Let's Get Real

2020 ◽  
pp. 122-139
Author(s):  
Maia Niguel Hoskin ◽  
Michele D. Smith
Keyword(s):  
Predominantly White ◽  
Cultural Awareness ◽  
Culturally Responsive ◽  
Counseling Students ◽  
People Of Color ◽  
Systemic Racism ◽  
Self Reflection ◽  
Midwestern University ◽  
Masters Students ◽  
Culturally Responsive Interventions

This chapter presents suggestions for counselor educators on how to prepare White counseling masters students to work with future students and clients of color using culturally responsive interventions and strategies. The chapter will also discuss color-blind ideology that is currently being used within graduate counseling programs and within higher education, in general, as a strategy to address racial phenomena. Lastly, the chapter will highlight the experiences of two Black female faculty who have taught counseling and advising courses at a predominantly White Midwestern university to White graduate students who have had very little interaction with people of color. Specifically, the two faculty members' experiences will be used to outline effective ways to 1) explore emotional triggers related to difference among students; 2) promote self-reflection and cultural awareness among students; and 3) discuss topics such as institutional discrimination, systemic racism, privilege, implicit bias, and microaggressions with majority White graduate counseling students.

Let's Get Real

2021 ◽  
pp. 233-246
Author(s):  
Maia Niguel Hoskin ◽  
Michele D. Smith
Keyword(s):  
Predominantly White ◽  
Cultural Awareness ◽  
Culturally Responsive ◽  
Counseling Students ◽  
People Of Color ◽  
Systemic Racism ◽  
Self Reflection ◽  
Midwestern University ◽  
Masters Students ◽  
Culturally Responsive Interventions

This chapter presents suggestions for counselor educators on how to prepare White counseling masters students to work with future students and clients of color using culturally responsive interventions and strategies. The chapter will also discuss color-blind ideology that is currently being used within graduate counseling programs and within higher education, in general, as a strategy to address racial phenomena. Lastly, the chapter will highlight the experiences of two Black female faculty who have taught counseling and advising courses at a predominantly White Midwestern university to White graduate students who have had very little interaction with people of color. Specifically, the two faculty members' experiences will be used to outline effective ways to 1) explore emotional triggers related to difference among students; 2) promote self-reflection and cultural awareness among students; and 3) discuss topics such as institutional discrimination, systemic racism, privilege, implicit bias, and microaggressions with majority White graduate counseling students.

Let's Get Real

2021 ◽  
pp. 632-645
Author(s):  
Maia Niguel Hoskin ◽  
Michele D. Smith
Keyword(s):  
Predominantly White ◽  
Cultural Awareness ◽  
Culturally Responsive ◽  
Counseling Students ◽  
People Of Color ◽  
Systemic Racism ◽  
Self Reflection ◽  
Midwestern University ◽  
Masters Students ◽  
Culturally Responsive Interventions

This chapter presents suggestions for counselor educators on how to prepare White counseling masters students to work with future students and clients of color using culturally responsive interventions and strategies. The chapter will also discuss color-blind ideology that is currently being used within graduate counseling programs and within higher education, in general, as a strategy to address racial phenomena. Lastly, the chapter will highlight the experiences of two Black female faculty who have taught counseling and advising courses at a predominantly White Midwestern university to White graduate students who have had very little interaction with people of color. Specifically, the two faculty members' experiences will be used to outline effective ways to 1) explore emotional triggers related to difference among students; 2) promote self-reflection and cultural awareness among students; and 3) discuss topics such as institutional discrimination, systemic racism, privilege, implicit bias, and microaggressions with majority White graduate counseling students.

