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Introduction to Equality & Diversity
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What are Equalities• Equalities can be described as all the work
individuals and organisations carry out to promote equal opportunities, inclusion and anti-discrimination.
• Equalities are about developing a framework within which people are treated differently according to their needs but with equal respect and fairness
• Equality is about recognising that inequalities exist and making sure that everyone is treated fairly.
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Our AimOur aims are to make sure that: Equality is central to all policy development and
practice Employment and other services are genuinely
accessible to everyone Everyone has individual needs and the right to
have these needs respected without discrimination; and
Discrimination is identified, challenged and stopped.
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What is Diversity
• People of many different nationalities, ethnic groups, cultures, religious or non faith backgrounds, and of different age, sex, impairment, household type, socio-economic background, sexual orientation and transgender/gender reassigned status now live in Britain. That is what makes it a diverse society.
Diversity
• Embracing diversity means being open to differences between people and celebrating differences so that everyone’s talent is recognised and everyone has opportunities to actively participate within society.
Diversity• Diversity is about valuing and respecting these
differences and making sure that everyone is valued, by understanding and respecting these differences in the way our organisation works.
• • Diversity is wider than equal opportunities
because it is about relationships between organisation and people. It is also about creating environments that everyone can be included in and can thrive in.
What are some of the benefits
Meet the different needs of people living in our local communities
Attract more learners to the College
Recruit staff and volunteers with a wide range of talent and different perspectives.
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Why we need Equality & Diversity• Legal Case:
– The Equality Act 2010 provides protection and rights for people including students and staff in relation to discrimination (less favourable treatment), harassment and victimisation.
– Human rights legislation provides a set of fundamental rights and freedoms that all individuals are entitled to based on core principles including dignity, equality and respect.
– We all have rights and responsibilities in relation to the law on equality.
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Why we need equality & diversity• Business Case:
– Attracting and retaining students and staff– Making full use of people’s talents & learning from
a wide range of knowledge and experience – Improving performance and enabling people to
perform to their full potential
• Ethical Case:– Treating people fairly– Creating an inclusive environment
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The Equality Act
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Equality Act 2010• The Equality Act 2010 provides a harmonised
approach to equality and diversity. It brought all the ‘protected characteristics’ under 1 law.
Under the act it is unlawful to discriminate against an individual because of any of the following 9 protected characteristics:
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PROTECTED CHARACTERISTICS
Take a card (each card has one of the protected characteristics as a heading)
As this person
What type of discrimination might you face?
As a tutor
How can you make sure that this person is treated equally and fairly
Write your thoughts and ideas on the card, you will not be asked to read them out unless you feel comfortable but as a group we will discuss your ideas.
Protected CharacteristicsThe Equality Act 2010 provides rights and protections in relation to the following ‘Protected Characteristics’:– Age – Disability– Gender Reassignment – Marriage and Civil Partnership– Pregnancy and Maternity – Race– Religion and Belief– Sex (Gender)– Sexual Orientation
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Who does the law protect?
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The Equality Act defines the following types of discrimination
Direct Discrimination
Indirect Discrimination
Discrimination by association
Direct discrimination (1)Direct discrimination is where someone is treated less favourably because of a protected characteristic.
Example: Two engineering postgraduates are equally qualified. The department offers a teaching assistantship to the man, and not the woman, because most of the faculty are men and they think the man will fit in better.
Example: The College requires all disabled applicants to undergo a medical screening, but does not require this of non-disabled students.
Example: A politics department does not offer a teaching assistantship to a Jewish postgraduate student because the tutorials take place on Friday evening and the Chair assumes that she will want to leave early on Friday to observe the Sabbath.
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Direct discrimination (2)Direct discrimination also covers situations where someone is treated less favourably because they are perceived to have a protected characteristic or are associated with someone who does:
Example: A placement coordinator thinks that a student is gay, though in fact he is straight. She decides not to offer him a placement on the course because she doesn’t think the College will be a supportive place for a gay student.
Example: The placement coordinator knows that the student is straight, but decides not to offer him a place at the College because the student has appeared in local press campaigning for gay rights, and therefore she doesn’t think the College will be supportive of him.
