Micromessaging - National Alliance for Partnerships in Equity

Micromessaging to Reach and Teach Every StudentTM National Alliance for Partnerships in Equity

© NAPEEF 2013

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Agenda Topic

Approximate Time

Overview of NAPE

5 minutes

Program Foundation

10 minutes

Micromessaging Concept and Elements

30 minutes

Wrap-up and Questions

15 minutes

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Goal Present a new model for educator engagement to achieve equity in the classroom and equality in student outcomes

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Objectives After completing this unit, you will be able to: • Demonstrate awareness of the NAPE organization • Describe the core ingredients for NAPE’s MM program, the seven units, and the larger framework that supports highquality professional development • Describe micromessaging as a form of communicating implicit bias in the classroom and in our culture • Understand and address micro-inequities and apply microaffirmations as the first step in a year-long transformation process

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Activity: Welcoming Awareness Introduce yourself to the class • Name • Title • Organization/unit

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Introduction to the National Alliance for Partnerships in Equity

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Who Is NAPE? National Alliance for Partnerships in Equity Professional Development Provide tools and curricula for educators through conferences, presentations, webinars, and formal training

Research and Evaluation

Technical Support

Public Policy and Advocacy

Develop reports. Identify researchbased promising practices. Provide input to others’ research.

Develop tools and resources for LEAs. Provide consulting services. Offer expertise on access, equity, and diversity issues.

Work with federal agencies. Educate legislators on equity and diversity issues. Develop policy briefs. Alert membership policy issues.

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NAPE’s Professional Development Suite of STEM Equity Programs STEM Equity PipelineTM

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Adapt a Recognized Model: The Educator as Classroom Scientist: PIPE-STEMTM

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What’s in Store Setting the Stage Equitable Learning Environment

STEM Careers

Micromessaging

Micromessaging to Reach and Teach Every StudentTM Workshop

Influence of Culture

Neuroscience

STEM Social Careers: Learning Appreciation Theories: A Influence of Culture: Equitable Learning Micromessaging: Increase Neuroscience: Learning Setting the Stage: In this unit of review the need of multiple to build alight Understanding of human Environment: Intheories ofand awareness of implicit bias processes that impact the participants will learn to apply climate and factors of respect such for development and as larger patterns of micromessaging that impact related toevery astrategies data-driven process for students’ attribution potential theory, stereotype intersectionality of cultural socialization in to society, access and equity for students strengthening skills and program-based continuous master threat, STEM and self concepts efficacy and and diversity to create equitable taking steps establish in their classrooms. abilities and theto decision to improvement. overcome their connection the institutional to females educational environments. equitable learning select gender typical and barriers educational that limit and in career environment your atypical fields. choices. choices. classrooms.

Social Learning Theories

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Making It Happen Active Learning Reflection Journal

Capstone Action Research

Improving Student Outcomes

ScenarioBased Learning

Supporting Research

Application in the Classroom NAPEEF ©

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Effective Pilot Program DISD Gender Equity Training % Passing Test - 3 yr avg 80% 70% 60% 50%

40% 30% 20% 10% 0% 2001

2002 boys

2003 girls

2004

2005

ngt boys

2006 ngt girls

2007

2008 gt boys

2009

2010

gt girls

Both boys and girls of teachers who had Gender Equity training are passing at rates 20-30% points higher than students of teachers without the training. NAPEEF ©

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DFW: Professional Development 60.00%

Since implementation in 2003, 50.00% AP Physics test pass rates improved for both girls and boys: —4x tests passed by girls 40.00% —4x tests by African Americans 30.00% —6x tests passed by Hispanics

Girls Boys

20.00% 10.00% 0.00% 2002-03

2009-10

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Micromessages

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Micromessages: The Missing Link in Culture Delivery Cultural Stereotypes

Behavior

Bias

Self-efficacy

Micromessages

Accumulation of (Dis)Advantage NAPEEF ©

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Micromessaging Micromessages • Small, subtle, semiconscious messages we send and receive when we interact with others

Microinequities • Negative micromessages we send other people that cause them to feel devalued, slighted, discouraged, or excluded

Microaffirmations • Positive micromessages that cause people to feel valued, included, or encouraged

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Lands End Catalog 2012

Lands End Catalog 2012

Micromessages Accumulate

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Micromessages: The Missing Link Between Bias and Behavior Cultural Stereotypes

Behavior

Bias

Self-efficacy

Micromessages

Accumulation of (Dis)Advantage NAPEEF ©

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Exercise

© NAPE- EF 2011

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Negative Implicit Bias = Micro-Inequities

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Why Think About Micromessaging? Intent Teacher Micro-messaging

Engagement with students in the STEM classroom

Impact Student Performance

Small and seemingly insignificant behaviors may result in unfavorable learning outcomes.

