1. Different? Daring?
Diverse?
UNLV Introduction to Residential Life
Week 5 – Blimling Chapter 10

2. We are just dipping our toes today
• Some of you may feel like we’re just getting wet…
• Others may feel like they are drowning…

3. Agenda
Further Exploration and Application
Theoretical Framework
Introduction
Purpose

4. BeforeWe
Begin…
Provocative Concepts
Provocative is OK
No intent to cause harm
For International Students
This is a very US-centric/American
Discussion
ForWhite folx
This conversation is for you too!

5. Sexist
Roots
 Sexism IS bad
 Sexism IS ALSO an everyday part of the lived
American experience
 U.S. was founded on sexist (patriarchal) ideology
 We are all a part of sexist systems in some way
 How do we experience this at UNLV?
Blimling Pages 197 - 202

6. Racist
Roots
 Racism IS bad
 Racism IS ALSO an everyday part of the lived
American experience
 U.S. was founded on racist ideology
 We are all a part of racist systems in some way
 How do we experience this at UNLV?

7. Racist
Roots
Racist
Roots

8. Founding of UNLV
 “Rebelled” from the North (Reno)
 Scarlet & Gray
 Mascot

9. “Beauregard” to
“Hey Reb”
 Hey Reb is not Confederate, he is a
Frontiersman
What did Frontier people do to Native
Americans?

10. Founding of
UNLV
 UNLV founded in 1957 during the American Civil Rights
movement
 LasVegas was known as “The Mississippi of the West”
 Think of theTropicana Hotel, Flamingo Hotel
 Moulin Rouge
 Black-owned de-segregated hotel/casino

11. *LasVegas*
Mississippi
of
the
West
 Rancho High School Riots
 1960s and 1970s after de-segregation
 Riots included police, teachers, and students
 Many injuries, some deaths

12. UNLV
Present
Day
By the numbers…
 UNLV is a Federally-designated…
 Minority Serving Institution (MSI 25%+ of students)
 Hispanic Serving Institution (HSI 25% of students)
 Asian American Native American Pacific Islander Serving Institution
(AANAPISI 25% students)
 Faculty (those who teach) don’t match our student demographics
 Less than 1% of Faculty are Alaska Native
 Less than 1% of Faculty areTwo of More Race-identifying
 Less than 6% of Faculty are Hispanic-identifying
 Less than 5% of Faculty are African-American
 Less than 16% of Faculty are Asian
Source: UNLV Office of Decision Support

13. UNLV
Present
Day
 Faculty & Staff don’t match our student
demographics
 Why?
 Who are the role models?
 Who is in charge at UNLV?
 Who is making decisions at UNLV?
 What is the difference between minority-having and
minority-serving?
 How do RAs and Res Life influence those
distinctions?

14. WhenWeTalk
About Identity,
WhatAreWe
ADDRESSING?
 ADDRESSING
 Age & Generation
 Developmental Disability
 Disability (Acquired)
 Religion
 Ethnicity & Race
 Socioeconomic Status
 Sexual Orientation
 Indigenous Populations
 National Origin & Language
 Gender

15. VOCAB
 Basic definitions (Handout, popcorn style read)
 Diversity
 Equity
 Power (Institutional)
 Oppression
 Inclusion/Inclusivity
 Social Justice

16. Diversity
The presence of difference
Neither good nor bad

17. Equity
(vs. Equality)

18. Power
 Access to resources and/or
privileges.The ability to influence
the behavior of others, with or
without resistance.

19. Oppression
The prolonged state of unjust
treatment or control including
mental pressure or distress by
those in power.
You can’t have oppression
without power.

20. Inclusion
&
Inclusivity
 Inclusion:The feeling or act of being included
 Inclusivity: the practice or policy of including
people who might otherwise be excluded or
marginalized, such as those who have
physical or mental disabilities and members
of minority groups.

