Preparing for the “Allyhood as a Verb” dialogue helped me to examine my role as an ally, who can be an ally, and the purpose of allyhood in social justice work. During the dialogue I appreciated hearing the stories and experiences of those who participated in ally work, those who were supported (or unsupported) by allies, and understanding how people perceived allyhood. Reflecting on the dialogue I am challenged to be a more proactive ally in my personal life and in my professional higher education career.

Reason, Roosa Millar, and Scales (2005) explains allyhood development as a process that focuses on unexamined and unrecognized privileges, power, and prejudices. This awareness, attitude shift, and readiness to respond are reflected in my perspective change as it pertains to multiculturalism and social justice. First, I felt guilt for benefiting identities of power in society. Then I became frustrated because I did not know how to help or support. Later in the semester I realized my identities were not malicious but it was the harm caused by systems of oppression. Once I accepted my identities and released the shame I could better engage in allyhood.

During the dialogue students provided a variety examples of solidarity and allyhood based on current events and their experiences. At one point students compared support for Paris and support for black students at the University of Missouri. It was interesting as a facilitator to hear how some saw solidarity as trendy; some questioned the authenticity of ally support; and some saw the two terms as interchangeable. This made me think of Gloria Anzaldúa’s (1999) experience with allies. She seemed to have a knack to pick out who was a genuine ally and who was tokenizing her.

An agreement that surfaced in the dialogue was for allies to listen before acting. This allows them to discern how to respond in different situations. Allyhood is not about social media kudos or glamor. Allyhood does include giving space, listening, and in some cases intuitively being aware of when someone needs support.  

As I learn how to be a more supportive ally, Gloria Anzaldúa (1999) challenges me to examine a dysfunctional or fake alliance versus a genuine alliance. Intentionally seeking feedback from people is one way I can grow as an ally. For example, in the dialogue we talked about being a “curious learner.” By asking questions and finding others who model allyhood well will help me navigate dysfunction, fake and genuine.

As someone wanting to create allies through leadership development, engendering an environment for students to expand each other’s awareness and challenge attitudes toward social justice issues will be an important space. The study by Reason, Roosa Millar, and Scales (2005) promotes students who have an understanding of “the role that power and privilege” and a “commitment to positive racial justice attitudes” are important factors in allyhood development (p. 536). Another important part of the allyhood development process is self-reflection. Reason and Davis (2005) support this as an important part of promoting “students’ understanding of social justice issues and personal privilege” (p. 11).

My personal growth in awareness and attitude toward multicultural and social justice issues changed dramatically since the beginning of this course. Unfortunately I realize the difficult self-work of allyhood has just started. Talbot (1996) describes multiculturalism as “a journey that is ongoing and developmental” (Reason & Davis, 2005, p. 8). Looking forward to my personal development process, I anticipate continuing to deconstruct my previously held beliefs and reconstruct with discovering how to be a supportive genuine ally.

References

Anzaldúa, G. E. (2013). Allies. In M. Adams, W. J. Blumenfeld, C. Castañeda, H. W. Hackman, M. L. Peters, & X. Zúñiga, Readings for diversity and social justice (pp. 627-629). New      York: Routledge.

Reason, R. D., & Davis, L. T. (2005). Antecedents, Precursors, and Concurrent Concepts in the   Development of Social Justice Attitudes and Actions.

Reason, R. D., Roosa Millar, E. A., & Scales, T. C. (2005). Toward a model of racial justice ally   development. Journal of College Student Development , 46, 530-546.