Talking Stick - January/February 2019 - 49

enough (it never was, but here we are)
to just talk about difference or to adopt
a colorblind mentality about identities. Now, we're talking more about
what those differences mean and how
society engages with identities. Lastly,
there's a stronger focus on doing work
to recognize and unlearn privilege and
to center marginalized folks' experience to ensure that the training is as
meaningful for them as it is for the
staff that have multiple, compounding
privileged identities. Lastly, dialogic
practices are center stage in teaching
folks how to engage in challenging
conversations in a way that is authentic and meaningful.

Rhett Burden: In the past five years,
I've seen diversity training and its
aficionados undergo a much needed
face lift. There has been an influx of
diversity training officers who reflect
the culturally rich demographics of the
country in which we live. Colleges and
universities have begun recognizing
the importance of having diverse and
inclusive speakers, lectures, training
materials, and educational opportunities to support their campus population and student experience.
Justin Brown: Over the course of five
years, I've seen diversity and social
justice work become more public
and mainstream. It has completely
changed our hiring processes, the way
we view media, and how our conversations are structured. In regards
to training, these topics are more
prevalent in classrooms, lectures, hiring and job preparation, and university
missions and outcomes. Students have
become more invested in understanding their own privilege and the
work needed to dismantle privileged
establishments and mindsets. People
now see the benefit of having these
important, sometimes uncomfortable, discussions and recognize how

they encourage us to enter spaces that
make us vulnerable.

Jason Titus: Diversity trainings have
been able to evolve from classroomstyle sessions that teach a dominant
majority about other cultures to more
of a conversation of identities towards
collaboration. Trainings in implicit
bias, microaggressions, and cultural
competency all feel like recent additions to the diversity training experience.

Aramis Watson: I don't know as a
profession that we have changed much
as it relates to diversity training. The
fact that it is still called diversity training is telling. I believe that pockets of
individuals have helped to move some
of the content so that it centers not just
on black and white but is intersectional. Successful training is learning the
same thing in a layered approach that
includes discussions and engagement
on whiteness, institutional racism, and
oppression. Training is getting white
staff to use their whiteness to break
down barriers and not wait on their
residents, peers, and colleagues to be
the teachers.
TS: How do you get staff to embrace
the training and make it meaningful
for them?

Wilson: I don't think you can control
how people engage with the training.
Some are going to hate it and feel as
though we're shoving social justice
and a liberal agenda down their throat.
My first thought is that they're wrong.
As the person responsible for both social justice and staff training, I'm not
trying to change the way anyone thinks
about things; I'm teaching people
how to do the job we're paying them
to do. If what we're asking them to do
is in too deep of a conflict with their
values that they can't do the job, they

need to reconsider it. We incorporate
social justice theories in our interview questions, position description,
curriculum, etc. Hopefully this allows
students to have an informed understanding of what they will be asked to
do in their roles.
I have student staff situate themselves in the content. Before we dive
too deeply, students reflect on their
own identities and experiences. This
allows them to see themselves in the
content instead of outside of it. I also
engage in personal storytelling and
narrative-based approaches. Getting
people to connect with lived experiences and stories is key for me. I also
share my own identities, stories from
when I've messed up, and make the
topic more approachable. I think a lot
of the challenge is people being afraid
of being seen as racist, homophobic,
ablest, etc. I help them to see that they
are a product of some strong socialization and that the system is responsible.

Burden: We have a simple motto that
applies to our professional and paraprofessional training: "Embracing diversity and fostering inclusion" is good
for business. Our goal is not to transform every employee into a diversity
scholar or social justice warrior, but instead to lay an educational foundation
of trust, respect, and empathy for all.
We challenge staffers to "listen, learn,
and then lead." Training is meaningful for those who seek to get the most
out of it. We don't undertake the task
of attempting universal acceptance for
all cultures and creeds, but we strive
to create training grounds for staff to
contest their preconceived notions and
attempt to learn from one another.
Brown: Topics and trainings need to
be presented in a new and exciting way
to allow students to be actively engaged
in discussions on social issues and
ideas. My presentation style is high

JANUARY + FEBRUARY 2019

49



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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