Documente Academic
Documente Profesional
Documente Cultură
Table of Contents
Time
1:00pm - 1:05pm
1:05pm - 1:15pm
1:15pm - 1:25pm
Duration
2 mins
10 mins
8 mins
Topic
Where Are We Headed?
Introductions with Preferred Pronouns
Framing Our Time Together
Social Justice is Self-Work
1:25pm - 1:45pm 18 mins
Complex Identities
1:45pm - 1:47pm 2 mins
Model of Multiple Identities - Intersectionality
1:47pm - 1:55pm 10 mins
Conceptualizing Oppression, Power and Privilege
1:55pm - 2:00pm 5 mins
Reflective Journaling - Phase 1
2:00pm - 2:05pm 5 mins
Break
Knowing Who We Are Today, Helps Us Move Toward Who We Want to Be Tomorrow
2:05pm - 2:45pm 40 mins
Communities of Practice
2:45pm - 2:50pm 5 mins
Cycle of Socialization
2:50pm - 2:55pm 5 mins
Reflective Journaling - Phase 2
2:55pm - 3:00pm 5 mins
Break
Digging Deeper into Present Day Oppression and Privilege
3:00pm - 3:20pm 20 mins
Microaggressions
3:20pm - 3:50pm 30 mins
Assimilation & Appropriation
3:50pm - 3:55pm 5 mins
Reflective Journaling - Phase 3
3:55pm - 4:00pm 5 mins
Break
Moving Forward as Skilled Agents of Change
4:00pm - 4:08pm 8 mins
Cycle of Liberation
4:08pm - 4:10pm 2 mins
Multicultural Change Process
4:10pm - 4:25pm 15 mins
Tracking & Triggering
4:25pm - 4:30pm 5 mins
Tips for Addressing Oppressive Situations
4:30pm - 4:35pm 5 mins
Perfectly Logical Explanations
4:35pm - 4:45pm 10 mins
Practice Addressing Oppressive Situations
4:45pm - 4:55pm 10 mins
Maintaining Hope and Resiliency
4:55pm - 5:00pm 5 mins
Reflective Journaling - Phase 4
List of Handouts
Journaling Prompts (Phases 1 - 4)
Microaggressions Examples Table
Table of Complex Identities
PPT Slides
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29 - 38
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Page
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Once you have completed the table, please respond to the reflection questions on back.
1. GENDER
MEN
2. GENDER IDENTITY
CISGENDER/NONTRANS
3. RACE
WHITE PEOPLE
4. SEXUAL ORIENTATION
HETEROSEXUAL
5. AGE
6. CLASS
7. EDUCATIONAL LEVEL
COLLEGE GRADUATE
9. NATIONALITY
RAISED BY BIOLOGICAL OR
ADOPTIVE FAMILY IN AN
ENVIRONMENT THAT FELT
SAFE AND WITHOUT ABUSE
11. ABILITY/DISABILITY
TEMPORARILY ABLEBODIED
12. ETHNICITY/CULTURE
WESTERN EUROPEAN
13. SIZE/APPEARANCE
SLENDER; PERCEIVED AS
ATTRACTIVE; HANDSOME;
BEAUTIFUL; ETC.
PROPER ENGLISH
15. MARITAL/PARENTAL
STATUS
MARRIED IN A HETEROSEXUAL
RELATIONSHIP WITH OR
WITHOUT CHILDREN
5-Minutes Break
Knowing Who We Are Today, Helps Us Move Toward Who We Want to Be Tomorrow
Learn from yesterday, live for today, hope for tomorrow. That is a quote by Albert Einstein and its message
is what we will focus on for the next hour. We are indeed going to reflect on our past to more fully know who
we are today and that will help us move toward who we want to be tomorrow. However, there is more to this
quote. Einstein also said, The important thing is not to stop questioning. This next hour is not only about
reflecting upon our past, but also questioning what we have learned.
Communities of Practice
Explain the Activity - 5 minutes
This next activity is called Communities of Practice and its purpose is to illustrate the importance of
acknowledging all of our experiences. Cris Cullinan (2000) describes communities as place where our values,
perspectives, and beliefs about the world are created; these values are formed early in our lives as children
and become difficult to change as we evolve into adults. Within a context of oppression, power, and privilege,
the messages received from these communities both directly and indirectly shape our attitudes about
ourselves and other people. The communities we are going to reflect upon are: the people who raised us, our
friends, teachers in our K-12 education, and the media. The idea is that we retain lessons from these
communities and unless we pay attention to them, the messages will negatively inhibit our ability to
effectively work with one another and impact our work with residents. We need to take conscious measures
to counter some of the voices these messages leave in the back of our minds, the ones that inform how we see
ourselves in the world, America, and at HSU.
