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This is NOT Who I am, and it is NOT okay! “Confronting Dysconscious Racism in Halloween Costumes”

Diversity Development Workshop: Tina Gov, Lena Vanda, Laura Clark, Crystal Murugia , & Jenni Cachiaras. This is NOT Who I am, and it is NOT okay! “Confronting Dysconscious Racism in Halloween Costumes” Role of Diversity: Sharyn Miller. Introduction to Workshop: :.

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This is NOT Who I am, and it is NOT okay! “Confronting Dysconscious Racism in Halloween Costumes”

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  1. Diversity Development Workshop: Tina Gov, Lena Vanda, Laura Clark, Crystal Murugia, & JenniCachiaras This is NOT Who I am, and it is NOT okay! “Confronting Dysconscious Racism in Halloween Costumes” Role of Diversity: Sharyn Miller

  2. Introduction to Workshop:: • Guidelines for Activity • Creating the Environment

  3. Learning Outcomes: • Increase student’s awareness of subtle racism, while appreciating cultural differences • Students will become knowledgeable on how Halloween costumes with a racial bent can offend cultural groups or individuals on college campuses • Give students the opportunity to critically reflect on their perceptions of Dysconscious Racism. • Help demystify stereotypes and prejudices by providing educational information and reasons for change that will allow students to understand that we have unconsciously absorbed certain types of racism.

  4. Definitions: • Stereotypes • Racism • Dysconscious Racism

  5. African American: • http://www.youtube.com/watch?v=UfiNT6AKG0s&feature=player_embedded#! • Blackface • created a stereotyped caricature of a black person. • “Ghetto Fabulous”

  6. Latina/o: • Good of White VS. Devaluation of the racial other • Job Attainment

  7. Middle Eastern: • Marginalized group • Misperception post 9/11 • Micro-aggression

  8. Asian: • Popular Halloweens Costumes • Cause for Concern • Hollywood’s Stereotypical Asian Women

  9. Native American: • History of “Squaw” Dress • Negative Effects on gender • Perception of Cowboys & Indians

  10. Dysconscious Racism: • Occurs on a Continuum: • celebrity portrayals • “role” portrayals • generic portrayals • All three types rely on stereotypes to guide their portrayals

  11. How Far is too Far? The public has taken a fancy to costumes that make a statement, these costumes are viewed as racist or anti-Semitic. If something doesn’t feel quite right about the costume, chances are, it could be offensive to others. Humor does not “trump” offensiveness. Just because a costume may produce a comic effect, does not give free license to use degrading stereotypes, regardless of the holiday or occasion.

  12. Ohio University Group Speaks Out Against Racially Offensive Halloween Costumes On CNN http://www.youtube.com/watch?v=MndTxLwSN-8

  13. Suggestions for Creating Safer Campuses: • Be sure to avoid changing your features in a way that’s offensive. • This means not wearing blackface to be President Obama or taping your eyes so that they slant if you’re dressing up as Bruce Lee. • Go as a Particular Person • Wear a Mask • Avoid Stereotypical Costumes

  14. Wrapping Up: • Incorporating pictures which address stereotypes into anti bias activities helps students develop skills in visual literacy and critical thinking and provides a foundation upon which students and teachers can begin to build acceptance of and respect diverse cultures. • When choosing Halloween costumes with a racial bent, err on the side of caution. You’ll be less likely to offend if you dress up as a specific person rather than an anonymous member of a racial group.

  15. Questions: • Don’t TRICK the Mind, TREAT the Mind

  16. References: Adams, M. Blumenfeld, W.J., Vsdtaneda, R., Hackman, H.W., Peters, M.l., & Zuniga, X. (Eds.)  (2010).  Readings for diversity and social justice, 2nd Edition.  New York: Routledge. Mueller, J., Dirks, D., & Picca, L. (2007). Unmasking racism: Halloween costuming and engagement of the racial other. Qualitative sociology, 30(3), 315-335. Education (and) Halloween. (n.d). In teaching tolerance: A project of southern poverty law center. What do halloween costumes say? online. Retrieved from http://www.tolerance.org/activity/what-do-halloween-costumes- say Stereotypes (and) Activities. (n.d). In discovery education: Understanding stereotypes online. Retrieved from http://www.discoveryeducation.com/teachers/free-lesson-plans/understanding-stereotypes.cfm Parezo, N.J., Jones, A.R.  (2009).  What’s in a name?  The 1940s-1950s “squaw dress”. The American Indian Quarterly, 33 (3), 373-404 Reid, L. D., & Foels, R. (2010). Cognitive complexity and the perception of subtle racism. Basic& Applied Social Psychology, 32(4), 291- 301. Seto, T. (1995). Multiculturalism is not halloween. Horn book magazine, 71(2), 169-175. Shammas, Diane S. (2009). Post- 9/11 Arab and Muslim American community college students: ethno-religious enclaves and perceived discrimination. Community College Journal of Research and Practice, 33: 283–308. Shawver, Sam. (2011, September 9). Middle Eastern students grow up, adjust to life after 9/11. The Marietta Times. 2011, December 21. http://www.mariettatimes.com/page/content. detail/id/538529/Middle-Eastern-students-grow-up--adjust-to-life-after-9- 11.html?nav= 5234 Stereotypes. (n.d.). The American Heritage® New Dictionary of Cultural Literacy, Third Edition. Retrieved January 11, 2012, from Dictionary.com website:http://dictionary.reference.com/browse/stereotypes

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