21. Social
Justice
Justice in terms of the distribution
of wealth, opportunities, and
privileges within a society.
Both a process AND a goal

22. Language
of
Appeasement
How do we apply and/or
interpret these terms?

23. Diversity
vs.
Inclusion
2011
2018
 UNLV Residential Life Staff

24. Activity
Time!
 Grab 3 Post-it Notes
 1 Blue
 1Yellow
 1 Pink
 Move around the room
 SILENT ACTIVITY
 Place theYELLOW Post-it Note on the identity you
think about MOST often
 Place the PINK Post-it Note on the identity you think
other people notice about you the most
 Place the BLUE Post-it Note on the identity you
think about LEAST often

25. CheckYour
Privilege
Privilege is an un-earned benefit
reinforced by societal standards based
on group membership.

26. CheckYour
Privilege
YOU put the “I” in Pr_v_lege
Either you have privilege or you don’t
ActivityTwo!

27. Theoretical
Framework
 Coming Out Model
 Racial/Cultural Identity
Development
 White Identity Development

28. Cass
ComingOut
Model
 Disclosure for folx on the Queer Spectrum, influenced by level of safety
 Blimling Pages 205-206

29. Atkinson,
Morton,Sue
Racial/Cultural
Identity
Development
*LookingatPeopleofColor
orPOCspecifically

30. Helm’s
White
Identity
Development
1)Abandoninga
RacistIdentity
(Guilt)
2)Defininga
Non-Racist
WhiteIdentity

31. Helm’s
White
Identity
Development
 ForWhite Folx…
 Pre-Encounter Stage
 “I don’t have a race, I’m just normal.”
 If you’re ‘normal’ then who is
abnormal?
 How does this type of thinking,
engrained over a lifetime, lend
itself to a sense of superiority or
supremacy?

32. HelpUs
Dr.
Robin
DiAngelo
 ForWhite Folx…
 Pre-Encounter Stage
 “I don’t have a race, I’m just normal.”
 If you’re ‘normal’ then who is
abnormal?
 How does this type of thinking,
engrained over a lifetime, lend
itself to a sense of superiority or
supremacy?

33. DevelopmentalModelofInterculturalSensitivity
(DMIS)

34. DevelopmentalModelofInterculturalSensitivity
(DMIS)
Minimizationthink:Equityvs.Equality

35. DevelopmentalModelofInterculturalSensitivity
(DMIS)

36. Resident
Assistants
RAs are very influential on social
systems within our communities
RAs are expected to be agents of
social change
Much of our training is focused
here
RAs are expected to influence,
confront, teach and learn about
issues of equity and inclusivity.

37. Re-Cap
We only press pause on these
conversations--we do not stop
them.
Identity plays a big role in the
journey of RAs—who am I, how do I
fit in the world?
How do I use the RA position to
break-down systems or barriers for
myself and others?

38. Re-Cap
If this is too much Social Justice or if
this is too “PC” for you, then being an
RA at UNLV is NOT the job for you.

39. Reflection
Questions
(Homework)
1)What is the danger of
minimization? As an RA, how is
assuming that we should all be
treated equally potentially harmful
when put into practice?
2) Reflecting on theWeek 5 lecture,
what are you still thinking about?
(What was most impactful?) What
questions do you still have?
 For responses to Question 2, we will look for themes
and attempt to answer the most frequently asked
questions in a future class (likelyWeek 6)

40. Sources
Atkinson, Morten, Sue "Ethnic/Cultural Identity Development Model"
Barrick Museum of Art
Cass, "Coming Out Model"
Dafina-Lazarus Stewart, Inside Higher Education: "Language of
Appeasement"
Desert Rose Films
ElsieY. Cross Associates
Fusion Comedy
Google
Gregory S. Blimling, "The Resident Assistant"
Helms, "White Identity Development Model"
Kimberle' Crenshaw, "Theory of Intersectionality"
Milton Bennet, "Developmental Model of Intercultural Sensitivity"
Pamela Hays, "ADDRESSING Model"
Robin DiAngelo, "White Fragility“
Social JusticeTraining Institute
U.S. News & World Report
United Methodist Church
UNLV Libraries
UNLV Office of Decision Support
Youtube

41. Questions

42. Thank
You!