Leadership Inclusion Training !
Presented by RKT
“The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy.” - Dr. Martin Luther King
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Leadership Inclusion Training
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Inclusion starts with I
Can you handle the truth?
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We must first understand our own believes and structures we have been conditioned in to truly live in a diverse world that is full of obstacles and prejudice.
In this LIT Leadership Inclusion Training, we will delve into ourselves first and have a fierce conversation about all the barriers of our own mind and lack of inclusion, proof of prejudice, and inclinations of racism we may not even know we have.
My goal is simple: to create an opportunity for awareness, growth, and understanding of true inclusion, so all may understand their own Modus Operandi and be change agents for the present and future. Thus empowering the worldviews, perspectives, and positionalities of the participant.
Richard Thompson
Richard Kerry Thompson (Mr T)
I wish to thank my friend and inspiration - Mr. Stan Page for bringing this to the world.
I am studying Leadership Inclusion Training, focused on diversity, equality, racism, and privilege, because I want to find effective ways to empower students, staff, and communities through interactive workshops thus (creating an opportunity for growth and understanding so all may understand their own modus operandi and be change agents for the present and future.)
RKT
I present in my research paper for your education, elucidation, and elaboration on the concept of effective ways to empower students, staff and communities through interactive workshops focused on diversity, equality, racism, and privilege.
This is not to say I am trying to change people's’ minds in these workshops, but rather to open their minds to an awakening in their thoughts. This being said, the participant will experience a plethora of empirical-based studies and exercises to challenge the modus operandi (method of operating) of their brainwashed, influenced, unknowing or experiential views of their thoughts and actions on diversity, equality, racism, and privilege.
Consider the prejudice of making a comment about the food someone eats and the comments following the disgust of a negative comment. To take this to a case in point, if I put ketchup on my eggs and you say “That is disgusting” that comment is prejudice and putting your own thoughts of what I should put on my eggs. Even more important is the judging put upon me because I am not being like you because you don’t put ketchup on your eggs. Incidentally, I shall briefly note that this is a custom in Ireland where tomatoes are fried with the egg and set by side on the plate and eaten together.
Just as important to that example is the racist comments of a young person who grows up in a white supremacist family and all people of color are then less than because my grandpapy says so. Although many readers would say they are not prejudiced, once the essence of the workshop is to its culmination the attendee realizes that all humans have been conditioned to be prejudice in some way.
In sum then my research of a Leadership Inclusion Training (L.I.T.) focused on diversity, equality, racism, and privilege, which will prove to be beneficial to all who attend and experience the interactive workshop. This will create an opportunity for growth and understanding in their own modus operandi and empower them to be change agents for the present and future of our global world.
RKT
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Below please find a plethora of links and ideas for your Education, Elucidation, Pontification, Evaluation & Transformation
Definition of Terms
A stereotype is an exaggerated belief, image or distorted truth about a person or group—a generalization that allows for little or no individual differences or social variation. Stereotypes are based on images in mass media, or reputations passed on by parents, peers and other members of society. Stereotypes can be positive or negative.
A prejudice is an opinion, prejudgment or attitude about a group or its individual members. A prejudice can be positive, but in our usage refers to a negative attitude.
Prejudices are often accompanied by ignorance, fear or hatred. Prejudices are formed by a complex psychological process that begins with attachment to a close circle of acquaintances or an "in-group" such as a family. Prejudice is often aimed at "out-groups."
Discrimination is behavior that treats people unequally because of their group memberships. Discriminatory behavior, ranging from slights to hate crimes, often begins with negative stereotypes and prejudices.
https://www.tolerance.org/professional-development/test-yourself-for-hidden-bias
Anti-Racism, Diversity, and Inclusion
“The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy.” - Dr. Martin Luther King
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INTROSPECTION - TEST YOURSELF
The Implicit Association Test IAT is a brilliant starting point for any counselor or human to begin at for a 360-degree introspective evaluation to become more cross-cultural diverse to empower others. These tests have been created, and results are given to the University of Washington, University of Virginia, Harvard University, and Yale University. https://implicit.harvard.edu/implicit/takeatest.html.
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"Hatred always corrodes the vessel it is contained in.” by Allan Simpson at George H W Bush ceremony
Thus, Be the change...
Your hosts for this experience
is Mr. Stan Page and Mr Richard Thompson
- The Men in Black
- Gain deeper insights into yourself - your values, beliefs, biases, and blind spots
- Tap into your ‘why’ for being an educator
- Acquire strategies to disrupt poverty’s negative influences
An introspective, Interactive, Life changing, Raw & Real Experiential Workshop !
A bootcamp to be a change agent and face your fears of your inner self!
Inclusion Begins with I
Change the world starting with yourself!
Its' L.I.T. !
https://www.merriam-webster.com/words-at-play/lit-meaning-origin
Maslow -Heiarchy of Needs / Pyramid of Oppression
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Microaggressions
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Diversity Training Meta -Analytical
They demonstrate how lives are at stake when differ- ences between people are not accepted. As a response to this social issue, diversity training has the potential to make a huge, positive impact because diversity training strives to address prejudice, stereotyping and other biases (King, Gulick, & Avery, 2010).
https://docs.google.com/document/d/1_AH1iywglmIN5iUCEjCRSsUms4DD1FlCpCs3kS_042A/edit
Psychological Bulletin © 2016 American Psychological Association 2016, Vol. 142, No. 11, 1227–1274 0033-2909/16/$12.00 http://dx.doi.org/10.1037/bul0000067
A Meta-Analytical Integration of Over 40 Years of Research on Diversity Training Evaluation
Katerina Bezrukova University at Buffalo
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The Pyramid of Hate and How to Use it to End Bias, Oppression, and to Work Logically Towards Justice Do The Work Jenny Justice Jenny Justice Follow Jun 15, 2020
So what can you do?
We have to first know that we can handle and interrupt the biases inside of us. Here’s how.
1).Understand Prejudice is Learned Not Normal
Prejudice is a learned prejudgement toward social others and refers to internal thoughts, feelings, attitudes and assumptions based on the groups to which they belong (Is Everyone Really Equal, 29). Key to this is the knowledge that this is a learned way of thinking and feeling, and that it can be unlearned — it is not natural, normal, or innate. You can change your own prejudices and help those in your life change theirs.
2). Be Aware and Mindful of Your Own Thoughts and Actions: Think before you speak and act!
3). Change Your Behaviors: While you work on your mental and emotional biases, ensure your behavior lines up with things that are respectful, honoring of others, inclusive, and kind. They will eventually merge and meet — positive actions can re-shape and work unlearn biases.
4). Share Your Experiences With Others: This will help foster understanding and growth in your communities.
5). Do not participate in language, entertainment, culture, social media, or other forms of informal behavior that allow, encourage, or prop up exploitation and oppression. No more bro comedy movies that laugh at misogyny, no more porn, no more racist tv shows or news stations, no more ‘it was just a joke.’ End it at the source, do not condone or let it slide.
Next, we have to know that we can handle and interrupt the biases of others when they ripple out into conversation, action, image, and tone in spaces we are with friends, family, or even strangers. Interrupting bias in healthy and strong ways is a powerful way to eliminate discrimination and oppression.
1). Be Ready: Speaking out and standing against biases like racism and sexism takes courage!
2). Identify the Behaviors: Tell the person that their behavior was racist, sexist, etc. do not label the person.
3). Appeal to Principals: Let the person know that what they just said does not line up with some of the better things they believe about people, life, or human rights — appeal to their higher principals to get them to connect the dots.
4). Set Limits: Let the person know you will not allow this kind of talk or action in your presence, space, or home.
5). Find an Ally/Be an Ally: Don’t go it alone, you are not alone!
6). Be Vigilant: Don’t let racism, sexism or other forms of prejudice slide — call it out, and create safe spaces in your community.
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You call yourself a leader?
The Point is to be Brutally Honest - not subtle
Only meant for those who can handle the Truth.
Are YOU sick of it?
WHEN WE TALK ABOUT RACE
http://www.racialequitytools.org/resourcefiles/shapiro.pdf
Shapiro, Ilana. Training for Racial Equity and Inclusion: a Guide to Selected Programs. Aspen
Institute, 2002. http://www.racialequitytools.org/resourcefiles/shapiro.pdf
How Belief Perseverance Affects Us
How Belief Perseverance Affects Us
Holding on to set theories and beliefs on the basis of unfounded information and in the light of contradictory proof, not only proves that belief perseverance exists, but that our belief system is not simply formed on the basis of facts and logical information, but to a large extent on how we feel about ourselves, about others, and about other general theories. Though this unwavering belief can help in many ways, most other times, it forms a barrier which prevents us from making the right decisions. Examples of the same will be highlighted in the following section.
https://psychologenie.com/concept-of-belief-perseverance-explained
5-Year-Old Boy Got Haircut To Look Identical To Friend Who Is A Different Race
Overcoming Belief Perseverance
Overcoming Belief Perseverance
Like we mentioned before, there are times when belief perseverance can help in reiterating our beliefs in oneself; however, most other times, harboring this concept can hold one back from achieving success in life, because one is so wrapped up in the way things should be rather than what they are. Which is why it is important to overcome the same. The following are pointers that will help you to do exactly that.
