Promoting Race Pedagogy in Higher Education: Creating an Inclusive - - PowerPoint PPT Presentation

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Promoting Race Pedagogy in Higher Education: Creating an Inclusive - - PowerPoint PPT Presentation

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Promoting Race Pedagogy in Higher Education: Creating an Inclusive Community Stacy A. S. Williams, PhD., NCSP Stacy.Williams@marist.edu Daria Hanssen, PhD, LCSW Daria.Hanssen@marist.edu Marist College 1 Learning Objective Participants

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Promoting Race Pedagogy in Higher Education: Creating an Inclusive Community

Stacy A. S. Williams, PhD., NCSP

Stacy.Williams@marist.edu

Daria Hanssen, PhD, LCSW

Daria.Hanssen@marist.edu

Marist College

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Learning Objective

  • Participants will learn

– how to facilitate race pedagogy using resources in their learning community

  • Faculty Expertise

– where to identify and collate resources to facilitate difficult conversations in the classroom. – about resources for facilitating and managing difficult conversations.

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Terminology

  • PWI – Predominately White Institutions
  • PWS – Predominately White Spaces
  • POC – People of Color
  • WOC – Women of Color
  • Race Pedagogy – The art and science behind race talk…

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CIC Committee Members

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Need for conversations around inclusion

  • 1. Attention to national conversation about race and college campuses
  • 2. Focus on diversity issues in accreditation visits
  • 3. Questions raised at school wide meeting
  • 4. Overburdening of faculty of color

Need for systematic approach

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Our original goals

  • SBS dean solicited volunteers to serve on a planning committee
  • “To bring together faculty, students, administration and staff to

create a learning community that will: (1) foster open dialogue, (2) raise awareness, (3) engage in collaborative problem solving, and (4) develop resources for faculty and students.” We aimed to start the conversation and build upon existing expertise

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THEORETICAL FOUNDATION

Designed around research recommendations on effective faculty development, consultation and identity awareness.

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Faculty Development

Content Focus Active Learning Coherence Duration Collective Participation

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Desmine, 2011; Garet et al, 2001

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Awareness Literature

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Action Understanding Identity

(Wall, 2016) Development of racial competence (Michael, 2015)

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Consultee-Centered Consultation

Faculty Students CIC Committee Members

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Consultants (i.e., committee members) partnered with faculty members from the School co-facilitated collaborative and non- hierarchical learning communities across several semesters.

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Outcomes Analysis

CIC Students Pre/Post Cultural Survey Diversity LO Diversity Objectives Faculty Syllabus Review Qualitative Interviews

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Race Pedagogy & CIC

Awareness Application Action

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  • An increase in diverse experiences in the classroom coupled

with a “post racial” ideology has the potential to create a challenging learning environment for all students.

  • Color Blind Racism
  • Reverse Racism Towards White
  • White Anger

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Williams & Conyers, 2016

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Responses to Difference

Avoidance in PWIs History Course on Diversity/Inclusion Racially-conscious faculty makes race a salient part of their practice

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Williams & Conyers, 2016

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Intro

  • It has been argued that for race pedagogy to be effective and

successful, the content and approach should correspond with the subject matter and demographics of the classroom (Rothschild, 2003).

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Race Pedagogy

SP Awareness

  • Empirical Reality
  • Education
  • Research
  • Experiental Reality
  • Personal Idenity
  • Biases

Students

  • Experiental Reality
  • Biases
  • Microaggressions
  • Color Blind
  • Resistance
  • Emotional Reaction
  • Anger
  • Guilt

Facilitation Skills

  • Ground Rules
  • Educate
  • Systems of Oppression
  • Emotion

Management

  • Instigate
  • Media
  • Humor

Williams & Conyers, 2016

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Awareness

  • Am I aware of my biases about race, class, or gender?

– How has this bias been shaped?

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Bias

Education Community Family Media/Social Media

Williams & Conyers, 2016

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Awareness

  • Am I aware of how my biases

– shape interactions with different audiences? – shape discussions on race, class, ethnicity? – shape the experiences I have counseling/advocating for children of difference races?

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Williams & Conyers, 2016

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Awareness

  • Am I knowledgeable about other cultures and their history of

contact with the USA; USA Educational System?

– What are the limitations of this knowledge?

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School Psychologist Awareness

  • Am I aware about how race is discussed and understood in
  • ther cultures?

