This document outlines content presented in a UNLV residential life training session on diversity, equity, and inclusion. It discusses how racism and sexism are embedded in American systems and institutions, including UNLV's history and roots. Participants engage in activities to reflect on their identities and privileges. Key terms are defined, including diversity, equity, oppression, and social justice. The training aims to increase understanding of identity and raise awareness of inequities in power and representation at the university.
2019 Introduction to Residential Life Diversity & Belonging Education - Week 5Stanford University
2019 version of diversity and belonging lesson for resident assistant candidates at the University of Nevada, Las Vegas (UNLV) for the "Introduction to Residential Life" course. Prepared by Orlando White
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.
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 .
This module discusses basic information about diversity and inclusiveness necessary for preparing employees to work in multicultural workplace settings.
2019 Introduction to Residential Life Diversity & Belonging Education - Week 5Stanford University
2019 version of diversity and belonging lesson for resident assistant candidates at the University of Nevada, Las Vegas (UNLV) for the "Introduction to Residential Life" course. Prepared by Orlando White
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.
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 .
This module discusses basic information about diversity and inclusiveness necessary for preparing employees to work in multicultural workplace settings.
Demographic InformationINTERVIEWEE (pseudonym or alias) Name.docxcargillfilberto
Demographic Information
INTERVIEWEE (pseudonym or alias):
Name:
in the neighborhood of ...
Age:
Gender:
Marital status:
Sexual orientation: Education:
Occupation:
Parents’ occupation: Father: Mother:
Migratory Background
1. Where were you born?
Probe: When did you move to the United States (if applicable)?
Length of residence in Los Angeles/CA: Immigration/Citizenship Status:
2. Where did you grow up? (If you moved around a lot, please describe where you mostly resided growing up.)
Probe: Please describe the community in which you grew up: mostly
White, mostly Asian American (which ethnicity), mostly Latino, or mostly African American, or was it quite diverse? If diverse, which ethnicities was the community made-up of?
3. Did you participate in ethnic organizations while growing up, such as church/temple, community centers, cultural performances, etc.?
Probe: Did you associate mostly with friends from school or from your ethnic community while you were in school? Or both?
4. Where did you attend college?
Probe: Did you associate with Koreans/Asian Americans at college?
Why?
Probe: Where did you attend graduate school (if applicable)? In what
subject(s)?
5. What part does religion play, if at all, in your everyday life?
I: Social Relation
2. Are there expectations from your family or community (or your own expectation) on how you go about your home life, such as what you eat, how you decorate, etc.? Do you feel you’ve lived up to those expectations?
3. How often do you cook Korean food? How often do you go out to eat it? \
4. Why do you live/not live with your parents? Probe: How often do you talk to your family? [Thinking about the last conversation you had with your parents], what did you talk about? How does being Korean American affect how you approach a conversation?
5. Do you think your relationship with your family members is similar to your friends’, co-workers’, or members of the community’s?
6. [For women] how does being a woman shape the expectation of your home life?
Probe: What does being male or female mean? What standards are you held to? What are the empowering possibilities or restrictions associated with any of these male or female roles? What are the major differences in how men and women are raised in the Korean American community? What are your thoughts on these differences? In your opinion are there differences in being an American female vs. a Korean American female/American male vs. Korean American male?
7. What percentage of your friends is Korean American? Other Asian Americans? Other minorities? Whites?
8. Are you religious? Are your Korean American friends religious (i.e., Christian)?
9. What did you do the last time you saw your friends? What do you typically do with your friends?
10. Do activities ever feel different based on the ethnic background? Example?
11. Thinking about your two or three close friends, what leads you to feel close to them?
12. Thinking of the last tim.
Karl Reid, Senior Vice President of Academic Programs and Strategic Initiatives at the United Negro College Fund, gave a keynote presentation at the NPEA conference called All Things Considered: Cultivating Healthy Resistance Strategies to Promote Academic Excellence.
Essay high school graduation ceremony / mycorezone.com. 001 High School Graduation Essay Example High20school ~ Thatsnotus. Rare High School Graduation Essay ~ Thatsnotus. ≫ My Plans After Graduation Free Essay Sample on Samploon.com. 013 Graduation Essays Cvdzudn Day 5th Grade Elementary Project Topics .... Admission essay: High school graduation essay. Narrative Essay: My graduation day essay. 012 Essay Example Graduation ~ Thatsnotus. Graduation Essay. High School Graduation Essay. Jefferson Community and Technical College .... High School Graduation Essay | Inspirational Essay on Graduation on My .... High school graduation essay sample in 2021 | Essay, High school .... Graduation Narrative Essay 8B8.
