Preparing the Adult Community for Diversity

Bias Awareness/Aversive Racism

Independent School Diversity Seminar

July 7, 2009

Keith Hinderlie, Ph.D.

www.keithhinderlie.com

drkeith@keithhinderlie.com

DiversityAdapted from Sanchez and Tennis Associates

the existence of many unique individuals in the school community that includes men and women from different nations, cultures, ethnic groups, sexual orientations, generations, backgrounds, skills and abilities

Inclusion Adapted from Sanchez and Tennis Associates

characteristic of a school community in which everyone has an opportunity to fully participate in creating success and is valued for the distinctive skills, experiences and perspectives they bring to the community.

Effective Diversity Respondents (Roosevelt Thomas – “Building A House For Diversity”, 1999)

• Actively supports the organizations diversity efforts.

• Has a commitment towards personal growth.

• Educators who are EDR’s consciously incorporate a multicultural lens in curriculum, admission, hiring, etc.

“The Next Generation” of Independent schools

• Different cultural backgrounds represented.

• Differences are explored/embraced

• Strengths are recognized and utilized.

• Learning occurs in a cultural context.

• Exploring diversity is part of the “Mission”

The Psychology of Bias

• Not pathological. Part of a normal psychological process.

• Influenced by ones environment and cultural context.

• Influences assumptions, thoughts, feelings, about those who are “different”.

Awareness of Bias

• Those in positions of power/privilege are often unaware of their internalized biases.

• Those in oppressed groups are often unaware of their own internalized oppression

“Old-Fashioned” Racism

• Direct and Open

• Anti-Black/Asian/Native American/Hispanic bias

• Negative beliefs, attributes, feelings about people of color

• Motivated by racial malevolence

• Fueled by power and privileged

Aversive RacismJohn Dovidio, Samuel Gaertner

• Subtle, Unintentional

• Ambivalent reaction to people of color.

• Ambivalence is due to tension between negative and positive (e.g. sympathetic) feelings towards people of color.

• Conflict between feelings and values.

• “Pro-White” instead of “Anti-Black.”

Aversive Racism

• Resistant to change

• Traditional techniques for eliminating this type of bias are ineffective

• Discrepancy between what people say and what they do.

Aversive Racism:5 Characteristics (Dovidio, 1993)

• 1. In contrast to the traditional racist, the aversive racist endorses fair and just treatment of all groups, at least in principle.

• 2.Unconsciously harbors negative feelings of discomfort toward other races and therefore avoids interracial interaction whenever possible.

• 3. When interracial contact is unavoidable, the aversive racist tries to disengage from interaction as quickly as possible.

• 4. When interracial contact cannot be avoided, the aversive racist adheres strictly to established rules and codes in these situations so as not to appear prejudiced.

• 5. When the aversive racist expresses negative feelings (thoughts, attitudes) about other races, he or she does so in ways that can be rationalized.

Behavioral ResponsesFrom “Modern Racism”, Valerie Batts, 1989

• Dysfunctional Rescuing

• Blaming the Victim

• Avoiding Contact

• Denial of Cultural Differences

• Denial of Political Impact

Dysfunctional Rescuing

This form of racism is characterized by helping people of color or ethnicity, based on that the assumption that they cannot help themselves. This response may set the individual up for failure, may lead to patronizing and condescending behavior. By taking this "helping response", the well intentioned is limiting the ability of the individual to help themselves. This response is often motivated out of guilt, shame, or fear.

Blaming The Victim

• This form of racism is expressed by attributing the results of systemic oppression to the target group. It ignores the impact of historical and institutionalized racism. By blaming the group for their situation, there is a perpetuation of the cycle of failure and oppression. The mainstream culture therefore denies its responsibility in contributing to the situation in the past and in the present.

Avoiding Contact

• This response is common in independent school settings. The avoidance of people of color keeps the groups separated and contributes to a lack of understanding as well as a perpetuation of stereotypes.

Denial of Cultural Differences

• This response minimizes the physical and behavioral differences between people, the influence of different cultural experiences, and the impact and difficulties that occur because of these differences. Denial devalues and negates the experiences people have.

Denial of Political Impact

• This response denies the significance and impact that occur because of different social, political, educational and economic realities in the lives of people of color or ethnicity. This behavior minimizes the influence that these factors have in personal, interpersonal, and institutional relationships. The mainstream culture may simply regard cultural differences as interesting or novel.

Effects

• Invisibility Syndrome Micro-aggressions

• Isolation

• Impaired performance

• Depression/Anxiety

Reducing Bias: School Level

• Multicultural/Culturally Responsive Curriculum.

• Active focus on recruiting and retention of a diverse school population.

• Specific programming for all students.

• Support for targeted groups

• Ongoing Professional Development – Bias Awareness and Reduction/Multicultural Education

• A “Whole School” approach to diversity and policies and procedures.

• Assess Diversity at the Behavioral and Academic Levels What are the actions that indicate your school is

“walking the walk”?

Culturally Responsive Education (Geneva Gay)

• “Students from diverse backgrounds perform better on multiple measures of achievement, when teaching is filtered through cultural experiences and frames of reference”

Culturally Responsive Teaching(Geneva Gay)

• “Using the cultural knowledge, prior experience, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them. “

Reducing Bias: Personal Level

• Commitment to Personal Growth

• “Staying in Discomfort”

• Networking throughout the organization

• Mentoring

• Seek Healthy Environments