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December 5, 2014 10

Beyond Ferguson and Staten Island: Where Do We Go From Here?

In the wake of two grand jury decisions—in Fer­gu­son, MO and Staten Island, NY—not to indict the police offi­cers who were involved in the killing of black men, the time has come to ask our­selves: Where do we go from here? There are a myr­iad of ideas and leg­is­la­tion on the table–diversity train­ing for the police, fund­ing to pro­vide body cam­eras for police offi­cers and leg­is­la­tion to tighten stan­dards on military-style equip­ment for local police depart­ments. These are all wor­thy ideas and should be pur­sued with both care and speed.NYC Protests

At the same time, as Amer­i­cans, we need to come to grips with the con­cept of implicit bias and how it works its way into the small and big things in life.

Implicit bias is a pos­i­tive or neg­a­tive (usu­ally neg­a­tive) men­tal atti­tude toward a per­son or group that we hold at an uncon­scious level and with­out inten­tional con­trol. The notion of implicit bias was con­ceived by Anthony Green­wald and Mahzarin R. Banaji in 1995 and there is now sub­stan­tial and empir­i­cal sup­port for the idea that most peo­ple hold implicit biases about minor­ity and mar­gin­al­ized groups such as peo­ple of color, women, LGBT peo­ple and others.

Implicit bias hap­pens when two job applicants—one named Ayesha and the other, Alli­son sub­mit the exact same resume for a job and Alli­son is 50% more likely to get a call. Implicit bias fuels the school to prison pipeline that dis­pro­por­tion­ately dis­ci­plines, sus­pends and expels stu­dents of color in our nation’s schools. Implicit bias pro­pels the microag­gres­sions many peo­ple expe­ri­ence on a daily basis, which can often “feel like bro­ken glass.” The fact that African Amer­i­cans are dis­pro­por­tion­ately rep­re­sented in all lev­els of the crim­i­nal jus­tice sys­tem can be seen as implicit bias.

When schools want to address bias in the class­room, they tend to focus on dis­crim­i­na­tion and overt forms of racism, sex­ism and other injus­tices. This is crit­i­cal. How­ever, in order for our soci­ety to make a fun­da­men­tal change, we need to also talk about, explain, teach, under­stand and do some­thing about implicit bias.

Some ideas for edu­ca­tors and parents:

  • When chil­dren are very young, in school and at home, make sure that their lives are filled with a diver­sity of peo­ple, activ­i­ties, cur­ricu­lum and books that reflect our larger soci­ety. Help them explore prej­u­dice, fair­ness and bul­ly­ing.
  • Teach about Fer­gu­son and beyond, help­ing stu­dents to under­stand the racial dis­par­i­ties in the crim­i­nal jus­tice sys­tem and solicit their ideas for turn­ing this around.

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September 4, 2014 3

Microaggressions Feel Like Broken Glass, So ADL Partnered with MTV

mtv_Look_Different_03

I can’t tell Asians apart.

You’re dif­fer­ent for a Black guy.

You don’t look Jewish. 

Microag­gres­sions. They are every­day slights, indig­ni­ties, put-downs and insults that peo­ple of color, women, LBGT pop­u­la­tions and other mar­gin­al­ized peo­ple expe­ri­ence in their day-to-day inter­ac­tions.  Their impact is often unin­tended, sub­tle or seen as innocu­ous, which makes it easy to dis­miss them or tell peo­ple who object that they are being “too sensitive.”

 

Have you expe­ri­enced them?  Have you said them?

ADL has part­nered with MTV on its “Look Dif­fer­ent” cam­paign to address the issue of microag­gres­sions and other aspects of hid­den bias.  Because while the name “micro” gives the impres­sion they are small and the intent of the per­son say­ing them may be benign, the cumu­la­tive impact can be sub­stan­tial.  And stud­ies reveal that racial microag­gres­sions have pow­er­ful detri­men­tal con­se­quences.

MTV’s recent PSAs, Bro­ken Glass, visu­ally illus­trate the impact of microag­gres­sions — which can be like a plate of glass hit­ting you and break­ing, cre­at­ing tiny lit­tle cuts that alone can seem harm­less, but col­lec­tively cre­ate a sig­nif­i­cant neg­a­tive impact.  This cam­paign serves not only to edu­cate about the impor­tance of address­ing microag­gres­sions, but also to val­i­date those who have expe­ri­enced microag­gres­sions. Youth have responded on the campaign’s tum­blr with com­ments like “I get ‘You don’t look Jew­ish!’ a lot. Like it’s some­thing to be happy about. ::shud­der::,” “I laugh about it when it hap­pens, but this pic­ture is exactly how it feels” and “the per­fect visual rep­re­sen­ta­tion of microag­gres­sions,” show­ing the impor­tance of see­ing one’s expe­ri­ence affirmed.