Racial Stereotypes In Research
Racial Prejudice And Stereotypes
Racial Bias And Racial Stereotypes Essay
Examples Of Racial Stereotyping
What Does It Mean To Be A Man Essay
Essay On Racial Stereotypes
Racial Stereotyping
Racial Stereotypes
Racial Stereotypes Essay
Essay About Racial Stereotypes
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Examples Of Racial Stereotypes
Essay on Cultural and Racial Stereotyping
Racial Stereotypes : Racial Stereotype
Racism: A Brief History Of Stereotypes
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Racial Stereotypes Of The Media Essay
Racial Stereotype Proposal : Racial Stereotypes
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Essay On Racial Stereotyping
Gender & Sexuality
Week 6
SOC 101 Online
Announcements
Sex & Gender-- lecture notes based on Nicholson & Fisher camp, chapter by Hildebrandt-- many perspectives in s&g studies
Sex versus Gender
Sex:
Physiological and biological characteristics of a person
Chromosomes
Hormonal profiles
Internal and external sex organs
Categories: male, female, intersex
Terms like, “male” “female”
Gender:
Social/cultural attribute
Describes the characteristics that society or culture delineates as masculine, feminine, or other
Categories: feminine, masculine, androgynous
Terms like, “man” “woman”
Sex versus Gender
Sex differences
The physical and biological differences in individuals
Gender differences
Social expectations about how individuals should act and their respective rights and duties
Gender as a Social Construction
Social Construction:
Individuals are gendered at birth (pink hat, blue hat)
Gender assignment internalized
Response to society’s gendering, “doing gender”
Gender Roles
Gender roles:
Social concept
Behavioral expectations, roles, social norms
Gender role stereotypes:
Characteristics that are perceived as masculine or feminine
Gender Role Stereotypes
Sexual Orientation
Sexual Orientation
Emotional and sexual attraction to another person
Socially constructed categories: homosexual, heterosexual, bisexual, other
LGBTQA
Acronym standing for Lesbian, Gay, Bisexual, Transgendered, Questioning, and Allied
Identity
Gender Identity:
Self concept of male, female, transgender, or other
Sexual Orientation Identity:
Self concept of being gay, lesbian, bisexual, heterosexual, or other
Sexual Orientation Theories
Essentialism:
One is born homosexual
Biological
LGBT community should be protected as natural sexual minorities
Critics of Essentialism:
Why should homosexuality be “othered?”
Opens door for gene therapy, “gay gene”
Very male-centric, ignores other LGBT community
Sexual Identity Theories
Social Constructionists
Sexual identity as a social role
The labeling of sexuality created sexual identities, which then were categorized as “normative” or not
Sex, gender, and sexual orientation are contextual (historical period, culture)
Critiques of SC:
Largely ignores LGBT reported connections to biology
Queer Theory
Identities are not fixed
Cannot be categorized or labeled
Consists of many varying components
Separation between what one does and what one is
Heteronormativity is embedded in social institutions
Goal is to destabilize identity categories
Gender & the Labor Market
Gender & the Labor Market
Women, 47% of labor market (2011)
Women earn 82% of men’s median income
“Pink”-collared jobs: stereotypical female-orientated jobs (nurses, secretaries, and elementary school teachers)
Gender stratification:
Job impacts earnings, creates inequality
Integral Maps
Useful tools to conceptualize sex and gender identity & sexual orientation (Wilber)
Integral Map of Sexual Identity
In.
Butts in seats: When I first came to Stanford University, I was told RA training for student staff was very relaxed and not all the RAs participated 🤔 I never heard of such a thing in my career since RA training was always mandatory. For our 2022 training, our team launched new accountability measures with attendance tracking through QR codes on name badges.
Additionally, we’ve experimented with more hybrid learning formats and ways to make their training map onto to greater leadership frameworks. When undergraduate students say a session is “fun” it is likely because it is engaging with their preferred learning style.
Finally, at this juncture of COVID, we are able to safely infuse more social elements to build community; such as ice cream in the fountain.🍦⛲️ I am so happy with the progress our team has made in a short amount of time. Onward and upward in support of student success!
Butts in seats: When I first came to Stanford University, I was told RA training for student staff was very relaxed and not all the RAs participated 🤔 I never heard of such a thing in my career since RA training was always mandatory. For our 2022 training, our team launched new accountability measures with attendance tracking through QR codes on name badges.