Of course, as Im sure we all have grown and evolved in our identities through the course of our lives and no
longer believe everything we once did, just as I dont believe all that I was taught as a child. However, there
are messages that continue to inform the way we view people who are similar to and different from
ourselves. So, throughout the room, Ive posted value statements with a continuum from strongly rejected to
strongly held. Each of you will receive stick-on colored dots for each of four different communities of
practice. You will also receive a white dot to represent HSU. This will provide for richer discussion for when
we discuss how this activity can help us build community at HSU.
Explain the colors that correspond to the Communities of Practice:
Yellow the people who raised you
Green your schooling (K12)
Red the media
Blue your friends and peers
White HSU Community
Each of you will need to place one of each color of your dots on each statement along the continuum,
indicating whether the statement was strongly rejected or strongly held by those communities. You will not
have much time to do this, so go with your first instinct and dont second guess yourself.
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Cycle of Socialization
The cycle of socialization is an illustration of how we come to learn what we know about differences based on social
identities and outlines ways in which oppression is reinforced and disrupted, essentially it is the theory that supports the
activity we just did. We are born into a specific set of social identities, related to the categories of difference
mentioned above, and these social identities predispose us to unequal roles in the dynamic system of oppression. We
are then socialized by powerful sources in our worlds to play the roles prescribed by an inequitable social system. This
socialization process is pervasive (coming from all sides and sources), consistent (patterned and predictable), circular
(self-supporting), self-perpetuating (intradependent) and often invisible (unconscious and unnamed). (Bobbie Harro,
1997)
NOTE: All content for The Cycle of Socialization can be found in Readings for Diversity and Social Justice: Pages 45-51.
The previous activity (Communities of Practice/Influence) illustrates the impact the Cycle of Socialization has on our
perceptions of others.
Explain the cycle:
a. The Beginning - born into system of oppression with no awareness of social identities or norms created by the
dominant/privileged social identity groups. Babies do not know how to stereotype people.
b. First Socialization - We are taught what to think about ourselves and how we relate to others by the people we
know. Because we are dependent on these people and critical thinking skills are still being developed and we are
like a big sponge. This early socialization is often not questioned and therefore we unconsciously conform to
what we are taught.
c. Institutional & Cultural Socialization -As we are introduced to multiple institutions and inundated with
stereotypes, our perceptions of ourselves and others are either reinforced or contradicted at this point in the
cycle. This is where we are likely to see preferential treatment and are exposed to rules, roles and assumptions
that are not fair to everyone. These messages we receive justify discrimination and prejudice.
d. Enforcements - Enforcements are in place to maintain systems of oppression, thus granting privileges to those
that maintain them. Those who object to maintain systems of oppression are often met with resistance and
their access to privileges can become threatened.
e. Results -By participating in our subordinate/target we reinforce stereotypes, collude, and perpetuate system of
oppression (internalized oppression). By participating in our dominant/agent roles and remain unconscious of or
are unwilling to interrupt the cycle, we perpetuate the system of oppression.
f. Actions -The conscious choice to interrupt oppression or perpetuate it by doing nothing.
g. The Core of the Cycle - Fear, ignorance, confusion, insecurity, power or powerlessness keep us in the cycle. Our
dominant/agent or subordinate/target social group identities will impact our rationale for remaining in the
cycle.
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2. Choose one of your privileged social identities and write down the first 5-10 things that come to mind
about how you learned to be that identity?
3. Reflecting on your own Core of the Cycle, what has kept you inside the circle?
5-Minutes Break
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2. Describe a time when you felt the need to assimilate to the culture of others? How did this make you feel?
3. List as many other examples of cultural appropriation as you can think of?
5-Minutes Break
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Cycle of Liberation
As people come to understand oppression and their
roles
this social justice, we seek new paths for creating social
Cycle
ofinLiberation
change. We redirect our path towards one of empowerment or liberation. This path is the cycle of liberation. Unlike the
cycle of socialization, which teaches us how to play our roles in an oppressive society and remain unaware of the
existence of oppression, the cycle of liberation guides us in creating the kind of lasting change that addresses the root
causes of oppression. The purpose of the model is to assist people in moving towards liberation when that path may
otherwise remain elusive. (Bobbie Harro, 1997)
NOTE: All content for The Cycle of Liberation can be found online at:
https://www.ohrd.wisc.edu/Home/Portals/0/Leadership%20at%20Lunch/The%20Cycle%20of%20Liberation.pdf
Explain the cycle:
a. Waking Up - pivotal experiences lead us to rethink what we were once taught and how we have come to view
the world. We may experience cognitive dissonance in this phase, meaning that things that used to understand
now start to not make sense.
