Hannah Lozon Coordinator of Social Justice Education, Residence Life

1. RA Social Justice Training The University of Arizona August 9, 2011 Hannah Lozon Coordinator of Social Justice Education, Residence Life

3. “Until the great mass of the people shall be filled with the sense of responsibility for each other's welfare, social justice can never be attained.” - Helen Keller

4. Today’s Flow New RAs Returning RAs Yesterday: microaggressions & navigating triggers Language review Taking Adversity Out of Diversity: Building Inclusive Organizations Exploring privilege and oppression Advocating for inclusion Diversity and social justice programming • Getting a common language & learning campus resources • Taking Adversity Out of Diversity: Building Inclusive Organizations • Self-exploration of identity • Diversity and social justice programming

5. Learning Community Guidelines • Be fully present and participate at your own comfort level – challenge by choice. • Speak from personal experience: use “I” statements to share thoughts and feelings. You cannot speak for your group. • Speak your truth with care. • Listen respectfully, share air time, and encourage others to participate. • Respect and maintain privacy. • Take risks – lean into discomfort. If you notice discomfort, “sit in it” – resist the urge to fix things. • Trust that dialogue will take us to deeper levels of understanding and acceptance. Seek first to understand, then to be understood. • We will all make mistakes, facilitators included. Offer compassion for yourself and others…be lovingly critical. • Others?

6. Social Justice Terminology • Diversity = The presence of difference. • Social Justice = The process of social justice involves an equitable distribution of resources, equal access to those resources, and participation from all members of society. The goal of social justice is the full and equal participation of all groups in a society shaped to meet their needs. Important to note: Social justice is both a process and a goal. • Identity = Aspects & characteristics that make up our definition of self; what aspects & characteristics society defines us by. • Agent/Dominant = Those identities that experiences privilege. • Target/Subordinate= Those identities that experience oppression. • Privilege = Unearned, unasked for, often invisible benefits and advantages only readily available to dominant groups. • Oppression = “The systematic subjugation of target groups by those with social power (privileged groups). Privilege + Power = Oppression. Definitions adapted from: Adams, M., Bell, L. A., & Griffin, P. (Eds.) (2007) Teaching for Diversity and Social Justice 2nd Edition

7. Levels of Oppression • Individual Oppression: Personal attitudes, behaviors, and beliefs that maintain and perpetuate oppression. • Examples: believing people with mental disabilities are not capable of working, telling homophobic jokes, throwing a sexist theme party, etc. • Institutional Oppression: Social institutions like media, education, health services, and government that maintain and perpetuate oppression through laws, practices, policies, and norms. • Examples: marriage being legal only for heterosexual couples, public schools more racially segregated than in 1950s, etc. • Cultural Oppression: Values, norms, societal expectations, ways of thinking and ways of knowing that form institutions and individual patterns of oppression. • Examples: standards of beauty that are unrealistic for women, narrow definitions of gender expression, etc. Adapted from: Adams, M., Bell, L. A., & Griffin, P. (Eds.) (2007) Teaching for Diversity and Social Justice 2nd Edition

8. Understanding Privilege – Handedness In what ways do right-handed folks have privilege over left-handed folks in the U.S.? • Automobiles • Hand shaking • Sports equipment • Musical instruments • Religious and legal references • School – Notebooks, desks, scissors • Public – water fountains, ATMs, credit card swipe pads • Home – irons, power tools, computer mouse and keyboard

9. Dynamics of Oppression Vertical Advantaged Groups Advantaged Groups Targeted Groups Targeted Groups (Prejudice) Adapted from: Adams, M., Bell, L. A., & Griffin, P. (Eds.) (2007) Teaching for Diversity and Social Justice 2nd Edition

10. Dynamics of Oppression Horizontal Advantaged GroupsAdvantaged Groups Targeted GroupsTargeted Groups Adapted from: Adams, M., Bell, L. A., & Griffin, P. (Eds.) (2007) Teaching for Diversity and Social Justice 2nd Edition

11. Residence Life Commitment Statement • Residence Life is committed to creating and maintaining safe, inclusive communities that welcome and accept people of all identities. The diverse characteristics and backgrounds of our residents and staff are central to the mission and values of Residence Life. We strive to create an environment that invites the full and equal participation from all who live and work in our halls. We believe that a multicultural, socially just environment is essential to the personal growth of students and staff, and their involvement in our increasingly global world.