Be Open to Change
The first and foremost thing to do is to be open to change. Be willing to learn new things and absorb newer ideas. Make a conscious effort to test your beliefs by understanding varied viewpoints.
Don't Be Influenced by Experiences
Don't be stuck in the past, in the sense that, do not allow one negative experience to influence all future outcomes. You should, on the other hand, learn to envision the future and not let the limited experiences from the past determine all your future decisions.
Ask For an Opinion
If you ever feel that you tend to be biased due to this belief and that your decisions tend to be one-sided, it is always advisable to consult a friend or colleague. Ask them to offer you a different viewpoint such that it can broaden your horizon.
Question Things
Whenever you find yourself forming an opinion quickly, pause for a minute, and question whether it is the right way to think. Gather more evidence and data about things that support your viewpoint, as well as others. Only once you are convinced of the right path, should you be willing to go ahead with the decision.
Be Stern with Yourself
It is easy to form an opinion because our intuition is quick to form predictions. Unfortunately, these are not always accurate. Hence, when faced with a tough decision, make sure to study the other alternatives that are around and only after that settle on a decision.
Be the Change...
The Mouse Trap
Idea
Interactive workshop
technology
music
use an app
empiracle date
activities for participants
use candy
divide people
self analysis
Spinner
Venn Diagram - Spinner
Give everyone a mirror
To give interactive Leadership empowerment workshops that change the world through awareness and commitment to Inclusion.
All Ages
Schools
Business
Teachers
Conferences
Teams
Leadership - Student Council - NHS - Kiwanis - ETC
INTROSPECTION
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My Goal
RKT
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Special Thanks to...
The following handout and research is from her
SP-21_PSY3423-VA01A Diversity & Cross-Cultural Psychology class.
Payne, R. K. (1996). A framework for understanding poverty. Highlands, TX: aha! Process
Understanding diversity and cross-cultural aspects in psychology is a vast undertaking and not just the color of your skin. As Ruby Payne eloquently speaks of poverty not only in money but in eight different categories to comprehend the full spectrum of a person's understanding of whom they are trying to empower in whatever field they may be in. These with types according to Payne are…
1- Financial
2- Emotional
3- Mental
4- Spiritual
5- Physical
6- Support Systems
7- Relationship / Role Models
8- Knowledge of Hidden Rules
These are the questions to consider when determining the best interventions (Payne, 2005). These coincide with understanding the “Registers of Language.” As Payne describes them as Frozen, Formal, Consultative, Casual, and Intimate. In an approach to be inclusive in leadership, a person must understand these registers' differences not to misunderstand the person's true meaning. Therefore understanding poverty is not just about socio-economics yet an intricate way of speech and definition.
In her book A Framework for Understanding Poverty (2005), Payne educates her readers in a questionnaire about surviving in poverty, middle class, and wealth. This exercise is a must for any professional seeking to understand the clientele they serve and is a very beneficial tool in the Leadership Inclusion Training. Payne's theory's comprehension is not as blatant as racism yet is connected in the threads of prejudice. It would benefit any person to study it and challenge themselves in their own beliefs and understandings. The causes of poverty do not simply race yet include behaviors of the individual, human and social capital in the community, exploitation, and political/economic structures. “Two things that help one move out of poverty are education and relationships'' (Payne, 2005)
2. Poverty occurs in all races.
3. Generational and situational poverty are different.
4. This work is based on patterns. All patterns have exceptions.
5. Schools operate from middle-class norms and values.
6. Individuals bring with them the hidden rules of the class in which they were raised.
7. There are cultural differences in poverty. This study is cross-cultural and focuses on economics.
8 We must neither excuse them nor scold them. We must teach them.
9. We must teach them that there are two sets of rules.
10. To move from poverty to middle class, one must give up (for a period of time) relationships for achievement.
11. Two things that help one move out of poverty are: • education • relationships
12. Four reasons one leaves poverty are: • too painful to stay • vision or goal • key relationship • special talent/skill
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Privilege Walk
PRIVILEGE WALK ACTIVITY
PURPOSE OF THE ACTIVITY: This workshop has been designed to provide college students with an opportunity to understand the intricacies of privilege and to explore the ways that we enjoy privileges based on being members of social identity groups in the United States. Please note that this exercise is not meant to make anyone feel guilty or ashamed of her or his privilege or lack of privilege related to any social identity categories. Rather, the exercise seeks to highlight the fact that everyone has SOME privilege, even as some people have more privilege than others. By illuminating our various privileges as individuals, we can recognize ways that we can use our privileges individually and collectively to work for social justice. The purpose is not to blame anyone for having more power or privilege or for receiving more help in achieving goals, but to have an opportunity to identify both obstacles and benefits experienced in our life.
*NOTE: This is a very “high risk” activity that requires trust building and safety for participants; introducing this activity too early in the training or before building trust risks creating resentment and hurt that can inhibit further sharing and openness.
SUPPLIES AND SPACE NEEDED: them and the person on their left; there should be space in front of the line to move forward 10 steps or behind to be able to move back 10 steps.
DIRECTIONS FOR THE ACTIVITY: 1) Have participants form a straight line across the room about an arm’s length apart, leaving space in front and behind. 2) Read the Purpose from above, to help provide context for the exercise. Privilege Walk Workshop 2 3) State the following: Listen to the following statements, and follow the instructions given. For example, when I read “If you have blue eyes, take one step forward,” only people with blue eyes will move and everyone else will stand still. Each step should be an average length step. This activity should be done in silence and if anyone feels uncomfortable stepping forward and backward on any statement I read, then please stay where you are, but remember the statement read. This is an introspective exercise and it’s important for you to understand how privilege affects your life, but it is not designed to make you share things which you don’t wish to share. 4) Read the statements one at a time allowing time for participants to take a step. 4) When all the statements have been read process the activity using the following questions: a. Start the question, answer session by going around the room, and have each student share one word that capture how they are feeling right now. If they do not want to share, have them say, “pass”. b. Would anyone like to share more about their feelings? c. How did it feel to be one of the students on the “back” side of the line? d. How did it feel to be one of the students on the “front” side of the line? e. Did anyone think they had experienced an average amount of privilege, but it turned out to be more or less than they thought? f. If anyone was alone on one side, how did that feel? g. Was anyone always on one side of the line? If yes, how did that feel? h. Were there certain sentences that were more impactful than others? Privilege Walk Workshop 3 PRIVILEGE WALK STATEMENTS either of your parents graduated from college take one step forward. If there have been times in your life when you skipped a meal because there was no food in the house take one step backward. forward. and school holidays coincide with religious holidays that you celebrate take one step forward. e culture or the history of your ancestors in elementary school take one step forward. gender, ethnicity, age or sexual orientation) take one step backward. have ever felt passed over for an employment position based on your gender, ethnicity, age or sexual orientation take one step backward. one step forward. f you were ever stopped or questioned by the police because they felt you were suspicious, take one step backward. tep forward. Privilege Walk Workshop 4 or statement you overheard related to your race, ethnicity, gender, appearance, or sexual orientation but felt unsafe to confront the situation take one step backward. backward. s for your education take one step backward. Privilege Walk Workshop 5 Evaluation Students: Please rate the following questions 1. I learned more about myself in relation to the issue of privilege and race. Strongly Agree Agree No Opinion Disagree Strongly Disagree 5 4 3 2 1 2. The Privilege Walk Workshop challenged me. Strongly Agree Agree No Opinion Disagree Strongly Disagree 5 4 3 2 1 3. The Privilege Walk Workshop provided me with some insight about the different privileges people had growing up. Strongly Agree Agree No Opinion Disagree Strongly Disagree 5 4 3 2 1 4. I was comfortable sharing my opinion and experiences about privilege. Strongly Agree Agree No Opinion Disagree Strongly Disagree 5 4 3 2 1 5. The Privilege Walk Workshop helped me to realize the effects of privilege. Strongly Agree Agree No Opinion Disagree Strongly Disagree 5 4 3 2 1 6. I am not ashamed about the privileges I had or did not have growing up. Strongly Agree Agree No Opinion Disagree Strongly Disagree 5 4 3 2 1 7. I am more likely to appreciate the different types of privileges granted to me because of my experience in this exercise. Strongly Agree Agree No Opinion Disagree Strongly Disagree 5 4 3 2 1 8. Any Additional Comments: Privilege Walk Workshop 6 Sources: N.A. Module 5: Privilege Walk Activity. http://www.albany.edu/ssw/efc/pdf/Module%205_1_ Privilege%20Walk%20Activity.pdf Young, Tira J. The Privilege Walk Workshop: Learning More about Privilege in Today’s Society. www.collegesuccess1.com
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Why Am I Prejudice?
Is it because of an experience?
Is it because of the Group I am in?
