Campus Culture & Social Justice: Become a True Ally for Oppressed Groups

1. Innovative Educators Campus Culture & Social Justice:Become a True Ally for Oppressed Groups Michele Richey, MA Program Coordinator II, College Success Program Undergraduate Scholars, University of Houston

2. E-mail: Michele.Richey@gmail.com Phone: 720-227-3266 Contact Me

3. Questions? Please send them in as we go along. “One thing I really like about Michele’s presentation style is that she does not shy away from sharing how she has made mistakes, making her very approachable so you don’t feel stupid asking questions.” –H.S. Student Workshop Participant

4. What are Social Justice Allies? “Members of dominant social groups…working to end the system of oppression that gives them greater privilege and power based on their social-group membership.” (Broido, 2000, p. 3)

5. Diversity vs. Social Justice • Diversity:the state or fact of being diverse; difference; unlikeness. • Social Justice:the process and goal of working towards “a vision of society in which the distribution of resources is equitable and all members are physically and psychologically safe and secure” (Bell, 2007, p. 1).

6. What We are Currently Doing… • What diversity programming is happening at your institutions? • We are not doing any at this time • We are not sure • We have very little at this time • We have a good program but are looking to improve/expand

7. What We are Currently Doing… • What social justice programming is happening at your institutions? • We are not doing any at this time • We are not sure • We have very little at this time • We have a good program but are looking to improve/expand

8. 3 Dimensions of Development • Kegan (1994) – Model of Lifespan Development • Cognitive Dimension • Intrapersonal Dimension • Interpersonal Dimension Image: jscreationzs / FreeDigitalPhotos.net

9. Intercultural Maturity • King & Baxter Magolda (Nov/Dec 2005) – Developmental Model of Intercultural Maturity • Intercultural Maturity: “multi-dimensional and consisting of a range of attributes, including understanding (the cognitive dimension), sensitivity to others (the interpersonal dimension), and a sense of oneself that enables one to listen to and learn from others (the intrapersonal dimension)” (p. 574).

10. Justice-Cognizant Identity • Waters (2010) - The Developmental Trajectory of Social Justice Allies • Mature Cognitive Dimension: understand system & existence of multiple perspectives/realities • Mature Intrapersonal Dimension: understand personal role in system • Mature Interpersonal Dimension: actively challenge system and personal role in system

11. Aspiring Ally Identity Development • Edwards (2006) – Aspiring Social Justice Ally Development: A Conceptual Model • Motivation Affects Ally Development • Aspiring Ally for Self-Interest • Aspiring Ally for Altruism • Ally for Social Justice

12. What Does this Mean? • To develop yourself or others into true Social Justice Allies, you must: • Understand systemic socialization/privilege/oppression • Be aware of all your privileged identities • Understand how to go about interacting with others and the world with a social justice lens • Check your motivation to ensure you are an Ally for Social Justice

13. Questions on the Theories?

14. Cognitive Dimension

15. Socialization • Socialization: “the process through which individuals internalize the values…and norms of a society and learn to function as its members” (Conley, 2008, p. 114). • Values: moral beliefs • Norms: how values are put into play (individually & systemically)

16. Cycle of Socialization First Socialization Institutional & Cultural Socialization Churches, schools, media, language, etc. Conscious & Unconscious The Beginning Not born with values/beliefs BUT the system is in place. Core Fear Ignorance Confusion Insecurity Options for Action Results Dissonance, Silence, Anger, Collusion, Ignorance, Violence, Crime, etc. Maintain Status Quo Take a Stand Enforcements Adapted from: Harro (2000a)

17. Advantaged/Disadvantaged Identities • People in the advantaged groupsare institutionally and culturally in power. • People in the disadvantaged groupsdo not have that same power and privilege, institutionally or culturally “It is not so much a ‘blame game’ as it is a ‘name game!’” (Cullen, 2008, p. 35)

18. Inequality • Stratification: structured social inequality • Social Inequality: the result of uneven access to resources.

19. Capital • Economic Capital (money) • Social Capital (relationships) • Cultural Capital (knowledge) Images: jscreationzs / FreeDigitalPhotos.net

20. Prejudice vs. Discrimination • Prejudice: negative thoughts and feelings about an ethnic or racial group. • Discrimination:harmful or negative acts (not mere thoughts) against people deemed inferior on the basis of their minority identity category without regard to their individual merit.

