Lauren D., Week 9

 No Magic Cape

“But I think we can never eradicate racism. We can educate ourselves about the inequities. Social workers can play a primary role and look at the structural inequalities. The purpose of social work is to enhance social functioning, remediate social ills, and alleviate oppression. I don’t think you can change the world, but you can change one person at a time.”

http://www.socialworker.com/feature-articles/ethics-articles/Racism%3A_The_Challenge_for_Social_Workers/

            As the powerful quote from “Racism: The Challenge for Social Workers” highlights above, being in the Masters of Social Work program at UNE, has given me hope in helping to bridge the gaps of racism.  I have certainly learned that I do not have a magical cape and I cannot swoop in and save the world from all injustice and inequality; but, I can network and build connections, such as with the group of youth engaged within our social inclusion project.  I have also learned that it is not enough to just educate myself about inequities through conferences that highlight “all you need to know about cultural competency,” but rather, I need to work with those diverse cultures and learn their morals and values first hand- listen to those individuals, rather than think I am in expert.  For I am certainly no expert in a culture I have never lived, and who am I to pretend I am?  It becomes too easy in the professional world to think we are skilled because of certificates of completion or educational levels achieved.  Cultural competency learning, can only truly come from that first-hand connection with those living the inequities and injustice. 

          During this week’s group, the incredible youth and young adults participated in developing a “plan of action” to be carried out addressing the cultural gaps identified in previous focus groups.  The group collaboratively decided to design a plan of action which focuses on providing a training to educators teaching at the high school and college level.  This training would be inclusive of the youth themselves presenting the holes that exist for minority groups in the educational system and ideas for teachers and administrators in closing in those holes to create equality for all students.  The energy in the room while brainstorming this plan of action was impressive- you could feel the excitement and dedication each youth and young adult brought forth!

Lisa D., week 7

This week the group came together and  compiled all the information that was collected from the three focus groups. The group themselves and the two high school classes. There was a lot of wonderful information that came through. There was also repetitive  thoughts and opinions that came from each focus group.

When asked the questions of:

What are the gaps or challenges you face?  Response:  Lack of cultural awareness, being forced to fit in, lack of knowledge and communication form others, stereotypes and fear of difference, white privilege, blind racism, preconceived notions, Teachers expecting you to know everything about your country and culture, teachers lack knowledge and drop the ball, and lack of minority representation.

How can we bridge these gaps? Response: Mutual investment in minority groups and stake holders, Educators & administration open to growth with genuine listening, taking in change, and reform,More training programs on implicit bias, awareness and education on cultural competency, Principals, guidance counselors and teachers learn how to make better connections with parents, Teachers engaging in different environments outside a school setting to experience other aspects of culture and diverseness, Letting teachers know to not make assumptions (needing help on school work),undervalue minorities instead asking students if they are comfortable sharing about their experiences in their country or their culture.

What are barriers  and hopes in bridging these gaps? Response for barriers: Fear of being harmed, lack of resources, misunderstandings, lack of white allies, lack of mentors who are of color,stereo types and being told to “stop acting black”Internalized self hatred and fear of making change. Response for Hopes: Restoring culture, knowing that you are not alone, continuing to celebrate what is not being celebrated by the dominant race, Our own cultural celebrations and keeping the human spirit alive.

How can we create change? Response: Cannot be a bystander, continue to create programs that truly involve all people of all cultures, Keep a balance of ongoing dialog,awareness and action, be yourself, be part of writing bill at the state level and knowing history, no judgment, having a voice, question everything,be a good person, mentor, friend, family member and partner and lastly to “THINK LOVE, SPEAK LOVE, BE LOVED!

Lisa D., week 6

This week we went back to the same high school and did a focus group fro a senior class. This time it was myself and one other young adult. The class was earlier in the morning and the students were not awake yet for our presentation. It took some time for the class to wake up and open up in sharing their thoughts, opinions and experiences. Since there were just two of us running the focus group, we split the class into two groups and worked with them on 2-3 questions.

