Utilizing Our Privilege as School Psychology to Ally with Marginalized Populations and Disrupt Systemic Inequities

Hazel, C E (Cynthia)
University of Denver, 1999 E. Evans, 80282, Denver

 

Submission type

Round Table Discussion

Scheduled

Room 106, 12-07-2019, 09:00 - 10:30

Keywords

Allyship, Systemic Inequities, Oppression, Privilege, Equity

Summary

 

An ally is someone who does not identify as belonging to a marginalized group, but wishes to support members of that group in working toward their goals.  Although there are different models, the follow four aspects are generally agreed upon as required for allyship: (1) understand your privilege, (2) learn about the other community, (3) use your privilege to promote the voice of the community members and advocate for them if they are not present, and (4) realize that you will make mistakes and seek to restore relationships when you do.  As a White cisgendered woman, I represent the two main categories of overrepresentation of school psychologists’ identities versus the US students and families we serve.  Historically, students of color, poor children, girls, students who present as gender atypical, students with disabilities, and children who are perceived as unattractive have less status in schools and society.  During this round table, I will facilitate conversations about how school psychologists can utilize their privilege to disrupt systemic inequities, as well as provide examples of how listening to my peers and students has informed me of when I was colluding with White superiority and  increased my capacity recognize and challenge oppression.

 

Auteurs