ms.pomilia ) microaggressions+gunn.pausd.org/sites/default/files/profdev/9.3 microaggression... ·...
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Microaggressions Objec&ve: To understand the way our communica&ons may (uninten&onally) marginalize others Plan of Ac&on: • Create an awareness of microaggressions • Understand how microaggressions can marginalize others • Reflect on ways address microaggressions and foster inclusive communica&on
WELCOME Ms. Pomilia
Kick-‐Off Ques3on l On your worksheet, respond to the following:
1. Do you feel you have ever been judged because of your iden&ty, looks, gender, sexuality, ethnicity, or race? Provide an example. Do you feel you judge others on account of their iden&ty? Why or why not?
2. On a post-‐it note, anonymously write down a stereotype that you have received on account of your gender, iden&ty, ethnicity, race, etc. Place your post-‐it in the basket to be read aloud later in the lesson.
What is a microaggression? l Microaggression: Communica&ons that subtly send hurRul or dismissive messages toward an individual due to their group iden&ty, oSen automa&cally and unconsciously.
l Microaggressionas are usually commiTed by well-‐inten&oned folks who are unaware of the hidden messages being communicated.
Microaggressions:
Microaggressions are similar to carbon monoxide -‐ “invisible, but poten/ally lethal” -‐ con&nuous exposure to these type of interac&ons “can be a sort of death by a thousand cuts to the vic/m”
Sue, (2010) Microaggressions in Everyday Life: Race, Gender, and Sexual Orienta3on.
Our Goal l As we examine these microaggressions and make them visible, our goal is not to judge whether or not we interpret them as microaggressions, or ques&on why others see them that way.
l Rather, our goal is to generate an awareness of the fact that our inten&on may not equal impact.
l Recognizing the way others may be affected by our language (even if well-‐intended), builds empathy and is the first step in becoming more aware and making microaggressions visible.
Types of microagressions
1. MICROINSULT
2. MICROASSAULT
3. MICROINVALIDATION
Categories of microaggressions CATEGORY + DEFINITION: EXAMPLES:
Microinsult: communica&ons that subtly insensi&vity and demean a person’s iden&ty or heritage, usually unconsciously
• asking a student of color which scholarship they received for admiTance to college
• joking that you cannot give female construc&ve feedback or she’ll cry
• “helping” a wheelchair user without asking if they need assistance
• trying to finish a sentence for a student with a stuTer
Categories of microaggressions CATEGORY + DEFINITION: EXAMPLES:
Microassault: biased communica&ons that consciously and inten&onally discriminate one’s iden&ty
• Denying a child from da&ng someone of the same sex
• Whistling at a female • Using racial slurs • Denying accommoda&ons for
transgender students
Categories of microaggressions CATEGORY + DEFINITION: EXAMPLES:
Microinvalida&on: Communica&ons that subtly exclude or negate the feelings or experien&al reality of a person’s iden&ty
• Color-‐blindness • Repeatedly asking someone
where they were born • Being complimented for
speaking good English • Pictures that represent
organiza&ons as homogeneous
Microaggressions in Everyday Life hOp://www.youtube.com/watch?v=BJL2P0JsAS4
Group Ac3vity l In a group of 4, you are going to examine real life scenarios of microaggressions and the messages/impact behind them.
l First, let’s look at a few examples of microaggressions and their messages together.
Examples of microaggressions and the messages they send “Where are you from?” “What are you?”
You are not American. You are foreign. (You don’t belong.)
Asking an Asian person to help with math or science.
All Asians are good in math and science.
When I look at you, I don’t see color. I am color-‐blind.
Denying a person of their racial/ethnic experiences.
I can make fun of _______ because I’m Asian/Black/La&no/etc.
I am immune to racism because I am of that group.
Stereotypes as Microaggressions l Many stereotypes we receive are or perpetuate microaggressions.
l I am going to read aloud the stereotypes you wrote on your post-‐it notes.
l As I read, consider to yourself if these are microaggressions, and if so, what message they send.
Self – Reflec3on l Look back at the response you wrote for the kick-‐off ques&on.
l Was any part of your explana&on in fact a microaggression? For example: l I am color-‐blind l I am Asian l I am a woman so I understand oppression l I am LGBTQ l We are all human beings l While your inten&on was good, consider how you can change your response to overcome microaggressions.
Group Work (use your worksheets) l In groups of 4, you have been given three real-‐life scenarios. Together, work to: 1. Iden&fy the microaggression 2. Consider the message that is being sent 3. Explore ways the microaggression can be overcome
through inclusive communica&on. (Consider: How can we communicate in a way that celebrates inclusion and one’s iden&ty rather than exclusion or discrimina&on against one’s iden&ty.)
Buzzfeed: 21 Microaggressions you hear on a daily basis
Your Turn l If you feel comfortable, use one of the white boards to write down a microaggression that you have received (on the top half of your board).
l If you do not want to share one a personal microaggression, consider one that you have heard.
l We will then share silently by standing in a circle and holding up our boards.
Overcome the microaggression l Consider the inten&on behind the microaggression you wrote on your board.
l How can this be communicated differently in order to overcome the microaggression?
l On the other side of your microaggression, rewrite it with an inclusive way to communicate the original inten&on.
What can you do? l Take responsibility l Understand that intent doesn’t equal impact l Manage feelings of defensiveness/be open to hearing difficult feedback l Reflect on what you heard / the messages sent l Don’t try to prove your view or how much of a ______ist you are not l Avoid equa&ng your experiences with that of others l Share ways that the microaggression can be overcome l Make the “invisible” visible by using inclusive language l Ask objec&ve ques&ons (explain and elaborate) l Be an Upstander
Sentence Frames / acknowledgement…. l If it is ok with you, can I ask you more about _____________.
l I don’t know much about this informa&on, but I am wondering if I can ask you because I trust you…..
l I may make a mistake in the way I phrase this……
Next Steps -‐ Discussion l What steps can you take, star&ng today, to help our campus and community overcome microaggressions and communicate inclusively?
l How can you correct microaggressions you hear or receive in a produc&ve way?
Ques3ons?
Sources l Taken from: Sue, Capodilupo, Torino, Bucceri, Holder, Nadal & Equilin, 2007
l Arizona State University Residen&al Life – Campus Microaggressions
l hOp://codac.uoregon.edu/files/2011/02/Sue-‐et-‐al.-‐2009.pdf
l hOp://psychology.ucdavis.edu/aacdr/suemar10.pdf
l hOp://www.buzzfeed.com/hnigatu/racial-‐microagressions-‐you-‐hear-‐on-‐a-‐daily-‐basis