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February 26, 2014 0

Stereotyped Theme Parties Are Way More than a Joke on College Campuses

retrocollege

It hap­pened again. Col­lege stu­dents dressed up like mem­bers of a “cul­ture” for a stereo­typed theme party.

In the most recent exam­ple, soror­ity stu­dents at Colum­bia Uni­ver­sity were pho­tographed wear­ing som­breros, thick mus­taches, pon­chos and hold­ing mara­cas. They also por­trayed other nation­al­i­ties. What’s worse is that these types of par­ties are not anom­alies, but com­mon occur­rences on col­lege campuses.

African-themed par­ties; “thug,” “hood” or “ratchet”-themed par­ties; and Asian-rager par­ties all tend to fol­low a sim­i­lar for­mula. They are fueled by the per­cep­tion that stereo­types mock­ing racial or cul­tural groups are fun and funny.

On the sur­face, some may say, “What’s the harm? They are just col­lege stu­dents hav­ing fun.” But is this really humor? The answer is: not when the “humor” dehu­man­izes and mar­gin­al­izes real peo­ple, and not when it per­pet­u­ates harm­ful stereotypes.

These par­ties reflect a per­sis­tent neg­a­tive atti­tude about peo­ple of color that is cen­turies old. It’s more than a joke; it’s an expres­sion of prej­u­dice against groups of peo­ple.  And these instances have a long-lasting effect by cre­at­ing an envi­ron­ment that tells stu­dents of color they are not wel­come or respected at that college.

Accord­ing to FBI sta­tis­tics, 48 per­cent of hate crimes per­pe­trated in the United States were moti­vated by race, so there is much work to do. The U.S. Depart­ment of Jus­tice also reports the third most com­mon loca­tion nation­wide for a hate crime to occur is on a school or col­lege cam­pus and 60% of known hate crime offend­ers are under the age of 24.

Col­leges have an oppor­tu­nity to chal­lenge over-simplified, stereo­typ­i­cal rep­re­sen­ta­tions of peo­ple by con­sid­er­ing the fol­low­ing steps:

  • Speak out and con­demn every instance when racist or other dis­crim­i­na­tory lan­guage and images are used
  • Edu­cate social Greek orga­ni­za­tions and other stu­dent lead­er­ship groups that they have an oppor­tu­nity to uplift the school’s rep­u­ta­tion and val­ues on diversity
  • Edu­cate about stereo­types, and chal­lenge their use in casual and for­mal set­tings. Work with stu­dents to unpack their biased beliefs and under­stand the poten­tial impact of those beliefs
  • Invite stu­dents to take respon­si­bil­ity for cre­at­ing a bias-free school campus

For hand­outs and infor­ma­tion on “Chal­leng­ing Your Biases” and “Cre­at­ing a Bias– Free Learn­ing Envi­ron­ment,” please visit our Web site for anti-bias resources.

 


 

Las fies­tas con temáti­cas de estereoti­pos son mucho más que una broma en los cam­pus universitarios

Ocur­rió otra vez. Los estu­di­antes uni­ver­si­tar­ios se vistieron como miem­bros de una “cul­tura” para una fiesta temática de estereotipos.

En el ejem­plo más reciente, los estu­di­antes de una her­man­dad de Colum­bia Uni­ver­sity fueron fotografi­a­dos luciendo som­breros, grue­sos big­otes, pon­chos y soste­niendo mara­cas. Tam­bién rep­re­sen­taron otras nacional­i­dades. Lo peor es que este tipo de fies­tas no son algo raro, sino even­tos comunes en los cam­pus universitarios.

Las fies­tas con temática africana; fies­tas  con temáti­cas de “matones,” “rufi­anes” o “gol­fos”; y las par­ran­das con temática asiática tien­den a seguir una fór­mula sim­i­lar. Son ali­men­tadas por la per­cep­ción de que los estereoti­pos que se burlan de los gru­pos raciales o cul­tur­ales son diver­tidos y graciosos.

