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Intersectionality: Understanding Our Students’ Multifaceted Identities Page 1 Intersectionality: Understanding Our Students’ Multifaceted Identities Presenters: Sarah E. Stevens Courtney Drew Craig M. McGill Director of Advising Analysis & Preconvention Specialist Senior Academic Advisor College of Nursing & Health Professions Rotary International Department of English University of Southern Indiana [email protected] Florida International University [email protected] [email protected] Overview In advising, we often think about the separate needs of specific student populations. What we may fail to understand, however, is that none of our students possesses a single identity factor. Intersectionality provides an understanding of the multi‐layered identities inhabited by our students (and ourselves). Grounded in reference to theorists such as Audre Lorde, Patricia Hill Collins, and Evangelina Holvino, our panel will consider how we can create our own intentionally intersectionalist approach to deepen both our understanding of student needs and our critical self‐reflections as advisors. References and Recommended Resources Collins, P. H. (2002). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. New York City, NY: Routledge. Davis, K. (2008). Intersectionality as buzzword: A sociology of science perspective on what makes a feminist theory successful. Feminist theory, 9(1), 67‐85. Dill, B. T., & Zambrana, R. E. (2009). Critical thinking about inequality: An emerging lens. In B. T. Dill, & R. E. Zambrana (Eds.), Emerging intersections: Race, class, and gender in theory, policy, and practice. New Brunswick, NJ: Rutgers University Press. Harro, B. (1996). The cycle of socialization. In M. Addams, P. Brigham, P. Dalpes, & L. Marchensani (Eds.), Diversity and oppression: Conceptual frameworks. Dubuque, IA: Kendall/Hunt Publishing. Holvino, E. (2010). Intersections: The simultaneity of race, gender and class in organization studies. Gender, Work & Organization, 17(3), 248‐277. Hurtado, A. (1996). Strategic suspensions. In N. R. Goldberger, J. M. Tarule, B. M. Clinchy, & M. F. Belenky (Eds.) Knowledge, difference and power: Essays inspired by women's ways of knowing. New York City, NY: Basic Books. Title
Transcript of NACADA > Home...Intersectionality: Understanding Our Students’ Multifaceted Identities Page 2...
Intersectionality:UnderstandingOurStudents’MultifacetedIdentities Page1
Intersectionality: Understanding Our Students’ Multifaceted Identities
Presenters: Sarah E. Stevens Courtney Drew Craig M. McGill Director of Advising Analysis & Preconvention Specialist Senior Academic Advisor College of Nursing & Health Professions Rotary International Department of English University of Southern Indiana [email protected] Florida International University [email protected] [email protected]
Overview In advising, we often think about the separate needs of specific student populations. What we may fail to understand, however, is that none of our students possesses a single identity factor. Intersectionality provides an understanding of the multi‐layered identities inhabited by our students (and ourselves). Grounded in reference to theorists such as Audre Lorde, Patricia Hill Collins, and Evangelina Holvino, our panel will consider how we can create our own intentionally intersectionalist approach to deepen both our understanding of student needs and our critical self‐reflections as advisors. References and Recommended Resources Collins, P. H. (2002). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. New York City, NY: Routledge. Davis, K. (2008). Intersectionality as buzzword: A sociology of science perspective on what makes a feminist theory successful. Feminist theory, 9(1), 67‐85. Dill, B. T., & Zambrana, R. E. (2009). Critical thinking about inequality: An emerging lens. In B. T. Dill, & R. E. Zambrana (Eds.), Emerging intersections: Race, class, and gender in theory, policy, and practice. New Brunswick, NJ: Rutgers University Press. Harro, B. (1996). The cycle of socialization. In M. Addams, P. Brigham, P. Dalpes, & L. Marchensani (Eds.), Diversity and oppression: Conceptual frameworks. Dubuque, IA: Kendall/Hunt Publishing.
Holvino, E. (2010). Intersections: The simultaneity of race, gender and class in organization studies. Gender, Work & Organization, 17(3), 248‐277. Hurtado, A. (1996). Strategic suspensions. In N. R. Goldberger, J. M. Tarule, B. M. Clinchy, & M. F. Belenky (Eds.) Knowledge, difference and power: Essays inspired by women's ways of knowing. New York City, NY: Basic Books.
