Creating the Inclusive Classroom and Civility

Office of Equity, Diversity and Community Engagement

Office of Equity, Diversity and Community Engagement

The goal of the OEDC is to create an organizational culture that is welcoming to all individuals in their own uniqueness.

This culture will result in an environment that allows individuals to have the opportunity to succeed in all aspects of their academic and professional endeavors.

Minority Business Development CenterCatharine S. Eberly Center for WomenUT Diversity Trainings and Web Page

DevelopmentCulture Ambassadors focuses on creating a positive environment

President’s Lecture Series on Diversity Lead and sponsor of the UT Culture Climate

SurveyDevelop and manage the Diversity Plan processPresident’s Council on Diversity Culture Building InstituteDiversity Certificate Program

UT Office of Equity, Diversity and Community Engagement

WelcomingAge

Color

Ethnicity

Gender

Religion

Disabilities

Socio-Economic Status

Sexual Orientation

Gender Identity

National Origin

Common Ground

• Create an atmosphere of dignity and respect by reaching out

• Looking for differences is easier than finding common ground because it exposes you

• However, if you start with common ground, it can be fun to find the differences

Noun1. courtesy; politeness.2. a polite action or expression

Civility

UT MissionThe mission of The University of Toledo is to improve the human condition; to advance knowledge through excellence in learning, discovery and engagement; and to serve as a diverse, student-centered public metropolitan research university.

UT Core ValuesCompassion, Professionalism and Respect;

Discovery, Learning and Communication;

Diversity, Integrity and Teamwork;

Engagement, Outreach and Service;

Excellence, Focus and Innovation Wellness, Healing and Safety.

UT Core ValuesDiversity, Integrity and TeamworkCreate an environment that values and fosters diversity; earn the trust and commitment of colleagues and the communities served; provide a collaborative and supportive work environment, based upon stewardship and advocacy, that adheres to the highest ethical standard

UT Definition of DiversityHuman diversity is variety in group presence and interactions. It includes, but is not limited to, age, color, ethnicity, gender, religion, disabilities, socio-economic status, sexual orientation, gender identity, and national origin.

Culture is shared and self-sustaining Leadership practice to be able to anticipate,

align, and act It is “durable and robust…its survival and

power do not depend on the presence and personality of a single individual.*

The Alternative…

Culture

Characterized by rhetoric, lack of listening, fear, and centers on an individual

* Deering, Dilts, Russell (2003)

Ethnic and Racial Diversity

Gender Diversity

Gender Orientation Diversity

Socioeconomic Diversity

Religious Diversity

Generational Diversity

National Origin Diversity

Ability Diversity

Fall ‘13 Students

Male 49.7%Female 50.2%Unreported or non-reported 0.1%

American Indian or Alaskan Native 0.2%

Asian 2.9%

Black or African American 12.2%

Hispanic/Latino 4.3%

Native Hawaiian or Other Pacific Islander 0.1%

Non-Resident Alien 6.9%

Race and Ethnicity Unknown 4.5%

Two or More Races 4.2%

White 67.3%* UT Institutional Research (November 2013)

Undergraduate Total Population 16,192Graduate Total Population 4,590

UT StatisticsFaculty/Staff (Including UTMC)*

Male 51.7%Female 48.3%

American Indian or Alaskan Native 0.2%

Asian 7.0%

Black or African American 6.9%

Hispanic or Latino 2.4%

Native Hawaiian or Other Pacific Islander 0.02%

Non-Resident Alien 11.0%

Race and Ethnicity Unknown or Not Reported 1.1%

Two or More Races 0.4%

White 70.9%* UT Institutional Research (May 2014)

Expansion of learning through exposure

Appreciation and maintenance of one’s own culture

Ability to network with others

Opportunity to relate to others

Ability to effectively handle barriers

Knowing how to balance being part of groups and maintaining individuality

Common ground should be your goal

Beyond Changing Demographics…

• “I am afraid of what those people will do.”• “I can’t understand why those people won’t learn English.”• “They don’t have the same work ethic.”• “They don’t know how to work a computer.”• “They are too emotional to hold a leadership position.”• “She thinks too much.”• “They don’t know any better.”• “Get off the road when they get on.”• “I don’t understand why they always seem to seek jobs

where other people have to make changes to suit just them.”

What to do?• Do not participate

• Ask questions back to clarify what was

meant

• Hesitate, then educate

• Always bring it back to the mission and the

core values

Personal – Individual factors

Two Types

Social – Societal factors

Limited PerceptionsBucher (2010) refers to perceptions that do not always

reflect reality but only what one sees through their own experiences.

EthnocentrismRefers to one’s own culture or ethnic group to be “central”

or “normal” and viewing cultures as “deficient” or “inferior” (Thompson & Cuseo, pg. 203).

StereotypesRefers to an “unverified and oversimplified generalization about an entire group of people” (Bucher, R., p. 86).

