“Diverse Leadership + Expanding Opportunity: An Imperative for America”Nicholas Hartlep
Dr. Nicholas D. Hartlep is currently an Assistant Professor of Educational Foundations at Illinois State University. Prior to that, he was an Advanced Opportunity Program Fellow at the University of Wisconsin-Milwaukee, an “Urban 13” University, where he earned a Ph.D. in the Social Foundations of Urban Education and was named an “Outstanding Doctoral Student.” Dr. Hartlep also has a Master of Science Degree in K-12 Education and Bachelor of Science Degree in Teaching, both conferred from Winona State University. As a former public school teacher he has taught in Rochester, Minnesota and Milwaukee, Wisconsin, as well as abroad in Quito, Ecuador. Dr. Hartlep’s research interests include urban in-service teachers’ dispositions, the impact neoliberalism is having on schools and society, the model minority stereotype of Asians, and transracial adoption. His interest in transracial adoption stems from the fact he was adopted from Seoul, South Korea when he was approximately 16-months old. In 2011, Dr. Hartlep received a scholarship from the Global Overseas Adoptees’ Link (GOA’L) that allowed him to return to Korea to see where he was born. His scholarly books include Going Public: Critical Race Theory & Issues of Social Justice (2010), The Model Minority Stereotype: Demystifying Asian American Success (2013), Unhooking from Whiteness: The Key to Dismantling Racism in the United States (2013), and The Model Minority Stereotype Reader: Critical and Challenging Readings for the 21st Century (2014). He is currently editing two books, Killing the Model Minority Stereotype: Asian American Counterstories and Complicity, and Modern Societal Impacts of the Model Minority Stereotype. You can follow his work on Twitter @nhartlep or at www.nicholashartlep.com
This presentation examines the impact of racism and oppression on Black youth culture and behavior. Strategies are explored to deconstruct racist responses to youth culture and promote positive youth development and freedom.
“Diverse Leadership + Expanding Opportunity: An Imperative for America”Nicholas Hartlep
Dr. Nicholas D. Hartlep is currently an Assistant Professor of Educational Foundations at Illinois State University. Prior to that, he was an Advanced Opportunity Program Fellow at the University of Wisconsin-Milwaukee, an “Urban 13” University, where he earned a Ph.D. in the Social Foundations of Urban Education and was named an “Outstanding Doctoral Student.” Dr. Hartlep also has a Master of Science Degree in K-12 Education and Bachelor of Science Degree in Teaching, both conferred from Winona State University. As a former public school teacher he has taught in Rochester, Minnesota and Milwaukee, Wisconsin, as well as abroad in Quito, Ecuador. Dr. Hartlep’s research interests include urban in-service teachers’ dispositions, the impact neoliberalism is having on schools and society, the model minority stereotype of Asians, and transracial adoption. His interest in transracial adoption stems from the fact he was adopted from Seoul, South Korea when he was approximately 16-months old. In 2011, Dr. Hartlep received a scholarship from the Global Overseas Adoptees’ Link (GOA’L) that allowed him to return to Korea to see where he was born. His scholarly books include Going Public: Critical Race Theory & Issues of Social Justice (2010), The Model Minority Stereotype: Demystifying Asian American Success (2013), Unhooking from Whiteness: The Key to Dismantling Racism in the United States (2013), and The Model Minority Stereotype Reader: Critical and Challenging Readings for the 21st Century (2014). He is currently editing two books, Killing the Model Minority Stereotype: Asian American Counterstories and Complicity, and Modern Societal Impacts of the Model Minority Stereotype. You can follow his work on Twitter @nhartlep or at www.nicholashartlep.com
This presentation examines the impact of racism and oppression on Black youth culture and behavior. Strategies are explored to deconstruct racist responses to youth culture and promote positive youth development and freedom.
The global financial crisis that burst the economic bubble throughout the west had the hardest hit on teens and young population. Although after the crisis, many millennials found their hold back and returned to normal - there are still millions in the U.S. and abroad who are neither working nor in school (aka NEETs).
Here we present some facts about those who are still struggling to find a living...
As different systems and parts of the body send signals to the brain, they alert the hypothalamus to any
unbalanced factors that need addressing. The hypothalamus then responds by releasing the right hormones
into the bloodstream to balance the body.
