PNAIS 2011 SDLC Bullying Bias and Allyship
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45 minute keynote presentation for the Pacific Northwest Association of Independent Schools' Middle School Student Diversity Leadership Conference. The cycle of oppression in the adult world is not unlike the cycle of bullying in our schools. How can we move from being bystanders who help perpetuate the cycle into allies who interrupt it? How will this practice in our youth shape the adults we become later?
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PNAIS 2011 SDLC Bullying Bias and Allyship
- 1. PNAIS Student Diversity Leadership Conference Rosetta Eun Ryong Lee Seattle Girlsโ School What Are We Practicing For? Bullying, Bias, and Allyship Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
- 2. About Seattle Girlsโ School Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
- 4. Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
- 5. Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
- 6. Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
- 7. Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
- 10. Gender, Bias, and Bullying Boys โข Male Stereotypes & Homophobia โข Physical Power โข Worst Labels for Boys: Sissy, Fag, Wimp โข Bullying = Physical & Athletic Size and Power โข Bullied = Smaller, Weaker โข Social Collective = Gangs, Athletic Teams โข Physical Abuse and Overt Aggression โข Outliers of Victims = Powerful Boys of Color, Empowered GBT Boys โข Signs of Cry = Fantasy Lone Wolf, Extreme Sports Girls โข Gender Bias & Homophobia โข Social Power โข Worst Labels for Girls: Mean, Ugly, Dyke โข Bullying = Physical Beauty & Social Power โข Bullied = Non-Mainstream Beauty, Few or No Friends โข Social Collective = Cliques โข Emotional Abuse and Relational Aggression โข Outliers of Victims = Generalist Girls, Empowered Girls of Color โข Signs of Cry = Isolated Damsel in Distress, Eating Disorders, Cutting Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
- 16. Leadership Lessons From the Dancing Guy: Keep on Dancingโฆ Someone will join youโฆ And soon, everyone willโฆ http://www.youtube.com/watch?v=fW8amMCVAJQ Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
Editor's Notes
- Introduction - Who Am I? Why This Workshop? Goals and Outcomes?
- 1. Stereotype - A preconceived or oversimplified generalization about an entire group of people without regard for their individual differences. While often negative, stereotypes may also be complimentary. Even positive stereotypes can have a negative impact however, simply because they are broad generalizations. The stereotypes we hold form the basis of our prejudices. 2. Prejudice - A conscious or unconscious negative belief about a whole group of people and its individual members. When the person holding the prejudice also has and uses the power to deny opportunities, resources or access to a person because of their group membership, there is discrimination. 3. Discrimination - Prejudice plus the power. Discrimination can take many forms, including racism, sexism, heterosexism, ableism, ageism, etc. Many acts of discrimination build up over time, perpetuated against one relatively less powerful social group by a more powerful social group, lead to a group of people being in a state of oppression. 4. Oppression - The systematic subjugation of a group of people by another group of people with access to social power, the result of which benefits one group over the other and is maintained by social beliefs and practices. Because oppression is institutionalized in our society, target group members often believe the messages and internalize the oppression. 5. Internalized Oppression - The "buying into" the elements of oppression by the target group. When target group members believe the stereotypes they are taught about themselves, they tend to act them out and thus perpetuate the stereotypes which reinforces the prejudice and keeps the cycle going.
- Real or Alleged Identity or Characteristics - A preconceived or oversimplified generalization about an individual without regard for the whole and complex person. A personโs various identities are shaved down to โjock,โ โsissy,โ โgeek,โ โgoth,โ โslut,โ โweirdo,โ etc. These generalizations may be based on real aspects of the person or wholly made up by rumors and assumptions. These generalizations, when examined to the core, are often based on the personโs race, gender, class, ethnicity, religion, sexual orientation, ability, or age. The generalizations we make form the basis of our assumptions and stereotypes (prejudice). Assumptions, Stereotypes, and Labeling (Prejudice) - A conscious or unconscious negative belief about a whole group of people and its individual members. When the person holding the prejudice also has and uses the power (physical power โ stronger and bigger, social power โ friends, popularity, good reputation) to deny opportunities, resources or access (to friends, social occasions, self esteem) to a person because of their real or labeled group membership, there is mistreatment, rumors, and exclusion (discrimination). Mistreatment, Rumors, and Exclusion (Discrimination) - Prejudice plus the power. Discrimination can take many forms: isolating, hitting/tripping, verbally harassing/teasing, taking/hiding things, spreading rumors, sending hurtful emails, and more. Many acts of discrimination build up over time, perpetuated against one relatively less powerful social individual by a more powerful social individual or individuals, lead to condoned and widespread bullying and harassment ( oppression). Condoned and Widespread Bullying and Harassment (Oppression) - The systematic subjugation of a group of an individual by another group of people with access to social power. The bullying is widespread, performed by people who didnโt dislike the person in the first place. There is a silence from most everyone that seems to make this bullying okay. This condoned and widespread bullying benefits the non-bullied over the bullied and is maintained by social beliefs and practices. Because oppression is accepted by the peer community, the target individual often believes the messages and gives in to self blame and shame (internalized oppression). Self Blame and Shame ( Internalized Oppression) - The "buying into" the elements of oppression by the target individual. The bullied person starts to believe the stereotypes they are taught about him/herself, and he/she starts to accept the discrimination and oppression passively. Bullied people blame themselves for what is happening, feel ashamed of themselves, and even act out in the way their peers expect them to be and thus perpetuate the stereotypes which reinforces the prejudice and keeps the cycle going.
- Policy - When schools donโt have an explicit policy, teachers have no legs to stand on in dealing with these matters. Kids know itโs happening, teachers know itโs happening, but there is no real response when parents or students say โitโs just what happens at this age,โ or โwhatโs the big deal?โ Programming - As Gary Howard always said, โYou canโt teach what you donโt know.โ Give teachers support in learning about alternative aggression, how to recognize it, and what to do about it. Teachers and staff also need to stop repeating the cycle of gender bias unwittingly and punishing girls more harshly for acts of aggression or acting out in general. Students need support, too. If girls donโt know how to deal with conflict, they will resort to what they know and what is safer. Practice - Adults jump on kids โdonโt sayโ โdonโt doโ but donโt always follow through with meaningful follow-up. These same things then get driven underground to be used when adults arenโt around. They become the very weapons of bullying, which occurs in spaces where there is less adult supervision. Swift and clear consequences must follow acts of alternative aggression, and further explanation and training must reinforce the policy and programming. Adults also need to commit to being more visible in unsupervised spaces like bathrooms, hallways, lunch rooms, etc. to increase safety for all kids from all forms of bullying.