Impact Is More Important Than Intent! 23

Key Micromessaging Elements Verbal ParaVerbal

Praise and Criticism

Micromessages NonVerbal

Omission

Contextual

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Key Micromessaging Elements What is said Verbal ParaVerbal

Praise and Criticism

Micromessages NonVerbal

Omission

Contextual

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Key Micromessaging What isElements said Verbal

How it’s said ParaVerbal

Praise and Criticism

Micromessages NonVerbal

Omission

Contextual

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Key Micromessaging What isElements said Verbal

How it’s said ParaVerbal

Praise and Criticism

Body language

Micromessages NonVerbal

Omission

Contextual

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Key Micromessaging What isElements said Verbal

How it’s said ParaVerbal

Praise and Criticism

Body language

Micromessages NonVerbal

Omission

Contextual

Who or what else is present— culture, artifacts, etc. 28

Key Micromessaging Elements What is said Verbal

How it’s said ParaVerbal

Praise and Criticism

Body language

Micromessages

What is not said or not done

NonVerbal

Omission

Contextual

Who or what else is present-culture, artifacts, etc. 29

Key Micromessaging Elements What is said

Feedback messages

How it’s said

Verbal ParaVerbal

Praise and Criticism

What is not said or not done

Micromessages

Body language

NonVerbal

Omission

Contextual

Who or what else is present-culture, artifacts, etc. 30

Examining the Small Consider and share a specific incident when you were … • unintentionally discouraged or hurt by something SMALL someone said or did • deeply valued by your colleague or family member in a SMALL yet powerful way.

- How did you know? What did that person do to communicate your value? © NAPE- EF 2011

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Micro-inequities and Micro-affirmations

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Positive Micromessages Micro-affirmations are micromessages we send that validate and recognize other people in positive and supportive ways.

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Activity: Inoculate and Be Affirmative! Make a concerted over-effort to become affirmative: • It takes time (a year or more!) • It takes effort (a conscious plan) • It takes support (peers and a learning community)

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Impact of Micro-Affirmations on Females in STEM • Enhanced creativity and innovation and willingness to take risks • Increased engagement in complex tasks and openended thinking • Improved caring about learning • Increased interest in STEM and development of girls’ STEM identity © NAPE- EF 2011

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Super Strategies • Practice positive affirmations. • Work with peers to identify unintended biases to improve your instruction. • Help the student identify someone in his or her life who recognizes the student’s potential, connects the student’s strengths to characteristics of a profession, and teaches him or her how to enter that field. • Intervene in students’ conflicts and teach them to use inoculations and affirmations when communicating. • Be diverse in the examples used in the classroom to illustrate concepts and ideas. NAPEEF ©

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Wrap-up and Questions

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Objectives After completing this unit, you will be able to: • Demonstrate awareness of the NAPE organization • Describe the core ingredients for NAPE’s MM program, the seven units, and the larger framework that supports highquality professional development • Describe micromessaging as a form of communicating implicit bias in the classroom and in our culture • Understand and address micro-inequities and apply microaffirmations as the first step in a year-long transformation process

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Moving Forward • As the scientist in your classroom, review your data and begin to formulate a hypothesis for any weaknesses or gaps that exist in student outcomes. • As a researcher in your classroom, think about how your methods might be changed to improve your students’ performance. • As the coach in your classroom, consider the key messages you can make to your “team members” to affect their best game. • As the educator in your classroom, recognize and reflect on the power you have to impact the lives of students. 39

“I am only one, but still I am one. I cannot do everything, but still I can do something; and because I cannot do everything, I will not refuse to do something I can do.”

-Edward Everett Hale

NAPEEF ©

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