# data[].attributes.body
A space that honors and invites full engagement from folks who are being vulnerable. When it comes to brave spaces, there could be moments in which someone may feel triggered, hurt, upset, oppressed, marginalized, silenced, unheard, etc. In those moments, the facilitator(s) participant(s) all have a responsibility to help foster a safe, vulnerable, and honest environment. (Pacific University Oregon)

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A place where anyone can bring all aspects of their authentic self without feeling uncomfortable, unwelcome, or unsafe. Safe spaces require that participants continue to maintain the welcoming nature of the environment while the space is active.  (University of Washington - School of Public Health)

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A. “The theory begins with an assumption: that to sustain school success one must be identified with school achievement in the sense of its being a part of one's self-definition, a personal identity to which one is self-evaluatively accountable.” (p. 613) 

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A. “The theory begins with an assumption: that to sustain school success one must be identified with school achievement in the sense of its being a part of one's self-definition, a personal identity to which one is self-evaluatively accountable.” (p. 613) 

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B. “In a meta-analysis involving over 3 million participants, Hyde, Fennema, and Lamon (1990), for example, found that through elementary and middle school, there are virtually no differences between boys and girls in performance on standardized math tests but that a trend toward men doing better steadily increases from high school (SD = .29) through college (SD = :41) and into adulthood (SD = .59). And, as their college careers begin, women leave these fields at a rate two and a half times that of men.” (p. 615) 

# data[].attributes.subject
B. “In a meta-analysis involving over 3 million participants, Hyde, Fennema, and Lamon (1990), for example, found that through elementary and middle school, there are virtually no differences between boys and girls in performance on standardized math tests but that a trend toward men doing better steadily increases from high school (SD = .29) through college (SD = :41) and into adulthood (SD = .59). And, as their college careers begin, women leave these fields at a rate two and a half times that of men.” (p. 615) 

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C. “For one thing, minority student achievement gaps persist even in the middle and upper socioeconomic classes… Miller (1995, 1996) found that the gaps in academic performance (grades as well as standardized test scores) between Whites and non-Asian minorities (e.g., African Americans Hispanics, and Native Americans) were as large, or larger, in the upper and middle classes (as measured by parental education and occupation) than in the lower classes. Group differences in socioeconomic status (SES), then, cannot fully explain group differences in academic performance.” (p. 615). 

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C. “For one thing, minority student achievement gaps persist even in the middle and upper socioeconomic classes… Miller (1995, 1996) found that the gaps in academic performance (grades as well as standardized test scores) between Whites and non-Asian minorities (e.g., African Americans Hispanics, and Native Americans) were as large, or larger, in the upper and middle classes (as measured by parental education and occupation) than in the lower classes. Group differences in socioeconomic status (SES), then, cannot fully explain group differences in academic performance.” (p. 615). 

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D. “Through long exposure to negative stereotypes about their group, members of prejudiced-against groups often internalize the stereotypes, and the resulting sense of inadequacy becomes part of their personality.” (p. 617)

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D. “Through long exposure to negative stereotypes about their group, members of prejudiced-against groups often internalize the stereotypes, and the resulting sense of inadequacy becomes part of their personality.” (p. 617)

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E. “This means that stereotype threat should have its greatest effect on the better, more confident students in stereotyped groups, those who have not internalized the group stereotype to the point of doubting their own ability and have thus remained identified with the domain--those who are in the academic vanguard of their group. (p. 617) 

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E. “This means that stereotype threat should have its greatest effect on the better, more confident students in stereotyped groups, those who have not internalized the group stereotype to the point of doubting their own ability and have thus remained identified with the domain--those who are in the academic vanguard of their group. (p. 617) 

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F. “To experience stereotype threat, one need not believe the stereotype nor even be worried that it is true of oneself.” (p. 618)

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F. “To experience stereotype threat, one need not believe the stereotype nor even be worried that it is true of oneself.” (p. 618)

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G. “Black participants in the diagnostic condition completed more word fragments with stereotype- and self-doubt-related words and had fewer preferences for things related to African American experience (e.g., jazz, basketball, hip-hop) than Black participants in the nondiagnostic condition or White participants in either condition all of whom were essentially the same” (p. 621)