b. Getting Ready - Building aspects of ourselves and our world view based on new experiences. We become
introspective to identify which aspects of our beliefs, attitudes, and behaviors need to be challenged. We may
discover that we need to educate ourselves. Once we know something, we cannot not know it anymore. We
start to exercise our questioning and challenging skills to expand our understanding of the world.
c. Reaching Out - We begin to need to seek expertise outside of ourselves. We need to start speaking out when we
disagree, instead of remaining silent. We may get pressure from some to stop making waves and to accept the
status quo, but we may also get new friends and encouragement for doing so. Reaching out will take us from a
personal space to an interpersonal one.
d. Building Community - We begin to change how we value others and how we interact with them on a regular
basis. We start to dialogue with others who share our identities for support, and dialoguing with people who are
different from us to gain understanding. Group dialogue helps to realize that there many more strategies, ideas,
and options than we had originally thought. We cant change our roles only; we must address changing the role
for everyone involved.
e. Coalescing -Having built communities of support and learning, we are ready to move into action to interrupt the
oppressive system. We educate and motivate members of the uninvolved public. We refuse to collude in
oppression and see the journey as a we process. We have transformed our energy away from anger,
frustration, guilt and mistrust, and toward hope, shared power, trust, and optimism.
f.
Creating Change -We use our new found knowledge, growing awareness, and skills to move with our
communities toward transforming the system. It involves creating partnerships across difference to increase
shared power.
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physiological reactions:
subconscious behaviors or responses:
feelings:
self-talk/thoughts:
4. How did you want to respond? What would make you feel as though you could respond effectively?
Tracking
Lets talk about Tracking, a concept that essentially means noticing what is going on around you and within
yourself. It is noticing and naming what is happening within groups that are impacted by a systemic power
structure. The goal is to track dynamics without attributing meaning, judgment, story, interpretation.
Ask for a volunteer to come to the front of the room. Hand them a piece of paper with the following
prompt: You are in the middle of class and have been trying to stay engaged with the professors
lecture, but you are distracted. You recently found out that a family member, who you loved dearly,
has passed. You would much rather be with family, preparing to mourn the loss of your loved one, but
you are sitting in class. Your gaze starts to drift away from the lecture as sadness takes over you. You
cross your arms, are now slouched in your chair, and by this point, have an emotionless face. You are
just staring at the wall of the classroom, not thinking about all that is going on around you. Explain the
scene to the rest of the group: I simply want you to observe this student who is sitting class.
Ask the group: What do you see?
Have people raise hands to the following questions:
How many of you have seen this person in class before?
How many of you have been this person in class before?
Do you think that this person is just bored of listening to the professor lecture?
Do you think they are thinking about plans for the weekend?
Do they seem tired from the night before?
Either ask for other stories they see or just go to pointing out that a story is being told. Then have the
volunteer read the piece of paper they were given. Point on the danger of a single story.
Tracking is a skill that can help us to notice actions or behaviors that change group dynamics and by
naming these dynamics we can grow together. It just must be practiced without judgement, without us
attaching our own story.
1. What are some examples of when you all have tracked an action or behavior that changed the dynamics
within a group? This could have happened today, in this space.
2. Tracking is also a self-reflective process. Consciously managing our own triggers as well as those of
others in a group is very important.
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I know someone who is (shared identity), and they dont agree with you.
I dont see it that way (and therefore, it doesnt really happen)
That doesnt happen to me (so it doesnt exist)
That was not my intent! I did not mean to! You misunderstood me. (Stepping on toe analogy).
Youre overreacting Youre too sensitive
They are a good person. They never meant to do that.
Im sure that person didnt mean to
That person probably just didnt
Share chivalry example in PPT. Growing up I saw men treat women as weaker, less capable, and less
competent. They, including myself, would offer to opening bottles, carrying everything heavy, open all doors,
and The PLE that men often explained was that this how a gentlemen treat women, all in the name of
chivalry. However, these kinds of actions are actually saying that women are not strong enough, capable
enough, or competent enough.
Strong agents of change will notice when they or another person uses a perfectly logical explanation to
diminish the experiences of other people. This can happen in classes, during meetings, while watching a movie
with friends, or even when we are just walking around Arcata. Agents of change make it a point to notice
when peoples experiences are being invalidated and then bring up a discussion of that dynamic within the
group. Again this conversation does not sound like, Hey that is a PLE. Ask people if that made them feel
invalidated. Prompt people to think about the relevant ism a little further before moving on. Encourage
people to consider the causes of issues they may be emotionally uncomfortable for them before they resort to
the logical reasons that are so easy for them to accept. Lets now talk about strategies we can use to
effectively be an agent of change, notice oppression when it occurs, and engage those around us in social
justice work.
