This document discusses the importance of cultural responsiveness training for teachers. It notes that many studies on academic achievement of African American males focus only on race and not the intersections of gender and race. The document advocates looking at privilege and oppression as related to both race and gender identities. It presents models of multicultural competence and identity development. Interactive activities are proposed to increase teachers' self-awareness of biases and worldviews. The goal is for teachers to improve their cultural responsiveness to create more equitable learning environments and reduce achievement gaps.

1. “Man…Why can‟t I have
a Black teacher?”
Dr. Breyan Haizlip, LMHC, LPC
Mr. Adam Haizlip
Georgia Southern University

2. Program Outcomes
 Knowledge concerning the Tripartite Model of
Multicultural Competency (MCC)
 Introduce Conflicting Dimensions of Oppression vs.
Privilege in Identity Development
 Discuss Intersectionality of Gender Identity and Racial
Identity Development
 Opportunities for Increased Insight of Self

3. Great Thinkers…
 Ask great questions of others and themselves.
 Ask bold questions.
 Are free thinkers.
 Are honest.
 Are brave.

4. Approximately how many studies
of been conducted in the last 10
years (2001-2010) that look at AA
males, RACE, and academic
achievement?
a. 250
b. 500
c. 750
d. None of the Above

5. Approximately how many studies
of been conducted in the last 10
years (2001-2010) that look at AA
males, GENDER, and academic
achievement?
a. 250
b. 500
c. 750
d. None of the Above

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 supremacy
and 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 internalized
supremacy related to gender.

7. What‟s Missing?
 A look at the interactions of gender identity and
associated conflict.
 Focus on MCC development as a sequential learning
process.
 Honest discussion of intersections of privilege and
oppression and how that affects Teacher-Student
relationships.

8. Tripartite Model
Skills
Knowledge
Awareness

9. Privilege & Oppression
 Receiving less negative
consequences associated
with aspect of your identity.
 Unearned, invisible, and
unconscious advantages
awarded as a result of
dominant group
membership.
 The exercise of
burdensome, unjust, or
cruel treatment of a
member of a marginalized
group or individual.
 Unearned, visible, and
conscious disadvantaged
conditions as a result of
non-dominant group
membership.

10. ACTIVITY
 In what ways do you experience PRIVILEGE as it
relates to your cultural identity?
 In what ways do you experience OPPRESSION as it
relates to your cultural identity?
 Which (OPPRESSION or PRIVILEGE) has been more
important to your identity development?

11. What are the initial thoughts of African
American (AA) males (10-17) when
they enter a classroom and recognize
that 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. What are the initial thoughts of White
women when AA (middle-high) males enter
their 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. What are we seeing?
 Acknowledgement of awareness race and gender on
some levels.
 Avoidance less desirable feelings (OPPRESSION):
 INADEQUACY
 ANXIETY
 Acceptance of more desirable feelings (PRIVILEGE):
 ADEQUACY
 CONFIDENCE

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 I
AM.”

15. Conflicting Identity
Dimensions
• Internalized
Racism
• White Privilege
• Inadequate
• Anxious
• Denigrated
• Adequate
• Confident
• Affirmed
• Male Privilege
• Internalized
Sexism
Gender Privilege
RaceOppression

16. Self-Awareness
•Cultural of Origin
•Who am I?
Identity
•What do I believe?
•Why do I believe what I
believe?
Values •What are my
perceptions of
self/others?
•Desirable/Undesirable
Biases
•Who am I now?
Authorized
Identity

17. What are YOU doing?
What have you done…What
are you doing to increase
awareness of self to improve
your positive impact and
minimize your negative
impact in your work?

18. Bias 101:
Are you up for the challenge?
 Accept where you are…so that you can move towards
being 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. 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, African
American males in particular.
 Promotion into leadership roles.
 Closing gap of disproportionality.
 Culturally competent teachers create culturally competent
schools.
 Culturally competent teachers give their students the gift of being
hope.

20. Be Brave…Be Honest
http://youtu.be/aRZIMxVZNos
CULTURAL RESPONSIVITY TRAINING
dr.bhaizlip@gmail.com
bhaizlip@georgiasouthern.edu
Dr. Breyan Haizlip, CRTE Consultant
Adam Haizlip, CRTE Consultant
haizlip.adam1@gmail.com
804.943.6001