Notes from trip with Dad to Escanaba
- Mr Stan Page
- Brilliant presentation
- At SC PD
- On Friday August 24 2018
- Vision
- Utilizing the amazing presentation Stan did
- Join him and create a world wide workshop
- Also Ted Talk
- Stan & RKT
- Snickers
- Dum dum
- Smarties
- Jolly rancher
- Laffy Taffy
- Sour patch
- Mentos
- Nerds
- Disposition the mood
- White chocolate
- Dark chocolate
- Milk chocolate
- Inclusion
- The line
- The box
- Understanding poverty
- Why try
- Resilience
- 40 assets search institute
- Trauma informed care
- Spinner mind body soul
- Personality INFJ
- Pre judge
- Prejudice
- Dad
- When the power of love overcomes the love of power
- We will have peace
- Imagine song
- Sign
- Bully side
- To the world you may be one Person but to one person you may be the world
- All the same
- All die
- Resilience
- Monologue
- Mouse trap
- And they came for me
- Hero
- Bully bystander
- Inclusion starts with I
- https://m.youtube.com/watch?v=2g88Ju6nkcg
- Don’t put people in boxes
- https://m.youtube.com/watch?v=zRwt25M5nGw
- The privilege
- https://m.youtube.com/watch?v=AOMpxsiUg2Q
- Students learn about privilege
- https://m.youtube.com/watch?v=2KlmvmuxzYE
- All that we share
- https://m.youtube.com/watch?v=jD8tjhVO1Tc
- Bounce back
- Resilience
- Beach ball
- Entrapy
- Hope ium
- Discrimination
- Street resilience
- Emotional connection

- Parents
- Helicopter
- Snowplow
- Sports Center
- Parachute
- Solution focus brief therapy
- Here and now
- What did I do right today
- What’s right with you ?
- Pavement or Penthouse
- Fears
- Face it
- Look fear in the eye
- Fear of
- 1-Failure
- 2- Embarrassment
- 3- Death Loss
- 4- Rejection
- 5- Loneliness
- Prejudice or racist ?
- Is prejudice being racist ?
- Racist against own people !!!
- Area code prejudice
- Car insurance !!
- You have too much information
- You are threat
What is Educational Oppression
School, Education, and Young People’s Oppression
At the last European Young People’s Workshop, led by Emily Bloch¹ in August 2012, I led a topic group on education and schools. I began by sharing my thinking about learning and schools. Here are some of my thoughts:
All people are born wired to learn². We love to learn and try new things. You can see this with young children—how they want to experiment and try everything. They are not concerned with getting it right or succeeding; they just want to try. If they don’t get it right or they make a “mistake,” they will discharge, learn from it, and try again with more understanding. This is how we would naturally be if the oppressive system didn’t hurt us. Learning would be one of the most fun things we could do. We would love to learn and use our minds, especially with other people.
School is the main institution of young people’s oppression. Schools are not set up well for young people to learn. Instead they perpetuate young people’s oppression. They separate young people from each other. They train young people to be part of capitalism and the oppressive society. They reinforce racism, classism, and sexism and have been a major tool of colonization.
Many of the adults who work in schools care a lot about young people and would like them to have good lives. However, because of the oppressive system, teachers get little support and become agents of young people’s oppression. The natural way young people learn is not the way schools are set up—for example, having to sit all day at desks listening to a teacher. When young people don’t “behave” or conform to this oppressive system, they get punished. They are often labeled by the “mental health” system and put on psychiatric drugs. Neither the students nor the teachers are the problem with schools. The oppressive system is the problem.
In schools young people get separated from each other by age and by competition for marks. Racism, classism, sexism, and other oppressions play a big role in this separation. School defines intelligence in a narrow way, which makes most young people feel not smart. The few who are told they are “smart” are held up as models in a weird way and isolated from other young people.
As young people we are supposed to do what we’re told and not question what the adults in the education system tell us. This gives us the message that we’re powerless.
We start to believe the messages that we, and other young people, are not smart and not powerful.
Different young people make different decisions about how they will deal with how oppressive school is. Some young people end up working hard on schoolwork, which gives them certain opportunities but also prevents them from having some time and freedom to follow other interests. Others end up not spending as much time and attention on school work and have more time for other interests but may miss out on some of the opportunities that working hard at school provides. Both of these decisions are made partly out of distress and partly out of good thinking. Both are rigid and also smart in certain ways. Neither is better or worse, and no young person is smarter or less smart because of what he or she has done in school and with schoolwork.
School is a place where many young people are together and get to see each other every day. Because of this, they can be places where friendships form between young people. There can also be adults who think well about young people and develop relationships with them that are important in the young people’s lives. Schools can be a place where young people discover things that they like to learn. Because young people are so great, lots of interesting and good things can happen in schools.
WHAT SCHOOLS SHOULD BE LIKE
After I talked, we had a go-around about what people liked about school and what was hard about it. Then I talked about how young people have lots of good ideas for how school and education should look. I said that the education system should be designed by and for the people it affects the most, which is young people, with lots of support and input from teachers and other adults.
After that we had a go-around on what the young people thought should be different about schools and what they thought schools should look like. Here is what they said:
Schools should teach more practical knowledge.
As young people, we should have more choice about when we learn.
Student councils should have more power and maybe even money.
Teachers should listen to young people more. (Now when we talk to our head teachers, nothing happens.)
I hate the way we’re put in a room at our own desk and made to write important exams. It could be so much better if someone held our hand.
Young people should be able to choose the subjects they want to learn, and for how long.
Young people should be inspired to learn instead of forced to.
My school is surrounded by nature, and we have classes outside if it’s good weather. More schools should have classes outside.
Schools should have a maximum of four hundred or five hundred young people. Classes should be smaller—not more than fifteen people. That way we would have a better bond with our teacher, which would result in better learning and less pushing.
Here are some of my own thoughts about what I’d like to see in schools:
Respectful, trust-based, non-hierarchical relationships between adults and young people
No letter or number grades or marks
A focus on the learning process rather than on end results
No separation by age; being able to learn with whichever young people we want, no matter what age they are
An understanding that learning is a lifelong endeavor that can happen in and out of school; school not being mandatory
A ratio of at least one adult to five young people
More support and respect from the world for teachers and the important role they play
An understanding that everyone, whatever his or her age, is both a learner and a teacher and leader
More funding for education
All education being public education
Resources being distributed in a better way (more resources for communities targeted by oppression)
Much wider talk about oppression and the history of different groups targeted by oppression
Communities, and people of all ages and skills, being involved in education
Many opportunities for young people to be listened to
Young people having real power in the way their school runs
No mandatory curriculum; young people deciding when and what they want to learn, being able to fully follow their passions.
Mari Piggott|
International Liberation Reference Person for Young People
Vancouver, British Columbia, Canada
What is your Name?
Are you Prejudice?
What is Inclusion?
What is Diversity?
What is Equality?
What Is Prejudice ?
What is Discrimination?
What is Tolerance?
What is Sterotype?
What is Conformity?
What is Entitlement?
Name a Prejudice
Rank the prejudice in your world?
OPERATIONAL DEFINITIONS
What is Leadership?
leadership
[lee-der-ship]
ExamplesWord Origin
See more synonyms for leadership on Thesaurus.com
noun
- the position or function of a leader, a person who guides or directs a group:He managed to maintain his leadership of the party despite heavy opposition.
- ability to lead:As early as sixth grade she displayed remarkable leadership potential.
- an act or instance of leading; guidance; direction:They prospered under his strong leadership.
https://www.inc.com/lolly-daskal/100-answers-to-the-question-what-is-leadership.html
http://www.businessdictionary.com/definition/leadership.html
What is Introspection?
introspection
[in-truh-spek-shuh n]
SynonymsExamplesWord Origin
See more synonyms for introspection on Thesaurus.comnoun
What does Modus Operandi Mean?
Definition of modus operandi
plural modi operandi play \ˈmō-ˌdē-, ˈmō-ˌdī-\
: a method of procedure
especially : a distinct pattern or method of operation that indicates or suggests the work of a single criminal in more than one crime
What is Diversity?
di·ver·si·ty
dəˈvərsədē,dīˈvərsədē/
noun
the state of being diverse; variety.
"there was considerable diversity in the style of the reports"
a range of different things.
plural noun: diversities
"newspapers were obliged to allow a diversity of views to be printed"
synonyms:variety, miscellany, assortment, mixture, mix, mélange, range, array, multiplicity
What Is Equality?
e·qual·i·ty
əˈkwälədē/
noun
the state of being equal, especially in status, rights, and opportunities.
"an organization aiming to promote racial equality"
synonyms:fairness, equal rights, equal opportunities, equity, egalitarianism; More
MATHEMATICS
a symbolic expression of the fact that two quantities are equal; an equation.
plural noun: equalities
What is Inclusion?
in·clu·sion
inˈklo͞oZHən/
noun
1.
the action or state of including or of being included within a group or structure.
"federal legislation now mandates the inclusion of students who are English language learners"
2.
BIOLOGYGEOLOGYMETALLURGY
a body or particle recognizably distinct from the substance in which it is embedded.
What is Prejudice?
prej·u·dice
ˈprejədəs/
noun
1.
preconceived opinion that is not based on reason or actual experience.
"English prejudice against foreigners"
synonyms:preconceived idea, preconception, prejudgment
"male prejudices about women"
2.
LAW
harm or injury that results or may result from some action or judgment.
"prejudice resulting from delay in the institution of the proceedings"
synonyms:detriment, harm, damage, injury, hurt, loss
"without prejudice to the interests of others"
verb
1.
give rise to prejudice in (someone); make biased.
"the statement might prejudice the jury"
synonyms:bias, influence, sway, predispose, make biased, make partial, color
"the article could prejudice the jury"
2.
LAW
cause harm to (a state of affairs).
