Discussing Racism, Privilege, and the (White) Elephant in the Room
Regarding the Ferguson/Eric Garner Discussion—Challenging & Supporting White Students
So, I
started three other ideas for blog posts before deciding that I needed to write
something about the current state of student affairs work in the
post-Ferguson/Eric Garner grand jury decision discussions.
This
topic has permeated our work as student affairs professionals because many of our campuses are now serving as beacons for discussion,
activism, and demonstrations.
Even
many of our student affairs colleagues have written about this topic and how it
shapes our work and the ways in which we can support our students of color on campus.
And that’s awesome. I think this is a
powerful time for our field to step up like this and become leading voices in
the conversation on racial injustices in our country.
And yet,
there is one facet of this conversation that I want to focus on: Challenging and supporting our
white, socially just students that simply want to show their support, but have difficult
(i.e. uneducated and/or racist) home lives that challenge them from moving
forward in their journey of social justice education.
I am
going to share a personal experience, talk about getting to TA this semester through the model of Challenge & Support,
and then explain my philosophy of how to support white students during this
time.
(Note: This post is IN NO WAY meant to discredit the other very real racial work happening on our campuses and in society today. If you read it with that lens, I challenge you to read this again. At no point is that my intention. This post is merely meant as an extension of the larger conversation. One that I think some of our students need to hear/can relate to.)
Ferguson is quite the taboo topic right now. As is an discussion white students as well. How do we support them? IMAGE: Michael Ramirez (Investors Business Daily) |
PERSONAL CONTEXT
I was adopted into a white, low-SES, uneducated, and slightly
racially ignorant home life.
Having just turned 27, my closest sibling is NINE years older than me—with my oldest sibling being 50 years old. I am the only person in my family to attend college, let alone graduate from college
and/or even understand the concept of graduate school. Therefore, as the youngest
person in my family, I am the only one with any understanding of how the
academy works. And, by extension, how privilege works.
This is quite challenging—as you
could imagine.
However,
it is never more challenging than when the holidays come around. I basically
have no support when it comes to virtually any conversation whatsoever. And the
scapegoat that my family ALWAYS retreats to is the fact that I’m young(er than
them). I mean, I’m 27. I feel I’ve been an adult for a while now.
Now, I
assume there are many white students, and white student affairs professionals, that
have to go home during the holidays and listened to their “old fashioned”
relatives explain why Obama is Hitler, how the liberals are destroying the
economy, and how the gays are killing the sanctity of marriage—yes, ALL of
these are conversations I have recently had with my relatives.
And it’s
hard to listen to your family members say these things, or often worse things.
Because when we are in the early stages of development—diffusion, as Marcia
might explain it—we don’t question these things. We just accept them.
However,
for those of us who develop into free-thinkers—those of us with a little bit of
social justice education—we don’t like to keep out mouths shut. So we argue, or
we get frustrated and things get tense during the holidays.
It’s
always like this for me at home.
And I
live over 3,000 miles from home, which makes it even more difficult for me to
make the trip. Regardless, each visit goes something like this:
- Relative
says something racist/homophobic.
- I get
frustrated and challenge them.
-
Relative says something equally alarming while trying to explain they aren’t
racist/homophobic.
- I get
frustrated at their explanation and explain how it is racist/homophobic.
-
Relative calls me young and/or pretentious and that my education is a waste of
time.
- I
realize this conversation is a lost cause and leave to play with my nieces or
nephews because they don’t talk about political stuff.
Essentially,
going home is hard for me.
And the thing
is—I know I am NOT alone in this experience.
Many
students experience this!
Many of
my colleagues experience this!
My
partner and I have been talking about this for weeks!
So what
do we do for our white students that still don’t have the tools to question
their relatives or even engage in meaningful conversations with their peers?
Image: Steve Breen (U-T San Diego) |
CHALLENGE
With seemingly
everyone in the nation discussing the Ferguson/Eric Garner grand jury
decisions, we, as educators, are in a difficult situation because many of our
students are looking to us for answers/guidance.
