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