The Benefits of Intergroup Dialogue

admin — Mon, 12 Jul 2010 20:18:29 +0000

Social Justice education is an extremely important element of most college curriculum. One example of social justice education offered by higher education institutions is Intergroup Dialogue. Dialogues are facilitated learning experiences that bring together 12-18 students from two social identity groups with a history of conflict (for example, “Muslims and Jews”). They are typically semester-long courses, meeting two times each week, with a structured curriculum. Peer facilitators, often undergraduate students, lead the discussions. Dialogues provide an opportunity to explore common ground and differences, examine systems of power and privilege, and find ways to work together to promote social justice.

IGD is based on the premise that sustained and meaningful contact is necessary to address issues of conflict and to promote the creation of a just and diverse campus.[1] Oftentimes these dialogues are the first opportunities students have to speak in-depth with those of different racial, ethnic, and sexual identity groups.[2] IGD programs can be adapted to be part of a curriculum, or housed in academic or student affairs departments.

The outcomes of these programs are quite striking. Evidence suggests that they are a meaningful way to build bridges.[3] Participants exhibit an increased understanding of themselves and others, a knowledge of the historical causes of discrimination, and a commitment to take action. Many students have applied what they learned in these dialogues to the college campus at-large or brought their knowledge into their career.[4]

College campuses offer a unique, safe and fertile learning environment in which to have these conversations. College admissions offices are staffed with people dedicated to increasing diversity on campus. IGD programs put into action what admissions officers hope to achieve, but that often does not occur organically.

I have had the privilege to be both a participant and facilitator of semester-long dialogues. Over the years, I have also adapted these dialogues into mini-workshops and day-long retreats on several college campuses. I can attest to the fact that the experience is quite transformative and leaves a lasting impact on all participants.

- Corinne

[1] Zuniga, X. (2007). Fostering intergroup dialogue on campus: Essential ingredients. Retrieved

November 28, 2007, from http://www.diversityweb.org/Digest/W98/fostering.html

[2] Schoem, D. & Stevenson, M. (1990, Summer). Teaching ethnic identity and intergroup relations: The case of Black-Jewish dialogue. Teachers College Record, 91 (4).

[3] Zuniga et al (2007)

[4] Zuniga et al (2007)

The Cultural Construction of Beauty

admin — Mon, 12 Jul 2010 19:14:32 +0000

When asked to define beauty, girls often respond with descriptions of physical appearance. I often wonder – but have not yet asked – if this physical beauty is something they think “everyone” agrees is the standard, or if they believe that beauty is defined differently in different cultures.

In her VHI reality TV series The Price of Beauty, Jessica Simpson explores the notion of beauty and provides some answers to the question of whether there is a universal beauty standard or if it is locally (culturally) defined. Throughout her journey to India, LA, Morocco, Paris, Rio, Thailand, Tokyo, and Uganda, Simpson interviews local women, or “beauty ambassadors,” who each defines beauty in her own way. For example, while Parisians revere the waiflike figures walking the runways, members of the Uganda Hima tribe believe, “the fatter, the better.” [1] What these women do share in common, however, is their subscription to a beauty ideal that seems to have been set by someone else.

I have run workshops for female college students of various racial, ethnic, cultural, and religious backgrounds and asked them to find images in magazines or other print media that epitomize beauty as they see it. Most of the women choose images that somehow resemble them – in race, ethnicity, hair color, and even body type. They may choose the lips of one woman, the legs of another, or even an action or personality trait of yet another, but in sum the images are reflective of the participants in the group.

These workshops have been hugely successful and I look forward to future opportunities to offer girls and young women the chance to relish and appreciate their unique qualities while reveling in their shared beauty. There is nothing more beautiful than loving yourself and helping others do the same.

- Corinne

[1](http://www.vh1.com/shows/jessica_simpson_the_price_of_beauty/episode.jhtml?episodeID=166388#moreinfo).

College Bound – Helping Girls Get Ready!

dcaiazzo — Thu, 27 May 2010 17:29:10 +0000

The following blog is adapted from an article Alison wrote for LEADER Magazine. For the full article click here, and to download the college-planning guide she authored, click here for the English version and here for the Spanish version.