Multicultural Critical Consciousness

2021 ◽  
pp. 565-578
Author(s):  
Maia Niguel Moore ◽  
Michele D. Smith
Keyword(s):  
Student Affairs ◽  
Cultural Awareness ◽  
Culturally Responsive ◽  
Critical Consciousness ◽  
Culturally Responsive Pedagogy ◽  
Jim Crow ◽  
Self Reflection ◽  
Grade Levels ◽  
Cultural Tensions ◽  
Jim Crow South

Students across America are observing as racial and cultural tensions rise to what some argue are reminiscent of the Jim Crow south. This chapter will explore how caring can be demonstrated to address cultural conflict in the classroom by training multiculturally conscious student affairs staff and educators to teach and model multicultural critical consciousness to their students. Furthermore, the authors will provide practical strategies for educators to use by drawing from and extending upon current culturally responsive pedagogy practiced in PreK-20 education and explore the ways in which multicultural critical consciousness can be used as a tool to promote a recursive process of self-reflection, cultural awareness, advocacy, and learning among students from all grade levels.

The Racism Profiteers

2021 ◽  
pp. 10-34
Author(s):  
Jim Freeman
Keyword(s):  
United States ◽  
Predominantly White ◽  
The United States ◽  
People Of Color ◽  
Corporate America ◽  
Wall Street ◽  
Systemic Racism ◽  
The Public ◽  
Communities Of Color ◽  
Immigrant Policies

This chapter begins by recounting the experiences of Anna Jones, Carlil Pittman, and Mónica Acosta who endured a persistent emotional and psychological torture that comes from the knowledge that their lives, or the lives of their children, are not valued as much as others. It analyses how the systemic racial injustice affects communities of color across the United States, and persuades more people to listen to what people of color are saying about the challenges they face and how they should be addressed. The chapter also discusses that the residents of the communities of color share a set of common experiences, some of which are similar to the predominantly white communities, and some of which are remarkably different. The chapter then describes how, and why, ultra-wealthy leaders from Corporate America and Wall Street are the driving force behind many of the public policies that uphold systemic racism and cause severe harm to communities of color across the country. It unveils how the nation's mass criminalization and incarceration system can be traced back to the leaders of many of the largest and best-known corporations in the United States, Wall Street banks, private prison companies, and the Kochs' network of ultra-wealthy allies. Ultimately, the chapter explores how many of the same individuals and organizations have played a significant role in the creation of the extreme anti-immigrant policies that have plagued millions of migrants for decades.

A Counselor’s Tale: The Need for Cultural Awareness

2019 ◽  
Vol 23 (2) ◽  
pp. 3-18
Author(s):  
Ann Marie Cotman ◽  
Jessica C. Enyioha ◽  
Patricia L. Guerra ◽  
Analeasa Lopez Holmes
Keyword(s):  
Stereotype Threat ◽  
Cultural Awareness ◽  
Leadership Practices ◽  
Culturally Responsive ◽  
Team Member ◽  
Cultural Knowledge ◽  
Leadership Team ◽  
Knowledge Development ◽  
Self Reflection ◽  
The Relationship

Culturally responsive (CR) leadership permeates all leadership practices and consists of several domains including: developing critical consciousness, supporting cultural knowledge development, and advocating for social justice within and outside of the school walls. This case focuses on the need to ground CR leadership in critical self-reflection and cultural consciousness by exploring the relationship between a White principal and his first leadership team member of Color who brings a different, bicultural perspective to his work. Assumptions that fill the void left by a lack of cultural knowledge lead to damaging effects including tokenism and stereotype threat.

Multicultural Critical Consciousness

2019 ◽  
pp. 36-49
Author(s):  
Maia Niguel Moore ◽  
Michele D. Smith
Keyword(s):  
Student Affairs ◽  
Cultural Awareness ◽  
Culturally Responsive ◽  
Critical Consciousness ◽  
Culturally Responsive Pedagogy ◽  
Jim Crow ◽  
Self Reflection ◽  
Grade Levels ◽  
Cultural Tensions ◽  
Jim Crow South

Students across America are observing as racial and cultural tensions rise to what some argue are reminiscent of the Jim Crow south. This chapter will explore how caring can be demonstrated to address cultural conflict in the classroom by training multiculturally conscious student affairs staff and educators to teach and model multicultural critical consciousness to their students. Furthermore, the authors will provide practical strategies for educators to use by drawing from and extending upon current culturally responsive pedagogy practiced in PreK-20 education and explore the ways in which multicultural critical consciousness can be used as a tool to promote a recursive process of self-reflection, cultural awareness, advocacy, and learning among students from all grade levels.

