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Knowing Who You Are: A New Model of Bringing Diversity into the Classroom

Knowing Who You Are: A New Model of Bringing Diversity into the Classroom. Brian Washburn, Training Director Veronica Montaño-Pilch, Director of Strategic Initiatives & Inclusion National CASA Association. Welcome!. As you enter, please visit each of the five posters hanging around the room.

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Knowing Who You Are: A New Model of Bringing Diversity into the Classroom

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  1. Knowing Who You Are:A New Model of Bringing Diversity into the Classroom Brian Washburn, Training Director Veronica Montaño-Pilch, Director of Strategic Initiatives & Inclusion National CASA Association

  2. Welcome! • As you enter, please visit each of the five posters hanging around the room. • On the piece of flipchart paper next to each poster, jot down the thoughts that come to your mind when you look at each poster in relation to your work. • If you’ve finished while others are still writing, take another walk around the room to read what others have written

  3. Welcome & Introductions • Brian Washburn Training Director National CASA Association brianw@nationalcasa.org • Veronica Montaño-Pilch Director of Strategic Initiatives & Inclusion National CASA Association veronica@nationalcasa.org

  4. Workshop Objectives • By 10:30am, you will have increased abilities to… • Explain the impact that racial/ethnic identity development has on children in care and child welfare professionals • Adapt activities that you see here in order to animate courageous conversations and initiate discussions on race/ethnicity in a respectful way • Identify state/national trends and results on the impact of Knowing Who You Are

  5. Introductions • In pairs, share: • Your Name • A tradition or custom you have or had while growing up

  6. Group Discussion • Stand next to the poster (and/or the comments) that you find to be most powerful • As others gravitate and settle into your group, take 5 minutes to share why you chose to stand next to this particular poster

  7. Knowing Who You Are • Objectives: • Identify personal/professional assumptions/biases • Engage in courageous conversations • Speak your truth • Stay engaged • Experience discomfort • Accept/expect non-closure • Apply key concepts around racial/ethnic identity development to day-to-day practice

  8. Healthy Racial/Ethnic Identity • Definition: • A complex set of thoughts, feelings and behaviors that emanate from one’s membership in a particular racial or ethnic group. • Characteristics: • Identification as a member of a particular racial/ethnic group or groups. • Affiliates with members of his/her own group, but is also generally accepting of people from other groups. • Able to cope successfully with perceived or real racism and discrimination and has possibly shown some effective strategies for dealing with it. • Has a generally positive attitude about being a member of that group, but also has a balanced view of the strengths and challenges associated with that group

  9. KWYA: So what? “I have always harbored some real contempt for the idea of an institution such as an employer demanding a change in the numbers. Adding a staff member or a board member alone can be so disingenuous. But over the past few years the urging from NCASA has been accompanied by a real discernible momentum and a beginning plan accompanied by resources. I believe this curriculum can be a tool for change because it does not begin by emphasizing numbers and focuses on getting properly prepared to help children in the system to develop their racial and ethnic identities. Changing the numbers without changing the collective organizational heart, mind, body and spirit will lead to more frustration and result in no lasting systemic impact. This [Knowing Who You Are initiative] feels like it could be a change from the inside out.” Dennis Hockensmith Director, Pennsylvania State CASA

  10. KWYA: So what? (cont’d) • Cook County (IL) CASA reported an increase in their African American volunteer pool by almost 20% in one year • St. Louis City CASA has reported that “about 20% of new volunteers have been persons of color… As one past Board member and CASA volunteer who is African American stated, ‘When I became a part of CASA five years ago, the organization was lily white. Now I see others on the Board and staff who look like me!’”

  11. KWYA: So what? (con’t) • Texas Dept. of Family Protective Services

  12. In groups of 3-4 people: • Take about 10 minutes to discuss the following: • How might some of the concepts from the posters around the room impact your daily work? • What decisions do you make on a daily basis that impact other people? • How might your decisions/power/position impact disproportionality/disparate outcomes for children of color? • Pay attention to elements of courageous conversation

  13. Wrap-up/Questions • Do you have any final thoughts/questions/comments?

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