Scott Dittman, University Registrar Barbara Rowe, Associate University Registrar Washington and Lee University SACRAO 2009, New Orleans

Scott Dittman, University RegistrarBarbara Rowe, Associate University Registrar

Washington and Lee University

SACRAO 2009, New Orleans

Origin of this session Inclusiveness, diversity, multicultural

awareness W&L demographics, mission and philosophy

statements At the institution level At the department level At the personal level

article entitled "Spreading the Global Message"

The Teacher's Role: "How do I know when I am teaching in an internationally minded way? " "…traditional food, flags and festival response… I sometimes think this approach is too limiting."

M. White

Celebrating tradition: "I used to think celebrating diversity was the key, but have come to think differently. The trouble with only celebrating diversity is that you are only celebrating difference…"

N. Alchin

Focused on attending sessions dealing with diversity, inclusiveness, multi-cultural awareness and sensitivity

Walt Disney World Global Strategies for diversity and inclusion: fostering a diverse "cast"

Started to look at how I approached this professionally and personally

How to improve? How to improve to support the W&L mission? How to improve personally?

SACS Self-study Office survey on service and attitude Revision of mission Personnel evaluations

Diversity: differing from one another; composed of distinct or unlike elements or qualities: variety; especially : the inclusion of diverse people (as people of different races or cultures) in a group or organization Merriam-Webster

Increasing diversity: increasing tolerance for people of different backgrounds

Awareness of differences Increased exposure to people, ideas,

perspectives, experiences Limitations of certain words to describe what

we mean

Inclusive: "broad in orientation or scope" Merriam-Webster

Inclusive: 1. Taking a great deal or everything within its scope; comprehensive: an inclusive survey of world economic affairs. 2. Including the specified extremes or limits as well as the area between them: the numbers one to ten, inclusive.

The Free Dictionary by Farlex

As defined … inclusive organizations not only have diverse individuals involved; more importantly, they are learning-centered organizations that value the perspectives and contributions of all people, and strive to incorporate the needs and viewpoints of diverse communities into the design and implementation of universal and inclusive programs."

K. Pease

Cultural Awareness: the foundation of communication; involves the ability of standing back from ourselves and becoming aware of our cultural values, beliefs and perceptions. It becomes central when we have to interact with people from other cultures.

Culturosity.com

International mindedness: a call for new relationships between cultures to experience the exciting exchange of our hopes, fears and optimism for the future.

IB World, Spreading the Global Message

Sex and Gender Race and ethnic groups International multicultural students Gay, lesbian, bisexual Transgender Disabilities Age and generational issues Religious diversity Minority cultures on our campuses Others?

Add demographics here

Lexington VA Founded in 1749 2,150 students (1,750 undergrads, 400 law) 850 employees strong culture of civility: speaking tradition;

student-run, single-sanction Honor System

Washington and Lee University provides a liberal arts education that develops students' capacities to think freely, critically, and humanely and to conduct themselves with honor, integrity, and civility. Graduates will be prepared for life-long learning, personal achievement, responsible leadership, service to others, and engaged citizenship in a global and diverse society.

www.wlu.edu/x35.xml, adopted May 2008

"The University is also committed to the importance of international learning and the ideal of global stewardship"

"Washington and Lee is an international institution. Although the University is located in the southern United States, its student body represents broad geographic, social and economic cross sections of the nation and the world… "

"Striving to achieve economic and social diversity among its students, the University seeks an admits students of all racial, ethnic, educational, and religious backgrounds and welcomes students from around the world."