Additionally, we’ve experimented with more hybrid learning formats and ways to make their training map onto to greater leadership frameworks. When undergraduate students say a session is “fun” it is likely because it is engaging with their preferred learning style.
Finally, at this juncture of COVID, we are able to safely infuse more social elements to build community; such as ice cream in the fountain.🍦⛲️ I am so happy with the progress our team has made in a short amount of time. Onward and upward in support of student success! (2022) Also credited as Orlando White.
Testimonial from former UNLV student regarding lessons learned about masculinity from the Men of Color retreat. Queer Eye. Real-life application. Orlando T. White also credited as Orlando White. Higher Education, Student Affairs.
UNLV RHA NACURH School of the Year WINNER 2017, Orlando White - Advisor.pptxStanford University
Award-winning bid for the The Residence Hall Association (RHA) of the University of Nevada, Las Vegas (UNLV) for 2017 “School of the Year.” Presented at Purdue University on behalf of the Inter-mountain Affiliate of College and University Residence Halls (IACURH) at the annual conference of the National Association of College and University Residence Halls (NACURH). Advisor – Orlando White (also credited as Orlando T. White and Orlando T. White, MPA).
More Related Content
Similar to Introduction to Residential Life, Diversity, Inclusion, and Belonging Education
Demographic InformationINTERVIEWEE (pseudonym or alias) Name.docxcargillfilberto
Demographic Information
INTERVIEWEE (pseudonym or alias):
Name:
in the neighborhood of ...
Age:
Gender:
Marital status:
Sexual orientation: Education:
Occupation:
Parents’ occupation: Father: Mother:
Migratory Background
1. Where were you born?
Probe: When did you move to the United States (if applicable)?
Length of residence in Los Angeles/CA: Immigration/Citizenship Status:
2. Where did you grow up? (If you moved around a lot, please describe where you mostly resided growing up.)
Probe: Please describe the community in which you grew up: mostly
White, mostly Asian American (which ethnicity), mostly Latino, or mostly African American, or was it quite diverse? If diverse, which ethnicities was the community made-up of?
3. Did you participate in ethnic organizations while growing up, such as church/temple, community centers, cultural performances, etc.?
Probe: Did you associate mostly with friends from school or from your ethnic community while you were in school? Or both?
4. Where did you attend college?
Probe: Did you associate with Koreans/Asian Americans at college?
Why?
Probe: Where did you attend graduate school (if applicable)? In what
subject(s)?
5. What part does religion play, if at all, in your everyday life?
I: Social Relation
2. Are there expectations from your family or community (or your own expectation) on how you go about your home life, such as what you eat, how you decorate, etc.? Do you feel you’ve lived up to those expectations?
3. How often do you cook Korean food? How often do you go out to eat it? \
4. Why do you live/not live with your parents? Probe: How often do you talk to your family? [Thinking about the last conversation you had with your parents], what did you talk about? How does being Korean American affect how you approach a conversation?
5. Do you think your relationship with your family members is similar to your friends’, co-workers’, or members of the community’s?
6. [For women] how does being a woman shape the expectation of your home life?
Probe: What does being male or female mean? What standards are you held to? What are the empowering possibilities or restrictions associated with any of these male or female roles? What are the major differences in how men and women are raised in the Korean American community? What are your thoughts on these differences? In your opinion are there differences in being an American female vs. a Korean American female/American male vs. Korean American male?
7. What percentage of your friends is Korean American? Other Asian Americans? Other minorities? Whites?
8. Are you religious? Are your Korean American friends religious (i.e., Christian)?
9. What did you do the last time you saw your friends? What do you typically do with your friends?
10. Do activities ever feel different based on the ethnic background? Example?
11. Thinking about your two or three close friends, what leads you to feel close to them?
12. Thinking of the last tim.
Karl Reid, Senior Vice President of Academic Programs and Strategic Initiatives at the United Negro College Fund, gave a keynote presentation at the NPEA conference called All Things Considered: Cultivating Healthy Resistance Strategies to Promote Academic Excellence.