– Dominant Cultures – Subordinate Cultures

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Williams & Conyers, 2016

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Awareness

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Creating an Inclusive Community

Semester 1 Spring 2016 Racial Identity Development Implicit Bias & Microaggressions Colorblindness & Colormuteness

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Creating an Inclusive Community

Semester 2 Fall 2016 Understanding race talk Challenges to facilitating race talk Strategies for facilitating race talk

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Creating an Inclusive Community

Semester 3 Spring 2017 Examining syllabi Classroom strategies Peer feedback Analysis of learning

  • utcomes

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Creating an Inclusive Community

Semester 4 Fall 2017 Creating Safe Space Understanding White Males Peer Supervision Practice Reflection Analysis of Learning Outcomes Student Teacher

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Creating an Inclusive Community

Spring 2018 White Privilege Race Talk & Privilege Privilege & Angry White Men

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Other CIC Features:

  • Voluntary participation,

– 10-15 faculty per session

  • Meetings 3/4 times per semester, Wednesdays at 2pm
  • Co-facilitation, generally by faculty with different backgrounds

and disciplines (14 faculty facilitators to date)

  • Collective iLearn site for readings and additional resources
  • Research conducted on outcomes
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Ongoing Dilemmas:

  • Depth vs. breadth in faculty

participation?

  • Continued attention to race and/or

inclusion of other diversities?

  • Drawing upon internal vs. external

expertise?

  • Treatment of diversity issues in

politics and wider society? (e.g., Black Lives Matter movement; Alt Right Movement )

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Many Thanks To

  • Jane Bean-Folkes, Education, Facilitator
  • Deborah Gatins, Psychology, Facilitator
  • Ryan Kinlaw, Psychology, Facilitator
  • Kimery Levering, Psychology, Facilitator
  • Jocelyn Smith Lee, Psychology, Facilitator
  • Mary Stone, Psychology, Facilitator
  • Kathy Trela, Education, Facilitator
  • Christina Wright- Fields, Education, Facilitator
  • Martha Garcia, Social Work, Facilitator
  • Addrain Conyers, Criminal Justice, Facilitator
  • Peter M. delRosario, Mental Health, Facilitator

And Deborah Gatins (DEAN) for her support!

  • Katharine Dill, Social Work
  • Linda Dunlap, Psychology
  • Martha Garcia, Social Work
  • Wendy Gladstone-Brown,

Education

  • Patrick O’Donnell, Psychology
  • Isabel Rose, Social Work
  • Edward Sullivan, Education
  • Zsuzsanna Szabo, Education
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OUTCOME ANALYSIS

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Measurement & Evaluation FYS

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MEASUREMENT & EVALUATION

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Course Description

  • In this course, candidates examine the role of measurement and evaluation in

regular and special education. Proceeding from an understanding of the essential qualities of all measurement instruments, including validity and reliability, candidates learn to plan, construct, and analyze the results of classroom tests, use

  • f alternative/authentic assessments, and to evaluate standardized tests.

Assessment instruments are summarized using measures of central tendency, variability, relationship, and are interpreted using norms and standard scores. Representative measures of aptitude and achievement for regular and special education populations will be examined. Candidates will also consider the current social and ethical implications involved in assessment.

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Diversity Learning Objective & Activity

  • Learning objective

– Evaluate various perspectives on evaluation and determine the possible effects on measurement practices (i.e., culture).

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Activity

Waking Up White

Learning Objectives 50 item Selected Response 20 item Constructed Response CBM Assessment Waking up White Presentation Self-Reflection

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Waking up White Reflection Questions

  • Self-evaluation portion: Candidates are expected to respond to

the following questions in their portfolio (i.e., 1 – 2 pages) [Individual]

– How does reading “Waking up White” relate to the evaluation of non-cognitive dispositions (i.e. Chapter 11)? – In what ways may privilege (i.e., class, race) impact the development

  • f measurement activities for your future students?
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Instructional Method

  • Exploratory strategies, group process and direct instruction

were used to facilitate diversity related conversations.

  • Feedback regarding language choice was provided during

reviews of permanent work products.

– Peer Group Supervision – Faculty Feedback

  • Direct Instruction on Race Related concepts (i.e., 3 course

periods)

– Some students reflected on the book during their final presentation.

