Happy Friday everyone! Here is the MSC's handout from the training that our Lead Academic Mentors did with the Multicultural Student Center in August. More information about the Multicultural Student Center can be found on their website: http://msc.wisc.edu/
Working with Students of Color
I. Engagement
1) Active listening
*Listening is perhaps the most
important thing you can do when working with students of color. It’s generic,
but important. Listen—really listen—to what students are saying. We all
experience the world differently, so giving space for students to say what they’re
experiencing is key. Listen without making assumptions or judgments, and
without relating everything back to yourself.
2) Respect others’ process
*Respect that people who are
marginalized in various ways on this campus and in this country have different
kinds of access—to knowledge, to opportunities, etc. We all have different
starting points in any conversation—from mathematic concepts, to canonic
literature, to job search strategies. Check your assumptions and know that
others’ starting points may not look like yours.
3) Engage as a person and peer
* Students of color are often made
to feel that they have a ‘story’ and a ‘history’ unlike white students.
Remember to bring your whole self to your work. Often, if you’re working with
students of color, you’re in a position of authority, of some kind. Remember to
approach students as peers, and to remember that you’re learning in this
relationship too.
4) Acknowledge race
*We’re often taught to talk around
race, and to avoid any mention of difference. This charade fools nobody.
Acknowledge that race is a real factor in all of our lives, and that we have
all had different racialized experiences. Name the impact of race in your life,
and acknowledge the privilege or oppression you have faced based on your
identity.
II. Stereotypes
1) Don’t assume, don’t generalize
*We all have racial biases and
stereotypes; it’s foolish to pretend that any of us are immune from them.
Acknowledge that you have stereotypes, and work on challenging them. Know that
the students you work with will never fit neatly into a stereotype. You should
constantly be challenging your biases.
2) Do your own learning, and keep learning
*You never stop learning. You
should constantly be educating yourself. Don’t expect others to teach you. It’s
okay to ask genuine questions, but you also need to learn for yourself, on your
own time. Don’t expect others to teach you. Learn the histories of people of
color in the U.S., and stay up to date with racial justice news. This is
essential for increasing your capacity to effectively work with a diverse group
of students of color.
3) Ask questions out of necessity, not curiosity
*It’s fine to ask questions when
they have a purpose, and will help you in your role, or if you’re following up
on information provided by a student. Don’t ask questions just to satisfy your
own curiosity – they’re invasive and rude, and solidify an ‘us’-‘them’ dynamic.
There may be moments when students of color do not want to answer personal
questions, and they should have the space to do so.
II. Power &
Privilege
1) Power & Privilege
*Power and privilege are
everywhere. Privilege refers to an advantage or benefit, and in this case, one
that is based on identity. Those with privilege have power. So for example, in
the U.S. white people have racial privilege, men have gender privilege, wealthy
people have class privilege, etc. Those with privilege have often had an easier
time navigating the world, and act accordingly. Those dynamics absolutely enter
academic spaces. If you’re working with students one-on-one, know that your
identities, and your privileges, are in the room. If you’re working with a group
of students, watch how those dynamics play out in the room. Watch who talks and
who listens, who interrupts and who is interrupted, watch who feels comfortable
challenging authority and who doesn’t. Part of your role is to interrupt these
dynamics.
2) Savior complex
*One of the most important points
for working with any group of marginalized people is to remember that you aren’t saving anyone. One way to
mitigate the dynamics of power, as a person providing a service, is to recognize
that you’re always in a mutually learning relationship. You are learning too. Realize
that ultimately any person is the authority of their own life, and does not
need ‘saving.’
3) Acknowledge when you’re wrong.
*This is one of the hardest tips.
Acknowledge when you mess up. It’s okay – we all do it. None of us are perfect.
But trying to cover up a mistake is always obvious, and never genuine.
4) Remember to focus on people who share your identity
*Every community has work that we
need to do, and often we can have a greater impact with people who share our
identities. Don’t forget to engage your own communities, especially your
communities of privilege, in this work.
Created by Sasha Wijeyeratne,
Social Justice Education Specialist at the Multicultural Student Center (MSC),
in August 2014. For permission to use, please contact MSC staff:
www.msc.wisc.edu.