Essay high school graduation ceremony / mycorezone.com. 001 High School Graduation Essay Example High20school ~ Thatsnotus. Rare High School Graduation Essay ~ Thatsnotus. ≫ My Plans After Graduation Free Essay Sample on Samploon.com. 013 Graduation Essays Cvdzudn Day 5th Grade Elementary Project Topics .... Admission essay: High school graduation essay. Narrative Essay: My graduation day essay. 012 Essay Example Graduation ~ Thatsnotus. Graduation Essay. High School Graduation Essay. Jefferson Community and Technical College .... High School Graduation Essay | Inspirational Essay on Graduation on My .... High school graduation essay sample in 2021 | Essay, High school .... Graduation Narrative Essay 8B8.
Racial Stereotypes In Research
Racial Prejudice And Stereotypes
Racial Bias And Racial Stereotypes Essay
Examples Of Racial Stereotyping
What Does It Mean To Be A Man Essay
Essay On Racial Stereotypes
Racial Stereotyping
Racial Stereotypes
Racial Stereotypes Essay
Essay About Racial Stereotypes
Racial Stereotyping
Examples Of Racial Stereotypes
Essay on Cultural and Racial Stereotyping
Racial Stereotypes : Racial Stereotype
Racism: A Brief History Of Stereotypes
Examples Of Racial Stereotypes
Racial Stereotypes Of The Media Essay
Racial Stereotype Proposal : Racial Stereotypes
Racial Stereotypes
Essay On Racial Stereotyping
Gender & Sexuality
Week 6
SOC 101 Online
Announcements
Sex & Gender-- lecture notes based on Nicholson & Fisher camp, chapter by Hildebrandt-- many perspectives in s&g studies
Sex versus Gender
Sex:
Physiological and biological characteristics of a person
Chromosomes
Hormonal profiles
Internal and external sex organs
Categories: male, female, intersex
Terms like, “male” “female”
Gender:
Social/cultural attribute
Describes the characteristics that society or culture delineates as masculine, feminine, or other
Categories: feminine, masculine, androgynous
Terms like, “man” “woman”
Sex versus Gender
Sex differences
The physical and biological differences in individuals
Gender differences
Social expectations about how individuals should act and their respective rights and duties
Gender as a Social Construction
Social Construction:
Individuals are gendered at birth (pink hat, blue hat)
Gender assignment internalized
Response to society’s gendering, “doing gender”
Gender Roles
Gender roles:
Social concept
Behavioral expectations, roles, social norms
Gender role stereotypes:
Characteristics that are perceived as masculine or feminine
Gender Role Stereotypes
Sexual Orientation
Sexual Orientation
Emotional and sexual attraction to another person
Socially constructed categories: homosexual, heterosexual, bisexual, other
LGBTQA
Acronym standing for Lesbian, Gay, Bisexual, Transgendered, Questioning, and Allied
Identity
Gender Identity:
Self concept of male, female, transgender, or other
Sexual Orientation Identity:
Self concept of being gay, lesbian, bisexual, heterosexual, or other
Sexual Orientation Theories
Essentialism:
One is born homosexual
Biological
LGBT community should be protected as natural sexual minorities
Critics of Essentialism:
Why should homosexuality be “othered?”
Opens door for gene therapy, “gay gene”
Very male-centric, ignores other LGBT community
Sexual Identity Theories
Social Constructionists
Sexual identity as a social role
The labeling of sexuality created sexual identities, which then were categorized as “normative” or not
Sex, gender, and sexual orientation are contextual (historical period, culture)
Critiques of SC:
Largely ignores LGBT reported connections to biology
Queer Theory
Identities are not fixed
Cannot be categorized or labeled
Consists of many varying components
Separation between what one does and what one is
Heteronormativity is embedded in social institutions
Goal is to destabilize identity categories
Gender & the Labor Market
Gender & the Labor Market
Women, 47% of labor market (2011)
Women earn 82% of men’s median income
“Pink”-collared jobs: stereotypical female-orientated jobs (nurses, secretaries, and elementary school teachers)
Gender stratification:
Job impacts earnings, creates inequality
Integral Maps
Useful tools to conceptualize sex and gender identity & sexual orientation (Wilber)
Integral Map of Sexual Identity
In.
Similar to Introduction to Residential Life, Diversity, Inclusion, and Belonging Education (18)
Butts in seats: When I first came to Stanford University, I was told RA training for student staff was very relaxed and not all the RAs participated 🤔 I never heard of such a thing in my career since RA training was always mandatory. For our 2022 training, our team launched new accountability measures with attendance tracking through QR codes on name badges.
Additionally, we’ve experimented with more hybrid learning formats and ways to make their training map onto to greater leadership frameworks. When undergraduate students say a session is “fun” it is likely because it is engaging with their preferred learning style.