This
semester was my reentry into teaching, as I stepped back into the classroom (I taught
High school in a past life) to TA for UMass Amherst’s Education 115 course,
Embracing Diversity—which is essentially a Social Justice 101 course, as you
can hear some of our students explain in a video I’ve linked at the end of this
post. (Note: This classroom context is
simply an example of how I practice my approach to educating and supporting white
students on these issues. I have many other examples I could use to discuss how
I do this with the students I advise as well.)
In being
able to TA for this course, I was given the opportunity to educate students on
social justice topics like race, class/socioeconomic status, sexual orientation,
gender, privilege, white privilege, oppression, Ray Rice and sexual assault,
and even the Ferguson/Eric Garner cases.
The
catch of all of this was that I was the only white male TA (of five TAs)
teaching the whitest and most male-populated discussion section for the course—88 percent of my classroom was white, over
60 percent were men. I had four Asian students (all women) and one Latina
student in my class. The other 35 were white.
I had a
classroom full of students from all over New England—two from New York, and one
lone student from Georgia. All of these students brought vastly different
perspectives on many of the topics we discussed.
However,
what I ultimately found was not shocking,
but it is something we might take for granted since we have social justice
conversations almost every day.
I will
try my best to be as clear as possible:
MANY OF OUR WHITE STUDENTS
HAVE NEVER HAD TO THINK ABOUT
THIS SHIT!
Campuses have always been incredible landscapes for activism. |
We
cannot assume all of our students are in the same place developmentally OR that
they will agree with or absorb everything you teach them. That’s not how
learning and/or development works.
You aren’t going to change a
student, who was raised in a racist home, that racism is bad by simply telling
them that racism is bad. They’re just going to go home—where racism is
practiced—and not think about racism being bad anymore.
These
topics MUST be broken down carefully over time.
That
being said, I made it my purpose for the semester to teach my 40 students about
the realities of the world around them. I constantly told them, “you’re already
ahead of me by being in this class,” because I didn’t have my first privilege
conversation until I was 23. I wanted my students to understand that white
privilege is not something to feel guilty about—it’s out of their control—what they
need to do is understand how their privilege functions in society so they can become
better allies/advocates for change.
I took
this one hour out of the week to do things like ask my students to Google the
phrase, “race is a social construct,” and then they would report their findings
and we would discuss how this affects them at a predominantly white institution.
I would challenge my students to think
critically about the world around them instead of simply regurgitating all of
the information they’ve been fed throughout their entire lives. It caused
for some awkward silences, but we pushed through it as a class.
One of
the first activities I did with students was the privilege walk.
(Note: You can click link for an example of how to do the privilege walk.)
If you
haven’t done the privilege walk with your students, I suggest you to do so. I
make my own list of phrases for them to respond to (e.g., starting with "If you are a man, take a step forward," and later using "If you are a woman, take a step back."), with the caveat that they
aren’t allowed to look back until we’re finished. When completed, this
activity demonstrates to students that most, if not all, of their privileges are invisible.
Another way to do this is with an exercise called, "Step in, Step Out," in which all students create a circle and step when they can agree with the statement being read. This is often an equally apt way of demonstrating the privilege and inequalities in your group. I chose the privilege walk simply due to the massively white class that I had.
Another way to do this is with an exercise called, "Step in, Step Out," in which all students create a circle and step when they can agree with the statement being read. This is often an equally apt way of demonstrating the privilege and inequalities in your group. I chose the privilege walk simply due to the massively white class that I had.
I had my
four lone Asian students and the Latina student (reminder: all women) in the
back of the class. When I asked one how she felt being there, she responded,
“I just stopped even trying to move forward. Because every time I did, I would have to take another step back. It made me want to give up.”
This
resonated powerfully with the rest of the class, which was all white, and
demonstrated to them where they might stand in relation to the rest of the
students in their institution, since UMass Amherst is a predominantly white institution. Her reaction is also another reason why some might opt to utilize the "Step in, Step out" activity instead of the privilege walk.
Moving
forward with the class was a much easier task because this was the first time
many of my white students had ever had to think about their privilege or their other
dominant identities.
Making the effort
to discuss these issues in a very approachable and intentional manner with my students
made a major impact on them this semester. Many of them commented on my individual
course evaluations that learning about white privilege and racial oppression
were two of the major topics that challenged their thinking this semester.
