Transcript title

Your Identity @ Work:
Dialogues about Social Identity and
Career Development
Arianna Agramonte, Bernadette So, CJ Holterman,
Ross Wantland, Susann Sears
Provide an example of how you have
seen diversity benefit your work place?
Share an example of a challenge that you
have seen a student encounter related to
stereotypes and the job/graduate school
application process.
The Challenges of Diversity and
Inclusion in the selection process
• Bias in the selection process:
– Male applicants considered more competent and hireable than female
applicants for laboratory manager position (Moss-Racusin et al.)
– “White-sounding names” more likely to be selected than applicant
resumes with “African American-sounding names” (Bertrand and
Mullainathan)
– Higher Body Mass Index predicted fewer offers of admission to
psychology graduate programs (Burmeister et al.)
– Asian American applicant concern that selecting race will reduce
chances of admission (USA Today)
What got us thinking about Your
Identity @ Work?
• Professional Experiences
– Protective: “Don’t include information that points to your
identity on a résumé”
– Reactive: Alumni experiencing discrimination in the workplace
– Preemptive: know the possibilities of what could happen and
giving students the tools to navigate these systems
• We wanted to empower students to make informed
choices about how they share their social identities in
professional settings.
University of Illinois at Urbana-Champaign
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44,520 total students: 32,281 undergraduate and 12,239 graduate and
professional students, 52% men, 48% women, 5.0% African-American, 7.0%
Latino/a, 14.0% Asian-American, 2% Multiracial and 21% International
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Visible/Non-visible Disabilities
– ADHD, Psychological, Mobility/Physical, and LD compose the highest proportion of
enrolled DRES students
– Approximately 85% of students registered for services have Non-Visible Disabilities
– 78 wheelchair users
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Over 1000 Registered Student Organizations, many of which are identity based
(including professional organizations)
Identifying Collaborators
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The Career Center
Office of Inclusion and Intercultural Relations
University Housing
Disability Resources and Educational Services
Guiding Frameworks
• Social Identity Development Model (Hardiman
& Jackson, 2007)
– Social identity is the self-definition based upon
membership in a socially defined group
– Individuals may move from unawareness to
redefining to reintegration (and back)
– Both self-defined and other-defined
Understanding Inequality
• Oppression & Power (Hardiman & Jackson, 2007)
– Groups receive different treatment – privilege or
marginalization – based upon social identity
– Subtle, pervasive, and normalized
– Experiences impact student’s worldviews, interactions
• Microaggressions are an interpersonal form of
status inequality (Sue et al., 2007)
Privilege & Awareness
• Students with dominant
identities may lack preparation
for engaging in diverse
classroom/workforce
• Intercultural competency and
knowledge assists students in
recognizing their whiteness,
maleness, straightness, etc. as
identities
Guiding Theories of Change
• Social Justice Educational Pedagogy (Adams,
Bell, & Griffin, 2007)
• Bystander Engagement Theory (Banyard,
Moynihan, & Crossman, 2009)
• Multicultural Organization Development
Model (Jackson, 2006)
Learning Objectives
• Social identities: awareness, importance, and
articulation
• Professional settings: factors of inclusive settings,
researching organizations
• Disclosure of identity: pros/cons, approaches
• Positive bystander: microaggressions, responding
to bias
Social identities
• Definition of key concepts
– Social Identities
– Identity Salience
– Ascribed/prescribed identities
• Examples of social identities
• Writing activity
• Discussion questions @ table
Professional Settings
• Professional panel: search process, “how to”
• Alumni panel: lived experiences
Disclosure of identity
• Advantages and Disadvantages of disclosure
• Practice with a partner
• Reflections
Positive Bystander
• Definition of
microaggressions
• Intervention
methods: Inner
Voices
• Decision Making
Process
Successful Elements
• Collaborators from multiple offices
– Articulating learning objectives
– Funding
– Securing outside presenters (panelists)
• Campus resources
– Flash drives
– Campus swag
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Food
Flexible space
Universal design
Interactive activities
What We Learned
 Different audience members than expected
 Timing is critical
– Collaborators
– Students
 Marketing
– Communicating what our program is…
– Partnering with student groups
– Social media
Marketing
Marketing
Action Plan
Questions?
• Thanks for listening!
– Arianna Agramonte: [email protected]
– Bernadette So: [email protected]
– CJ Holterman: [email protected]
– Ross Wantland: [email protected]
– Susann Sears: [email protected]
References
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Burmeister, J.M., Kiefner, A.E., Carels, R.A., Musher-Eizenman, D.R. Weight bias in
graduate school admissions. Obesity 2013; 21(5):918-920.
Moss-Racusin, C.A., Dovidio, J.F., Brescoll, V. L., Graham, M.J., and Handelsman, J.
Science faculty’s subtle gender biases favor male students. Proceedings of the
National Academy of Sciences 2012;109(41):16474-16479.
Mullainathan S, Bertrand M. Are Emily and Greg More Employable than Lakisha
and Jamal? A Field Experiment on Labor Market Discrimination. American
Economic Review. 2004;94(4):991-1013.
The Associated Press. (2011, December 4). Some Asians’ college strategy: Don’t
check ‘Asian’. USA Today. Retrieved from
http://usatoday30.usatoday.com/news/education/story/2011-12-03/asianstudents-college-applications/51620236/1
References
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Sue, D.W. et al. Racial Microaggressions in Everyday Life: Implications for Clinical
Practice, American Psychologist, 62(4), 2007, 271–286
Banyard, V., Moynihan, M., & Crossman, M. Reducing Sexual Violence on Campus:
The Role of Student Leaders as Empowered Bystanders. Journal of College Student
Development 50(4), July/August 2009, 446-457.
Hardiman, R., & Jackson, B. (2007). Conceptual Foundations for Social Justice
Education. In M. Adams, L.A. Bell, & P. Griffin (Eds.), Teaching for Diversity & Social
Justice (pp. 35-66). Routledge, New York: Routledge.
Adams, M. (2007). Pedagogical Frameworks for Social Justice Education. In M.
Adams, L.A. Bell, & P. Griffin (Eds.), Teaching for Diversity & Social Justice (pp. 1534). Routledge, New York: Routledge.
Jackson, B. (2006). Theories of Multicultural Organization Development. In B.B.
Jones & M. Brazzel (Eds.) The NTL Handbook of Organization Development and
Change (pp. 139-156). San Francisco: Pfeiffer.