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 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. 2
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… 3
CIC Committee Members 4
6
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
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
Designed around research recommendations on effective faculty development, consultation and identity awareness. THEORETICAL FOUNDATION 9
Faculty Development Content Active Coherence Focus Learning Collective Duration Participation Desmine, 2011; Garet et al, 2001 10
Awareness Literature Identity Understanding Action (Wall, 2016) Development of racial competence (Michael, 2015) 11
Consultee-Centered Consultation CIC Consultants (i.e., committee members) Committee Faculty partnered with faculty members from the Members School co-facilitated collaborative and non- hierarchical learning communities across several semesters . Students 12
Outcomes Analysis Pre/Post Cultural Survey Students Diversity LO Diversity Objectives CIC Syllabus Review Faculty Qualitative Interviews 13
Race Pedagogy & CIC Awareness Application Action 14
• 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 Williams & Conyers, 2016 15
Responses to Difference Racially-conscious History Course on faculty makes race Avoidance in PWIs Diversity/Inclusion a salient part of their practice Williams & Conyers, 2016 16
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). 17
Students • Experiental Reality • Biases • Microaggressions • Color Blind • Resistance • Emotional Reaction • Anger SP Awareness Facilitation Skills • Guilt • Empirical Reality • Ground Rules • Education • Educate • Research • Systems of Oppression • Experiental Reality • Emotion • Personal Idenity Management • Biases • Instigate • Media • Humor Race Pedagogy Williams & Conyers, 2016 18
Awareness • Am I aware of my biases about race, class, or gender? – How has this bias been shaped? Education Bias Media/Social Community Media Williams & Conyers, 2016 Family 19
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? Williams & Conyers, 2016 20
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? 21
School Psychologist Awareness • Am I aware about how race is discussed and understood in other cultures? – Dominant Cultures – Subordinate Cultures Williams & Conyers, 2016 22
Awareness 23
Creating an Inclusive Community Racial Identity Development Semester 1 Implicit Bias & Spring 2016 Microaggressions Colorblindness & Colormuteness 24
Creating an Inclusive Community Understanding race talk Challenges to Semester 2 facilitating race Fall 2016 talk Strategies for facilitating race talk 25
Creating an Inclusive Community Examining syllabi Classroom strategies Semester 3 Spring 2017 Peer feedback Analysis of learning outcomes 26
Creating an Inclusive Community Creating Safe Understanding Space White Males Practice Peer Supervision Semester 4 Reflection Fall 2017 Student Analysis of Learning Outcomes Teacher 27
Creating an Inclusive Community White Privilege Race Talk & Spring 2018 Privilege Privilege & Angry White Men 28
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
• Depth vs. breadth in faculty Ongoing Dilemmas: 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 )
Many Thanks To Jane Bean-Folkes, Education, Facilitator • • Katharine Dill, Social Work Deborah Gatins, Psychology, Facilitator • • Linda Dunlap, Psychology Ryan Kinlaw, Psychology, Facilitator • • Martha Garcia, Social Work Kimery Levering, Psychology, Facilitator • • Wendy Gladstone-Brown, Jocelyn Smith Lee, Psychology, Facilitator • Education Mary Stone, Psychology, Facilitator • • Patrick O’Donnell, Psychology Kathy Trela, Education, Facilitator • • Isabel Rose, Social Work Christina Wright- Fields, Education, Facilitator • • Edward Sullivan, Education Martha Garcia, Social Work, Facilitator • • Zsuzsanna Szabo, Education Addrain Conyers, Criminal Justice, Facilitator • Peter M. delRosario, Mental Health, Facilitator • And Deborah Gatins (DEAN) for her support!
Measurement FYS & Evaluation OUTCOME ANALYSIS 32
MEASUREMENT & EVALUATION 33
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 of 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. 34
Diversity Learning Objective & Activity • Learning objective – Evaluate various perspectives on evaluation and determine the possible effects on measurement practices (i.e., culture). 35
Activity Learning Objectives Waking Up White 50 item Selected Response 20 item Constructed Response CBM Assessment Waking up White Self-Reflection Presentation 36
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 of measurement activities for your future students?
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. 38
Demographics Program Ethnicity High School Year 12 12 Caucasian 11 Suburbs Sophomores 1 Hispanic 1 Junior 2 Urban 39
Diversity – Related Courses 1 Class 5 2 Classes 2 Diversity 3 Classes 2 Related Courses 4 Classes 2 5 or more 2 40
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) 41
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