TMCEC Intent vs....
15
6/3/15 1 Dinner & Discussion: Intent vs. Impact Kyle Clark @kyleclarkspeaks #letswork “Being inclusive does not simply happen in the absence of being exclusive. It is important that you are deliberate, intentional and thoughtful when being inclusive.”
Transcript of TMCEC Intent vs....
6/3/15
1
Dinner & Discussion: Intent vs. Impact
Kyle Clark @kyleclarkspeaks
#letswork
“Being inclusive does not simply happen in the
absence of being exclusive.
It is important that you are deliberate, intentional and
thoughtful when being inclusive.”
6/3/15
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#letswork
EV
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COMPELLING INTEREST
Cultural Competence Cultural competence refers to an ability to interact
effectively with people of different cultures. Cultural competence comprises four components:
(a) Awareness of one's own cultural worldview (b) Attitude towards cultural differences (c) Knowledge of different cultural practices (d) Cross-cultural Skills
Developing cultural competence results in an ability to understand, communicate with, and e!ectively
interact with people across cultures.
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What are the connections between peer leadership and
cultural competence?
Once we come into this kind knowledge… there is a
responsibility…
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COMFORT ZONES & LEARNING EDGES
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What we come in with… • Comfort Zone: Where we feel safe,
comfortable, not as defensive. We are inside our comfort zones when discussing topics or engaging in activities that are familiar and do not cause us to become upset (Griffin, 1997).
conflict/learning
The ZONE
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What we come in with… Learning Edge: The boundaries of our comfort zone
are our learning edges. When we find ourselves at the limit of our comfort zone, we are in the best place to expand our understanding, take in a different perspective, and broaden our awareness.
Learning edges are often signaled by feelings of
annoyance, anger, anxiety, surprise, confusion, or defensiveness (Griffin, 1997).
learning edge Where we can take our learning
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INTENT VS.
IMPACT
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Non-target
Target
Target Group: social identity groups that are disenfranchised and exploited
Non-Target Group: social identity groups that hold unearned privileged in society
Example: men : women
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When a non-target group member says/does something hurtful or inappropriate, their
tendency is to explain their intent.
Examples: • I didn’t meant it • It was just a joke • I didn’t do it on purpose
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When a target group member receives that message - what someone says, does, doesn’t say, doesn’t do from a agent
group member, they experience impact.
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Impact can cause a triggering event or reaction and can stop
dialogue.
When we are “shut down” in conversation and in other areas of our lives, what ways can we (re)engage in
meaningful dialogue?
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• Often said w/ “good” intentions • Absence of knowledge • I didn’t know • Sometimes unintentional
• For many, “this is my life” • It can be part of someone’s history / story • Cumulative Impact • Sometimes w/ worst intentions
intent = the message that goes out / impact = how the message is received
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As peer leaders, what are some important ways
cultural competence benefits everyone?
Feeling welcomed in a new setting
Sharing your pride in the university with others
Meeting the expectations of great leaders
Aligning with our university Core Values
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“A young child…asks his mother
why the man in the grocery store is
so dark. Instead of answering, his
mother tells him to be quiet, which
tells the child that is not ok to
discuss di!erences.” ~ Beverly Daniel Tatum
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FOUR CORNERS
When a statement is read, determine if you:
1. STRONGLY AGREE 2. AGREE 3. DISAGREE 4. STRONGLY DISAGREE
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TRIGGERS and TRACKING
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TRACKING Noticing and naming what is
happening by group membership. The goal is to just describe what
you see or feel without interpretations, judgments or
assumptions.
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TRIGGERS A trigger is something that an individual says or does or an organizational policy or practice that makes us, as members of social groups feel diminished, o!ended, threatened, stereotyped, discounted or attacked. Triggers do not necessarily threaten our physical safety. We often feel psychologically threatened.
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By Charles Swimdoll
The longer I live, the more I realize the impact of a@tude on life. A@tude, to me, is more important than the facts. It is more important than the past, than educaFon, than money, than circumstances, than failures, than success, than what people think, say or do. It is more important than
appearance, giJedness, or skill. It will make or break a company…a church…a home. The remarkable thing is we have a choice every day regarding the a@tude we will embrace for that day. We cannot change our past….we cannot change the fact that people will act in a certain way. We cannot change the inevitable. The only thing that we can do is play on the one string we have, and that is a@tude…I am convinced that life is 10% what
happens to me and 90% how I react to it. And so it is with you.
….we are in charge of our ATTITUDES.
ATTITUDES
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IMPORTANCE OF OUR LANGUAGE
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Language should be... • Appropriate for your audience • Always professional • Content neutral • Inclusive rather than o!-putting • Positive and a"rming
Trigger Phrases Worksheet
TRIGGER PHRASE
FROM WHO OR WHERE DID/DO YOU
HEAR IT? WHAT DO YOU THINK THE MEANING IS?
DO YOU GET TRIGGERED WHEN
YOU HEAR IT? “Hey guys!”
“That’s so lame!”
“That’s so gay…”
“You people”
“Minority people / Minorities”
“You hit like a girl!”
“He is such a douche (bag)…"
“You’re such an Indian giver”
“You got gypped”
“You’re the low man on the totem pole”
“Well, you know, it’s made in China…”
“One of my best friends is Mexican…”
“That’s so retarded”
“That test totally raped me”
“He is fresh off the boat (FOBish)”
