slayter - black lives matter lecture
TRANSCRIPT
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Elspeth Slayter, PhDAssociate Professor
School of Social WorkSalem State University
#BlackLivesMatter Teach-In for Social
Work Students
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What is a teach-in?
A teach-in is when a particular subject is addressed with a large group of people
Traditionally, teach-ins were done in large groups, but this week’s teach-in will take place in different classrooms across the campus
What will unify these classrooms is the fact that we are talking about the #BlackLivesMatter movement
#BlackLivesMatter Teach-In
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National activist movement
Led by Black people, supported by allies
Campaigns against multi-systemic physical, psychological, and political violence toward Black people
Use of #BlackLivesMatter refers to a movement that is addressing the ways in which Black people in the United States are deprived of basic human rights and dignity in many instances
#BlackLivesMatter Teach-In
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Don’t All Lives Matter?
By saying "All Lives Matter," it implies that all lives are equally at risk – and based on narrative accounts, as well as statistical data we know this is not true!
The statement “Black lives matter” is not an anti-white proposition – we are honoring the experience of Black people
Affirming justice for Black people is part of a global and inclusive justice movement.
The #BLM movement is an ideological and political intervention that is committed to recognizing and speaking out against anti-Black racism and changing systems
#BlackLivesMatter Teach-In
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#BlackLivesMatter
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#BlackLivesMatter
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#BlackLivesMatter
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#BlackLivesMatter
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By saying "All Lives Matter," it implies that all lives are equally at risk – and based on narrative accounts, as well as statistical data we know this is not true!
The statement “Black lives matter” is not an anti-white proposition
Affirming justice for Black people is part of a global and inclusive justice movement
#BLM movement is an ideological, political intervention that is committed to recognizing and speaking out against anti-Black racism
#BlackLivesMatter
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#BlackLivesMatter as a controversy
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A clarification from #BLM
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A word from the U.S. President
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Support from police
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Important to me as a social worker“Social workers promote social justice and social
change with and on behalf of clients”
Honor the #BlackLivesMatter movement through teaching – as an ally
Many social situations and trends impacted development of #BlackLivesMatter
One of those is they way social inequality has resulted in disproportionate representation of Black children in child protection/welfare
#BlackLivesMatter Teach-In
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#BlackLivesMatter Teach-InWhen compared to White children, Black children
were:
2.92 times more likely to have reports made to child protective hotlines
3.05 times more likely to have those reports accepted for investigation
4.56 times more likely to be removed from their home
Source: http://www.seattletimes.com/seattle-news/disparities-
found-in-child-welfare/
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Race/ethnicity % of total child population
% of children in foster care
American Indian/Alaskan
Native
1% 2%
Asian/Pacific Islander 4% 1%
African-American/Black
14% 31%
Hispanic/Latino 22% 20%
White, Non-Hispanic/Latino
56% 40%
#BlackLivesMatter Teach-In
U.S. Census Bureau, 2008
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#BlackLivesMatter Teach-InDisparate experiences
(Stoltzfus, 2005)
Part of disparity may be attributed to use of kinship care – but does not account for the enormity of the gap
6.29 times more likely to stay out of home for 2+ years
African-American/Black Children
White Children
Mean length of stay in foster care, 2003
40 months
24 months
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#BlackLivesMatter Teach-InNot new phenomenon!
Slavery - excluded from orphanages /placed in almshouses
1910: National Urban League, need equitable services
Post WWII: Increased “access”
1959: Study on reduced likelihood of adoption
1963: Study on racial bias among child protection workers
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Why do we see disproportionality?
3 National Incidence Studies of Child Abuse and Neglect (NIS) found no relationship between race and the incidence of child maltreatment after controlling for poverty and other risk factors (Sedlak & Broadhurst, 1996)
Incidence of child abuse and neglect was associated with poverty & single parenthood
Socioeconomic status - strongest predictor of maltreatment rates (Sedlak, McPherson, & Das, 2010)
#BlackLivesMatter Teach-In
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How can we move forward to address the realities of Black children and families?
Poverty alleviation and community development
Efforts to improve socioeconomic status (SES)SES = Education, Income, Profession
Jimenez: Suggested policy solutionsAllow subsidies for legal guardiansFoster the use of broad kinship networksDevelop shared custody models vs. TPR
#BlackLivesMatter Teach-In
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How can we move forward to address the realities of Black children and families?
Researchers: Move beyond “disproportionality exists”:Does the magnitude of the gap differ in different
localities? Do places that have high disparity rates share other
characteristics? Are factors such as family structure, unemployment,
and parental education levels related in any way to disparity rates?
How should what we learn about where disparity is greatest influence public investments designed to promote greater equity for children and families?
#BlackLivesMatter Teach-In
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How can YOU make a difference?
Be aware of how your social identities impact your social work practice
Be an ally – honor the experiences of Black people!
Be aware of the causes of disproportionality!
Work towards small-scale solutions!Think globally, act locally
#BlackLivesMatter Teach-In