Preparing for Class

• Please sit with your TATUM reading group (last week).• Download handouts from Dropbox• Open your Delpit ‘notes’• Make a Commitment

• Agenda for the Day: Understand the Culture of Power• Brief intro about emotions and identity events• Delpit Interview Activity• Reciprocal teaching (three groups from last week)• Small group discussion of 'vulnerable topics' (readings

from this week)• Hand out data and 'task' students with Field Report #2

How old were you when you

first became aware of

Racism?1. K-2nd:

2. 3-6th:

3. 7-9th:

4. 10-12th:

5. College:

What emotion did you feel?1. Fear / Anxiety 2. Curiosity 3. Anger / Rage 4. Pride 5. Frustration 6. Excitement 7. Sadness /

Hopeless 8. Relief 9. Guilt / Shame

Understanding Child Identity

Development• Erik Erikson: Psycho-social stages of development (universalist)

• Every Task We Face Teaches us about Ourselves• Life Tasks (“Crises”) to Solve; Successes and failures on that task• Come to know a different dimension ourselves and the world• Developmental ‘Trajectories;’ Early Experience Matter but Do not

Determine an Outcome

• James Marcia’s: Phases of Identity Development (contextual)• “Identity” emerges as a function of belonging to different groups• We know more about ourselves as we learn about what make a

person a member of different groups• Power: Some groups have more power, some are

marginalized• Beverly Tatum’s White Racial Identity Development

• Being a member of a dominant group often means you are unaware of the ‘privilege’ you espouse and your participation in marginalizing others.

How is identity constructed as a function of larger cultural

influences?• Theorists about Role of larger cultural influences:

Delpit, Tatum, Roderiguez, Tonningsten, & Ladson-Billings • Stereotypes that we accept as “normal”• Systematic oppression / exclusion / silencing

• When you think over the readings you completed (“Milk”, “Bilingual”, “Cafeteria”, & “Urkel”), where did you see cultural forces attempting to shape the children and adolescents’ identities?

• Micro cultures: school, peers, community• Macro cultures: societal messages (What gets silenced?)

• Extend: Where can you/ have you observed these processes at your field site?

Introduction to Delpit (1988)

• Interactions with students and colleagues who are different can create ‘critical incidents’ for our own identity.• Racial, Gender, Sexual, Political, Faith, Professional

• Identity Incidents are Emotional in nature• Natural reaction is fight or flight• Retrain our reactions, become aware of own emotion

experiences, assist children in regulating their emotions

• Teachers need to be aware of their vulnerabilities• James Marcia: Moratorium (active exploration)• Eliminate dichotomies in thinking: “How can I…?”

Why is talking about race so difficult (Delpit,

1988)?• Interactions with students and colleagues who are

different can create ‘critical incidents’ for our own identity development.• Racial, Gender, Sexual, Political, Faith, Professional• People in the dominant group often take their status /

identity for granted (think race, gender … is unimportant)

• Identity Incidents are Emotional in Nature• Natural reaction is fight or flight• Retrain our reactions, become aware of own emotion

experiences, assist children in regulating their emotions

• Teachers need to be aware of their vulnerabilities• James Marcia: Moratorium (active exploration)• Eliminate dichotomies in thinking: “How can I…?”

Partner Interview: Record on your iPad send to Dr.

D.• I assign Delpit to help you begin your task to consider the challenges you will

face (even emerging adults like yourself) in developing an identity as a parent, teacher, coach etc. Interview each other: • Why is talking about race difficulty for you?• To what extent have you thought about your identity as a “teacher”?

(You can substitute parent, coach, counselor etc here to match your goals for the course.)

•  What are the vulnerable topics, the things you feel anxious discussing, with children? Why might these topics be vulnerable for you?

•  What have you learned about “silencing” the dialogue (Delpit, 1988) of individuals who are different from you? What role does silencing play in identity development?

• Delpit introduces the term “culture of power.” What does she mean by the culture of power? How has the culture of power affected your life?

• How did the Roderiguez/ Tonningsten / Hoff Sommers article affect you?

• What quote did you select to share and why?

Uploading Your Interview

• Open Voice Record Pro on your iPad• Record (may need to calibrate)• When you are done, scroll down the list to the

“Rename File” option. [Lastname]DelpitInterview• Save to Dropbox. Use a DIFFERENT Dropbox file:

• login: edp370transcripts@gmail.com• password: transcripts

• Take turns doing a 15 minute interview. Use questions but practice Active Listening Prompts• Active listening skills

• Repeat the content you hear: “So, I hear you saying…”• Repeat the emotions: “So, it sounds like you felt…”

• “… how did you make that feel?”• “…tell me more about that…”

Wall Wisher

• What was it like to be interviewed?