The college-planning process is an exhilarating yet challenging time for teens and the adults in their lives. From the dreaded standardized tests to the much-awaited acceptance letter, this foray into the world of higher education will most likely dominate the conversations of girls in grades 11-12. Adults in girls’ lives have the opportunity to support what the girls have learned in school and from their peers, and to supplement this knowledge with their own perspectives and experiences.

Middle/Junior High School
It’s never too early to start thinking about college. In most middle and junior high schools, there are specific classes a girl will need to take in order to begin her journey on the “college track.” Speak with or send a note to parents reminding them to talk to their daughter’s teachers, school counselors and/or administrators about the importance of her being enrolled in these essential courses during her pre-high school years.

Freshman Year – 9th Grade
While applications are still years away, colleges look at everything students do for all four years of high school. Suggest that the girls speak with their guidance counselors to decide which classes they should take, and to discuss any testing accommodations they may need if they have special learning requirements. Encourage them to start a college preparation folder, which will contain application materials like report cards, awards, and lists of extra-curricular activities, paid jobs, and/or volunteer positions. Urge them to continue their involvement in extra-curricular activities, and discuss their participation in community service projects that reflect their interests. All of these activities can be listed later on college applications, and are taken into consideration by college registrars.

Sophomore Year – 10th Grade
This second year of high school is often more comfortable for teens as they have gotten used to their new environment. Encourage them to set goals and suggest that they start investigating colleges by exploring school websites and looking at admission requirements. Remind them to update their college preparation folders.

Junior Year – 11th Grade
This is the year girls will begin the college application process. This is a good time to help them create a résumé. Also propose that they attend college fairs, begin investigating scholarship opportunities, and introduce them to the FAFSA (Free Application for Federal Student Aid). As they begin to receive publications from colleges in the mail, offer a system for organizing brochures and letters and remind them to keep updating their college preparation folders.

Senior Year – 12th Grade
During this exciting last year of high school, remind the girls that their grades are still important; every year colleges rescind offers of acceptance because of poor senior-year grades. Discuss whom they will ask to write their recommendation letters. If you are asked to write such a letter, ask the girl for a copy of her résumé [which should include awards, achievements and accomplishments (academic or otherwise) work experience, etc.] and speak with her about how her future goals fit with the college(s) to which she is applying.

Celebrate
Finally, celebrate graduation and the prospect of each girl attending the school of her choice! This is a wonderful time to enjoy her accomplishments and to congratulate her on her years of dedication and perseverance.

Tips to End Teen Dating Violence – How You Can Help

admin — Thu, 21 Jan 2010 21:46:44 +0000

The key findings from the Center for the Advancement of Women’s (CFAW) publication, “Violence Against Women: A Report of Findings From National Focus Groups with Women and Teen Girls” elaborate causes of non-reporting by teens, in that the victims of emotional, verbal and psychological abuse who participated in their study stated they didn’t know where to go for help.[5] Additionally, the teenage women victims surveyed stated that while they recognized the signs of relationship violence, they felt isolated and unable to discuss it with their peers. [6]

This last finding underscores the importance of the ways in which family, community and religious influences play a key role in preventing and reporting abuse against women, especially among minority women. [7] The adults in these teenagers’ lives need to understand that they have the power to be proactive when it comes to dating violence in their families or communities. It is never too early for them to talk with teens about healthy relationships and dating violence. They may wish to provide teens with examples of healthy relationships and point out unhealthy behavior using examples from their own lives, television, movies, or music. It is imperative that they listen to teenagers, give them a chance to speak, and avoid analyzing, interrupting, lecturing or making accusations. If these adults ask questions, they need to encourage open discussion, and keep things low key, thus creating a relationship that is supportive, nonjudgmental, and trusting, all of which increase the likelihood that the teen will come to them for help, if need be. These adults should also remember to stress that violence is never acceptable, and remind teenagers that they have the right to say no and must respect the rights of others.