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Demographics

Ethnicity

12 Caucasian 1 Hispanic

Program Year

12 Sophomores 1 Junior

High School

11 Suburbs 2 Urban

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Diversity – Related Courses

Diversity Related Courses 1 Class 5 2 Classes 2 3 Classes 2 4 Classes 2 5 or more 2

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Descriptive Statistics

PRE Post Cultural Awareness 4.23 (.533) 4.56 (.417) Values Diversity 3.90 (.800) 4.21 (.755) Manages Conflict 4.24 (.432) 4.52 (.417) Adapts to Diversity 4.17 (.543) 3.26 (.374) Cultural Knowledge 3.73 (.780) 3.84 (.591) CLD 3.23 (1.01) 4.00 (.866) Overall Total 3.92 (.532) 4.06 (.447)

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Paired Sample T Test

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Managing the Dynamics of Differences

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Items Pre Post I recognize that conflict is part of life. 4.69 (.480) 4.77 (.439) I work to develop skills to manage conflict in a positive way. 4.38 (.650) 4.62 (.506) I recognize that what appear to be clashes in personalities may in fact be conflicts in personal or school culture. 3.85 (.689) 4.38 (.506) I check myself to see if an assumption I am making about a person is based on facts or upon stereotypes about a group. 4.00 (.816) 4.38 (.650) I accept that the more diverse we become as a nation, the more we will change and grow. 4.46 (.776) 4.62 (.506) I realize that once I embrace the principles of cultural competence, I, too, must change. 4.08 (.760) 4.38 (.768)

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Adapts to Diversity

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PRE POST Mean (SD) Mean (SD)

I am committed to the continuous learning that is necessary to deal with the issues caused by differences. 4.38 (.768) 4.62 (.506) I seek to enhance the substance and structure of the work I do so that it is informed by the guiding principles of cultural proficiency. 4.08 (.954) 4.31 (.751) I recognize the unsolicited privileges I might enjoy because of my title, gender, age, ethnicity, or physical ability. 4.15 (.689) 4.15 (.555) I know how to learn about people and cultures unfamiliar to me without giving offense. 4.08 (.641) 4.23 (.725)

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Waking up White Responses

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Challenges

Challenges Student Resistance Evaluations Faculty Response Administrative Support CIC Peer Support Self care

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Student Evaluations

  • Yes. Professor put a HUGE emphasis on RACE and CLASS. Professor Williams is an overall effective

teacher, she knows what she is talking about. However, she integrated her agenda towards white people within our class, in which it had nothing to do with race or class. The purpose of the class was to develop high quality assessments for students, specifically towards high school students. The book we read to make these assessments was called "Waking up White." In fact, Professor made us take a race test to so that we are "aware of our biases when creating assessments." However, there are more than just black and white biases. The only biases that were addressed were black and white students.

  • I do not think Waking Up White was the most effective lens for this course…

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FIRST YEAR SEMINAR

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Learning Objectives

  • To develop a working understanding of the impact of race,

ethnicity, gender and social class upon oneself, other students, and the wider human community.

  • Explain the broad concept of social justice, social injustices,

and human rights

  • To examine one’s own social values and ways of thinking to

ensure a greater degree of tolerance for others

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FYS

  • Social Justice from the Sidelines to the Frontlines
  • Class “Mission Statement” was distributed and discussed
  • Showed the film “Angry Eye”- students then write a reflection-

focus is on color blindness followed by small group discussion

– Class session on having “Difficult Dialogues” along with a Ted Talk reinforcing the importance of respecting others viewpoints(University

  • f Alaska @Anchorage)

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Demographics – Pre Assessment

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Ethnicity

12 White 1 Asian

Program Year

12 Freshman 1 Sophomore

Gender

10 Female 3 Male

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Demographics – Post Assessment

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Ethnicity

15 White 2 Asian

Program Year

16 Freshman 1 Sophomore

Gender

14 Female 3 Male

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Descriptive Stats

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PRE POST Cultural Awareness 4.53 (.585) 4.68 (.448) Values Diversity 3.13 (.485) 4.48 (.533) Manages Conflict 3.64 (.371) 4.52 (.507) Adapts to Diversity 4.32 (.514) 4.44 (.710) Cultural Knowledge 4.00 (.790) 4.20 (.638) CLD 3.03 (1.08) 3.64 (.879) Overall Total 3.77 (.405) 4.33 (.442) Total - CLD 3.92 (.376) 4.46 (.439)

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Paired Samples T- Test

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FYS Post Assessment Questions

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Challenges

Challenges Student Resistance Evaluations Faculty Response Administrative Support CIC Peer Support Self care

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QUESTIONS, COMMENTS, CONCERNS

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Promoting Race Pedagogy in Higher Education: Creating an Inclusive Community Stacy A. S. Williams, PhD., NCSP

Stacy.Williams@marist.edu

Daria Hanssen, PhD, LCSW

Daria.Hanssen@marist.edu

Marist College

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References

  • http://www.crlt.umich.edu/FCIT
  • http://www.difficultdialoguesuaa.org/handbook