2019 Introduction to Residential Life Diversity & Belonging Education - Week 5
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This document summarizes a discussion on diversity, equity, and identity from a residential life training session at UNLV. It discusses how concepts like sexism, racism, and white identity are rooted in American history and institutions like UNLV. It provides an overview of diversity initiatives and demographics at UNLV. Models of identity development are presented, like racial/cultural identity development and white identity development. The role of resident assistants in promoting inclusion and social justice on campus is also discussed. Participants are prompted to reflect on how assumptions of equality can overlook equity issues.
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2019 Introduction to Residential Life Diversity & Belonging Education - Week 5
- 1. Different? Daring? Diverse? UNLV Introduction to Residential Life Week 5 – Blimling Chapter 10
- 2. We are just dipping our toes today • Some of you may feel like we’re just getting wet… • Others may feel like they are drowning…
- 3. Agenda Further Exploration and Application Theoretical Framework Introduction Purpose
- 4. BeforeWe Begin… Provocative Concepts Provocative is OK No intent to cause harm For International Students This is a very US-centric/American Discussion ForWhite folx This conversation is for you too!
- 5. 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
- 6. 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?
- 8. Founding of UNLV “Rebelled” from the North (Reno) Scarlet & Gray Mascot
- 9. “Beauregard” to “Hey Reb” Hey Reb is not Confederate, he is a Frontiersman What did Frontier people do to Native Americans?
- 10. 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
- 11. *LasVegas* Mississippi of the West Rancho High School Riots 1960s and 1970s after de-segregation Riots included police, teachers, and students Many injuries, some deaths
- 12. 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
- 13. 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?
- 14. 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
- 15. VOCAB Basic definitions (Handout, popcorn style read) Diversity Equity Power (Institutional) Oppression Inclusion/Inclusivity Social Justice
- 16. Diversity The presence of difference Neither good nor bad
- 18. Power Access to resources and/or privileges.The ability to influence the behavior of others, with or without resistance.
- 19. 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.
- 20. 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.
- 21. Social Justice Justice in terms of the distribution of wealth, opportunities, and privileges within a society. Both a process AND a goal
- 22. Language of Appeasement How do we apply and/or interpret these terms?
- 23. Diversity vs. Inclusion 2011 2018 UNLV Residential Life Staff
- 24. 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
- 25. CheckYour Privilege Privilege is an un-earned benefit reinforced by societal standards based on group membership.
- 26. CheckYour Privilege YOU put the “I” in Pr_v_lege Either you have privilege or you don’t ActivityTwo!
- 27. Theoretical Framework Coming Out Model Racial/Cultural Identity Development White Identity Development
- 28. Cass ComingOut Model Disclosure for folx on the Queer Spectrum, influenced by level of safety Blimling Pages 205-206
- 29. Atkinson, Morton,Sue Racial/Cultural Identity Development *LookingatPeopleofColor orPOCspecifically
- 31. Helm’s White Identity Development 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?
- 32. 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?
- 36. Resident Assistants RAs are very influential on social systems within our communities RAs are expected to be agents of social change Much of our training is focused here RAs are expected to influence, confront, teach and learn about issues of equity and inclusivity.
- 37. Re-Cap We only press pause on these conversations--we do not stop them. Identity plays a big role in the journey of RAs—who am I, how do I fit in the world? How do I use the RA position to break-down systems or barriers for myself and others?
- 38. Re-Cap If this is too much Social Justice or if this is too “PC” for you, then being an RA at UNLV is NOT the job for you.
- 39. Reflection Questions (Homework) 1)What is the danger of minimization? As an RA, how is assuming that we should all be treated equally potentially harmful when put into practice? 2) Reflecting on theWeek 5 lecture, what are you still thinking about? (What was most impactful?) What questions do you still have? For responses to Question 2, we will look for themes and attempt to answer the most frequently asked questions in a future class (likelyWeek 6)
- 40. 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
- 41. Questions
- 42. Thank You!
Notes de l'éditeur
- It’ll be OK.
- 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
- 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
- Equity (Ball field graphic, shoe example)
- Weird Grammar
- Handout-Language of Appeasement
- 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
- When we learn about identity theories, or any theory, it is important to understand that you will hear many different generalizations. This is because theory is developed based on patterns of behavior. Also, theories are like colors; if you learn about 3 theories, then you are only painting with three colors. The more theories you can incorporate, the more robust your research and understanding of a particular topic are.
- Very common in Res Life; people are often away from home for the first time and are more free of oppressive forces. This enables them to explore their sexuality in safer spaces. Disclosure for folx on the Queer Spectrum Influenced by safety Blimling Pages 205-206 Non-linear process Not all inclusive of trans-identity, those theories are still, largely, being researched and developed
- Helm’s White ID Development (U.S. White People) “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?
- 1986. Dr. Milton Bennett. Ehtnocentric vs. Ethnorelative
- “At the end of the day, we all bleed red blood and want the same things” Really? Would we have Stonewall Suites or Howell Town if residence hall floors were treated equally?
- o As a department, we work towards acceptance, adaptation, & integration o Minimization How is minimization harmful? • Understand how minimizing differences wouldn’t have allowed for opportunities like Howell Town and/or Stonewall Suites o Link back to Diversity/Service Project In groups, students should focus on both similarities and differences
- If this is too much social justice and this is too “PC” for you, then being an RA at UNLV is not the job you. Sorry (not sorry).
- If this is too much social justice and this is too “PC” for you, then being an RA at UNLV is not the job you. Sorry (not sorry).
- Time Permitting
- Time Permitting