One example of this is the remarkable ability of a human being to maintain an internal temperature of 98.6
°Fahrenheit (ºF).
Pituitary gland - The pituitary gland receives signals from the hypothalamus. This gland has two lobes, the
posterior and anterior lobes. The posterior lobe secretes hormones that are made by the hypothalamus. The
anterior lobe produces its own hormones, several of which act on
other endocrine glands.
When you meet someone, what are some of your initial assumptions? Do these assumptions impact the way you interact with them? Our brains naturally place people into larger groups or categories. These assumptions are helpful to some, yet harmful to others. In business, subtle biases can become major roadblocks to fair and inclusive diversity practices. We gravitate toward certain types of people, or simply forget to acknowledge others. As women of color, these biases create challenges that may include racial and gender stereotypes that cause our contributions to be ignored or diminished. How do we become examples of fair and inclusive practices? How do we challenge our culture to move toward greater levels of awareness? Studies have shown that men become less bias toward women when they discuss needs and are forced to challenge assumptions. This seminar will challenge your personal biases and address ways to engage in conversations that test faulty thinking and increase cultural awareness.
At the end of this seminar, participants will be able to:
a. Define unconscious and subtle bias.
b. Identify personal biases and behaviors that support faulty cultural norms.
c. Explore specific ways that race and gender impact achievement.
d. Discuss communication strategies to encourage productive conversations.
e. Examine behaviors and cultural practices that create diversity challenges.
This module discusses basic information about diversity and inclusiveness necessary for preparing employees to work in multicultural workplace settings.
The global financial crisis that burst the economic bubble throughout the west had the hardest hit on teens and young population. Although after the crisis, many millennials found their hold back and returned to normal - there are still millions in the U.S. and abroad who are neither working nor in school (aka NEETs).
Here we present some facts about those who are still struggling to find a living...
As different systems and parts of the body send signals to the brain, they alert the hypothalamus to any
unbalanced factors that need addressing. The hypothalamus then responds by releasing the right hormones
into the bloodstream to balance the body.
One example of this is the remarkable ability of a human being to maintain an internal temperature of 98.6
°Fahrenheit (ºF).
Pituitary gland - The pituitary gland receives signals from the hypothalamus. This gland has two lobes, the
posterior and anterior lobes. The posterior lobe secretes hormones that are made by the hypothalamus. The
anterior lobe produces its own hormones, several of which act on
other endocrine glands.
When you meet someone, what are some of your initial assumptions? Do these assumptions impact the way you interact with them? Our brains naturally place people into larger groups or categories. These assumptions are helpful to some, yet harmful to others. In business, subtle biases can become major roadblocks to fair and inclusive diversity practices. We gravitate toward certain types of people, or simply forget to acknowledge others. As women of color, these biases create challenges that may include racial and gender stereotypes that cause our contributions to be ignored or diminished. How do we become examples of fair and inclusive practices? How do we challenge our culture to move toward greater levels of awareness? Studies have shown that men become less bias toward women when they discuss needs and are forced to challenge assumptions. This seminar will challenge your personal biases and address ways to engage in conversations that test faulty thinking and increase cultural awareness.
At the end of this seminar, participants will be able to:
a. Define unconscious and subtle bias.
b. Identify personal biases and behaviors that support faulty cultural norms.
c. Explore specific ways that race and gender impact achievement.
d. Discuss communication strategies to encourage productive conversations.
e. Examine behaviors and cultural practices that create diversity challenges.
This module discusses basic information about diversity and inclusiveness necessary for preparing employees to work in multicultural workplace settings.
Question #1 Please choose ONE of the following to make an origi.docxsimonlbentley59018
Question #1:
Please choose ONE of the following to make an original response. Focus on quality, CRITICAL THINKING, sharing YOUR perspectives/ideas with a little bit of support for your assertions.
Violence and Women
:
Violence against females is a worldwide issue. What types of gender roles, cultural beliefs, political systems, and SOCIALIZATIONS influence and tolerate violence against women? Think deeply; what types of things are said or behaviors condoned or tolerated that cause, promote, or sustain violence against women? Provide support.
