1. How to Do Diversity Discussions
Jeannie Haubert
10/4/16

2. Outline Quick introductions Caveats Tips for effective facilitation
Who you are
Why you’re here
One concern you have about “doing diversity discussions”
Caveats
Tips for effective facilitation
Sample group agreement
List of resources
Practice, practice, practice

3. Particular difficulties in teaching about power and difference
Teachers also have a social location and blindspots
Classroom power hierarchies can reinforce marginalization
Students may over personalize/ individualize
Students may “shut down” when confronted with uncomfortable ideas
What can this white lady teach ME about race?
Individualizing- We know that systems of power operate at various levels (structural, cultural, and interpersonal). Emphasize and reemphasize the cultural and the structural because they will over-focus on the interpersonal.
“This is about white power, not white people” By power, I mean control and dominance over ideas and key resources in society.
“You don’t have to feel privileged to be privileged”
“Privilege is not something you ask for, it is just given”
“This is not about you. It’s not about you being a good or a bad person. Not about men being bad people, not about white people being bad people, not about rich people being bad people. It’s about the way society is set up to benefit some groups at the expense of others and about how we as individuals can stop reinforcing that and actually undo that.”
“no one has to be intentionally racists, or sexist for these inequalities to be reproduced”. (Examples, activities)

4. Caveats My style may not be your style. Find YOUR style.
Classroom structure matters
Classroom composition matters
Racial awareness is a process, not a destination

5. 10 Tips for effective Facilitation
Reflect first on your reaction
Consider two facilitators
Develop your understanding of institutional racism
Focus discussion outcomes
Create a group agreement
1. As you do your course prep (reading etc). Note your own reactions to the material and any personal sensitivities and concerns. Allow this information to serve as a caution when facilitating the group.
2. Consider two facilitators (ideally, a gender and racially balanced pair) to model trust, open inquiry, respect and cooperation. One might monitor emotional or group processes while the other guides content, activities and discussion.
3. Read the background materials and resources on our Web site to develop your understanding of institutional racism, educational disparities and other “hot-button” issues that you think might arise. Find out how these are playing out on your campus. Consider handing out a glossary of racial terms; introduce relevant facts and figures as appropriate (e.g., enrollment & graduation rates).
4. Establish realistic goals and expectations. Consider your group’s interests and vulnerabilities. Focus discussion outcomes – where are you going? At the same time, create a sense of possibility or opportunity.
Source: whatsrace.org

6. Class Agreement Maintain confidentiality Take turns Use I statements
Alternate speaking and listening to each other with respect
Use I statements
Speak about your experiences. Do NOT debate others’ experiences
Frame comments as questions
Racial understanding is a process
Acknowledge that each of us brings different perspectives and experiences and is at a different stage of development in addressing individual, interpersonal and institutional racism

7. 10 Tips for effective Facilitation
Do “low-risk” activities first
Make sure the discussion is racially balanced.
Acknowledge emotions, but do not allow them to overtake the focus.
Take advantage of “teachable moments”
Encourage empowerment
Create safety by engaging in low-risk discussion/activities (e.g., reflective writing, anonymous questions/comments, dyads/pair and share, discussing the film, posing questions) before moving on to higher-risk interactions (e.g., articulating an assigned “position” or expressing personal thoughts aloud). Break into small groups periodically so everyone can speak and be heard.
Allow for moments of silence and different styles of engagement. At the same time, ensure the “burden” of the discussion is racially balanced. Watch for domination by individuals and by demographic groups. Manage rather than avoid disagreements, remembering that conflict can be constructive.
Avoid the “shame and blame” paradigm. Anger, upset, guilt, discomfort, even confusion are normal. Emotions should be acknowledged, but not become the focus of discussion. Watch out for overpersonalization; balance the need to explore feelings with a desire to discuss tangible issues and generate outcomes.
Take advantage of “teachable moments.” Ask someone speaking to say more, go deeper, rephrase, consider an alternative or opposing view. Introduce concepts and outside information as needed to “ground” discussion within a broader context and take it out of the personal realm. Ask the class to explore an idea together rather than evaluate positions. Redirect debates and resistance as follows: What would it mean if this were true? What might we do differently?
Encourage personal empowerment for making a difference. Emphasize that any effort at change is meaningful. What may be easy for one participant may be risky for another. This discussion is but one step in a larger process.
Source: whatsrace.org

8. Course design strategies
Problems
Strategies
Passive learning, real-world applicability, critical thinking
Blindspots, power hierarchies, levels of understanding and engagement
Starting at different levels, Over- personalization, individualizing, and shutting down.
Applied Learning Exercises/ engagement games
Discussions, journals, and mid-semester evaluations
Discussion ground rules, anticipating pitfalls, careful balance between lecture and discussion, emphasizing agency
Class size winds up being a key factor here.

9. Resources Resistance and Possible Responses Engagement Games
Action Steps
Short Background Readings
Additional Resources (websites, statistics, books, etc)
Source: what’srace.org