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Structural Racism Series
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On Demand

Learning While Racialized: Dismantling Structural Racism in Education

Total Credits: 1 including 1 Category II CEs

Bundle(s):
Structural Racism Series
Categories:
DHS Approved  |  New |  OnDemand
Instructor:
Dr. LaTrice L. Dowtin, Ph.D., LCPC, NCSP, RPT-S
Duration:
1 Hour
Format:
Audio and Video
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Description

Educational institutions are responsible for providing learners with safe environments conducive to enhancing development and building skills and knowledge without causing harm. However, the dynamics between the mix of policymakers, organizational structures, educators, and learners are ones that have historical and present-day intersecting layers of hierarchy, privilege, adversity, and racism. Inherent in hierarchy are systems of power, which directly impact child and adult learner outcomes. In cases where the student or learner is also from a racially marginalized background and any areas of minoritized sociodemographics (e.g., gender, sexual orientation, religion, ability, etc.), the student may experience an added layer at the intersection of their identities, leading to school suspensions, expulsions, and mental health needs that often go undersupported, misdiagnosed, or misattributed. Working from a social justice in mental health framework, behavioral health providers have the potential to explore systemic and personally-mediated racism within education, allowing for increased self-reflection and nurturance of clients and patients’ advocacy skills. This workshop lays the foundation for behavioral healthcare providers to discover, and then evaluate, the visible and hidden effects of structural racism in education. Providers will be challenged to think about how their beliefs can influence their interactions within and outside of educational settings. Attendees will gain critical skills to be used in their ongoing and future work with learners to continue disrupting racism.

 

This workshop is in accordance with and compliance with the NASW Standards with a focus on service, dignity and worth of the person, importance of human relationships, integrity, competence, and social workers’ ethical responsibilities to clients, to colleagues, in practice settings, as professionals, to the social work profession, to the broader society.   

Maryland: This workshop is in compliance with the Maryland Board of Social Work Examiners’ COMAR 10.42.03.06.A(5) and fulfills Maryland’s structural racism training requirement for licensed health professionals, as established by state regulation.

District of Columbia: This workshop is in compliance with the District of Columbia Board of Social Work 17-70-7008.4.  

 

Access and Refund Policy:

You have 30 days (from purchase) to access the recording and complete the quiz.

Refunds or transfers will not be granted after purchase.

Handouts

PPT (1 MB) Available after Purchase

Instructor

Dr. LaTrice L. Dowtin, Ph.D., LCPC, NCSP, RPT-S Related Seminars and Products

Dr. LaTrice L. Dowtin is a Black cisgender woman who believes in the ongoing pursuit of humility and social justice. She is a licensed clinical psychologist, licensed clinical professional counselor, nationally certified school psychologist, and Registered Play Therapist-SupervisorTM, who specializes in perinatal and infant mental health (IMH) and trauma populations with a special focus on culturally, racially, and linguistically marginalized people of the global majority. Dr. Dowtin is a native African American Vernacular English speaker, fluent in U.S. English, and is proficient in American Sign Language.   

Over the course of the past 19 years, she has carved out a career as an early childhood specialist in the area of social–emotional development for young children and families. She has held such positions as preschool teacher; infant care specialist; Center Director of an early care program; early childhood mental health consultant; early childhood trauma and family therapist; adjunct faculty in an early childhood teacher education program; Deaf infant–parent support group facilitator; school psychologist; therapist; and invited presenter at University of California San Francisco, Bowie State University, and Cornell University.   

Dr. Dowtin was educated at Bowie State University (BSU), which is Maryland's oldest Historically Black University, where the focus of the intersection of race, culture, and identity is deeply embedded throughout the curriculum. Following school psychology and counselor training at BSU, Dr. Dowtin continued learning clinical psychology at Gallaudet University where she had the opportunity to train at Children’s National in their child development clinic conducting consultations in the neonatal intensive care unit (NICU) and neonatal follow-up assessments for a predominantly Black community. Dr. Dowtin's additional training at the Lourie Center for Children's Social Emotional Wellness afforded her the opportunity to support children and families with severe trauma backgrounds while working with children and families at the Kennedy Krieger Institute in Baltimore City, Maryland. She then completed a clinical psychology doctoral internship at Tulane University School of Medicine with a focus on families and infant mental health for trauma survivors in the city of New Orleans. Following her internship, Dr. Dowtin completed a Postdoctoral Fellowship at Stanford University in the NICU focusing on perinatal and infant mental health.   

Learning Objectives

By the end of this session, participants will be able to:

● Identify 3 effects of structural racism in educational settings

● State 2 critical statistics related to school suspensions and expulsions

● Use 3 reflective questions to help empower children and families to self-advocate when experiencing the effects of structural racism

Bibliography & References

Workshop References

Allen, R. (2016). “School Suspensions Are an Adult Behavior.” Talk presented and filmed at a TEDxMileHigh event in Denver, CO. www.youtube.com/watch?v=f8nkcRMZKV4.

