Talking Stick - January/February 2019 - 50

CONVERSATIONS

energy and demonstrates that one's
approach should be an interaction
amongst individuals. Your approach
has to engage students in a unique
way. This requires your sessions to be
dynamic, organized, and enthusiastic.
This will allow for crowd participation
that motivates and encourages students
to actively participate. I use various
sources of media in my workshops (as
part of the Diversity Awareness Program) such as PowerPoint, video clips,
cell phones, role playing, and games to
create a constructive learning environment. Students feel comfortable, eager
to participate, and ready to learn more
about each other and themselves. I believe one of my most useful techniques
is the "turn and talk" method. This
is where I say, "Turn to your partner,
friend, teammate, etc.," and students
engage in the activity or module. I
also like to use the "call and answer"
method, where I ask the audience a
series of questions and they respond.
The program has to be informative,
yet fun from beginning to end so the
participants walk away learning useful
tips, techniques, and strategies to help
them in their daily lives.

Titus: If you hire and cultivate staff
who thrive on building relationships
and developing others, then meaningmaking in diversity trainings should be
obtainable with ease. Learning about
others, as well as yourself, is essential
for your ability to help others grow. We
ask our staff which areas of diversity
and inclusion they would like to learn
more about, and then we deliver training on those areas. If the training is
conducted to address shortcomings
in our staff that they weren't aware of,
we let them know that the training is
intended to make them a better professional in order to better serve students.
Lastly, we challenge our staff to learn
more about topics of diversity through
research and current events and then

50

TALKING STICK

support them as they share the issue
with their students.

Watson: I think about this question in
two parts. The first question is understanding who the training is for and
who is doing the education. If you want
to have people of color embrace inclusion training, then it has to encompass
their lived experience. It would be
remiss to have someone who has not
experienced racism and oppression
teach on the topic to those who have
the lived experience without acknowledging it. It's not making those with
the lived experience be exempt from
learning, but it is showing that people
of color are coming tuned in to a conversation about inclusion differently
than their white peers are. I believe this
simple acknowledgement would set up
training in a way that feels authentic
to people of color. My experience with
teaching and educating on inclusion
to a mostly white audience is that it
is a continuing process. The education must be centered in their lived
experience as well. Educators can
acknowledge this by beginning training with shared language and shared
understanding of oppression and white
supremacy. One of the best things we
can do as practitioners is to acknowledge that we may not be the experts or
the ones that should be teaching our
own staff versus learning alongside
them. There are many people who do
this work that are willing to come in
and be educators.
TS: What is the greatest issue you see
as far as students and their understanding of diversity?

Wilson: That many students aren't
asked to consider their holistic and
intersecting identities until they
come to college. This means that our
students with compounding privileged
identities are experiencing a great deal

of dissonance, which can lead them to
reject ideas in order to remain comfortable. This is happening when our
students with marginalized identities
are rightfully demanding to be seen
and centered while at the same time
coming to understand that they also
oftentimes have privileged identities.
It's challenging to balance the seemingly disparate needs of both groups
- and, ultimately, they need the same
things - to help them make meaning
of their identities in the culture within
which they exist.

Burden: The greatest issue I see with
students and their understanding is
that diversity is an ever-evolving landscape that can't be compartmentalized
by surface-level understanding. Diversity is not a subject to be mastered but
an opportunity for lifelong learning
and development. Diversity cannot and
should not be treated as a cookie-cutter
subject. Students (Millennials and Generation Z) will redefine and polish their
understanding of the word and what
it means to them as their experiences
change.

Brown: The greatest issue I see with
students and their understanding of
diversity is that these concepts of gender, race, ethnicity, religion, physical
ability, sexual orientation, language,
age, and social class are not touched
upon until students enter college. If
they have yet to have these experiences
or have not gone out of their way to
experience them, they may be difficult
to understand or navigate. Students are
sometimes afraid to explore challenges
that surface amidst interactions between people of different backgrounds,
world views, and environmental opportunities and may not realize how
social contexts exacerbate or reduce
those challenges. So even if training is
conducted and students go through it,
it is a much watered down and politi-



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
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Talking Stick - January/February 2019 - 96
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