Aspiring Social Justice Ally Identity Development: A Conceptual Model

Edwards, Keith E.

doi:10.2202/1949-6605.1722

Cited by 159 publications

(173 citation statements)

References 14 publications

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“…19 We need strong allies who are willing to try and take risks, but who are committed to taking direction from those with whom they are allied. This work should support the efforts and follow the direction set by those on the margins.…”

Section: Allies Need To Be Able To Take Direction Wellmentioning

confidence: 99%

Activating Diversity and Inclusion: A Blueprint for Museum Educators as Allies and Change Makers

Ng¹,

Ware²,

Greenberg³

2017

Journal of Museum Education

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Section: Allies Need To Be Able To Take Direction Wellmentioning

confidence: 99%

Activating Diversity and Inclusion: A Blueprint for Museum Educators as Allies and Change Makers

Ng¹,

Ware²,

Greenberg³

2017

Journal of Museum Education

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“…Edwards [25] offered a useful framework in which he posited three stages of allyship: self-interest, altruism, and social justice. He distinguished between allies who work because of personal connections to (self-interest) or concern for (altruism) marginalized groups and those who work for change because they see themselves implicated in and harmed by the oppression of others (social justice).…”

Section: Introductionmentioning

confidence: 99%

When Care and Concern Are Not Enough: School Personnel’s Development as Allies for Trans and Gender Non-Conforming Students

Marx¹,

Roberts²,

Nixon³

2017

Social Sciences

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Trans people-and particularly trans youth-have come to the forefront of political and educational discussions, especially as legislation has aimed to ensure that school personnel act as enforcers of state-level policies targeting trans youth. For this reason, and because research demonstrates that youth in schools form attachments to and receive support from school personnel, our research looks at school personnel's development as allies. By analyzing focus group data following a training workshop, we explore how participants understand their roles as allies to trans and gender non-conforming youth. We found that trans issues were salient and participants expressed new knowledge about and openness towards transgender youth, as well as care and concern for their wellbeing. Nonetheless, many participants retained frames of understanding that relied on trans people as Other and that situated their roles as allies through the frameworks of protection and care. We argue that these understandings of trans youth and the role of allies reinforces cisnormativity, and we push for a more nuanced understanding of allyship that moves beyond knowledge, beliefs, attitudes and intended behaviors as markers of allyship to ensure that allies do not reproduce cisnormativity even in their support of trans and gender non-conforming youth.

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“…Second, we examined Edwards's (2006) social justice ally identity development model. This framework also consisted of three constructs: 1) aspiring ally for self-interest, 2) aspiring ally for altruism, and 3) ally for social justice.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…According to Edwards (2006), members of the dominant group are often considered agents of oppressive systems, regardless of their awareness of those realities. However, they may also be disenfranchised by the very same systems they help to maintain.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Therefore, it is incumbent that members of the dominant group work diligently to become allies for social justice. During this self-reflective process, individuals are required to engage in careful and critical thought, specifically as it pertains to their role in perpetuating systems of oppression (Edwards, 2006). Social justice allies must be committed to working with members of all groups and moving beyond the mere notion of achieving multicultural awareness and knowledge as milestone goals, as is the case for other competence models.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

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Work in Progress: Expanding the Professional Formation of Engineers through a Cross-Cultural Communication Workshop for First-Year Students

Arnold-Christian¹,

Lee²,

DeLoach³

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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This Work in Progress focuses on a local effort to embed cross-cultural awareness, knowledge, and skills into the professional formation of undergraduate engineering students. In particular, we will provide an overview of a cross-cultural communications workshop that was recently developed for implementation into two living-learning communities for engineering undergraduates at Virginia Tech. These living-learning communities were created to provide social and academic support for first-year female and male engineering students. Combined, these learning communities now support over 600 students, the majority of whom are enrolled in their first-year of college. This also includes a large support team of upperclassmen students (i.e., sophomores, juniors, and seniors) who serve as mentors and committee members. PurposeThe work presented here is part of a multi-year plan to impact every student involved in either of the living-learning communities. In this paper, we describe the work to date, which includes our collaboration with faculty in the field of sociology to develop the workshop and assessment results from its initial implementation. We also describe our next steps, which will include implementing a training program for upperclassmen leaders. In addition to the cross-cultural communications workshop, we will develop four more workshops on other topics related to diversity. Each workshop module will be one hour long. Our long-term goal is to have the students in the learning communities trained at a basic level to recognize why an understanding about diversity issues and developing cross-cultural skills is critical for their success.

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Aspiring Social Justice Ally Identity Development: A Conceptual Model

Cited by 159 publications

References 14 publications

Activating Diversity and Inclusion: A Blueprint for Museum Educators as Allies and Change Makers

Activating Diversity and Inclusion: A Blueprint for Museum Educators as Allies and Change Makers

When Care and Concern Are Not Enough: School Personnel’s Development as Allies for Trans and Gender Non-Conforming Students

Work in Progress: Expanding the Professional Formation of Engineers through a Cross-Cultural Communication Workshop for First-Year Students

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