Multicultural Classrooms: Culturally Responsive Teaching Self-Efficacy among A Sample of Canadian Preservice Teachers

2021 ◽  
pp. 001312452110625
Author(s):  
Saghar Chahar Mahali ◽  
Phillip R. Sevigny
Keyword(s):  
Preservice Teachers ◽  
Culturally Responsive Teaching ◽  
Self Efficacy ◽  
Cultural Awareness ◽  
Culturally Responsive ◽  
Political Orientation ◽  
Cross Cultural ◽  
Burnout Syndrome ◽  
Responsive Teaching ◽  
Cultural Experiences

Many teachers enter classrooms with limited cross-cultural awareness and low levels of confidence to accommodate cultural diversity. Therefore, teaching a heterogeneous body of students requires teachers to have culturally responsive teaching self-efficacy (CRTSE). The investigation of factors impacting teachers’ self-efficacy in teaching diverse students has produced mixed results. The purpose of the current study was to explore the determinants of CRTSE in a sample of Canadian preservice teachers. One hundred and ten preservice teachers from a medium-sized public Canadian University completed measures of political orientation, CRTSE, cross-cultural experiences, and teacher burnout. Higher levels of preservice teachers’ CRTSE were predicted by lower levels of Emotional Exhaustion (i.e., a key aspect of burnout syndrome) and more frequent cross-cultural experiences in their childhood and adolescence. Implications for training preservice teachers are discussed.

The Case for a Core Anti-racist Course for Counselors in Training

2021 ◽  
Author(s):  
Ileana A. Gonzalez ◽  
Raven K. Cokley
Keyword(s):  
White Supremacy ◽  
Historical Context ◽  
Counseling Students ◽  
The United States ◽  
Pedagogical Practices ◽  
Counselors In Training ◽  
Counseling Programs ◽  
Preparation Programs ◽  
Systemic Racism ◽  
Counselor Preparation

Historically, counseling programs in the United States have been rooted in whiteness and white supremacy. Despite this historical context, counseling programs fail to teach students about the varied ways that anti-Blackness and systemic racism show up in society, classrooms, and clinical settings. Given the systemic murders of Black folks by the state, the health disparities highlighted by the COVID-19 pandemic, and the refusal of white voters to abandon white supremacist patriarchy in the 2020 presidential election, the counseling field must reconsider how it prepares trainees to embrace anti-racism in their personal and professional lives. The purpose of this article is to propose a core anti-racist counseling course to assist students in developing an anti-racist counseling identity including pedagogical practices, course learning objectives and assignments. Implications will be provided for counselor preparation programs, counseling students, and counselor educators to employ.

Asco, Chris Burden, and the Politics of the Misfire

2018 ◽  
Vol 17 (3) ◽  
pp. 312-331 ◽  
Author(s):  
Faye Gleisser
Keyword(s):  
United States ◽  
Visual Culture ◽  
Conceptual Art ◽  
The United States ◽  
People Of Color ◽  
Access To Resources ◽  
Systemic Racism ◽  
White Masculinity ◽  
Visual Narratives

This article draws out the ‘politics of the misfire’ as a process constituted in part by discursive articulations of the ‘misuse’ of guns, and in part by mediated visual narratives of criminality cultivated in American visual culture. Specifically, the author examines how the decades-long historiography of artist Chris Burden’s iconic artwork, Shoot (1971), relies upon and perpetuates spatially racialized and gendered notions of innocence and safety. She argues that the conceptual art collective Asco’s theorizing of misfires in response to their vulnerability as Chicanos in America provides a vital framework for recognizing how the neutralized archetype of white masculinity, simultaneously innocent and lawless, animates and sustains the legacy of Shoot. Through consideration of geographies of cumulative vulnerability, access to resources, and systemic racism this article links processes of art historical canonization to discriminatory practices that structurally oppress people of color in the United States.

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