• (Go to link on MOODLE)

• http://padlet.com/wall/sgwip6mi83

Stages of “White” Identity

Development

Delpit (and Tatum, Tonningsten and Roderiguez) make strong claims that most teachers engage in “silencing” the dialogue about race/identity development because they haven’t explored their own feeling about their race/identity and institutional racism.

•Silence themselves•Silence their non-white colleagues and students

Defining Institutional Racism

& Colorblind Racism• Institutional Racism, defined as a "system of

advantage based on race" (see Wellman, 1977), is a pervasive aspect of U.S. socialization. • It is virtually impossible to live in U.S.

contemporary society and not be exposed to some aspect of the personal, cultural, and/or institutional manifestations of racism in our society.

• The system of advantage operates to benefit Whites as a group.

Tatum, 1992

Growing Up in “Post-Racial” Society

• Colorblind Racism• Racism that is less overt• Manifests in lower teacher expectations for non-white

students• Microassults (i.e. hate-speak)• Assumptions of Criminality• Assumptions of Lower Ability• Assumptions of Lower Social Status• Second-class Citizenship

• White people often value being ‘colorblind,’ but they don’t realize it is a horrible state of denial.

• Children need opportunities to talk about and explore race, gender, language.

If we really want to live in a “Post Racial” society, where race truly “does not matter,” then we need to accept that race does matter and learn how to be advocates to change the system.

Defining Prejudice

• Prejudice, defined as a "preconceived judgment or opinion, often based on limited information," is clearly distinguished from racism (see Katz, 1978). All of us may have prejudices as a result of the various cultural stereotypes to which we have been exposed.• It is important to distinguish because attitudes of Whites that routinely

carry with them the social power inherent in the systematic cultural reinforcement and institutionalization of those racial prejudices.

• Because of the prejudice and racism inherent in our environments when we were children, I assume that we cannot be blamed for learning what we were taught (intentionally or unintentionally). Yet as adults, we have a responsibility to try to identify and interrupt the cycle of oppression.

• It is assumed that change, both individual and institutional, is possible. Understanding and unlearning prejudice and racism is a lifelong process that may have begun prior to enrolling in this class, and which will surely continue after the course is over. Each of us may be at a different point in that process, and I assume that we will have mutual respect for each other, regardless of where we perceive one another to be. Tatum, 1992

Majority / Minority Identity

DevelopmentCross & Phinney’s Stages of Black Identity

Development• Preencounter

• “Didn’t know my heritage”

• Encounter

• Event or series of events that forces the individual to acknowledge the impact of racism in one's life

• Immersion/Emersion

• Simultaneous desire to surround oneself with visible symbols of one's racial identity and an active avoidance of symbols of Whiteness

• Internalization

• Secure in one's own sense of racial identity

• Internalization-Commitment

• Desire to concerns of Blacks as a group, which is sustained over time

Tatum’s Stages of White Identity Development

• Contact • Curiosity / Fear

• Disintegration / Withdrawl• Discomfort with Difference

• Reintegration• Guilt / Shame/Anxiety***• Blaming the victim of racism

• Information Seeking• Discomfort with Whiteness

• Autonomy• Ally

Tatum, 1992

Small Group Discussion

• What happened in the article? How did this teachers (do teacher’) identities intersect with students’ identity development?• Tonningsten• Roderiguez• Hoff Sommers

Prep for Next Week• Using Data in Field Reports

• Collect Self / Identity / Voice Data• Watch Video about Interpreting Data• How do you interpret the MEANS?

• Readings Next Week: (link on MOODLE) • Group 1: Guidelines for Effective Observation (Jablon

CH4)• Group 2: Becoming a Skilled Observer (Jablon CH 5)• Group 3: Forms of Observation (Boehm)• Group 4: The Children’s Thinking Project (Oldfather &

West)

• Introduce Unit 3: What is a Concept? How Do We ‘Assess’ Concepts?

Observing and Listening to Children

• Groups will TEACH about How to Collect “Good” Data from Children

• Group 1: Oldfather & West (1999)• Group 2: Jalbom et al., (1999) CH4 • Group 3: Jalbom et al., (1999) CH5• Group 4: Boehm, 1997

• What 1 or 2 ideas from your readings will help the other students be better observers of children?

• How could you TEACH these 1 or 2 ideas?