10 Listen and Offer Safe Expression Avenues
Listen to staff and others who have relationships with those who care or might later care about the resolution of the symbols conflict and to symbols experts. Determine the root causes, underlying interests, political and legal issues, relevance to history and group identities, emotional investment, and potential for violence regarding each stakeholder group. Develop safe avenues for expression regarding contested symbols and mechanisms to hear concerns.
POSSIBLE STRATEGIES

The following strategies are designed to be implemented expeditiously, once a symbols conflict has occurred:
- Consult with community or campus leaders who are community bridge builders or have a stake in the conflict. Listen to their concerns. Seek their help in constructive communication and problem solving before you make decisions about next steps. Let the public know about the consultations. Keep these leaders informed on an ongoing basis.
- Engage especially communities that are most directly affected by the conflict. Consider using mediators or trusted intermediaries to get in touch with these communities.
- Develop a protocol between the chief executive official and law enforcement (including nearby agencies that may become involved) and let the public know that they are working together on a constructive response. Keep key city/county department/campus staff in the communication loop. The protocol should take into account the various motives for participation (express grief or outrage, achieve change, oppose other positions, or act as opportunists) and the various stages of protest (including particularly the winding down period when property damage or violence is more likely to occur).
- Use communication approaches and other means that reach and are trusted by each pertinent group within the community, city/county staff, social media influencers, and external audiences. If not ready to make decisions, tell the community what values will govern responses to the conflict. Monitor social media and counter misinformation. Move quickly to reflect the urgency felt by the public.
- Call on experts who can help leaders understand the underlying political, historical, and economic aspects of the problems.
- Help community members understand why a symbol is troublesome to others. It might, for example, celebrate those who oppressed the ancestors of some parts of the community. Conveying personal stories might help.
- Indicate that the community or university acknowledges protest as a valid expression of civic voice and engagement.
- Offer safe avenues for residents and staff to express their views and emotions, keeping rival groups apart both at the demonstration sites and walking to and from parking.
- Plan for creation of a community command center to facilitate quick communications between law enforcement of all involved departments, chief administrators, those who know each affected part of the community, and mediators.
- Train volunteers who can help keep protest activity peaceful. They can help set the tone, separate opposing groups, or stand between protestors and law enforcement, mediate, and act as observers.
- Lay the groundwork for more discussion/deliberation regarding both the immediate and underlying concerns. Commit publicly to these plans. Be sure that the announced timeline is realistic.
- Remember that the issues need not be defined by demands, but rather by the concerns underlying them.
- Search for the root causes, identities and underlying interests for the viewpoints being expressed.
- Stay in touch with groups within the community and the ways that they define the issues.
- Avoid giving voice or attention to hate-based or bias-motivated views, focusing instead, where feasible, on the harm to those targeted and on the heroes who protect and comfort those targeted.
- Offer support for faculty and staff dealing directly with the conflict and for students who feel targeted by the conflict.
IN MORE DETAIL
Once a symbols conflict emerges, time is of the essence and yet the tasks facing leaders are complex. Ignoring even a few of these actions can lead to injuries and even death, according to an after-action report on the 2017 Charlottesville “Unite the Right” rally to protect the statue of Confederate General Robert E. Lee.[1] Preparation is key, as few community and campus leaders have the time to pursue all these actions in the hours and days after a conflict arises unless they have prepared in advance to do so. The Divided Community Project has published separate guides for community and campus leaders that offer more detailed ideas for leaders in this situation, as well as ideas to prepare ahead for this situation.[2]
A key factor will be informing actions by reacting to the underlying interests rather than the presented demands and opposition. Often a symbol that seems hateful to one group may be a cultural icon for another. Understanding the reasons various groups have focused on a symbol helps to summarize what is going on for the community, promote mutual understanding, develop options, and predict likely actions.
Underlying interests also inform decisions. Changing symbols and public spaces, but not the underlying reasons for them, can be problematic, and seems rarely to lead to satisfaction. Conversely, dealing with the underlying issues can be partially satisfying even if the symbols and public spaces are not changed.
When searching for the root causes, it may help to ask persons with varying viewpoints and histories why the symbols are powerful in the first place. Special care in this inquiry may be warranted if the concern relates to race. It might be easy for white persons to believe that symbols, such as buildings all named for white men who supported the racial policies of their times, are not about race, while People of Color may feel that the building names tell them that they do not belong in this space.