Washington and Lee University Catalog, 2008-09, pages 12-13


"Washington and Lee is an international institution. Although the University is located in the southern United States, its student body represents broad geographic, social and economic cross sections of the nation and the world…




"Washington and Lee is an international institution. Although the University is located in the southern United States, its student body represents broad geographic, social and economic cross sections of the nation and the world…



"…Washington and Lee University commits itself to the recruitment and retention of a broad, inclusive student body, faculty, and administration who represent a wide range of interests, abilities, and cultures – a diverse array of talent. The University will strengthen a curriculum that increases knowledge, awareness and understanding of diversity and inclusiveness, and will create a climate that builds on our core values to welcome and nurture all members of the Washington and Lee community. Just as a vibrant liberal arts education in the classroom challenges attitudes, beliefs and accepted ways of thinking, the interaction outside the classroom of individuals with different perspectives strengthens our educational enterprise."

www.wlu.edu/x7482.xml, approved May 2002

15 years of international flags at public events

5 years of Kente cloth ceremonies

newsletters: Hillel, international education, etc.

standing Committee on Inclusiveness

task force on socio-economic diversity

support of student organizations on international education, minority groups, theme dinners, concerts

faculty and staff Excellence in Diversity Award: "personal commitment to promoting diversity awareness, acceptance, and appreciation"

external consultant

In November 2008, Ms. Karen Salter '85L came to W&L to facilitate a discussion on creating a welcoming and accepting environment at W&L

Intercultural skills• Be aware of one's own culture• Practice empathy with others• Be non-judgmental• Be aware of stereotypes• Tolerate ambiguity

The office of the University Registrar supports the University's mission to provide "a liberal arts education…"

Our specific goals include … improving the personal and professional interpersonal skills and technical competencies of the office staff.

"What you say does matter and informs the community."

What role do the offices, faculty and staff play in affecting the campus environment?

Have a guest house attitude• invite them in• be welcoming• always listen

Be sensitized to the needs of international students, but understand that part of their education is the immersion in this culture

Make an extra effort for international students or others new to the "culture" – be accessible ("face time"), friendly, willing to be taught

Try to anticipate a need, or help with forming a question (often students or "1st-gen" parents don't know the question to ask so they don't get the help they need – help them a bit)

Train staff to understand, to listen, and to be patient

Speak slowly and clearly and listen carefully

Ask students to repeat their names or requests

Repeat our questions

UR office to join the SAIL Facebook group and new International Ed group for summer orientation

FAQ for international students or help for the web page (don't take any question for granted, "where do I find ...?")

Be aware of current events – e.g., international, natural disaster - Have a world map in the office

Proper pronunciation: (phonetics for commencement script)Thuc-Quyen Thu Bui TUK-KWIN TOO BOO-weeJoan Oreanuoluwapo Oguntimein JOAN ahr-ray-AHN-noo-oh-lew-WAH-po

oh-GUN-tih-men

Proper pronunciation and spelling, especially of faculty names in print

Wayne Dymàček (a-grave and c-caron in surname)Françoise Frégnac-Clave (c-cedilla in first name, e-acute in surname)

Use www.culturecrossing.net as a resource for cross-cultural etiquette and understanding

Prejudice is not seeing difference.Prejudice is seeing difference

and then thinking less.

source unknown, quoted by Karen Salter

Write on your blank card

Your birth order

Where were you born or raised?

Religion

Ethnic group

Gender

Class

Age (in general)

Any "hidden" identities?*presented by Karen Salter at W&L

DefenseReversalDenial Minimization Acceptance Adaptation Integration

ethnocentrism ethnorelativism

from Bennett, 1986

Do not recognize cultural differences

Lack of experience with differences

Don’t see how our own culture impacts our and others’ lives

Disinterest or avoidance

Example

◦ Superficial comments about difference “Live and let live” “I don’t need to know”

Strategies for personal growth?

◦ Food, flags, and festivals – non-threatening cultural awareness activities

◦ Start to recognize differences

DefenseDenial Minimization Acceptance Adaptation Integration

Recognizes some differences, but sees them as negative (threatening)

Cultural difference seen in a polarized way – “us” and “them”

Simple view of one’s culture is exalted and other cultures are denigrated

Example

◦ “We know best” Other cultures “need our help”


◦ Emphasize what cultures have in common – what is “good” in all cultures

◦ Recognize and admit if your initial reaction is defensive or denigrating


Arrival of cultural sensitivity

Tolerant, but color-blind to cultural differences

Unaware of projection of own cultural values; still based on our own cultural terms

Last attempt on the scale to preserve the centrality of one’s own world (holding to ethnocentric view)

Example

◦ Projecting our religious world view – “we are all children of God, whether we know it or not”


◦ Training with simulation exercises, specific examples of how communication can be interpreted differently, personal stories

◦ Remain silent and listen…


Hey! People are different!

