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A Paler Shade of White: Intervening in the training of Whites in “helping” professions before they intervene in the liv

A Paler Shade of White: Intervening in the training of Whites in “helping” professions before they intervene in the lives of people of color. Introductions. Frank Holiwski MA – Psychology, DePaul University Ted Manley PhD. - Sociology, DePaul University

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A Paler Shade of White: Intervening in the training of Whites in “helping” professions before they intervene in the liv

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  1. A Paler Shade of White: Intervening in the training of Whites in “helping” professions before they intervene in the lives of people of color

  2. Introductions • Frank Holiwski MA – Psychology, DePaul University • Ted Manley PhD. - Sociology, DePaul University • Jason Washburn, PhD. - Psychology, Northwestern University

  3. What we do • Eradicating White Racism • Since 1998 • Education or Group Therapy • Goals

  4. The Class[Last year’s presentation in brief] • Selected material from last year

  5. Workshop Goals • Identify how White Racism is simultaneously denied and maintained • Introduce participants to various measures used to assess White racism • Provide strategies to address defensiveness in courses/training on White Racism

  6. Why do we do what we do? • What materials do we use? • Why do we use those materials? • How would we (naively?) expect students to respond? • How do students actually respond? • How do we react to those responses?

  7. Implicit Attitude Test (IAT) Videos Journals Personal Inventory Social Background ‘N’ Word Exercise Cost of Racism Checklist Benefits of Racism Checklist Music Lectures (e.g., Origins of Whiteness; White Liberalism) What we use

  8. Material X • Context for introduction of material • Typical Results • Examples of any relevant instructions/materials

  9. IAT • What is it? • Why do we include it? • When do we include it? • What are “typical” results? • How would you expect these students to respond? • Now how would you respond?

  10. Implicit Attitude Test (IAT) • What does the IAT measure? • Introduction of IAT • Presentation of class results

  11. So…

  12. Why introduce the IAT to this class?

  13. What reactions would you expect?

  14. Typical Student Reactions • Various Defenses • Various Defenses • Various Defenses

  15. How do you respond to that? • Various responses

  16. Do the Right Thing • What significant things happened in the video? • How do you think students reacted?

  17. So…

  18. Why introduce this clip to this class?

  19. Typical Student Reactions • Various Defenses • Various Defenses • Various Defenses

  20. How do you respond to that? • Various responses

  21. Personal Inventory • What is a personal inventory? • Selected aspect • Selected aspect

  22. So…

  23. Why introduce the Personal Inventory to this class?

  24. Personal Inventory • What were your ideas? • What were your group’s reactions? • What ideas do you think students offered? • How do you think student groups reacted?

  25. Personal Inventory • Student reactions • Student reactions • Student reactions

  26. Social Background • What is a the social background exercise? • Aspects • Aspects

  27. So…

  28. Social Background • Why do we include the social background exercise? • What reactions would you expect?

  29. Social Background • Student reactions • How do you respond?

  30. Social Background • Suggestions • Suggestions • Suggestions

  31. Additional (4) Grouped together • ‘N’ Word • Cost of Racism • Social Desirability • Journal Quotes

  32. Dynamics • Group (class) • Instructors • Examples – Pro and Con

  33. Other Issues/Misc. • Some supplementals I have

  34. Summary • Info • Info • Info

  35. Q & A • Q • A

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