CSM #2 by UAL Creative Mindsets https://padlet.com/v_hill3/CSMFA2 Which bias have you identified? Record your groups discussion here... en-us 2018-01-09 21:34:13 UTC 2018-01-10 15:25:23 UTC hello@padlet.com Case Study 1 v_hill3 https://padlet.com/v_hill3/CSMFA2/wish/220113901
(…) Tina was disappointed to find that there was not a single black tutor on her course and very few black students. Even though the university was situated in an area which is heavily populated by people of colour (POC). In addition, Tina was put in the position of having to represent people of colour and as a result suffered a series of microaggressions. For example, her tutor asked her “why it was that black artists solely made work about being black?” Tina found that she would be forced into a situation where she had to explain protests like ‘Black Lives Matter’ or why it was not appropriate for her peers to refer to her hair as ‘bushy’. Tina also found that the university offered no intersectional approach within the curriculum thus marginalising people of colour further. Tina says that she felt alienated and othered by the institution.
 
(From Shades of Noir: The Little Book of Big Case Studies,
https://issuu.com/teachingwithinson/docs/shades_of_noir_case_study_-_people_)

]]> 2018-01-10 11:39:46 UTC https://padlet.com/v_hill3/CSMFA2/wish/220113901 Case study 1 https://padlet.com/v_hill3/CSMFA2/wish/220190164 Racial micro- aggressions
Eg “why do black artists only make work about being black”
Hair being bushy.

Colour- blind racial attitudes
University offered no intersectional approach within the curriculum.

Competency proving 
Having to justify and defend other black people’s work.

Tokenism
Summarises the whole case study- having to defend her culture and other black people just because she is off the same race.


Case study 2

Status leveling - travelling far and having to pay for the journey when he doesn’t have the money.

Stereotype threat - worried that becuase of his dyslexia and dyspraxia he might be stereotyped or thought of as less able.

]]> 2018-01-10 14:56:32 UTC https://padlet.com/v_hill3/CSMFA2/wish/220190164 Group 3 https://padlet.com/v_hill3/CSMFA2/wish/220190347 Case study 1

Tina was aware that she was being tokenised, and therefore had to deal with microagressions because people believed she represented the whole of her minority group. As result she felt pressured to perform well on behalf of her group, worrying about reaffirming the stereotype. There was no help or support offered for minority groups by the university which shows their colour blind approach because they dont see that there is still issues regarding race that need adressing
9, 10, 5, 2

Case study 2
Financial problems add another element of stress
3,6]]> 2018-01-10 14:56:52 UTC https://padlet.com/v_hill3/CSMFA2/wish/220190347 Group 5 https://padlet.com/v_hill3/CSMFA2/wish/220192402 Case Study 1
1,2,5,10

Surprised by the lack of intersectional approach 
Why should context always have to be explained.
Racial micro-aggression stood out to us. 'why is it that black artists always make work about being black' - Colour blind racial attitudes. People don't realise that there are racial problems. Shocked that the tutor could have said something like that, it doesn't take a conscious effort to act in an appropriate way

]]> 2018-01-10 15:00:41 UTC https://padlet.com/v_hill3/CSMFA2/wish/220192402 6!!!!! https://padlet.com/v_hill3/CSMFA2/wish/220192449 In case study 1 we found that both the racial micro aggressions and tokenism apply. Racial micro aggressions in the form of insensitive comments, the ‘bushy’ hair and tokenism is shown by the assumption that one black person should answer the question ‘why was it that black artists solely make work being black?’

In case study 2 we found that status levelling and impression management applies because of him being conscious of standing out and not looking or sounding like anyone else on the course. This could also be a form of competency proving as he deals with coming from a family that’s never been in higher education. ]]> 2018-01-10 15:00:46 UTC https://padlet.com/v_hill3/CSMFA2/wish/220192449 GROUP 1 https://padlet.com/v_hill3/CSMFA2/wish/220192914 Case Study 1
5, 9, 10]]> 2018-01-10 15:01:44 UTC https://padlet.com/v_hill3/CSMFA2/wish/220192914 Group 2 https://padlet.com/v_hill3/CSMFA2/wish/220197947 Racial micro-aggression 

Tokenism 

There are very few people of colour on her course which makes her fee

Stereotype threat

Having to justify her position as an artist and her identity because of being a person of colour


Clear example of racial micro-aggression 


]]> 2018-01-10 15:09:59 UTC https://padlet.com/v_hill3/CSMFA2/wish/220197947 Group 5 https://padlet.com/v_hill3/CSMFA2/wish/220198069 Case study 2
3,9,7,6,10
Feeling of threat
Presumed incompetance from his family initially and then peers at uni. Nathan has to also make a more conscious effort to chance peoples perception of his presumed incompetence. Treated differently due to being the first to go to university in his family ?

]]> 2018-01-10 15:10:10 UTC https://padlet.com/v_hill3/CSMFA2/wish/220198069