Dr. Sheldon Eakins [00:00:00]:
Alright. So quick overview of today's agenda. We're talking about the opposite of exclusion, the effects of tokenism, and then we're gonna wrap things up. I always like to leave you with strategy. I don't like to just sit there and talk about the perils of education. No. That's not my vibes. Alright.

Dr. Sheldon Eakins [00:00:17]:
That's not how we do. My goal here is to leave you with strategies as L. So that's what we'll wrap things up with. Tokenism. Well, let's get into some definitions real quick. You know, I like to give you some reason. I don't wanna just be talking about my behind. It is not just what doctor Akins is saying.

Dr. Sheldon Eakins [00:00:32]:
Tokenism, the practice of making only a perfunctory or symbolic effort to be inclusive, especially by including or recruiting a small number of people from underrepresented groups only to give the appearance of sexual, racial, and other forms of equality and fair treatment within a workforce or other space without any meaningful commitment to real inclusion and change. Alright. This happens a lie. I'm gonna I'm gonna tell you a quick story about this here because this is real. K. When we're talking about tokenism. I I kid you not. This is a true story.

Dr. Sheldon Eakins [00:01:10]:
I was walking on a college campus once. I was an adult. I wasn't a student. Just just someone that was working in a profession in which I was helping students get tours, you know, helping our underserved students get access to college and by giving them college tours, helping them out with financial aid and those kind of things, scholarships and all that. Right? So I'm on campus Eakins, minding my own business, and they there was a photographer that came. He was like, hey. Hey. Hey.

Dr. Sheldon Eakins [00:01:36]:
Come over here real quick. So I'm like, oh, okay. Cool. I'm seeing what's going on. And as I walk over there, there's a group of maybe 4 other students. And then one of the things that I noticed, again, being a person of color who's typically again, I live in Idaho, so I'm typically in spaces that are predominantly white. And so I noticed, wow, this 4 other 5 other people, they're pretty diverse. You know, you had different race.

Dr. Sheldon Eakins [00:02:00]:
You had different, you know, gender. You have all these different things. And he's like, hey. I need you to take a picture with us. So I asked, Why do you want me to take a picture? You know, I'm I'm happy to help or whatever, but what's the picture for? He says, this is going to be for our new marketing. Now again, I live in Idaho, so I think you could imagine someone that lives in Idaho. If you're not familiar with the demographics, I mean, you could guess. There is not a lot of racial diversity within this state.

Dr. Sheldon Eakins [00:02:30]:
However, and I wasn't even a student. I wasn't even a student. Okay. I was just a literally a random dude on campus. Right? Walk in their campus. But the idea was, let's take this picture with all these diverse individuals to show how diverse our campuses. But the reality of it is let's keep it real. If I'm a potential candidate like it.

Dr. Sheldon Eakins [00:02:53]:
I'm I'm applying for colleges and I see this publication. I see the pamphlet and I see this picture. Oh, I'm thinking, oh, maybe this school is is is, you know, they're very L. There's this I'm gonna feel accepted, including support it. So I applied for this college campus. I applied for this college. I show up for 1st day of school. I don't see them.

Dr. Sheldon Eakins [00:03:12]:
I I don't see that representation. It's it's is the bait and switch, if you will. Now think about it as a bait and switch. The point is that would be just one example of tokenism. So you might be wonder, well, Sheldon, did you take the picture? No. I didn't take the picture. And the reason why I didn't take the picture honestly, the reason why I didn't take the picture was 1 I told him, I was like, hey, man. I'm I'm not even a student.

Dr. Sheldon Eakins [00:03:34]:
So he's, oh, are you a staff member? He dials a coach. Right? Because that that's always the next thing is I usually get someone thinks I'm some sort of basketball, football coach or something I guess, oh, if you're not a student here, then you must be an athlete or you must be a coach. And I said, no. No. I'm here actually touring your campus. I'm not a student. I'm not a staff member. At that moment, I didn't really think about it until later when we're thinking about tokenism.

