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7/31/2019 Thriving in a Dive
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Thriving in a Dive:What Do You Do When You
DontLike YourCommunity?
Torry L. Reynolds, Kamilah Legette, &
Shuntay Z. McCoy
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Overview
Review ways in which oppressive learning communitiesare developed
Define and Identify Microaggressions as toxicinstitutional practices
Highlight how student development within aneducational setting is threatening to the success ofdiverse students
Examine the decisions diverse students have to navigate
in an unhealthy learning environment; and how thesedecisions are made
Share personal experiences of how to Thrive in a Diveof toxic learning environments
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Learning Outcomes
To understand how educational institutionscreate oppressive communities for diverse
students to navigate To problematize the impact of toxic learning
environments on the development of diversestudents
Introduce strategies for students, faculty,and staff to engage in to improve theeducational context of diverse students
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Creation of an Oppressive
Community
Standards of culture free assimilation: internalizewhiteness as the standard of achievement and
success
Communication of intellectual inferiority: Loweredexpectations
Cultural Isolation: Creating ideal/model minorities
Psychological, physical, and emotional exhaustion:Marginalization
(Delpit, 2006; Henfield, Moore, & Wood 2008; Howard, 2008; Ladson-
Billings & Tate, 1995; Rosenbloom & Way, 2004)
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Micoroaggressions
Verbal and nonverbal communications of prejudiceand discrimination targeted at oppressed groups
Racial
Sexual Orientation
Gender
Religion
Social Class
Ability
(Sue, D.W., Nadal, K.L., Capodilupo, C.M., Lin, A.I., Rivera, D.P., & Torinao, G.C. (2007). Racialmicroaggressions in everyday life: Implications for clinical practice.American Psychologist, 62, 271-286).
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WellnessWheel
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Microaggressions
Most painful when it occurs between those inprivileged groups against others
Ex) Persons of color in a white environment (race)
Negative consequences for privileged and nonprivileged groups
Create a difficult classroom climate Professors
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Reactions to Microaggressions
Cognitive
speak or not to speak
Emotional
Angry and frustrated
Anxious about consequences from speakingout
Exhausted from constantly dealing with anever ending onslaught of microaggressions
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Professor Strategies to Manage
Microagressions
Set tone for openness and mutualresponsibility
Training in facilitating dialogues onmicroaggressions
Realize and acknowledge they are not immunefrom being bias
Recognize students follow their lead
Be resourceful
Do not allow inappropriate or harmfulcomments to pass unnoticed
(Anderson, J. (1999). Faculty responsibility for promoting conflict-freecollege classrooms. New Directions for Teaching and Learning, 77, 69-76).
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Strategies for K-12 Educators
1. Recognize and moderate power differentialsa. Acknowledge the human diversity in your classroomb. Address signs of bullying and microaggressions
against students2. Connect student to positive resources
a. Be aware of institutional and community resourcesb. Take the initiative to move students toward using the
resources
3. Allow students to own their environmenta. Allow each student to create their own safe spaceb. Provide opportunities for each student to shine
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Thriving in a Dive:
Self Care for Educators
Critical Hope/Critical Community
Parental Support Systems
Peer Support Systems
Professional Support
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Q & A
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