"delay is likely to prejudice the child's welfare"
synonyms:damage, be detrimental to, be prejudicial to, injure, harm, hurt, spoil, impair, undermine, hinder, compromise
"this could prejudice his chances of victory"
What is Discrimination?
dis·crim·i·na·tion
dəˌskriməˈnāSH(ə)n/
noun
1.
the unjust or prejudicial treatment of different categories of people or things, especially on the grounds of race, age, or sex.
"victims of racial discrimination"
synonyms:prejudice, bias, bigotry, intolerance, narrow-mindedness, unfairness, inequity, favoritism, one-sidedness, partisanship; More
2.
recognition and understanding of the difference between one thing and another.
"discrimination between right and wrong"
What is Structural Discrimination?
What is the "Good Old Boy" ?
What is conscious bias?
What is unconscious bias?
What is Tolerance?
tol·er·ance
ˈtäl(ə)rəns/
noun
the ability or willingness to tolerate something, in particular the existence of opinions or behavior that one does not necessarily agree with.
"the tolerance of corruption"
synonyms:acceptance, toleration; More
an allowable amount of variation of a specified quantity, especially in the dimensions of a machine or part.
"250 parts in his cars were made to tolerances of one thousandth of an inch"
What is Racism?
Definition of racism
: a belief that race is the primary determinant of human traits and capacities and that racial differences produce an inherent superiority of a particular race
: a doctrine or political program based on the assumption of racism and designed to execute its principles: a political or social system founded on racism
: racial prejudice or discrimination
—
racist
play \ˈrā-sist also -shist\ noun or adjectiveOn Racism
Racism is a doctrine or teaching, without scientific support, that does three things. First, it claims to find racial differences in things like character and intelligence. Second, racism asserts the superiority of one race over another or others. Finally, it seeks to maintain that dominance through a complex system of beliefs, behaviors, use of language and policies. Racism ranges from the individual to the institutional level and reflects and enforces a pervasive view, in white dominated U.S. culture that people of color are inferior to whites.
https://www.tolerance.org/professional-development/on-racism-and-white-privilege
What is Profiling?
Definition of profiling
: the act or process of extrapolating information about a person based on known traits or tendencies
; specifically : the act of suspecting or targeting a person on the basis of observed characteristics or behavior
What is Racial Profiling?
What is Privilege?
privilege
[priv-uh-lij, priv-lij]
SynonymsExamplesWord Origin
See more synonyms for privilege on Thesaurus.comnoun
How Racist Are You?
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Are you immune to being prejudice
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What is Rescue Privilege?
Organizational Privilege?
Needed Privilege?
What is racialized social control?
What is Opportunity?
Definition of opportunity
plural opportunities
1: a favorable juncture of circumstances
: a good chance for advancement or progress
What is Disability?
disability
: a physical, mental, cognitive, or developmental condition that impairs, interferes with, or limits a person's ability to engage in certain tasks or actions or participate in typical daily activities and interactions
What is Sterotype
stereotype
[ster-ee-uh-tahyp, steer-]
SynonymsExamplesWord Origin
See more synonyms for stereotype on Thesaurus.comnoun
Different kinds of prejudice lead to different forms of discrimination.
- Gender Prejudice. ...
- Racial/Ethnic Minority Prejudice. ...
- Immigrants, Refugees and Gypsy Populations. ...
- Age Prejudice. ...
- Sexual Orientation Prejudice. ...
- Class Prejudice. ...
- Disability Prejudice.
Here are 7 pretty common prejudices that we humans tend to hold.
- Belief in Limitations. Yes, we have prejudices against ourselves. ...
- Older People Have Nothing to Teach Us. ...
- Scapegoating. ...
- Sexism. ...
- Belief that Other Cultures are Inferior. ...
- Condemnation of Different Lifestyles. ...
- Judging by Appearances.
Other...
Food
Breathe
Walk
Voice
Hygene
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Privilege Walk
purpose of Diversity Education Task Force
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What Is Privilege? "Privilege is complex..." Buzz Feed
List of questions
1. If your parents worked nights and weekends to support your family, take one step back.
2. If you are able to move through the world without fear of sexual assault, take one step forward.
3. If you can show affection for your romantic partner in public without fear of ridicule or violence, take one step forward.
4. If you have ever been diagnosed as having a physical or mental illness/disability, take one step back.
5. If the primary language spoken in your household growing up was not english, take one step back.
6. If you came from a supportive family environment take one step forward.
7. If you have ever tried to change your speech or mannerisms to gain credibility, take one step back.
8. If you can go anywhere in the country, and easily find the kinds of hair products you need and/or cosmetics that match your skin color, take one step forward.
9. If you were embarrassed about your clothes or house while growing up, take one step back.
10. If you can make mistakes and not have people attribute your behavior to flaws in your racial/gender group, take one step forward.
11. If you can legally marry the person you love, regardless of where you live, take one step forward.
12. If you were born in the United States, take one step forward.
13. If you or your parents have ever gone through a divorce, take one step back.
14. If you felt like you had adequate access to healthy food growing up, take one step forward
15. If you are reasonably sure you would be hired for a job based on your ability and qualifications, take one step forward.
16. If you would never think twice about calling the police when trouble occurs, take one step forward.
17. If you can see a doctor whenever you feel the need, take one step forward.
18. If you feel comfortable being emotionally expressive/open, take one step forward.
19. If you have ever been the only person of your race/gender/socio-economic status/ sexual orientation in a classroom or workplace setting, please take one step back.
20. If you took out loans for your education take one step backward.
21. If you get time off for your religious holidays, take one step forward.
22. If you had a job during your high school and college years, take one step back.
23. If you feel comfortable walking home alone at night, take one step forward.
24. If you have ever traveled outside the United States, take one step forward.
25. If you have ever felt like there was NOT adequate or accurate representation of your racial group, sexual orientation group, gender group, and/or disability group in the media, take one step back.
26. If you feel confident that your parents would be able to financially help/support you if you were going through a financial hardship, take one step forward.
27. If you have ever been bullied or made fun of based on something that you can't change, take one step back.
28. If there were more than 50 books in your house growing up, take one step forward.
29. If you studied the culture or the history of your ancestors in elementary school take one step forward.
30. If your parents or guardians attended college, take one step forward.
31. If you ever went on a family vacation, take one step forward.
32. If you can buy new clothes or go out to dinner when you want to, take one step forward.
33. If you were ever offered a job because of your association with a friend or family member, take one step forward.
34. If one of your parents was ever laid off or unemployed not by choice, take one step back.
35. If you were ever uncomfortable about a joke or a statement you overheard related to your race, ethnicity, gender, appearance, or sexual orientation but felt unsafe to confront the situation, take one step back.
added by comments...
6. If you were ever abused as a child, take steps back.
37. If you were ever a unwilling member of an oppressive religious group, take steps back
38. If you've ever been discriminated based on age, take steps back
What would you add?
Venn Diagram Algebra
What questions would you add?
the privilege walk [complete]:
the privilege walk [complete]:
The typical classroom version of this activity involves between 10-40 participants. Throughout the privilege walk, the following statements are read by the facilitator and the participants are asked to take a step forward or backward based on their responses. This activity forces participants to confront the ways in which society privileges some individuals over others. It is designed to get participants to reflect on the different areas in their lives where they have privilege as well as the areas where they don't.
The following is the complete set of questions from the classroom version of this activity.
- If your ancestors were forced to come to the USA not by choice, take one step back.
- If your primary ethnic identity is "American," take one step forward.
- If you were ever called names because of your race, class, ethnicity, gender, or sexual orientation, take one step back.
- If there were people who worked for your family as servants, gardeners, nannies, etc. take one step forward.
- If you were ever ashamed or embarrassed of your clothes, house, car, etc. take one step back.
- If one or both of your parents were "white collar" professionals: doctors, lawyers, etc. take one step forward.
- If you were raised in an area where there was prostitution, drug activity, etc., take one step back.
- If you ever tried to change your appearance, mannerisms, or behavior to avoid being judged or ridiculed, take one step back.
- If you studied the culture of your ancestors in elementary school, take one step forward.
- If you went to school speaking a language other than English, take one step back.
- If there were more than 50 books in your house when you grew up, take one step forward.
- If you ever had to skip a meal or were hungry because there was not enough money to buy food when you were growing up, take one step back.
- If you were taken to art galleries or plays by your parents, take one step forward.
- If one of your parents was unemployed or laid off, not by choice, take one step back.
- If you have health insurance take one step forward.
- If you attended private school or summer camp, take one step forward.
- If your family ever had to move because they could not afford the rent, take one step back.
- If you were told that you were beautiful, smart and capable by your parents, take one step forward.
- If you were ever discouraged from academics or jobs because of race, class, ethnicity, gender or sexual orientation, take one step back.
- If you were encouraged to attend college by your parents, take one step forward.
- If you have a disability take one step backward.
- If you were raised in a single parent household, take one step back.
- If your family owned the house where you grew up, take one step forward.
- If you saw members of your race, ethnic group, gender or sexual orientation portrayed on television in degrading roles, take one step back.
- If you own a car take one step forward.
- If you were ever offered a good job because of your association with a friend or family member, take one step forward.
- If you were ever denied employment because of your race, ethnicity, gender or sexual orientation, take one step back.
- If you were paid less, treated less fairly because of race, ethnicity, gender or sexual orientation, take one step back.