Finally, at this juncture of COVID, we are able to safely infuse more social elements to build community; such as ice cream in the fountain.🍦⛲️ I am so happy with the progress our team has made in a short amount of time. Onward and upward in support of student success!
Butts in seats: When I first came to Stanford University, I was told RA training for student staff was very relaxed and not all the RAs participated 🤔 I never heard of such a thing in my career since RA training was always mandatory. For our 2022 training, our team launched new accountability measures with attendance tracking through QR codes on name badges.
Additionally, we’ve experimented with more hybrid learning formats and ways to make their training map onto to greater leadership frameworks. When undergraduate students say a session is “fun” it is likely because it is engaging with their preferred learning style.
Finally, at this juncture of COVID, we are able to safely infuse more social elements to build community; such as ice cream in the fountain.🍦⛲️ I am so happy with the progress our team has made in a short amount of time. Onward and upward in support of student success! (2022) Also credited as Orlando White.
Testimonial from former UNLV student regarding lessons learned about masculinity from the Men of Color retreat. Queer Eye. Real-life application. Orlando T. White also credited as Orlando White. Higher Education, Student Affairs.
UNLV RHA NACURH School of the Year WINNER 2017, Orlando White - Advisor.pptxStanford University
Award-winning bid for the The Residence Hall Association (RHA) of the University of Nevada, Las Vegas (UNLV) for 2017 “School of the Year.” Presented at Purdue University on behalf of the Inter-mountain Affiliate of College and University Residence Halls (IACURH) at the annual conference of the National Association of College and University Residence Halls (NACURH). Advisor – Orlando White (also credited as Orlando T. White and Orlando T. White, MPA).
Colleague recognition for Orlando White during a career transition in March 2020. Navigating any career field, including Student Affairs in Higher Education, is exhausting. (Also credited as Orlando T. White and Orlando T. White, MPA.)
One Cool Cat: Orlando White - Advisor of the Year Award bid (2016)Stanford University
"Advisor of the Year" award bid written by undergraduate students at the University of Nevada, Las Vegas (UNLV) on behalf of Orlando White. "One Cool Cat" presented at PACURH and NACURH conferences in 2016. Featuring student and staff testimonials. (Also credited as Orlando White and Orlando T. White, MPA)
Implicit Bias training for Stanford Resident Fellows presented in April 2022 by Orlando White and Dr. Emelyn dela Peña for Residential Education in partnership with Vice Provost of Student Affairs (VPSA).
Presentation to prepare members of the Men of Color Alliance (MOCA) for the Russian National Ballet Performance on campus. Knowledge is power and preparing our students for their first ballet helped them feel more comfortable enjoying the artistry and athleticism of ballet in an historically colonized space.
The Spectacular Orlando T. White - Advisor of the Year Award bid (2018)Stanford University
"Advisor of the Year" award bid written by undergraduate students at the University of Nevada, Las Vegas (UNLV) on behalf of Orlando White. "The Spectacular: Orlando T. White" presented at IACURH and NACURH conferences in 2018. Featuring student and staff testimonials. (Also credited as Orlando White and Orlando T. White, MPA)
Award Bid prepared by undergraduate students for Orlando White, Advisor of the Year - 2016. University of Nevada, Las Vegas for the National Association of College and University Residence Halls.
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
5. Consider
the
Following
Racism is a deeply embedded system, a
system the United States was founded
on, and, that all of our institutions are
created out of. Every institution
reinforces this [racist] system.This
system is built on unequal power.
Do you agree?
Do you disagree?
6. 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
7. 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?
9. Founding of UNLV
“Rebelled” from the North (Reno)
Scarlet & Gray
The “C” in CSUN
Mascot
10. “Beauregard” to
“Hey Reb”
Hey Reb is not Confederate, he is a
Frontiersman
What did Frontier people do to Native
Americans?
11. 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
13. 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
14. UNLV
Present
Day
Lack of Advocacy
Anti-Black Culture at UNLV
We talk about black people “too much”
Pro-Black is NOT anti-everyone else
16. 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?
21. Power
Access to resources and/or
privileges.The ability to influence
the behavior of others, with or
without resistance.
22. 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.
23. 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.
24. Social
Justice
Justice in terms of the distribution
of wealth, opportunities, and
privileges within a society.
Both a process AND a goal
26. 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
27. 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
29. 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?
31. 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
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
Handout-Language of Appeasement
Equity (Ball field graphic, shoe example)
Weird Grammar
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
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