1. Equality and Diversity Training Pat.lloyd@saltash.ac.uk

2. Aims of the session : To raise awareness of Equality and Diversity
To increase understanding of stereotyping, prejudice and discrimination
To update knowledge following recent legislation
To demonstrate the impact of language on Equality and Diversity
To identify best practice in Equality and Diversity in Cornwall College

3. Activity: Equality and Diversity True or False ?
Handout questions, pairs, feedback, discussion

4. Activity : In another’s shoes

5. Which groups of people in Britain today face negative prejudice and discrimination ?
Group activity mindmap, large paper or post its

6. What do the groups identified have in common ?

8. Equality & Diversity what does it mean ?
Valuing and respecting individual differences, and ensuring equality of opportunity regardless of personal and social characteristics such as gender, ethnicity, sexuality, religion, age, disability and social class.
Promoting equality of opportunity means that individual differences are taken into account, and people may be treated differently in order to ensure that they are given the same opportunities.
Embracing E&D means challenging our own prejudices and stereotypes as well as those of our students.

9. Iceberg diagram Discrimination Take action Hidden
Past experiences form:
Stereotypes
Prejudices
Values
Attitudes

10. Stereotyping
As human beings, we all go through life ‘gathering information’ from many sources, such as :
Personal experience
Those we live with or mix with
The media
Our upbringing
Place(s) of work
Current trends or issues
Popular Opinion
The government

11. Equality Wheel

12. Definitions Discrimination
Discrimination occurs when we act on our stereotypes and prejudices and treat people negatively because of our pre-judgements and assumptions about them as individuals, or the social groups they belong to
Equality of opportunity
Treating everybody fairly in order to ensure equality of opportunity does not necessarily mean treating everyone in the same way. For example, a student who uses a wheelchair may require extra facilities such as doors that open automatically to enable them to access opportunities in education

13. Diversity Everyone is different
Differences contribute to the richness of ideas, talents and approaches
As well as obvious, visible differences, there are differences in age, place of birth, or residence, education, upbringing, hobbies and interests, work experience, language or accent, religious or political beliefs, income, state of health, perceived social and economic status, etc

14. Discussion: How do people become prejudiced ?

15. How do people become prejudiced and develop a set of negative attitudes and behaviours?
Obedience to authority ( Milgram)
Peer Pressure ( Pettigrew)
Scapegoating (Weatherley)
The ‘Authoritarian personality’( Adorno and Frenkel Brunswick)

16. Types of discrimination
Institutional Discrimination
Direct Discrimination
Discrimination by Association
Harassment
Discrimination by Perception
Indirect Discrimination
Victimisation
Harassment by a Third Party

17. Use of language How can it reinforce stereotypes ?
Using Inclusive language
Handout : CREC/Disability Cornwall Guidance Equalities Terminology

18. Exercise : Make these phrases into ‘neutral’ or ‘more acceptable’ phrases.

20. ‘Protected characteristics’
Equality Act 2010
Purpose
To harmonise discrimination law
To strengthen discrimination law and make progress on equality
Bring together lots of existing legislation and a unified approach
Some significant changes to the law
‘Protected characteristics’

21. Protected Characteristics
Characteristics protected within the Act
Age
Disability
Gender Re-assignment
Marriage and Civil Partnership
Pregnancy and Maternity ( e.g the right to breastfeed)
Race
Religion or Belief ( and those without a religion or belief )
Gender
Sexual Orientation ( Lesbian, Gay and Bi-Sexual)

23. Two new duties for Public Bodies
Socio- Economic Duty : to plan for supporting people who are socially disadvantaged
Equality Duty : to plan for treating people fairly and equally, taking into account ‘protected characteristics’

24. Key Issue
Direct or indirect discrimination, harassment or victimisation on the grounds of a protected characteristic are unlawful.

25. Key Issue
Direct discrimination and harassment extended to cover association and perception
Associative cases covers employee who suffers ‘detriment’ because caring for elderly or disabled relative (or any other PC)
Perception where someone perceived as ‘gay’ or ‘too young’ (or other PCs)

26. Key Issue Third party harassment
Employers liable for harassment by third parties in workplace.
If employee harassed on at least 2 other occasions and we fail to take ‘reasonable’ steps to stop it
Can be contractors or customers
Also covers comments about others that someone finds offensive

27. Enforcement
Employment Tribunals can recommend action to benefit the whole workforce not only the claimant.
Examples
New Equal Opportunities policy
Diversity training
New statutory Q & As to assist claimants to bring claims
Behavioural guidelines and policies for managers, employees, etc

28. Policies Why do we need policies?
What do you think the policy should include ?
What is our Cornwall College Equality and Diversity Policy ?

29. Equality and Diversity in Practice in the College
Examples of how E and D is put into practice

30. Six step guide to embedding Equality & Diversity:
1. Have a cover sheet on your scheme of work which sets out your commitment to E & D, and the ways in which you will engage with E&D issues.
2. Ensure introductory sessions on any course address E & D – establishing clear guidelines for appropriate language and behaviour.
3. Identify opportunities to address diversity themes in your curriculum.
4. Clearly evidence in your scheme of work where you are addressing diversity themes.
5. Clearly evidence in lesson plans where you are addressing diversity themes.
6. Model an inclusive approach – show students that you respect diversity and expect them to do the same.

31. We all want to help our learners achieve at the best of their abilities
Embedding E&D simply means thinking about, and evidencing, how we do this.
It is more than likely you are already doing it.

32. Behaviour Check
Answer the questions by rating your behaviour on a scale of 1 (never) to 5 (always) Are there aspects you would like to change ? Discuss with the person next to you