White boy: explorations of identity & privilege in education abroad

White Boy:Explorations of Identity & Privilege in Education

Abroad

Diversity Abroad ConferenceTuesday, April 5th

10:30-11:45

Introductions

•Malaika Marable Serrano, Associate Director, Global Communities

University of Maryland, College Park

•Natalie Vinski, Program Manager, Global Communities University of Maryland, College Park

•Taylor C. Woodman, Senior Study Abroad Advisor The George Washington University

Agenda

• Definitions & concepts• Sharing our stories• Importance of this discussion• Simulation• What now? • Discussion

Definitions & Concepts

“White Boy”

Privilege: • a set of unearned benefits given to people who fit into a specific

social group.

Identity:• socially and historically constructed • plays significant roles in determining how we understand and

experience the world, as well as shaping the types of opportunities and challenges we face.

• inextricably linked to issues of power, value systems, and ideology.

Our Stories

Importance of this DiscussionFor Students:

• Develop awareness of race & identity

• Further develop intercultural competence

• White students share responsibility

When white students are not expected to explore race and racism in depth, students of color do not have the opportunity to continue their own racial understanding because class discussions remain surface-level (Linder, et. al, 2015).

For the program:• Enhance intergroup dynamics

& understanding• Framing ourselves as

educators

For the “Global Good”:• Enhance reciprocity with host community• Question structures of power• Breakdown privilege/deconstruct colonial legacies

Simulation

Sample Debrief Questions for Students

• Ask each group to discuss group dynamics and how they figured out the answer (if at all).

• For groups who didn’t figure it out, ask why and how they felt.• Ask each group how many nails they received.• Ask class was it fair that each group received different

supplies?• How did the group who received a big head start feel?• Was it “fair” to give one group a head start?• How did the groups fewer resources and information feel?• How did the groups who received tips feel? And the one who

didn’t?

What now?To engage students:• Social/Personal Identity wheel

Resources• The power of stories; the power of

reflection• Discussing and acknowledging race

in orientation-Passing/Sticking OutTo develop faculty/program leaders:•Faculty Training

• Theories/Articles/Resources• Capture Stories/Allow for Debrief• Link to office/university goals• Discuss barriers to access

To build coalitions: •Develop 3rd space•Framing in terms of reciprocity •Cycle of liberation•Call to action

To engage students







To develop faculty/program leaders

Starter Resources:• NAFSA Research

Connections• Ogden’s View from the

Veranda• Intergroup Contact Theories• Linder’s Building Inclusive

Pedagogy• Helm’s White Racial Identity

Development Model

Helm’s: 1. Contact-oblivious to racism2. Disintegration-rising consciousness of

whiteness3. Reintegration-idealize own racial group4. Pseudo-Independence-attempt

understanding5. Immersion/Emersion-Exploration of self

Understanding of benefits of White Privilege

6. Autonomy- Reduced guilt/knowledgeable of race

To develop faculty/program leaders







Discussion

Thank You!Natalie Vinski [email protected]

Malaika Marable Serrano [email protected] C. Woodman [email protected]

mailto:[email protected]