Developing Social Justice Allies E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B SS Single Issue Student Services
• Sprache: Englisch

Seitenzahl: 197

Veröffentlichungsjahr: 2011

Beschreibung

The fiftieth anniversary of the Brown v. Board of Educationdecision (1954) called us as student affairs professionals toreconsider and reaffirm our commitment to social justice. Thisissue is a call to action to student affairs professionals who areworking as social justice allies, those with a commitment to maketheir college campuses a place where all community members arerespected, validated, and fostered in developing their fullpotential. This issue encourages the development of ally attitudes andaction in both students and student affairs colleagues. It firstpresents the conceptual foundation for social justice allydevelopment and then covers in depth the strategies for thedevelopment of social justice behaviors in specific dominant groupmembers. In each case, we have intentionally enlisted voices ofauthors who identify with the dominant and target groups on whichthe chapter focuses. This is the 110th volume of the Jossey-Bass higher educationquarterly report series New Directions for Student Services.An indispensable resource for vice presidents of student affairs,deans of students, student counselors, and other student servicesprofessionals, New Directions for Student Services offersguidelines and programs for aiding students in their totaldevelopment: emotional, social, physical, and intellectual.

Leseprobe

Contents

Editors’ Notes

Chapter 1: Antecedents, Precursors, and Concurrent Concepts in the Development of Social Justice Attitudes and Actions

Common Definitions

Related Processes

Conclusion

Chapter 2: The Development of Social Justice Attitudes and Actions: An Overview of Current Understandings

Student Learning During College

Models of Ally Development

Broido’s Model of College Student Ally Development

Impact of College on Social Justice Ally Development

Recommendations for Design of Campus Environments

Chapter 3: Increasing Men’s Development of Social Justice Attitudes and Actions

Barriers to Ally Development

Strategies for Promoting Growth

Conclusion

Chapter 4: Encouraging the Development of Social Justice Attitudes and Actions in Heterosexual Students

Heterosexual Identity Development

Attitudes and Attitude Change

Acting as Allies

Conclusion

Chapter 5: Encouraging the Development of Racial Justice Allies

Understanding Racism and Privilege

Recognition and Development of a New White Consciousness

Encouraging Racial Justice Action

A Call to Action

Chapter 6: Encouraging the Development of Disability Allies

Disability Paradigms

Attitudes Toward Individuals with Disabilities

Encouraging Disability Ally Development

Ally Behaviors and Actions

Conclusion

Chapter 7: Issues and Strategies for Social Justice Allies (and the Student Affairs Professionals Who Hope to Encourage Them)

Self-Understanding

Ally Actions

Difficulties and Obstacles

Finding Your Place at the Table

Index

Developing Social Justice Allies

Robert D. Reason, Ellen M. Broido, Tracy L. Davis, Nancy J. Evans (eds.)

New Directions for Student Services, no. 110

John H. Schuh, Editor-in-Chief

Elizabeth J. Whitt, Associate Editor

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Editors’ Notes

The fiftieth anniversary of the Brown v. Board of Education decision (1954) called us as student affairs professionals to reconsider and reaffirm our commitment to social justice. It is a time to articulate, to both ourselves and the constituencies we serve (first and foremost, although not exclusively, our students) why we do social justice work. It is also important to articulate what right we have to do this work, especially in the light of a renewed call for higher education to stick to subject content and avoid politically controversial topics (Fish, 2004; Horowitz, 2004). Critics may ask if we are imposing our values (we are), say that we promote conformity with a single way of thought (we do not), and argue that we are appropriating the issues and voices of social groups to which we may not belong (we try very hard not to).

No one has yet made the case that student affairs professionals have come out primarily on the side of social justice and civil rights, and there is ample historical evidence of times that individual student affairs practitioners acted (and continue to act) to reinforce oppression. However, we also have a history of philosophical commitment to social justice dating from the second Student Personnel Point of View and reflected in the current mission statements of the American College Personnel Association and the National Association of Student Personnel Administrators (Evans and Reason, 2001), and there exists evidence of student affairs workers’ addressing racial prejudice as early as the 1920s (Wolf-Wendel and others, 2004). We hope this volume builds on this history and these values, serving not as another philosophical statement but as a call to action.

