Cultivating a Culture of Grit - College Changes Everything

N O I S E R G MICROAG E V I

T I S O P S AND E V I T A

R E COOP LEARNING 1 LEARNING OUTCOMES PARTICIPANTS WILL DEFINE MICROAGGRESSIONS AND THE TAXONOMIES PARTICIPANTS WILL IDENTIFY THE LEVELS OF OPPRESSION PARTICIPANTS WILL BE ABLE TO SELECT AND DESCRIBE MICROAGGRESSIVE EXPERIENCES

PARTICIPANTS WILL GIVE EXAMPLES AND EXPLAIN MICROAGGRESSIVE CATEGORIES PARTICIPANTS WILL CLASSIFY THE IMPACT OF MICROAGGRESSIONS PARTICIPANTS WILL BE ABLE TO COMPOSE AND RECOMMEND COPING STRATEGIES TO REDUCE THE FREQUENCY OF MICROAGGRESSIONS IN CLASSROOM SETTINGS PARTICIPANTS WILL DEMONSTRATE CULTURALLY SENSITIVE COOPERATIVE LEARNING TECHNIQUES ACTIVITY ONE

PLEASE DEFINE THE TERM MICROAGGRESSION IN YOUR OWN WORDS. 3 S E R G G

A MICRO S I N O I S MICROAGGRESSIONS IN

EVERYDAY LIFE WHAT ARE MICROAGGRESSIONS? EVERYDAY SLIGHTS, INDIGNITIES, PUT-DOWNS AND INSULTS THAT PEOPLE OF COLOR, WOMEN, LGBTQIAP POPULATIONS AND OTHER MARGINALIZED PEOPLE EXPERIENCE IN THEIR DAY-TO-DAY INTERACTIONS (SUE, 2010). APPEARS TO BE A COMPLIMENT BUT CONTAINS A METACOMMUNICATION OR HIDDEN INSULT TO THE TARGET GROUPS TO WHICH IT IS DELIVERED. THEY ARE

OFTEN OUTSIDE THE LEVEL OF CONSCIOUS AWARENESS OF THE PERPETRATOR, WHICH MEANS THEY CAN BE UNINTENTIONAL (SUE, 2010). DIRECTED TOWARD AN INDIVIDUAL DUE TO THEIR GROUP IDENTITY, OFTEN AUTOMATICALLY AND UNCONSCIOUSLY. USUALLY COMMITTED BY WELLINTENTIONED INDIVIDUALS WHO ARE UNAWARE OF THE HIDDEN MESSAGES BEING COMMUNICATED (ADAMS, M., BELL, L. A., & GRIFFIN, P., 2007). 5 F O

Y M O TAXON I S S E R G G

MICROA ONS (Sue, 2007) TAXONOMY OF MICROAGGRESSIONS MICROASSAULTS: EXPLICIT RACIAL DEROGATION CHARACTERIZED PRIMARILY BY A VERBAL OR NONVERBAL ATTACKS MEANT TO HURT

THE INTENDED VICTIM THROUGH NAME-CALLING, AVOIDANT BEHAVIOR, OR PURPOSEFUL DISCRIMINATORY ACTIONS. MICROINSULTS: SUBTLE SNUBS, FREQUENTLY UNKNOWN TO THE PERPETRATOR, BUT CLEARLY CONVEY A HIDDEN INSULTING MESSAGE. MICROINVALIDATIONS: COMMUNICATIONS THAT EXCLUDE, NEGATE, OR

NULLIFY THE PSYCHOLOGICAL THOUGHTS, FEELINGS, OR EXPERIENTIAL REALITY OF A PERSON (SUE, 2007) 6 F O S L

E V LE N O I S S E OPPR

LEVELS OF OPPRESSION Cultural Institutional Individua l Adapted from: Adams, M., Bell, L. A., & Griffin, P. (Eds.) Teaching for Diversity and Social Justice 2nd Edition

Individual Oppression: Personal attitudes, behaviors, and beliefs that maintain and perpetuate oppression. Institutional Oppression: Social institutions like media, education, health services, and government that maintain and perpetuate oppression through laws, practices, policies, and norms. Cultural Oppression: Values, norms, societal expectations, ways of

thinking and ways of knowing that form institutions and individual patterns of oppression. 7 ACTIVITY TWO PLEASE WRITE IMMEDIATE RESPONSES UPON VIEWING THE FOLLOWING IMAGES.

12 U O Y E V A H BEEN S

E R G G A MICRO SED? 14 Photo 2013 Kiyun Kim, Racial Microaggressions, Fordham University.

15 Photo 2013 Kiyun Kim, Racial Microaggressions, Fordham University. 16 Photo 2013 Kiyun Kim, Racial Microaggressions, Fordham University. 17 Photo 2013 Kiyun Kim, Racial Microaggressions, Fordham University. 18 Photo 2013 Kiyun Kim, Racial Microaggressions, Fordham University.

19 Photo 2013 Kiyun Kim, Racial Microaggressions, Fordham University. 20 Photo 2013 Kiyun Kim, Racial Microaggressions, Fordham University. 21 Photo 2013 Kiyun Kim, Racial Microaggressions, Fordham University. 22

Photo 2013 Kiyun Kim, Racial Microaggressions, Fordham University. 23 Photo 2013 Kiyun Kim, Racial Microaggressions, Fordham University. 24 Photo 2013 Kiyun Kim, Racial Microaggressions, Fordham University. 25 Photo 2013 Kiyun Kim, Racial Microaggressions, Fordham University.