We believe it’s impor­tant to edu­cate peo­ple in a vari­ety of ways and meth­ods.  Whether in the class­room or on tum­blr or Twit­ter, the dia­logue is impor­tant and can influ­ence people’s self-reflection on their own biases as well as help them develop the skills to edu­cate oth­ers.  That’s why, in addi­tion to our own edu­ca­tion efforts, like our recent Cur­rent Events Class­room on Microag­gres­sions,we joined other experts on race, gen­der and LGBT issues to sup­port MTV’s Look Dif­fer­ent cam­paign with the poten­tial to reach more than a half-billion house­holds glob­ally and 188 mil­lion fol­low­ers on social media.  We are proud to have rep­re­sen­ta­tives on both the Look Dif­fer­ent Advi­sory Board and the “Good Look Panel.”

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July 29, 2014 0

Embracing Technology, Challenging Cyberbullying

If you have been review­ing any num­ber of par­ent­ing or edu­ca­tion blogs lately, you’ll see head­lines pro­claim­ing the men­ace and dan­gers of tech­nol­ogy.  Tech­nol­ogy, and more specif­i­cally, social media and mobile apps are often treated like “mon­sters” to guard against and the cre­ators of all mat­ter of social ills.  Even if tech­nol­ogy is scary and daunt­ing to some adults, for youth it is a nec­es­sary and pos­i­tive part of life.  In addi­tion to using tech­nol­ogy for home­work and research, teens use tech­nol­ogy as a part of an active and com­plex social life. Of youth  12–18 years old, 78% have cell­phones and 74% are mobile inter­net users.

Family taking picture with mobile phone (iStock_000041774914)

That is not to say that there are not valid issues and con­cerns related to tech­nol­ogy. Dis­re­spect, bul­ly­ing and bias are all expe­ri­ences which still exist for youth, and tech­nol­ogy adds dif­fer­ent modal­i­ties for it to spread.  From our van­tage point,the real men­ace in our soci­ety is igno­rance and apa­thy, and adults can slay the metaphoric mon­ster with edu­ca­tion and empathy-building.

Being thought­ful, kind, using humor in good ways and devel­op­ing skills to be an effec­tive ally are all social­iz­ing oppor­tu­ni­ties and hold valu­able lessons for youth. Adults have the oppor­tu­nity to explore, learn along­side and guide youth to uti­lize tech­nol­ogy and social media sites in respect­ful and pos­i­tive ways, teach­ing youth to be an active part of cre­at­ing an inclu­sive online world as well as behav­ing in ways to keep them­selves safe.

Edu­cat­ing youth about online behav­ior is not just about “bully-proofing” them; it’s about doing your part so that your young per­son isn’t the aggres­sor or a bystander in acts of cyber cru­elty or cyber­bul­ly­ing.   Here are some ideas to cul­ti­vate online ally behav­ior for youth in your life:

  •  Adopt a pos­i­tive atti­tude about tech­nol­ogy and social media. The over­whelm­ing major­ity of youth are uti­liz­ing tech­nol­ogy in pos­i­tive ways. If you always speak neg­a­tively about this aspect of their life, you are dis­miss­ing an impor­tant aspect of their life.
  •  Show humil­ity if you are unsure about how some­thing works online. Ask ques­tions that broaden your under­stand­ing and don’t ver­bal­ize any judg­ments when you are learn­ing.  Con­sider appoint­ing or hir­ing a “youth guru” to fill you in on the lat­est and great­est apps and social media sites. Or stay con­nected with our Grown Folks Guide to Pop­u­lar Apps in Social Media.
  •  Ask more ques­tions, use lec­tures spar­ingly. For exam­ple: Why do you think some peo­ple think its ok to make jokes about someone’s race or reli­gion? What kind of place does the inter­net become if no one cares about  the words they choose?
  •  When you see biased online stereo­typ­ing, jokes, memes or videos online– dis­cuss them openly. Anti-bias edu­ca­tion with youth requires ongo­ing dis­cus­sion. You don’t have to have all of the answers, but one impor­tant les­son can be made clear: it’s not ok.
  • Reg­u­larly share exam­ples of youth stand­ing up and being allies. The mes­sage you send is “I love this behav­ior, and I want to see this from you.”
  • Teach youth that report­ing is not the same as “snitch­ing.” Many youth under­stand that hurt­ful com­ments and posts are the wrong thing to do, but many youth believe “snitch­ing” is worse. Help­ing youth to under­stand that report­ing hurt­ful com­ments, and espe­cially threat­en­ing com­ments, is an inte­gral part of cre­at­ing safe spaces online. ADL’s Cyber-Safety Action Guide can help you nav­i­gate how to report con­cerns to ser­vice providers.

For more resources on how to pre­vent and inter­vene in bul­ly­ing and cyber­bul­ly­ing, inter­net guide­lines, and infor­ma­tion on cyber­bul­ly­ing warn­ing signs– visit our Fam­i­lies and Care­giver Resources List.

 

 

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