Dr. Sheldon Eakins [00:03:59]:
I didn't think about it until later. I was like, This person literally grabbed me out the blue to provide that representation. Now I would take the picture, going about my business, and then some poor unsuspecting student, maybe a student of color, sees a picture of me in that pamphlet and believes that this is the representation or or a representation of what the school has to offer, and they're gonna be disappointed when they show up and it's not there. So that's just one example of tokenism. But here's the thing. Tokenization objectifies the individual and effectively strips them of their individuality, reduces them to a prop based on their skin color, gender, etcetera, etcetera. It robs them of their voice. All of these factors become valuable assets in the business of advertising and raising the profiles of schools and companies.

Dr. Sheldon Eakins [00:04:52]:
It benefits the organization. However, it doesn't benefit the individual. Like I said, I believe this is a classic example of what a bait and switch can look like. We're gonna talk about in this session, we're gonna talk about the mental health effects that this has on individuals, how this this looks, and and so let let's break it down some more. Alright? So let's let's L just So a little bit of what it can look like. Well, let let's dig into this little bit more. Okay? So some further examples of what tokenism in schools could look like is editing curriculum by simply changing names to ethnic sounding names. Alright.

Dr. Sheldon Eakins [00:05:32]:
You get you get your your word problems. I'm a math teacher. I I wanna be culturally responsive, and so I'm gonna do this. And so what I'm gonna do is rather than saying Mary and and and and Michael, I'm gonna say, Jamal. I'm gonna say, Jamal and Lucretia. K. So Lucretia has 5 apples, and Jamal has 10 apples. If we put them all in a basket, how many apples do they have together? Change in the curriculum just to to show again, we're going to provide these ethnic sounding names, Jose and and Juan and and all these Miguel and all these names.

Dr. Sheldon Eakins [00:06:10]:
We'll through these totals into our word problem. Now we're closer responses. Now we're providing a diverse word pool. Those kind of things. That mindset. Now it's not just limited to just how we might edit just some names. It also extends into our racial slurs. So you think about those quote, unquote classics, you Huckleberry Eakins to kill a mockingbirds.

Dr. Sheldon Eakins [00:06:35]:
I'd legit had an educator one time asked me, oh, can I change the n word to African American? I said absolutely not. Do not do that. Right? But that would be another way. Right? Oh, okay. I wanna bring this text into the classroom or this, again, considered a classic. So I need to provide this information to my students, but I do recognize that the terms or or the words that are referred to certain people, specifically certain individuals of color. Oh, we don't say Negro leagues anymore. We don't say Negro.

Dr. Sheldon Eakins [00:07:05]:
So rather than saying the Negro league, I gonna change it to the African American league. No. That would be another example. Alright. Let's go even further. Okay? Because I'm glad y'all asked. Oh, what other examples are there? What else could it look like in schools? Alright. I'll give you some more.

Dr. Sheldon Eakins [00:07:19]:
This is a class one. When we talk about this one all the time, L quote unquote tokenized holidays, special events. We literally pack up all of our indigenous curriculum put into November, Native American Heritage Month. We we we serve We save everything. All our African American L, all our black stuff saved for February or, you know, pride month. We do this for Asian Pacific Islander month. Like we do these things. We save all of our, like, because I don't have enough, right? I don't have enough.

Dr. Sheldon Eakins [00:07:53]:
And so I save everything for those 30 days, 28 days saving off for those times, and then that's it. What happens on day 31? What happens on the next, on the next month, right, when March starts, Saint Patrick's day. Boom. Ready to go. Tokenize opportunities. Right? Now here's the thing, because I'm a I'm a throw the caveat out here, because I'm saying this now, but I do think it's important to address or to do this awareness. However, this should not be the only day or the only time frame time period that we're discussing these things, which will lead me to my next point. Sometimes the way to those cultural months or those special holidays, and we show only information and content and only discuss things from a what? Oppressive standpoint.

Dr. Sheldon Eakins [00:08:47]:
So even though we have our quote unquote multicultural day or we're teaching on multicultural lesson, but we're showing all that information, the cultural side of things from a condescending primitive, maybe even exotic standpoint. We, we talk about the historical figures. However, those historic historical figures are the acceptable ones. These are the ones that we're okay with teaching y'all about. I might get a little controversial, but I'm just saying, Rosa Parks is often, a very common one that we hear a lot in our schools. We we talk about doctor King. Those are a lot of things that that, you know, you can expect every year to hear about. Maybe even George Washington Carver.

