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Teaching for Diversity and Equity Scholarship and Practice.

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Presentation on theme: "Teaching for Diversity and Equity Scholarship and Practice."— Presentation transcript:

1 Teaching for Diversity and Equity Scholarship and Practice

2 Plan for the Workshop 1.Reflecting on Values and Intentions 2.How Do Issues of Diversity and Inclusion Affect Learning and Academic Success? 3.Discovering Strategies that Can Enable All Students to Succeed 4.Intentions Moving Forward This is work licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

3 1. Values and Intentions Why are you attending this workshop? What goals do you have for your students? What is working? Which of those goals are being realized? What isn’t working? Which of those goals aren’t being realized? This is work licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

4 2. How Do Issues of Diversity and Inclusion Affect Learning and Academic Success? (The Research) This is work licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

5 The Problem Research shows students are less likely to succeed in college if they are: A member of a minority group A first-generation college student Economically disadvantaged Differences in college-readiness do not fully explain the gaps in performance. This is work licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

6 Stereotype Threat Stereotypes have real, significant affects on an individual’s performance Ex. Women and SAT Math Experiment Claude M. Steele. 2010. Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do [About It] This is work licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

7 Stereotype Threat Stereotypes also affect faculty and staff assumptions and interpretations Ex. Why were African-American students failing calculus at Berkeley? Claude M. Steele. 2010. Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do [About It] This is work licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

8 Microaggressions Subtle, often unintended discrimination in statements that: Repeat or affirm stereotypes of minorities Position dominant as normal and minority as aberrant Assume homogeneity of a minority group D. Sue et al. (2007). “Racial Microaggressions in Everyday Life: Implications for Clinical Practice.” Am Psychologist 62: 271-286. D. W. Sue, et al. (2009). “Racial microaggressions and difficult dialogues on race in the classroom.” Cultural Diversity and Ethnic Minority Psychology 15: 183-190. This is work licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

9 Microaggressions Impede learning by: Alienating, silencing, disengaging students Eroding trust Cumulative psychological burden for members of minority groups D. Sue et al. (2007). “Racial Microaggressions in Everyday Life: Implications for Clinical Practice.” Am Psychologist 62: 271-286. D. W. Sue, et al. (2009). “Racial microaggressions and difficult dialogues on race in the classroom.” Cultural Diversity and Ethnic Minority Psychology 15: 183-190. This is work licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

10 Even before I came, people said to me, “You know you only got into Bryn Mawr because you’re a Latina.” If I was doubting myself before … when I come here, do people just wonder, “Oh, is she just a product of affirmative action?” Are the professors thinking that way? This is work licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

11 Imposter Syndrome Inability to internalize your own success: External evidence of success dismissed Perceived failures reinforce feelings of inadequacy Fear you will be “found out” P. Clance and S. Imes. (1978). "The Imposter Phenomenon in High Achieving Women: Dynamics and Therapeutic Intervention." Psychotherapy: Theory, Research & Practice 15: 241–247. This is work licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

12 Imposter Syndrome Students who feel this way are reluctant to interact with peers or faculty Students dealing with stereotype threat, microaggressions, and the imposter syndrome experience a cumulative burden P. Clance and S. Imes. (1978). "The Imposter Phenomenon in High Achieving Women: Dynamics and Therapeutic Intervention." Psychotherapy: Theory, Research & Practice 15: 241–247. This is work licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

13 Fixed vs. Growth Mindset Fixed mindset: Intelligence, talent, skill, etc. are fixed traits Growth mindset: Abilities can be developed through challenge and hard work Carol Dweck, Mindset: The New Psychology of Success (2006) This is work licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

14 Barriers to Learning We’ve talked about internal, cognitive interference that learners experience But there are also structural barriers to learning embedded in our institutional and classroom/lab practices This is work licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

15 Structural Barriers What inequities are experienced by our students through the structure of assignments, major pathways, co and pre-requisites, etc.? How do we think about and plan for equity versus equality given what we know about teaching, learning and privilege? This is work licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

16 What does it mean to be equity minded? 1.Willingness to look at student outcomes and disparities at all educational levels disaggregated by race and ethnicity as well as socioeconomic status. 2.Recognition that individual students are not responsible for the unequal outcomes of groups that have historically experienced discrimination and marginalization in the United States. 3.Respect for the aspirations and struggles of students who are not well served by the current educational system. 4.Belief in the fairness of allocating additional college and community resources to students who have greater needs due to the systemic shortcomings of our educational system in providing for them. 5.Recognition that the elimination of entrenched biases, stereotypes, and discrimination in institutions of higher education requires intentional critical deconstruction of structures, policies, practices, norms, and values assumed to be race neutral. EQUALITYEQUITY Adapted from Witham et al., America’s Unmet Promise This is work licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

17 Acknowledgements Facilitators: Esther Chiang ‘14, Mellon Digital Curriculum Assistant, Bryn Mawr College Jancy Munguia ‘14, Research Assistant, Bryn Mawr College Elizabeth McCormack, Associate Provost and Professor of Physics Stephanie Nixon, Assistant Dean and Director of Diversity, Social Justice, and Inclusion and Title IX Officer Jennifer Spohrer, Coordinator of Academic Technology Initiatives Planning Group: Jody Cohen, Term Professor in the Bryn Mawr/Haverford Education Program, Bryn Mawr College Alison Cook-Sather, Mary Katherine Woodworth Chair and Professor in the Bryn Mawr/Haverford Education Program and Director of Peace, Conflict and Social Justice Program, Bryn Mawr College Advisors: Anita Kurimay, Assistant Professor of History Pedro Marenco, Assistant Professor of Geology Damon Motz-Storey, Haverford College Crystal Des-Ogugua ‘16 Bryn Mawr College Khadijah Seay ‘16 Bryn Mawr College Tiffany Shumate, Assistant Director of Admissions Anooradha Siddiqi, Lecturer Alicia Walker, Assistant Professor of History of Art on The Marie Neuberger Fund for the Study of Arts This is work licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

18 3. Discovering Strategies that Enable All Students to Succeed (Breakout Session) This is work licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

19 4. Intentions Moving Forward With the results of the breakout sessions in mind, and a particular course in mind, what new strategies, activities, changes to assignments might you make?. On a post-it, describe one such new commitment. On another post-it, write a remaining question or concern that you have. Place both of these on either of the two white boards at the front of the room. Read the postings of others in the group. This is work licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

20 Wrap-Up Observations, last thoughts…. Please take a moment to fill out the Workshop Evaluation Form Thank you This is work licensed under a Creative Commons Attribution-NonCommercial 4.0 International License


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