12. Being an Ally and/or Advocate • Ally–"a person who is a member of the dominant or majority group who works to end oppression in his or her personal and professional life through support of, and as an advocate for, the oppressed population." (Washington and Evans, Becoming an Ally) • Advocate– “someone who speaks on behalf of another.” There are a variety of ways to be an ally/advocate to marginalized communities. You must define this label for yourself. –

13. Actively Participating: Telling oppressive jokes, putting down people from target groups, intentionally avoiding target group members, discriminating against target group members, verbally or physically harassing target group members. • Denying, Ignoring: Enabling oppression by denying that target group members are oppressed. Does not actively oppress, but by denying that oppression exists, colludes with oppression. • Recognizing, No Action: Is aware of oppressive actions by self or others and their harmful effects, but takes no action to stop this behavior. This inaction is the result of fear, lack of information, confusion about what to do. Experiences discomfort at the contradiction between awareness and action. • Recognizing, Action: Is aware of oppression, recognizes oppressive actions of self and others and takes action to stop it. Created by P. Griffin and B. Harro, 1982

14. Educating Self: Taking actions to learn more about oppression and the experiences and heritage of target group members by reading. Attending workshops, seminars, cultural events, participating in discussions, joining organizations or groups that oppose oppression, attending social action and change events. • Educating Others: Moving beyond only educating self to question and dialogue with others too. Rather than only stopping oppressive comments or behaviors, also engaging people in discussion to share why you object to a comment or action. • Supporting, Encouraging: Supporting others who speak out against oppression or who are working to be more inclusive of target group members by backing up others who speak out, forming an allies group, joining a coalition group. • Initiating, Preventing: Working to change individual and institutional actions and policies that discriminate against target group members, planning educational programs or other events, working for passage of legislation that protects target group members from discrimination, being explicit about making sure target group members are full participants in organizations or groups. Created by P. Griffin and B. Harro, 1982

15. Spheres of Influence Adapted from: Adams, M., Bell, L. A., & Griffin, P. (Eds.) (2007) Teaching for Diversity and Social Justice 2nd Edition

16. Aspiring Social Justice Ally Identity Development • Ally for Self-Interest • Protect those one cares about from being hurt. • Seeks to be an ally to an individual with whom one has a personal connection rather than to a group or an issue • Sees oneself as a protector who intervenes on the target’s behalf, and often without consulting them. • May or may not identify with the term “ally” but instead will see one’s behavior as simply being a good friend or sister, for example. • May be unlikely to confront overt acts of oppression when the person one cares about is not present • May even join in the oppressive behavior because his or her friend is not directly harmed. Adapted from: Dr. Keith Edwards

17. Aspiring Social Justice Ally Identity Development • Ally for Altruism • Dealing with guilt as the primary underlying, often unconscious, motivator for doing ally work. • Vilifying the dominant group and distancing oneself. • Seeks to empower members of the oppressed group • Maintains credit and some control in the person doing the empowering, rather than encouraging and supporting members of the oppressed group to empower themselves. • Burnout is common because of the energy needed to maintain the status of “exceptional member of the dominant group,” • Need for continued acceptance from marginalized communities • Does not see how members of the dominant group are also hurt by the system of oppression • Views her/hir/his efforts as self-less and altruistic efforts that should be welcomed with praise and approval from the marginalized group. Adapted from: Dr. Keith Edwards

18. Aspiring Social Justice Ally Identity Development • Ally for Social Justice • Motivated by love and compassion - for others and for self. • Accepting the reality and influence of privilege • Sustainable passion for social justice • Dismantling oppression as liberation for both the oppressor and the oppressed. • Monitoring one’s own unacknowledged oppressive socialization • Seeks to develop systems and structures to hold oneself accountable and be held accountable by members of oppressed groups, without placing the burden for accountability on the oppressed. • Connects and takes responsibility for working with others from the agent group, rather than seeking to separate from them, in an effort to bring about justice in the interest of all. Adapted from: Dr. Keith Edwards

19. “If you are here to help me, you are wasting your time. But if you are here because your liberation is bound up with mine, let us work together.” - Australian Aboriginal Activists, 1970s

20. Social Justice Change Process

21. Hall Programming • What steps can we take to make our programs inclusive to our residents? • Is this program something in which my residents are interested in? • What day and time are most of my residents available? • Are there any holidays we need to be sure to schedule around? • Are we programming for the same residents week after week? • Are there any food allergies/needs we need to account for? • Does this activity exclude anyone with a disability? • Is cost a concern for anyone? • How will I reach out to my quiet and introverted residents? • Am I clearly advertising what the program is for? • (esp if it may be triggering – ex: no “bait and switch” for sexual assault awareness programs)

22. Hall Programming Diversity Social Justice A program that teaches residents are taught about inequity in the world, and the existence of privilege and oppression. attending the Hunger Banquet or Tunnel of Oppression attending Diva La Paz a privilege walk/privilege chains watching a DVD from social justice librarywith a dialogue after letter writing campaign on behalf of a social issue service-learning • A program that raises awareness around difference. • make your own sushi night • KAHU World Traditions Fair • watching Murderball and then going to see a UA wheelchair rugby game • a identity circle • attending a campus heritage month event Many diversity programs could also be a social justice program and vice versa! Remember, CD approval needed on all diversity and social justice programs