Respect for others can be a complicated concept when using communication technologies like cell phones and social networking sites online. While these can be great for staying in touch with friends, family, and romantic partners, they may also be co-opted by abusers who monitor the movement and attempt to control the daily lives of their victims. Teens are at particular risk for this kind of abuse, as their ubiquitous use of technology creates unlimited opportunities for dangerous communication. As emotional abuse leaves deeper scars and more lasting effects than physical violence[8], this is of specific concern to media like cell phones and social networking sites that utilize verbal communication.

Adults in the lives of teens may need to remind them that they should resist the urge to respond to hostile, harassing, abusive, or inappropriate texts or messages, as responding won’t get the abuser to stop, and it may make it harder to get a restraining order or file a criminal report. The teens should however, save or keep a record of all harassing or abusive messages, posts, and comments, in case they decide to tell the police or get a protective order. In the end, adults need to help teenagers to trust their instincts, and if these youths think something is wrong or feel threatened, support them as they take action. Together with the adults in their lives, teenagers can work to educate those around them and build alliances that help address the incidences of abusive and violent relationships in their communities.

[5] http://www.advancewomen.org/

[6] http://www.advancewomen.org/

[7] http://www.advancewomen.org/

[8] http://www.advancewomen.org/

Teen Dating Violence – Did You Know?

admin — Thu, 21 Jan 2010 21:42:25 +0000

Accounts of aggression and violence among young people abound in academic journals, novels, school curricula, web-based media, and print and televised news reports. The complex representations of youth as both victims and perpetrators of abuse have birthed a complementary lexicon of terminologies that describe the myriad ways in which hostilities manifest among this population. Two such terms are dating and intimate partner violence, of which girls and women between the ages of 16 and 24 are the most vulnerable, experiencing the highest per capita rates of non-fatal intimate partner violence.[1]

During the period of adolescence, young people are involved in the development of an identity, separation and independence from family, and fitting into a peer group. As such, they can be particularly vulnerable to a partner who dictates lifestyle choices and/or controls access to their communities. The isolation and fear that comprises many dating violence situations can steer a victim towards internalizing messages about whom they should aspire to be and how they should act, and can lead to victims’ deemphasizing their individual judgment, values and beliefs and prioritizing the negativity constructed as truth by their abusers.

Thus, dating violence among teens is particularly destructive and its effects long-lasting, as victims are more likely to engage in high-risk behaviors, including substance abuse, unhealthy weight control, sexual risk behavior, pregnancy, and suicidal behavior.[2] These risk factors are exacerbated by the realities that accompany many attempts teens may make to get help. They may not have money, access to transportation, or safe places to go, and/or have concerns about a lack of confidentiality if they do report the abuse. In some states, teens may apply for restraining or protective orders and get domestic violence services without the help of a parent or guardian, but in some they may not.[3] In those states where they cannot get orders of protection, teens then have to weigh the potential abuse from a parent/guardian from whom they have kept their relationship a secret against the actual abuse from their partner – a seemingly no-win situation. As such, of the one in three teens who will experience abuse in a dating relationship, two-thirds will never report it to anyone.[4]

[1] U.S. Department of Justice, Bureau of Justice Statistics, “Intimate Partner Violence and Age of Victim, 1993-1999.” October 2001.

[2] Jay G. Silverman, Ph.D. et al., “Dating Violence against Adolescent Girls and Associated Substance Use, Unhealthy Weight Control, Sexual Risk Behavior, Pregnancy and Suicidality.” Journal of the American Medical Association. October 2001. Timothy A Roberts, MD, LCDR and Jonathan Klein, MD, MPH, “Intimate Partner Abuse and High Risk Behavior in Adolescents.” Archives of Pediatrics and Adolescent Medicine. April 2003.

[3] http://www.breakthecycle.org/resources-state-law-report-cards-2009.html – State Law Report Cards

[4] http://www.breakthecycle.org

4 Signs Your Children May Be Involved With Cyberbullying

jhill — Thu, 21 May 2009 00:16:43 +0000

This is part two of a two-part series of blogs written by Alison for NetSmartz. Check out her tips on how to determine if your child is involved in a cyber bullying situation.

