Equity and Inclusion: The Missing Pieces

by Kathy Lechman, PhD

Director, Equity and Inclusion

Objectives

• To define equity and inclusion

• To identify strategies to enhance our efforts to create equitable and inclusive environments

• To share best practices

Establishing a safe zone

• Respecting each other• Actively Listen• Be open • All questions are welcome• Disagreeing is ok• No judging each other• Participant driven• Others

Framing the conversation

• Free write on the following• Your thoughts on diversity• In a social context, what does equality mean/look like?• Define inclusion• How do you know if you are included-how are you

treated when you feel included

DiversityDiversity, a mosaic of people who

bring a variety of backgrounds, styles, perspectives, values, and

beliefs as assets to the groups and organizations with which they

interact.

EquityEquity is not the same as formalequality. Formal equality impliessameness. Equity, on the other

hand, assumes difference and takesdifference into account to ensure afair process and, ultimately, a fair

(or equitable) outcome. http://diversityatubc.sites.olt.ubc.ca/files/2010/11/

valuingdifference1.pdf

Equity

https://radicalscholarship.wordpress.com/2014/04/23/standards-may-achieve-equality-but-not-equity/

Inclusion“The active, intentional, and ongoing

engagement with diversity—in people, in the curriculum, in the co-curriculum, and in

communities (intellectual, social, cultural, geographical) with which individuals might

connect—in ways that increase one’s awareness, content knowledge, cognitive

sophistication, and empathic understanding of the complex ways individuals interact within systems and institutions” (AAC&U,

2009, ¶ 3).

Privilege-unearned advantage

• Not earned…given• Ascribed based on an identity…that we

have no control over• Having privilege gives you advantages over

others• What do you do with your privilege?

“In order to truly understand issues of diversity, we must

consider the idea of privilege and how it impacts everything around

us—in and out of the classroom. .”– Teaching Effectiveness Program University of Oregonhttp://tep.uoregon.edu/resources/diversity/instructor/instructorprivilege.html

http://www.census.gov/compendia/statab/2012/tables/12s0716.pdf

http://www.census.gov/compendia/statab/2012/tables/12s0716.pdf

How did systems of oppression and privilege begin and how are they

able to continue?

“…anyone who holds privilege, whether it is skin color, gender, sexuality, class, ability, or age, must recognize their privilege as such and take responsibility for it. Lip service alone is not going to cut it. Simple recognition without any firm commitment to material and/or personal change is politicking the chameleonesque movements that allow a person of privilege to appear progressive and caring about someone else’s well-being at one moment in time and space, yet fail to act when moments of potential rupture arise in their space of personal comfort. Politically correct attitudes tell people what they want to hear without revealing what lurk within:

– Johal, 2005, 286-287

How are perceptions formed?

• Perceptions are formed by associating with people who are similar to us in race, ethnicity, socioeconomic status, income, education, lifestyle, etc. These perceptions can become stereotypes.

Intent vs. Impact

Intent vs. Impact

• Even those with the best of intentions cause harm.

• When we focus on our intent vs. our impact..

• “we think that as long as we did not intend to cause harm we should be afforded the benefit of the doubt (Cullen, 2008:19)”.

What can we do?

• Step outside of our comfort zone

• Learn about different groups even if you do not work with them

• Understanding historical context is important

• Take pride in and celebrate your heritage

• Attend ethnic heritage festivals of different groups-even if you are the only one who is different

What can we do?

• Talk about differences

• Avoid “I don’t see color” the reality is that we are different shades and it is okay.

• Don’t be afraid to buy multicultural toys for children

• Identify and acknowledge your assumptions and stereotypes

• Operate with a culturally relative lens

What can we do?

• Who determines what the norm is?

• Nuclear family versus extended family structure

• Ethnocentrism

• Do not equate different with pathological or dysfunctional

What can we do?

• Learn about the deeper aspects of culture

• Do not place value judgments on people who do things differently than we are accustomed to

• Continue to learn

• Stretch yourself personally and professionally

• Ask questions

• Engage in discussions

• Your thoughts on diversity-dictate how you will approach equity and inclusion.

• What will you do to build inclusive environments?