My FDW Classroom Assessment Project

1. My FDW Classroom Assessment Project My CATs My Mistakes Future CATS Your Suggestions

2. Classroom Assessment Project Cycle

3. PLANNING Step 1: Choose the focus class I chose my Honors section of IDST 2315

4. IDST 2315 OUTCOMES The student will be able to understand and appreciate the multiplicity of cultures, perspectives, and experiences in America. The student will be able to link contemporary multi-cultural experiences with historical roots and contributions. The student willvalue and live with diversity. The student will honor & seek out differences.

5. PLANNING Step 2: Focus on an assessable goal or question Is White Privilege a concept that can be applied to our lives today?

6. PLANNING Read the article on White Privilege. Be prepared for discussion of the article and questions 1, 2, 4, & 5. Step 3: Plan a classroom assessment project focused on that goal or question.

7. Phase II: IMPLEMENTING Step 4: Teach the target lesson related to that goal or question Step 5: Assess student learning: collect feedback data Step 6: Analyze student feedback data

8. Step 4: Teach the target lesson related to that goal or question

9. White Privilege “An invisible package of unearned assets which I can count on cashing in each day, but about which I was meant to remain oblivious”

10. Right-handed Privilege??

11. White privilege, definitions • White privilege, or White Skin Privilege, is used as a term of analysis -- employed by, among others, historians, legal scholars, philosophers, opponents of the Eugenics Movement and sociologists of racism -- to denote a particular kind of alleged social relation, one which typically involves a right, advantage, exemption or immunity granted to or enjoyed by white persons beyond the common advantage of nonwhites. ... • http://www.whiteprivilege.com/definition/

12. Peggy McIntosh’s point: • Is to help those with the most power to recognize that privileging systems exist & that the existence of unearned disadvantage usually involves a corresponding existence of over-advantage—how to distribute power more fairly • Ultimately to improve race relations & most other power relations that exits in U.S. society

13. Defining “White Privilege” by Kendall Clark white privilege, a social relation1. a. A right, advantage, or immunity granted to or enjoyed by white persons beyond the common advantage of all others; an exemption in many particular cases from certain burdens or liabilities. b. A special advantage or benefit of white persons; with reference to divine dispensations, natural advantages, gifts of fortune, genetic endowments, social relations, etc.2. A privileged position; the possession of an advantage white persons enjoy over non–white persons.3. a. The special right or immunity attaching to white persons as a social relation; prerogative.b.display of white privilege, a social expression of a white person or persons demanding to be treated as a member or members of the socially privileged class.4. a. To invest white persons with a privilege or privileges; to grant to white persons a particular right or immunity; to benefit or favor specially white persons; to invest white persons with special honorable distinctions. b. To avail oneself of a privilege owing to one as a white person. 5. To authorize or license of white person or persons what is forbidden or wrong for non–whites; to justify, excuse. 6. To give to white persons special freedom or immunity from some liability or burden to which non–white persons are subject; to exempt.

15. To sum up, • white privilege should be defined carefully because it is contested; • (2) that contestation is itself racialized, • (3) which is what we should expect, since • (4) socially invisible structures of oppression are more effective and enduring than socially visible ones.

16. Rate the top 5 most common aspects of privileging systems in your group & the 3 least common. Group 1: 1-12 Group 2: 13-25 Group 3: 26-38 Group 4: 39-50 Group 5: 51-62

17. Self-determination The principle that a people should be free to determine their own political status. Self-determination is a principle in international law that a people ought to be able to determine their own governmental forms and structure free from outside influence. Refers to a number of distinct human rights. These include the right to equality under the law, the right to a nationality, the right to freely leave and return to a person's country of origin, the right to freedom from persecution because of race, religion, or gender, and a host of others.

18. The Race Game has only one rule: use the term white whenever you speak of a Euro-American cohort. In Thandeka’s playing of the game, she asks people to do this for one week and then come and talk with her about what it means to live in America. Tell us what happens in the next class

19. Minute Paper Exercise: • Using the note cards, in a few words or short sentences, please answer the following 2 questions: • What was the most important thing that you learned during this class? (2 minutes) • What question for you remains unanswered? (2 minutes) • No names necessary!

20. Phase III: RESPONDING to the results of the Classroom Assessment Step 7. Interpret the results and formulate an appropriate response to improve learning Step 8: Communicate results. Try out response.

21. What I learned from this class And Questions that remain

22. I learned that being White I had many advantages & privileges that some of my best friends did not. • White people (although it isn’t always noted) are privileged • That Tameka can verify that a lot of the “white privileges” are true & that she has experienced them first hand. • That there are “white privileges” in society. I never really thought about their existence in my daily life. • White privileges are obvious to everyone that isn’t white. • Whites have certain privileges that are commonly understood or assumed. • I have been trained by my culture to view white privilege as a normal part of society.

23. I really do have privileges as a white that I am not aware of and that these privileges really are hard to break. White privilege is something I depend on almost every day, but that I have not earned in the least. Whites have a lot of rights that I never thought of. People of other races are discriminated against in so many aspects, yet I though most of racial discrimination had ended. Privileges for Whites implies disadvantages for others. I have privileges that I never even knew about; privileges that are not there for everyone else & I can do something about it.