The simple fact is, no matter how much we love our little angels, sometimes they engage in behaviors of which we cannot approve. Like cyberbullying. Then it is up to us as trusted adults to step in and work with our children to correct their behavior. But unlike physical bullying which may leave tangible signs (scratches, torn clothes, bruises), cyberbullying may be undetectable. So, how do you know if your children are engaging in cyberbullying behaviors? We turn once again to expert guest blogger Alison Trachtman Hill.

1) They switch screens, close programs, or put away their phones when you’re nearby.

While this behavior can be a result of children wanting privacy, it may also be a sign that they want to hide their communication from you. Use this opportunity to develop codes of conduct with your children about how to maintain respectful and healthy online relationships.

2) They laugh excessively while using the computer or cell phone.

There are times when the tone of someone’s laughter is more sinister than happy. If you hear this kind of laughter from your children, ask them what’s so funny. Even if they roll their eyes and reply, “Nothing,” use this time to talk about your family’s rules for treating others–online and off.

3) They use multiple online accounts or an account that is not their own.

If your children are often on the Internet, check the computer’s browser history to see if they have consistently logged on to free e-mail sites (Yahoo, Gmail, Hotmail), as this may indicate they have multiple addresses. The use of more than one address may be a result of their wanting to mask their identity. Make sure to ask your children why they have various accounts, and remind them of the commitment they have made to represent themselves truthfully and to communicate respectfully with others online. (This also applies for screen names children may use to send instant messages or chat online.)

4) They have been involved in prior bullying situations on- or offline.

The roles of “bully” and “target” are fluid and change with each hostile event. Someone who is bullied in the morning may become the aggressor in the afternoon as she retaliates for having been mistreated herself. Speak with your children about cruelty to others and remind them that nobody ever deserves to be treated poorly or attacked.

To view the original posting, please visit NetSmartz’s blog archive.

Cyberbullying: Not “Real” Bullying?

jhill — Thu, 14 May 2009 00:10:24 +0000

This is part one of a two-part series of blogs written by Alison for NetSmartz. Check out her ideas and suggestions about cyber bullying for parents/adults.

In response to the growing concern about cyberbullying, which is pushing some states to propose cyberbullying bills, NetSmartz has invited online relationship researcher Alison Trachtman Hill to offer an expert perspective:

While it often feels as if children are the experts when it comes to communication technology such as cell phones, instant messaging, and social networking, it is the trusted adults in their lives who are the experts in helping them navigate the emotional realities which arise from using it. Children need guidance about how communication technology impacts their social worlds, and the best ways to build and maintain respectful relationships with others.

One of the most important concepts to consider when discussing cyber communication is disinhibition—when people say or do things online that they wouldn’t in “real life.” Some kids benefit from this, such as the poet who is too shy to read her work at in-person event. She may instead share her poems via a poetry website. Unfortunately, disinhibition can also manifest in ways that lead children to forget that they are communicating with another person. They may verbally abuse others and act in ways they wouldn’t if they were face-to-face with their targets. This has led to increased cyberbullying among children: insulting, harassing, and even threatening each other through Internet technologies.

While some adults are very concerned about how to stop cyberbullying, there are others who do not understand why it is such a big deal. For these adults, violence that isn’t physical in nature isn’t “real.” They can’t understand why kids don’t just shut the computer off or ignore the mean texts messages. After all, it’s not as if the bully is right outside the door of their home or waiting for them in the school parking lot. However, all adults need to understand that the physical locations that were the center of their adolescent social lives now exist virtually for their children. Asking cyberbullied children to “just log off and ignore it” is like telling them to miss the big game, stay home from the latest party, or avoid the newest hangout. While having children ignore cyberbullies can curtail a particular interaction, it cannot take the place of dialogue about appropriate online behavior.

Adults need to act quickly when they discover that a child is being cyberbullied—or cyberbullying. An awareness of the behaviors which may suggest that a cyberbullying situation is taking place enables trusted adults to take actions to help children, as well as create longer-term strategies for peaceful conflict resolution.

To view the original posting, please visit NetSmartz’s blog archive.