- If you were ever accused of cheating or lying because of your race, ethnicity, gender, or sexual orientation, take one step back.
- If you ever inherited money or property, take one step forward.
- If you had to rely primarily on public transportation, take one step back.
- If you attended private school at any point in your life take one step forward.
- If you were ever stopped or questioned by the police because of your race, ethnicity, gender or sexual orientation, take one step back.
- If you were ever afraid of violence because of your race, ethnicity, gender or sexual orientation, take one step back.
- If your parents own their own business take one step forward.
- If you were generally able to avoid places that were dangerous, take one step forward.
- If you were ever uncomfortable about a joke related to your race, ethnicity, gender or sexual orientation but felt unsafe to confront the situation, take one step back.
- If you use a TDD Phone system take one step backward.
- If you were ever the victim of violence related to your race, ethnicity, gender or sexual orientation, take one step back.
- Imagine you are in a relationship, if you can get married in the State of ___ take one step forward
- If your parents did not grow up in the United States, take one step back.
- If your parents attended college take one step forward.
- If your parents told you that you could be anything you wanted to be, take one step forward.
- If you are able to take a step forward or backward take two steps forward.
A prejudiced person may not act on their attitude. Therefore, someone can be prejudiced towards a certain group but not discriminate against them. Also, prejudice includes all three components of an attitude (affective, behavioral and cognitive), whereas discrimination just involves behavior.
There are four main explanations of prejudice and discrimination:
2. Realistic Conflict Theory - Robbers Cave
3. Stereotyping
Conformity could also be used as an explanation of prejudice if you get stuck writing a psychology essay (see below).
Conformity as an Explanation of Prejudice and Discrimination
Influences that cause individuals to be racist or sexist, for example, may come from peers parents and group membership. Conforming to social norms means people adopt the “normal” set of behavior(s) associated with a particular group or society.
Social norms - behavior considered appropriate within a social group - are one possible influence on prejudice and discrimination. People may have prejudiced beliefs and feelings and act in a prejudiced way because they are conforming to what is regarded as normal in the social groups to which they belong:
The effect of Social Norms on Prejudice
Minard (1952) investigated how social norms influence prejudice and discrimination. The behavior of black and white miners in a town in the southern United States was observed, both above and below ground.
Results: Below ground, where the social norm was friendly behavior towards work colleagues, 80 of the white miners were friendly towards the black miners. Above ground, where the social norm was prejudiced behavior by whites to blacks, this dropped to 20.
Conclusion: The white miners were conforming to different norms above and below ground. Whether or not prejudice is shown depends on the social context within which behavior takes place.
Pettigrew (1959) also investigated the role of conformity in prejudice. He investigated the idea that people who tended to be more conformist would also be more prejudiced, and found this to be true of white South African students. Similarly, he accounted for the higher levels of prejudice against black people in the southern United States than in the north in terms of the greater social acceptability of this kind of prejudice in the south.
A study by Rogers and Frantz (1962) found that immigrants to Rhodesia (now Zimbabwe) became more prejudiced the longer they had been in the country. They gradually conformed more to the prevailing cultural norm of prejudice against the black population.
Evaluation: Conformity to social norms, then, may offer an explanation for prejudice in some cases. At the same time, norms change over time, so this can only go some way towards explaining prejudice.
Examples of Discrimination
Racial Discrimination
Apartheid (literally "separateness") was a system of racial segregation that was enforced in South Africa from 1948 to 1994. Non-white people where prevented from voting and lived in separate communities.
World War II - In Germany and German-controlled lands, Jewish people had to wear yellow stars to identify themselves as Jews. Later, the Jews were placed in concentration camps by the Nazis.
Age Discrimination
This is a type of discrimination against a person or group on the grounds of age.
Gender Discrimination
In Western societies while women are often discriminated against in the workplace, men are often discriminated against in the home and family environments.
For instance after a divorce women receive primary custody of the children far more often than men. Women on average earn less pay than men for doing the same job.
Conformity as an Explanation of Prejudice and Discrimination
Conformity as an Explanation of Prejudice and Discrimination
Influences that cause individuals to be racist or sexist, for example, may come from peers parents and group membership. Conforming to social norms means people adopt the “normal” set of behavior(s) associated with a particular group or society.
Social norms - behavior considered appropriate within a social group - are one possible influence on prejudice and discrimination. People may have prejudiced beliefs and feelings and act in a prejudiced way because they are conforming to what is regarded as normal in the social groups to which they belong:
The effect of Social Norms on Prejudice
Minard (1952) investigated how social norms influence prejudice and discrimination. The behavior of black and white miners in a town in the southern United States was observed, both above and below ground.
Results: Below ground, where the social norm was friendly behavior towards work colleagues, 80 of the white miners were friendly towards the black miners. Above ground, where the social norm was prejudiced behavior by whites to blacks, this dropped to 20.
Conclusion: The white miners were conforming to different norms above and below ground. Whether or not prejudice is shown depends on the social context within which behavior takes place.
Pettigrew (1959) also investigated the role of conformity in prejudice. He investigated the idea that people who tended to be more conformist would also be more prejudiced, and found this to be true of white South African students. Similarly, he accounted for the higher levels of prejudice against black people in the southern United States than in the north in terms of the greater social acceptability of this kind of prejudice in the south.
A study by Rogers and Frantz (1962) found that immigrants to Rhodesia (now Zimbabwe) became more prejudiced the longer they had been in the country. They gradually conformed more to the prevailing cultural norm of prejudice against the black population.
Evaluation: Conformity to social norms, then, may offer an explanation for prejudice in some cases. At the same time, norms change over time, so this can only go some way towards explaining prejudice.
Be a part of #InclusionStartsWithI
Be a part of #InclusionStartsWithI
#InclusionStartsWithI is a continuing conversation about the importance of a positive, inclusive world and work environment. Our vision is to be a truly inclusive and barrier-free organization in the digital age, where everyone should feel a sense of belonging. We invite you to join this cause by making your commitment towards inclusion.
https://accenture-inclusionstartswithi.com/
My Email to the Inclusion website
Hello my name is Richard and I work with the youth of America and educators, I have given numerous presentations, workshops, professional developments on a plethora of topics. My latest is inclusion and when I researched for existing amazing programs and like minded individuals your website and video came up in the Google search.
I am so impressed and wish to learn more about what you do and how I can incorporate your ethos into my existing presentations.
I truly believe that Inclusion is indeed the summit of what the world needs for true change. AND change begins with me. (I)
Thank you for your consideration, I look forward to hearing from you.
Richard Kerry Thompson
Detroit MichiganWeWork Merchant’s Row
1449 Woodward Ave
Detroit, MI 48226Detroit, USA
Fax: +1 313 887 2050Phone: +1 313 887 2000
Unintentional Racism?
Be the Rainbow...
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From Sue, D. W., Sue, D., Neville, H. A., & Smith, L. (2019). Counseling the culturally diverse: Theory & practice (8th ed). New York: John Wiley and Sons.
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Be a Change Agent
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RKT & Mr. Stan Page
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Research
for
Racial Equity and
Inclusion: Written by
Ilana Shapiro, Ph.D.
Rochester University - SU-20_PSY3323-SA01B Research Methods in the Social Sciences
Professor - Dr. Amy Freigruber
July 13, 2020
Ted Talks - From Professor Rutledge - Rochester University
It is easy to remain in denial.
Individual Level: “All Individuals Are, in Some Respects, Like No Other Individuals” There is much truth in the saying that no two individuals are identical. We are all unique biologically, and recent breakthroughs in mapping the human genome have provided some startling findings. Biologists, anthropologists, and evolutionary psychologists had looked to the Human Genome Project as potentially providing insights into comparative and evolutionary biology that would allow us to find the secrets to life. Although the project has provided valuable answers to many questions, scientists have discovered even more complex questions. For example, they had expected to find 100,000 genes in the human genome, but only about 20,000 were initially found, with the possible existence of another 5,000—only two or three times more than are found in a fruit fly or a nematode worm. Of those 25,000 genes, only 300 unique genes distinguish us from the mouse. In other words, human and mouse genomes are about 85% identical! Although it may be a blow to human dignity, the important question is how so relatively few genes can account for our humanness. Likewise, if so few genes can determine such great differences between species, what about within the species? Human inheritance almost guarantees differences, because no two individuals ever share the same genetic endowment. Further, no two of us share the exact same experiences in our society. Even identical twins, who theoretically share the same gene pool and are raised in the same family, are exposed to both shared and nonshared experiences. Different experiences in school and with peers, as well as qualitative differences in how parents treat them, will contribute to individual uniqueness. Research indicates that psychological characteristics, behavior, and mental disorders are more affected by experiences specific to a child than are shared experiences (Bale et al., 2010; Foster & MacQueen, 2008).
