Diversity & Inclusion

Workshop

Presented by the Diversity Committee, including People of

Color Conference, Teaching Tolerance: Tools for Educators
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and Courageous Conversations About Race Attendees
LOOKING BACK A YEAR OF GROWTH
COMMON LANGUAGE
Facilitate conversation
within the WNS
community

Emerge feeling more

prepared to discuss
diverse topics with
your child, particularly
through literacy.
OVERVIEW

1 2 3 4

Race Gender Anti-Bias Literacy

 RACE

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FIRST
impressions
FIRST FEW SECONDS

RACE

GENDER
 RACE

The socially constructed meaning attached

to a variety of physical attributes, including
but not limited to skin and eye color, hair
texture, and bone structures of people.

GLENN E. SINGLETON

Singleton, Glenn E.. Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools (p. 50). SAGE Publications. Kindle Edition.
Human conversation
is the most ancient
and easiest way to
cultivate the
conditions for change
personal change,
community, and WHY
organizational
change RACE?
- Margaret Wheatley
Organizational Behavior
Specialist (2002)
Human conversation Racism is so
is the most ancient
and easiest way to universal in this
cultivate the country, so
conditions for change
personal change, widespread and
community, and
organizational
deep-seated, that it

change is invisible because it

- Margaret Wheatley is so normal.
Organizational Behavior
Specialist (2002)
- Shirley Chisholm
Americas First Black Congresswoman
 RACISM

Beliefs and an enactment of beliefs

that one set of characteristics is
superior to another set.

GLENN SINGLETON

Singleton, Glenn E.. Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools (p. 50). SAGE Publications. Kindle Edition.
VIEWS ACTS
The belief that all members of each Prejudice,
race possess characteristics, discrimination, or
abilities, or qualities specific to that antagonism directed
race, especially so as to distinguish against someone of
it as inferior or superior to another a different race
race or races. based on the belief
that one's own race
Oxford Dictionary
is superior.
Oxford Dictionary
INTENTION

This mistreatment carried by people who

have been conditioned by the society to
act, consciously or unconsciously, in
harmful ways towards others.
Julian
www.bestppt.com Weissglass, Racism and the Achievement Gap
RACISM
 RACIST

Any person who subscribes to the belief that

that one set of characteristics is superior to
another set and perpetuates them
intentionally or unconsciously.

GLENN E. SINGLETON

Singleton, Glenn E.. Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools (p. 50). SAGE Publications. Kindle Edition.
INSTITUTIONALIZED RACISM

PREJUDICE
PLUS
POWER
Judith H. Katz

The power to create

an environment where
[racism] is manifested
in the subtle or direct
subjugation of the
subordinate ethnic
groups through a
societys institution.
Lindsay Nuri Robins & Terrel
RACISM
 GENDER

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 OKAY
TO STOP & LEARN

CULTURAL LAG
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GENDER B I N A R Y
A social
system in
which all people
are classified into
either one of two
categories:
male or female.
LGBT Community Center, NOLA
 An
individuals
sense of gender
exists somewhere
between male and
female, at various
points along what is
known as the
gender spectrum.
Teaching Tolerance
 TRANSGENDER

Someone who was assigned one sex at

birth, but comes to identify and as a member
of another sex, is called transgender.
LGBT Community Center, NOLA

CISGENDER

Someone who lives and identifies as the same

gender that they were assigned at birth is called
cisgender.
LGBT Community Center, NOLA
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WHAT IS AN ALLY?
 Gender
=
Orientation
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GENDER IDENTITY
NON-BINARY GENDER IDENTITIES

The rigid expectations of my

birth sex do not match my
understanding of who I am.
ALLY TIP #1
PREFERRED PERSONAL PRONOUNS

Traditional they
pronouns

she / her
he / him
GENDER PRONOUNS
COFFEE BREAK
5 MINUTES

30
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 ANTI-BIAS

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PRIVILEGE
A right or
immunity granted
as a particular
benefit,
advantage
or favor.
PRIVILEGE
S O M E T I M E S Y O U R E A C AT E R P I L L A R
MICROAGGRESSIONS
C U LT U R A L C O M P E T E N C Y

EQUITY EQUALITY
The state of
Enabling everyone to
access their potential being equal,
by creating especially in
opportunity and
eliminating the status, rights,
barriers that prevent and
full participation.
opportunities.
W H AT S T H E D I F F E R E N C E ?
IMPLICIT VS EXPLICIT BIAS
DEFINE:

ANTI BIAS

An active approach to the

identification and challenging of
prejudicial and discriminatory practices
in relationships between people.
 Anti-Bias Education

supports
respecting
and and
embracing acting out
differences against bias
& unfairness.
4 ANTI-BIAS EDUCATION GOALS

Identity Diversity

Justice Activism

As defined by Louise Derman Sparks and Julie Olsen Edwards

NAVIGATING THE CONVERSATION

Curriculum
Navigating the Conversation K-2 Connection
Younger:

- Age-appropriate activities & Anti-Bias

discussion topics for the home. themes that
directly
Example connect to
school
curriculum by
age.

