Definition for Diversity

The concept of diversity encompasses acceptance and respect. It means understanding that each individual is unique, and recognizing our individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies.  It is the exploration of these differences in a safe, positive, and nurturing environment. It is about understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within each individual.

Diversity is a reality created by individuals and groups from a broad spectrum of demographic and philosophical differences. It is extremely important to support and protect diversity because by valuing individuals and groups free from prejudice, and by fostering a climate where equity and mutual respect are intrinsic.

"Diversity" means more than just acknowledging and/or tolerating difference. Diversity is a set of conscious practices that involve:

  • Understanding and appreciating interdependence of humanity, cultures, and the natural environment.
  • Practicing mutual respect for qualities and experiences that are different from our own.
  • Understanding that diversity includes not only ways of being but also ways of knowing;
  • Recognizing that personal, cultural and institutionalized discrimination creates and sustains privileges for some while creating and sustaining disadvantages for others;
  • Building alliances across differences so that we can work together to eradicate all forms of discrimination.

Diversity includes, therefore, knowing how to relate to those qualities and conditions that are different from our own and outside the groups to which we belong, yet are present in other individuals and groups. These include but are not limited to age, ethnicity, class, gender, physical abilities/qualities, race, sexual orientation, as well as religious status, gender expression, educational background, geographical location, income, marital status, parental status, and work experiences. Finally, we acknowledge that categories of difference are not always fixed but also can be fluid, we respect individual rights to self-identification, and we recognize that no one culture is intrinsically superior to another.

Objective Of Committee Members: To make a difference

Diversity - All of our human differences

Diversity Training - Understanding how our differences may effect or influence our relationships at work (peers, subordinate, boss, and customers - intentionally or unintentionally)

Relationship Between Diversity and an Inclusive Work Place - The intent of looking at the diversity in your workplace and customer ranks is to create (impact) a more inclusive work environment for all employees and in the process attract more customers

A Diversity Issue Exists when…

An issue (policy or business practice - formal, informal, internal, or external) has a different impact on a particular group (i.e., impact on men vs. women, black vs. white, American vs. foreign, urban vs. rural, married vs. single, etc.)

It happens more frequently to a particular group (i.e., different groups may have dramatically different "numbers" - turnover, terminations, promotions, discipline, few or no role models, etc.)

It is more difficult for one group to overcome (i.e., upward mobility for a particular group within an organization - "glass ceilings")

A diversity issue exists where the policy or business practice has an impact exclusive of difference (not inclusive of difference). Is there a trend or pattern (intentional or unintentional)?

Having a diversity issue is not necessarily a bad thing. Doing nothing about it given you have knowledge of the issue is where organizations go wrong (negligence). Being in denial about these issues do not make them go away. Ignorance is not bliss inside or outside the courtroom. The real question is why do we have this issue and can we take action to correct it or improve the situation.

How Diversity affects teaching and learning:
http://diversity.ucf.edu/clearing_house/docs/
HowDiversityAffectsTeachingandLearning.pdf

Princeton University Diversity in the Classroom: Links on the Web
http://www.princeton.edu/~djbutler/ditclink.htm

Implicit Association Test:
https://implicit.harvard.edu/implicit/demo/selectatest.jsp

Peggy McIntosh Article:
http://www.campusaction.net/publications/Racism_Study_Circle/white_privilege.htm

Stephen Lund Article:
http://www.cew.wisc.edu/equity/middle.htm

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Training Techniques Used

Old School - Past Generation Training

New - Next Generation Training

Confrontational - "in your face"

Non-confrontational

Expert trainer drives course

Facilitator leads and follows

Theory-based, academic

Practical, "real world"

Negative examples or role plays

Positive examples are used

Expert-centered

Participant-centered

Fuels backlash

No platform for backlash

Polarizes participants

Unifies participants

No pre-work or post-work

Mandatory pre-work and post-work

"Off the shelf" - one school

"Customized" - eclectic

Very little diagnosis or needs analysis

Mandatory "up front work" and post work

"Hit or miss"

"Always on target"

"Blame and shame"

Positive

"Live in the past"

"Look to the future"

Divisive

Unifies

Awareness-based
"What next?"

Skill & Knowledge-based   "I know what to do"

Talks about rights and victims

Talks about shared responsibilities

Focuses on "others"

Introspective

"Build the temple, they will come"

"They don’t worship in a temple!"

Ivory tower - externally driven

Internally driven (committee/council)

Diversity trainer is the savior

Diversity trainer is an advisor

Dependence on trainer

Client-trainer partnership

Program

Philosophy

Specific, targeted

Holistic, organization-wide

"In a hurry"

"Cautious, take your time"

"Check the box"

There is no box

Reactive

Proactive

Impact - program fails

Impact - no longer a program

A way of looking at our business - poor business case

A way of doing business
- clear and compelling business case

Diversity Faculty Case Studies

Case Studies for the Inclusive Teaching in Science, Technology, Engineering and Mathematics (STEM) is a workbook for facilitating discussions about diversity among faculty, administrators and graduate students. It is a collaborative project between the Diversity Team and the Diversity Institute Scholars. The center of the workbook is a series of one-page case studies of challenging educational situations

The table below was written to guide users of this book to relevant cases pertaining to issues that one may face in a classroom, teaching lab, faculty's office, department and/or on campus. For instance, if one wanted to look up a case related to "Learning style" in the context of a classroom, the table indicates that the "Mike Bertal" case would be the relevant case to refer to.

  Classroom Teaching Lab Faculty's Office Department
Gender Gina Gilbertson Marie Louise Moreau Frank Taylor Melanie Wong
Race/ Ethnicity   Marie Louise Moreau Barbara Ross Martin Hernandez
Nationality Gina Gilbertson;
Mike Bertal
Sam Gold    
Disability Dan Reilly Dan Reilly    
Sexual Orientation   Sharon Whitby    
Learning Style Mike Bertal Sharon Whitby    
Academic Preparation   Marie Louise Moreau Barbara Ross Martin Hernandez

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Links