Violence and Men:
Violence against men, between men, and by men is a worldwide issue (no male bashing here, just going by prevalence rates). What types of gender roles, cultural beliefs, political systems, socialization processes, impact violence for men? Specifically, what do we say and do as a culture (not necessary you) to teach, condone, sustain certain masculine characteristics that could lead to violence? What can be done to help counteract unhealthy aspects of socialization? Pay attention to why you think women may have less rates of violence due to psychological or socialization processes.
Violence against non-binary
(including but not limited to binary transgender, non-binary transgender, non-binary in general, agender, bigender, gender fluid). What types of gender expected roles, cultural beliefs, socialization processes, attitudes, political systems, religious systems, and misinformation/myths contribute to violence towards non-binary persons? How does biopsychosocial scientific evidence challenge misconceptions? Include in your critical thought important measures needed to reduce violence.
Helping and Gender:
Discuss whether or not you see gender differences in helping behaviors of males vs. females. Be specific. Some examples: Are men more kind or females? How about instrumental vs. communicative style? Which gender might be rewarded more for specific helping behaviors: do we reward men for doing the dishes than women? Do we say men are instrumental ignoring the vast amount of "doing to show love" by women? Do we praise women for being more communicative in helping others while shaming men for having male to male "heart to hearts talks?" Does what we do, along gender lines, in terms of helping on a daily basis show a societal value and expectation that is gender influenced? Ex: Helping by caring for others, helping by protecting, helping by serving in different roles, help by risking life?
Self Efficacy
: Elaborate on the concepts of self-efficacy and gender. What aspects of gender identity or socialization may impact a person's sense of confidence, ability, and mastery? Elaborate and provide examples.
Sexuality as vulnerability:
Compare and contrast the concept of sexuality as a weakness/vulnerability between males, females, non-binary and those with non-hetero attractions. Provide some specific examples and let me see your critical thinking. Are male, female, and/or no.
Working with black males is a challenge for many institutions and service providers. Part of the problem lay in the understanding and articulation of the problem. The lens that views black males as the problem is at the core of the problem. From a critical race lens, the institutions and their approach are more accurately viewed as the problem and this presentation identifies longstanding historical and cultural factors that contribute to this problem.
Observation CollaborationThis week you will complete an observat.docxcherishwinsland
Observation Collaboration
This week you will complete an observation activity in your community. This activity will help prepare you for the Week 7 Assignment. This Forum is unique so read the instructions and point values carefully.
Write a 500+ word initial post that includes these components:
· Observation: 5 points
· Go to a public place and observe the people there for 25 minutes. What are the details of the location? Describe the general context (time of day, lighting, sounds, vibe/energy, etc.). Describe the people around you and their sociodemographic characteristics (age, race/ethnicity, gender/sex, socioeconomic status, etc.).
· Norms: 10 points
· Identify two or more social norms that people engaged in at the public place. A norm is a social rule. There are many norms that help to frame how we are supposed to behave in our daily lives, one example is gender norms (what are social rules we follow to 'be masculine' and to 'be feminine'); another example is standing in line (consider what would happen if you cut everyone in line at 8am in a Starbucks?).
· Concepts: 10 points
· How do these norms you observed in the scene fit with sociological concepts and theories we’ve learned so far in class? Some examples of sociological concepts we’ve learned about so far include gender roles and emotional labor. (What is a sociological concept? See below).
· Reflection: 5 points
· Reflect on your experience. How was this observing others through a sociological lens different from when you’ve “people watched” in the past? What perspectives do you think a sociologist can bring to our understanding of everyday human behavior?
· Active Forum Engagement: 10 points:
· Remember to write at least three 100+ peer responses. As with our other Forums, two responses need to be to peer posts and one response needs to be to someone who commented on your post. In any public scene, all of us will notice different things, and find different observations important or unimportant. In your peer responses, help one another identify sociodemographic characteristics, social norms, or sociological concepts that the classmate may not have noticed. Consider helping one another notice common themes in the types of public places you choose and your observations of people in those scenes.
· Active Forum Presence: 5 points
· Learner posts 4+ different days in the learning week. Initial post is made by Thursday 11:55pm ET of the learning week. Response posts are made by Sunday 11:55pm ET of the learning week.
