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DSA Assembly: Socially Just Supervision

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Trelawny Boynton

on 8 January 2014

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Transcript of DSA Assembly: Socially Just Supervision

A socially just supervisor uses social justice...
as just a part of who they are
as a lens
to be non-neutral
what socially just supervision could be
suggest rationale and context for why this topic is relevant
explore existing multicultural competence research as a foundation for socially just supervision.
sketch conclusions on what a socially just supervisor looks like
What's out there?
identity development
inclusive campus environment
supervision and leadership styles
racial bias/attitudes
multicultural competence
identity is everywhere
higher education value along-side
DSA and unit missions
changing US ethnic landscape
campus climate
Social Justice:

A long and mysterious historical process in which those who are excluded and exploited by social forces of privilege and power attempt to [consolidate] into movements that struggle for:
a more equitable distribution of social and economic goods
; for greater personal and political dignity; and for a deeper moral vision of their society. Social justice is a goal toward which we move, always
...Justice is only meaningful when it is historically specific and embodied (
as opposed to theoretical or abstract

Ched Meyers, ecumenical activist
Social Justice
Multicultural Competence
Awareness and beliefs
Counseling skills
Counseling relationships
Multicultural supervision involves:
the development of cultural awareness
exploration of cultural dynamics of the relationship
discussion of the cultural assumptions of theory
Culturally responsive supervisors:
utilize a culturally sensitive, cross-identity approach
introduce a socio-cultural framework and analysis for oppression
explores own assumptions, stereotypes and -isms
engage in a collective social-action perspective
Trainees from racial/ethnic minority groups in supervision with Caucasian supervisors anticipated receiving less empathy, respect, and congruence than their Caucasian peers (Vander Kolk, 1974) and reported greater guardedness in supervision in general (Cook & Helms, 1988).
Supervisees want to discuss multicultural issues...apparently more frequently and with greater comfort than their supervisors realize (Duan & Roehlke, 2001).
Gatmon et al. (2001) found that discussions occur in low frequency and often, supervisors tend to believe that they are discussing cultural issues more often that what trainees perceive.
LGB non-affirming supervision appears to have resulted in an impasse during supervision. Interestingly, supervisees did not seek to address or try to resolve such impasses; rather they either feared the repercussions of attempting such a discussion or believed supervisors were incapable of addressing such concerns and thus withdrew from the supervision process and relationship. (Pett, 2000).
Trainees who believed their supervisors minimized, ignored or dismissed conversations about culture also believed the supervisory relationship to be negatively impacted, generating feelings of disappointment, frustration and anger.
What insights and questions do you have?
Ancis, J.R., & Marshall D.S. (2007). Using a Multicultural Framework to Assess Supervisees’ Perceptions of Culturally Competent Supervision. Journal of Counseling and Development., 88(3), 277-84.

Cook, D. & Helms, J. (199) Using Race and Culture in Counseling and Psychotherapy : Theory and Process. Boston: Allyn and Bacon.

Duan, C., & Roehlke, H. (2001). A Descriptive “Snapshot” of Cross-racial Supervision in University Counseling Center Internships. Journal of Multicultural Counseling and Development, 29, 131–146.

Gatmon, D., Jackson, D., Koshkarian, L., Martos-Perry, N., Molina, A., Patel, N., & Rodolfa, E. (2001). Exploring Ethnic, Gender, and Sexual Orientation Variables in Supervision: Do they really matter? Journal of Multicultural Counseling and Development, 29, 102–113.

Hays, D., et al. (2010). Integrating Social Justice in Group Work: The Next Decade. The Journal for Specialists in Group Work, 35(2), 177-206.

Khamphakdy Brown S. (2009). Race and Color-Blind Racial Attitudes in Supervision: Implications for the supervisory Relationship. (Doctoral Dissertation). Retrieved from http://gradworks.umi.com/33/94/3394761.html.

Pett, J. (2000). Gay, Lesbian and Bisexual Therapy and Its Supervision. In D. Dominic & C. Neal (Eds.), Therapeutic Perspective on Working with Lesbian, Gay and Bisexual Clients (pp. 54–72). Buckingham, England: Open University Press.

Pope, R.L. et al. (2004). Multicultural Competence in Student Affairs. In, Multicultural Competence in Student Affairs (pp. 3-28). New York: Jossey-Bass.

Porter, N. (1994). Empowering Supervisees to Empower Others: A Culturally Responsive Supervision Model. Hispanic Journal of Behavioral Sciences . 16(1), 43-56.

Prouty A. (1996). A Grounded Theory of Feminist Supervision: A Qualitative Study. Doctoral Dissertation. Retrieved from ProQuest database (Publication Number AAT 9725608).

Resse-Cassal, K & Spissak, C. The Increasing Diversity of the U.S. Population. http://blogs.esri.com/esri/arcgis/2011/08/09/the-increasing-diversity-of-the-u-s-population/
Puppies are cute, huh?
trust formation is challenged
disclosure is limited
communication guarded by intentional or unintentional -isms
common work interactions are made more difficult (e.g. conflict)
contributes to cultural ignorance
Warning! Disclosure statement! Fais gaffe!
tons more to research to explore
your noodles may be fried, mine still are
paid for by the committee of Trey's thinking, sweat and tears
performance issues are not ignored but addressed within this framework
what's next:
self and/or supervisee assessment
modeling and practiced-based opportunities
Defining supervision
Wing-Chi Poon, 1998 via Creative Commons
Full transcript