21. What We are Currently Doing… • How many of your campuses include a focus on explaining socialization & stratification in their ally development programs? • We are not doing this at this time • We are not sure • We have very little concentration on this at this time • This is definitely a large part of our ally development programs

22. What I Found: • Grand Valley State University – Allies & Advocates (LGBT Focus) • http://www.gvsu.edu/allies/ • University of Missouri – Ally Development (LGBT Focus) • http://lgbtq.missouri.edu/?page_id=292

23. Cycle of Liberation Reaching Out Waking Up Interpersonal Intrapersonal Building Community Building support networks and coalitions Getting Ready Empowerment of Self through education and introspection. Core Self-Love, Self-Esteem, Balance, Joy, Support, Security Creating Change Influencing policy, assumptions, structure. Taking leadership and risks. Coalescing Maintaining Systemic Adapted from: Harro (2000b)

24. Questions on the Cognitive Dimension? “It is hard to look at the world from the perspective of how it is so flawed in a way that hurts people. But what is good about that, is that you are not as scared to look at yourself, and think about the way you benefit from these flaws because it is not your fault.” – Intro to Sociology College Student

25. Intrapersonal Dimension

26. Reflect on a Time When… • You were the target of discrimination? • You actively participated in an act of discrimination? • Which story would you be more willing to share? • Target Story • Actively Participated Story

27. Who are You? • Step One: Write down all of your identities. • Step Two: Categorize each identity as… • Targeted: An identity that is the target of prejudice/discrimination • Advantaged: An identity that is privileged • Step Three: Draw a circle • Create a pie chart that shows your identities, with the size of each pie piece relating to how aware you are of each identity on a daily basis

28. Personal Identity Wheel – My Example

29. Your Knapsack "As a white person, I realized I had been taught about racism as something which puts others at a disadvantage, but had been taught not to see one of its corollary aspects, white privilege which puts me at an advantage." (McIntosh, 1988, ¶2) • What is in your knapsack? Image: jscreationzs / FreeDigitalPhotos.net

30. White Privileges (McIntosh, 1988) • I can turn on the television or open to the front page of the paper and see people of my race widely represented. • When I am told about our national heritage or about “civilization,” I am shown that people of my color made it what it is. • I am never asked to speak for all the people of my racial group. • I can take a job with an affirmative action employer without having coworkers on the job suspect that I got it because of race.

31. Gender Normative Privileges (http://www.lambda10.org) • Strangers do not assume they can ask me what my genitals look like and how I have sex. • My validity as a man/woman/human is not based on how much surgery I have had or how well I “pass” as a non-transperson. • People do not disrespect me by using incorrect pronouns even after they have been corrected. • I do not have to worry about whether I will experience harassment or violence for using a bathroom or whether I will be safe changing in a locker room.

32. Heterosexual Privilege (Adams, Bell & Griffin, 2007). • I can walk in public, holding my partner’s hand, hug my partner, and even kiss my partner in front of others without disapproval, comments, laughter, harassment, or the threat of violence. • I can work with young children and not fear being accused of molesting, corrupting, or recruiting them to my sexual orientation. • I can talk about my sexual orientation in casual conversation and not be accused of flaunting it, or pushing it on others.

33. Other Lists of Privileges - MIT • Male Privilege: http://sap.mit.edu/content/pdf/male_privilege.pdf • Able-Bodied Privilege: http://sap.mit.edu/content/pdf/able_bodied_privilege.pdf • Social Class Privilege: http://sap.mit.edu/content/pdf/class_privilege_checklist.pdf

34. Questions on the Intrapersonal Dimension? “I always felt like I was a good person because ‘I didn’t see race’ which made me not-racist. However, what I learned through the workshop was that this is actually counterproductive and denies my privilege and the experiences of others.” –College Student Workshop Participant

35. Interpersonal Dimension

36. Food for Thought… “Your willingness to risk saying the wrong thing will be uncomfortable and embarrassing in the short term. Yet in the long term, the benefits far exceed the shorter term consequences. This risk taking is an essential element to your growth and building significant connections.” (Cullen, 2008, p. 12)

37. Privilege Can be a Good Thing • Instead of feeling guilty, use your privilege for good! • Quick Poll: How many of you have either yourself or experienced someone else get angry/feel guilt when beginning to learn about privilege. (yes/no) • Gives you a seat at the table that those who are not privileged don’t get • Allows you to be an Ally to oppressed groups • People like you will listen to you Image: jscreationzs / FreeDigitalPhotos.net

38. Ally Work • Ally work involves 3 processes (Brido, 2000) • Educating Dominant Group Members • Creating Institutional & Cultural Change • Supporting Target Group Members

39. Ally Work - Examples • EducatingDominant Group Members • Develop Social Justice Ally Development Programs • Creating Institutional & Cultural Change • Keep in mind accessibility for all programs, not just when the issue is brought to you (i.e. consult your Center for Students with Disabilities on your website, or make sure to always have an interpreter at all programs, etc.) • Challenge impactful language always, not just when someone is negatively impacted • Supporting Target Group Members • When in meetings, don’t wait for the gay person to bring up an issue with what is being discussed that you also see • Attend/volunteer at diversity programming