· Writing Skills: 5 points
· Post is 500+ words. All posts reflect widely accepted academic writing protocols like using capital letters (“I am” not “i am”), cohesive sentences, and no texting language. Dialogue is also polite and respectful of different points of view.
What is a “sociological concept?” They are all the bold terms and phrases within the text, such as "socialization," "norms" and "folkways." Look at the bottom of the text page for the .
Unit 1 Module 1 - M1 Assignment 3Assignment 3 Views on Diver.docxTakishaPeck109
Unit 1: Module 1 - M1 Assignment 3
Assignment 3: Views on Diversity
Pablo believes that diversity is the most important issue in our culture, and that it is greatly underemphasized. On the other hand, Ralph rarely thinks of diversity, except when it is mentioned in the workplace. Monica is sensitized to multicultural issues because her parents are immigrants who still struggle with discrimination after being here for 20 years.
To obtain a cross-section of what people think about diversity, conduct five-minute interviews with three individuals you don't know well, and assess their views on diversity. You have been provided an
Informed Consent
document for the respondents to sign along with verbally consenting to participate in this assignment. This is to enable that the respondents demonstrate a clear understanding of the meaning and purpose of this assignment. While you are expected to use the informed consent form in keeping with ethical practices for data collection, you do not need to submit it to the instructor as part of the assignment.
Ask the respondents the following questions and record their answers:
When you hear the word diversity mentioned in the workplace, in the media, or in casual conversation, what meaning do you assign this term?
Does a particular race, ethnic group, or other minority group come to mind when you think of diversity? Does one of these groups pertain to you?
Do you think the majority of people in our culture:
Respect cultural differences among groups of people.
Show indifference to cultural differences.
Lack respect for cultural differences. Explain each choice.
If you were to make a suggestion about how our culture should handle diversity over the next decade, what would it be?
Compile your responses and write a brief reflection paper (two pages) on your findings. Specifically address the following issues:
What did you discover was the general attitude toward diversity in our culture?
Is diversity more associated with one race, ethnic, or other minority group than with others? If so, explain why this might be the case.
Compare and contrast the respondent's views with your own. How would you answer the same questions?
Submit your response to the
M1: Assignment 3 Dropbox
by
Wednesday, July 22, 2015
. Your response should be at least two pages long. All written assignments and responses should follow APA rules for attributing sources.
Assignment 3 Grading Criteria
Maximum Points
Interviewed a cross-section of people and acquired the desired responses.
15
Summarized the respondent's attitude toward diversity in modern culture using appropriate terms and concepts.
25
Commented on whether the respondent believed diversity was associated with one particular race or ethnic group more so than others.
25
Provided contrasting views between the respondent's and your own views on the discussed subjects along with an explanation.
25
Wrote in a clear, concise, and organized manner; demonstrated ethical sch.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
5. Sexist
Roots
Sexism IS bad
Sexism IS ALSO an everyday part of the lived
American experience
U.S. was founded on sexist (patriarchal) ideology
We are all a part of sexist systems in some way
How do we experience this at UNLV?
Blimling Pages 197 - 202
6. Racist
Roots
Racism IS bad
Racism IS ALSO an everyday part of the lived
American experience
U.S. was founded on racist ideology
We are all a part of racist systems in some way
How do we experience this at UNLV?
8. Founding of UNLV
“Rebelled” from the North (Reno)
Scarlet & Gray
Mascot
9. “Beauregard” to
“Hey Reb”
Hey Reb is not Confederate, he is a
Frontiersman
What did Frontier people do to Native
Americans?
10. Founding of
UNLV
UNLV founded in 1957 during the American Civil Rights
movement
LasVegas was known as “The Mississippi of the West”
Think of theTropicana Hotel, Flamingo Hotel
Moulin Rouge
Black-owned de-segregated hotel/casino
12. UNLV
Present
Day
By the numbers…
UNLV is a Federally-designated…
Minority Serving Institution (MSI 25%+ of students)
Hispanic Serving Institution (HSI 25% of students)
Asian American Native American Pacific Islander Serving Institution
(AANAPISI 25% students)
Faculty (those who teach) don’t match our student demographics
Less than 1% of Faculty are Alaska Native
Less than 1% of Faculty areTwo of More Race-identifying
Less than 6% of Faculty are Hispanic-identifying
Less than 5% of Faculty are African-American
Less than 16% of Faculty are Asian
Source: UNLV Office of Decision Support
13. UNLV
Present
Day
Faculty & Staff don’t match our student
demographics
Why?