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Indirect discriminationIndirect discrimination is where an apparently neutral rule or practice is applied to everyone, but it puts people who share a protected characteristic at a particular disadvantage.
Example: The College does not allow dogs on the premises. This would put people with vision impairments who use guide dogs at a disadvantage.
Example: A department requires students to have A-level grades sat in one sitting. Women with young children are more likely to be primary caregivers than men with young children, and therefore more likely to study part-time over several years. Therefore this requirement would put women with young children at a disadvantage.
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Equality Act 2010
• Discrimination by association is where people are directly discriminated against because they are with/belong to a person/group with protected characteristic.
• Example: This course if for men only
This discriminates against women
Reasonable adjustment
• As an organisation we are required to make ‘reasonable adjustments’ to remove barriers to learning, to ensure that we do not discriminate against any protected characteristic.
Disability: Reasonable Adjustments
We must make ‘reasonable adjustments’ to ensure that disabled people are not placed at a disadvantage as a result of disability.
Example: A history Tutor gives students printed hand-outs in the lesson, and only provides an electronic version afterwards. It would be a reasonable adjustment to give the electronic copy to the blind student in advance, so that he has time to use text-to-speech software to read it before class.
Example: A Deaf student who lip-reads needs to be able to watch people’s faces when they speak. It would be a reasonable adjustment for her tutor to arrange the seats in a circle and require students to speak one at a time.
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Objective justificationThere is no justification defence for direct discrimination, except in a few circumstances in relation to age. Indirect discrimination can only be justified if
– the rule or practice is adopted in order to pursue a legitimate goal;
– the rule or practice is an appropriate means of achieving the goal, and
– there is no other less discriminatory way to achieve the goal.
This is called an objective justification.
Example: No dogs are allowed in the School of Pharmacy’s clean manufacturing facility. This would not be unlawful discrimination against a guide dog user, because keeping the facility sterile is a legitimate goal, and excluding dogs is the only way to achieve it.
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Important to note:
• The College does not tolerate harassment and bullying including offensive language
• The College encourages the free exchange of ideas, materials and arguments. However, those exercising freedom of speech must not breach other laws, for example, those relating to harassment or incitement to hatred in the way ideas are delivered.
• Compliance with equality legislation and policies is the responsibility of all students and staff
• Students and staff have a responsibility to act in a manner that does not unlawfully discriminate
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Our Equality and Diversity Policy
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The Student Charter
At Claverham Adult Education Department you can expect staff and students to:
- treat you with dignity, courtesy and respect at all times;
- foster and promote equality and diversity. - act promptly and effectively to address complaints of
discrimination or harassment;- be committed to improving the accessibility of our
curriculum, facilities and services, to meet the requirements of all potential users.
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The Student CharterThe College in return expects you to:
- behave appropriately, treating fellow students, staff and the local community with dignity, courtesy and respect at all times;
- inform us if your own experience is adversely affected by the behaviour of fellow students or staff.
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Discrimination
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DisabilityUnder the Equality Act, a person is disabled if they have a physical or mental impairment which has a substantial, long term, adverse effect on their ability to carry out normal day-to-day activities. People with these kinds of conditions are likely to be protected by the Act:
– Vision and hearing impairments – Long-term or recurring mental health difficulties – Severe disfigurements– Specific learning difficulties (e.g. dyslexia)– Physical conditions (e.g. cerebral palsy, arthritis)– Long-term medical conditions (e.g. epilepsy, diabetes,
cancer, HIV, multiple sclerosis)They are still protected even if medication or treatment controls their condition or limits its effects.
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Discrimination arising from disability
Discrimination arising from disability is treating someone unfavourably because of something which arises from their disability (but not because of the disability itself).
Example: A student has a medical condition which causes severe fatigue and he falls asleep in a lesson. The tutor says he’s obviously not paying attention, and asks him to leave.
This will only be unlawful if the tutor knew about the student’s disability, or should have known about it. The Tutor can also defend herself by providing an objective justification for the treatment.
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Victimisation and HarassmentHarassment is unwanted conduct which violates someone’s dignity or creates an intimidating, hostile, degrading, humiliating or offensive environment. It includes behaviour that an individual finds offensive, even if the behaviour is not directed at them.Harassment related to a protected characteristic is unlawful.
