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Courageous Conversations about Race in
School Psychological
Practice
Racial Equity Workgroup
Baltimore County Public Schools
Brittany Brunson, NCSP
Karl Huber, Ph.D.
D'Andrea Jacobs, Ph.D., NCSP
Natasha L. Smith, Ph.D.
Contributor: Emily Riviello, NCSP
Maryland School Psychologists' Association
August 2020
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NASP PRACTICE MODEL (ADOPTED JULY 2020)
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One perspective…..
When talking about systemic prejudices or
benefits; a good place to start would be how
you, yourself are affected
White privilege- personal narrative
Acknowledgement of benefits based on the
racial and socioeconomic situation into which he
was born
Speaks about experiences as a white
man; schooling experiences compared to interns
who are people of color
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Why Race?
Race is the most
difficult topic to
discuss
Once we can talk
about race
comfortably, the
other topics are
easier.
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Brene Brown
"... research tells us that we judge
people in areas where we're
vulnerable to shame, especially
picking folks who are doing worse
than we're doing."
My Perspective......
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My
perspective…
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Brené Brown
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Think, “pair,” share...When was the last time you had a
conversation about race professionally or
personally?
Who was “in the room”/part of the
conversation?
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Our professional journey…..
District-wide
training
Equity Workgroup
Intellectual
Disability
Courageous
Conversations
Emotional
Disability
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What is a Courageous
Conversation?
Any discussion with an adult or student which addresses race and encourages better understanding and connection.
A courageous conversation is an essential strategy to address racial disparitiesthrough safe, authentic, and effective cross-racial dialogue.
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Conditions and Agreements
Agreements
Stay Engaged
Speak Your Truth
Experience Discomfort
Expect and Accept Non-
closure
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Conditions
1. Keep it Personal, Local and Immediate
2. Isolate Race
3. Normalize social construction & multiple perspectives
4. Monitor agreements, conditions and establish parameters
5. Use a "working definition" for race
6. Examine the presence and role of "Whiteness"
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Describe race in your life
How race impacts your
life
To what degree
are you conscious of this?
Conditions and Agreements
Personal,
Local, and
Immediate
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Address race explicitly
and intentionally
Understand the deeper
meaning
Conditions and Agreements
Isolate
Race
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Why courageousconversations are important forschool psychologists?
Encourages development of more authentic connections.
Knowledge of racial implications within the school hopefully leads to more equitable decision making in the school.
Acknowledging impact of race allows space for more trust and honest discussions with students, parents, and colleagues.
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Stereotypes
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•American Indian or Alaska Native. A person having origins in any of the original
peoples of North and South America (including Central America), and who maintains
tribal affiliation or community attachment.
•Asian. A person having origins in any of the original peoples of the Far East, Southeast
Asia, or the Indian subcontinent including, for example, Cambodia, China, India, Japan,
Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.
•Black or African American. A person having origins in any of the black racial groups of
Africa. Terms such as "Haitian" or "Negro" can be used in addition to "Black or African
American."
•Hispanic or Latino. A person of Cuban, Mexican, Puerto Rican, South or Central
American, or other Spanish culture or origin, regardless of race. The term, "Spanish
origin," can be used in addition to "Hispanic or Latino."
•Native Hawaiian or Other Pacific Islander. A person having origins in any of the
original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
•White. A person having origins in any of the original peoples of Europe, the Middle
East, or North Africa.
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ActivityQuestion: Based on the
previous slide, what
racial group do you
identify with?
Click Padlet Link
Click the “+” sign for the
group you identify with
List common
stereotypes held about
your racial group
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Discuss:
Where were you on
the compass as you
wrote and reviewed
the stereotypes about
your group?
What would you like
those that are NOT in
your group to know
about the stereotypes
listed ?
This Photo by Unknown Author is licensed under CC BY-SA
Believing Thinking
Feeling Acting
CCAR
Compass
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Implicit Bias
https://www.pbs.org/video/pov-implicit-bias-peanut-butter-jelly-and-
racism/
This Photo by Unknown Author is licensed under CC BY-NC-ND
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Agreements
1. Stay Engaged2. Experience Discomfort3. Speak your Truth4. Expect/Accept Non-closure
Believing Thinking
Feeling Acting • Conditions
1. Keep it Personal, Local and Immediate
2. Isolate Race
CCAR
Compass
Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools, Glenn Singleton, 2006
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Why courageous conversations are challenging for school psychologists (and most everybody else)?
Helms Model of White Identity Development:
Stage One- Pay little attention to racial identity "I'm just normal"
Stage Two- Beginning awareness of racism and White privilege as a result of personal encounters; characterized by discomfort
Stage Three- Feelings of guilt or denial may be transformed into anger directed at people of color
Stage Four- Individual gains an understanding of racism as a system but doesn't quite know what to do about it
Stage Five- A recognized need to find more positive self-definition, need to find ways of thinking that go beyond role of victimizer
Stage Six- Whiteness is incorporated as part of personal identity, marked increase in effectiveness in multiracial settings.
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Why courageous conversations are challenging for
school psychologists (and most everybody else)?
When engaging in courageous conversations or racial dialogue, White
and Black participants approach the topic in a different manner,
which can strain communication.
However, this should not be seen as a barrier, as recognizing these
issues are part of the ongoing work.
White Talk
• Verbal
• Impersonal
• Intellectual
• Task Oriented
Color Commentary
• Nonverbal
• Personal
• Emotional
• Process Oriented
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This Photo by Unknown Author is licensed under CC BY-SA
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Question 1: What do you believe is the impact of
race in your life?
Believing Thinking
Feeling Acting
CCAR
Compass
• Conditions
1. Keep it Personal, Local and Immediate
2. Isolate Race
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Question 2: What was it like for you to hear about the impact of race on
someone's life?
Believing Thinking
Feeling Acting
CCAR
Compass
• Conditions
1. Keep it Personal, Local and Immediate
2. Isolate Race
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Question 3: How do you consider race when you are
engaging with students in your school(s)?
Believing Thinking
Feeling Acting
CCAR
Compass
• Conditions
1. Keep it Personal, Local and Immediate
2. Isolate Race
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This Photo by Unknown Author is licensed under CC BY
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Thank you
for your
participation
in this
journey!