EMS

Part Equity
Three
Flip the Script
Welcome to our final
Equity training of the Please sit in a table
group of 4.
year. Thank you for
all of your hard work.
-Krispin, David, Abby, Abby,
Juana, Beth, OJ, & Annie
 Mission:
EMS “create a space for an
Equity open dialogue that will
allow us to begin to
address gaps between
Flip the Script student subgroups”
As a participant you will...
❖ Identify microaggressions in the classroom
❖ Consider ways to be a more equitable educator
❖ Learn skills for talking to other staff, parents, and
students about race and addressing issues you
encounter
An ask...

No electronics please.
Essential Question
Who am I in relationship to the community I serve...

❖ In the skin I’m in

❖ In the role I play
❖ In the things I don’t know
❖ In my vulnerability
❖ In my responsibility?
Hatch Kids:
Microaggressions Defined
● Verbal, behavioral, or environmental slights
● Often automatic and unintentional
● Occur in brief instances on a daily basis
● Communicate hostile, derogatory, or negative viewpoints
● Perpetuate a worldview where White is privileged

TURN and TALK: Is this a term you are familiar with? Can you think of any
examples from real life? Things that happened to you or someone you know?
Three Types of Microaggressions
Microassaults
-Straight up racist comments
Microinsults
-“Oh! You must be the maintenance man”
-”His parents are Mexican, they aren’t going to care.”
Microinvalidations
-“All lives matter.”
- “When I look at you, I don’t see color.”
Associated psychological impact

Anxiety • Depression • Sleep Difficulties •

Diminished Confidence • Helplessness •
Loss of Drive • Intrusive Cognitions (e.g.,
internal dilemma) • Diminished Cognition
Intent v. Impact
What is Intent vs Impact?

“What we mean” vs “how the message is received”

People tend to judge themselves by their intentions:

● I am thoughtful
● I am kind
● Often motivated to help another person
 Consider intent v.
impact with the
students. Examples?
Turn and talk as a table
TABLE TASK: Types of Microaggression
❖ Read and focus on 2 that you can create an additional
example for
❖ Each person in the group shares one
So what do I do?
FINALE: 20 (Self-) Critical Things I will Do to Be a
More Equitable Educator
On notecard (anonymous but to be shared):

Side One:

A commitment to be a more equitable educator.

Side Two:

I used to think ___________, now I believe ______________.

The end.