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WHO AM I?. Complete the Following Sentence: “I am _____.” List as many different descriptors as possible. 1 _____________________________ 2 _____________________________.

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Presentation on theme: "WHO AM I?. Complete the Following Sentence: “I am _____.” List as many different descriptors as possible. 1 _____________________________ 2 _____________________________."— Presentation transcript:


2 Complete the Following Sentence: “I am _____.” List as many different descriptors as possible. 1 _____________________________ 2 _____________________________ 3 _____________________________ 4 _____________________________ 5 _____________________________ 6 _____________________________ 7 _____________________________ 8 _____________________________ 9 _____________________________ 10 ____________________________

3 RACIAL IDENTITY ? Where did you list your RACIAL IDENTITY ?

4 Identity Development and Race Prepared by Carney A. Lentz as a part of the course Issues in Diversity (ED 698) – Alverno College, Spring 2006 With Discussion Questions and Topics

5 Racism What is Identity?

6 I Am My Relationships Son Teacher Husband Brother Friend Uncle Son-in-Law Father Church Member Employee Co-Worker

7 Discrimination I Am What the World Tells Me I Am Race Gender Sexuality Profession Eye Color Weight Height Education Level Income Level

8 Two Issues: 1. Most adolescents struggle when they are trying to discover who they are because they don't want to be categorized. “I am an individual.” “You don't know me.” “Don't put me in a box.” 2. Some children avoid the devastating effect of having an external trait affect them negatively. These are all of the “isms” that get thrown around today.

9 These categorizations and “isms” come about in part because of the “mythical norm” that exists in America. According to Audre Lorde the mythical norm is: ● White ● Thin ● Male ● Young ● Heterosexual ● Christian ● Middle or Upper Class

10 But I’m Not Racist!!

11 Racism Active Racism - acts of bigotry, blatant discrimination, violence, derogatory statements Passive Racism - just going along with the jokes, exclusionary hiring, exclusion of diverse people from curriculum, avoiding difficult discussions about race There is more to it than prejudice.

12 Racism is... Anyone can hold a stereotype, but not everyone has the power to act on that stereotype. prejudice plus power. You need to be aware of both individual and institutional racism.

13 Daily Effects of White Privilege: I can go shopping alone most of the time, pretty well assured that I will not be followed or harassed. I can be sure that my children will be given curricular materials that testify to the existence of their race. I can arrange to protect my children most of the time from people who might not like them. I can swear, or dress in second-hand clothes, or not answer letters without having people attribute these choices to the bad morals, the poverty, or the illiteracy of my race. I am never asked to speak for all the people of my racial group. I can remain oblivious of the language and customs of persons of color, who constitute the world's majority, without feeling in my culture any penalty for such oblivion. I can easily buy posters, postcards, picture books, greeting cards, dolls, toys, and children's magazines featuring people of my race. If my day, week, or year is going badly, I need not ask of each negative episode or situation whether it has racial overtones.

14 Five Stages of Racial Identity Development 1. Pre-Encounter 2. Encounter 3. Immersion/Emersion 4. Internalization 5. Internalization-Commitment Based on the “Psychology of Nigrescence” by William Cross The dominant culture surrounds the child and he/she can begin to absorb messages about the minority group. An experience or group of experiences causes the child to become aware of the impact of racism on his/her life. The adolescent tries to surround himself/herself with people and experiences related to the racial identity that has been brought to the surface. Some are misled by the cultural stereotypes prevalent in the media. The individual begins to incorporate a more fully developed understanding of the “minority” group into his/her identity. The individual has fully integrated his/her ethnic heritage into a single identity. He/she becomes able to be an emissary, someone who can respectfully share his/her uniqueness without crushing the uniqueness of another.

15 What Does This Mean For Our District?

16 District Statistics Data compiled from the “Post-Graduation Intentions” survey. Graduating Class of 2003:11.30% Non-White 88.70% White Graduating Class of 2004:5.03% Non-White 94.97% White Graduating Class of 2005:3.57% Non-White 96.43% White Three Year Average: 6.48% Non-White 93.52% White

17 Concerns Are we adequately addressing the needs of our non-white students? Are we appropriately countering the active and passive racism that exists among our white students? Are we addressing any passive racism that exists in the institution (such as hiring practices, curriculum available, and resources available)? What resources (both people and texts) for those who wish to continue the study of racial issues? When instances of racial harassment/discrimination occur, is the response appropriate and thorough?

18 From the Student Handbook Harassment & Discrimination Policy It is the goal of the Mauston School District to provide a harassment and discrimination free environment through our schools. All forms of harassment, including bullying, sexual or racial harassment, are unacceptable. Any student who feels that they are being harassed should contact a staff member. Forms are available for documentation of a harassment complaint or discrimination. Violation of this policy may result in notification of parents and/or guardians and/or law enforcement officials; suspension from school pending parent/student conference with school administration; expulsion from school.

19 A Model of White Racial Identity Development From the work of Janet Helms Contact Disintegration Reintegration Pseudo-Independent Immersion/Emersion Autonomy An event, or encounter will trigger the individual to notice that their whiteness has benefited him/her. The white person encounters further examples of how their whiteness has been a benefit. The passive racism inherent in the world draws the individual back into a passively racist role. Many people get stuck in this phase. An understanding of racism as a system of advantage based on race has been achieved. But the individual has no idea what to do about it. Sometimes manifests it self as “the guilty white liberal.” The white person actively seeks out a new role. It can be difficult to find but there are historic and contemporary examples of white people who actively campaigned against racism. Active challenging of racism and the development of a network of allies is a sign that an individual is ready to promote understanding and acceptance of diversity.

20 What Now? Keep the discussion going. In her book The Opposite of Fate, Amy Tan talks about the power of language: “I worry about the power of language: that if one says anything enough times—in any language—it might come true.” (page 287) We should use the power of language to encourage positive change.

21 References Mcintosh, Peggy. “White Privilege: Unpacking the Invisible Knapsack.” (available through EBSCOhost) Tatum, Beverly Daniel. “Why Are All the Black Kids Sitting Together in the Cafeteria?” Heilbroner, Robert L. “Don't Let Stereotypes Warp Your Judgments.” (available through EBSCOhost)

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