ILLUSTRATIONS
Preceding a decision with listening, framing the issues and solution, and following a decision with a collaborative process regarding new symbols and accompanying actions
In 2020, the Principal of Bountiful High School in Bountiful, Utah, received a petition from two alumni, supported by some students, to end the use of “Braves” as the school’s mascot. He began a listening process over a period of months, including a 25-member consultation committee, written comments and both public and private meetings with students, faculty, staff, representatives of the Shoshone Nation, and other community members.[3] The controversy between pro and con groups became raw at times – in one public meeting the mayor told one person objecting to the mascot that she ought to be less easily offended.[4] After this consultation period of several months, the principal announced a decision to change the mascot and the beginning of a collaborative process to select the new mascot. At the conclusion of that process in 2021, the school chose a new mascot, a red-tailed hawk. Throughout this process, the principal framed the issues in ways that helped each group understand the other’s interests, making personal the importance of being open to new ideas.
He acknowledged his understanding of those who value tradition, noting his wife’s graduation from Bountiful High School and his own decades-long association with the school. He explained what he had learned during the listening period about why not only the symbol offended members of the school and community but so did the stereotypical and insulting depictions of Native Americans that the mascot had stimulated. He characterized his own views as having been changed by the heartfelt statements, and he aligned his decision with the poet Maya Angelou’s admonition to “do the best you can, until you know better. Then when you know better, do better.”[5] In the end, some individuals reacted negatively to the change in a 70-year-old symbol, but news articles did not note as much rancor as in earlier articles. Those petitioning for the change, Native American representatives, and a state representative gave supportive statements that were appreciative of the processes and the decision. The Bountiful High School faculty greeted the announcement with enthusiastic applause.[6]
Changing symbols and public spaces, but not the underlying reasons for them, can be problematic, and seems less likely to lead to satisfaction
In 2019, a student at the University of Wisconsin complained that the Homecoming Committee made a video for a football game half-time that did not show any students of color, despite having video footage of a diverse group of students. After her complaint, the video was re-done to reflect the diversity of the student body, and an apology was issued. But the student who complained was not satisfied that the “symbol” was changed and a simple apology issued. She told a reporter, “It’s never about the isolated incident at our institution or at any other institution. . . . It’s about that no one sees a problem until incidents like this occur. . . . [A]lthough it may just seem like a homecoming video or just somebody forgetting to be put in a video or the lighting being too bad, it’s about the fact that nobody cared.”[7]
Deep Dive: San Diego, California
In San Diego, city officials responded to public outcry over a perceived threat to Chicano Park with a clear and coordinated communication strategy that acknowledged community concerns and affirmed the city’s commitment to preserving the space. This response played a key role in preventing escalation by demonstrating that community voices were being heard and that there were safe, respectful avenues for continued public engagement.
Logan Heights and Barrio Logan are adjacent communities in San Diego with their southern border abutting the San Diego Bay. Chicano Park is nestled in the northwest corner of Barrio Logan and epitomizes a vibrant public space rooted in Chicano heritage. Barrio Logan has a distinctive Latino identity as a major center for Chicano cultural and social activities, as well as convenient beach access.
Post-World War II changes to San Diego’s zoning laws encouraged the construction of industrial facilities, largely owned by white non-residents. Barrio Logan transformed from a strictly residential neighborhood to a mixed-use area filled with auto junk yards, wrecking operations, and other light industry. Concerns were expressed that the zoning changes shredded the social fabric of the community by dislocating families and closing small businesses. In the 1960s, the construction of Interstate 5 and San Diego-Coronado Bay Bridge (SR-75) severed Barrio Logan from the larger community of Logan Heights.
The Barrio residents protested when plans were announced to construct a California Highway Patrol substation under the SR-75 eastern ramps. Community members formed human chains around heavy equipment ready to grade the land for the substation. After 12 days of persistent and growing standoffs with police, city officials decided to negotiate, and Chicano Park was born in the site planned for the police substation. The community planted trees, grass, flowers, and created a sacred garden and ceremonial kiva (a traditional structure used for cultural events in the North American southwest).[8] Since 1970, Barrio residents have made extensive use of Chicano Park for social and political events, and annually celebrate the park’s founding on the Saturday nearest to April 22nd with a daylong festival featuring ethnic food, dancing, and music.
In the 1970s, a public art project filled the park with murals, for which it is now renowned. One such mural was painted in 1977 to remember the park’s history with rezoning. The mural reads, “Varrio, Si. Yonkes, No.” which translates to “Neighborhoods, Yes. Junk, No.” The mural commemorates the community’s struggle to remove toxic polluters and dumpsites from their waterfront and limited green spaces.
In 2017 the mural became the target of white supremacist groups who misinterpreted it as an anti-white message – “yankees, no.” The misinterpretation has been circulating for decades and gets recycled every few years. Based on this misinterpretation, two groups organized a Patriot Picnic to “help topple the monument to communism in California.”[9] The protest-picnic was attended by about twelve people but drew a counter-protest of nearly 700 community members. The protestors insisted that the murals should be removed, and the park renamed to be more inclusive of people outside the Chicano community.