Group Level: “All Individuals Are, in Some Respects, Like Some Other Individuals” As mentioned earlier, each of us is born into a cultural matrix of beliefs, values, rules, and social practices. By virtue of social, cultural, and political distinctions made in our society, perceived group membership exerts a powerful influence over how society views sociodemographic groups and over how its members view themselves and others. Group markers such as race and gender are relatively stable and not very subject to change. Some markers, such as education, socioeconomic status, marital status, and geographic location, are more fluid and changeable. Although ethnicity is fairly stable, some argue that it can also be fluid. Likewise, debate and controversy surround discussions about whether sexual orientation is determined at birth and whether we should be speaking of sexuality or sexualities (Sue et al., 2016). Nevertheless, membership in these groups may result in shared experiences and characteristics. Group identities may serve as powerful reference groups in the formation of worldviews. On the group level of identity, Figure 2.1 reveals that people may belong to more than one cultural group (e.g., an Asian American female with a disability), that some group identities may be more salient than others (e.g., race over religious orientation), and that the salience of cultural group identity may shift from one to the other depending on the situation. For example, a gay man with a disability may find that his disability identity is more salient among the able‐bodied but that his sexual orientation is more salient among those with disabilities. We are drawn to exploring experiences based on our social identities; we often read books, listen to music, watch TV shows or movies by or about people who are similar to us in terms of race, gender, sexual orientation, or any combination thereof.
Universal Level: “All Individuals Are, in Some Respects, Like All Other Individuals” Because we are members of the human race and belong to the species Homo sapiens, we share many similarities. Universal to our commonalities are (a) biological and physical similarities, (b) common life experiences (birth, death, love, sadness, and so forth), (c) self‐awareness, and (d) the ability to use symbols, such as language. In Shakespeare's Merchant of Venice, Shylock attempts to acknowledge the universal nature of the human condition by asking, “When you prick us, do we not bleed?” Again, although the Human Genome Project indicates that a few genes may cause major differences between and within species, it is startling how similar the genetic material within our chromosomes is and how much we share in common. However, that we are similar at a broad human level does not erase our individual and cultural uniqueness.
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Chapters from a brilliant book...
Sue, D. W., Sue, D., Neville, H. A., & Smith, L. (2019). Counseling the culturally diverse: Theory & practice (8th ed). New York: John Wiley and Sons.
Leadership Inclusion Training for Impact Counseling
Richard Kerry Thompson
Rochester University
Preface
The following paper aims to pursue research, empirical data, surveys, books, journal articles, scholarly resources, videos, and webpages, all of which support training regarding inclusion. This training compilation of a plethora of resources to invite the reader to an impact within themselves to identify racism, prejudices, bias, etc., that will then be challenged to become more aware of these to be a more empathetic and culturally diverse person in whatever field they work.
This paper is a compilation of years of research, workshops, and presentations that I have given as a principal of alternative education programs both in dominantly white and black demographics. The Leadership Inclusion Training focused on diversity, equality, racism, and privilege because I wanted to find effective ways to empower students, staff, and communities through interactive workshops, thus creating an opportunity for growth and understanding so all may understand their own modus operandi and be change agents for the present and future.
In the LIT Leadership Inclusion Training, we will delve into ourselves first and have a fierce conversation about all the barriers of our own mind and lack of inclusion, proof of prejudice, and inclinations of racism we may not even know we have.
Inclusion starts with the letter I
In the world of counseling in an impact organization that is aware of diversity and culture, effective inclusive leadership is a trait that all need integrity. The approach a counselor must take to a diverse group of individuals or a group is the pinnacle moment of whether a session will hinder or help in its outcome and ultimately change lives. The leadership begins with the individual counselor and understanding their own beliefs and structures beyond how they were raised, conditioned, brainwashed, influenced, unknowingly, or experiential views of their thoughts and actions. As transformational leaders in counseling understand trauma, so must the counselor understand their techniques' diversity and inclusion. Inclusion not in the special education concept specifically, yet that of inclusion of race, privilege, and all that entails. Understanding equality, equity, and liberation are different concepts, and the application of understanding these will empower the counselor in their approach to all they serve.
Inclusion starts with the letter I. This research and workshop open one's eyes to the letter I and challenge the hidden or unknown bias we all carry within. This is done not in a judgemental way yet an invitation to see. The concept of creating a world where inclusion and diversity are fundamental to everyone's core values is what will change the world, and then Martin Luther King's Dream will become a reality. The following video presents the operational definition of what is meant by inclusion created by “Accenture,” a business that makes change by its core values. https://youtu.be/2g88Ju6nkcg
Goal of Research
My goal is simple: to create an opportunity for awareness, growth, and understanding of real inclusion, so all may understand their own Modus Operandi and be change agents for the present and future. This is not to say I am trying to change people's minds in these workshops, but rather to open their minds to an awakening in their thoughts. This being said, the participant will experience a plethora of empirical-based studies and exercises to challenge the modus operandi (method of operating) of their brainwashed, influenced, unknowing or experiential views of their thoughts and actions on diversity, equality, racism, and privilege.
In sum, my research of Leadership Inclusion Training (L.I.T.) focused on diversity, equality, racism, and privilege, which will prove beneficial to all who attend and experience the interactive workshop. This will create an opportunity for growth and understanding in their own modus operandi and empower them to be change agents for our global world's present and future. Thus empowering the participant's worldviews, perspectives, and positionalities, having this information impact a person's approach to whatever the social service a participant gives back to the world.
The goal is not to change people's minds but rather to open their minds and awaken thoughts. Hopefully, this will change the Modus Operandi (Method of Operating) of the participant about diversity, equality, inclusion, racism, and privilege. Wayne Dyer says, “If you change the way you look at things, the things you look at change.”
Understanding Poverty
Understanding diversity and cross-cultural aspects in psychology is a vast undertaking and not just the color of your skin. As Ruby Payne eloquently speaks of poverty not only in money but in eight different categories to comprehend the full spectrum of a person's understanding of whom they are trying to empower in whatever field they may be in. These with types according to Payne are…
1- Financial
2- Emotional
3- Mental
4- Spiritual
5- Physical
6- Support Systems
7- Relationship / Role Models
8- Knowledge of Hidden Rules
These are the questions to consider when determining the best interventions (Payne, 2005). These coincide with understanding the “Registers of Language.” As Payne describes them as Frozen, Formal, Consultative, Casual, and Intimate. In an approach to be inclusive in leadership, a person must understand these registers' differences not to misunderstand the person's true meaning. Therefore understanding poverty is not just about socio-economics yet an intricate way of speech and definition.
In her book A Framework for Understanding Poverty (2005), Payne educates her readers in a questionnaire about surviving in poverty, middle class, and wealth. (Figure 1, Figure 2, Figure 3)
Figure 1
Figure 2
Figure 3
This exercise is a must for any professional seeking to understand the clientele they serve and is a very beneficial tool in the Leadership Inclusion Training. Payne's theory's comprehension is not as blatant as racism yet is connected in the threads of prejudice. It would benefit any person to study it and challenge themselves in their own beliefs and understandings. The causes of poverty do not only race yet include the individual, human and social capital in the community, exploitation, and political/economic structures. “Two things that help one move out of poverty are education and relationships'' (Payne, 2005)
Introspection- The Implicit Association Test IAT
The invitation of introspection and leadership development in this paper has the opportunity to impact one's approach to counseling. There are many surveys, questionnaires, and activities one can partake in to challenge one's thinking. Presented is from the organization entitled “Learning For Justice” (Note: this was formerly known as “Teaching Tolerance”). It is understood that Categories give order to life, and every day, we group other people into categories based on social and other characteristics. This is the foundation of stereotypes, prejudice, and, ultimately, discrimination. Therefore, the definitions of definitions must be understood, so the operational definition is agreed upon before taking this survey. The following words are stereotypes, prejudice, discrimination, bias, hidden bias, and unconscious bias. The following webpage from the Learning From justice will explain in detail: https://www.learningforjustice.org/professional-development/test-yourself-for-hidden-bias .
The Implicit Association Test IAT is a brilliant starting point for any counselor or human to begin at for a 360-degree introspective evaluation to become more cross-cultural diverse to empower others. These tests are from Project Implicit and have been created, and results are given to the University of Washington, University of Virginia, Harvard University, and Yale University. https://implicit.harvard.edu/implicit/takeatest.html. (Note: The IAT race test is the same as posted in the SP-21_PSY3423-VA01A Diversity & Cross-Cultural Psychology class. I invite you to delve into the other 13 IAT tests.)
Pyramid of Hate / Oppression
Understanding Poverty followed by introspection with IAT tests gives the counselor an insight into an account of inclusion and self-belief deficits. This then brings education to a trajectory of oppression that can be visualized in the pyramid of oppression. Connecting the theory of Maslow and the hierarchy of needs to the pyramid of oppression shows the linkage from the bottom of the pyramid to the top of genocide.
The peer-reviewed article by Cohen 2008, speaks of the inequalities of the bottom of Maslow's hierarchy in the health of those fighting to survive due to lack of health coverage. “While most urban health studies "account" for the race, few analyze the impact of racism.3 US society has adopted several euphemisms, including "urban centers," "inner cities," and "ethnic minorities," that tend to obscure the central issue. "Ethnic minorities" is a particularly vexing term because of its dismissive connotation.” This connects to the pyramid of basic human needs to the Pyramid of Hate / Oppression's rudimentary beginnings.
The Anti Defamation League ADL states that The Pyramid shows biased behaviors, growing in complexity from the bottom. Although the actions at each level negatively impact individuals and groups, as one moves up the pyramid, the behaviors have more life-threatening consequences. Like a pyramid, the upper levels are supported by the lower levels. If people or institutions treat actions on the lower levels as acceptable or “normal,” it results in the next level's behaviors becoming more accepted. In response to the world community's questions about where the hate of genocide comes from, the Pyramid of Hate demonstrates that the hatred of genocide is built upon the acceptance of behaviors described in the pyramid's lower levels.