Practice Addressing Oppressive Situations
Now lets talk through some situations that I have been a part of in some way. Im going to ask you all to share how you
think you could address the situation. How you could be the agent of change in the situation. (If people want I will say
how I responded.)
1. When I was a new Assistant Resident Director, I overheard one of my residents tell another resident, You are
supposed to be good at math. You are Asian.
2. When I was home for Christmas a few years ago, my sister and I were out buying gifts for people. When we
looked at one potential gift, she said, That is so gay.
3. During my first year of graduate school, I remember sitting in class and I must have made a mistake because I
lowered my head and exclaimed, I am retarded.
4. After I returned from Kauai, Susie and I were riding the bus to the mall when a guy standing next to me, looked
at my hat, and said, Thats a womens hat.
5. A white male professor of mine showed respect for his students by addressing them with sir and maam. I knew
that at least one person in the class identified as gender non-conforming.
6. On Sunday morning I woke up and opened Facebook, as I usually do. One of the first posts I saw was by
somebody from my small hometown. It said, White privilege doesnt exist. That is reverse racism.
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1. How can you utilize skills in tracking and triggering to address microaggressions, appropriation and
assimilation?
2. How can you apply what you have learned today to your work in Housing?
3. What is your ripple doing for the world and how do you remember that when there is relentless
opposition?
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Microaggression Examples
Where are you from? Where were you born? You
speak good English. You don't even speak with an
accent. How long have you been in the States?
Ascription of Intelligence:
Assigning intelligence to a person
based on their race, gender or
(perceived) abilities.
Implicit Message
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Themes
Themes
Microaggression Examples
Implicit Message
Microaggression Examples
Implicit Message
I don't see why students with ADHD get extra time Students with learning or other invisible disabilities
to complete exams? Everyone would benefit from are not smart enough - they are just using the system
having extra time on exams!
to get an unfair advantage.
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Themes
Themes
Microaggression Examples
Implicit Message
Microaggression Examples
Implicit Message
A college or university that does not offer classes in This learning is not important. The histories, issues,
race, gender, LGBTQ, or disability studies, OR
and perspectives of White men are essential
does not require its graduates to learn about
knowledge for success during and after college, while
systems of privilege and oppression.
learning any other perspectives is not important.
Environmental Microaggressions:
Ways in which larger systems
beyond the individual realm (such
Women students' needs are not as important to us.
There is no women's center on campus.
as institutional policies and
Women are treated completely equally to men.
practices) work to maintain systems
of privilege and oppression.
It costs significantly more for LGBTQ faculty and
Institutions expect LGBTQ faculty and staff to cover
staff to cover their partners under the university's
health insurance because this is a federally taxed
benefit.
The only options for gender on university forms are Transgender individuals do not belong or matter here.
"male" and "female"
TV shows and movies that feature predominantly
White programs, without "diverse" representation of
people of color.
Notes or Additions:
References:
Sue, Derald Wing. 2007. Racial Microagressions in Everyday Life: Implications for Clinical Practice. American Psychologist . 271- 286.
Burak, Kim, Taneja. 2009. Adaptations of Microaggressions Tables. Syracuse University
Grabsch D. K., Rotter, C. 2010. Microaggressions and Student Affairs Practice. Texas A&M University
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1. GENDER
MEN
2. GENDER IDENTITY
CISGENDER/NONTRANS
3. RACE
WHITE PEOPLE
4. SEXUAL ORIENTATION
HETEROSEXUAL
5. AGE
6. CLASS
7. EDUCATIONAL LEVEL
COLLEGE GRADUATE
9. NATIONALITY
RAISED BY BIOLOGICAL OR
ADOPTIVE FAMILY IN AN
ENVIRONMENT THAT FELT
SAFE AND WITHOUT ABUSE
11. ABILITY/DISABILITY
TEMPORARILY ABLEBODIED
12. ETHNICITY/CULTURE
WESTERN EUROPEAN
13. SIZE/APPEARANCE
SLENDER; PERCEIVED AS
ATTRACTIVE; HANDSOME;
BEAUTIFUL; ETC.
PROPER ENGLISH
15. MARITAL/PARENTAL
STATUS
MARRIED IN A HETEROSEXUAL
RELATIONSHIP WITH OR
WITHOUT CHILDREN
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