the starting point. Growth mindsets create a love of learning and the resilience that is essential for great accomplishments.

10. Steps to Developing a Growth Mindset (Dweck)Praise students wiselyAim to build perseverance and resilience over reinforcing “talent”“Gamify” the learning experienceTry to reward effort and progress toward goals rather than focus solely on outcomesWe educators may recognize this as engaging in formal assessment Change the meaning of effort and difficulty in the minds of students In a fixed mindset, effort and difficulty mean “I am no good if I have to work this hard.”In a growth mindset, effort and difficulty are signs that “I am getting smarter.”

11. Suggested action #2- Help students identify their limiting beliefs Limiting beliefs beliefs that constrain us in some wayBy believing them, we do not think, do or say the things they inhibitOur often about ourselves and our self-identityWe hold beliefs about our rights, duties, abilities, permissions We hold beliefs about other people and the world in general What beliefs have we learned from society or American culture?How might these beliefs limit us?

12. Steps to Overcoming Limiting BeliefsIdentifying the Current, Limiting Belief Identify your beliefAsk yourself- “Where did I come up with this belief?”Seek the source Look for supporting evidenceTrue or falseDeveloping the New, Growth-Oriented Belief Envision how your life would change if you didn’t hold this belief anymoreCreate a new belief that serves youOne that improves your life and your ability to take actionMeasure yourselfAsk “Is my behavior changing?”Create metrics/evidence of success

13. ConclusionsWhite privilege is the unequal distribution of advantages in our societyWhite privilege is continuously perpetuated by the accumulation of power over timeAll students can benefit from the development of a growth mindsetWe as faculty can start by developing a growth mindset of our own!