Stereotypes revolve around every dimension of diversity. Racial Microaggressions~ “Brief and commonplace daily verbal, behavioral, or

environment indignities, where intentional or unintentional, that communicate hostile racial slights and insults toward people of color” (Sue, D., p. 271)

~ May hear this as “guerilla bias”

PrejudiceRefers to an “irrational and inflexible opinion formed on the basis of limited and insufficient knowledge” (Bucher, R.D., p. 91).

Stereotypes typically lead to prejudiceRemember that some may claim that

stereotypes may be useful but they are still used to be hurtful and misleading

Power AbusesRefers to “isms” defined as when power or one’s ability to influence and control others is applied to a dimension of diversity and justified. (Examples: ageism, racism, sexism, classism).

DiscriminationRefers to behaviors and is defined as “the unequal treatment of people on the basis of their group membership. Treatment varies because of race, age, gender, social class, or any number of other dimensions of diversity” (Bucher, R.D., p. 100).

The verbal part of communication involves sound, words, speaking and language.

How much of a message is verbally communicated?

•7%

The non-verbal part of communication is more ambiguous and can be difficult to interpret accurately.

How much of a message is non-verbally transmitted?

•93%

Verbal and Non-Verbal

Listening is central to the interpersonal communication process

How much time do we spend listening a day? • 45-70% of a day

3 Approaches for Effective Listening• Empathic: Placing self in the role of the speaker• Deliberate: Evaluating the message based on own

context• Active: Providing feedback so that the speaker

gets the message

Listening

Resources and Support

UT Diversity Homepageutoledo.edu/diversityProvides links to:• Listing of centers, offices, programs• Diversity calendar • College diversity plans• Community resources• Diversity testimonials

UT Culture Building Instituteutoledo.edu/diversity/training/SignUp.html• More than 20 workshops available• Flexible Scheduling

Troubleshooting Life's Challengeshttp://www.utoledo.edu/tlc/

Important InformationUT Police- Emergency

Call 419-530-2600UT Police- Non-Emergency

Call 419-530-2601Night Watch

Call 419-530-3024UT Rides

Call 419-536-8294

Important Information

For a complaint regarding discrimination or harassment

Call 419-530-2508Contact: Kevin West, JD419-530-4052

Important Information

The Sexual Assault Education And Prevention Program

Call

419.530.3431

Dean of Students/Student Code of Conduct

419-530-8585Compliance Concepts

Call the anonymous reporting line –

1-888-416-1308

Motivation and DesireHave to want to build a culture of inclusion.

Observe and be openRecognizing differences among individuals and groups.

Visualize relationships and collaborationFinding common ground, goals, and aspirations.

Evaluate and assessActively making adjustments where necessary to strengthen bonds and prepare for new ones.

What is you take away?

Can we get a commitment for a more inclusive classroom?

Thank you!

Sources

American Psychological Association. Just the Facts About Sexual Orientation and Youth: A Primer for Principals, Educators, and School Personnel. Just the Facts Coalition 2008. Web. 19 January 2011.

Bucher, R.D. (2010). Diversity Consciousness: Opening Our Minds to People, Cultures, and Opportunities. (3rd Edition). Prentice Hall: Upper Saddle, N.J.

Canary, D.J., Cody, M.J., & Manusov, V.L. (2003) Interpersonal Communication: A Goals-Based Approach (4th Edition) Boston: Bedford/St. Martin’s.

Harrington, Melanie. "Tackling Generational Diversity." Profiles in Diversity Journal 11.2 (2009): 64-60. Business Source Complete. EBSCO. Web. 10 Feb. 2011.

Deering, A., Dilts, R., & Russell, J. (Spring 2003). Leadership Cults and Cultures. Leader to Leader, Vol. 2003, No. 28, p. 31-38.

Sources

Looney, D. Scott. "A Space at the Table." Independent School 65.2 (2006): 38-47. Academic Search Complete. EBSCO. Web. 10 Feb. 2011.

Popple, Philip R. and Leslie Leighninger. Social Work, Social Welfare and American Society. Boston: Pearson Education, 2011. Print.

Ray, N. “Lesbian, Gay, Bisexual and Transgender Youth: An Epidemic of Homelessness.” National Gay and Lesbian Task Force Policy Institute and the National Coalition for the Homeless, 2006. Web. 1 September 2008.

Sue, D.W., Capodilupo, C.M., Torino, G.C., Bucceri, J.M., Holder, A.M.B., Nadal, K.L., & Esquilin, M. (May-June 2007). Racial Microaggressions in Everyday Life. American Psychologist, Vol. 62. No. 4, p. 271-286.

Thompson, A. & Cuseo, J.B. (2009). Diversity and the College Experience. Kendall Hunt Publishing Company: Dubuque, IA.

Wage Project Website; http://www.wageproject.org/index.php