Courageous Leadership Institute 2.

0
December 11, 2018
Today
● Grounding: Checking in
● Lourdes Flores-Hanson: Perspective
● The Migrant Caravan: What’s really happening?
● Case Studies: Situation within your school that
perpetuates the pyramid of hate.
● Lunch in Gender and Racial Affinity Groups
● Implicit Bias
● Stereotype Threats
● Closing
Outcomes
● Understand what is occurring in regards to the migration caravan, the impact
on families and our country.
● Gain perspective, feedback and problem solving on an identified situation
within your school that perpetuates the pyramid of hate.
● Gain a deeper understanding of the impact of implicit bias and stereotype
threat and the impact on our black and brown students.
Lourdes Flores-Hanson -
My Personal Experiences

● Why people want to come to the US?

● The values of Central American/Costa Rican
culture.
● My experience, having my Dad immigrate to
Costa Rica from Nicaragua for a better life.
● Costa Rica being a country without a military
because we believe in peace.
● Scenes of Migrant Crossing
 Count off by 10’s
The Migrant
Caravan Group 1- Read the Opening
Group 2- Question 1
Explained Group 3- Question 2
Group 4- Question 3
Group 5- Question 4
Group 6- Question 5
Group 7- Question 6
Group 8- Question 7
Group 9- Question 8
Group 10- Question 9

Please read your part, discuss together and

then be ready to share your part with the larger
group you join.
 ● Select one person from your group
Concentric to sit in the inner circle
Circle- Part I ● Partners in the outer circle.
● Inner circle sit in the order of the
article itself 1-10.
● Inner circle share your highlights
and learning from you section.
 Trump and the Caravan
Voices of
Hatred: Trump, Caravan and the Military

● What are the implications for schooling and

children?
Concentric ● How do you respond knowing that this
Circle Part II issue is centered around children and
families of color?
● What impact does it have on your current
students, your documented or
undocumented students and your White
students?
● What is your response and your
responsibility?
 You have identified a situation within your school
Case that perpetuates the pyramid of hate.
Studies Let’s unpack a couple of situations as a group.
Around the
At your table each person take 2 - 3 minutes to share
Pyramid of your situation. As a table select one or two situations
Hate to respond to unpack.

Be ready to share with the whole group.

Pyramid of Hate: Your examples

 Lunch in Affinity Groups
by Race and Gender
▶ Why hold affinity group dialogues?

▶ Through talking with people who are like us,

we can gain new insights into our own beliefs
as well as others.

▶ We can gain support. We can practice talking

about difficult issues before we join
discussions in a mixed group.

▶ We can unpack our own “baggage” before

joining dialogues with mixed groups.
Implicit Bias
“...IDEALLY, SCHOOL DISTRICTS
SHOULD MAKE REDUCING
IMPLICIT BIAS A PRIORITY
BACKED UP WITH MONEY,
POLICY, AND TRAINING.”

JILL SUTTIE, 2016

 Grounding

How does implicit bias

affect our lives?

How do we realize and

deal with our own implicit
racial bias?

How do you check your

research for bias?
Color Line Series –
Chapter 1 High
School

• What Implicit Bias Feels Like

Jigsaw Group 1 - Page 1/Middle Page 2 Perceptions of (Mis)
Behavior
Research on
Group 2 - Middle Page 2/End of column 1 Page 3
Implicit Bias
Strategies Group 3 - Second column Page 3/Page 4

Group 4 - Race Matters… And So Does Gender

Each group create a list of learning and insights from

your section of the readings.
Regrouping Regroup with a 1, 2, 3, 4 in each group.
Process
Share your information.

As a group create a slide with the following

information.
• New information
• Reinforced information
• New ideas on working with teachers/staff
within your schools
Implicit Bias Group
Work

Implicit Bias Review -

Full Article
Stereotype
Threat
 The risk of confirming negative
stereotypes about an
Stereotype individual’s racial, ethnic,
gender, or cultural group.
Threat
This added pressure results in
underperformance at a task for
The Silent Inhibitor which the individual is well
prepared.
Dr. Claude Steele, a
professor at Stanford
University coined the
term Stereotype
Threat and has studied
and tested its effect
since the mid-1990’s
Modern Family:

Jay’s Stereotype Threat

Student
How might this affect your
students?

What can you do to mitigate

Stereotype Threat in your
school?
 Reducing Stereotype Threat
Provide role models. People who observe role models from their group engaging in certain fields
and activities are more likely to think they can do the same thing. One study showed that woman
who read about other woman who had succeeded in fields of architecture, law, medicine, and
intervention performed better on a mathematics test than those who didn’t.[iii]
Encourage self-affirmation. One study showed that having African students engage in a self-
affirming journal exercise before the start of a semester closed the racial achievement gap by
40%.[iv]
Emphasize motivation and effort. African American students who were taught that intelligence
is “a malleable rather than fixed capacity" that can be increased through motivation and effort
received better grades than those who were not taught this.[v]
February 5th

We will begin working with the series

America and Me

Closing…
What’s the Big Deal
About Oak Park?

American and Me
● White Women and White
Privilege