Thriving in a Dive

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

Documents

Thriving in a Dive