A thousand paper cuts presentation
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A thousand paper cuts presentation
- 1. A Thousand Paper Cuts: Students of Color Speak on their Experiences in Academia IUSPA Virtual Conference October 21, 2013
- 2. Introduction Why this topic? Understanding & Recognizing Coping Strategies Exploring the Effects
- 3. Agenda Presenters’ Stories Hidden Curriculum Macro/Microaggressions Discussion Coping Strategies
- 4. Expectations & Ground Rules Session is recorded Use anonymity in personal stories Use “I” statements Incorporate undergraduate, graduate & professional experiences Use presentation as conversation starter Submit questions using chat feature
- 5. Presenters’ Stories Joi: Intersectionality between Race, Class & Gender Maryann: The Power of Naming Jonathan: Tokenizing Diana: Situating Learning in Learner’s own Experience
- 7. Macroaggression : aggressive acts that support larger-scale injustices; more structural level instead of microlevel social level
- 8. Microaggression : brief, subtle everyday exchanges that send messages to certain individuals because of their group membership
- 9. Microinsult : Communications that convey rudeness & insensitivity and demean a person
- 10. Theme Example Ascription of Intelligence “You are a credit to your race.” “You are so articulate, for a person of color.” Sexual Objectification “A male stranger puts his hands on a woman’s hips to pass her by.” Assumption of Abnormality “People who are weird and different are gay.” Second Class Citizenry Person of color mistaken for a service worker. Pathologizing Cultural Values/Communication Styles Asking a Black person: “Why do you have to be so loud/animated? Just calm down.” Assumption of Criminal Status A White man or woman clutching their purse or checking their wallet as a person of color approaches or passes
- 11. Microassault : explicit verbal, nonverbal, or environmental attacks intended to hurt the victim through name-calling, avoidant behavior, or purposeful discriminatory actions
- 12. Theme Example Racial Slurs Referring to African Americans as “niggers,” Chinese Americans as “chinks,” women as “bitches,” and gays as “fags.” Hanging/Posting of Inflammatory Paraphernalia/Symbols Displaying a Klan Hood, Nazi swastika, noose, or Confederate flag; burning a cross Discouraging interracial interactions “Black and White don’t mix”
- 13. Microinvalidation : communications that exclude, negate, or nullify the psychological thoughts, feelings, or experiential reality of a person belonging to a marginalized group
- 14. Theme Example Alien in Own Land “Where are you from?” “You speak English very well.” Color, Gender, Sexual Orientation Blindness “When I look at you, I don’t see color.” “There is only one race, the human race.” Myth of Meritocracy “I believe the most qualified person should get the job.” “Men and women have equal opportunities for achievement.” Denial of Individual Racism/Sexism/Heterosexism “I’m not racist. I have several Black friends.” “As an employer, I always treat men and women equally.”
- 15. Discussion Does this resonate with you? What support or coping strategies have you experienced?
- 16. Coping Strategies Support Mimimizing Emotional Action & Physical Response
- 17. References:
Notes de l'éditeur
- Lead: DianaNotes: Introduction of Presenters: Diana, Maryann, Jonathan, Joi (in this order). Before we get started into our presentation we ask that you please mute your computers.
- Lead: JoiNotes:Understanding & recognitionKnowing the differenceFamiliarity with the effects of microaggressionsIts role in educationThe power of namingCoping StrategiesExploring the EffectsAnxietyDepressionLack of ConfidenceWorthlessnessIntrusive CognitionsHelplessnessFalse Positives
- Lead: Joi
- Lead:JoiNotes:We will try to get to as many questions at the end of the discussion if it has not yet been addressed within the presentation
- Notes:Diana, you might want to reference Baxter Magolda’s Learning Partnership Model
- Lead: Diana
- Lead: MaryannNotes:These acts are direct, blatant and overt rather than covertThese can include but are not limited to race, gender, and sexual orientationAn example would be, “You don’t belong here because you’re a woman, or black, etc.”It is important to know that racism is a form of macro aggressions.
- Lead: JonathanNotes:One paper cut stings; but multiple paper cuts can cause severe emotional harmMicroaggressions are similar to paper cuts; one stings but many can cause harm. Separated into three branching categories: 1. Microinsult; 2. Microassault; 3. Microinvalidation
- Lead: JonathanFocus on: Ascription of Intelligence: You are so articulatefor a person of color; communicates the idea that people of color are generally not as intelligent as Whites.Sexual Objectification: A male stranger puts his hands on a woman’s hips to pass her by; communicates the idea that a woman’s body is not her ownAssumption of Abnormality: People who are weird and different are gay; communicates the idea that something about one’s race, gender, or sexual orientation is abnormal.
- Lead: Jonathan
- Lead: JonathanAgain, these are often conscious and deliberate acts of racism, sexism, etc. conducted at the individual level;Microassaults are often easier to deal with by marginalized groups because their intent is clear and the psychological energies of people of color are not diluted with ambiguity.All of these convey hurtful messages to the receiver.
- Lead: JonathanNotes: - Often unconscious
- Lead: JonathanSome examples include:Alien in Own Land: “Where are you from?”, or “You speak English very well.” which can communicate the message that an individual is not American even though they may in fact be.Denial of Individual Racism/Sexism/Heterosexism: “I’m not racist. I have several Black friends”; communicates the message that
- Lead: ?Notes:Open up saying that we learned that connecting with each other provided a platform so that we don’t feel alone. Do any of the things discussed thus far resonate with you in your undergraduate, graduate, and/or professional experiences such as hidden curriculum and microaggressions?What support have you received from your classmates, school, work environment, etc?
- Lead: JoiNotes:Taking this to professional life - being equipped to have these conversations in a constructive manner Faculty: diversify curriculums (include diverse works by diverse authors); avoid such statements and/or check your actions when statements are made.SAPs: familiarize yourself with these theories and frames of reference; assist students in unpacking these experiences and putting a name to themStudents: Find a mentor (someone who can help you unpack these experiences) ; consult with peers (because they too may be experiencing some of these things); address those whose words/actions may impact you after some processing time; reflect on how these experiences make you feel and do not leave them unaddressed; Strategy typeSupportPeer & FamilialFaculty or MentorIgnoring and/or MinimizingMinimizing experiencesCreating walls or barriersPicking battles (avoid battle fatigue)Checking outDisengaging and regroupingEmotional & Physical ResponseCompassionCode-switching/OvercompensationDialogueSelf-CareSpiritualityActionInspiring othersIncrease knowledgeAgencySeeking professional developmentChallenging stereotypes