In this episode, DMP founder Amanda R. Martinez hosts a conversation with two guests, who are Latina women of color in administrator positions, Dr. Shantel Martinez, Director of the First-Generation Programs and Enrichment for the University of Colorado, Boulder, and Bianca Zamora, Associate Director for Stanford University's School of Humanities and Sciences. They discuss how they found their way to their current DEI-centric roles within higher education, as well as their own positionality and how they choose to go against the common individualistic grains of academia that privilege an expectation of neutrality and objectivity to instead theorize and write from the flesh where identity occupies a central foundational space. These administrators work to create scholarship and applied policies to transform organizations and institutions of higher education in the spirit of diversity, equity, and inclusion. Other topics they discuss include the systems of power that are inherently messy and how well-intentioned activist efforts that bridge community-based organizations and academic institutions' agendas to do better and improve the quality of life for diverse populations can still include ongoing learning and growing pains to improve over time. They prioritize being trauma informed, healing, joy, connection, community, and ultimately being guided by a principle of centering peoples’ humanity. As women of color in high power administration positions, they express what it will take for advocacy work to be taken seriously, how people can thrive (and not just survive), the trials and tribulations of managing changing laws, policies, and the goals and expectations of colleagues and students. How can we continue to dare greatly in this work? Social justice is hard work because it’s heart work.

This podcast episode features an interview with two educators, Dr. Chen and Dr. Lawless, who are experts in intercultural communication, social justice, and critical communication pedagogy. They discuss their backgrounds, experiences, and how their intersecting identities shape their perspectives on power, privilege, and social justice in the classroom. They emphasize the importance of understanding Intersectionality and how it influences individuals' experiences and interactions in various contexts. They also explore the significance of advocating for marginalized communities while being critically reflexive about their own privileged identities. The interviewees emphasized the need for an ongoing process of learning and action rather than performative gestures. They discuss the importance of building authentic alliances and the challenges in doing so, particularly in a reward-oriented academic culture. They also explore the co-optation of diversity, equity, and inclusion efforts by institutions and the potential impact on marginalized communities. The interviewees emphasize the importance of reflecting on one's positionality and power dynamics in allyship work and call for a critical examination of neoliberalism's influence on social justice education. They highlight concerns about the lack of people of color teaching certain courses and the overworking of faculty of color on campus. They criticize the performative nature of diversity efforts without providing adequate support for students and faculty of color. They also emphasize the importance of addressing microaggressions in academic spaces and the need for early education on these issues. The speakers share personal experiences of being both the recipients and perpetrators of microaggressions and stress the significance of self-care and building supportive communities to navigate these challenges. They recommend adopting a collaborative approach to facilitation, using local examples to illustrate the issues, and not centering resistance voices that seek to undermine diversity efforts. Overall, the conversation sheds light on the complexities of addressing social justice issues in academia and encourages a continuous effort to create more inclusive and equitable environments.

In this podcast episode by the Davidson Microaggressions Project, the host, Dr. Amanda R. Martinez, interviews two members of Davidson College's Academic Access and Disability Resources Office: Director Beth Bleil and Assistant Director Alysen Beaty. They discuss the educational and professional backgrounds that led them to their current positions. The conversation delves into the concept of accessibility, disability, and different learning styles, highlighting the importance of individualized approaches to support students. They emphasize Davidson College's commitment to accessibility while acknowledging challenges in implementing it practically, especially during the abrupt shift to remote learning due to the COVID-19 pandemic. The podcast touches on issues of ableism and other forms of discrimination faced by students with disabilities. It addresses the microaggressions that can arise in educational settings and explores ways to overcome resistance to implementing accommodations and creating more accessible environments. They also discuss how Davidson College, being a small and supportive environment, may differ from the broader world's perspectives on disability and inclusivity. Overall, the episode focuses on fostering a more inclusive and supportive educational environment for all students, regardless of their abilities.

In this episode, two Davidson students, Ricky (DMP collaborator) and Carlin (Monuments Initiative), interview Eboni, the president of the Black Student Coalition (BSC), with Caro, the vice president of the organization. The conversation is about a multicultural organization at Davidson College called the Black Student Coalition (BSC). The participants discuss the significance of having a multicultural organization on campus and the importance of inclusivity and representation. They also talk about the BSC's physical house and how it allows them to host events and support other organizations. The group hopes to see more spaces and resources for multicultural activities in the future and to continue promoting diversity and inclusion on campus. The conversation also touches on dealing with microaggressions and promoting understanding among students. They emphasize the

