![References
Strange, C. C., & Banning, J. H. (2001). Educating by design: Creating
campus learning environments that work. San Francisco, CA: Jossey-
Bass.
Sue, D. W. (2010). Microaggressions and marginality: Manifestation,
dynamics, and impact. Hoboken, NJ: John Wiley & Sons, Inc.
Sue, D. W., Lin, A. I., Torino, G. C., Capodilupo, C. M., & Rivera, D. P.
(2009). Racial microaggressions and difficult dialogues on race in the
classroom. Cultural Diversity and Ethnic Minority Psychology, 15(2),
183-190.
Tatum, B. D. (2000). Complexity of identity. In In M. Adams, W.
Blumenfield, R. Castaneda, H. Hackman, M. Peters, & X. Zuniga
(Eds.), pp. 9-14, Readings for diversity and social justice. Routledge:
New York.
The Strivers Row (2013, September 17). Sh*t I’m not creative enough
to make up or a series of unrelated events [video log]. Retrieved from
https://www.youtube.com/watch?v=bD6tNemhSNg](https://image.slidesharecdn.com/buildinginclusivecampusspaces-140716115303-phpapp01/85/Inclusive-Campus-Spaces-16-320.jpg)
Inclusive Campus Spaces
- 1. Dr. Chris Linder Twitter: @proflinder linder@uga.edu University of Georgia July 16, 2014 Creating Inclusive Campus Spaces
- 2. Introductions: Who’s Here? • Name • Role at UGA • One-word description of your summer so far
- 3. Learning Objectives • Describe four frames of campus environments theory • Explore the concept of microaggressions in the context of a college campus • Consider the role of social identities on the campus environment • Develop strategies for creating inclusive campus environments within your circle of influence
- 5. Where we’re headed… • Introductions • Learning Community Guidelines • Campus Environments Theory • Common Language & Terminology • Break • Microaggressions Activity & Discussion • Strategies for Inclusion • Wrap-up & Evaluation
- 6. Lined side: What are your hopes for today’s session? Non-lined side: What are your fears/anxieties about today’s session?
- 7. Learning Community Agreements • Use “I” statements • Listen to understand • Be present • Allow for complexity…find the both/and…recognize multiple truths • Attempt compassion for yourself and others…be lovingly critical • Consider how your identities relate to the amount of space you take up • Just because you are, doesn’t mean you understand. Just because you’re not, does not mean you can’t or don’t want to • What’s shared here stays here, what’s learned here leaves here
- 8. Campus Environments: • Physical • Human Aggregate • Organizational • Constructed
- 9. Microaggressions • “everyday verbal, nonverbal, and environmental slights, snubs, or insults, whether intentional or unintentional, that communicate hostile, derogatory, or negative messages” (Sue, 2010, p. 3) • Million little paper cuts • Consistently linked to poor psychological, mental, emotional, and physical health (Sue, Lin, Torino, Capodilupo, & Rivera, 2009)
- 10. Identity: What is it? • “one’s personally held beliefs about the self in relation to social groups” (Torres, Jones, & Renn, 2009, p. 577) • Individual characteristics, family dynamics, historical factors, and social and political contexts (Tatum, 2001) • Socially constructed….what does
- 11. Social Identities: Things to Consider • Created by society to “label” or “categorize” people – Not all people with a shared identity share the same perspective; however, there are likely some common experiences • Categories/labels are not inherently bad – value assigned to categories and “difference” is bad • We all experience multiple identities at once • Goal is acceptance and recognition, NOT neutrality (gender-neutral, color- blind, etc) • US-based context • Visible and invisible group identities
- 12. Identity Description Example Gender & Gender Identity Social construction of traits associated with “masculinity” and “femininity” – may or may not match biological sex. Gender is both internally defined and externally perceived. cisgender, transgender, woman Race Social construction used to categorize people based on phenotypical features (skin color, eye color, etc); often associated with ethnicity Asian, White, Black/African American, Native American, Latin@ Ability Mental, physical, and emotional capacity to navigate our socially and physically constructed environments Able-bodied, Person with a disability Religion / Spirituality Set of values and/or beliefs to which a person subscribes Christian, Muslim, Agnostic Nationality A person’s national origin – often where they were born and/or grew up American/USian, Mexican, Chinese Sexual Orientation/ Sexuality Label to describe mental, physical, and emotional attraction to another person gay, queer, bisexual Class Access to social capital, including wealth, power, education, etc. working class, owning class
- 13. Privilege Puzzle
- 14. • Unearned benefit • Invisible/ “normal” • Defines societal norms • Paradox of Privilege – Does NOT mean that I did not work hard • Grants access to power (informal and formal) • Based on socially constructed identities (groups) – Complicated by intersections of dom/sub identities • Systemic in nature – Oppression can only occur where it is culturally, socially, and legally supported. Privilege
- 15. Strategies for Creating Inclusive Campus Spaces • Seek input from various students/people – our own perspectives are limited! • LISTEN to feedback! • Recognize no space can be everything to everyone – own and acknowledge what your space is and is not. • Continually work to make the unconscious conscious. • When you can make small changes, do it. • Acknowledge and validate students’ negative experiences. Do NOT minimize the experiences. • Support and empower students to take ownership
- 16. References Strange, C. C., & Banning, J. H. (2001). Educating by design: Creating campus learning environments that work. San Francisco, CA: Jossey- Bass. Sue, D. W. (2010). Microaggressions and marginality: Manifestation, dynamics, and impact. Hoboken, NJ: John Wiley & Sons, Inc. Sue, D. W., Lin, A. I., Torino, G. C., Capodilupo, C. M., & Rivera, D. P. (2009). Racial microaggressions and difficult dialogues on race in the classroom. Cultural Diversity and Ethnic Minority Psychology, 15(2), 183-190. Tatum, B. D. (2000). Complexity of identity. In In M. Adams, W. Blumenfield, R. Castaneda, H. Hackman, M. Peters, & X. Zuniga (Eds.), pp. 9-14, Readings for diversity and social justice. Routledge: New York. The Strivers Row (2013, September 17). Sh*t I’m not creative enough to make up or a series of unrelated events [video log]. Retrieved from https://www.youtube.com/watch?v=bD6tNemhSNg