Older:
 m
iculu
Currnection
Con

n
K-2 Youn
g er:
NAVIGATING THE CONVERSATION
satio
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ren a truct
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o Olde
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Ex : C r id l o v e r s w h e a
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IDENTITY work DIVERSITY
not k e con
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ectiv ith that what s
o gic is gic on th ds p
ersp
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c o
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impo ost? be c hts a
th
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ou m ed to on none of them fully
talk about are like me and different
urt y n e c ivil rig in sc O spoam, rtatibut and different from people who
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tran s tois
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irnes
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ical day-
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istor ying
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r stu local
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g To

portu
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ectiv I do things the
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Wha rks a from other people and groups,
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l Spa I want to know more about other peoples lives and experiences,
u n rince nd B
il

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l Tan
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Mo
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a uild ers e rm
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Ex:

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ace A
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I know that words, behaviors, I try and get to know people

I pay attention to how
people (including myself )
3-5
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, C h ildre rules and laws that treat as individuals because I know stand up for myself and for others,
od Wo are treated, and I try to
y Chip people unfairly based on their it is unfair to think all people and I know how to get help if I
icks b
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ted fr
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Nav
Adap
harm. the same.
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igat
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I know that life is easier for I know when people are something when I see familyto make our school and Con
some people and harder for treated unfairly, and I can give community a
Le r
nifor vers
others based on who they are examples of prejudice words,
unfairness, and I will not let
a
fair ngeveryone,
ac u
rate and ccooperate
ccuhard
and
Youn atio
and where they were born. pictures and rules.
others convince me to go
along with injustice.
we will work
h
in orderExto: achieve ouri s
rate
togoals.
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out a
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I know about the actions of people and groups
who have worked throughout history to bring
more justice and fairness to the world.
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hurtful or unfair, and will do a
even if I disagree with someones words n
A
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Ex:
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Adapted from Perspectives for ao cietyAmericaiaby
s Diverse ustic Tolerance pings an
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Pa ger:
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SHARING SESSION
10 MINUTES

How do you think

these topics would work
in your home?

What has worked

well for you?
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NAVIGATING THE
CONVERSATION

Literacy
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DIVERSIFYING BOOK SELECTION:

WINDOW
BOOK
Does person

look like me?

live like me?

feel like me?

DIVERSIFYING BOOK SELECTION:

MIRROR
BOOK
Does person

look like me?

live like me?

feel like me?

ANY WINDOW CAN BE A MIRROR WITH THE RIGHT SLANT OF LIGHT

Artwork by Chris Soentpiet from Amazing Faces

 MORE FIXED
DIMENSIONS
OF SELF Age
Sex
Sexual
Orientation
Gender ID &
Expression
Race /
Ethnicity
National
Ability / Origin
Disability

Adapted from Johns Hopkins University Diversity Wheel

 ACQUIRED Language &
DIMENSIONS Communication Political
OF SELF Skills Beliefs
(FOR KIDS)
Economic
Status
Family

Religion
Appearance

Education

Adapted from Johns Hopkins University Diversity Wheel

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Adapted from Johns Hopkins University Diversity Wheel
 Self Perspective
Regulation Taking