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G. “Black participants in the diagnostic condition completed more word fragments with stereotype- and self-doubt-related words and had fewer preferences for things related to African American experience (e.g., jazz, basketball, hip-hop) than Black participants in the nondiagnostic condition or White participants in either condition all of whom were essentially the same” (p. 621)

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H. “Stereotype threat is assumed to have an abiding effect on school achievement- an effect beyond its impairment of immediate performance by preventing or breaking a person's identification with school, in particular, those domains of schooling in which the stereotype applies.” (p. 622) 

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H. “Stereotype threat is assumed to have an abiding effect on school achievement- an effect beyond its impairment of immediate performance by preventing or breaking a person's identification with school, in particular, those domains of schooling in which the stereotype applies.” (p. 622) 

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I. “... Major, Spencer; Schmadei; Wolfe, and Crocker (in press) found that Black students were more disidentified than White students in several college samples and that for disidentified students of both races, negative feedback about an intellectual task had less effect on their self-esteem than it did for identified students.” (p. 623) 

# data[].attributes.subject
I. “... Major, Spencer; Schmadei; Wolfe, and Crocker (in press) found that Black students were more disidentified than White students in several college samples and that for disidentified students of both races, negative feedback about an intellectual task had less effect on their self-esteem than it did for identified students.” (p. 623) 

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A. “Social environments like work or school often expose people to the risk of negative evaluation and rejection. This social evaluative threat (Dickerson & Kemeny, 2004) poses threats to the self.” (p. 479) 

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A. “Social environments like work or school often expose people to the risk of negative evaluation and rejection. This social evaluative threat (Dickerson & Kemeny, 2004) poses threats to the self.” (p. 479) 

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B. “Because work and school are chronically evaluative, and stereotypes pervasive, members of negatively stereotyped groups may benefit from psychological strategies that help reduce the threatening potential of negative experiences in these environments.” (p. 480) 

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B. “Because work and school are chronically evaluative, and stereotypes pervasive, members of negatively stereotyped groups may benefit from psychological strategies that help reduce the threatening potential of negative experiences in these environments.” (p. 480) 

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C. By fortifying self-integrity, affirmation interventions can reduce the psychological threat posed by negative feedback. This may reduce stress and shore up belonging (Creswell et al., 2005; Crocker, Niiya, & Mischkowski, 2008), helping to promote better performance in a threatening environment (Cohen et al., 2009). (p. 481) 

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C. By fortifying self-integrity, affirmation interventions can reduce the psychological threat posed by negative feedback. This may reduce stress and shore up belonging (Creswell et al., 2005; Crocker, Niiya, & Mischkowski, 2008), helping to promote better performance in a threatening environment (Cohen et al., 2009). (p. 481) 

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D. “Just as affirmation interventions selectively target people who, by virtue of a group identity or personal attribute, face greater threat, so too should they provide the most benefit during specific transitions or sensitive periods that heighten threat. The first week of middle school, promotions or demotions at work, shifts in friendship networks, and retirement are instances of “ecological transitions” (Bronfenbrenner, 1977) that can create a great deal of uncertainty about how one is viewed and whether one belongs (Lepper, Ross, & Lau, 1986; Simmons, Black, & Zhou, 1991)”. (pp. 481-482)

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D. “Just as affirmation interventions selectively target people who, by virtue of a group identity or personal attribute, face greater threat, so too should they provide the most benefit during specific transitions or sensitive periods that heighten threat. The first week of middle school, promotions or demotions at work, shifts in friendship networks, and retirement are instances of “ecological transitions” (Bronfenbrenner, 1977) that can create a great deal of uncertainty about how one is viewed and whether one belongs (Lepper, Ross, & Lau, 1986; Simmons, Black, & Zhou, 1991)”. (pp. 481-482)

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E. “Given the importance of academic belonging, it is particularly noteworthy that academic settings often undermine belongingness in members of negatively stereotyped minority groups (Mendoza-Denton et al., 2002; Walton & Cohen, 2007).” (p. 482)

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E. “Given the importance of academic belonging, it is particularly noteworthy that academic settings often undermine belongingness in members of negatively stereotyped minority groups (Mendoza-Denton et al., 2002; Walton & Cohen, 2007).” (p. 482)

