Becoming an Ally - HOME

Getting Started
Mission, Goals & Concept
Working Definitions
Behaviors and Attitudes
Multicultural Identifiers & Training Model
Ally or Adversary "Y" Model
Assessment Tools

Programs/Enrichments
by Level:
  Awareness
Skills
Knowledge
Social Action

Programs/Enrichments by
Multicultural Identifier:
Ability
Class
Gender
Race
Religion/Spirituality
Sexual Orientation
or Multiple Identifiers

Credits

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Ally or Adversary "Y" Model

Ultimately, this "Y" idea is what we are trying to achieve with our staff and students. We want to begin by offering a FOUNDATION which includes the enrichment of "Awareness." Second, we want to EDUCATE our staff and students by doing some "skill" based enrichments around specific identifiers and then offer them "Knowledge" which is seen as the TRANSFORMATION stage of the "Y" model. Finally, our goal is to move staff/students into the level of "Social Action" which is where the "Y" meets and a decision is made as to whether one chooses to be an Ally or an Adversary. Once a decision is made, you can begin to explore with your staff/students whether they are being an active member or a passive member. (Below is the model.)

TRANSFORMATION (Knowledge):
*RAs will recognize small cultural differences
*RAs will be able to articulate the difference between oppression and discrimination.
*RAs will increase their knowledge in multicultural area issues that they are unfamiliar with
*RAs will understand the significance of both differences and commonalties and the role that they play in multicultural issues


 

EDUCATION (Skills):
*RAs will be more sensitive to people who are different from themselves.
*RAs will increase their confidence and ability to confront inappropriate behavior related to multicultural issues.
*RAs will provide opportunities for residents to learn more about multicultural issues
*RAs will be resources on multicultural issues for majority students.
*RAs should be willing and know how to seek out information when they are unclear.
*RAs will develop skills so they can respond appropriately to minority students who feel they have been mistreated in their community.

 
FOUNDATION (Awareness):
*RAs will increase their self-awareness and learn more about their own biases, fears, and comfort levels
*RAs will be able to explore and claim their own culture and identity

 

 

 

 


Material adapted from:
Luft, Joseph: Of Human Interaction, Palo Alto, CA: National Press Books, 1969
Hardiman, Rita & Jackson, Bailey, Oppression: Conceptual & Developmental Analysis, unpublished article
Adams, Maurianne, et al: Teaching for Diversity & Social Justice, New York, NY. Routledge, 1997
Blumenfeld, Warren J: Prejudice & Discrimination, Social Justice Reader, Amherst, MA. UMass, 1993
Briodo, Ellen: The Development of Social Justice Allies During College: A Phenomenological Investigation, Journal of College Student Development, Washington, DC. J/F 2000
Evans, Nancy & Wall, Vernon: Beyond Tolerance ... ACPA. Alexandria, VA, 1991.
Ederer, Jeff & Barnes Lori: Allies for Social Justice, www.wesleyan.edu/reslife/asj. ACPA 2000
Danielle Licitra, Assistant Director of Housing & Residence Life, Massachusetts College of Art
Kristin Carpenter, Assistant Director of Residential Life, University of New Hampshire
Department of Residential Life, 5 Quad Way, 13A Hitchcock Hall, University of New Hampshire, Durham, NH 03824
(603) 862-2268    Copyright Residential Life, 2005-2006    Website Questions,Nelson Gonzalez