1. UNDERSTANDING AND ADDRESSING RACIAL MICROAGGRESSIONS IN THE ADVISING RELATIONSHIP ROSS WANTLAND, ED M DIVERSITY & SOCIAL JUSTICE EDUCATION

2. WHAT ARE YOU?

3. OUR AGENDA Understand microaggressions – especially in relation to advising Unpack our unconscious biases Incrase our awareness of microaggressions Practice addressing microaggressions

4. INTRODUCTIONS

5. COMMUNITY GUIDELINES

6. MY ASSUMPTIONS There is a pattern and system of unequal treatment of people based on race (racism) that is institutional, cultural, and personal. Each of us has learned the messages of racism, and we can unlearn them Microaggressions aren’t that tiny We have a moral and professional obligation to uncover and address microaggressions and “climate”

7. DANGER OF A SINGLE STORY

8. “The single story creates stereotypes, and the problem with stereotypes is not that they are untrue, but that they are incomplete. They make one story become the only story.” – Chinamanda Adichie

9. IMPACT OF THE SINGLE STORY What are the “single stories” you’ve learned about your own racial group? What “single stories” have you learned about other racial groups? How do these stories affect how people interact with each other?

10. SUSAN FISKE’S RESEARCH ON COMPASSION (2010) Low Competence High Competence Low WarmthScornEnvy High WarmthPityPride

11. RACIAL MICROAGGRESSIONS ON CAMPUS Report written by Harwood, et al., in 2015 Surveyed over 4,800 students (45%) of color in the 2011-2012 school year

12. RACIAL MICROAGGRESSION DEFINED “commonplace verbal or behavioral indignities, whether intentional or unintentional, which communicate hostile, derogatory, or negative racial slights and insults” (Sue, et al., 2007)

13. IF BLACK FOLKS SAID THE STUFF WHITE FOLKS SAY

14. MICROAGGRESSIONS… Are often interpersonal – exchanges between people Can be intentional, but are often “unintentional” Happen constantly to students (and staff) of color Are part of a larger system of racial mistreatment and racism

15. RACIAL MICROAGGRESSIONS RESULTS (HARWOOD, ET AL., 2015) 39% of students of color reported feeling uncomfortable on campus because of their race 51% reported experiences of stereotyping in the classroom 27% felt that their contributions were minimized 25% believed they were not taken seriously because of race

16. MICROAGGRESSIONS INCLUDED: Hearing stereotypes in the content of lecture and other course materials Being dismissed or ignored by the instructor before or after class Listening to the perpetuation of unaddressed stereotypes during classroom discussion Being called on in the classroom to offer the “student of color perspective” Receiving hostile reactions to participation in the classroom discussion Being excluded from participating in a group project Experiencing racial jokes and teasing in the labs Overhearing racist conversations between students in the classroom Steered away from challenging classes or majors by advisors

17. RACIAL MICROAGGRESSION QUOTES When I was a freshman, I went in to see my academic adviser to help schedule my classes for next semester. When I walked into her office her expression immediately changed. Throughout the meeting, she kept questioning me on whether I could stay in the major. It seemed like after she realized I was African American, in her mind, I wasn’t able to successfully complete the major. I felt insulted and disrespected by that meeting and every other meeting I had with her. (African American, Female)

18. RACIAL MICROAGGRESSION QUOTES My freshman year adviser kept trying to convince me to drop my major and instead take on a different major [one of the ethnic studies majors] and a minor in [a language]. I voiced my anger to him and the department head and got a new adviser who was very supportive of me. (Asian, Male)

19. RACIAL MICROAGGRESSION QUOTES An advisor suggested I change my major all together and made me feel as if I shouldn’t have chosen the major because she said it’s just ‘Not for some people.’ (African American, Female)

20. HOW MIGHT WE PERPETUATE MICROAGGRESSIONS?

21. A FEW EXAMPLES Continuing to mispronounce the names of students after being corrected, or not bothering to pronounce the name correctly in the first place. Hosting discussions in class that place students from groups who may represent the minority opinion in a difficult position Making assumptions about students and their backgrounds Assuming all students fit the traditional student profile

22. MESSAGE IN A MICROAGGRESSION Discuss together: What are some of the messages from microaggressions? What is the impact?

23. REACTING TO OUR MICROAGGRESSIONS When you recognize that you may be operating on a stereotype, what do you do? How should we respond when we recognize that we’ve been party to a microaggression? What about when someone else (a colleague, for instance) perpetrates a microaggression?

24. PRACTICING OUR RESPONSES In small groups, read your scenario together and record: How do you understand this situation? What is the potential impact? How can or should you respond?

25. SCENARIO 1 A Native American student comes to you looking to drop a class. When you ask them why they want to drop the class, they say that their professor is always asking them to speak on behalf of all Native Americans.

26. SCENARIO 2 You are talking with an African American student who you know worked hard to get to the University of Illinois and succeed in their major. While talking, you compliment them on being so articulate, which you immediately realize could be viewed as a microaggression.

27. SCENARIO 3 You’ve heard from several students of color that one of your fellow advisors has been known to encourage students of color to switch majors because they are too academically rigorous.

28. MICRO-AFFIRMATIONS AND MICRO- SUPPORT Micro-affirmations are “small acts in the workplace fostering inclusion, listening, comfort, and support for people who may feel unwelcome or invisible in an environment.” How can you work to “counter the harm” of microaggressions?

29. MICRO-AFFIRMATIONS IN ACTION (POWELL, DEMETRIOU, & FISHER, 2013) May be likely to occur through Appreciative inquiry Recognizing and validating experiences Affirming feelings Reinforcing and rewarding positive behaviors

30. INCORPORATING INTO PRACTICE (POWELL, DEMETRIOU, & FISHER, 2013) Practice active listening Recognize and validate every student experience Affirm student feelings Help students optimally process academic experiences Reinforce, reward, and suggest healthy perspectives and behaviors towards positive outcomes Does NOT mean ignoring challenges or failing to address negative behaviors or outcomes

31. NEXT STEPS

32. RESOURCES Microaffirmations in Academic Advising https://dus.psu.edu/mentor/2013/10/839/https://dus.psu.edu/mentor/2013/10/839/ The Danger of a Single Story www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story?language=en www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story?language=en Harwood, S. A., Choi, S., Orozco, M., Browne Huntt, M., & Mendenhall, R. (2015). Racial microaggressions at the University of Illinois at Urbana-Champaign: Voices of students of color in the classroom. University of Illinois at Urbana-Champaign. Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A. M. B., Nadal, K. L. & Esquilin, M. (2007). Racial Microaggressions in everyday life: Implication for clinical practice. American Psychologist, 62(4), 271-286. “From Scorn to Envy,” (2010) American Psychological Association online. http://www.apa.org/monitor/2010/10/compassion.aspx http://www.apa.org/monitor/2010/10/compassion.aspx

33. CONTACT Ross Wantland Director, Diversity & Social Justice Education 217-244-1814 www.oiir.illinois.edu/DiversityEd wantland@illinois.edu On Twitter: @rawantland On Facebook: UIUC.DiversityEd