Social
Problem Flexible
Solving
Learning Thinking
Curriculum

Thinking as
Social
Part of a
Comm.
Team
SELECTING ANTI-BIAS CHILDRENS BOOKS

Watch for Lo
s ade d Words
lationship
Check Re d
ses relaAteword is load
lin e m a y carry bia ed when it in
any way dem Exa
s the story tities.
rious iden because of any of their eans or makes mp
k a l diversity, o f va people invisib
o o if a b o o k sh o w s vi su
ip s a m o n g p e o p le
w or
identities. One
ex am le le o
f Di
s B E ve n
wer relati
o n sh d m an to stand for pl e is th e generic use
ffer
n d le s p o r fe m ale w om en as of th e I n
en
a r o w el
to h o w it h
peo p le o f co lo of w ay s to avoid sexist l as m en . Here are som A Cha enc
d r ra l fig ures with la ng ua ge : e ex am pl es t r i r e as
il i f
e ce nt e o
arac te rs th s to s r My Inte
C h Are w hi te s or male ch
les? co m munity instea c om a v em M o the gra
i a s characite ulrs a r
in su p porting ro
color, a g
irl, o r ch ild w ith a d of brot he rhood mo
f o r t abl o n ey t r, a you l, no
- B t c ild o f , firrg
fo efiivgh
e, ters in
se t h e c o g n t the
ti
r es a ch er stan d rted of firemen e h a e g ch
a l d o un d r . i t
n a p plies ptance and/or appro
va
be the one
to
an sing Alth r fo
r
a ild Ma
s t o r ce st or o h in T
gA
lit ie s s in stead of fore l ep u er w
ou To agpain acce
on
y qua gh
ab traordinar fathers a re are the aitr opi
t i n a t i i
d
on es andisability have to
exhibit ex sou nt, w boo ess c:
e c s t r l i z at
ag d
rc e f u
o r k i n k sh
o
l a s e? at iv e an l g g - w
Illu
g clas
er s iti sa
Se
or ch an wn in irl, i
en me l en based
on their o
/men? t is s fa
n d g atory ca ts of girls and wom with boys not mily
si
e i t i tio ns hi p d ida , and
lifi og cremen or rela
les. Look at the
hinev eir looks ctic
e mp der Are the ac i . due to th ro Copyright Da
typ
r s i n
e ce, otrio ne th ey d o e r .
ve s . ren ar ople in
o n o y car
rie ple inteillildg llec
eo ge ch lance of d
ifferent pe te
r e s : a ll . p r c o
e e d s a b a
Ste
e a p z e g a u ct io n n Al th ou gh
typ h usu gro
u ni n yo ok colle a recent copy
eo ma o e froYo m ur bo right date is no
s ter w hic n the e hu o ut d
sensitivity, co
pyright dates
guarantee of
a books rele
o r p i s d e y at e are useful info vance or
k f o u p l e p e u i r in y rmation.
o g r e o t y e q i m i l i t
Lo t y p e o r e l b
i isi
ifestylesan e childrens books began to reflect the
nt L r s e ir
ide AL Ste otype ly b Inv the
Mor
to e ab r in
s a b o u t L
se ag oue
m r o e t
ot essab
st e b f d nonsexist an reality of a pl
the ng pro ok M d non-ableist uralistic societ
a ini o uld Lo d o n hem n t in fe r fr o m the perspectives
in the 1970s.
y
n t s h n t e s e th a t d if
c o u t r e e s o w a ys o f lif st o ry
s ,b il d ch d ou t , or the
ok ing ch ea hogments implied ab be pitied
Bo i nk h at s o tvaluned ju wd
p e ople are to
h a l
ti ve (e .g ., )?
t W
Are noeks g a s a
teltrure or econom on
ic class way of life
m b o t a t
cu th e le ss desirable Assess Appe
nis domina nm y. ocog me mts out o f
al
o ke w ho
n ceiept erson wh f p s: e ci fic
within a sp
o
f or
T is abouutr o so p les g rou s p e oBep le su
o am ible a amon g re the book ments,
ok e Ex
re
l at diversity g environ is a good read. If child
Lo y on ook co
is
invllection ndreur
paic
s structurebo rinin
s, liv g, a bo ren find the Ist na
l b o o k m ily ok ww ithin orn
on n a es your b r f fa ale roles ill not hold their attentio y uor
i s m
g i u t D o chliveasrsa rang r itee o o mo m asple /f e m n,
tshilleustrations
e in u p a b o
ic g ro u p , su
h o ke d w tw
f w o rk , a n d ec ifi c ki nd of diversity yo ev en if th see bo
l ok ll
s e o t . l/ e th n w o r n p er s o e c tionadds a as you
rly yg
r ren rtan racia s
ilie nld a rw
it io ntisstsa, nd
a ty
ds rs
o
t
u need.
l a n il d m
Faic co co l d a n , a cho
gu fa ch po om
socioecon Blue- ians, th tw r fath
a r o e are ima lwa
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Re o n o ung s s im
i c i
w ers s o t e dp Ch ec k fo r ac tiv e,
ges e e p
boo
r s o l e ily ? u s s r a in te re st to n i nm ks o
pe es
y or d e the fam M ilie oth ilie carc m e
en in te
ing story lines
w he u i n r cr
c h re c lu a m m a m i n la ld r gr al to th e pe d re vi e w s. re di ffe re nt kip o s r t u d itica
a o i n F l e
g less h a f n I s h i ti nop
gs an
le in the story, no nd i
s t of
i v pe op re o t h e lly e
te is m
s m n S i n t t i c e dc
n e d u ca ti o n al ra t th e m e at
le ar e r, co p o w xam
i a e i c a d ain topic. t itud nve er o
o ltrs age-based an
a
wh k en A f ric y H om lies w o pr fo u e t r s e f b
ine
to e a n m i
m e wd hia .or arg d A o w l y, o o you
o f o n m m o n se se
Fn ple
a e d apt a r d t o u k s r cu
e s l y n g l y o u t co m o n d ed o t n d t h rren
pl on amo Conhe ck P e e f rom h ers, erm eir t bo
a m t h g h a nsg G a i n wo ok
E x w i ld v i n i t T r uid n d e a rd s
s h i h a n w r e fo m o c h i a n
o k n c r re e r Se t i v a l d s d t h
bo ca no ild oth lect tion sen eir
eri dre ut ch any
ing
Ant to a se o
Am c hil b o m i-Bi ct fo f se
l f,
ite g as C r fa
ka on hild irne
wh boo am ren
s B ss.
e s
on bilitie ook
s b
a y Lo
dis s. uise
o k Der
ma
bo Spa n-
rks
ANTI-BIAS LITERACY
ANTI-BIAS LITERACY
ANTI-BIAS LITERACY
 THANKS YOU!
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