GOOD MORNING!

1. GOOD MORNING! Creating an Environment to Advance Racial Equity Community of Practice August 13, 2013

2. We may have different stories, but we hold common hopes; we may not look the same and we may not come from the same place, but we all want to move in the same direction-towards a better future for our children and grandchildren - President Barack Obama

3. To dramatically improve educational experiences, outcomes and life options for students and families who have been historically underserved. National Equity Project Mission

4. The Problem We Exist To Solve To achieve educational equity for vulnerable children, there is a need to close the Opportunity Gap not just its manifestation, the Achievement Gap.

5. Morning Mixer Find someone and share . . . Why are you here today? Why are we here?

6. Here’s what we are going for today . . . • Get reconnected with each other and with our RETOC work • Talk, share, reflect and learn together as a ‘Community of Practice’ • Consider some ideas for practicing ‘transformative leadership’ in your context • Practice having critical conversations for ARE

7. We believe people can solve their own problems.

8. All levels of a system must be addressed.

9. YOUR ORGANIZATION is a LIVING SYSTEM Technical Relational Adopted from Dalmau Network Group

10. Problems and solutions are technical and relational. Technical Relational Adopted from Dalmau Network Group

11. A system, any system, produces what it is designed to produce. from“Bridges, Tunnels, and School Reform: It’s the System Stupid: by Thomas Kelly Phi Delta Kappan, October 2007 A Systems Truism

12. opportunity and structures “success is not a random act. it arises out of a predictable and powerful set of circumstances and opportunities” Malcolm Gladwell, Outliers

13. Opportunity is defined as a fair chance to achieve one’s full potential.

14. Leading for Racial Equity • “Leading for equity is about the choices you make to be aware, acknowledge the inequity you see, the dissonance you feel and make the decision to provide support anyway.” • LaShawn Route’ Chatmon • Executive Director, National Equity Project

15. And we will do all of that in a COMMUNITY OF PRACTICE

16. Community Agreements An invitation to try these on • Show up (or choose to be present) • Pay attention (to heart and meaning) • Tell the truth (without blame or judgment) • Be open to outcome (not attached to outcome) • ADDITION . . . Maintain confidentiality

17. REFRESH . . . Racial Equity Theory of Change Map • At your tables . . . SHARE • Thoughts or insights you have about any part of the map • Questions about your own role in the work that is implied here • What you are most excited to get started on (or continue) in your work and/or community?

18. How we think about, name & frame a problem impacts whether, and how we choose to engage it. DISCOURSE MATTERS

19. What is DISCOURSE? MENTAL MODELS/BELIEFS

20. Discourse I Dominant ways of seeing and engaging the work of education that maintain unquestioned existing beliefs, values, and practices and serve to reproduce social inequality. Discourse II Ways of seeing and engaging the work of education that challenge the status quo by naming uncomfortable and unequal conditions and dynamics while pushing for deeper inquiry and new thinking.

21. KEY IDEA Interrupt Discourse, NOT People

22. Using a Lens of Racial Equity …allows us to uncover the policies practices and behaviors that sustains unequal outcomes for children • Forms of Racism • Individual • Institutional • Structural Individual Institutional Structural

23. Structural Racism Structural Racism: Refers to the ways in which history, ideology, public policies, institutional practices, and culture interact to maintain a racial hierarchy that allows the privileges associated with whiteness and the disadvantages associated with color to endure and adapt over time. Systemic/Structural racism shifts attentions from the single, intra-institutional setting to inter-institutional arrangements and interactions.

