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First, the work must be done internally to create a sense of shared ideas and reflection.

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First, the work must be done internally to create a sense of shared ideas and reflection.

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Guiding questions help align the work.

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Beginning
Self-

What is my racial autobiography? (Gooden, 2012)

Where is my privilege?

What are my biases?

How will I question what I know?

The Harvard Implicit Bias test is a powerful starting point for personal and intersectional reflection.

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Preliminary Information

On the next page you'll be asked to select an Implicit Association Test (IAT) from a list of possible topics . We will also ask you (optionally) to report your attitudes or beliefs about these topics and provide some information about yourself.

We ask these questions because the IAT can be more valuable if you also describe your own self-understanding of the attitude or stereotype that the IAT measures. We would also like to compare differences between people and groups.

On the IAT, you may find it easier to pair certain attributes with one group of people compared to another. Your IAT results may depart from your personal beliefs.

Note: This site is designed for adults, aged 18 or older.

Data Privacy: Data exchanged with this site are protected by SSL encryption. Project Implicit uses the same secure hypertext transfer protocol (HTTPS) that banks use to securely transfer credit card information. This provides strong security for data transfer to and from our website. IP addresses are routinely recorded, but are completely confidential. For research purposes, data without directly identifying information is made publicly available. You can find more information on our Data Privacy page.

Important disclaimer: In reporting to you results of any IAT test that you take, we will mention possible interpretations that have a basis in research done (at the University of Washington, University of Virginia, Harvard University, and Yale University) with these tests. However, these Universities, as well as the individual researchers who have contributed to this site, make no claim for the validity of these suggested interpretations. If you are unprepared to encounter interpretations that you might find objectionable, please do not proceed further. You may prefer to examine general information about the IAT before deciding whether or not to proceed.

If you have questions about the study, please contact Project Implicit at questions@projectimplicit.net. To obtain more information about the study, ask questions about the research procedures, express concerns about your participation, or report illness, injury or other problems, please contact:

Tonya R. Moon, Ph.D.
Chair, Institutional Review Board for the Social and Behavioral Sciences
One Morton Dr Suite 500
University of Virginia, P.O. Box 800392
Charlottesville, VA 22908-0392
Email: irbsbshelp@virginia.edu
Website: https://research.virginia.edu/irb-sbs
Website for Research Participants: https://research.virginia.edu/research-participants

I am aware of the possibility of encountering interpretations of my IAT test performance with which I may not agree. Knowing this, I wish to proceed I am aware of the possibility of encountering interpretations of my IAT test performance with which I may not agree. Knowing this, I wish to proceed using a touchscreen OR using a keyboard.

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On the next page you'll be asked to select an Implicit Association Test (IAT) from a list of possible topics . We will also ask you (optionally) to report your attitudes or beliefs about these topics and provide some information about yourself.

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Institution-

Who is holding power within the institution?

How is the power reflective of the student body?

Consider an equity audit.

What does that say about the school? (Gooden, 2012)

What is the school's history? Why was it created? For who?

What culture is our school grounded in?

Who benefits and who struggles within the school?

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“Action without thought is empty. Thought without action is blind.”– Kwame Nkrumah.

#Quotes #StreamsowersAndKohn #SSKohn #SSKohnScenarios #WeAreSSKohn

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“Action without thought is empty. Thought without action is blind.”– Kwame Nkrumah.

#Quotes #StreamsowersAndKohn #SSKohn #SSKohnScenarios #WeAreSSKohn https://t.co/YfGpZCIajB

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A leader must show up with confidence grounded in what they have reflected on and engaged in. 

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A leader must show up with confidence grounded in what they have reflected on and engaged in. 

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Next, an effective leader will work with the reflection and begin to engage and grow from the reflection in difficult conversations. 

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Next, an effective leader will work with the reflection and begin to engage and grow from the reflection in difficult conversations. 

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Dr. Cornel West speaking to community support and leadership practices.

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Dr. Cornel West @ 2014 Leadership & Social Justice Conference

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Follow through
Self-

How much are you willing to sacrifice for what you believe? (Gooden, Davis, Spikes, Hall, Lee, 2018 )

How are you going to push yourself to continue to challenge and grow?

Where does your moral courage come from? (Shields, 2010)

Institution-

How can we create space for students and faculty members to thrive?

What are we doing for our minority students?

How are we removing all barriers for students and teachers?

What have we done to step out of the systems that create institutional racism?

Community-

Do you have authentic engagement with community?

How do you react when there is a tragedy in the community?

How does the school create space for support, reflection, and growth?

In what ways are you connecting with the community like Dr. Cornel West?

Are you showing up to spaces and letting students, staff, and community members know they are not alone?

Are you learning the names and family members of those effected by the systematic oppression and power?

Putting pressure on the elite to open their eyes?