Dr. Sheldon Eakins [00:09:30]:
I I was teaching a class. I've been teaching a class this summer. Someone asked me, and one of my students asked me about Malcolm X. We're talking about, you know, different things, and I said, and they They they heard of the name, but they didn't know who Malcolm X was. Had to have a conversation with him. I said, see, that's a challenge. Unfortunately, Malcolm X probably wasn't talked about a lot in your school. Maybe it was a little paragraph, but you got a lot of information about doctor Eakins.

Dr. Sheldon Eakins [00:09:57]:
And I believe it's very important that if, again, if we're going to teach about various cultures, various communities, we can't always limit it to just the ones that are quote, unquote acceptable. I mean, honestly, at the end of the day, doctor King, unfortunately, was assassinated. And when we think about the work that he did and the work that doctor King sorry. Doctor King did and the work that Malcolm X did and also other and and those are I would I would argue those are 2 civil rights leaders that we talk about maybe, but there's so many others. But if we're only teaching about historical figures that had to do with, you know, abolitionism, civil rights or other race related issues. That's the only time we discuss individuals of color, various identities that are outside of the dominant cultures perspective. And it's always about some sort of civil rights or race related that would be tokenism. K.

Dr. Sheldon Eakins [00:10:54]:
Well, let's talk about what our books could look like. Oh, we just added all these diverse books into our library, but there's no plan. Are you literally googled or you went to diverse books.com or something like that. You ordered a bunch and as you bought it, ordered a bunch of books, there is no, there's no rhyme or we reason to it. It's just a checkbox. Oh, yeah. Now we have, we we're we're excited because we have an extra a 100 books written by individuals of color. Maybe all those books are only about race.

Dr. Sheldon Eakins [00:11:28]:
That that's that's the only conversations happen in those books. You know, they're they're literally diverse books, books about the books written by people of color, about diversity. And that's it. The other thing sometimes that that we see when it comes to tokenism from our folks with individuals with disabilities, for example. All all the conversations, all the curriculum content that we present in regards to our individuals with disabilities only come from some sort of conquering adversity standpoint. Now there's there's just, you know, they they're existing. They're they're living and they're surviving. They they they have, you know, whatever.

Dr. Sheldon Eakins [00:12:05]:
You know, this this individual has no legs and They were able to climb a mountain like we everything's on some sort of triumph and there's nothing beyond that. You might be saying, well, you know, those are great things to to, know, we need to talk about those things. And I and I agree. I agreed wholeheartedly. We do need to discuss all of these things. However, that is often the only thing that's discussed, and we don't go beyond that. The other one is and this happens a lot. Happens to me a lot here in Idaho.

Dr. Sheldon Eakins [00:12:36]:
Expect the individuals to represent their identities. You're in the classroom. Is 1 or 2 students, a handful of kids that represent a certain identity. Teachers calls them out. Hey. What do you think? Or what do what do your folks think about what's going on in in our country right now, or or or or what are your thoughts on this or that is related to your identity as if they speak for the entire community. Right? Those those challenges. This happened to me lots of times, which leads me to my next point.

Dr. Sheldon Eakins [00:13:14]:
We should also discuss the word minority. Here's what I'm saying is I looked up tokenism definition of tokenism. Very hard for me to find a definition of tokenism without the word minority in there. Now you might you might utilize that in your everyday language as well. I'm gonna I'm gonna tell L, like, This is why I believe that we need to unpack this for just a moment. The term minority does not account for one's family, friends, relationships, group membership, neighborhood, etcetera. Let me get a little bit more about this. If you look at the definition of minority, and I'm I'm paraphrasing, but Merriam Webster dictionary.com, whoever is gonna say something some something such as, you know, less than the majority.

Dr. Sheldon Eakins [00:13:58]:
Right? Less than. What happens? And it's usually referred to people color or or certain, you know, certain groups of people. Right? But what happens in certain neighborhoods, For example, we know our neighborhoods are typically, or, you know, there's a lot of segregated neighborhoods. We know that in a lot of our schools are segregated as well. If I'm a school, and let's say 90% of the student population in this school is of color, yet they would still often in a lot of people's circles refer be referred to as minorities. That's why I say it doesn't account for friends, relationships, right? If I am, if I got a lot of homies and they're all, I identify as black. So if, if all my friends are black, not a gang or or a minority group. I know everybody's like, we're we're all black folks.

