Becoming an Ally - HOME
Getting Started
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Mission, Goals & Concept |
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Working Definitions |
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Behaviors and Attitudes |
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Multicultural Identifiers & Training Model |
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Ally or Adversary "Y" Model |
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Assessment Tools |
Programs/Enrichments
by Level:
| Awareness Skills Knowledge Social Action |
Programs/Enrichments by
Multicultural Identifier:
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Ability |
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Class |
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Gender |
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Race |
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Religion/Spirituality |
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Sexual Orientation |
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or Multiple Identifiers |
Credits
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The Self Assessment Model:
We first would like to begin by addressing the Self Assessment Model and including this as the first tool used to assist RHD's in identifying their Resident Assistant's Multicultural Competency levels.
As the Assessment Model has great potential and could benefit RHD's in the process of evaluating Resident Assistants, we hope that this will help eliminate confusion for RHD's who are not sure as to the most effective way of presenting the assessment and maximizing your staff's output. The results of the Self-Assessment will guide the RHD's for future training in conjunction with the enrichments provided on this site.
Action Continuum: Helps identify Adversary behavior vs. Ally characteristics and will be added in the binder as a reference for RHDs.
| Works Against Social Justice |
Works Towards Social Justice |
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| (1) Actively joins in the behavior |
(2) No response |
(3) Educate oneself |
(4) Interrupt the behavior |
(5) Interrupt & educate |
(6) Initiate an organized response |
| 1. | Actively Joins in the Behavior |
| *Actions that directly support the oppression of the target group. | |
| *Making fun of people that don't fit into the traditional roles/characteristics of the agent group. | |
| *Engaging in verbal and/or physical harassment of target group members. | |
| 2a. | No Response: Denying or Ignoring |
| *Inaction that supports oppressive behaviors and discrimination against the target group. | |
| *Unwillingness or inability to understand the effects of oppressive behaviors. | |
| 2b. | No Response: Recognizing but Not Action |
| *Recognition of the harmful effects of oppressive behaviors/discrimination. | |
| *This recognition does not result in action to interrupt | |
| *Taking action is prevented by a lack of knowledge of what to do, lack of willingness to do it | |
| 3. | Educate Oneself: (Awareness) |
| *Learning more about own bias/fears/and comfort levels | |
| *Being able to explore and claim their own culture and identity. | |
| *Recognition of the harmful effects of oppressive behaviors/discrimination | |
| *Educates oneself to learn more about the target group and about oppression. | |
| 4. | Interrupt the behavior: (Skills) |
| *Increased confidence and ability to confront inappropriate behavior related to multicultural issues | |
| *Willingness to provide opportunities for residents to learn more about multicultural issues. | |
| 5a. | Interrupt and Educate: Questioning and Dialoguing (Skills/Knowledge) |
| *Recognize small cultural differences. | |
| *Able to articulate the difference between oppression and discrimination. | |
| *Attempt to begin educating others. | |
| *Goes beyond just interrupting oppressive behaviors to interaction & engaging people in dialogue. | |
| 5b. | Interrupt and Educate: Supporting and Encouraging (Knowledge/Social Action) |
| *Supporting and encouraging the anti-oppressive actions of others. | |
| *Risk-takers in interactions involving multicultural issues | |
| *Actively educate on multicultural issues | |
| *Willingness to reach "out of their comfort zone." | |
| 6. | Initiate an Organized Response (Social Action) |
| *Actively anticipate and identify interpersonal, institutional, and/or societal oppressive actions and practices, and works to change them. | |
| *Experience and Celebrate different cultures. |
Materials adapted from: Adams, Maurianne, et al: Teaching for Diversity & Social Justice, N.Y., Routledge, 1997/Allies for social Justice www.wesleyan.edu/reslife/asj/
Residential Life Staff Assessment Tool
| Name: _______________________________ | |
| 1. | How much thought have you given to your own cultural identity and how this affects your relationships with others? |
| 2. | How comfortable are you interacting with people who have different cultural identities from your own? |
| 3. | Have you spent significant time in your life interacting and getting to know a person(s) who comes from a vastly different background than yours? |
| 4. | How aware are you of stereotypes and biases you have toward different groups of people? |
| 5. | How comfortable are you confronting inappropriate behavior related to multicultural issues? |
| 6. | How skilled are you at introducing and motivating students to expose themselves to learning more about multicultural issues? |
| 7. | Do you know of resources to turn to if you have questions about multicultural issues as they relate to the RA job? |
| 8. | Are you able to articulate the difference between oppression and discrimination? |
| 9. | How motivated are you to learn more about multicultural issues you are unfamiliar with? |
| 10. | Do you feel comfortable taking risks when it comes to interacting with or learning about people from backgrounds different than your own? |
| 11. | Do you feel prepared to actively educate students in the area of multicultural issues? |
| 12. | Would you say you make an ongoing effort to celebrate and learn about differences? |
| 13. |
How comfortable would you say
you are with issues around the following areas? |