Critical Conversations: Addressing Bias and Community Engagement in Higher Education Yvonne English-Roebuck, Point Park University Dr. Aleina L. Smith, Duquesne University

Introductions

Learning Objectives for Session Discuss how community engagement in higher education builds a platform to discuss issues related to social change, diversity, and inclusion; Understand how existing University infrastructures provide opportunities to create awareness of cultural and social values of students; and Promote critical thinking about current obstacles in addressing social change, diversity, and inclusion on campus.

What Does Community Engagement Mean in Higher Education? Strategy through which we achieve our institutional mission and goals. Includes but not limited to: Student Recruitment and Retention Institutional Research and Assessment Administrative and Faculty Discussions Internal and External Partnerships

“Community engagement is already at the center of the academy.” (Butin, 2017)

Defining Diversity Diversity is not synonymous with differences but encompasses differences and similarities. Diversity refers to the collective (all-inclusive) mixture of differences and similarities along a given dimension. The elements in diversity mixtures can vary, and so a discussion of diversity must specify the dimensions in question.

Implicit Bias “Attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner.” (The Kirwan Institute, 2015)

Characteristics of Implicit Bias Everyone posses them Might not align with our beliefs or what we would endorse Normally favor our own in-group Socialized by the culture at large Can be gradually unlearned

https://www.youtube.com/watch?v=F8JKUCvGJ7I

Cultural Toss

Cultural Toss: Instructions Card #1 – First Name Card #2 - Religion or what you practice/believe Card #3 – Place of Birth Card #4 – Life Value (what do you value most?) Card #5 – Ethnicity

Why Does Addressing Bias & Community Engagement Matter?

Why It Matters? Creates necessary institutional change (engaged departments); Provides better insight of why high education exist; Generates opportunities to contribute to vibrant and thinking communities (i.e. civic purpose); Creates broader interpretation of community engagement (hint: it is not just service learning); and Still a lot questions when it comes to addressing implicit bias and community engagement beyond student interactions.

Common Campus Goals Optimize Enrollment Management Recruit and Retain Faculty and Staff Promote Inclusive Campus Climate Accelerate Research and Creative Activity Student Learning and Success

Strategies to Address Implicit Bias “Stereotype Replacement” – recognize your biased behavior & replace with nonprejudicial responses. “Counter-Stereotypic Imaging” – imagine the people who defy the stereotypes of their in-groups. “Perspective-Taking” – try to adopt the perspective of someone in a marginalized group. Source: The Chronicle of Higher Education, 2017

Is there something that you are doing or would like to do to address implicit bias and community engagement?

Questions to Discuss w/Colleagues Are we evaluating implicit bias and community engagement on our campuses? If so, is this helping or hindering progress? What “counts’ as community engagement? What about public service or outreach? Why do we care about doing any of this? Primarily for student outcomes? To increase funding opportunities? Institutional mission? Social obligation? Personal passion?

Session Wrap-Up: Key Points Important to recognize that faulty, staff, administrators, and students come with some level of implicit bias; Recognize that community engagement involves developing AND maintaining partnerships; and Faculty, staff, campus personnel, AND students are ALL responsible for creating an engaged and inclusive campus.

Questions?

References Block, P. (2009). Community: The structure of belonging. ReadHowYouWant. com Gooblar, D. (2017). Yes, You Have Implicit Biases, Too. The Chronicle of Higher Education, 52-53. Page, A. (2009). Unconscious bias and the limits of director independence. U. Ill. L. Rev., 237. Thomas, R., R. (2006). Building on the promise of diversity. New York: AMACOM. The Kirwan Institute for the Study of Race and Ethnicity. The Ohio State University. (2015). Understanding implicit bias. Retrieved from http://kirwaninstitute.osu.edu/research/understanding-implicit-bias/