Allen, R., Shapland, D. L., Neitzel, J., & Iruka, I. U. (2021). Creating anti-racist early childhood spaces. YC Young Children, 76(2), 49-54.

Beattie, G. (2013). Our Racist Heart?: An Exploration of Unconscious Prejudice in Everyday Life. London: Routledge.

Bolten, J. (2014). The dune model–or: How to describe cultures. AFS Intercultural Link, 5(1), 4-8. https://issuu.com/afsinterculturalprograms/docs/afs_intercultural_link_new s_magazin_779a7ea814ec10

Boutte, G. S. (2008). Beyond the illusion of diversity: How early childhood teachers can promote social justice. The Social Studies, 99(4), 165-173. DOI: 10.3200/TSSS.99.4.165-173

Burke, N. J., Hellman, J. L., Scott, B. G., Weems, C. F., & Carrion, V. G. (2011). The impact of adverse childhood experiences on an urban pediatric population. Child Abuse & Neglect, 35(6), 408-413. doi:10.1016/j.chiabu.2011.02.006 doi: http://dx.doi.org/10.1016/j.chiabu.2011.02.006

Cronholm, P. F., Forke, C. M., Wade, R., Bair-Merritt, M. H., Harkins-Schwarz, M., Pachter, L. M., & Fein, J. A. (2015). Adverse childhood experiences: Expanding the concept of adversity. American Journal of Preventive Medicine 49(3), 354-361. doi: 10.1016/j.amepre.2015.02.001

Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The adverse childhood experiences (ACE) study. American Journal of Preventive Medicine, 14(4), 245-258. Doi: http://dx.doi.org/10.1016/j.amepre.2019.04.001

Fiske, S. T. (2001). Effects of power on bias: Power explains and maintains individual, group, and societal disparities. In A. Y. Lee-Chai & JA. Bargh (Eds.), The use and abuse of power: Multiple perspectives on the causes of corruption (p. 181–193). Psychology Press.

Force, A. P. A. B. E. A. R. D. (2023). Racism and bias: Their role in maintaining racial disparities in PreK–12 education. https://www.apa.org/about/policy/racial-disparities-taskforce-report.pdf

Course Completion & CE Information

Category II Maryland BSWE Requirement

The Office of Continuing Professional Education at the University of Maryland School of Social Work is authorized by the Board of Social Work Examiners in Maryland to sponsor social work continuing education programs. This workshop qualifies for 1 Category II Continuing Education Units for Structrual Racism. The Office of Continuing Professional Education is also authorized by the Maryland Board of Psychologists and the Maryland Board of Professional Counselors to sponsor Category A continuing professional education. 

To receive ACE credit, full attendance is required; no partial credits will be given for partial attendance. 

 

Certificate Access

To access the evaluation and certificate, click on the orange certificate button in your CPE account. Once you complete the evaluation, access to the certificate will be available.  

Live Interactive Webinars (Cat I) and Live Webinars (Cat II) - Allow up to 30 minutes post-training for attendance to be verified, then you will be able to access the evaluation and certificate. 

In Person Trainings - Please allow five (5) business days post-training for attendance to be verified, then you will be able to access the evaluation and certificate. 

 

Please refer to the tab "Live Interactive Webinar Policies & FAQs" for UMSSW Office of CPE policies regarding all live interactive webinar related matters. Contact our office at cpe@ssw.umaryland.edu for more information.  

Target Audience

Social Workers, LCPCs, Psychologists and all Behavioral Health Practioners

We welcome anyone interested in the topic!

 

ADA Accommodations

If you are requesting ADA accommodations, please contact our office via email at least two weeks prior to the workshop date. Requests after that date may not be fulfilled.  

Our email address is cpe@ssw.umaryland.edu.  

Live Interactive Webinar Platforms

LIVE INTERACTIVE WEBINAR PLATFORMS

The Office of Continuing Professional Education hosts Live Interactive Webinars through Zoom. This platform offers a high quality and user-friendly webinar platform for our registrants.

System Requirements:

  • Operating Systems: Windows XP or higher; MacOS 9 or higher; Android 4.0 or higher.
  • Internet Browser: Google Chrome; Firefox 10.0 or higher.

Our system is not compatible with the Safari web browser.

  • Broadband Internet Connection: Cable, High-speed DSL and any other medium that is internet accessible.

**Please have your device charging at all times to ensure that your device does not lose power during the webinar.

Course Interaction Requirements:

To participate in Live Interactive Webinars, you MUST have a device that allows you to view the presentation on screen and hear the instructor at all times. We do not allow participants to call-in from their phones or mobile devices and solely listen to the presentation. Participation in Live Interactive Webinars is mandatory.

Our webinar policies can be found on our website by clicking here.

Webinar Policies & FAQs

Click The Link to View The Webinar Policies & FAQs

https://umbsswcpe.ce21.com/Page/live-interactive-webinar-procedures-policies-4129

 

 

Evaluation

Participants will have access to the evaluation after attendance has been verified. Evaluations will be available for one (1) week after the workshop has ended.  

After one (1) week, participants will no longer have access to the evaluation and will have to contact CPE about reactivation.

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