Talking Stick - January/February 2019 - 37

It's sad that I cannot come to work
without knowing this is something I
will experience, especially from those
who view themselves as marginalized
identities."
Similar sentiments were shared
by many other professionals of color
who provided additional examples
from their workplaces. Microinsults
were present in comments made by
supervisees and supervisors, which
framed their expectations for how staff
of color should present themselves
in the workplace, including the
expressiveness of facial reactions,
being called "rough around the edges,"
and needing to defend colleagues
who were "accused of yelling, even
though they were not." Staff of color
experience microinvalidations by being
mistaken for colleagues who share the
same race and gender and by being
positioned as a "threatening person"
when providing "direct feedback."
Although supervisors are expected to
serve as a support system, that was
not the case for some professionals
of color who had white supervisors.
As one noted, "I've experienced
people moving around me going
to my supervisor to address issues,
rather than being redirected back
to me. This is interesting because
many times it's clearly a racial issue.
I do not have the privilege of going
around my supervisor to speak with
someone more comfortable to address
issues." Another professional of color
expressed a similar dynamic when
someone bypassed the person of color
to speak with their white supervisee,
which undermined their role as a
leader and supervisor.
Ongoing microaggressions send a
message to professionals of color that
they are expected to work in ways to
make others comfortable with their
presence. In an article about the social
construct of professionalism, Carmen
Rios notes how professionals of color
report that they cannot be authentic
in various pieces of their identity in

a workplace with roots in the "social
hierarchies that value white maleness
above all." This type of experience was
described by one person as a form of
role-playing: "The amount of codeswitching and augmenting myself
I have had to do as a professional
in higher education is downright
laughable. I feel like a chameleon with
the ability to switch through between
meetings and even after work."

THE EXPECTATION
TO CONFORM TO
ALREADY EXISTING
CULTURAL
NORMS STRIPS
PROFESSIONALS
OF COLOR
OF THEIR
AUTHENTICITY TO
SHOW UP IN WAYS
THAT ARE TRUE
TO THEM AND OF
THE AUTONOMY
TO GOVERN FOR
THEMSELVES
WHAT THEIR
RELATIONSHIPS
LOOK LIKE WITH
COLLEAGUES,
SUPERVISEES, AND
SUPERVISORS.

RELATIONSHIP
EXPECTATIONS
Relationship expectations are present
when marginalized group members
are expected to adapt or conform to
already existing cultural expectations,
as outlined by Tema Okun's article
on the culture of white supremacy.
These characteristics "are damaging
because they are used as norms and
standards without being pro-actively
named or chosen by the group." These
expectations influence people of color
at the peer and hierarchy levels of
housing and create expectations for
how they must adapt, survive, and
thrive in the workplace.
Professionals of color in housing
shared that code-switching is a means
of survival in the workplace. The term
code-switching was initially used to
describe how multilingual people move
between languages. Now, however,
it has been adopted to capture how
individuals, as A.T. McWilliams
describes it in a recent article, "adjust
all forms of communication and
expression" as an act of "altering
how you express yourself based on
your audience." (It recently was the
centerpiece of the satirical movie "Sorry
to Bother You.") One professional of
color noted that they are always codeswitching and that doing so "helped
me to be more successful." Another
professional of color viewed codeswitching as one of their "strengths,"
further emphasizing that doing so is
"also an assimilation tactic in order
to preserve good standing among my
white colleagues and counterparts
and as a tool for survival within the
professional and academic realm."
The culture in campus housing
centers expectations that staff are to be
friendly and vulnerable with each other
and those they supervise, but these
expectations do not consider cultural
implications, personal preferences,
or associated risks for people of color.
As one professional of color shared,
"Folks have conflated my professional

JANUARY + FEBRUARY 2019

37



Talking Stick - January/February 2019

Table of Contents for the Digital Edition of Talking Stick - January/February 2019