The questions that were asked were:

What are barriers or gaps that you face on a daily basis?

How can you as youth bridge these gaps?

What are challenges in bridging these gaps?

The students gave fabulous insight to these questions. 

Next week you will see the compilation of data from the three focus groups. 

Lisa D., week 5

The group of young adults and myself went into a local high school and did a focus group with a junior class. The group did a fantastic job of explaining with our project is and what a focus group is. We broke up the class into small groups and each of the young adults lead a group in 2-3 questions on cultural gaps the teens face  on a daily basis. This was a very lively class and had a lot to share with their own personal experiences. The young adults running the focus group had a very positive experience and were very motivated to reach out to all the high schools in the area to do this focus group. 

Lisa D., week 4

 Taking a step Back

Due to being sick the group had to cancel the focus group with he high school. We did reschedule for the following Wednesday. This was a blessing in disguise because it gave an opportunity to practice more for the focus group. In fact, the young adults in the current group had a chance to answer the questions they will be asking.  This went really well, there was a lot of information given as well as other topics that formed aside from the questions. The group was very engaged and had a lot of great information to share. Some common societal gaps that were prevalent:

Language: the meaning of words and phrases

education: How white kids are seen as a victim and kids of colorer seen as the perpetrator in any heated situation in a classroom.

Lisa D., week 3

 This week was on the more quieter side. The group was working very hard to finish up their stories. I presented to the group an opportunity for them to facilitate a focus group at Casco Bay High school next week. The group voted and were excited to do it. Together we came up with discussion questions to ask the class on helping us to define the cultural gaps in our system. 

Some of the questions they came up with are: 

What do you believe are some gaps in the system?

How has these gaps been shaped throughout America’s history?

What are the gaps or challenges you face?

What are the gaps or challenges your families face? And other people you know?

Are any of these gaps intentional? Why?

How can we (together) bridge those gaps?

Stay tuned for the outcome of this focus group!

Lisa D., week 2

 This week, the group started to write their stories of who they, their experiences and what they want people to know about them.

The group was bigger than last week,  four more young adults joined us. They offered amazing insight and were excited to write their story.

In listening to these very intelligent young adults today, what was evident were the judgments and misconceptions they have to face on a daily basis from teachers, police and other people who come into their lives. Thoughts and experiences were shared of how other people perceptions of them are immediately formed before getting to know who they are as human beings. The group shared that others see them for the color of their skin, the clothes they wear or their sexual preference. People do not take the time to see their ideas, hopes and dreams.

 It is important to be free of misconceptions before knowing a person. It is important to talk about making judgments of others before we really know who they are and what their experiences are. 

As human beings we are programmed to automatically judge a person or size them up.  Everyone does it. Wether it is first meeting someone and assessing what they are wearing, noticing their age,  color of skin or how their voice sounds. 

The theme for today, would be to have awareness of judging others by first appearances before getting to know each other.

Lisa D., Week 1

This first week of meeting with the group of young adults was filled with excitement and positive energy. Together, we came up with guidelines for the group and also started the writing piece of the project. The group brain stormed ideas of what the writing piece should look like and topics they wanted to include in their stories. 

The group was very engaged in conversation about the differences and similarities between themselves even though they are from the same country. The group also shared having to juggle their culture with in their homes as well as having to conform to American societal expectations. The group ended with wanting to invite more young adults to join in this project.

Lauren D., Week 8

Bridging the Gaps

“This is a call to enhance love, but not just private love.  This is a call to enhance public love- justice.  This is a call to intentionally support the creation of structures informed by and informing our sense of social justice and spirituality.  This is a call to become responsible for the institutional structures we inhabit and that inhabit us.  This is a call for self- and world-making and for the bridge between them, as well as recognition that the world is deeply spiritual even at its most secular.  It is a call to create and live the predicate for the beloved community” (Powell, 2012, pg.228). 