Allies have action-oriented identities and must negotiate complex roles. In some respects, they have their feet in the worlds of both the dominant and the oppressed. They need to continually and accurately judge when it is most appropriate and effective for them to listen, to speak up, or to absent themselves from the discussion. They share the struggle to end oppression without sharing the oppression. They have the privileges of dominant group membership and are suspect members because of their ally work. They may choose to forgo a few aspects of their privilege, but most cannot be waived. They must speak with the oppressed without speaking for the oppressed.

Allies must struggle to answer the question, “What right do I have to do this work?” Although there is no single answer, it is important that all people working as social justice allies develop their own answers based on their histories and identities. We as the editors and the chapter authors bring our own histories and identities to our work on social justice issues, particularly to our work as allies. Among us, we have a mix of dominant and target identities, but we share a commitment to make college campuses places where all community members are respected, validated, and fostered in developing their full potential. We present this volume to assist us all in finding our answers. It is our intention to encourage the development of ally attitudes and action in both our students and our student affairs colleagues. We encourage you to use the strategies presented in the following chapters not only to encourage student growth but also as a catalyst to reconsider and reaffirm your own commitment to social justice work.

In Chapters One and Two, we present the conceptual foundation for social justice ally development. These chapters serve as the common literature base on which the subsequent chapters are built. Chapters Three through Seven present strategies for the development of social justice behaviors in specific dominant group members. In each case, we have intentionally enlisted voices of authors who identify with the dominant and target groups on which the chapter focuses. Not only do we hope to model the cross-identity collaboration we encourage in this book, but we believe the inclusion of multiple voices enriches the discussion in each chapter. Just as we bring our own social identities to these chapters, we also bring areas of professional expertise and passion; thus, we acknowledge that this volume does not address all forms of oppression. Rather, we offer it as the next addition to the continued exploration of power, privilege, and oppression. Finally, although we present the chapters as distinct units, we recognize that any single individual will identify with multiple identities—both dominant and target group identities.

We hope that this volume inspires you to action. We understand that translating this text into action presents the most difficult, and frightening, step of the ally development process, so we leave you with the words of Parker Palmer, an educational activist and writer who continues to inspire us: “Right action requires only that we respond faithfully to our own inner truth and to the truth around us. . . . If an action is rightly taken, taken with integrity, its outcomes will achieve whatever is possible—which is the best that anyone can do” (1990, p. 115).

Robert D. Reason

Ellen M. Broido

Tracy L. Davis

Nancy J. Evans

Editors

References

Evans, N. J., and Reason, R. D. “Guiding Principles: A Review and Analysis of Student Affairs Philosophical Statements.” Journal of College Student Development, 2001, 42, 359–377.

Fish, S. “Why We Built the Ivory Tower.” New York Times, May 21, 2004.

Horowitz, D. “In Defense of Intellectual Diversity.” Feb. 10, 2004. [http://studentsforacademicfreedom.org/archive/February%202004/DHChroniclearticle021004.htm].

Palmer, P. The Active Life: Wisdom for Work, Creativity, and Caring. New York: HarperCollins, 1990.

Wolf-Wendel, L. E., and others. Reflecting Back, Looking Forward: Civil Rights and Student Affairs. Washington, D.C.: National Association of Student Personnel Administrators, 2004.

Robert D. Reason is assistant professor of education and professor-in-charge of the college student affairs program at Penn State University. He is also a research associate in Penn State’s Center for the Study of Higher Education.

Ellen M. Broido is assistant professor of higher education and student affairs at Bowling Green State University in Ohio.

Tracy L. Davis is associate professor of college student personnel and program coordinator in the educational and interdisciplinary studies department at Western Illinois University.

Nancy J. Evans is professor and co-coordinator of the higher education program in the department of educational leadership and policy studies at Iowa State University.

Chapter 1

Antecedents, Precursors, and Concurrent Concepts in the Development of Social Justice Attitudes and Actions

Robert D. Reason, Tracy L. Davis

The authors explore the relationships between social justice attitudes and actions, the social construction of identity, and cognitive development.

The college-going population is growing increasingly diverse (National Center for Education Statistics, 2003). This increasing diversity requires students to understand cultural differences in order to interact across social groups on college campuses successfully. Unfortunately, increasing segregation in American high schools means that substantial intergroup interactions often occur for the first time at colleges and universities (Orfield, Bachmeier, James, and Eitle, 1997). Positive intergroup relations are critical to achieving social justice “because studies show that judgments about what is ‘just’, ‘fair’, or ‘deserved’ are central social judgments that lie at the heart of people’s feelings, attitudes, and behaviors in their interactions with others” (Tyler and Smith, 1998, p. 595).