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. Next up we have Dr. Susana Wadgymar, Assistant Professor of Biology!

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. Next up we have Dr. Melody Crowder-Meyer, Assistant Professor of Political Science!

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. Next up we have Dr. Trent Foley, Professor of Religious Studies!

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. Next up we have Dr. Michelle Kuchera, Assistant Professor of Physics!

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. Next up we have Dr. Kevin Smith, Associate Professor of Biology!

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. First up -- Dr. Laura Sockol, Assistant Professor of Psychology!

In this episode, Dr. Amanda R. Martinez and Ashley Ip, member of the Asian American Initiative, interview Dr. James Cho about his dissertation research featuring Asian American youth activism and hashtags over the last six years to track discourse and language for interracial solidarity with other communities of color. Cho interrogates how, why and who is empowered to do activism work among the vastly heterogeneous Asian American youth population. Their identities are often conflated by those who ascribe to simplistic attributes based on society's racial order and consequently associate Asian Americans with otherness and civic ostracism. Intersectionality lends insight to interpreting such microaggressive experiences including class-based migration patterns and politicized identity intentionality amidst shifting identity labels in a charged socio-political time. He finds that the Asian Americans participating in on and offline activism help disrupt the model minority and perpetual foreigner stereotypes while disaggregating other monolithic categories rooted in white supremacy as a system and racial triangulation that functionally pits groups of color against one another. Dr. Cho urges us to take hashtag activism seriously as a means through which both online and in person community solidarity manifests and can be paired with existing movements, such as the #AsiansforBlackLives hashtag or the work that the Committee Against Asian American Violence in NYC does on the ground. Lastly, he discusses strategies to address microaggressions including when and whether to do so. 

In this episode, DMP collaborator Basil Wiering interviews Professor  Brittany Hunt, a member of the Lumbee Tribe, and doctoral candidate at  UNCC. She highlights the erasure of Native Americans and how rampant  cultural appropriation is in the fabric of our society. Oftentimes,  indigenous people are not credited for their many cultural  contributions; one example is that they're the original Southerners who  created regional food staples like grits and hushpuppies, and another is  the phenomenon of white people's unsubstantiated claims to Native  lineage, such as thinking they have a Cherokee great-grandmother.  Stereotypes drive many interpersonal interactions and exude the core  myth that the indigenous are people "in the past" and they are  subsequently excluded from race conversations about systemic problems,  like police brutality and mass incarceration. Prof. Hunt further points  out how academically sanctioned racism functions to justify racist  attitudes and how many remain complicit. She offers listeners some  specific strategies she is always prepared with when faced with  microaggressions, such as exposing underlying absurdity and asking  questions to reveal intent, and she calls us all in to action so that we  can analyze how we contribute to the racial erasure of indigenous  people, be more critical and decolonize our language, and decolonize  curriculum for educators in decision-making positions, all good goals  whether or not there are indigenous people represented within institutions.

In this episode, DMP collaborators Jaelyn Taylor and Juan Diaz Mercado interview Davidson alumnae Isabel Ballester and Morgan Spivey about building community, finding your people in white dominant (academic and other) spaces, and (re)discovering identity through immersive, newfound knowledge gained in both in/formal educational settings. They stress the importance of diversifying the faculty and supporting professors of color and interdisciplinary programs, as these are often key sources of support for students of color. Isabel and Morgan elaborate upon how they have continued to harness knowledge and empowerment through their positionalities as Black and Afro-Latina queer women beyond their undergraduate education. They talk about Black imagination, hope, happiness, freedom, affirmations, and starting where you are to make moves in the struggle, including why we should all move beyond passive not-racist pledges and be actively anti-racist. Isabel and Morgan describe microaggressions as a language of hate entrenched in systemic macro-issues. Tune in to hear this dynamic duo explain the ‘step up and step back’ method to deal with, confront, and overcome microaggressions.

In this episode, DMP collaborators Jaelyn Taylor and Juan Diaz Mercado interview Davidson alumnae Isabel Ballester and Morgan Spivey about building community, finding your people in white dominant (academic and other) spaces, and (re)discovering identity through immersive, newfound knowledge gained in both in/formal educational settings. They stress the importance of diversifying the faculty and supporting professors of color and interdisciplinary programs, as these are often key sources of support for students of color. Isabel and Morgan elaborate upon how they have continued to harness knowledge and empowerment through their positionalities as Black and Afro-Latina queer women beyond their undergraduate education. They talk about Black imagination, hope, happiness, freedom, affirmations, and starting where you are to make moves in the struggle, including why we should all move beyond passive not-racist pledges and be actively anti-racist. Isabel and Morgan describe microaggressions as a language of hate entrenched in systemic macro-issues. Tune in to hear this dynamic duo explain the 'step up and step back' method to deal with, confront, and overcome microaggressions.