1. #MIMSAC17 Removing the Mask: Transitioning from Support to Advocate
Sheron Davenport
Georgette Kearney

2. Objectives Recognize how identity influences student development
Recognize various applications and limitations in working with varying student groups
Identify potential obstacles or points of resistance when engaging in change process to include issues of inclusion, power, privilege and social consciousness
Identify how to assist and/or direct students/staff to develop plans for individual growth

3. Identity
How many do we have in a day’s work? Most people are other people. Their thoughts are someone else's opinions, their lives a mimicry, their passions a quotation.     
Oscar Wilde
We Identify our top 5 identities:

4. Identity
Identity

5. Never forget what you are, for surely the world will not
Never forget what you are, for surely the world will not. Make it your strength. Then it can never be your weakness. Armor yourself in it, and it will never be used to hurt you.
George R.R. Martin

6. Navigating or Skiing?
Take time to peel back the layers of students in need
Creation of Anti-Bias Framework for Student Affairs departments
IDJA- four domains
Identity, diversity, justice and action
Teaching Tolerance Anti-bias Framework
Teaching about IDJA allows educators to engage a range of anti-bias, multicultural and social justice issues. This continuum of engagement is unique among social justice teaching materials, which tend to focus on one of two areas: either reducing prejudice or advocating collective action. Prejudice reduction seeks to minimize conflict and generally focuses on changing the attitudes and behaviors of a dominant group. Collective action challenges inequality directly by raising consciousness and focusing on improving conditions for under-represented groups. The ABF recognizes that, in today’s diverse classrooms, students need knowledge and skills related to both prejudice reduction and collective action.
Q1: How does intersectionality relate to identity and justice?
Q2: How are departments ensuring intersectionality among staff: professional and students?

7. Perspectives and/or Domains
Understanding the Anti-bias Domains
Identity
Students will understand the multiple facets of their identities, know where those traits come from, and feel comfortable being themselves in a diversity of settings.
Diversity
Students will recognize the diversity of people in the world, be able to identify differences and commonalities, express interest in the lived experiences of others and develop genuine connections with others.
Justice
Students will be aware of bias and injustice, both individual and systemic, will understand the short and long- term impact of injustice, and will know about those who have fought for more fairness and justice in our world.
Action
Students will feel confident that they can make a difference in society and will commit to taking action against bias and injustice even when it is not popular or easy.
Identity:
Students will understand the multiple facets of their identities, know where those traits come from, and feel comfortable being themselves in a diversity of settings.
Diversity;
Students will recognize the diversity of people in the world, be able to identify differences and commonalities, express interest in the lived experiences of others and develop genuine connections with others.
Justice:
Students will be aware of bias and injustice, both individual and systemic, will understand the short and long-term impact of injustice, and will know about those who have fought for more fairness and justice in our world.
Action:
Students will feel confident that they can make a difference in society and will commit to taking action against bias and injustice even when it is not popular or easy.

8. Definition: refers to the social, economic and political ways in which identity-based systems of oppressions and privilege connect, overlap and influence one another
Coined by Kimberle Crenshaw in 1989
Law professor and legal scholar

9. Intersectionality Structural Political Representational
-Race is the ‘ism that ties all others together…
Dr. Steven L. Nelson
Intersectionality
Structural- oppression at this point disallows and prevents opportunities for protection
Political- having to choose between two or more identities either woman or black but not both-
Representational- Do I get to see myself in positions of power? Who do I get to represent me? When I get representation, am I sacrificing things?
Leaders must affirm identities and move away from the need to disprove intent- especially for members of multiply marginalized groups.
As identity is fluid, there are various societal changes (leadership, government, etc.) that will cause a shift in the order or which identity is most prominent…

10. Support and Advocate Authentic leadership- Ethical leadership-
Self-awareness, relational transparency, internalized moral perspectives and balanced processing (Avolio & Gardner, 2005)
Ethical leadership-
Internalization of moral perspectives, moral person, moral manager, and idealized influence (Toor & Ofori, 2008)
Servant leadership-
Emotional healing, creating value for the community, conceptual skills, empowering, helping others grow and succeed, putting others first, behaving ethically, relationships, servanthood (Linden et al., 2008)
Positive leadership-
enable positively deviant performance; foster an affirmative orientation in organizations; and engender a focus on virtuousness and the best human condition (Cameron, 2012)
Authenticity is not to be confused with sincerity. Sincerity is the congruence of outward expression and inward thoughts in relation to others perception of the action. Where authenticity is less focused on others and more so focused on owning and knowing thyself (Avolio & Gardner, 2005). Avolio and Gardner (2005) define authentic leadership as being deeply self-aware of thoughts and behaviors and how others perceive you as being aware of self and others’ values/morals, knowledge, strengths; operational context; and are confident, hopeful, optimistic, resilient, and display high moral character. Avolio and Gardner (2005) go on to posit four characteristics of authentic leaders: (1) rather than faking their leadership, authentic leaders are true to themselves (rather than conforming to the expectations of others); (2) authentic leaders are motivated by personal convictions, rather than to attain status, honors, or other personal benefits; (3) authentic leaders are originals and lead from their own personal point of view; and (4) the actions of authentic leaders are based on their personal values and convictions (p. 321.).
Positive leadership emphasizes an affirmative bias, focusing on strengths and affirmation of potential of human capabilities; stresses positive communication and optimism. Positive leadership does not ignore or avoid negative events but utilizes the value embedded in weaknesses to produce unprecedented results. Positive leadership is not simply being nice but focusing on strengths-based approach even in negative situations to achieve results that would otherwise not occur without a negative stimulus. Positive leadership emphasizes the focus on those leaders and followers exhibiting those traits that society deem as virtuous.

11.
Passion= Avoid Burnout- you can’t advocate for everything
Be authentic- be open and honest/ transparent. Don’t superficially offer to support. It can cause more harm
Prepare students- utilizing ethical reasoning, Teach students and staff how to advocate for themselves through the creation of Safe spaces, connect to advocacy groups or individuals who can advocate on their behalf
When doing this be cognizant of your own identities and how they intersect with your interaction with students.

12. References
Avolio, B. J., & Gardner, W. L. (2005). Authentic leadership development: Getting to the root of positive forms of leadership. The Leadership Quarterly, 16, doi: /j.leaqua
Cameron, K. (2012). Positive leadership: Strategies for extraordinary performance. San Francisco, CA: Berrett-Koehler Publishers, Inc.
Jones, S. R., & McEwen, M. K. (2000). A conceptual model of multiple dimensions of identity. Journal of College Student Development, 41(4),
Linden, R. C., Wayne, S. J, Zhao, H., & Henderson, D. (2008). Servant leadership: Development of a multidimensional measure and multi-level assessment. The Leadership Quarterly, 19, doi: /j.leaqua
Reynolds, A. L., & Pope, R. L. (1991). The complexities of diversity: Exploring multiple oppressions. Journal of Counseling & Development, 70,
Toor, S., & Ofori, G. (2009). Ethical leadership: Examining the relationships with full range leadership model, employee outcomes, and organizational structure. Journal of Business Ethics, 90, doi: /s

13. Georgette Kearney Sheron Davenport
Questions/ Contact Info
Georgette Kearney
Sheron Davenport
University of Memphis Administrative Associate I Campus Recreation
University of Memphis Assistant Director Student Success Programs