26 Photo 2013 Kiyun Kim, Racial Microaggressions, Fordham University. 27 Photo 2013 Kiyun Kim, Racial Microaggressions, Fordham University. 28 Photo 2013 Kiyun Kim, Racial Microaggressions, Fordham University. 29 Photo 2013 Kiyun Kim, Racial Microaggressions, Fordham University.

30 Photo 2013 Kiyun Kim, Racial Microaggressions, Fordham University. 31 Photo 2013 Kiyun Kim, Racial Microaggressions, Fordham University. 32 Photo 2013 Kiyun Kim, Racial Microaggressions, Fordham University. 33

Photo 2013 Kiyun Kim, Racial Microaggressions, Fordham University. 34 Photo 2013 Kiyun Kim, Racial Microaggressions, Fordham University. ACTIVITY THREE WORKING IN SMALL GROUPS, BRIEFLY DESCRIBE AN EXPERIENCE IN WHICH YOU HAVE WITNESSED OR HAVE BEEN THE RECIPIENT OF A MICROAGGRESSION IN THE CLASSROOM. WHAT WAS THE UNDERLYING MESSAGE OR ASSUMPTION

FROM THE MICROAGGRESSIVE EXPERIENCE? 35 ACTIVITY FOUR CREATE A SIGN THAT COMMUNICATES ONE MICROAGGRESSIVE PHRASE DISCUSSED BETWEEN THE MEMBERS OF YOUR GROUP. *EACH PERSON WILL CREATE THEIR OWN SIGN

I S S E R G G MICROA S E I

R O G E VE CAT S E S N O P

S & RE MICROAGGRESSION CATEGORIES AGE DISABILITY GENDER LGBTQ WEIGHT

RACE AND ETHNICITY RELIGION SEXUAL ORIENTATION SOCIAL CLASS

38 RESPONSES TO MICROAGGRESSIONS

ANXIETY PARANOIA DEPRESSION SLEEP DIFFICULTIES LACK OF CONFIDENCE SELF BLAME ISOLATION SUPPRESSING INTERNAL FEELINGS

CHANGING PERSONA WORTHLESSNESS INTRUSIVE COGNITIONS HELPLESSNESS LOSS OF DRIVE FALSE POSITIVES LIMITED INTERACTIONS ACTIVITY FIVE IN DEALING WITH MICROAGGRESSION IN THE CLASSROOM, WHAT COPING STRATEGIES WORK BEST FOR YOU?

HOW CAN WE REDUCE THE FREQUENCY OF MICROAGGRESSIVE EXPERIENCES IN CLASSROOM? WHAT WOULD I SAY TO PERSUADE OTHERS WHO MAY HAVE A DIFFERENT OPINION? 40 H T I W G

N I COP I S S E R G G MICROA

ONS COPING WITH MICROAGGRESSIONS RELIGION AND SPIRITUALITY DERIVING A SENSE OF EMPOWERMENT RELIEVES STRESS STAYING GROUNDED PROMOTE UNDERSTANDING AND FORGIVENESS

GAIN STRENGTH AND CLARITY FUNCTIONS AS A SUPPORT NETWORK ARMORING PROMOTE ABILITIES AND STRENGTHEN PRIDE IN SELF AND CULTURE DETERMINATION CREATING A WORK PERSONA

ACCOMMODATING OTHERS IGNORANCE ACQUISITION OF KNOWLEDGE SHIFTING DE-EMPHASIZING DIFFERENCES WITHHOLDING PERSONAL INFORMATION CHALLENGE STEREOTYPES SUPPORT NETWORK VALIDATE EXPERIENCES OF

MICROAGGRESSIONS SOURCE OF ADVICE AVOID INTERNALIZING NEGATIVE MESSAGES GAIN ACCESS TO RESOURCES SPONSORSHIP AND MENTORSHIP FEEL EMPOWERED RECEIVE COACHING AND ADVICE SELF CARE

COUNSELING PHYSICAL EXERCISE READING AND WRITING Adapted from: Holder, A.M.B., Jackson, M.A., & Ponterotto, J.G. (2015). Racial Microaggression Experiences and Coping Strategies of Black Women in Corporate Leadership. Quantitative Psychology, 2(2) 164-180DOI: 10.1037/qup00000024 BUILDING A

E V I T I S N E S CULTURALLY

G N I N R A E L E COOPERATIV T

N E M N O R I ENV BUILDING A CLASSROOM COMMUNITY

COOPERATIVE LEARNING (JOHNSON & JOHNSON) HTTP ://WWW.CO-OPERATION.ORG/WHAT-IS-COOPERATIVE-LEAR NING / GROUPS ESTABLISHED EARLY IN SEMESTER ASSIGNMENTS WHICH REQUIRE TEAMWORK ALONGSIDE TASKWORK (INTERPERSONAL AND SMALL GROUP SKILLS)

GROUP RULES AND NORMS ACTIVE LISTENING PARAPHRASING REFLECTION UPCOMING PRESENTATIONS TO CONTINUE THE CONVERSATION COOPERATIVE LEARNING FRAMEWORK BASE GROUPS

INFORMAL COOPERATIVE LEARNING FORMAL COOPERATIVE LEARNING CREATIVE CONTROVERSIES KEEPING STUDENTS ENGAGED AND MOTIVATED MINDSET (OUR BOOK CLUB SELECTION) GRIT THANK YOU

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