24. I learned that our government attempts to hide the White privilege in our society. I learned how some White people aren’t aware of some of the White privilege. I truly understood the extent of White privilege that has been present in my life without my knowing. I learned that everyone has different opinions about White advantages. I was amazed by what I thought was the least & the most things that happened compared to what the others in my group thought & informed me happened often. The prevalence of people being called on to represent their race. Race relations have changed a lot in the last 15 years. I learned that people of other races voices are used in Disney movies as villains. One thing that struck me as a particularly unfair privilege was the bandage dilemma. I had never considered.

25. Questions that still remain???? • Why are people of other ethnicities so discriminated against? • How do we change these white privileges? • How do we stop white privilege exactly? • I want to know, really, what can we do to change it? • How do I stop using white privilege? Where do I begin? • What exactly are these today as opposed to 10+ years ago…are we making progress?

26. What is the scope of white privilege at this time? One question that still goes unanswered for me is what privileges have I had? How can I help change things? What can be the best solution for racial equality? What advantages do people of other races have over whites? I still wish to know why white males have the hardest times getting jobs & into college if we have all these privileges. Does the realization & overcompensation for white privilege cause us to practice reverse racism? If people have realized these privileges for over 10 years, why have many of things still not changed? How can we accept these articles written over 10 years ago when everything’s changed so much these past years?

27. Does realizing the construction of white privilege necessarily expose most disadvantages to others? I would like to know how bad it would be in a truly “majority-white” community. How many of the white privilege items are manifestations of the free market? Should they really be considered illegitimate? I would really like to become ethnic and see what it is like. In some places, what about Black privilege? Why do we only focus on aspects of culture that discriminate against races of color, while there are also aspects of which people of color have a slight advantage? Why do Indians stereotype themselves as western Indians? Pueblos, feathers were shown in the video, but not eastern Indians in the forests? Why are women in America socially supposed to shave their armpits & men are not?

28. My Conclusions • You learned that white privileges exist • You still have questions about some of them • Many of you want to really work towards greater equality • A few of you may resent the idea of white privilege & therefore do not want to accept it as reality • A few of you think life has changed considerably in the last 10+ years & that racism is on the mend • I think you are doing very well so far because this is tough material

29. Step 9. Evaluate the Classroom Assessment Project’s effect(s) on teaching and learning. i.e. Take stock

30. “You offered them new ideas about white privilege and asked them for feedback about what they now know and questions they still have.  One suggestion for the next time you do this...use real numbers or percentages of responses rather than "some" and "many" and "all"  By using actual numbers or percentages, it shows you took time to think about and really study the outcome of the feedback and you make it real by including actual frequencies to responses.  At the end of your feedback you did a great job affirming their struggle with difficult content.  Good for you for recognizing they needed to be reassured that their scholarly effort was paying off for themselves and for the culture...back to that pedagogy of hope.   A suggestion for next time during your feedback...when offering analysis to students about their feedback, you need to remember to close the assessment loop.  What I mean by that is, based on what you learned from the student feedback, how will you use that feedback to improve teaching and learning next time?  Students need to hear that you are taking their feedback and making adjustments/improvements to the teaching and learning environment.”

31. Step 10. Design a follow-up classroom-research project

32. Performance Assessment: MIDTERM EXAM

33. Performance Assessment: MIDTERM EXAM HONORS IDST 2315 Midterm -- Fall 2006 Please go to the following website: http://www.washingtonpost.com/wp-dyn/content/article/2006/09/29/AR2006092901609_pf.html (You may have to register to get to the other articles but it is free, so just answer the questions & register). Please read the article by Deborah Howell “Allen’s Run of Problematic Press.” View the linked video clip of Allen saying “Welcome to America” after calling someone Macaca; then read all of the linked articles about the senatorial race in Virginia, which also include Webb’s statements about women, and both candidates use of a racial epithet. After reading all the articles and watching the video, answer the question: What does this election tell us about the need for multiculturalism in the classroom today? In answering this question please discuss the two candidates in relation to everything we have covered in the course thus far, paying particular attention to: list (see handout)

34. Suggested CATS for this class in future: Attitude Survey (this would be VERY useful as a pre- and post- to assess for race literacy) Concept Mapping (maybe a powerful visual tool for students to use when examining and representing how art, history, cultural and socio-political contexts intersect and clash) Concept Tests (great "in the moment" activities to assess for knowledge comprehension, can use with a think, pair, share design) Conceptual Diagnostic Tests (great tool to test for common misconceptions)

35. Interviews (allows you to assess students by having them speak and use course concepts and language to reveal knowledge, skills, dispositions related to the course) Performance Assessments Portfolios (could be very useful in showing change in student over time through written and visual documentation that shows shift in knowledge, skills, and dispositions) Weekly Reports (you could consider the blog postings you do each week for FDW as weekly reports...you share each week or after each learning module what you learned, how it impacted you, what you still have questions about, and what you plan to do next)

36. What suggestions do you have that I can do to make my results demonstrate to the students that I want to use their information to improve the IDST 2315 teaching and learning environment? http://hercules.gcsu.edu/tyarboro/Final%20Presentation.htm

37. Thank You