Move to ethnorelative understanding

Shifts perspectives to understand that the same "ordinary" behavior can have different meanings in different cultures

Enjoy recognizing and exploring differences

Example

◦ “Tell me how you grew up” “What was your high school like?”


◦ Move from “talk the talk” to “walk the walk”

◦ Training managers in intercultural skills, stress recognition and respect for behavioral difference, and verbal/nonverbal communication styles

◦ Seek opportunities (reading, listening, interacting)

DefenseDenial MinimizationAcceptance Adaptation Integration

The heart of intercultural sensitivity

Can evaluate other's behavior from your frame of reference and can adapt behavior to fit the norms of a different culture

Empathize – take the other person’s perspective

Example

◦ Acting in a culturally appropriate way (taking off shoes before entering house of particular family)


◦ Organization allow cultural differences to be used as a resource.

◦ Face-to-face interaction in real-life communication situations

◦ Educational training in intercultural competence


You intentionally make a significant and sustained effort to become fully competent in new cultures

Typical bi-cultural or multi-cultural person

Can shift cultural frame of reference and also deal with resulting identity issues

Example

◦ “I love it here in France, but I also love it back home” Feels most comfortable in bridging differences between cultures


◦ Assume roles that help

◦ Establish one’s own “cultural core” or personal value system


DefenseReversalDenial Minimization Acceptance Adaptation Integration

ethnocentrism ethnorelativism

from Bennett, 1986

"I've discovered that when I'm kind to myself, I'm kinder to everyone around me."

Naomi Rose

... to yourself‣ Quiet time: meditate,

listen to relaxing music‣ Pampering: massage,

facial, bath‣ Nature: take a long look

around‣ Healthy outlet: exercise,

creative activity‣ Thoughtful examination

of life attitudes, activities, worth

... to others‣ Listened attentively‣ Thanked everyone who

did something for me‣ Chose positive thoughts

and words‣ Refrained from

gossiping, complaining‣ Complimented someone‣ Smiled / said hello /

waved to someone

In what ways can I help my institution go from being merely a diverse community to being an inclusive community?

In what ways can my office's activities and attitudes support our institutional mission, specifically in areas of cultural awareness and inclusiveness?

What steps will I take to cultivate more of a sense of awareness of cultural differences and become more open and welcoming?

Alchin,N., and M. White. 2008. Spreading the global message. IB World. Issue 52 www.ibo.org/ibworld/jan2008/globalmessage.cfm

Bennett,M. 1986. A Developmental Approach to Training for Intercultural Sensitivity. International Journal of Intercultural Relations. Vol.10.

Christo-Baker,E.A. 2008. Communication Across Cultures. AACRAO-Orlando.

CNN. Pay It Forward at Starbucks. Nov. 18, 2008. tinyurl.com/59k3hy www.culturecrossing.net – cross-cultural etiquette and understanding Deane,B. 1991. A Model for Personal Change: Developing Intercultural

Sensitivity. Cultural Diversity at Work Journal. Vol.3, No. 5. Farlex. The Free Dictionary. www.thefreedictionary.com www.HelpOthers.org www.kindness.com Pease,K. 2005. "Inclusiveness at Work: How to Build Inclusive Non-Profit

Organizations", The Denver Foundation. www.nonprofitinclusiveness.org/node/54#workbook

Quappe,S., and G. Cantatore. What is Cultural Awareness, anyway? How do I build it? www.culturosity.com

Salter,K. Conflict Resolution and Mediation Consultant. [email protected]

Scott Dittman, University RegistrarBarbara Rowe, Associate University Registrar

Washington and Lee University

SACRAO 2009, New Orleans

Documents

Scott Dittman, University Registrar Barbara Rowe, Associate University Registrar Washington and Lee University SACRAO 2009, New Orleans