Announcements Next week’s PDC panel (1/31) is on “Evaluating Sources” The deadline to drop a class is Tuesday, February 6, 2018

Navigating Issues of Emotional Labor & “Cultural Taxation” CLASP PDC Session #4 Wednesday, January 24, 2018

What Is CLASP? CLASP is designed to address the retention and degree completion rates of first-generation, multicultural, low-income, or otherwise underrepresented students in three distinct ways: Equips students with the confidence and competence needed to interpret and navigate the unspoken expectations of the university. Supports the faculty who teach key introductory courses. Faculty participate in professional development opportunities that explore the connection between pedagogy and retention of underrepresented students. Bridges educational opportunity programs with academic departments to facilitate a holistic approach to student learning and development.

Changes to CLASP Infrastructure

Examples of CLASP Student Questions How am I doing in your class? How did you get into teaching? What are some ways students can get more involved on campus? Why do different classes and departments ask you to use different style manuals? What are some ways I can keep my voice in academic writing? How do you research topics for a research paper?

Previously on . . . CLASP PDC CLASP PDC #1: Language, Knowledge, and Power Previously on . . . CLASP PDC CLASP PDC #3: Stereotype Threat Theory and Responding to Writing CLASP PDC #2: Teaching Without Deficit

A Brief Anecdote Demands for the WSU Administration: Create Policy Defining Free Speech vs. Hate Speech Implement/Require Cultural Competency & Ally Training for all First Year Students, Faculty & Staff Retain/Protect CCGRS & Resource Centers More Staff & Faculty of Color Create More Gender Inclusive Facilities & Provide Free Menstrual Products in all Bathrooms -Black Student Union, Asian Pacific American Student Coalition, Black Men Making a Difference, Gender and Sexuality Alliance, and Black Women’s Caucus (August 25, 2017) A Brief Anecdote

“Cultural Taxation” “‘[Cultural] taxation’ poses a significant dilemma for ethnic scholars because we frequently find ourselves having to respond to situations that are imposed on us by the administration, which assumes that we are best suited for specific tasks because of our race/ethnicity or our presumed knowledge of cultural differences.” -Amado M. Padilla, “Ethnic Minority Scholars, Research, and Mentoring: Current and Future Issues” (1994)

“Cultural Taxation” in the 21st Century “White faculty committed to race and diversity issues also experience cultural taxation, due to the small number of white faculty who are actively invested in such issues. However, this cultural taxation is different because white faculty who study race or participate in diversity-building programmes have, in a sense, chosen their identification as diversity advocates and generally do not contend with legitimacy issues as do faculty of colour.” -Tiffany D. Joseph and Laura E. Hirshfield, “‘Why don’t you get somebody new to do it?’ Race and cultural taxation in the academy” (2011)

Read and Discuss Please take 5 to 7 minutes to read the two examples provided in the handout. Each example represents an institutional document of some sort that explicitly and/or implicitly articulates the two primary components of “cultural taxation”: 1) the virtues of diversity and inclusivity and 2) the roles ascribed to stakeholders (namely, underrepresented students themselves) in actualizing the virtues of diversity and inclusivity. As you read, please take note of these components in the examples provided and we will discuss them as a larger group.

By the Numbers: A Glimpse at WSU Student Demographics 37.1% of entering freshmen are first-generation students 33.3% of entering freshmen identified as students of color and 29.1% of overall enrollment 18.3% of entering graduate students identified as students of color -”Fall 2017 Census Day Headcount Enrollment”

Ethnic Minority Students at PWIs Ethnic minority students at predominantly white institutions encounter: Unwelcoming, hostile campus environments minimal campuswide responsibility on issues of diversity lack of cultural support from White counterparts and overall lack of representation as a whole sense of responsibility (and obligation) to serve their communities, represent diversity, and change stereotypes / racist attitudes across campus expectations of having to know all about their culture, in order to provide a minority perspective for others -Lee Jones, Jeanett Castellanos, and Darnell Cole, “Examining the Ethnic Minority Student Experience at Predominantly White Institutions: A Case Study” (2002)

Diversity on Campus: A Story of Gains and Losses “[S]tudents tended to gain knowledge about diversity, while at the same time they became less active in seeking out diversity.” -Catharine Hoffman Beyer, Gerald M. Gillmore, and Andrew T. Fisher, Inside the Undergraduate Experience: The University of Washington’s Study of Undergraduate Learning (2007)

Small Group Activity How do you communicate the value and/or virtues of diversity and inclusivity in your classroom? What role do you (as the instructor) play in actualizing the virtues of diversity and inclusivity in your classroom (and the university as a whole)? What incentives (or “tax credits”) do you (as the instructor) assume in doing this work? What role do students play in actualizing the virtues of diversity and inclusivity in your classroom (and the university as a whole? What incentives (or “tax credits”) do students assume in doing this work? How can we continue to better understand and respond to the emotional labor and “cultural taxation” that underrepresented students endure, whether it takes place in our classrooms or the university as a whole?

This Season on . . . CLASP PDC CLASP PDC #4: Emotional Labor and “Cultural Taxation” This Season on . . . CLASP PDC CLASP PDC #6: Decolonial Pedagogies CLASP PDC #5: Small Groups and Microaggressions

Thank you for being my audience! If you have any further questions, comments, or concerns regarding this presentation, please feel free to contact me at mark.triana@wsu.edu. Thank you for being my audience!