Example: In lesson, two students complain loudly that disabled students who have extra time in exams get an unfair advantage, and that they’re just stupid students making an excuse who don’t really deserve the qualifications they are awarded. This creates a hostile and humiliating environment for a disabled student in the group.
Victimisation is treating people less favourably because they have tried to exercise their rights under the Equality Act, or because they have helped someone to exercise their rights.
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Stereotypes & Prejudice
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Stereotypes & Prejudice
• Stereotyping: biased generalisation about a social group – making assumptions or assigning overgeneralised traits to a group
• Prejuduce: "a preconceived notion or idea that is based upon little or no fact"
• We often make assumptions about other people, about their abilities, skills and qualities without knowing much about them
• There is a tendency to see differences as weaknesses.
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What we see:• Appearance,
gender, skin colour, age…
What we don’t see:• Values / Beliefs
• Experiences / history
• Sexual Orientation
• Religion / Faith
• Non-visible disabilities … 33
Dangers of Stereotyping• Reinforces prejudices and negative
perceptions of certain groups• It can lead to exclusion and/or
discrimination • Making assumptions about an individual's
needs can result in a failure to address peoples needs appropriately and effectively
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1. Question your own pre-judgements, norms, habits and interaction with others
2. Commit yourself to open-mindedness and respect towards "others"
3. Never tolerate discrimination, exclusion, condescension or other biased behaviour
4. Do not treat people as you would like to be treated but rather as they want to be treated
5. Develop personal values to combat stereotyping and tackle discrimination in learning.
Ways to avoid stereotyping
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• Negative attitudes• Lack of understanding • Poor (and inappropriate) ways of giving
information/ poor communication• No consultation processes• Lack of opportunities in study and work• Poor physical access • Poor study environment
Examples of Barriers to Inclusion
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7. Language of Diversity
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Language• Using positive language is important as negative
language use can contribute to prejudice, stereotypes and discrimination and can cause offence to individuals
• Language meaning and usage can change over time and checking preferred terminology with individuals can assist to avoid causing offence
8. Your role as a Tutor
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Equality and Diversity in Teaching (1)
• Don’t assume your students understand conventions about behaviour and participation: make your expectations explicit
• Use text or visual materials to supplement spoken delivery (and provide these materials in advance, if possible)
• Provide an explicit structure for sessions and activities, and use ‘signposts’ to that structure as you go
• Write up difficult spellings, or provide a hand-out of abbreviations and technical or subject-specific terms
Equality and Diversity in Teaching (2)
• Make sure written content in slides or hand-outs is also spoken aloud
• Minimise copying from boards and flipcharts, and leave slides up long enough for slower readers/writers
• Face the students when speaking, and try to limit movement around the room
• Repeat questions/comments from students before responding
• If possible, arrange the seating so people can see each other when speaking, and that they speak one at a time
• Take mini-breaks, or change activity type
Clear print guidelines
• Use a sans serif font like Arial, Trebuchet or Verdana• Use at least 12pt on printed text and 24pt in powerpoint
slides• Make sure text is left-aligned, not justified• Break up long passages with headings or bullet points• Use bold for emphasis rather than italics or underlining,
and avoid use of ALL-CAPS for more than a few words • Use a plain background for powerpoint slides and ensure
good contrast with the text colour
Keep materials in a simple electronic format, such as Word; this allows alternative formats to be produced quickly if necessary!
Equality and Diversity Checklist for Tutors
Prompts Tutor’s notes(Provide examples or cross reference to where evidence can be found in your
course file).
1/ Planning and Course Content Using initial assessment, have you produced a group profile (including each learner’s prior knowledge, preferred learning style, personal goals, additional needs) so that you can check that your planning addresses individual learner’s needs?
In your planning do you ensure that examples and illustrations to be used are widely drawn rather than being only from white/British/middle class/non-disabled/heterosexual culture?
Do you record in your scheme of work and session plans evidence of your promotion of equality and diversity?
2/ Teaching and Learning Resources Do your resources reflect the fact that the UK is a diverse society by providing positive images of older/ younger people, minority ethnic groups, people with disabilities, differing family structures etc?