Dr. Sheldon Eakins [00:14:51]:
You know what I'm saying? It it doesn't make any sense to me to utilize utilize a term. Now I think the other way to look at it is not being a minority, but being someone who has been historically minoritized more of a verb as opposed to it being a descriptor, an adjective that makes sense. We think about affinity groups. You know, a lot of our schools have a Black Student Union, they have all these you know, there's there's a lot of legislation out there that's looked at to pass laws to where funding can't go to quote unquote minority organizations or groups. But in again, in those spaces, they are the majority. In those spaces, they're not the minority. So who there's that famous quote, you know, minority to who? But again, that is a term that I I I don't utilize the term minority anymore because I I get it. To me, it comes with a negative connotation, and it doesn't really make since when you think about it from a larger scale, we think about who we tend to hang around.

Dr. Sheldon Eakins [00:15:58]:
We tend to hang around folks that look like us, especially if we had that choice. We we tend to to engage, like, our families, those kind of things in our neighborhood situations, church, organizations, community events, not minorities. They're often in the majority or the, you know, it's just us. Those kind of things. I'm a get a little bit more because this isn't this isn't our news. Right? We see this headlines. Right? I did a go again, I was searching for the term tokenism, and everything had minority in it, which is really hard to find a definition without that that word in it. But you see a lot of major news stations or Nick major news avenues utilize this majority minority term.

Dr. Sheldon Eakins [00:16:42]:
Majority minority. Doesn't make sense to me. How is it that 98% you know, 51. Let's just call it 51. Right? That's majority. It's called 51% of color. They're still being referred to as minorities. Right? Majority minority doesn't make sense, but I found several articles.

Dr. Sheldon Eakins [00:17:05]:
And sadly, some of these articles are written by people of color being referred. I just I don't utilize the term. Minority majority schools offer students opportunities, minority majority. I mean, this is as a 2021. You got 2023, April to couple months ago. School board votes to close just elementary in West Tampa, and they Eakins about it being a majority minority school. Doesn't make any sense to me. So that's why I think we need to talk about the term minority, and that's why I don't utilize the term minority anymore.

Dr. Sheldon Eakins [00:17:37]:
I just Sometimes I just say black or brown, whatever, you know, whatever the race or the the the main, you know, I I might say it that way. I might say historically underserved, on a represented or minoritized people of color. It just kinda depends on the situation, but I don't utilize the term minority as a description. Right? Let's talk about the effects of tokenism. What what does that what what can happen in school? Well, at the end of the day, the effect part of the effects of tokenism is that there's it's a penalty. A penalty for being different. Now well intentioned educators and staff members thinking that, again, they're they're doing they're assuming everybody's they're doing their best, but often it's a a failed attempt and culturally responsive practices. This is, you know, you're teaching a lesson, and you say, by the way, By the way, your folks or or this group people.

Dr. Sheldon Eakins [00:18:36]:
I I was reading an article earlier today. There's this book called White Tiger, and it's about an Indian family. And, you know, there's 1 student former student who graduated from a certain school. She was recounting how every year or that that 1 year, she was one of the I think she was like the Indian the Indian student at that school and a re white tiger and how she L. To the outside, to others who did not have that identity. Oh, this is great. We're learning about a brand new culture, but what happened to that young child? Well, she got a bunch of questions about Indian culture. You know, she she was thrown into the mix of being the representative.

Dr. Sheldon Eakins [00:19:14]:
I've had conversations with my class, what what what peers who maybe they are, they were born in the United States, but within a class is they, they could reflect back to a time when they were, there was a lesson being taught that represented their identity and they had never been to their home country. Had never been. They maybe they didn't even speak the language, but they were still called upon to teach a holiday. Now, what do you also, what, what, what have you celebrated this holiday? Tell us about the holiday or, or tell us about this, this food cuisine. How does it taste? I don't know. Never had it. So sometimes it's a failed attempt at culture response practices. Tokenism also can end up being a shortcut.

