IV IN G L R
E T H E TO G Skills for Engaging in Conversations on Diversity and Social Justice

RAWBAT

RAWBAT Resident Assistants will be
able to...

RAWBAT • Define basic terms
including power, privilege, and microagression • Identify instances where microagressions may be occurring • Identify the difference between intent and impact when making statements • Describe “rules of thumb” for successfully navigating difficult conversations around difference

R
O
L
E
S

R O What ground rules
do we have for our L discussion today? What roles will we play? E S

R
O
L
E
S

R - Respect O L
E S

R - Respect O L
- Listen first E S

R - Respect O L
- Listen first E What would S you add?

First, a few concepts...

POWER “social oppression exists when
one social group, whether knowingly or unconsciously, exploits another social group for its own benefit.” Hardiman, R., & Jackson, B. W. (1997). Conceptual foundations for social justice courses. In M. Adams, L. A. Bell, & P. Griffin (Eds.). Teaching for diversity and social justice: A sourcebook (pp. 16-29). New York, NY: Routledge. (page 17)

PRIVILEGE “Both agents, those who
are privileged in the hierarchy of oppression, and targets, those who are victimized and penalized, play a role in maintaining oppression.” Bell, L. A. (1997). Theoretical Foundations for Social Justice Education. In M. Adams, L. A. Bell, & P. Griffin (Eds.). Teaching for diversity and social justice: A sourcebook (pp. 16-29). New York, NY: Routledge. (page 12)

So... How does this influence
how we talk about these topics and issues?

m icro
aggressions

microagressions are... “brief and commonplace
daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative... slights and insults toward people...” Sue, Derald Wing; Capodilupo, Christina M.; Torino, Gina C.; Bucceri, Jennifer M.; Holder, Aisha M. B.; Nadal, Kevin L.; Esquilin, Marta. Racial Microaggressions in Everyday Life: Implications for Clinical Practice. American Psychologist, v62 n4 p271-286 May-Jun 2007.

like mosqu
ito bites

one bite might not hurt
that much...

but multiple bites can build
over time

EXAMPLE A gay man constantly
gets asked if he has a girlfriend.

What are the hidden
assumptions?

EXAMPLE A low income student
constantly gets asked to participate in expensive activities.

What are the hidden
assumptions?

We often have a good
INTENT but the IMPACT of what we say can have a different unintended effect.

Some of my best friends
are... [insert] Cullen, M. (2008). 35 dumb things well-intentioned people say. New York, NY: Morgan James Publishing. (page 63)

what’s the INTENT? what’s the
IMPACT? what should you do INSTEAD?

“Why do [insert] always have
to sit together? They are always sticking together.” Cullen, M. (2008). 35 dumb things well-intentioned people say. New York, NY: Morgan James Publishing. (page 98)

what’s the INTENT? what’s the
IMPACT? what should you do INSTEAD?

OOP S!

tepped in it! I s
Now what?

Now what... • Remember this
conversation • Manage your feelings of defensiveness • Listen intently to what happened • Reflect on what you heard • Figure out how to ground yourself so you can hear difficult feedback Special thanks to Stacey Pearson Wharton.

Now what 2... • Apologize
immediately • Take responsibility • Don’t try to prove your point of view or how much of a ____ist you are not • Share how you can make it different (if possible • Follow up

RAWBAT • Define basic terms
including power, privilege, and microagression • Identify instances where microagressions may be occurring • Identify the difference between intent and impact when making statements • Describe “rules of thumb” for successfully navigating difficult conversations around difference

IV IN G L R
E T H E TO G Skills for Engaging in Conversations on Diversity and Social Justice