1. This is NOT Who I am, and it is NOT okay!
Diversity Development
Workshop:
Tina Gov, Lena Vanda,
Laura Clark, Crystal Murugia, & Jenni Cachiaras
This is NOT Who I am,
and it is NOT okay!
“Confronting Dysconscious Racism in Halloween Costumes”
Role of Diversity: Sharyn Miller

2. Introduction to Workshop::
Guidelines for Activity
Creating the Environment

3. Learning Outcomes:
Increase student’s awareness of subtle racism, while appreciating cultural differences
Students will become knowledgeable on how Halloween costumes with a racial bent can offend cultural groups or individuals on college campuses
Give students the opportunity to critically reflect on their perceptions of Dysconscious Racism.
Help demystify stereotypes and prejudices by providing educational information and reasons for change that will allow students to understand that we have unconsciously absorbed certain types of racism.

4. Definitions:
Stereotypes
Racism
Dysconscious Racism

5. African American: Blackface
Blackface
created a stereotyped caricature of a black person.
“Ghetto Fabulous”

6. Latina/o: Good of White VS. Devaluation of the racial other
Job Attainment

7. Middle Eastern: Marginalized group Misperception post 9/11
Micro-aggression

8. Asian: Popular Halloweens Costumes Cause for Concern
Hollywood’s Stereotypical Asian Women

9. Native American: History of “Squaw” Dress Negative Effects on gender
Perception of Cowboys & Indians

10. Dysconscious Racism: Occurs on a Continuum: celebrity portrayals
“role” portrayals
generic portrayals
All three types rely on stereotypes to guide their portrayals

11. How Far is too Far?
The public has taken a fancy to costumes that make a statement, these costumes are viewed as racist or anti-Semitic.
If something doesn’t feel quite right about the costume, chances are, it could be offensive to others.
Humor does not “trump” offensiveness. Just because a costume may produce a comic effect, does not give free license to use degrading stereotypes, regardless of the holiday or occasion.

12. Ohio University Group Speaks Out Against Racially Offensive Halloween Costumes On CNN

13. Suggestions for Creating Safer Campuses:
Be sure to avoid changing your features in a way that’s offensive.
This means not wearing blackface to be President Obama or taping your eyes so that they slant if you’re dressing up as Bruce Lee.
Go as a Particular Person
Wear a Mask
Avoid Stereotypical Costumes

14. Wrapping Up:
Incorporating pictures which address stereotypes into anti bias activities helps students develop skills in visual literacy and critical thinking and provides a foundation upon which students and teachers can begin to build acceptance of and respect diverse cultures.
When choosing Halloween costumes with a racial bent, err on the side of caution. You’ll be less likely to offend if you dress up as a specific person rather than an anonymous member of a racial group.

15. Don’t TRICK the Mind, TREAT the Mind
Questions:
Don’t TRICK the Mind, TREAT the Mind

16. References:
Adams, M. Blumenfeld, W.J., Vsdtaneda, R., Hackman, H.W., Peters, M.l., & Zuniga, X.
(Eds.)  (2010).  Readings for diversity and social justice, 2nd Edition.  New York: Routledge.
Mueller, J., Dirks, D., & Picca, L. (2007). Unmasking racism: Halloween costuming and engagement of the racial other. Qualitative sociology, 30(3),
Education (and) Halloween. (n.d). In teaching tolerance: A project of southern poverty law
center. What do halloween costumes say? online. Retrieved from
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Stereotypes (and) Activities. (n.d). In discovery education: Understanding stereotypes online.
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Parezo, N.J., Jones, A.R.  (2009).  What’s in a name?  The 1940s-1950s “squaw dress”. The American Indian Quarterly, 33 (3),
Reid, L. D., & Foels, R. (2010). Cognitive complexity and the perception of subtle racism. Basic & Applied Social Psychology, 32(4), 291-
301.
Seto, T. (1995). Multiculturalism is not halloween. Horn book magazine, 71(2),
Shammas, Diane S. (2009). Post- 9/11 Arab and Muslim American community college students: ethno-religious enclaves and perceived
discrimination. Community College Journal of Research and Practice, 33: 283–308.
Shawver, Sam. (2011, September 9). Middle Eastern students grow up, adjust to life after 9/11. The Marietta Times. 2011, December 21.
detail/id/538529/Middle-Eastern-students-grow-up--adjust-to-life-after-9-
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Stereotypes. (n.d.). The American Heritage® New Dictionary of Cultural Literacy, Third Edition.
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