24. Targeted Universalism This approach supports the needs of the particular while reminding us that we are all part of the same social fabric • universal, yet captures how people are differently situated • inclusive, yet targets those who are most marginalized

25. Targeted UniversalismEquality isn’t the same as Equity

26. As a leader in your organization and community . . .

27. The Relationship between Implicit Bias and Structural Racialization

28. The Role of the Unconscious Mind • the unconscious mind plays an influential role in controlling our actions The human brain can take in 11 million pieces of information in any one moment We’re only consciously aware of maybe 40 of these - at best. Brooks, David. The Social Animal: A Story of How Success Happens. http://www.guardian.co.uk/science/2011/may/08/david-brooks-key-to-success-interview

29. People are meaning-making machines. • Individual meaning • Collective meaning • Only 2% of emotional cognition is available to us consciously • Racial bias tends to reside in the unconsciousnetwork • messages can be ‘framed’to speak to our unconscious We unconsciously think about race even when we do not explicitly discuss it. Unconscious Bias

31. Awareness Test http://www.youtube.com/watch?v=yrqrkihlw-s

32. Our Brains in Action Please state the color of the text Green Red Blue Black Black Green Red Blue Black Red Blue Green Green Black Blue Green

33. And now, in Greek State the colour of the text If you are a Greek speaker, this will show this works in any language. If you are not – how much easier it is now! But why?                

34. Neurological Origins of Prejudice • Limbic system – categorizes what we perceive • The limbic system is a very old part of the brain; it can be found in animals. • It is also very fast. • One part of the limbic system, the amygdala, is responsible for strong emotional responses (i.e., fight or flight) The Art of Happiness in a Troubled World. By the Dalai Lama and Howard Cutler. (2009)

35. Reacting Before You Even Realize It • Neural pathways connect the amygdala/limbic system to the prefrontal cortex, which is where rational thought occurs. • Amygdala is fast; the logical action of the prefrontal cortex is slower. By the time we are consciously aware of the person, and our stereotypes and beliefs about the person surface in our conscious mind, our emotional reaction has already occurred.

36. Counteracting Unconscious Prejudice and Stereotypes With adequate motivation, cognitive resources, and effort, people can learn to focus on the unique qualities of individuals, rather than the groups they belong to, in forming impressions and behavior

37. Counteracting Unconscious / Implicit Bias Source: Burgess, Van Ryn, Dovidio, and Saha, J Gen Intern Med (2007); Williams, 2012 • Normalize the Idea of Bias • Make time for Affective and Cognitive Processing • Make Time for Individual Story • Recognize and Check Assumptions

38. Talking about these issues can feel socially threatening A Challenge

39. http://www.youtube.com/watch?v=b0Ti-gkJiXc How to Tell Someone they are a Racist

40. get with a partner(s) and share What are the implications of unconscious bias for your own self-awareness and for your work with others? What is your responsibility as a leader?

42. WHY WORK TOGETHER? We are all caught up in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one directly affects all indirectly.Dr. Martin Luther King Jr.

43. Linked Fates…Transformative Change Our fates are linked, yet our fates have been socially constructed as disconnected (especially through the categories of class, race, gender, etc.). We are the same and different. Because we are the same, dialogue is possible. Because we are different, dialogue is necessary.

44. A New Paradigm • Shared Fate • This has been interpreted by some to be synonymous with self-interest • This is too narrow -- as institutions shift, so will individual or group interests • Need an overarching collective vision of shared fate not predicated on personal or group-base interests

45. Targeted UniversalismEquality isn’t the same as Equity

46. Next Steps • Now that we have a framework of connectedness and shared fate, and targeted universalism where do we go from here? • Need to separately consider: • internal analysis • communication strategy • programmatic approach

47. Next Framing the Message • Framing is how a message is intended to stimulate implicit and explicit references in the audience’s mind. • Frames appeal to both conscious and “unconscious” attitudes. • Labels are important; for example: • “Affirmative Action” • “Equal Opportunity”

48. Next Steps Next Steps • Must be explicit about both internalANDexternal communications strategy- these are not always the same • Need to explore ways not only of “talking about race” but also “doing around race”

49. Next Next Steps: Analysis • Understand your audience & their dominant frames • Different symbols animate different associates with different groups • Need to first understand what that frame means to different groups • Example • freedom

50. Next Steps: Communication Strategy • Don’t rely on highlighting disparities or structures alone • May work best with some groups but not others • Must connect the individual with the structures- tell stories that use the personal to lift up the structural • Grapes of Wrath