Talking Stick - January/February 2019
Vision
Just In
Calendar
Your ACUHO-I
Transitions
Res Life
Academic Initiatives
Special Focus
Underlying Expectations
Private Matters
Conversations
First Takes
Around Student Affairs
New Members
Snapshot
Talking Stick - January/February 2019 - Intro
Talking Stick - January/February 2019 - BB1
Talking Stick - January/February 2019 - BB2
Talking Stick - January/February 2019 - Talking Stick - January/February 2019
Talking Stick - January/February 2019 - Cover2
Talking Stick - January/February 2019 - 1
Talking Stick - January/February 2019 - 2
Talking Stick - January/February 2019 - 3
Talking Stick - January/February 2019 - 4
Talking Stick - January/February 2019 - 5
Talking Stick - January/February 2019 - 6
Talking Stick - January/February 2019 - 7
Talking Stick - January/February 2019 - Vision
Talking Stick - January/February 2019 - 9
Talking Stick - January/February 2019 - Just In
Talking Stick - January/February 2019 - 11
Talking Stick - January/February 2019 - 12
Talking Stick - January/February 2019 - 13
Talking Stick - January/February 2019 - 14
Talking Stick - January/February 2019 - 15
Talking Stick - January/February 2019 - 16
Talking Stick - January/February 2019 - 17
Talking Stick - January/February 2019 - Calendar
Talking Stick - January/February 2019 - Your ACUHO-I
Talking Stick - January/February 2019 - Transitions
Talking Stick - January/February 2019 - 21
Talking Stick - January/February 2019 - Res Life
Talking Stick - January/February 2019 - 23
Talking Stick - January/February 2019 - 24
Talking Stick - January/February 2019 - 25
Talking Stick - January/February 2019 - Academic Initiatives
Talking Stick - January/February 2019 - 27
Talking Stick - January/February 2019 - 28
Talking Stick - January/February 2019 - 29
Talking Stick - January/February 2019 - Special Focus
Talking Stick - January/February 2019 - 31
Talking Stick - January/February 2019 - 32
Talking Stick - January/February 2019 - 33
Talking Stick - January/February 2019 - Underlying Expectations
Talking Stick - January/February 2019 - 35
Talking Stick - January/February 2019 - 36
Talking Stick - January/February 2019 - 37
Talking Stick - January/February 2019 - 38
Talking Stick - January/February 2019 - 39
Talking Stick - January/February 2019 - Private Matters
Talking Stick - January/February 2019 - 41
Talking Stick - January/February 2019 - 42
Talking Stick - January/February 2019 - 43
Talking Stick - January/February 2019 - 44
Talking Stick - January/February 2019 - 45
Talking Stick - January/February 2019 - 46
Talking Stick - January/February 2019 - 47
Talking Stick - January/February 2019 - Conversations
Talking Stick - January/February 2019 - 49
Talking Stick - January/February 2019 - 50
Talking Stick - January/February 2019 - 51
Talking Stick - January/February 2019 - First Takes
Talking Stick - January/February 2019 - Around Student Affairs
Talking Stick - January/February 2019 - 54
Talking Stick - January/February 2019 - New Members
Talking Stick - January/February 2019 - Snapshot
Talking Stick - January/February 2019 - Cover3
Talking Stick - January/February 2019 - Cover4
Talking Stick - January/February 2019 - CCover1
Talking Stick - January/February 2019 - CCover2
Talking Stick - January/February 2019 - C1
Talking Stick - January/February 2019 - C2
Talking Stick - January/February 2019 - C3
Talking Stick - January/February 2019 - C4
Talking Stick - January/February 2019 - C5
Talking Stick - January/February 2019 - C6
Talking Stick - January/February 2019 - C7
Talking Stick - January/February 2019 - C8
Talking Stick - January/February 2019 - C9
Talking Stick - January/February 2019 - C10
Talking Stick - January/February 2019 - C11
Talking Stick - January/February 2019 - C12
Talking Stick - January/February 2019 - C13
Talking Stick - January/February 2019 - C14
Talking Stick - January/February 2019 - C15
Talking Stick - January/February 2019 - C16
Talking Stick - January/February 2019 - C17
Talking Stick - January/February 2019 - C18
Talking Stick - January/February 2019 - C19
Talking Stick - January/February 2019 - C20
Talking Stick - January/February 2019 - C21
Talking Stick - January/February 2019 - C22
Talking Stick - January/February 2019 - C23
Talking Stick - January/February 2019 - C24
Talking Stick - January/February 2019 - C25
Talking Stick - January/February 2019 - C26
Talking Stick - January/February 2019 - C27
Talking Stick - January/February 2019 - C28
Talking Stick - January/February 2019 - C29
Talking Stick - January/February 2019 - C30
Talking Stick - January/February 2019 - C31
Talking Stick - January/February 2019 - C32
Talking Stick - January/February 2019 - 95
Talking Stick - January/February 2019 - 96
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