A sim­ple vista, algunos podrían decir, “¿Qué tiene de malo? Son tan sólo estu­di­antes uni­ver­si­tar­ios divir­tién­dose”. Pero, ¿es eso real­mente humor? La respuesta es: no cuando el “humor” deshu­man­iza y mar­gin­al­iza a per­sonas reales, y no cuando per­petúa estereoti­pos perjudiciales.

Estas fies­tas refle­jan una per­sis­tente acti­tud neg­a­tiva sobre las per­sonas de color, una acti­tud de hace sig­los. Es más que una broma; es una expre­sión de pre­juicio con­tra gru­pos de per­sonas.  Y estos casos tienen un efecto duradero al crear un ambi­ente que dice a los estu­di­antes de color que no son bien­venidos ni respetado en esa universidad.

Según estadís­ti­cas del FBI, el 48 % de los crímenes de odio per­pe­tra­dos en Esta­dos Unidos fueron moti­va­dos por prob­le­mas raciales, así que hay mucho tra­bajo por hacer. El Depar­ta­mento de Jus­ti­cia de Esta­dos Unidos tam­bién informa que el ter­cer lugar más común a nivel nacional para que se dé un crimen de odio es una escuela o cam­pus uni­ver­si­tario, y el 60% de los crim­i­nales de odio cono­ci­dos son menores de 24 años.

Las uni­ver­si­dades tienen una opor­tu­nidad de desafiar las rep­re­senta­ciones exce­si­va­mente sim­pli­fi­cadas y estereoti­padas de las per­sonas, teniendo en cuenta los sigu­ientes pasos:

  • Opon­erse y con­denar cada ocasión en que se util­ice lenguaje o imá­genes racis­tas y discriminatorias
  • Edu­car a las orga­ni­za­ciones sociales grie­gas y otros gru­pos de lid­er­azgo estu­di­antil para que ten­gan la opor­tu­nidad de ele­var la rep­utación de la escuela y sus val­ores sobre la diversidad
  • Edu­car sobre los estereoti­pos y desafiar su uso en ambi­entes for­males y casuales. Tra­ba­jar con los estu­di­antes para desar­raigar sus creen­cias pre­jui­ci­adas y enten­der el posi­ble impacto de dichas creencias
  • Invi­tar a los estu­di­antes a respon­s­abi­lizarse de la creación de una escuela libre de prejuicios

Para fol­letos e infor­ma­ción sobre “Desafiar sus pre­juicios” y “Crear un ambi­ente de apren­dizaje libre de pre­juicios”, por favor vis­ite nue­stro sitio Web para obtener recur­sos con­tra el pre­juicio.

 

 

 

 

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February 7, 2014 3

Challenging Anti-Immigrant Bias with Education

Crit­i­cism of immi­grant pol­icy is not an excuse to under­mine the human­ity of oth­ers with the kind of vit­riol that dom­i­nated the inter­net, espe­cially Twit­ter, after the Atlanta-based Coca Cola Com­pany aired a com­mer­cial with “Amer­ica the Beau­ti­ful,” sung in dif­fer­ent lan­guages and fea­tur­ing a diver­sity of peo­ple dur­ing the Super Bowl.

The term immi­grant is a descrip­tor, not a slur. How­ever, it is often used in a pejo­ra­tive way. For those who are will­ing to den­i­grate oth­ers because of immi­gra­tion sta­tus, per­ceived immi­gra­tion sta­tus, or the mis­guided per­cep­tion that spo­ken lan­guage relates to immi­gra­tion sta­tus, we need to make one thing clear. Bias and hate have no place in civil society.

Pres­i­dent John F. Kennedy reminded us in his 1963 accep­tance speech for ADL’s America’s Demo­c­ra­tic Legacy Award, “The con­tri­bu­tion of immi­grants can be seen in every aspect of our national life. We see it in reli­gion, in pol­i­tics, in busi­ness, in the arts, in edu­ca­tion, and even in ath­let­ics, and enter­tain­ment. There is no part of our nation that has not been touched by our immi­grant background.”

