In classrooms and workshops alike, non-dominant youth can feel intimidated or inferior to others simply from being asked to introduce themselves. When they are in a space where they are already visibly different from others, having to share information that can make them feel othered—such as previous school or neighborhood they are from—can be intimidating. In cases where students come from similar racial, gender, or socio-economic backgrounds, the intimidation can come from stereotype threat. Stereotype threat refers to the risk of identifying with a negative stereotype about the group one belongs to. (Spencer, S. J., Steele, C. M., & Quinn, D. M., 1999). At a time when all youth are exploring their identity, it is important to make sure that youth from non-dominant backgrounds feel valued for who they are. Instead of creating a space where youth feel othered, or feel the need to create an oppositional identity in order to assimilate into the dominant culture, I begin our time by creating a space where we acknowledge and celebrate what makes us different and what connects us. To do this, use the five steps when facilitating introductions:
- Ask all students to share their name/preferred name and three things that they value.
- Emphasis on preferred name, to let students know that the facilitator will refer to them as the name they go by – and that others should do this as well. This lets them know that it is okay to share their full name and the name they go by. This is done in an effort to shift power. Youth with ethnic/cultural names often have their names mispronounced. By allowing youth from non-dominant backgrounds share their name it puts them in a position to be heard.
- Assure students that there is not a right or wrong answer when sharing their values. Additionally, let them know that they most likely have a lot more than three, but this exercise is meant to be short, and there will be more opportunities to share later.
- Often students do ice breaker activities that require them to share something new, something that a previous student has not already shared. In an effort to not put pressure on the student, tell them that they are allowed to share a value or values that someone else has already shared.
- The facilitator should start by setting an example, and sharing their name and three things that they value. This is not the typical way youth start their classroom experience or workshop, and it may take them a few minutes to think about what they want to share. It also gives them the opportunity to learn something meaningful about the facilitator. While I have a lot of values, the ones I typically share are community, transparency, and justice. I share these specific values intentionally, to let students know that it’s okay to share values that are not education-centered, and that their truths are welcomed in the space.
- Display values in a shared space. This step can look different depending on the space. In the classroom, write down all of their values somewhere visible, such as a whiteboard, or in a word document projected on a screen. In other spaces where time is an issue, such as a workshop, ask participants to write down 3 of their values on 3 separate post-it notes as they enter the room, and place them together somewhere visible, such as a wall or a table.
- After each person is done, ask students to take a minute to reflect. How many people share the same values as you? How many have values different from yours? At this time point out that, collectively, we share a lot of values, but we also value different things – and that is okay. As creators, our values go into what we make, but we should also take into consideration what others value.
- The values provide a basis for understanding and connection. In the classroom, create a word cloud with their values (wordle is free, and easy to use), print them, and hang them up in the space. This can be used later as a point of reference to remind students what values we bring into the space. In workshops, values can be used as a way to pair participants. The facilitator should ask them to find someone who they don’t know, but share a value with, and ask to work with them. Values can be used to start a conversation.