Title
Intersectionality:UnderstandingOurStudents’MultifacetedIdentities Page2
Jones, S. R., & Wijeyesinghe, C. L. (2011). The promises and challenges of teaching from an intersectional perspective: Core components and applied strategies. New Directions for Teaching and Learning, 2011(125), 11‐20. Lorde, A. (1983). There is no hierarchy of oppressions. Bulletin: Homophobia and Education, 14(3/4), 9. Smith, D. E. (1974). Women's Perspective as a Radical Critique of Sociology*. Sociological Inquiry, 44(1), 7‐13.
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Bob the Triangle by Miriam Dobsonbeyondthesemountains.wordpress.com/2013/04/24/intersectionality‐a‐fun‐guide/
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YOUSOUP by Sam Killermannhttp://itspronouncedmetrosexual.com/2012/10/individual‐difference‐and‐group‐similiarity
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Intersectionality: Understanding Our
Students’ Multifaceted Identities
Sarah E. Stevens, University of Southern IndianaCourtney Drew, Rotary International
Craig M. McGill, Florida International University
NACADA: The Global Community for Academic AdvisingCopyright 2016 ~ All Rights Reserved
Mapping Our Chat: Theory to Practice
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1) Introductions2) Intersectionality 101
3) Privilege & Oppression
4) Standpoint Theory
5) Students’ Strategies & Tactics
6) Questions to Consider
The study of our overlapping and intersecting social and
biological identities.
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INTERSECTIONALITY:
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Take a moment to reflect.
Are you most aware of right now?
Are you least aware of right now?
Was most emphasized as you grew up?
Which part of your identity…
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Audre Lorde
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Lorde, A. (1983). There is no hierarchy of oppressions. Bulletin: Homophobia and Education, 14(3/4), 9.
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BLorde, A. (1983). There is no hierarchy of oppressions. Bulletin: Homophobia and Education
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Intersectionality and Privilege:- Privilege = A system of unearned advantage given because of identity- SYSTEMS, not individual actions and behaviors- One person can experience both privilege AND oppression
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Patricia Hill Collins: 3 Levels of Oppression
PERSONAL COMMUNITY
SYSTEMIC
Collins, P. H. (2002). Black feminist thought: Knowledge, consciousness, and the politics of empowerment.
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Standpoint Theory
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Dorothy Smith - Standpoint Theory“what one knows is affected by where one stands in society”
(2004)
- There is no objective knowledge
- No two people have the exact same view
- We must not take our personal standpoint for granted—we must examine it!
Marginalized groups see systems of oppression more clearly than
non-marginalized groups.Smith, D. E. (1974). Women's Perspective as a Radical Critique of Sociology*. Sociological Inquiry, 44(1), 7‐13
Deeper reflection.
Gives you the most privilege?
Makes you feel discrimination?
Is usually hidden?
Causes others to react?
Which part of your identity…
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Deeper reflection.
Makes students feel comfortable with you?
Makes students feel uncomfortable with you?
Which part of your identity…
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WHICH STUDENTS?
WHICH STUDENTS?
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Patricia Hill Collins:
PERSONAL COMMUNITY
SYSTEMIC
Marginalized people must buy into the
system that oppresses them, in order to try to
mitigate their own oppression.
Collins, P. H. (2002). Black feminist thought: Knowledge, consciousness, and the politics of empowerment.
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In what ways does your university ask students to
adjust to dominant culture? Is this fair?
Is this oppressive?
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Evangelina Holvina (2010):
Techniques used to adapt to dominant systems:
- Learn to use anger “appropriately”
- Balance silence and outspokenness
- Withdraw from oppressors into safe spaces
- “Code switch”
Holvino, E. (2010). Intersections: The simultaneity of race, gender and class in organization studies. Gender, Work & Organization, 17(3), 248‐277.
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How do we interpret what we see?
standoffish
We all make assumptions.Recognize – Admit – Evaluate – Learn
Act.#NACADAWEB
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Create Your Own MomentsRecognize – Admit – Evaluate – Learn
Ask about previous
experiences
Actively listen to their answers
Be brave enough to shareyour own stories
Ask how you can help navigate
their intersections
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Intersectionality: Understanding our Students’ Multifaceted Personalities
Panelists:
Sarah E. Stevens, Director of Advising, College of Nursing and Health Professions, University of Southern Indiana
Courtney Drew, Analysis and Preconvention Specialist, Rotary International
Craig M. McGill, Senior Academic Advisor, Department of English, Florida International University
NACADA: The Global Community for Academic AdvisingCopyright 2016 ~ All Rights Reserved
All recordings of NACADA materials are copyrighted by the National Academic Advising Association. See http://www.nacada.ksu.edu/copyright.aspx for NACADA’s
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