Investing in Equity: Facilitating Cultural and Systemic Change through an Enriched Student Employment Experience Jewls Harris Access Counselor and Consultant Portland State University Michele Bromley Adaptive Technology Specialist Alternative Formats Coordinator Portland State University

Agenda This presentation will outline effective training and supervision for student workers that builds on the social model. Participants will learn to invest in equity by: Developing a skilled student workforce that mirrors and propagates the mission and goals of the DS office. Teaching student workers to recognize access barriers, interrupt ableism, and serve others with understanding. Cultivating student workers as agents of change whose practical and personal skills reinforce the social model.

Developing a skilled student workforce that mirrors and propagates the mission and goals of the DS office.

Establishing the Importance of Your Mission Student workers should be more than worker bees. They should be agents of change. They should be extensions of a DS Office’s mission: Ethical, social, and legal obligation toward accessibility compliance Ethical and social obligation toward equity and social justice How do we explain both to our student workers?

Building on the Social Model Student worker training builds on the Social Model of Disability. For example:

Deconstructing Bias How can we deconstruct bias or misconceptions student workers may bring with them on the first day? Common Misconceptions Disability is “inspiring” Disability is “confining” or “devastating” Disability is “disabling” Incorporate a general overview of diversity, ableism, and the social model for disability in initial orientation and training. Better Comprehension Disability is a part of identity Disability is powerful Disability is often created by society

Adjusting Perspective How do we explain accessibility compliance versus equity? Proactive, universal design versus reactive accommodations? Include examples of equality versus equity in university life. Explain concepts of universal design for digital and physical spaces. Discuss methods for encouraging and enabling autonomy.

Adjusting Perspective Explain the differences between equality and equity.

Adjusting Perspective Clarify that even equity may be be improved upon.

Adjusting Perspective Use examples of universal design and practice on campus.

Adjusting Perspective Provide clear parameters and job descriptions that maintain the balance between staff support and student independence.

Teaching student workers to interrupt ableism, recognize access barriers, and serve others with understanding.

Interrupting Ableism Teach student workers to identity and interrupt ableism (discrimination in favor of able-bodied individuals).

Recognizing Accessibility Barriers Regardless of the area in which they are working, student workers should be able to recognize inaccessible spaces, materials, and people. Built Environment Barriers Digital Environment Barriers Institutional Barriers Interpersonal Barriers

Recognizing Access Barriers: Built Teach student workers to recognize built environment barriers, while considering both the visible and invisible disabilities that might be created by them. Fluorescent or Flickering Lighting Narrow Hallways and Doorways Tiered Classrooms without Ramps Broken Automatic Door Openers Buildings without Ramps or Elevators Uneven Floor Surfaces Ambient Noise or Sudden, Loud Noises Lack of Seating in Waiting Spaces

Recognizing Access Barriers: Built Teach student workers to recognize built environment barriers, while considering both the visible and invisible disabilities that might be created by them.

Recognizing Access Barriers: Digital Teach student workers to look for the right markers and ask the right questions when determining whether or not a digital environment is accessible. Videos without Captions or Transcripts Images without Descriptions or Alt Text Web Spaces or Documents without Heading Structure Portable Document Files that are Images Only Backgrounds and Foretext with Poor Color Contrast Lists without True Bullets or Numbering Serif Fonts or Text Created IN ALL CAPS

Recognizing Access Barriers: Institutional Teach student workers to recognize and call attention to institutional barriers that deny equal access to opportunities. Application Processes (materials, websites, recruitment efforts, etc.) Program Requirements (physical demands, schedules, etc.) Communication Methods (flyers, emails, etc.) Social/Recreational Activities (universal access, etc.)

Recognizing Access Barriers: Interpersonal Teach student workers to recognize rather than reinforce interpersonal barriers. Interactions with Faculty Scenario: “A blind student is taking an accounting course and has a classroom assistant. The professors speaks to the classroom assistant to discuss the student’s needs in the class, rather than addressing the student directly.” Interactions with Staff Scenario: “A student using a wheelchair is beginning a Masters in Social Work program and is attending orientation. A member of the staff is leading a tour of the campus and leads the group up the stairs to the mezzanine level without acknowledging an alternate route.” Interactions with Peers Scenario: “A Deaf student in a marketing course who uses an ASL interpreter Students in the class avoid choosing the student to work on a group project because they do not want to have to deal the interpreter during meetings outside of class.”

Recognizing Microaggressions Be sure that student workers understand and recognize microaggressions. Microaggressions are “brief, commonplace verbal, behavioral and environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative...slights and insults” (Sue et al., 2007).

Recognizing Microaggressions Types of Microaggressions (Sue and Constantine, 2007): Microinsult — words or actions that convey rudeness, insensitivity, or demeaning attitudes Microassault — explicit derogations meant to hurt: name-calling, avoidant behavior, purposeful discriminatory actions Microinvalidation — actions that exclude, negate, or nullify the psychological thoughts, feelings, or experiential reality Examples: Patronization and “protectiveness” Spread effect and “over-helping”

Serving with Empathy and Professionalism Lead by example, showing student workers how to provide service and support with empathy and professionalism. Problem Solving in Person and over the Phone/via Email Communication skills: Active listening, assertiveness Learning and Practicing Conflict Resolution and De-escalation Skills Using “I-statements” Steps for solving conflict Non-violent communication

Serving with Empathy and Professionalism Lead by example, showing student workers how to provide service and support with empathy and professionalism. Establishing Boundaries with both Students and Faculty Role definition Practice reinforcing boundaries Engaging in Self-Care and Professional Development Relaxation techniques Work-life balance Stress management

Cultivating student workers as agents of change whose practical and personal skills reinforce the social model.