            The insight and inspiration that filled the room this week, as the group of youth and young adults brainstormed ways to bridge the gaps of social inclusion, was beyond powerful.  To able to witness the younger generation so genuinely invested in change and reform encourages my heart and soul in a hope that CAN exist. 

The participants this week created the list below as possible ideas in overcoming the obstacles of racial inequality:

·         Mutual investment AND follow through from BOTH minority groups and stakeholders (such as law enforcement, educators, politicians, etc.).

·         Trainings, Education and Awareness on implicit bias.

·         Reform in the school systems to include educators and administration being open to growth (such as allowing students to speak their native language) AND all school staff and parents being better connected.

·         School systems not making assumptions, undervaluing minorities and asking students if they are comfortable sharing/being asked about their culture.

·         Engaging one’s self in different environments/environments that may feel uncomfortable.

·         Education around diversity, cultures, morals, discipline, faith/holidays.

·         Mentors who can relate to minority youth.

As highlighted above, education and school systems are a vital piece in the arena of social inclusion.

This week we also opened-up the conversation to “HOPES” of bridging these gaps.  It was painful to hear several youth and young adults voice hopelessness and truly struggle in believing hope was possible, due to the continuous obstacles they face daily.  Yet, even after this raw and unsettling conversation occurred, one youth brought forth a quote she once heard “THINK love, SPEAK love, BE loved.” With those words, I think hope must exist!

References:

Powell, J. A. (2012). Racing to justice: Transforming our conceptions of self and other to build   an inclusive society. Bloomington: Indiana University Press.

Lauren D., Week 7

As we are nearing the half way point of this amazing opportunity to facilitate and engage youth in the movement of bridging the gaps of social inclusion, this week I have decided to reflect on the journey thus far.  Each week this group of committed, energized and passionate youth and young adults continue to amaze me in their genuine insight and ideas. Their voices highlight the raw reality that exist for minority cultures right here in our community; but, their voices also instill hope in a new generation seeking social reform and change that is inclusive of all.

Each week as I am grateful to be witnessing the conversations taking place among this group of youth, my own knowledge continues to grow and be challenged.  As participants identify the real life obstacles they endure on a daily basis, my mind is constantly brainstorming how I, as a social worker, can be supportive of creating change both at the micro and macro levels. These meetings provide a learning opportunity that could never exist within a textbook. 

            With the current political campaign flooding social media, I recently viewed a Washington Post article that addressed the increased racism emerging from Donald Trump supporters.  John Hinderaker of the conservative website PowerLine, declared that this presidential candidate is not racist, but rather, “careless and undisciplined.” https://www.washingtonpost.com/opinions/donald-trump-is-a-bigot-and-a-racist/2015/12/01/a2a47b96-9872-11e5-8917-653b65c809eb_story.html?utm_term=.2ea25701e3c6

How can we continue to make up excuses for such ignorance and discrimination to occur? Instead of trying to validate the violence and injustices that have occurred at Trump rallies, as a society we need to stand up against this hatred.

I reflect back to the statement one youth made a couple of weeks ago while brainstorming any fears in bridging the gap of social inclusion: “I am afraid of being harmed or killed.” It is NOT acceptable that our society allows for such a terror to exist.  It is NOT okay we continue to blame and put human beings in categories, such as “drug dealers,” because of the color of their skin.  Diversity exists, and needs to be embraced.  The youth and young adults engaging each week with us, are brave souls, taking on the task of challenging the “careless” mindsets of others. I truly applaud their courage! 

Lauren D., Week 5

Is the Educational System Fueling the Racial Divide?