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F. “Affirmations should help neutralize the caustic, threatening effects of negative feedback and thus buffer African American students’ sense of belonging.” (p. 482) 

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F. “Affirmations should help neutralize the caustic, threatening effects of negative feedback and thus buffer African American students’ sense of belonging.” (p. 482) 

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G. “Affirmations consistently have been found to confer the greatest benefits for those facing the most environmental threats (Cohen et al., 2006, 2009; Sherman et al., 2000, 2009)” (p. 483) 

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G. “Affirmations consistently have been found to confer the greatest benefits for those facing the most environmental threats (Cohen et al., 2006, 2009; Sherman et al., 2000, 2009)” (p. 483) 

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H. “As a consequence, they were protected when the school environment became threatening, remaining stable and secure in their sense of belonging even in the face of poor performance. With this critical foundation of belonging stabilized and secure, students were better positioned to learn and to incorporate legitimate feedback from teachers.” (p. 493) 

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H. “As a consequence, they were protected when the school environment became threatening, remaining stable and secure in their sense of belonging even in the face of poor performance. With this critical foundation of belonging stabilized and secure, students were better positioned to learn and to incorporate legitimate feedback from teachers.” (p. 493) 

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I. Because values affirmations buffer against threats to self-integrity, people who face chronic identity threats may benefit most from being affirmed. Those not experiencing consistent threat may benefit little. This helps explain why African American students disproportionately benefit from values affirmation, both in academic belonging as reported here and in grades as reported previously (Cohen et al., 2006, 2009).

# data[].attributes.subject
I. Because values affirmations buffer against threats to self-integrity, people who face chronic identity threats may benefit most from being affirmed. Those not experiencing consistent threat may benefit little. This helps explain why African American students disproportionately benefit from values affirmation, both in academic belonging as reported here and in grades as reported previously (Cohen et al., 2006, 2009).

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J. “As expected, White students were relatively unaffected by the values affirmation.” (p. 494) 

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J. “As expected, White students were relatively unaffected by the values affirmation.” (p. 494) 

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A. “So, how should culture be operationalized? Above all, researchers should take care to promote a dynamic view of culture rather than one that is fixed in time or place.” (p. 253)

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A. “So, how should culture be operationalized? Above all, researchers should take care to promote a dynamic view of culture rather than one that is fixed in time or place.” (p. 253)

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B. “In particular, we would not advocate for studies that merely entail administering pre-existing measures of goals to various samples of students who differ according to race and/or ethnicity. In point of fact, doing so will not get us any closer to understanding the processes underlying these potential differences.” (p. 253)

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B. “In particular, we would not advocate for studies that merely entail administering pre-existing measures of goals to various samples of students who differ according to race and/or ethnicity. In point of fact, doing so will not get us any closer to understanding the processes underlying these potential differences.” (p. 253)

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C. “We emphasize these measures because such instruments can help to demonstrate that, again, not all members of a cultural group think and act alike. As the research on ethnic identity illustrates, individuals often vary in their sense of belonging or commitment to their cultural heritage group (Phinney, 1996) as well as to the larger mainstream culture” (p. 253) 

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C. “We emphasize these measures because such instruments can help to demonstrate that, again, not all members of a cultural group think and act alike. As the research on ethnic identity illustrates, individuals often vary in their sense of belonging or commitment to their cultural heritage group (Phinney, 1996) as well as to the larger mainstream culture” (p. 253) 

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D. “For example, this line of inquiry has demonstrated that biculturals, or individuals who have experiences and identify with more than one culture, can switch between various “cultural frames of reference” in response to corresponding social cues (Hong et al., 2000; LaFromboise et al., 1993). More specifically, researchers now believe that it is possible to alter the response styles of biculturals depending upon which culture is “primed” or made salient” (pp. 253-254) 

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D. “For example, this line of inquiry has demonstrated that biculturals, or individuals who have experiences and identify with more than one culture, can switch between various “cultural frames of reference” in response to corresponding social cues (Hong et al., 2000; LaFromboise et al., 1993). More specifically, researchers now believe that it is possible to alter the response styles of biculturals depending upon which culture is “primed” or made salient” (pp. 253-254) 