Do you design materials using scenarios that challenge stereotypes: e.g. 2 men going on holiday together rather than a family, wheelchair users playing sports etc?
Do you provide hand outs in advance for any learner that may have difficulties coping with reading material or following verbal instructions in the session?
Name…………………………………………………………………Course Title…………………………..Date………………………………
3/ Classroom Activities and Management
Do you consult with all learners about room set up to ensure that everyone is involved, including those with physical or sensory impairment?
During induction do you negotiate ground rules with the group that cover learners’ rights and responsibilities and do you have a copy of the ground rules in your course file?
Do you give your learners opportunities at induction and on course to disclose a disability and do you make reasonable adjustments to support additional learning needs?
On a regular basis do you set up small group and pair work activities yourself in order to facilitate differentiated learning and to encourage learners to mix with people from different backgrounds?
Do you involve the existing knowledge and experience of learners from different backgrounds and cultures and make it clear that these contributions are valued and that learners do not feel patronised?
Do you exploit naturally occurring opportunities, for example, during group discussions, to promote an understanding of equality and diversity issues?
Do you ensure that learners listen to each other’s views, even if they are different from their own?
During whole group discussions and activities do you make sure that no one person dominates?
Do you challenge offensive or inappropriate language or behaviour?
Do you promote peer support, team work, learner responsibility and other skills that help create a safe, supportive and collaborative rather than competitive learning environment?
Do you ensure that assessment of learning is adapted to suit individual needs?
Equality does matter…..
Consider what equality means to you;
Treat everyone with Fairness and aim tobe non-judgemental and respectful;
Work together, share ownership and responsibility for implementing equality.
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9. Equality Quiz
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Keep count of the questions you get right
Question 1
“Equal Opportunities” is about treating everyone the same?
A: True
B: False
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Question 1
“Equal Opportunities” is about treating everyone the same?
A: True B: False
Equal Opportunities is about treating everyone according to their specific needs and requirements. For example some disabled students will require ‘reasonable adjustments’ to provide equal access (a ‘level playing field’).
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Question 2
How many protected characteristics are there?
A: 12
B: 9
C: 6
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Question 2
How many protected characteristics are there?
A: 12B: 9C: 6
There are 9 protected characteristics. They are: age, disability, gender reassignment, marriage & civil partnership, pregnancy & maternity, race, religion & belief, sex, sexual orientation.
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Question 3
A student feels they need additional time to complete their exams because of their disability. How would you advise them?
A: They are not entitled to this as this would not be fair for other students
B: They should ask for this via the Examination Officer as a ‘reasonable adjustment’
C: They shouldn’t tell the College that they aredisabled
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Question 3
A student feels they need additional time to complete their exams because of their disability. How would you advise them?
B: They should ask for this via Examinations Officer as a ‘reasonable adjustment’
Students can ask for reasonable adjustments to meet their needs in relation to disability. This may include additional time in exams.
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Question 4
A student has changed their gender identity from male to female and would like to use the women’s toilets. Are they entitled to do this?
A: No – they must use the male toilets
B: No – they should use the accessible (‘disabled’) toilet
C: Yes – they can use the women’s toilets
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Question 4
A student has changed their gender identity from male to female and would like to use the women’s toilets. Are they entitled to do this?C: Yes – they can use the women’s toiletsFrom the time they present as a woman (e.g. dress like a woman, refer to themselves as female etc) a student can use the women’s toilets, changing rooms etc. Students don’t have to undergo medical procedures (e.g. operations, hormone treatments) to be recognised in their new gender. Only disabled students should use the accessible ‘disabled’ toilets and non-disabled people should not be instructed to use these as gender neutral toilets.
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Question 5
A student tells you that they are being ‘bullied’ by another student via social media sites. Can they ask the College to take any action?
A: No, this is an external matter
B: Yes, this would come under the College’sDignity at Work and Equality Policies
C: Yes, but only if it relates to a protected characteristic
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Question 5
A student tells you that they are being ‘bullied’ by another student via social media sites. Can they ask the University to take any actionB: Yes, this would come under the College’s Dignity at Work and Equality PolicyThe College’s Dignity at Work and Equality Policy applies to all behaviour that could amount to harassment and bullying. If the behaviour is in relation to a protected characteristic (PC) e.g. using sexist or racist language this may be ‘harassment’ . However, ‘Bullying’ does not have to be in relation to a PC. If the behaviour amounts to a criminal offence e.g. ‘stalking’ this may also be addressed externally.