Reflecting on last week’s focus group with an amazing group of diverse Southern Maine youth and young adults, and exploring this week’s reading material, the education system within our country continues to be highlighted as driving force of the racial divide. In our focus group, youth identified local Maine School’s continuing to not be culturally competent and knowledgeable. This trend appears to be present through the United States; not only with competency, but also with unjust and more harsh sanctions on minority populations.  A 2007 Chicago Tribune speaks to this truth:

§  The average New Jersey public school, African-American students are almost 60 times as likely as white students to be expelled for serious disciplinary infractions.

§  In Minnesota, black students are suspended 6 times as often as whites.

§  In Iowa, blacks make up just 5 percent of the statewide public school enrollment but account for 22 percent of the students who get suspended.

§  Fifty years after federal troops escorted nine black students through the doors of an all-white high school in Little Rock, Ark., in a landmark school integration struggle, America's public schools remain as unequal as they have ever been when measured in terms of disciplinary sanctions such as suspensions and expulsions, according to little-noticed data collected by the U.S. Department of Education for the 2004-2005 school year.   http://www.chicagotribune.com/chi-070924discipline-story.html

With such startling statistics, I would conjecture that minority youth are hypervigilant within the educational system, wondering and waiting for such injustice to occur. One of the young ladies in our focus group spoke to a situation just this year where school personnel scapegoated her for a circumstance with a fellow “white student.”  She explained that while the teacher “coddled” this other student, she felt blamed because of the color of her skin.  How can our country come so far in areas of acceptance, but still lack social justice skills?  Our school system needs to be a place for ALL students to feel inclusive and safe in learning and furthering their education; not a system that continues to fuel this racial divide!

Lauren D. Week 4

“Karl Marx once wrote, “The tradition of all the dead generations weighs like a nightmare on the brains of the living.” That perfectly sums up my view of race. I think that race is a destructive and oppressive delusion—a nightmare. The idea of race has facilitated war, genocide, chattel slavery, and oppression for thousands of years…….Think of the racism still rampant in the world today—and the poverty, mass incarceration, and exclusion that comes in its wake. All of these, and many more, are legacies of racial thinking.”

David Livingstone Smith

 http://www.huffingtonpost.com/robert-j-benz/race-illusion-its-all-in-_b_10095430.html

So how do we as a society move beyond these ingrained ideas of society? How do we stop individuals from marinating in this foundational racialized thinking taught within educational systems?  How do we stop politicians from continuing to heighten and instill such nonsense and fear into our people? How do we as our project this semester names “bridge the gaps for social inclusion?”  In a 2016 Huffington Post article, titled Race Delusions: Lies that Divide Us, David Livingstone Smith suggests three core components to “getting over race”. These include:

v  Shifting our psychological self that enables racial thinking

v  Social and Political Campaigns to collectively challenge racial thinking

v  Address the distortion of race and dehumanization educationally

This week in our weekly meeting with youth from Southern Maine, we conducted a focus group to engage participants in voicing their own ideas for bridging the gap racial divide. Similar ideas to those of Livingstone Smith were brainstormed, including the utilization of education as a vehicle for social change.  Youth described that education and trainings need to be provided to systems of care including schools/educators and law enforcement. Youth further voiced a real fear of being harmed or killed existed for them when thinking of implementing such changes or challenging the norm.

An exciting conversation grew in this week’s group encompassing America’s standard of viewing race as a checklist. The youth discussed the options that are often provided on applications or other such documents, which include: Caucasian, African American, Hispanic, etc.… But does this list really do justice to identities individuals hold?  For example, one male in the group explained he gets upset having to circle African American because his identity is Congolese.  A female participant supported this notion in explaining that even though her skin is white and she often will check Caucasian, that is not who she is; as she was born and raised the first part of her life in Sweden.  Race is far more than a checklist, in fact, as Livingston Smith states, it is a delusion that only continues to divide us. Why can’t there be one option to check? Human! 

References:

Benz, Robert. 2016. Race Delusion: Lies That Divide us (Blog). The Huffington Post. http://www.huffingtonpost.com/robert-j-benz/race-illusion-its-all-in-_b_10095430.html