Micro-messaging to Reach and Teach Every Student Materials provided in part by: NAPE (National Alliance for Partnerships in Equity)

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Presentation transcript:

Micro-messaging to Reach and Teach Every Student Materials provided in part by: NAPE (National Alliance for Partnerships in Equity)

Dianne Norton – Dianne Norton – Licensed Clinical Professional Counselor Jamie Zamjahn – Jamie Zamjahn – Assistant Director, Student Services Teena Rhoads – Teena Rhoads – Department Chair, General Education Gene Warren - Gene Warren - Program Coordinator, Business Technology Program Presenters

Objectives Define micro-messages, micro-inequities, and micro-affirmations Define micro-messages, micro-inequities, and micro-affirmations Recognize implicit bias that underlies the micro-messages Recognize implicit bias that underlies the micro-messages Become aware of negative bias that affect our communications Become aware of negative bias that affect our communications

Activity

Micro-messages

Micro- inequities Negative micro-messages that cause people to feel devalued, slighted, discouraged, or excluded Micro- affirmations Positive micro-messages that cause people to feel valued, included, or encouraged Micro-messaging Small, subtle, semi-conscious messages we send and receive when we interact with others

Messages?

Messages?

Why Think About Micro-messaging? IntentIntent Micro-messagesMicro-messages Impact is more important than Intent!

Micro-messages Accumulate

Activity

Effects of Unconscious Bias

Physicist: The usual suspects Which one is the physicist? Adapted from Women in Science, Engineering and Technology Initiative presentation by E. Haines and A. Maguire

Physicist: The usual suspects 98% of the public couldn’t tell which one was the physicist. Adapted from Women in Science, Engineering and Technology Initiative presentation by E. Haines and A. Maguire

Unconscious Gender Bias: Implicit Association Test

Micro- inequities Negative micro-messages that cause people to feel devalued, slighted, discouraged, or excluded

People Use Micro-inequities to Exclude All Kinds of Differences

Bias = Micro-inequities Unconscious Unintentional Pervasive Subtle

Micro- affirmations Positive micro-messages that cause people to feel valued, included, or encouraged

Impact of Micro-affirmations on Students Willingness to take risks Engaged in learning Interested in non-traditional fields Improved caring about learning Open-ended thinking Enhanced creativity and innovation

CueMessage Use diverse examples in the classroom such as: gender, race, ethnicity, etc. Smile and make eye- contact as students provide answers to questions or engage in discussions. Thinking in the Affirmative

Objectives Define micro-messages, micro-inequities, and micro-affirmations Define micro-messages, micro-inequities, and micro-affirmations Recognize implicit bias that underlies the micro-messages Recognize implicit bias that underlies the micro-messages Become aware of negative bias that affect our communications Become aware of negative bias that affect our communications

Homework Apply knowledge of implicit bias and micro-messaging to create strategies that improve access and equity for every student.