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E. “Hong and her colleagues (2000) demonstrated that Chinese biculturals also commit the fundamental attribution error when placed in a context that makes the American culture more salient. Thus, such primes can be used to demonstrate how the attitudes and behaviors of individuals can shift depending on the context or the situation, again promoting a more fluid conceptualization of culture.” (p. 254) 

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E. “Hong and her colleagues (2000) demonstrated that Chinese biculturals also commit the fundamental attribution error when placed in a context that makes the American culture more salient. Thus, such primes can be used to demonstrate how the attitudes and behaviors of individuals can shift depending on the context or the situation, again promoting a more fluid conceptualization of culture.” (p. 254) 

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F. “... in particular, comparisons between Eastern and Western cultures dominate the field. There is a need to go beyond these cultural groups and to move beyond simplistic comparisons between these groups, which often serve no more than to confirm stereotypes. Accordingly, we strongly caution against interpreting mean-level differences in motivation across groups, especially when all one can do is speculate as to the cause of such differences. Again, adopting a more dynamic approach to culture that emphasizes the heterogeneity within a population should prove beneficial” (p. 254) 

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F. “... in particular, comparisons between Eastern and Western cultures dominate the field. There is a need to go beyond these cultural groups and to move beyond simplistic comparisons between these groups, which often serve no more than to confirm stereotypes. Accordingly, we strongly caution against interpreting mean-level differences in motivation across groups, especially when all one can do is speculate as to the cause of such differences. Again, adopting a more dynamic approach to culture that emphasizes the heterogeneity within a population should prove beneficial” (p. 254) 

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G. “We would also suggest that a true study of cultural differences moves beyond convenience samples. Researchers should select cultures purposefully, not just on superficial features like race but because there is actual evidence that members of that culture approach motivation differently in some way.” (p. 254) 

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G. “We would also suggest that a true study of cultural differences moves beyond convenience samples. Researchers should select cultures purposefully, not just on superficial features like race but because there is actual evidence that members of that culture approach motivation differently in some way.” (p. 254) 

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H. “Thus, we would encourage psychologists to spend time researching the culture of interest, by conducting ethnographic studies of their own” (p. 254) 

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H. “Thus, we would encourage psychologists to spend time researching the culture of interest, by conducting ethnographic studies of their own” (p. 254) 

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I. “Thus, we call for an expansion of the operationalization of context to include not only the experiential context of students (i.e., the “life space” or the day-to-day experiences of persons) but also the situational context (i.e., the setting of time and place), the ecological context (i.e., sociopolitical contexts, general cultural adaptations made by a group), and the assessment context (i.e., test items or stimulus conditions; Berry et al., 2002).” (p. 254)

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I. “Thus, we call for an expansion of the operationalization of context to include not only the experiential context of students (i.e., the “life space” or the day-to-day experiences of persons) but also the situational context (i.e., the setting of time and place), the ecological context (i.e., sociopolitical contexts, general cultural adaptations made by a group), and the assessment context (i.e., test items or stimulus conditions; Berry et al., 2002).” (p. 254)

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J. “In particular, we must develop items that are culturally valid and remain faithful to the original theoretical conceptualization of the construct, at least to the extent possible.” (p. 255)  

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J. “In particular, we must develop items that are culturally valid and remain faithful to the original theoretical conceptualization of the construct, at least to the extent possible.” (p. 255)  

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Honestly depends on who I am having the conversion with.  My coworkers/other teachers & I are able to have this discussion but with some administrators sadly that is not the case.

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We have a Diversity and Equity Committee that was formed a year and a half ago. I would say that this tends to be more of safe space than a brave space, as everyone is very considerate of others ideas, how they phrase things, and giving voice to a variety of people. We do discuss difficult topics, though it is not quite as introspective as it could be. We also have deliberate meetings within my school where the focus/topic is race and culture, but they do not really happen with any kind of regularity.

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We have for a few years made explicit efforts to be a safe organization in which every space is safe for these discussions; a few times over the last year or two, we have provided brave spaces in response to events, spaces in which we have supported each other in feelings triggered, vulnerable, etc

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As of these past few months, kind of. After the BLM protests and the many incidents of police brutality, my principal made a point to address how these issues affect our students in a professional development. My school is mostly white women and it was difficult for many of them to admit there were things that needed to be changed, but opening the conversation made many people feel more comfortable expressing their concerns. It was necessary to have those discussions but I feel they need to continue in order for things to start changing.

