your identity @ work: dialogues about social identity and career development
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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? . - PowerPoint PPT PresentationTRANSCRIPT
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Your Identity @ Work: Dialogues about Social Identity and
Career Development
Arianna Agramonte, Bernadette So, CJ Holterman, Ross Wantland, Susann Sears
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Provide an example of how you have seen diversity benefit your work place?
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Share an example of a challenge that you have seen a student encounter related to stereotypes and the job/graduate school application process.
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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)
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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.
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University of Illinois at Urbana-Champaign
• 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
• 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
• Over 1000 Registered Student Organizations, many of which are identity based (including professional organizations)
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Identifying Collaborators• The Career Center• Office of Inclusion and Intercultural Relations• University Housing• Disability Resources and Educational Services
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• 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
Guiding Frameworks
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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)
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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
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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)
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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
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Social identities• Definition of key concepts
– Social Identities– Identity Salience– Ascribed/prescribed identities
• Examples of social identities• Writing activity• Discussion questions @ table
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Professional Settings• Professional panel: search process, “how to”• Alumni panel: lived experiences
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Disclosure of identity• Advantages and Disadvantages of disclosure• Practice with a partner• Reflections
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Positive Bystander• Definition of
microaggressions• Intervention methods:
Inner Voices• Decision Making
Process
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Successful Elements • Collaborators from multiple offices
– Articulating learning objectives – Funding – Securing outside presenters (panelists)
• Campus resources– Flash drives – Campus swag
• Food• Flexible space• Universal design • Interactive activities
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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
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Marketing
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Marketing
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Action Plan
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• Thanks for listening!– Arianna Agramonte: [email protected]– Bernadette So: [email protected] – CJ Holterman: [email protected] – Ross Wantland: [email protected] – Susann Sears: [email protected]
Questions?
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References• 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/asian-students-college-applications/51620236/1
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References • 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. 15-34). 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.