The city’s strategy drew on relationships established well before this conflict emerged. San Diego officials had developed ties with the Department of Justice Community Relations Service (CRS) in anticipation of future challenges, not in response to them. This preparation helped create space for community members to voice concerns, for tensions to ease, and for misinformation to be corrected. As Professor Richard Griswold del Castillo of San Diego State University explained, the controversy was based on “a misunderstanding, possibly an intentional misunderstanding,”[10] of Chicano cultural expression.
The following year, a second demonstration—“Patriot Picnic 2.0”—was announced, this time with the stated goal of removing the Chicano Park heritage flag and raising a U.S. flag in its place. Again, community and city leaders acted early. The Chicano Park Steering Committee urged residents not to provoke conflict.[11] San Diego City Attorney Mara Elliott issued a public statement affirming the park’s value: “Chicano Park is a peaceful, family-oriented community park that is beloved by all San Diegans. It reflects our city’s commitment to cultural diversity and inclusion. As such, it has become a target for various hate groups.”[12] This strategy was effective largely because San Diego leaders had invested in relationships with CRS long before they knew they would need them, allowing the city to respond with calm, coordination, and credibility.
This case illustrates how understanding the context and symbolism of a space can guide communication strategies that keep the public safe. Where public symbols represent marginalized histories or ongoing struggles, city officials may benefit from advance coordination with conflict resolution resources and a deliberate approach to communication. In San Diego, early planning, trusted partnerships, and a commitment to preserving space for safe expression helped prevent escalation and reaffirmed the city’s support for those who felt targeted by the controversy.
- Timothy J. Heaphy et al., Hunton & Williams LLP, Final Report: Independent Review of the 2017 Protest Events in Charlottesville, Virginia (2017). Heaphy is now Counsel to the University of Virginia. ↵
- Divided Community Project, Key Considerations for Leaders Facing Community Unrest (2d ed. 2019); Divided Community Project, Planning in Advance of Community Unrest (2d ed. 2021); Divided Community Project, Key Considerations for College and University Leaders: When Conflicts and Divisive Incidents Arise (2020); Divided Community Project, Key Considerations for College and University Leaders: Preparing the Campus at a Time of National Polarization (2020); Divided Community Project, Divided Communities and Social Media (2020). These are available at https://go.osu.edu/dcptoolkit. ↵
- Emily Anderson & Patrick Carr, Bountiful High Will Adopt ‘Redhawks’ as New Mascot, Moving Away from ‘Braves,’ Standard-Examiner (Apr. 9, 2021), https://www.standard.net/sports/high-school/2021/apr/09/bountiful-high-will-adopt-redhawks-as-new-mascot-moving-away-from-braves/. ↵
- Courtney Tanner, Bountiful High Names New Mascot to Replace Controversial ‘Braves,” Salt Lake Tribune (April 9, 2021), https://www.sltrib.com/news/education/2021/04/09/bountiful-high-names-new/. ↵
- Marjorie Cortez, Bye-bye Bountiful Braves, Hello Process to Select New ‘Culturally Sensitive’ Mascot, Deseret News (Nov. 30, 2020), https://www.deseret.com/utah/2020/11/30/21726873/bountiful-braves-new-culturally-sensitive-mascot-selection-process. ↵
- Id. ↵
- Jeffrey Young, When a Homecoming Video Raises Questions About Campus Diversity, EdSurge (Jan. 8, 2020), https:// www.edsurge.com/news/2020-01-08-when-a-homecoming-video-raises-questions-about-campus-diversity. ↵
- Martin D. Rosen, “Chicano Park and its Wondrous Murals,” Soho San Diego, 2011, https://www.sohosandiego.org/reflections/2011/chicanopark.htm. ↵
- Eric Bartl, “Bridge over Chicano Park's language barrier,” San Diego Reader, December 7, 2017, https://www.sandiegoreader.com/news/2017/dec/07/stringers-bridge-chicano-park-language-barrier/. ↵
- Id. ↵
- Eric Bartl, “Chicano Park conflict solvable with carne asada?,” San Diego Reader, January 29, 2018, accessed November 14, 2024, https://www.sandiegoreader.com/news/2018/jan/29/stringers-chicano-park-conflict-carne-asada/. ↵
- Luis Gomez, “Why San Diego’s Chicano Park is a battleground in the Trump era,” San Diego Tribune, February 3, 2018, accessed November 14, 2024, https://www.sandiegouniontribune.com/2018/02/02/why-san-diegos-chicano-park-is-a-battleground-in-the-trump-era/. ↵