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We have a number of offices that have staff members who will post "SafeZone" stickers on their doors as a result of participating in safe space training. While this is good for students, it is never mentioned in the training or in the hanging of the stickers that the safe space is also for staff. So while the organization gives off the facade of being a place safe for difficult conversations to happen - they rarely do...unless it is happy hour...and out of the building.

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My department thinks and talks about race and culture regularly, especially since we primarily serve students of color. However, we do not have a space for talking about how ideas or interactions centered around race and culture impact us as individuals. I think this is because it's a relatively new idea, and one that would "take away" from company time/work.

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Not aligned with their agenda

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We do - I think before I started working at this school there were tensions and people didn't feel like there was a safe/brave space, but then they got it together and started openly talking about race and culture and feeling marginalized. We purposefully and frequently have focused conversations about race and culture.

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I feel like it depends on who I am having the conversation with and the time. I feel like throughout this year there has been much more sensitivity about what is allowed to be discussed or what seems to be the norm.

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Temporary spaces (i.e. Professional developments, ABAR workshops) where I think many of my colleagues are still a little apprehensive about speaking their truth and are quick to capitulate to the people running the workshop.

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The Diversity and Equity Committee in my district meets every two weeks. It is very inclusive and is run by members (mostly teachers) rather than by administrators. It is a very welcoming climate and filled with people who are willing to learn and to teach others. We have spoken about everything from unconscious bias to involving minoritized families to district hiring practices.

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We have a brave space for our staff and students!

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We have a brave space for our staff and students!

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There is a safe place, but safe place for administration to hide from bringing important issues into light. It is a space where race is not discussed or brought up for staff or students. It is like it does not exist, but not in a way in which everyone feels equal. In a way in which people may push it under the rug to avoid confrontation, challenge and to "keep the peace" and make things easy in their eyes.

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They say they do, but I think people just tend not to

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They say they do, but I think people just tend not to

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I also think the school (specifically admin) tries to create that space but its hard when not everyone is on the same page or aligning with the mission of these open conversations.

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Not at all

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We did a K-12 Book Talks PD this week where we discussed a book of choice from the summer. Beyond those formal discussions, we have very regular seminars (like group therapy) where we ask ourselves and others to explore the role they play in systems and structures. Pretty cool stuff. I feel like people feel like they can be honest and open. We are encouraged to "get comfortable being uncomfortable".

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the shift in my workplace has been efforts to embrace the necessary intentionality needed to provide safe and then brave spaces. I have been somewhat surprised by the organizational response to BLM and the effort to make connections to our work around equity in education--and even more surprised that our senior managers have made the effort to be intentional and explicit in drawing these connections and providing these spaces. While results are yet to be fulfilled, the effort is worth it on its own terms

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I think this also depends on who is around. I have had conversations with people who have spoken freely about theses issues and then tense up when others are around. However, the DEI team has done a good job at integrating this into meetings and PD sessions.

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We had a forum, our job is done... right?

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We had a forum, our job is done... right?

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Rather than hosting specific spaces the organization likes to host public forums to have open discussion. While these are generally well attended from a mixture of participants, it puts those who may feel the most vulnerable in a spot to be publicly and openly seen as someone who takes issue with a procedure, practice, or culture that others may think is okay. Do I don't think they exist because I think in the effort to avoid making people feel uncomfortable (a specific set of people perhaps) they rather let those who are already uncomfortable just be uncomfortable -  rather than trying to treat the cause, we treat symptoms.

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Uncomfortable to talk about /Racism is still very present in the workplace /values norms are not acknowledged or respected

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Not knowing HOW to moderate and cultivate conversations around race and culture. Staff is small and predominantly white, administration is exclusively white women.

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refusal to acknowledge that intersectionality exist

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In part I feel like it has a lot to do with the lack of knowledge or feeling capable of  creating these spaces. Or bringing it up as a part to have staff feel content with the attempt to include it.

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Majority white admin serving BPOC students

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A majority of the teachers in my school are white women who are not ready to admit their implicit biases.

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Not much diversity

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open discussion time
not just listening to admin