Educating Through Microaggressions: Self-Care for Diversity Educators

Universities increasingly call upon employees to educate campus community members on diversity, yet the experiences of these educators are rarely addressed. Via scholarly personal narratives, a team of diversity educators at a predominantly White research university shared their experiences facilita...

Full description

Saved in:
Bibliographic Details
Published in:Journal of student affairs research and practice 2018-01, Vol.55 (1), p.14-26
Main Authors: Miller, Ryan A., Jones, Veronica A., Reddick, Richard J., Lowe, Tracie, Franks Flunder, Brandelyn, Hogan, Kristen, Rosal, Ana Ixchel
Format: Article
Language:English
Subjects:
Activities of daily living
Administrators
Aggression
Change Strategies
College Faculty
Collegiality
Educational Practices
Facilitators (Individuals)
Multicultural Education
Professional Identity
Qualitative Research
Research Universities
Resistance (Psychology)
Teacher Burnout
Teacher Collaboration
Teachers
Undergraduate Students
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Universities increasingly call upon employees to educate campus community members on diversity, yet the experiences of these educators are rarely addressed. Via scholarly personal narratives, a team of diversity educators at a predominantly White research university shared their experiences facilitating diversity trainings while attempting to maintain self-care, including their processes of (a) navigating resistance through intersectional identities, (b) proving legitimacy as diversity educators, (c) experiencing burnout, and (d) validating and supporting each as other cofacilitators.
ISSN:1949-6591
1949-6605
DOI:10.1080/19496591.2017.1358634