40. Supporting Target Group Members • Listen • Do not assume you are an expert • Be visible in your support, but also be careful that your visibility does not take attention away from target group members • Educate yourself • Do not expect praise • Apologize when necessary • Persevere

41. Intent vs. Impact • Intent:what we meant • Impact:how it was perceived and how it made the other person feel “Just because we don’t intend or mean to hurt someone with our words, doesn’t mean it still doesn’t do just that.” (Cullen, 2008, p. 12)

42. Action Steps (Cullen, 2008) • Start with the end in mind • Shift your thinking from “me” to “we” • Name it – claim it – act on it

43. Action Continuum Actively Participating Recognizing, No Action Educating Self Supporting Encouraging Denying Recognizing, Action Educating Others Initiating, Preventing Reflection Questions: • Where are you currently at? • Where do you want to be? • How are you going to get there?

44. 1 2 3 4 Spheres of Influence • There are four spheres of influence: • Self • Close family & friends • Social, school, and work relationships • Community

45. Recognize the Obstacles for Allies • Negotiating Identity • Feeling Alone • Making Mistakes • Requires Sacrifice • Requires Compassion Image: jscreationzs / FreeDigitalPhotos.net

46. Questions on the Interpersonal Dimension? “I have always been afraid of saying the wrong thing. As a white student, I chose to not say anything in order to not potentially be seen as racist. Part of learning to become an ally is learning to trust yourself, forgive yourself, and listen to others.” –College Student Workshop Participant

47. Closing Thought…. “Diversity is about creating magic – finding those who have disappeared and helping them re-appear.” (Cullen, 2008, p. 134) Image: jscreationzs / FreeDigitalPhotos.net

48. References • Adams, M., Bell, L.A. Griffin, P. (Eds.) (2007). Teaching for diversity and social justice (2nd Ed.). NY: Routledge. • Adams, M., Blumenfeld, W., Castañeda, R., Hackman, H., Peters, M. & Zúñiga, X. (Eds.) (2000). Readings for diversity and social justice: An anthology on racism, anti-Semitism, sexism, heterosexism, ableism, and classism. New York: Routledge. • Bell, L.A. (2007). Theoretical foundations for social justice education. In Adams, M., Bell, L. A., & Griffin, P. (Eds), Teaching for diversity and social justice (2nd ed.) (pp. 1-14). New York: Routledge. • Bishop, A. (2002). Becoming an ally: Breaking the cycle of oppression in people. Halifax, Nova Scotia: Zed Books. • Broido, E. M. (2000). Ways of being an ally to lesbian, gay, and bisexual students. In Towards acceptance: Sexual orientation issues on campus (Wall, V. A. & Evans, N. J. Eds.). Lanham, MD: University Press of America.

49. References • Conley, D. (2008). You may ask yourself: An introduction to thinking like a sociologist. New York: W. W. Norton & Company. • Cullen, M. (2008). 35 dumb things well-intended people say: Surprising things we say that widen the diversity gap. Garden City, NY: Morgan James Publishing. • Edwards, K. E. (2006). Aspiring social justice ally identity development: A conceptual model. NASPA Journal, 43(4), pp. 39-60. • Goodman, D. J. (2011). Promotion diversity and social justice: Educating people from privileged groups (2nd ed.). New York: Routledge. • Harro, B. (2000a). The cycle of socialization. In Adams, M., Blumenfeld, W., Castañeda, R., Hackman, H., Peters, M. & Zúñiga, X. (Eds.), Readings for diversity and social justice: An anthology on racism, anti-Semitism, sexism, heterosexism, ableism, and classism (pp. 15-20). New York: Routledge.

50. References • Harro, B. (2000b). The cycle of liberation. In Adams, M., Blumenfeld, W., Castañeda, R., Hackman, H., Peters, M. & Zúñiga, X. (Eds.), Readings for diversity and social justice: An anthology on racism, anti-Semitism, sexism, heterosexism, ableism, and classism (pp. 463-469). New York: Routledge. • Johnson, A. (2006). Privilege, power and difference (2nd Ed.). New York: McGraw-Hill Companies, Inc. • Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press. • Kimmel, M. S. & Ferber, A.L. (Eds.), Privilege: A reader (pp. 253-283). Boulder, CO: Westview Press. • King, P. M., & Baxter Magolda, M. B. (November/December 2005). A developmental model of intercultural maturity. Journal of College Student Development, 46 (6), pp. 571-592.