Reading
through my evaluations made me happy because I could tell that some serious
change happened over the course of 14 weeks.
But now
they are no longer my students—so I worry about where they go from here.
SUPPORT
On
Thursday, the final day of class, I addressed the upcoming holidays amid a
larger conversation about Ferguson and Eric Garner. I told the students that I
had a very difficult conversation with my parents about the grand jury
decisions, in which I challenged my parents on their stances—which caused my
mother to hang up the phone on me.
Some of
my students explained that they encountered some difficult conversations with
family on their recent Thanksgiving visits home.
I asked
them how they handled the conversations. A number of the students said they sat
there listening, trying to think about how to respond—using their knowledge
from this course. Others said that they challenged their family for the first
time and it felt empowering, while also scary because they were met with
similar responses that I receive from my family.
On that
last day, I told my students to not be
silent.
I told
my students that it is okay to challenge the views of their friends and family.
On that last day, I also told my students the importance of picking their battles and to recognize there is a time and place for everything.
On that last day, I told my students to speak out against
injustice and prejudiced if they ever encounter it on or off campus.
On that
last day, I told my students to always
question the world around them.
Be
curious. Discover their own knowledge.
On that
last day, I explained that since race is a learned social construct, racism is also a learned social construct. Therefore, we
have the power to unlearn these constructs.
On that
last day, I gave my students an example of a conversation I had with my sister—in
regard to some of my father’s remarks one year.
Sister:
You can’t teach an old dog new tricks.
Me: But
you can teach a dog to not be racist.
While
they laughed at this example—because I’m hilarious—I made sure to bring it back
to a very real feeling that what many of our white students are fed from their
families can cause a lot of cognitive dissonance.
On that
last day, I told my students that I
struggle with these topics with my family all of the time, but that doesn’t
mean I give up on my family. I love my family. I just have to separate
myself from their reality in order to spend time with them, which comes with time.
On that
last day, I told my students to change the subject or lay down ground rules if
they don’t want some things being discussed—or to simply leave the room. I have to do this often while at home.
It saves me from some tears or from shouting various obscenities. Or to simply
save face.
On that
last day, I told my students that they might get conflicting information or
confusing articles thrown their way, and that’s natural. There is always going
to be doubt with every major issue that happens in our country.
That doesn’t mean we can’t
question everything.
I'm not sure what will come of this, but I do know that we cannot do nothing. |
CONCLUSION
I hope
this post demonstrated some ways in which you can support white, socially just
students that just want to be allies/advocates on their campuses. Keep in mind
that many of these students might come from homes that either aren’t very socially
just, or just aren’t open to discussing these bigger topics.
Also
remember that my classroom context might be somewhat of an anomaly, but with as
much student leadership training that happens on a college campus, I can assure
you that there is somewhere to fit in my suggestions.
Naturally
there are going to be many white students that will come to you looking for
some sort of guidance when they possibly fear going home (like I often do) or simply supporting their fellow students of color on their campus. I suggest giving them space to talk just as you would any student.
There is bound to be a lot of confusion, frustration, and probably anger toward
their home situation. Be there for all of your students, regardless of race.
I don't want the work we do educating white students to be for nothing. And you shouldn't either. We need to support our white advocates so that they can educate their families and possibly inspire new tricks in some old dogs.
If we
are able to affect and educate today’s white college students that come from
historically racist backgrounds, we can potentially alter the course of history.
If we can educate on the realities of prejudice, oppression, and injustice in
this country as early as possible, who
knows what sort of impact we can have as student affairs professionals?
In order
to support these students, we need to consider our entire student populations
when moving forward in how to approach these large racial issues.
I
recognize that my approach/philosophy will not resonate or even work for all
students and/or professionals. I don’t expect it to do so. However, I do expect
that we can support all of our students as valued members of society and
recognize that they all come from varying backgrounds that may require us to read
and flex according to the needs of each individual.
Thank
you for reading.
I hope
this helped in some way.
-Craig.
BONUS!
Here is
the video that three of my classmates and I put together with the support of
our EDUC115 students in response to their learning throughout this year. Check
it out!
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