Creating inclusion Welcoming all students into Clark College’s Advising and Career Services

Purpose and outcomes Provide basic understanding of institutional oppression. Gain understanding of the roles that each of us play in creating an inclusive learning and work environment. Develop tools to create a welcoming and inclusive environment for all. Reflect on individual experiences relating to diversity, multiculturalism and inclusion. Reflect on the unique experiences and diverse needs of the students, staff and community that Clark College serves.

Discussion guidelines Operate from philosophies of nonviolence and gentle personalism: In part, nonviolence includes the non-humiliation of anyone In part, gentle personalism is profoundly about love and standing up for one another’s rights and freedoms. One person talks and everyone listens. Please do not interrupt the person speaking to interject comments. Use I statements and reserve judgmental statements. Check Assumptions and ask for clarification when needed. Step-up—find your voice. Step-back—make room for everyone to participate. W.A.I.T.—Why Am I Talking?

Introductions: What’s your name? What are you Studying? How do you define diversity?

PRIVILEGE SOCIAL JUSTICE ALLIES OPPRESSION CAMPUS CLIMATE We all have very different understandings of diversity, lets try to make sure that we all understand some of the basic terminology as we begin to move forward into our conversation: PRIVILEGE Unearned access to resources (social power) only readily available to some people as a result of their social group membership SOCIAL JUSTICE A vision of society in which the distribution of resources is equitable and all members are physically and psychologically safe and secure. ALLIES Members of dominant social groups (e.g. men, Whites, heterosexuals) who are working to end the system of oppression that gives them greater privilege and power based on their social-group membership OPPRESSION A system that maintains advantage and disadvantage based on social group memberships and operates, intentionally and unintentionally on individual, institutional, and cultural levels CAMPUS CLIMATE A measure — real or perceived — of the campus environment as it relates to interpersonal, academic, and professional interactions

INTERRUPTION PROFESSIONALISM INCLUSION INSTITUTION CULTURE Basic Concepts continued: INTERRUPTION To hinder or stop the action or discourse of (someone) by breaking in on PROFESSIONALISM Exhibiting a courteous, conscientious, and generally businesslike manner in the workplace INCLUSION Practice of welcoming every person. Something that does not leave any part or group out OR 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. INSTITUTION Established societal networks that covertly or overtly control the allocation of resources to individuals and social groups and that set and influence cultural norms and values. CULTURE Aspects of a social environment that are used to communicate values such as what is considered good and desirable, right and wrong, normal, different, appropriate, or attractive. The means through which society creates a context from which individuals derive meaning and prescriptions for successful living within that society SOCIALIZAION Process by which individuals acquire the knowledge, language, social skills, and value to conform to the norms and roles required for integration into a group or community. It is a combination of both self-imposed and externally imposed rules, and the expectations of the others.

Diversity as defined by clark college Diversity at Clark College is defined as the participation of a rich variety of social groups in the college community with particular emphasis on including historically disadvantaged groups in the college. A diverse college community enhances learning through individuals working collaboratively with people from other social groups and backgrounds.

Clark’s diversity vision Clark College recognizes, understands, confronts and challenges the institutional systems of privilege, power and inequality so that all members of the Clark College community can support student success.

Discussion Are the definitions provided similar to your existing understanding? How are these terms applicable to your work at Clark? Was this the first time you have seen the diversity definition or vision? What words or concepts are missing?

What are examples of each cycle that you have experienced?

Intent vs. impact Intention: Impact:

INTENT VS.IMPACT “What we need to realize is that when it comes to people’s lives and identities, the impact of our actions can be profound and wide-reaching. And that’s far more important than the question of our intent. We need to ask ourselves what might be or might have been the impact of our actions or words. And we need to step back and listen when we are being told that the impact of our actions is out of step with our intents or our perceptions of self.” Jamie Utt, 2013

Tips for confronting offensive language and behavior Interruptions To hinder or stop the action or discourse of (someone) by breaking in on Tips for confronting offensive language and behavior OUCH! That stereotype hurts Ask a question Interrupt and redirect Broaden to universal behavior

When interrupted, respond appropriately: Interruptions To hinder or stop the action or discourse of (someone) by breaking in on When interrupted, respond appropriately: Stop your behavior and/or language immediately Let go of justifications Listen Behave respectfully and without revenge or retribution

SCENARIOS A co-worker shows you a video from a popular television show that you say is offensive and not appropriate. They tell you that you are too sensitive and it can’t be that bad if it’s on prime time television. How do you respond? A co-worker sees you leaving the campus diversity center and asks why there isn’t a center for just white people. They go on to explain that race and color isn’t important and that brown folks make too big of a deal about it all. How do you respond?