Figure 4
https://www.adl.org/sites/default/files/documents/pyramid-of-hate.pdf
The bottom of the triangle has Bias and all the subcategories thereof. This is then built up to Acts of Bias, Individual Acts of Prejudice, and the subcategories, above discrimination. Above that, the subcategories are Bias-Motivated Violence with its subcategories, and at the peak of the pyramid is Genocide. As a counselor, this information alone and one's own insight and understanding will impact the approach to counseling.
Understanding the pyramid is awareness; doing something about it is the real test of leadership. In the article by Jenny Justice, 2020, she speaks of how to interrupt each person's bias to be then able to change the world. The steps are…
1). Understand Prejudice is Learned Not Normal
2). Be Aware and Mindful of Your Own Thoughts and Actions:
3). Change Your Behaviors
4). Share Your Experiences With Others:
5). Do not participate
As individuals, we need to Be ready, Identify the behaviors, appeal to principals, Set Limits, Find an Ally/Be an Ally and Be vigilant.
These are action steps to take and teach everyone about racism and the pyramid of hate. Only then can change happen when individuals take responsibility.
The poem by German Lutheran pastor Martin Niemöller (1892–1984) connects the top of the Pyramid of Hate/Oppression, which is genocide, to the World War II experience. It is about the cowardice of intellectuals and individual clergy in regards to the Nazi rise to power. It is said to be more of a confession than a poem.
(Figure 5)
First They Came
“First they came for the socialists, and I did not speak out—
Because I was not a socialist.
Then they came for the trade unionists, and I did not speak out—
Because I was not a trade unionist.
Then they came for the Jews, and I did not speak out—
Because I was not a Jew.
Then they came for me—and there was no one left to speak for me.”
Prejudice In America
An insight into America's most prejudiced places is alarming and is tracked by empirical data of social media and reported incidences. James Joiner 2019, writes “No matter your skin color, gender, race, sexual orientation, physical appearance, or any other attribute, some segment of our society has a pronounced bias against you, and they’re not afraid to announce it on social media.” The data shows Overall Derogatory language by State, Anti-Black Tweets by State, and Anti-Hispanic Tweets by State. This is pertinent information as a counselor to understand the demographics and overall culture of hate a person lives in to serve in a higher capacity of change. (Figure 6)
https://www.thedailybeast.com/the-most-prejudiced-places-in-america
ADL Curriculum
To empower any human in the aftermath of hate, the ADL has produced a document for educators of all genres with a hands-on empirically supported curriculum to offset the confusion and give safe and effective ways to challenge the hate and help those who are vulnerable with tools to deal with the pain. This document is a must to have as a counselor and applicable in any circumstance of the aftermath of violence, terrorism, or other hate incidents. It gives educators, caregivers, and family members to give children and teenagers the tools they need to understand what has happened and take steps to challenge hate in safe and effective ways.
Privilege Walk
The Privilege walk Activity has been used in many ways, and I present to you for your own education and utilize this concept with staff and team members. The research of this particular walk is from the “ Lake Land College by the Diversity Education Task Force. The purpose of the Diversity Education Task Force (DETF) is to educate, advocate, and celebrate diversity, including making recommendations to the college administration to create a more inclusive campus environment.”
The purpose is to understand the intricacies of privilege and explore how we enjoy benefits based on being members of social identity groups in the United States; It is not meant to belittle anyone, yet give an overview of privilege. It takes a mature audience to have preliminary conversations and post conversations about the walk's results for the most significant impact.
The basic concept is
1- Have participants form a straight line across the room about an arm’s length apart, leaving space in front and behind.
2) Read the Purpose from above to help provide context for the exercise. Privilege Walk Workshop 2
3) State the following: Listen to the following statements, and follow the instructions given. For example, when I read “If you have blue eyes, take one step forward,” only people with blue eyes will move, and everyone else will see standstill. Each step should be an average length step. This activity should be done in silence. If anyone feels uncomfortable stepping forward and backward on any statement, I read, please stay where you are, but remember the statement read. This is an introspective exercise, and you need to understand how privilege affects your life, but it is not designed to make you share things you don’t wish to share. 4) Read the statements one at a time, allowing time for participants to take a step
The statements are read, and after all the statements are completed, the participants see where they are on the grid. The real introspection and group work is the conversation after to discuss the insights and reality of privilege in America.
Link to PDF
http://doloreshuerta.org/wp-content/uploads/2020/04/privilege-walk.pdf
Privilege Walk Questions
As there are many different questions, the PDF above and the link below have served in my training to be most effective, presented below.
The Questions asked are…
List of questions
1. If your parents worked nights and weekends to support your family, take one step back.
2. If you can move through the world without fear of sexual assault, take one step forward.
3. If you can show affection for your romantic partner in public without fear of ridicule or violence, take one step forward.
4. If you have ever been diagnosed as having a physical or mental illness/disability, take one step back.
5. If the primary language spoken in your household growing up was not English, take one step back.
6. If you came from a supportive family environment, take one step forward.
7. If you have ever tried to change your speech or mannerisms to gain credibility, take one step back.
8. If you can go anywhere in the country and easily find the kinds of hair products you need and/or cosmetics that match your skin color, take one step forward.
9. If you were embarrassed about your clothes or house while growing up, take one step back.
10. If you can make mistakes and not have people attribute your behavior to flaws in your racial/gender group, take one step forward.
11. If you can legally marry the person you love, regardless of where you live, take one step forward.
12. If you were born in the United States, take one step forward.
13. If you or your parents have ever gone through a divorce, take one step back.
14. If you felt like you had adequate access to healthy food growing up, take one step forward
15. If you are reasonably sure you would be hired for a job based on your ability and qualifications, take one step forward.
16. If you would never think twice about calling the police when trouble occurs, take one step forward.
17. If you can see a doctor whenever you feel the need, take one step forward.
18. If you feel comfortable being emotionally expressive/open, take one step forward.
19. If you have ever been the only person of your race/gender/socio-economic status/ sexual orientation in a classroom or workplace setting, please take one step back.
20. If you took out loans for your education, take one step backward.
21. If you get time off for your religious holidays, take one step forward.
22. If you had a job during your high school and college years, take one step back.
23. If you feel comfortable walking home alone at night, take one step forward.
24. If you have ever traveled outside the United States, take one step forward.
25. If you have ever felt like there was NOT an adequate or accurate representation of your racial group, sexual orientation group, gender group, and/or disability group in the media, take one step back.
26. If you feel confident that your parents would financially help/support you if you were going through a financial hardship, take one step forward.
27. If you have ever been bullied or made fun of based on something that you can't change, take one step back.
28. If there were more than 50 books in your house growing up, take one step forward.
29. If you studied the culture or the history of your ancestors in elementary school, take one step forward.
30. If your parents or guardians attended college, take one step forward.
31. If you ever went on a family vacation, take one step forward.
32. If you can buy new clothes or go out to dinner when you want to, take one step forward.
33. If you were ever offered a job because of your association with a friend or family member, take one step forward.
34. If one of your parents was ever laid off or unemployed, not by choice, take one step back.
35. If you were ever uncomfortable about a joke or a statement you overheard related to your race, ethnicity, gender, appearance, or sexual orientation but felt unsafe to confront the situation, take one step back.
Link to questions
https://www.buzzfeed.com/dayshavedewi/what-is-privilege?utm_term=.trGQYRLoVG#.uxYA05P69M
Video of Privilege Walk
Privilege Walk Debriefing
Again the real growth is in the debriefing after the walk has finished. The following are questions that can be asked according to the Land Lake College.
When all the statements have been read, process the activity using the following questions:
a. Start the question, answer session by going around the room, and have each student share one word that captures how they feel right now. If they do not want to share, have them say, “pass.”
b. Would anyone like to share more about their feelings?
c. How did it feel to be one of the students on the “back” side of the line?
d. How did it feel to be one of the students on the “front” side?
e. Did anyone think they had experienced an average amount of privilege, but it turned out to be more or less than they thought?
f. If anyone was alone on one side, how did that feel?
g. Was anyone always on one side of the line? If yes, how did that feel? h. Were there specific sentences that were more impactful than others?
Privilege in Education
Prejudice, lack of equality, and inclusion are further evident in my thesis and supported by Hamill and Lee (1999). It begins with the history of the (IDEA) Individuals with Disabilities Education Act of 1990 and its explanation. Policies are described as providing secondary education and transition services specifically to the students who have disabilities and the fact they are falling behind and cannot meet the standards graduation requirements. The article then goes into the role of the legislation and the numerous laws that are in effect due to the challenge of the student's failure in school and lack of support. This transitions into information about national organizations and government reports that specifically state 8 challenges. Lee ends his statement to conclude that the change will not occur until all stakeholders come to the table with meaningful collaboration. This is my point of why Leadership Inclusion Training is a necessity in today's climate in education and beyond because it will help students and those that influence them.
