Nyar presentation 2013
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“Man…Why can’t I have a Black teacher?” Dr. Breyan Haizlip, LMHC, LPC Mr. Adam Haizlip Georgia Southern University
Transcript of Nyar presentation 2013
“Man…Why can’t I have a Black
teacher?”Dr. Breyan Haizlip, LMHC, LPC
Mr. Adam Haizlip
Georgia Southern University
Program Outcomes
Knowledge concerning the Tripartite Model of Multicultural Competency (MCC)
Introduce Conflicting Dimensions of Oppression vs. Privilege in Identity Development
Discuss Intersectionality of Gender Identity and Racial Identity Development
Opportunities for Increased Insight of Self
Great Thinkers…
Ask great questions of others and themselves.
Ask bold questions.
Are free thinkers.
Are honest.
Are brave.
Approximately how many studies of been conducted in the last 10 years (2001-2010)
that look at AA males, RACE, and academic
achievement?
a. 250
b. 500
c. 750
d. None of the Above
Approximately how many studies of been conducted in the last 10 years (2001-2010)
that look at AA males, GENDER, and academic
achievement?
a. 250
b. 500
c. 750
d. None of the Above
Consequences
One-dimensional approach to a multi-dimensional issue.
Influx of literature on race.
Inadvertently perpetuates the notions of “other”.
Points to “race” as the central conflict.
Reinforce oppression-related trauma.
Missed opportunities to educate about internalized supremacy and internalized oppression related to race.
Discounts gender as salient in male-female interactions.
Inadvertently perpetuates norms about gender. Male Privilege
Missed opportunities to educate our males about internalized supremacy related to gender.
What’s Missing?
A look at the interactions of gender identity and associated conflict.
Focus on MCC development as a sequential learning process.
Honest discussion of intersections of privilege and oppression and how that affects Teacher-Student relationships.
Tripartite ModelSkills
Knowledge
Awareness
Privilege & Oppression
Receiving less negative consequences associated with aspect of your identity.
Unearned, invisible, and unconscious advantages awarded as a result of dominant group membership.
The exercise of burdensome, unjust, or cruel treatment of a member of a marginalized group or individual.
Unearned, visible, and conscious disadvantaged conditions as a result of non-dominant group membership.
ACTIVITY
In what ways do you experience PRIVILEGE as it relates to your cultural identity?
In what ways do you experience OPPRESSION as it relates to your cultural identity?
Which (OPPRESSION or PRIVILEGE) has been more important to your identity development?
What are the initial thoughts of African American (AA) males (10-17) when they enter a classroom and recognize that their teacher
is a White female?
a. “What is this White lady going to teach me?”
b. “Another White lady?…”
c. “Man…I know I am going to have problems this year.”
d. “I know she don’t like me.”
e. “Man…Why can’t I have a Black teacher?”
What are the initial thoughts of White women when AA (middle-high) males
enter their classroom?
a. “I don’t see color…I only see my student.”
b. “I just see a male student walking in the room.”
c. “I hope I don’t have any problems with ‘this’ student.”
d. “I’m not going to take any ‘crap’ this year.”
e. “I know how to work with ‘these’ students.”
What are we seeing?
Acknowledgement of awareness race and gender on some levels.
Avoidance less desirable feelings (OPPRESSION):
INADEQUACY
ANXIETY
Acceptance of more desirable feelings (PRIVILEGE):
ADEQUACY
CONFIDENCE
The SELF
“I am not who YOU THINK I AM…
I am not who I THINK I AM…
I am WHO I THINK YOU THINK I AM.”
Conflicting Identity Dimensions
• Male Privilege• Internalized
Sexism
• Adequate• Confident• Affirmed
• Internalized Racism
• White Privilege
• Inadequate• Anxious• Denigrated
Gender Privilege
RaceOppressi
on
Self-Awareness
• Cultural of Origin• Who am I?
Identity
What are YOU doing?
What have you done…What are you doing to increase
awareness of self to improve your positive impact and minimize your negative
impact in your work?
Bias 101: Are you up for the
challenge? Accept where you are…so that you can move
towards being who you want to be.
50 Biases related to RACE and GENDER
Cultural Autobiography
Privilege Checklist
Gender and Racial Identity Development Models
Understanding Internalized Oppression
Cultural Immersion Project
Seek opportunities for Professional Development
What’s in it for you?
Greater satisfaction in your work related to self-efficacy.
Greater work/life balance and decreased in work related stress.
Higher achievement rates of all students in particular, African American males in particular.
Promotion into leadership roles.
Closing gap of disproportionality.
Culturally competent teachers create culturally competent schools.
Culturally competent teachers give their students the gift of being hope.
Be Brave…Be Honest
http://youtu.be/aRZIMxVZNos
CULTURAL RESPONSIVITY TRAINING
Dr. Breyan Haizlip, CRTE Consultant
Adam Haizlip, CRTE Consultant
804.943.6001
