1, 2001--Peggy McIntosh, a nationally known proponent of gender-fair and
multicultural curricula, will join Oberlin College faculty and staff members
for a panel discussion, "A Panel of Oberlin Scholars and Peggy McIntosh
Discuss White Privilege as an Impediment to Education." The free public
event will take place Monday, March 12, at 8:00 P.M.
in Wilder Main.
McIntosh is associate
director of the Wellesley
College Center for Research on Women and founder of the National
S.E.E.D. Project on Inclusive Curriculum (Seeking Educational Equity
"One factor seems
clear to me about all forms of oppression," says McIntosh. "Oppression
can take active forms, which we can see, and embedded forms, which as
members of the dominant group in society one is taught not to see. I was
taught to see racism only in individual acts of meanness, not in invisible
systems conferring dominance on my group from birth."
A prolific author
and speaker, McIntosh consults with educational faculty around the world
who are working to create gender-fair and multicultural curricula. As
associate director of the Wellesley College Center for Research on Women,
McIntosh provides presentations and workshops for educational institutions,
corporations, and diverse organizations on topics including gender-fair
and multicultural curricula, diversifying teaching methods, privilege
systems, feeling like a fraud, and diversifying organizational thinking.
during the panel discussion will be
- Adrian Bautista,
interim director of the Bonner Scholars Program at Oberlin College.
Designed to provide students with access to education and an opportunity
to serve the community, the Bonner Scholars Program has grown to become
one of the largest privately-funded scholarship programs in the country,
integrating service with the fundmental principles of student learning
and development. Bautista also has served as a community coordinator
in the College's Multicultural Resource Center, implementing programs
designed to increase cultural awareness as well as support student groups
traditionally under-represented in higher education. He currently is
a member of the Lorain County Department of Human Services Planning
Committee, as well as the Lorain City Coalition for Hispanic/Latino
Issues and Progress.
- Pamela Brooks,
assistant professor of African American Studies at Oberlin College,
specializes in the history of resistance among Black women in the U.S.
and South Africa. During her graduate studies, Brooks began to document
the struggles of Black women within the Civil Rights movement. By expanding
the scope of her research to include working-class women's resistance
in South Africa and other parts of the African Diaspora, Brooks was
able to complete her Ph.D. dissertation, "Boycotts, Buses, and
Passes: Black Women's Resistance in Montgomery, Alabama, and Johannesburg,
South Africa from Colonization to 1960." Brooks continues research
in preparation for a book on this same topic.
- Adrienne Lash
Jones, emeritus associate professor and former chair of the Department
of African-American Studies at Oberlin College. Jones, an active scholar
in the fields of women's and African-American history, has made major
contributions to The Encyclopedia of Cleveland's History, Black Women
in America: An Encyclopedia of Black Women's History, and Epic
Lives: One Hundred Black Women Who Made a Difference. Currently,
Jones is editing a volume on philanthroupy in the African-American experience
and is writing a history of African-American women's involvement in
the Young Women's Christian Association of the United States, 1860-1980.
Jones is an active participant in civic, social, and cultural affairs,
and is currently serving on the Board of Trustees of the Western Reserve
Historical Society and as the Vice President of the Board of Trustees
of the National YWCA.
The panel discussion,
sponsored by the Hewlett Committee, is made possible through a grant from
the William and Flora Hewlett Foundation that is allowing Oberlin College
to undertake a multi-year initiative to nurture the sense of campus community
and improve dialogue about multicultural issues.
The initiative, now
in its third year, is designed to teach and reinforce cooperation and
communication skills through integrated curricular and co-curricular activities,
including community service projects, new approaches to pedagogy, presentations,
courses, and faculty and staff diversity workshops.