Racism and Diversity Training Research
Research proves that my thesis is indeed a topic of great need and in all aspects of human resources and spans across the private sector and public. Bezrukova (2016) speaks about the plethora of diversity and racism training that has been done in regards to diversity training and the outcomes of those experiences. They consisted of 260 independent samples and the effects thereof. The study found that indeed as some training did have adverse effects on some participants, due to the train approach arch's dominance, the activity's positive impact had increased awareness and changed over time. The demand for diversity training is growing due to the change in the workplace, demographics, and an overall need for awareness and understanding differences. “Whereas the effects of diversity training on reactions and attitudinal/affective learning decayed over time, training effects on cognitive learning remained stable and even increased in some cases. While many of the diversity training programs fell short in demonstrating effectiveness on some training characteristics, our analysis does reveal that successful diversity training occurs.” Bezrukova (2016) The reality is that lives are on the line when differences are not understood and tolerated. Even though some diversity training backfires, all in all, it is a step towards growth and awareness of the person's understanding of themselves and the diversity around them.
Aspen Institute on Comprehensive Community Initiatives
With all the above stated supporting writings, I culminate my research and present supporting evidence that training focused on diversity, equality, inclusion, racism, and privilege is paramount to the world. Shapiro, Ilana (2002) In this document/book, Shapiro was charged with creating a program to address, teach and empower change agents to understand better the ten anti-racism programs that currently existed. This study then began a relationship with the Aspen Institute on Comprehensive Community Initiatives for Children and Families. This then created tools for community leaders and organizations to have a common language, understanding, and process to train and empower. This document/ book starts out addressing the definition of race and the misconceptions thereof. The book consists of four parts and ten chapters within, followed by a chapter on questions guiding the training program's selection. I mention this book and specifically chapter 8 as it correlates to my thesis and the education needed. The chapters within Section One are 1. People’s Institute for Survival and Beyond. 2. National Coalition Building Institute 3. Visions—Vigorous InterventionS into Ongoing Natural Settings 4. World of Difference® Institute—Anti-Defamation League 5. Crossroads Ministry 6. Study Circles Resource Center 7. Hope in the Cities 8. Dismantling Racism Institute—National Conference for Community and Justice 9. Challenging White Supremacy Workshop 10. White People Working on Racism, Training for Change. Section Two is entitled Important Related Work. Chapter Three is entitled Similarities and Differences Across Programs. This point of the programs' differences supports the reality of the discrimination in alternative education, as I stated above. Chapter Four is named Challenges and Implications. Shapiro uses graphs within each chapter and quotes that are simply life-changing.
Inclusion in Special Education
Each of these resources speaks of the need and challenge of workshops that have diversity, equality, inclusion, racism, and privilege at the center of the challenge to empower the constituents to a deeper understanding and call to action. Particularly Marilyn Cochran-Smith, Curt Dudley-Marling (2012), and Ordover, Eileen (1996) go into depths of the special ed / alternative education / disruptive students the lack of inclusion and privilege in this field. Therefore, the student is at further risk of not acquiring a full education because of the system that marginalizes the student.
As Ordover, Eileen, “Inclusion of Students with Disabilities Who Are Labeled Disruptive" (1997) eloquently states…
“Exclusion from the general curriculum and denial of appropriate behavioral services often lead to academic "deficits" that are then used to justify continued segregated placement. Similarly used are challenging behaviors that have been exacerbated by past failures to provide appropriate services. In a vicious cycle, schools cite what are really the consequences of inappropriate and often illegal educational practices to pronounce students unable to be physically present in regular education, unable to learn, even with special education supports, what students in the regular education curriculum are taught, and/or unable to derive sufficient educational benefit from regular education placement”.
The above-stated quote supports my connection to the education needed in diversity training about students with deficits. The fact they are being marginalized is proof enough to implement a system for awareness.
This is in direct agreement with Marilyn Cochran-Smith, Curt Dudley-Marling (2012) “Diversity in Teacher Education and Special Education: The Issues That Divide.” Smith and Marling state very clearly … “The “Dis" in Disability A second issue that divides many special and general teacher educators is the meaning they attach to the "dis" in disabilities. The dominant discourse in special education emphasizes the "dis" in disability, a prefix which, at least in the sense of its dictionary definitions, has a negative connotation, as in "dis" meaning deprive of (e.g., disqualify), "dis” meaning to do the opposite of (e.g., disestablish), "dis” meaning expel from or exclude (e.g., disbar), or "dis” meaning the absence or opposite of (e.g., displeasure). Focusing on the dis fixes attention on what students cannot do well, compared with their peers. Students in special education that is, students with exceptionalities—are operationally defined concerning their position on the normal curve.” In analyzing this quote, it speaks volumes about the primary word of disability and the outlook society has on any person with such a label. When an organization focuses on the “Dis” of a person, it deprives that individual of a fair and just opportunity.
Conclusion
In conclusion, LIT is based upon empirical resources and needs of not only adults but all. This will empower students, empower staff and empower communities. Leadership Inclusion Training (LIT), focused on diversity, equality, inclusion, racism, and privilege, shows practical ways to empower students, staff, and communities through interactive workshops, thus, creating an opportunity for growth and understanding so all may understand their own modus operandi and be change agents for the present and future. If these workshops prove beneficial, then perhaps this will be a more enlightened world. People will indeed create an opportunity for awareness, growth, and understanding of real inclusion and understand their own Modus Operandi and be change agents for the present and future. Thus empowering worldviews, perspectives, and positionalities.
Future Discussions
The questions that beg themselves for further research are...
What inclusion training are available to schools at present?
Who are the leading trainers in this field, and how do I learn from their research?
How do I get on the circuit of professional development and training in diversity, equality, inclusion, racism, and privilege?
I will go with this thesis to present it locally, then state and national, as this topic are of the utmost importance for humankind's sake. I am teaming up with a fellow educator and change agent Mr. Stan Page as he inspired me to delve into this imperative topic as he gave a workshop to para pro in our home school district. The fact of the matter is, what will you, the reader do about your own mindset on these topics discussed? Are you willing to have a fierce conversation with yourself about your beliefs for the greater good of humankind? The call to action is indeed for all. The L.I.T training would be packaged in various ways, from student workshops to staff professional developments to community-wide events. I see this training module being part of local, state, and national conferences and being acknowledged on talk shows. The training would be energetic, fun, challenging, interactive, and utilized to answer sensitive polls. Thus this leadership inclusion training would indeed impact counseling and the world.
Final Statements
I look forward to a world where all are treated with the same respect, particularly students with learning deficits and those that are disruptive in a traditional manner. As Mandela says, “Education is the most powerful weapon you can use to change the world.” Yet when education is a privilege for the few, the playing field is warped and unjust. Workshops that empower change hearts and minds about diversity, equality, inclusion, racism, and privilege will equalize the chances for life, liberty and the pursuit of happiness.
References
Alexander, Paul Nathan. "Raced, Gendered, Faith, and Sexed." Pneuma 35.3 (2013): 319-44.
Bezrukova. “A Meta-Analytical Integration of Over 40 Years of Research on Diversity
Training.” American Psychological Association, American Psychological Association,
psycnet.apa.org/psycinfo/2016-43598-001/.
Cohen, H. W., DrP.H. (2008). Getting political: Racism and urban health. American Journal of Public Health, 98, S17-S19. Retrieved from http://first.rc.edu:2048/login?url=https://www-proquest-com.ezproxy.lib.rochesteru.edu/scholarly-journals/getting-political-racism-urban-health/docview/215087185/se-2?accountid=28512
Hamill, Lee. “Discussion Paper.” Publication of the National Center on Secondary Education and Transition, May 1999, www.ncset.org/publications/discussionpaper/.
Marilyn Cochran-Smith, Curt Dudley-Marling (2012) Diversity in Teacher Education and
Special Education: The Issues That Divide. American Association of Colleges for
Teacher Education Retrieved from
https://docs.google.com/document/d/1M12m4UITWFmUMMSEKtMqR9DNtyq7AsD7-
Ordover, Eileen. “Inclusion of Students with Disabilities Who Are Labeled ‘Disruptive’: Issues
Papers for Legal Advocates and Parents.” Journal of Research in Education, Eastern
Educational Research Association. George Watson, Marshall University, One John
Marshall Drive, College of Education and Professional Development, Huntington, WV
25755. e-Mail: Eerajournal@Gmail.com; Website: Http://Www.eeraorganization.org, 30
Nov. 1996, eric.ed.gov/?id=ED426522.
Payne, R. K. (1996). A framework for understanding poverty. Highlands, TX: aha! Process
Shapiro, Ilana. Training for Racial Equity and Inclusion: a Guide to Selected Programs. Aspen
Institute, 2002. http://www.racialequitytools.org/resourcefiles/shapiro.pdf
Websites References
https://www.accenture.com/us-en/about/inclusion-diversity-index
https://www.learningforjustice.org/professional-development/test-yourself-for-hidden-bias
https://implicit.harvard.edu/implicit/takeatest.html
https://www.thedailybeast.com/the-most-prejudiced-places-in-america
https://www.adl.org/sites/default/files/documents/pyramid-of-hate.pdf
https://www.thedailybeast.com/the-most-prejudiced-places-in-america
https://www.buzzfeed.com/dayshavedewi/what-is-privilege?utm_term=.trGQYRLoVG#.uxYA05P69M
http://doloreshuerta.org/wp-content/uploads/2020/04/privilege-walk.pdf
https://www.smore.com/1rmky-leadership-inclusion-training