Purpose

1. Reexamining EquityMinnesota School Psychologists Association January 24, 2019Carole A. Gupton, Ph.D. Education Consultant on Equity and Leadershipcgupton@umn.edu

2. Purpose To provide an opportunity for participants to reflect on the meaning of equity from the distribution of resources and one-time activities to the need to recognize the complexity of systemic racism as a barrier to equity. Crucial to developing equity in our schools and organizations is understanding the harmful impact of a color-blind ideology.

3. Goals: Participants will: • develop an understanding of equity as a process, • expand their knowledge-base and understanding of equity through another perspective of equity as a value-driven process, and • reflect on the knowledge regarding Color- Blind Ideology and its harmful impact

4. Agreements • Stay Engaged • Lean into Discomfort • Speak Your Truth • Expect and Accept Non-closure Adapted from Courageous Conversations

5. Activity World in a Cup

6. Discussion Question What is your definition/concept of equity?

7. Defining Equity Equity means equitable outcomes for all. It requires identifying and removing barriers and accommodating differences. Different treatment, rather than treating everyone the same, is necessary to obtain equal results

9. Examining Equity

11. Reexamining Equity The notion of equity in school suggests a continuous examination of our beliefs, attitudes, and practices in order to provide the most meaningful opportunities for student learning and outcomes.

12. Reexamining Equity The purpose of equity work is to disrupt the systems that perpetuate inequities and to replace those policies and practices with ones that provide fair treatment for all students.

13. Reexamining Equity Leaders for equity are educators who gracefully unequivocally stand up and stand for others, demonstrate courage, and take risks to forge improvement

14. Beliefs, Values, Behaviors and Attitudes • Who we are on the inside impacts all of our relationships and how we work within the institution

15. Beliefs—Truths Values—Importance Behaviors—What we do Attitudes—How we feel about what we do Beliefs, Values, Behaviors and Attitudes

16. Discussion Question What are your beliefs regarding racial equity for students?

17. Reflection Question How would others know what you believe? “Your behavior reflects your actual purposes.” Ronald A. Heifetz

18. Beliefs, Values, Behaviors and Attitudes • Racial bias/prejudice is a belief. Racism is what happens when the belief translates into action. • The higher the value for the belief the stronger the action.

19. Telling Numbers in 2016-2017 • Ten richest Americans: 100% white (seven of whom are among the 10 richest in the world) • US Congress: 90% white • US Governors: 96 % white • Top military advisers: 100% white • President and Vice President: 100% white • US House Freedom Caucus: 99% white • Current US presidential cabinet: 91% white • People who decide which TV shows we see: 93% white

20. Telling Numbers in 2016-2017 • People who decide which books we read: 90% white • People who decide which news is covered: 85% white • People who decide which music is produced: 95% • People who directed the one hundred top-grossing films of all time, worldwide: 95% white • Teachers: 82% white • Full-time college professors: 84% white • Owners of men’s professional football teams: 97 % white Robin DiAngelo: White Fragility

21. Reflection Question What Do the Numbers Tell Us?

22. Power and Racism Racism is Prejudice + social and institutional Power

23. White Privilege Peggy McIntosh helped us to recognize white privilege by making its effects personal and tangible, but it is more than cosmetics and inconvenience. White privilege is both a legacy and a cause of racism. NASP Social Justice: Understanding Race and Privilege

24. White Privilege • White privilege as the Power of Normal • White Privilege as the “Power of the Benefit of the Doubt” • White Privilege as the “Power of Accumulated Power”

25. Power and Racism Racism involves one group having power to carry out systemic discrimination through institutional policies and practices of the society and by shaping the cultural beliefs and values that support those racist policies and practices. Dismantling Racism Workbook

26. Post Racial Ideologies Adichie: The danger of a single story Each racial era tells a story of common sense—a shared sense of how to navigate the status quo and keep it in place.

27. Discussion Question If Jim Crow’s racial structure has been replaced by a “new racism” or “post racial era,” what happened to Jim Crow racism?

28. Racial Frames • Racial frames are used to shape ideologies (stories) and share assumptions and beliefs to shape cultural beliefs. • Dominant racial frames therefore provide the intellectual road map used by rulers to navigate the always rocky road of domination.

29. Central Frames of Color-Blind Racism • “… a new powerful ideology has emerged to defend the contemporary racial order: the ideology of color blind racism.” • Although it engages, as all ideologies do, in ‘blaming the victim,’ it does so in a very indirect…style that matches the character of the new racism. • Bonilla-Silva, Eduardo, Jul 29, 2013, racism without Racist: Color-Blind Racism and the Persistence of Racial Inequalities.

30. Abstract Liberalism The Most Qualified--A meritocratic Way of Defending White Privilege Nothing Should Be Forced upon People: Keeping Things the Way They are Individual Choice or an Excuse for Racial Unfairness and Racially Based Choices

31. Naturalization Decoding the meaning of “That’s the Way It Is” Interjected to normalize event or actions that could otherwise be interpreted as racially motivated or racist Promotes the idea common sense and supports the status quo

32. Cultural Racism They Don’t Have It All Together Blaming the Victim Minorities standing is a product of their lack of effort, loose family organization, and inappropriate values Less emphasis on biological deficits and more on cultural deficits. If minorities experience discrimination it is because they act irresponsible or complain too much

33. Minimization of Racism Whites’ declining significance of Race Thesis Discrimination is no longer an issue. Minorities make things racial that are not

34. Racial Frames • “These frames form a formidable wall because they provide whites a seemingly nonracial way of stating their racial views without appearing irrational or rabidly racist.” • These frames are pliable because they do not rely on absolutes • Frames maybe integrated to provide more flexibility and strength

35. 7 Reasons Why ‘Colorblindness’ Contributes to Racism Instead of Solves It 1. Colorblindness Invalidates People’s Identities 2. Colorblindness Invalidates Racist Experiences 3. Colorblindness Narrows White Americans’ Understanding of the World and Leads to Disconnection

36. 7 Reasons Why ‘Colorblindness’ Contributes to Racism Instead of Solves It 4. Colorblindness Equates Color with Something Negative 5. Colorblindness Hinders Tracking Racial Disparities 6. Colorblindness Is Disingenuous

37. 7 Reasons Why ‘Colorblindness’ Contributes to Racism Instead of Solves It 7. Colorblind Ideology Is a Form of Racism Jon Greenberg is a Contributing Writer for Everyday Feminism. He is an award-winning public high school teacher in Seattle who has gained broader recognition for standing up for racial dialogue in the classroom — with widespread support from community — while a school district attempted to stifle it.

38. Reflection Question How will you disrupt the systems that perpetuate inequities and to replace those policies and practices with ones that provide fair treatment for all students?