Dr. Sheldon Eakins [00:19:58]:
Due to, like, I didn't have time to address my students' needs, So I'm just gonna call him out real quick, or I'm just gonna hide I I I'm just gonna wait till February. I just don't have time to embed multiculturalism throughout the school year, so as a result, I'll just wait to those special times. Sadly, on a student's side, tokenism often creates an implicit or an explicit prejudice amongst each other. Think about it. If I'm a student and all I hear about my, let's say my classmate has a certain identity that's different than mine. And every time I hear about my classmates, identity is always coming from an oppressive, a negative standpoint, you know, trying to get over adversity, race related messy. Only time I hear about their identity is from, yeah, my identity is seems to be the dominant identity and your identity seems to always be just trying to get equal rights or civil rights or whatever it is. What type of prejudice again, implicitly, and we could even go as far as saying explicitly that creates amongst peers.

Dr. Sheldon Eakins [00:21:20]:
Again, unintentional. We're, again, we're gonna assume unintentionally. Lastly, negatively impact students outside of the embracing culture, the assimilation process that we tend to do when it comes to creating a sense of belonging. Oh, you can be long within our community. As long as you follow the norms, it's okay for you to be different, but you can't be different here. Will accept that you, you know, you dress a little different, your hair is a little different, but you can't do that here. You can do it at home. You could do it in your neighborhood, but not in the classroom, not in the hallways, the embracing culture.

Dr. Sheldon Eakins [00:21:59]:
So it negatively, at the end of the day, impacts the embracing culture. But sadly, there's even more research that talks about not only does it penalize our students for being different, but it also impacts their mental health. So what does that mean? And I'm gonna add in my my staff folks as L. Because one of the things about sense of belonging, it does extend to our adults. Right? It extends to our principles, our administrators. It extends to, you know, higher ed as well. You're a faculty member, your staff member. Again, I'm a black man living in Idaho.

Dr. Sheldon Eakins [00:22:35]:
I'm working out here. I can tell you some stories. So let's talk about the mental health side of things, and, again, not just for our kids, but also for adults as well. Attrition. You got, you got students say, you know what? You got adults that say, you know what? This ain't for me, schooling for me or this, this campus, This, this high school is middle school. I'm leaving. I'm gonna find another job or I'm gonna drop out of school. Feelings of isolation.

Dr. Sheldon Eakins [00:23:02]:
Not really feeling like again, not feeling like you belong or feeling accepted into the space that you're in. You know, my what am I gonna talk about? I I don't I don't have anybody to talk to. I don't have anything to talk about, or every time I do try to say something, this happens. End up being spotlighted. You know, overly overly nice to, just someone just going out like, you don't treat everybody the same? Like, you're you're not treating all your other friends and and colleagues this way. Why are you talking to me this way? I I remember saying this once. Sometimes I will walk into a space, and I legit felt like I was the main attraction at a zoo or the circus, where, like, just all focus, all the attention. The spotlight is on me.

Dr. Sheldon Eakins [00:23:51]:
I'm being called upon to ask for my opinions, black culture, black matters, whatever it is. I always say, Well, this is my opinion. This is what I think. This is what I feel, but I don't speak for the entire community. So I might have a sense of a feeling of isolation not belonging in that sense, or the opposite, which is being in the spotlight. There's also the erasure. Maybe I'm not feeling validated for who I am or feeling as if if I do try to represent myself from my identity, I'm gonna be shunned. So I just go throughout navigate life or navigate the space, this environment, and totally leave my identity at the door.

Dr. Sheldon Eakins [00:24:34]:
It's erased. My opinions don't seem to matter. My unique background experiences don't seem to matter. Imagine the toll that can place on one's mental health, which can lead to exhaustion and stress. We had to keep in mind our Eakins, we don't know what they have going on at home. They could be dealing with all kinds of stress from the house side, the least they can get the bare minimum when they come to our schools should be safety. And then they got to deal with ex exhaustion and stress at school. Cause they gotta deal with microaggressions on a daily basis, multiple times.

Dr. Sheldon Eakins [00:25:15]:
What about being pigeonholed? So let's just say I'm transgender. Right? I'm a transgender in the staff member. Say I'm transgender staff member or or student, and I'm I'm expected to to lead up the transgender affinity group, or to do a professional development on the topic, and that's the only thing I'm asked to do. I could be a stellar English teacher. I can be an awesome math student, but those skills are not recognized. They're not acknowledged because my identity seems to be more important, and that's the only thing I'm capable of doing in that person's eyes. I could do a lot of other stuff. I know a lot of things.

