“Man…Why can‟t I havea Black teacher?”Dr. Breyan Haizlip, LMHC, LPCMr. Adam HaizlipGeorgia Southern University
Program Outcomes Knowledge concerning the Tripartite Model ofMulticultural Competency (MCC) Introduce Conflicting Dimensions of Oppression vs.Privilege in Identity Development Discuss Intersectionality of Gender Identity and RacialIdentity Development Opportunities for Increased Insight of Self
Great Thinkers… Ask great questions of others and themselves. Ask bold questions. Are free thinkers. Are honest. Are brave.
Approximately how many studiesof been conducted in the last 10years (2001-2010) that look at AAmales, RACE, and academicachievement?a. 250b. 500c. 750d. None of the Above
Approximately how many studiesof been conducted in the last 10years (2001-2010) that look at AAmales, GENDER, and academicachievement?a. 250b. 500c. 750d. None of the Above
Consequences One-dimensional approach to a multi-dimensional issue. Influx of literature on race. Inadvertently perpetuates the notions of “other”. Points to “race” as the central conflict. Reinforce oppression-related trauma. Missed opportunities to educate about internalized supremacyand internalized oppression related to race. Discounts gender as salient in male-female interactions. Inadvertently perpetuates norms about gender. Male Privilege Missed opportunities to educate our males about internalizedsupremacy related to gender.
What‟s Missing? A look at the interactions of gender identity andassociated conflict. Focus on MCC development as a sequential learningprocess. Honest discussion of intersections of privilege andoppression and how that affects Teacher-Studentrelationships.
Privilege & Oppression Receiving less negativeconsequences associatedwith aspect of your identity. Unearned, invisible, andunconscious advantagesawarded as a result ofdominant groupmembership. The exercise ofburdensome, unjust, orcruel treatment of amember of a marginalizedgroup or individual. Unearned, visible, andconscious disadvantagedconditions as a result ofnon-dominant groupmembership.
ACTIVITY In what ways do you experience PRIVILEGE as itrelates to your cultural identity? In what ways do you experience OPPRESSION as itrelates to your cultural identity? Which (OPPRESSION or PRIVILEGE) has been moreimportant to your identity development?
What are the initial thoughts of AfricanAmerican (AA) males (10-17) whenthey enter a classroom and recognizethat their teacher is a White female?a. “What is this White lady going to teach me?”b. “Another White lady?…”c. “Man…I know I am going to have problems this year.”d. “I know she don‟t like me.”e. “Man…Why can‟t I have a Black teacher?”
What are the initial thoughts of Whitewomen when AA (middle-high) males entertheir classroom?a. “I don‟t see color…I only see my student.”b. “I just see a male student walking in the room.”c. “I hope I don‟t have any problems with „this‟ student.”d. “I‟m not going to take any „crap‟ this year.”e. “I know how to work with „these‟ students.”
What are we seeing? Acknowledgement of awareness race and gender onsome levels. Avoidance less desirable feelings (OPPRESSION): INADEQUACY ANXIETY Acceptance of more desirable feelings (PRIVILEGE): ADEQUACY CONFIDENCE
The SELF“I am not who YOU THINK I AM…I am not who I THINK I AM…I am WHO I THINK YOU THINK IAM.”
Conflicting IdentityDimensions• InternalizedRacism• White Privilege• Inadequate• Anxious• Denigrated• Adequate• Confident• Affirmed• Male Privilege• InternalizedSexismGender PrivilegeRaceOppression
Self-Awareness•Cultural of Origin•Who am I?Identity•What do I believe?•Why do I believe what Ibelieve?Values •What are myperceptions ofself/others?•Desirable/UndesirableBiases•Who am I now?AuthorizedIdentity
What are YOU doing?What have you done…Whatare you doing to increaseawareness of self to improveyour positive impact andminimize your negativeimpact in your work?
Bias 101:Are you up for the challenge? Accept where you are…so that you can move towardsbeing who you want to be. 50 Biases related to RACE and GENDER Cultural Autobiography Privilege Checklist Gender and Racial Identity Development Models Understanding Internalized Oppression Cultural Immersion Project Seek opportunities for Professional Development
What‟s in it for you? Greater satisfaction in your work related to self-efficacy. Greater work/life balance and decreased in work related stress. Higher achievement rates of all students in particular, AfricanAmerican males in particular. Promotion into leadership roles. Closing gap of disproportionality. Culturally competent teachers create culturally competentschools. Culturally competent teachers give their students the gift of beinghope.
Be Brave…Be Honesthttp://youtu.be/aRZIMxVZNosCULTURAL RESPONSIVITY TRAININGdr.firstname.lastname@example.org@georgiasouthern.eduDr. Breyan Haizlip, CRTE ConsultantAdam Haizlip, CRTE Consultanthaizlip.email@example.com