“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 Dimens...
Great Thinkers… Ask great questions of others and themselves. Ask bold questions. Are free thinkers. Are honest. Are ...
Approximately how many studiesof been conducted in the last 10years (2001-2010) that look at AAmales, RACE, and academicac...
Approximately how many studiesof been conducted in the last 10years (2001-2010) that look at AAmales, GENDER, and academic...
Consequences One-dimensional approach to a multi-dimensional issue. Influx of literature on race. Inadvertently perpetu...
What‟s Missing? A look at the interactions of gender identity andassociated conflict. Focus on MCC development as a sequ...
Tripartite ModelSkillsKnowledgeAwareness
Privilege & Oppression Receiving less negativeconsequences associatedwith aspect of your identity. Unearned, invisible, ...
ACTIVITY In what ways do you experience PRIVILEGE as itrelates to your cultural identity? In what ways do you experience...
What are the initial thoughts of AfricanAmerican (AA) males (10-17) whenthey enter a classroom and recognizethat their tea...
What are the initial thoughts of Whitewomen when AA (middle-high) males entertheir classroom?a. “I don‟t see color…I only ...
What are we seeing? Acknowledgement of awareness race and gender onsome levels. Avoidance less desirable feelings (OPPRE...
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•...
Self-Awareness•Cultural of Origin•Who am I?Identity•What do I believe?•Why do I believe what Ibelieve?Values •What are myp...
What are YOU doing?What have you done…Whatare you doing to increaseawareness of self to improveyour positive impact andmin...
Bias 101:Are you up for the challenge? Accept where you are…so that you can move towardsbeing who you want to be. 50 Bia...
What‟s in it for you? Greater satisfaction in your work related to self-efficacy. Greater work/life balance and decrease...
Be Brave…Be Honesthttp://youtu.be/aRZIMxVZNosCULTURAL RESPONSIVITY TRAININGdr.bhaizlip@gmail.combhaizlip@georgiasouthern.e...
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Nyar presentation 2013

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Nyar presentation 2013

  1. 1. “Man…Why can‟t I havea Black teacher?”Dr. Breyan Haizlip, LMHC, LPCMr. Adam HaizlipGeorgia Southern University
  2. 2. 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
  3. 3. Great Thinkers… Ask great questions of others and themselves. Ask bold questions. Are free thinkers. Are honest. Are brave.
  4. 4. 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
  5. 5. 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
  6. 6. 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.
  7. 7. 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.
  8. 8. Tripartite ModelSkillsKnowledgeAwareness
  9. 9. 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.
  10. 10. 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?
  11. 11. 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?”
  12. 12. 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.”
  13. 13. 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
  14. 14. 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.”
  15. 15. Conflicting IdentityDimensions• InternalizedRacism• White Privilege• Inadequate• Anxious• Denigrated• Adequate• Confident• Affirmed• Male Privilege• InternalizedSexismGender PrivilegeRaceOppression
  16. 16. 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
  17. 17. 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?
  18. 18. 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
  19. 19. 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.
  20. 20. Be Brave…Be Honesthttp://youtu.be/aRZIMxVZNosCULTURAL RESPONSIVITY TRAININGdr.bhaizlip@gmail.combhaizlip@georgiasouthern.eduDr. Breyan Haizlip, CRTE ConsultantAdam Haizlip, CRTE Consultanthaizlip.adam1@gmail.com804.943.6001

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