Doing Something about Inaccessible Spaces Practice universal design in personal and professional spaces. What can you do? Be aware of personal space, examples: Don’t leave belongings (backpacks, purses, etc.) in classroom aisles Be sure work/office furniture is placed to allow enough room for everyone Plan outings to accessible locations Consider transportation options when planning events

Doing Something about Inaccessible Materials Sharing and Creating only Accessible Media Searching for already captioned media in every subject area Self-captioning and teaching others how to self-caption Sharing and Creating only Accessible Documents, Presentations, etc. Searching for documents that have either been designed accessibly or at least run through optical character recognition Creating accessible documents with alternative text, headings, bulleted and numbered lists, accessible fonts, appropriate color contrast, etc.

Doing Something about Inaccessible Materials Sharing and Creating only Accessible Web Spaces Testing web spaces for keyboard accessibility and reporting issues to responsible parties Using Social Media with Accessibility in Mind Inserting photo captions or #AltText, disabling automatic-playing gifs, etc.

Doing Something about Inaccessible People Provide student workers with multiple tools to address ableism and microaggressions. Calling In Private, more compassionate conversation Recognize the mistakes happen Identify the behavior and why it is important Prioritize and examine personal values Find common ground a new level of understanding Use when stakes are low and time allows Calling Out Publicly holding someone accountable and condemning oppression Useful and appropriate in the right context

Investing in Agents of Change, Now and in the Future Making sure that student workers’ jobs enhance their educational experience Encouraging autonomy and creativity as student workers come into their own Capitalizing on individual strengths of student workers in their current job roles Guiding student workers as they shape their future career goals and ambitions What Now? Investing in Agents of Change, Now and in the Future

Materials now available on the AHEAD website Presentation Slides Social Model Resources What is the Social Model of Disability? (Video) SCOPE: The Social Model of Disability (Website) Social Model Animation (Video) Sample Training Agenda Sample Training Workbook Takeaways Materials now available on the AHEAD website

Questions? Email Addresses Phone Numbers Ask us now! Email us! jewls.harris@pdx.edu michele.bromley@pdx.edu Phone Numbers 503-725-4178 (Jewls) 503-725-8395 (Michele) Questions? Ask us now! Email us!

References Action for Access. (n.d.). Protests/Activism [Photograph: Fix the System, Not Me]. Retrieved June 23, 2017, from http://actionforaccess.mohistory.org/protestsactivism.php The Body is Not An Apology. (n.d.). [Photograph: Wheelchair at the Base of the Stairs]. Retrieved June 23, 2017, from http://thebodyisnotanapology.com/wp-content/uploads/2015/02/Wheelchair-and-stairs-e1424996877110.jpg Cohen-Rottenberg, R. (2014). Doing social justice: Thoughts on ableist language and why it matters [Image: Ableism Warning]. Retrieved June 23, 2017, from http://thebodyisnotanapology.tumblr.com/post/86596200516/doing-social-justice-thoughts-on- ableist-language Crofton, J. (2017). Yes, ‘Stupid’ is an Ableist Slur - Let’s Unpack Your Defensiveness About That [Photograph: Angry Woman]. Retrieved June 23, 2017, from http://everydayfeminism.com/2017/05/ableist-slur/ Giangreco, Michael. The University of Vermont. (2015, September 8). [Cartoon: Universal Design]. Retrieved June 23, 2017, from https://www.uvm.edu/newsstories/news/new_book_explores_how_bring_education_research_public Holland, C. (2017). Social Justice Strategies: Calling In. Retrieved June 23, 2017, from https://www.naspa.org/constituent- groups/posts/social-justice-strategies-calling-in Interaction Institute for Social Change. (2016, January 13). [Cartoon: Equality versus Equity]. Retrieved June 23, 2017, from http://interactioninstitute.org/illustrating-equality-vs-equity/

References Interaction Institute for Social Change. (2016, April 12). [Cartoon: The 4th Box: Equality versus Equity versus Liberation]. Retrieved June 23, 2017, from http://interactioninstitute.org/the-4th-box-sparks-imagination/ Lupton, Dave. (n.d.) [Cartoon: Crippen Mental Health 3: Human] Retrieved June 23, 2017, from http://www.crippencartoons.co.uk/wp- content/archive/cartoons/mentalhealth/mental03.shtml Mayer, Bill. (2009, March 10). [Cartoon: Worker Bees]. Retrieved June 23, 2017, from https://www.flickr.com/photos/billmayer/3343396507 Sue, D. W., Capodilupo, G. C., Bucceri, J. M., Holder, A. M. B., Nadal, K. L., & Esquilin, M. (2007). Microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271-276. Sue, D. W. & Constantine, M. G. (2007). Racial microaggressions as instigators of difficult dialogues on race: Implications for student affairs educators and students. The College Student Affairs Journal, 26(2), 13-143. Tran, N. L. (2013). Calling IN: A Less Disposable Way of Holding Each Other Accountable. Retrieved from http://www.humanityinaction.org/files/567-N.Trn-CallingIN.pdf Umstead, K. (2012). Promoting independence for individuals with disabilities [PowerPoint Slides]. Retrieved from https://www.slideshare.net/kayliz/promoting-independence-yai