1. When the Rules are the Same But the Game Isn’t Fair Elizabeth Dickinson, PhD UNC Chapel Hill Clinical Assistant Professor of Communication, Kenan-Flagler Business School Adjunct, Curriculum for the Enviro and Ecology (CEE) Carolina Women’s Center Faculty Scholar (2016-17) | MURAP Faculty Mentor UNC Faculty Council | Diversity Syllabus | March 11, 2016

2. In the box, in a few words, write one professional goal, wish, or desire. It can be broad or specific and about anything related to your work.

4. Reminder of the Rules The “underhand throw” rule The “moo like a cow” rule The “say thanks for waiting” rule The “skip” rule

5. Results Who made it? Who didn’t? Who won toffee?

6. Thoughts, Reactions, Insights? 1.How did you feel: a)as you were writing down your wish? b)as you were about to make your shot? c)after?

7. Thoughts, Reactions, Insights? 1.How did you feel: a)as you were writing down your wish? b)as you were about to make your shot? c)after? 2.How is this a metaphor for universities, academia, departments, student admissions, employee hierarchy, social structure, etc?

8. Privilege: The closer to the bins, the better your odds Unearned advantages and disadvantages Rules: How we play the game within a system Written, unwritten How we create inclusion/exclusion Privilege, Exclusion, and the Rules of the Game  The Rules are the Same but the Game Isn’t Fair

9. Is this fair? People in the back: Protest fairness more; more aware of unfairness and privilege People in the front: Protest fairness less; less aware of unfairness and privilege Privilege, Exclusion, and the Rules of the Game

10. Who wins? Many in the front made it (but not all). Who loses? A few in the middle made it (but not most). Very few/no one in the back made it. Privilege, Exclusion, and the Rules of the Game  Unfair game (maybe even rigged?)  Written & unwritten rules  Players with unearned advantages & disadvantages  Creates inclusion & exclusion  Rewards and stakes are high

11. Nine questions about diversity (that reveal assumptions, biases, privileges, and the “elephants in the room”): 1.Why is talking (and teaching) about diversity so hard, and why does it make me feel so uncomfortable? 1.Tension 2.Topics, perspectives, agendas 3.Emotional labor Talking About How We Talk About Diversity that

12. Nine questions about diversity (that reveal assumptions, biases, privileges, and the “elephants in the room”): 1.Why is talking (and teaching) about diversity so hard, and why does it make me feel so uncomfortable? 2.Males, whites, heterosexuals, and wealthy folks? 3.Do I have privilege? What about my ______ unprivileged identity? 4.Do people think I’m spoiled, unfairly advantaged, undeserving, or didn’t work hard for what I have? 5.How do I handle feeling blamed, exposed, defensive, guilty, burdened? 6.What about those who believe that privilege doesn’t exist? 7.How am I personally implicated in the problem? 8.What should I do with my biases and privileges? 9.Are there different ways to approach thinking about all this? Talking About How We Talk About Diversity

13. Could diversity conversations go differently if we began by acknowledging that: 1.Change isn’t a zero-sum game? 2.We’re all victims of systems of privilege? 3.Privileges are seen as a weakness? 4.We’re all lucky or unlucky players in an unfair (or rigged?) game? 5.We’re all partners in change? 6.Change is an extreme struggle, despite how enlightened or informed we are or aren’t (or think we are or aren’t)? 7.Recognizing privilege is a starting point for transformation and growth? 8.We are all individually responsible? Asking Different Questions

14. Multicultural Competencies Addressing equity/inclusivity/EO/diversity takes: 1.Awareness & Mindfulness 2.Listening (to people, situations, data, etc.) 3.Inquiry (examining, asking questions, etc.) 4.Self Reflexivity & Humility 5.Connection 6.Empathy 7.Flexibility 8.Cooperation 9.Gauging Change (if/when/how/why to respond or change) 10.Critical Thinking 10.Critical Thinking (thinking w/in and outside of a situation) Giving up advantages? Changing the rules? Changing the game? *Note: All subject to culture Intrapersonal and Interpersonal Dimensions of Change

15. Rethinking Privilege, Exclusion, The Rules, and The Game Your mission: Be aware and mindful of unearned advantages and disadvantages Understand and challenge written and unwritten rules Use your privilege to achieve great things … for the rows behind you … or to recreate the game Back row: make yourself heard Front row: listen, change, give something up Change the game/system through individual actions

16. Thank You...... No, Really, Thank You Elizabeth Dickinson, PhD UNC Chapel Hill Clinical Assistant Professor of Communication Kenan-Flagler Business School Adjunct, Curriculum for the Enviro and Ecology (CEE) Carolina Women’s Center Faculty Scholar (2016-17) MURAP Faculty Mentor (2016) eadickins@gmail.com Elizabeth Dickinson, PhD UNC Chapel Hill Clinical Assistant Professor of Communication Kenan-Flagler Business School Adjunct, Curriculum for the Enviro and Ecology (CEE) Carolina Women’s Center Faculty Scholar (2016-17) MURAP Faculty Mentor (2016) eadickins@gmail.com