Dr. Sheldon Eakins [00:25:58]:
However, pigeonholed. Y'all remember Erkel? Y'all remember Erkel? Julia White? I remember watching an article or interview of him one time, and he basically said, he had a really hard time finding work after the show Family Matters. Because everybody kept seeing Urkel, like, every time you try to do his mannerisms, facial expressions. It just always reminded directors, and potential casting folks as his character, a fictional character, Steve Ergo. So are we doing that to our staff and our students? Oh, they have this identity. This is small amount of individuals with that identity. Oh, we'll just have that person do it every time, And that's literally all. Now again, I want to be very clear.

Dr. Sheldon Eakins [00:26:44]:
It's great to highlight things and if that individual is willing to do it, is that's great as well. But if that's the only thing or the only time you want to hear from them, you're not giving them other opportunities. They're pigeonholed. That's where the challenges come in with tokenism. The need to be on guard. Again, microaggressions are a thing. I should do a session on microaggressions. Put that on my list.

Dr. Sheldon Eakins [00:27:11]:
But the need to always be on dark. What was am I gonna say this time? I remember how I used to work for a high school. I used to work I used to go to a high school and literally every time I went to the high school. I came home with a story to tell. It got to the point where I would have anxiety and stressed out because, oh, man, I look at my calendar, Man, I gotta go to this one high school. I already know when I have an issue. And that constant, like, I will walk to that door on guard Cause I knew I was, we had to deal with something, never fail Eakins times when I've I thought, okay, I've made it more than half the day. Nothing's happened.

Dr. Sheldon Eakins [00:27:47]:
Been good. I'll be about ready to leave and then boom. Somebody hits me with some micro aggressions or some nonsense. Dang it. I thought I was gonna get out of here scot free. Always had a story to tell. Alright. Told you I was gonna give you some strategies, so let's wrap let's start wrapping things up with some some how to remove tokenism.

Dr. Sheldon Eakins [00:28:05]:
Okay. What does that look like? We're trying to remove tokenism. One, This needs to be a school wide approach. Again, we're talking about sense of belonging. I'm talking to this from a school wide perspective. This is not just a one classroom that you're 1 person of color or you're 1 person that has the identity that's doing this work. No. This is and approaches should be a school wide approach and not just looking at, oh, you're looking at everything.

Dr. Sheldon Eakins [00:28:34]:
Okay. You're looking at your representation from your staff. You're looking at your curriculum. We talked about what that could look like. It's intentional. It's not just go buy a bunch of books written by people of color. He intentional are those books of people of, from people of color. Are they having conversations or topics outside of just racial topics, diversity by diversity books, and they only talk about diversity or diverse authors.

Dr. Sheldon Eakins [00:29:02]:
And they only talk about diverse diversity. Are you being intentional with your approach, extends to your teaching, multicultural teaching, not your one and done is not to tokenize holidays a month. You're looking at your policies within your handbook, our dress codes, our dress code being an issue, are are your hairstyles, all those things. Are those in your are they penalizing individuals? And then also, again, looking at your overall culture in your school. The next one is an emphasis on all students. And if we tokenize kid, that means we're putting a lot of emphasis on 1 individuality, and and we're not helping our un our students and our classmates understand to appreciate each other. So k to have differences, but if we hone in too much on differences, We can isolate our kids, but if we don't acknowledge or or help our students to feel empowered that are different, then we might end up erasing their culture. So there's there's that light that you need to be on.

Dr. Sheldon Eakins [00:30:12]:
At the end of the day, you need to put emphasis on all students. And the last 1 is to pay attention to the taxation and eraser. We talked about eraser where again, a child or a staff member does not feel as if they are in a identity safe environment. The taxation is that invisible labor. Someone's bilingual. You're you're you're making them do all the translating. Child has to translate between parent and and teacher or, you know, your your teacher, but you have to do all these additional you know, you're you're over you're an adviser of these various affinity groups. You're you're the DI person, all these different things.

Dr. Sheldon Eakins [00:30:54]:
You're doing all these jobs and tasks, and I can pay for that taxation, the invisible assignments, Again, not being able to feel like you're in an identity safe

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