(West, 2014

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Meanwhile, at today's meeting on feline healthcare...

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Meanwhile, at today's meeting on feline healthcare... https://t.co/wApNyFS7jz

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Meanwhile, at today's meeting on feline healthcare... pic.twitter.com/wApNyFS7jz
— Justin Shanes (@justinshanes) March 24, 2017

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Meanwhile, at today's meeting on feline healthcare... https://t.co/wApNyFS7jz

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Meanwhile, at today's meeting on feline healthcare... https://t.co/wApNyFS7jz

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Meanwhile, at today's meeting on feline healthcare...

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Community-

Where are the resources of the school going?

Where is time spent for community events?

What is the parent experience?

How does the greater community view the school?

How are we engaging with families to make a school where everyone feels like the have a voice and can navigate the space?

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After another White Police Officer was found not guilty for shooting an unarmed Black boy, this was a Pittsburgh area schools response.
They engaged the community, created space for students, and shared honest feelings

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Antwon Rose's mother addresses Woodland Hills students; tells them to stay in school

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Qualifications of Social Justice Leader in Education

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Qualifications of Social Justice Leader in Education

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​To have transformational social justice leadership there are four major steps that one must follow.  Reflecting, engaging, creating change, and supporting.  These steps need to happen not just in one silo of work but in a holistic way. In order to be successful, a leader must work internally with the self, externally with the institution; such as the students, staff, and historical context, and with the greater community; including the parents, physical spaces, and events.

Within those spheres, the leader must work with an intersectional lens. Scanlan &Theoharis (2015) stress that successful work cannot be done if the realities of race, gender, sexual orientation, age, ability, ethnicity, socioeconomic status, and spirituality are not taken into account. Lastly, there should be transparency through all of these steps so that the leader can be held accountable, and in turn, hold others accountable for the work they are doing and the change they are creating.

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Action Steps
Self-

What are you doing to unlearn/undo the systems that consistently keep minority populations down? (Sheilds, 2010)

What steps will you take within the school to create spaces for change?

Institution-

How are we unlearning our deficit thinking?

How are we challenging ourselves and colleagues?

What are the agreed upon "non-negotiables" (Shields 2010 p.576)

What steps are we taking to stop institutional racism?

Community-

What are steps we can take to bring about positive change in our community?

How can we work with parents so they are as Cooper says, "co-creating culturally affirming and responsive environments in which diverse families can contribute to school improvement." (p.173)

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Equality-Equity-Liberation - National Academy of Medicine

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Perspectives > Commentary > The Case for Health Literacy - Moving from Equality to Liberation > Equality-Equity-Liberation

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Dialogue
Self-

How are you bringing your whole self to the table?

How are you creating spaces to listen and honor peoples ideas?

How are you moving beyond the top down leadership?

Who is a part of your Community of Practice? (Scanlan & Theoharis, 2012)

If your COP is grounded in folks that look and think like you it will be hard to grow.

Institution-

How are you connecting with people with different view points?

How are teachers gaining power and taking ownership?

How are you working towards meeting each students needs? (Scanlan & Theoharis 2012)

How is the school creating a space for everyone to show up as their whole self?

How as a school are we perpetuating institutional racism?

Community-

How are we creating spaces where families feel like they contribute?

How are we reaching out and creating opportunities for growth?

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CILSA, S., & West, C. (2014, November 06). Dr. Cornel West @ 2014 Leadership & Social Justice Conference. Retrieved March 25, 2019, from https://www.youtube.com/watch?v=_8dhuYWxpVo

Cooper, C. W. (2010). Chapter 9 Educational Leaders as Cultural Workers:: Engaging Families and School Communities through Transformative Leadership. In S. D. Horsford (Author), New perspectives in educational leadership : Exploring social, political, and community contexts and meaning(Vol. 1, pp. 173-195). New York, NY: Peter Lang.

Gooden, M. A. (2012). What Does Racism Have to Do with Leadership? Countering the Idea of Color-Blind Leadership: A Reflection on Race and the Growing Pressures of the Urban Principalship. Educational Foundations,(Winter-Spring), 67-84.

Gooden, M. A., Davis, B. W., Spikes, D. D., Hall, D. L., & Lee, L. (2018). Leaders Changing How They Act by Changing How They Think: Applying Principles of an Anti-Racist Principal Preparation Program. Teachers College Record,120, 1-26.

Scanlan, M. & Theoharis, G. (2015)Intersectionality in educational leadership. In G. Theoharis & M. Scanlan (Eds.), Leadership for increasingly diverse Schools (pp.1-10). New York, NY: Routledge.

Shields, C. M. (2010). Transformative Leadership: Working for Equity in Diverse Contexts. Educational Administration Quarterly,46(4), 558-589. doi:10.1177/0013161x10375609