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Question 6
What is our Equality and Diversity Policy for?
A: A document that outlines the College’s commitment to equality and Diversity and to
the Equality Act 2010
B: An aspirational document that is not required under any legislation
C: A document about treating some groups more
favourably
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Question 6
What is our Strategic Equality Plan for?
A: A document that outlines the College’scommitment to equality and Diversity and to the Equality Act 2010
B: An aspirational document that is not required under any legislation
C: A document about treating some groups more
favourably
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Question 7
A student keeps using the term ‘that’s so gay’ meaning ‘that’s so stupid’. When he is confronted about this he says it’s only a joke and he is not homophobic. Is this acceptable?
A: Yes – it is only used as a joke
B: No – this could be perceived as a form of harassment/bullying
C: It is only harassment/bullying if the personcomplaining is gay
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Question 7
A student keeps using the term ‘that’s so gay’ meaning ‘that’s so stupid’. When he is confronted about this he says it’s only a joke and he is not homophobic. Is this acceptable?
B: No – this could be perceived as a form of harassment/bullying
For someone to make a complaint of harassment it is the effect of the behaviour and not the intention of the perpetrator that is important. Harassment is behaviour that violates a person’s dignity or creates an intimidating, hostile, degrading, humiliating or offensive environment.
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Question 8
Engineering want to encourage more women to study with them as women are underrepresented on the courses. What can they do?
A: Have a positive action campaign including targeting open day sessions for women,
holding workshops for girls at schools (widening
access)B: Nothing - they would have to treat men and
women equallyC: Offer places to all women that apply regardless
of their entry qualifications 61
Question 8
Engineering want to encourage more women to study with them as women are underrepresented on the courses. What can they do?A: Have a positive action campaign including
targeting open day sessions for women, holding workshops for girls at schools (widening access)
A positive action campaign in this situation is likely to be justifiable as there is underrepresentation of women studying engineering. Offering places regardless of qualification however is unlikely to be considered as a ‘proportionate means of achieving a legitimate aim’ and will be discriminatory for men.
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Question 9
A student complains that all of their sessions are held in the evening when it is difficult to arrange childcare. The information available when applying for the course had not advertised the course as having evening sessions. Can anything be done about this?
A: No – the student has to make an effort to attend all
sessionsB: Yes – the student should discuss their needs with
the College and where reasonably practicable the College should look to offer an alternative
C: Yes – the student has a right to have the time changed as this would be sex
discrimination 63
Question 9
A student complains that all of the courses are held in the evening when it is difficult to arrange childcare. The information available when applying for the course had not advertised the course as having evening sessions. Can anything be done about this?B: Yes - The student should discuss their needs with the
College (via their tutor) and where reasonably practicable the College should look to offer an alternative The practice of holding all sessions in the evening may be indirect discrimination if this cannot be justified as proportionate and legitimate. The College should consider offering alternative times if this is possible. (Note: the legal requirement to implement ‘reasonable adjustments’ only applies to disability and is a stronger requirement than considering alternative arrangements for other groups)
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Question 10
A student attending social activities complains that the activities are all based around alcohol and this is problematic for their religious belief. What can they do?
A: They should talk to theor organiser of the activity to discuss their concerns
B: They should refrain from attending these activities and socialise with students with similar beliefs
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Question 10
A student attending social activities complains that the activities are all based around alcohol and this is problematic for their religious belief. What can they do?
A: They should talk to the organiser of the activity to discuss their concerns The College has a duty not to discriminate directly or indirectly, to consider the needs of students and to promoting good relations between students with different protected characteristics. Activities should not indirectly exclude certain groups from participating and a range of activities including some alcohol-free activities should be provided.
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How did you do…..
If you answered less than 6 questions correctly you may want to re-read the slides to ensure that you have understood the information provided.
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For more information or feedback on the information provided, please contact Elaine Hayhurst:
All the information regarding E & D is available to download on our website in the Tutor section.
www.claverham-education.co.uk
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