Speaker(s):

Gray, Angela, MSW, EdS

Presentation:

Black girls often go through life feeling invisible like they do not exist or are not important. They are victimized by being suspended from school, sexually exploited and sent to juvenile detention centers at a higher rate than other girls from other races their own age. Black girls/women are also physically, emotionally, and sexually abused more than any other race. They often combat negative stereotypes of the Angry Black Girl/Woman syndrome often depicted on television and social media. Developmental consequences of Trauma and Trauma Informed Interventions will be explored to help Black girls heal and restore.

Objectives:

1. Define what it means to be invisible as a Black girl.
2. Examine how invisibility and victimization impacts preschool and elementary Black girls.
3. Examine how out of school suspensions, expulsions, and poor attendance contributes to the invisibility and victimization of Black girls.
4. Examine how everyday practices at school such as dress codes and hairstyles contribute to the victimization of Black girls.
5. Explore how the media promotes sexual exploitation and objectification of Black girls.
6. Explore the negative effects physical, emotional, and sexual abuse has among Black girls.
7. Explore the history of colorism and how it was devised to create division among Black girls.
8. Examine the negative stereotypes of Black girls/women such as the “Angry Black Woman Syndrome” portrayed in society.
9. Examine the importance of Role Models.
10. Define and understand how implicit biases, cultural responsiveness, social emotional learning and restorative justice practices can help eliminate unintentional discrimination which causes Black girls to become victimized and invisible.
11. Explore trauma informed interventions and counseling activities to help restore and heal Black girls.

Speaker(s):

Carter, Lisa, MS, LPC, LCAC

Presentation:

This workshop will define and characterize what cultural humility is and how it is represented in the behavioral health workforce. We will create a space to share real life examples and will describe achievable, necessary changes to the work environment to ensure the unspoken needs of clients are met, and unknowing stigma and bias disappear.

Objectives:

1. Identify the differences between Cultural Competency and Cultural Humility
2. Describe ways one can be culturally humble in their own work
3. Discuss alternative choices for workforce scenarios where cultural humility can be at the forefront of a situation

Speaker(s):

Hall, Aisha, EdD, MSW

Presentation:

The presentation will focus on minority student growth and development in a rural 4-year college. The purpose of the study was to examine the perceptions of minority faculty and students regarding student learning associated with minority students’ relationships to minority faculty. Critical race theory was used as part of the conceptual framework which provides a narrative on the perspectives of race and dispels myths, racial beliefs, and misrepresentations of the truth. Social learning theory was also used as part of the conceptual framework because it explains how social influences impact the beliefs and actions of individuals in society. A basic qualitative study was the research design and semi-structured interviews were used to collect data from 5 minority faculty and 8 minority students. The data noted that 92% of the minority participants thought there were advantages to having minority faculty compared to 8% who did not. A recommendation paper was the result of the research study. Based on the findings, positive social changes may occur that affect minority students and faculty by improving minority student learning, increasing minority student enrollment, and possibly an increasing minority faculty at higher education institutions.

Objectives:

1. Define minority student learning in higher education

2. Describe the impact higher education has on minority students

3. Identify the importance of a diverse learning environment