Who are the role models?
Who is in charge at UNLV?
Who is making decisions at UNLV?
What is the difference between minority-having and
minority-serving?
How do RAs and Res Life influence those
distinctions?
14. WhenWeTalk
About Identity,
WhatAreWe
ADDRESSING?
ADDRESSING
Age & Generation
Developmental Disability
Disability (Acquired)
Religion
Ethnicity & Race
Socioeconomic Status
Sexual Orientation
Indigenous Populations
National Origin & Language
Gender
18. Power
Access to resources and/or
privileges.The ability to influence
the behavior of others, with or
without resistance.
19. Oppression
The prolonged state of unjust
treatment or control including
mental pressure or distress by
those in power.
You can’t have oppression
without power.
20. Inclusion
&
Inclusivity
Inclusion:The feeling or act of being included
Inclusivity: the practice or policy of including
people who might otherwise be excluded or
marginalized, such as those who have
physical or mental disabilities and members
of minority groups.
21. Social
Justice
Justice in terms of the distribution
of wealth, opportunities, and
privileges within a society.
Both a process AND a goal
24. Activity
Time!
Grab 3 Post-it Notes
1 Blue
1Yellow
1 Pink
Move around the room
SILENT ACTIVITY
Place theYELLOW Post-it Note on the identity you
think about MOST often
Place the PINK Post-it Note on the identity you think
other people notice about you the most
Place the BLUE Post-it Note on the identity you
think about LEAST often
31. Helm’s
White
Identity
Development
ForWhite Folx…
Pre-Encounter Stage
“I don’t have a race, I’m just normal.”
If you’re ‘normal’ then who is
abnormal?
How does this type of thinking,
engrained over a lifetime, lend
itself to a sense of superiority or
supremacy?
32. HelpUs
Dr.
Robin
DiAngelo
ForWhite Folx…
Pre-Encounter Stage
“I don’t have a race, I’m just normal.”
If you’re ‘normal’ then who is
abnormal?
How does this type of thinking,
engrained over a lifetime, lend
itself to a sense of superiority or
supremacy?
36. Resident
Assistants
RAs are very influential on social
systems within our communities
RAs are expected to be agents of
social change
Much of our training is focused
here
RAs are expected to influence,
confront, teach and learn about
issues of equity and inclusivity.
37. Re-Cap
We only press pause on these
conversations--we do not stop
them.
Identity plays a big role in the
journey of RAs—who am I, how do I
fit in the world?
How do I use the RA position to
break-down systems or barriers for
myself and others?
38. Re-Cap
If this is too much Social Justice or if
this is too “PC” for you, then being an
RA at UNLV is NOT the job for you.
39. Reflection
Questions
(Homework)
1)What is the danger of
minimization? As an RA, how is
assuming that we should all be
treated equally potentially harmful
when put into practice?
2) Reflecting on theWeek 5 lecture,
what are you still thinking about?
(What was most impactful?) What
questions do you still have?
For responses to Question 2, we will look for themes
and attempt to answer the most frequently asked
questions in a future class (likelyWeek 6)
40. Sources
Atkinson, Morten, Sue "Ethnic/Cultural Identity Development Model"
Barrick Museum of Art
Cass, "Coming Out Model"
Dafina-Lazarus Stewart, Inside Higher Education: "Language of
Appeasement"
Desert Rose Films
ElsieY. Cross Associates
Fusion Comedy
Google
Gregory S. Blimling, "The Resident Assistant"
Helms, "White Identity Development Model"
Kimberle' Crenshaw, "Theory of Intersectionality"
Milton Bennet, "Developmental Model of Intercultural Sensitivity"
Pamela Hays, "ADDRESSING Model"
Robin DiAngelo, "White Fragility“
Social JusticeTraining Institute
U.S. News & World Report
United Methodist Church
UNLV Libraries
UNLV Office of Decision Support
Youtube
We are talking about sensitive topics—including racism, but that is OK. We talk a lot about identity in our department.
