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U207·Workshop: Being Well-Meaning is Not Enough! Understanding and Dismantling White Privilege to Advance Equity Pedagogy and Practice
Workshop Race/Ethnicity
Sun. April 29, 2018 8:00 AM to 10:00 AM
Roosevelt Room, Marriott Crystal City
Session Description

Ticketed event: Workshop Ticket - $35.00
This workshop will explore U.S. white cultural norms that create an inequitable status quo, privileging whites and the concept of whiteness, while disenfranchising people of color. We will address the often paralyzing inaction of people in response to racial inequities (DiAngelo, 2016), as academics are commonly immobilized by the prospect of saying or doing something that could be perceived as prejudicial or simply uninformed. We will identify and challenge the conflation of whiteness and power through exploration of whiteness and white privilege. Reflecting upon one's own white privilege can catalyze action to improve equity and opportunity in STEM fields.

We plan to explore questions such as: What did your racialization (i.e., socialization regarding race) look like? In what ways might that racialization still inform your read on the world, however implicit? How does white privilege show up in your everyday life? In what ways might you have colluded with white dominance? As white facilitators, we will share tactics to disrupt the status quo to advance racial equity. Workshop attendees will leave with an increased awareness of white privilege, and will co-construct a racial justice toolkit aimed to dismantle it.

  1. Dr. Cara Margherio
    University of Washington

    Cara Margherio joined the University of Washington Center for Evaluation & Research for STEM Equity (CERSE) in 2010, and assumed duties as Senior Research Associate in 2015. She serves as project manager for several NSF- and NIH-funded projects, and a significant portion of her work is at the national scale with professional development programs for early-career academics belonging to excluded identity groups in STEM. Her research interests include community cultural wealth, counterspaces, institutional change, and peer mentoring. Cara earned a PhD and MA in Sociology from the University of Washington, and a BPhil in Sociology and BS in Psychology from the University of Pittsburgh.

  2. Emily Affolter
    University of Washington

    Emily Affolter works as a Research Associate for the University of Washington's Center for Evaluation & Research for STEM Equity (CERSE). Her work at CERSE involves program evaluation, resource development, and facilitating interventions to advance and bolster diversity, equity, and inclusion in workplaces, academic environments, and beyond. Emily earned her Ph.D. in Curriculum and Instruction with a focus on Multicultural Education from the University of Washington, her M.A. in Multicultural Education from Prescott College, and her B.A. in Humanities and Spanish from Scripps College. She is a former Fulbright grantee who has done research in Mexico and Colombia. Her most current research interests explore culturally responsive professional development interventions for teachers and leaders. In addition to CERSE, Em concurrently works as Prescott College Associate Faculty in their Ph.D. program.

  3. Dr. Elizabeth Litzler
    University of Washington

    Elizabeth Litzler, Ph.D., is the director of the University of Washington Center for Evaluation & Research for STEM Equity (UW CERSE) and an affiliate assistant professor of sociology. She has been at UW working on STEM Equity issues for more than 12 years. Dr. Litzler is a member of ASEE and a former board member of the Women in Engineering ProActive Network (WEPAN). She is currently the principal investigator on a dozen different research and evaluation projects focused on improving equity, diversity, and inclusion in higher education. Her research interests include the educational climate for students in science and engineering, assets based approaches to STEM equity, and gender and race stratification in education and the workforce.

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