In this episode, two Davidson students and DMP collaborators interview Endia Beal, an artist, educator, and photographer from North Carolina. Endia discusses her educational background and how she found solace in art after experiencing a tragedy in high school. She decided to focus her artwork on racism, discrimination, and systemic marginalization to shed light on untold truths and initiate important conversations. Her series of works, "Am I What You're Looking For?" features young women transitioning into careers, and she photographs them in their own homes to create a sense of comfort and authenticity. The artist emphasizes the importance of avoiding imposing her own biases on her subjects and making the portraits a collaborative effort. The conversation then delves into microaggressions and their impact on the workplace. The artist shares her personal experience of facing prejudiced interview questions and how it inspired her art project, "Mock Interview." This project involved interviewing young white men with similar questions to those asked of women of color in real interviews, creating empathy and understanding. The artist's workshops aim to promote empathy and vulnerability by encouraging participants to share personal stories. She believes that art can initiate positive change and growth for both the artist and the audience, fostering understanding and empathy among diverse communities.

On this episode of the Davidson Microaggressions Project, the host sits down with Dr. Amber Johnson, an award-winning associate professor of communication and social justice at St. Louis University and the founder of the justice fleet. Dr. Johnson's work focuses on identity, protest, social justice, and digital media. She is also an artist and activist using mixed media art to challenge systems of oppression. Dr. Johnson shares her journey into academia and activism, emphasizing the importance of listening to calls and opportunities. She discusses her work with the Justice Fleet, which uses art to address privilege and healing practices for marginalized communities. In the conversation, Dr. Johnson explains the concept of radical forgiveness, emphasizing its significance for liberation. She shares her views on the George Floyd trial, distinguishing between accountability and justice and criticizing the prison system's shortcomings. When asked about engaging with performative allies and genuine activists, Dr. Johnson stresses that all forms of activism are essential. She urges people to move beyond semantics and focus on fixing systemic issues. She also encourages genuine engagement with others, understanding that everyone has a role to play in the movement for social justice. Regarding self-care and not stretching oneself too thin, Dr. Johnson highlights the importance of finding personal boundaries and learning to say no. She provides a set of questions she uses to determine whether an activity aligns with her values and capacity. Overall, the episode delves into various aspects of activism, social justice, and personal well-being, offering valuable insights and perspectives.

In this episode, DMP collaborator Ricky Pinnock interviews

In this episode, Dr. Amanda R. Martinez, the founder of DMP, interviews Tiffany Waddell Tate, the associate director for national engagement in the Office of University Advancement at Wake Forest University. They discuss the topic of dealing with microaggressions in the workplace and provide strategies and recommendations for young people, particularly those from historically marginalized groups, to navigate professional environments effectively. Tiffany shares her experience in the academic advising space, where she supports students with various challenges, including overload and referral to campus support resources. She emphasizes her non-linear career

In this episode, DMP collaborator Juan Diaz Mercado interviews Jewish Studies professor-scholar Dr. Ilana McQuinn and Davidson senior Dhalia Kurtkovich about the unique intersections of marginalization and being Jewish in the U.S. American south, and Jewish hybrid identity in both Europe and the U.S. Our guests urge us to think beyond persecution tropes towards a critical understanding of Jewish hybrid identity, especially in relation to multiculturalism and the far political right; discourse often lacks a critical apparatus to talk about Jews, race and power due to the dissonance many hold about Jews as white people and therefore not occupying a positionality of legitimate oppression. The Davidson campus community experienced a jarring reality when two of our own students were doxed online and outed as Neo-Nazis. Our guests discuss the Jewish representation as Holocaust-centered only, which leaves large gaps in how Jewish Studies relates to many subfields and broad topic areas such as antiracist discourses, human rights, post-Holocaust conversations, the law, and the struggles for equal rights. Dr. McQuinn and Dahlia highlight Jewish-specific microaggressions that permeate our societal structures including assumptions based on whiteness, wealth, religious holidays, multiculturalism, and in/visibility.

In Spring of 2020, the Davidson Microaggressions Project published a guest blog co-written by two members of the Student Government Association's Academics Committee, Julia Bauer and Wren Healy, on the topic of anonymous grading as one concrete strategy that professors can implement to combat bias and support disenfranchised students in their classes. As a follow up to the blog, DMP presents a series of podcast interviews with Davidson College professors who use anonymous grading as one way that they intentionally focus on inclusivity in their classrooms. Tune in to hear Davidson faculty members discuss how and why they employ anonymous grading as a key part of their inclusive pedagogy in this last set of podcasts in 2020. Last up, we have an interview with Drs. Bes Ceka & Andrew O'Geen, Associate Professors of Political Science!