1. 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

2. 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.

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

4. 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?

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

6. 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

7. 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.

8. Adjusting Perspective
Explain the differences between equality and equity.

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

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

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

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

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

14. 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

15. 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

16. 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.

17. 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

18. 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, s, etc.)
Social/Recreational Activities (universal access, etc.)

19. 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.”

20. 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).

21. 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”

22. 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
Communication skills: Active listening, assertiveness
Learning and Practicing Conflict Resolution and De-escalation Skills
Using “I-statements”
Steps for solving conflict
Non-violent communication

23. 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

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

25. 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

26. 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.

27. 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.

28. 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

29. 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

30. 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

31. Questions? Email Addresses Phone Numbers Ask us now! Email us!
Phone Numbers
(Jewls)
(Michele)
Questions?
Ask us now! us!

32. References
Action for Access. (n.d.). Protests/Activism [Photograph: Fix the System, Not Me]. Retrieved June 23, 2017, from
The Body is Not An Apology. (n.d.). [Photograph: Wheelchair at the Base of the Stairs]. Retrieved June 23, 2017, from
Cohen-Rottenberg, R. (2014). Doing social justice: Thoughts on ableist language and why it matters [Image: Ableism Warning]. Retrieved June 23, 2017, from 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
Giangreco, Michael. The University of Vermont. (2015, September 8). [Cartoon: Universal Design]. Retrieved June 23, 2017, from
Holland, C. (2017). Social Justice Strategies: Calling In. Retrieved June 23, 2017, from groups/posts/social-justice-strategies-calling-in
Interaction Institute for Social Change. (2016, January 13). [Cartoon: Equality versus Equity]. Retrieved June 23, 2017, from

33. References
Interaction Institute for Social Change. (2016, April 12). [Cartoon: The 4th Box: Equality versus Equity versus Liberation]. Retrieved June 23, 2017, from
Lupton, Dave. (n.d.) [Cartoon: Crippen Mental Health 3: Human] Retrieved June 23, 2017, from content/archive/cartoons/mentalhealth/mental03.shtml
Mayer, Bill. (2009, March 10). [Cartoon: Worker Bees]. Retrieved June 23, 2017, from
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),
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),
Tran, N. L. (2013). Calling IN: A Less Disposable Way of Holding Each Other Accountable. Retrieved from
Umstead, K. (2012). Promoting independence for individuals with disabilities [PowerPoint Slides]. Retrieved from