Purpose of this class
What this is and what this is not (What we are talking about and what we are not talking about)
We are not just Housing & Residential Life, we are Housing & Residential Life at the most ethnically diverse undergraduate school in the nation.
RAs must have an awareness and skillset to navigate diversity
For international students, consider this lesson a deeper examination of American culture
For White folx, we’ll make sure your racial development is included too!
Q. Who knows where this picture was taken? A. Barrick Museum. The original gym floor from UNLV is preserved and is the floor of the Barrick Museum of Art. The Confederate Flag on Beau’s hat was painted-over gray.
UNLV founded with some high profile racist/Confederate influences
“Succeeding from the North” (Reno)
School colors match the confederacy (scarlet & gray)
Beauregard (Mascot)
Mascot controversy continues today
Native American Population
1950s and 60s Las Vegas was known as “Mississippi of the West”
Flamingo, Tropicana, Moulin Rouge Hotels
Rancho High School Riots
UNLV is an MSI, HIS AANNAIPSI
Current Issues
Faculty/Staff don’t match student population
Lack of activism supports the Status Quo/dominant culture
Does not support marginalized or less privileged groups
UNLV is an MSI, HIS AANNAIPSI
Current Issues
Faculty/Staff don’t match student population
Lack of activism supports the Status Quo/dominant culture
Does not support marginalized or less privileged groups
Developed by Pamela Hays (1996, 2008), the “ADDRESSING” model is a framework that facilitates recognition and understanding of the complexities of individual identity. According to Hays, consideration of age, developmental disabilities, acquired disabilities, religion, ethnicity, sexual orientation, socioeconomic status, indigenous group membership, nationality, and gender contributes to a complete understanding of cultural identity. Each factor can help researchers understand underrepresented groups and oppressive
Equity (Ball field graphic, shoe example)
Weird Grammar
Handout-Language of Appeasement
Developed by Pamela Hays (1996, 2008), the “ADDRESSING” model is a framework that facilitates recognition and understanding of the complexities of individual identity. According to Hays, consideration of age, developmental disabilities, acquired disabilities, religion, ethnicity, sexual orientation, socioeconomic status, indigenous group membership, nationality, and gender contributes to a complete understanding of cultural identity. Each factor can help researchers understand underrepresented groups and oppressive.
Refer to page 2 of the handout
Privilege Activity (Worksheet+Privileged and Marginalized Definitions and Group Patterns)
Privilege identities tend to focus on individual, marginalized identities focus on community membership and shared experiences
Small group discussion at tables
Privilege Activity (Worksheet+Privileged and Marginalized Definitions and Group Patterns)
Privilege identities tend to focus on individual, marginalized identities focus on community membership and shared experiences
Small group discussion at tables
When we learn about identity theories, or any theory, it is important to understand that you will hear many different generalizations. This is because theory is developed based on patterns of behavior. Also, theories are like colors; if you learn about 3 theories, then you are only painting with three colors. The more theories you can incorporate, the more robust your research and understanding of a particular topic are.
Very common in Res Life; people are often away
from home for the first time and are more free of oppressive forces. This enables them to explore their sexuality in safer spaces.
Disclosure for folx on the Queer Spectrum
Influenced by safety
Blimling Pages 205-206
Non-linear process
Not all inclusive of trans-identity, those theories are still, largely, being researched and developed
Helm’s White ID Development (U.S. White People)
“I don’t have a race, I’m just normal”
If you’re ‘normal’ then who is abnormal?
How does this type of thinking, engrained over a lifetime, lend itself to a sense of superiority or supremacy?
1986. Dr. Milton Bennett. Ehtnocentric vs. Ethnorelative
“At the end of the day, we all bleed red blood and want the same things” Really? Would we have Stonewall Suites or Howell Town if residence hall floors were treated equally?
o As a department, we work towards acceptance, adaptation, & integration
o Minimization
How is minimization harmful?
• Understand how minimizing differences wouldn’t have allowed for opportunities like Howell Town and/or Stonewall Suites
o Link back to Diversity/Service Project
In groups, students should focus on both similarities and differences
If this is too much social justice and this is too “PC” for you, then being an RA at UNLV is not the job you. Sorry (not sorry).
If this is too much social justice and this is too “PC” for you, then being an RA at UNLV is not the job you. Sorry (not sorry).