Prej­u­dice is learned and counter speech is an impor­tant part of chal­leng­ing prej­u­dice and bias wher­ever we see it, includ­ing online and in our every­day lives.

Every­one can engage in counter speech by respond­ing when they see bias and chal­leng­ing mis­in­for­ma­tion. Unfor­tu­nately, instances of racism and xeno­pho­bia related to the topic of immi­gra­tion are com­mon. In addi­tion, edu­ca­tors can play a unique role in address­ing bias in soci­ety by using the class­room to chal­lenge biased ideals, and in this case, chal­leng­ing anti-immigrant bias among youth. The les­son plan  “Hud­dled Mass or Sec­ond Class: Chal­leng­ing Anti-Immigrant Bias” for grades 3 to 12 can help edu­ca­tors move our nation closer to a more per­fect, less biased nation. Don’t have the time to do a full anti-bias les­son? Famil­iar­ize your­self with some myths and facts on immi­grants and immi­gra­tion.

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January 18, 2013 1

ADL Workshop Cultivates Ally Behavior Online

Over the past few years the media has cov­ered many sto­ries about cyber­bul­ly­ing and its detri­men­tal effects on youth.  The research, and our own expe­ri­ences, make it clear that cyber­bul­ly­ing hurts the youth tar­geted and cre­ates a neg­a­tive expe­ri­ence for those who wit­ness the behav­ior.   We also know that youth are often tar­geted online because of their iden­tity, includ­ing their weight, real or per­ceived sex­ual ori­en­ta­tion, gen­der expres­sion, reli­gion and race.

To help address issues of cyber­bul­ly­ing, ADL’s AWORLD OF DIFFERENCE® Insti­tute cre­ated Cyber­ALLY®, a half-day (3-hour) or full-day (6-hour) inter­ac­tive train­ing for mid­dle and high school-age youth that pro­vides prac­ti­cal infor­ma­tion and oppor­tu­ni­ties for skill-building.  Cyber­ALLY sup­ports youth in devel­op­ing per­sonal strate­gies for pro­tect­ing them­selves against cyber­bul­ly­ing as well as act­ing as cyberallies—preventing and tak­ing action against cyber­bul­ly­ing and social cru­elty in online forum.

We recently con­ducted a research eval­u­a­tion of Cyber­AL­LYto assess the effec­tive­ness of the train­ing pro­gram and gain insight into areas for improve­ment.  Funded by Cir­cle of Ser­vice and Microsoft, we con­tracted with an eval­u­a­tion research firm, TCC Group, to design and con­duct the eval­u­a­tion.  With TCC Group, we iden­ti­fied in research terms the out­comes we hoped to achieve with Cyber­ALLY:  1) aware­ness and knowl­edge about cyber­bul­ly­ing, 2) demon­stra­tion of respon­si­ble and eth­i­cal online behav­ior, and 3) abil­ity to be a CyberALLY.

The data analy­sis shows highly sta­tis­ti­cally sig­nif­i­cant improve­ment in all three out­come areas, indi­cat­ing that the Cyber­ALLY pro­gram is effec­tively equip­ping stu­dents to take action against cyber­bul­ly­ing. The stu­dents showed the great­est improve­ment in the out­come “the abil­ity to be a cyber­ally.”  Some spe­cific find­ings include: 93% of stu­dents indi­cated that they learned dif­fer­ent strate­gies for respond­ing to cyber­bul­ly­ing and online bias and 81% indi­cated that “all kids my age should par­tic­i­pate in this work­shop.”  By chang­ing the cul­ture from one of pas­sive bystanders to one of active cyber­al­lies, we can change the way stu­dents inter­act online. In all, the results of this eval­u­a­tion have shown that ADL is con­tribut­ing to fur­ther­ing the  over­all goal of fos­ter­ing increased cyber-civility and a cul­ture of e-safety among our youth.

For spe­cific strate­gies on how you can be a cyber­ally and address bias and bul­ly­ing online, visit www.adl.org/combatbullying.

 

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