1 Difference, Power, and Privilege Dr. Susan Shaw DPD faculty seminar
2 Definitions Difference: socially constructed binaries that conference dominance or subordination on group members (gender, race, social class, ability, sexual identity, age, religion, country of origin) Power: the ability to control or coerce Privilege: an invisible package of unearned assets Peggy McIntosh
3 Power Typically defined as power-over, the ability to coerce another s behavior. Power also includes access to social, political, and economic resources. In systems of oppression, power accrues to those who most closely approximate the mythical norm (in the US) male, white, heterosexual, financially stable, young-middle adult, able-bodied, Christian. Social institutions (family, education, religion, media, government) reproduce hierarchy and ensure the maintenance of power in the hands of members of the dominant culture by normalizing the dominant culture so that hierarchical orderings based on gender, race, social class, etc. appear natural and inevitable.
4 For example: We would assume that the hiring, promotion & tenure processes at a college or university are neutral and based solely on merit. But the assumption of neutrality masks power relationships based on privilege. Power brings unequal distribution of tasks and rewards (starting salary, resources such as time off for research or start-up funds/travel funds, research assistance, service expectations). The result is: 39% of instructional faculty are women; Only 24% of full professors are women, while 51% of instructors are women. Women hold 31% of tenured positions and 44.8% of tenure-track positions. Women professors earn 81% of what male professors earn. 86% of faculty members are white.
5 Questions for Discussion How might the myth of neutrality mask the realities of Latinos in your work? What can you do in your work to make power arrangements visible and to ensure that they are not disadvantaging people based on race/ethnicity, gender, social class, or other forms of difference?
6 The Importance of Understanding Systems The problem is not one of bad people (an individual approach) but of oppressive systems in which individuals participate in relative privilege or disadvantage depending on their location in the system. For example, not every man (individual) holds institutional power in the same way, but within social institutions most positions of power are held by men, and other men can identify with the power that accrues to manhood (system) in the institution
7 Privilege An invisible package of unearned assets. Why don t dominant groups see privilege as a problem? They don t know privilege exists in the first place. They re oblivious. They don t have to. Privilege insulates them from its consequences. They think privilege is just a personal problem. Individuals get what they deserve. They want to hang on to their privilege. They are prejudiced. They re afraid... of blame, of guilt, of rejection by their own group if they acknowledge privilege, of loss. From Allan G. Johnson, Privilege, Power, and Difference, Mayfield Press, 2001.
8 For example, white privilege: If I should need to move, I can be pretty sure of renting or purchasing housing in an area which I can afford and in which I would want to live. I can go shopping alone most of the time, fairly well assured that I will not be followed or harassed by store detectives. I can turn on the television or open to the front page of the paper and see people of my race widely and positively presented. I can be sure that my children will be given curricular materials that testify to the existence of their race. I can go into a book shop and count on finding the writing of my race represented, into a supermarket and find the staple foods that fit with my cultural traditions, into a hairdresser s shop and find someone who can deal with my hair. I can swear, or dress in secondhand clothes, or not answer letters, without having people attribute these choices to the bad morals, the poverty, or the illiteracy of my race. I can do well in a challenging situation without being called a credit to my race. I am never asked to speak for all the people of my racial group. If a traffic cop pulls me over or if the IRS audits my tax return, I can be sure I haven t been singled out because of my race. I can be late to a meeting without having the lateness reflect on my race. I can choose public accommodation without fearing that people of my race cannot get in or will be mistreated in the places I have chosen. I can easily find academic courses and institutions that give attention only to people of my race. I can choose blemish cover or bandages in flesh color and have them more or less match my skin.
9 What are the consequences of having power and privilege? One is able to experience one s own perspectives and experiences as normal and human rather than gendered or racialized. One is then able to function rather easily out of this perspective, assuming that one s behaviors reflect generic human behavior. One usually does not ask such questions as: Would I think about this differently if I were a woman/a person of color/disabled/poor/lgbt/etc? How might this affect women/people of color/disabled people/poor people/ LGBT people/etc? For example: the Toyota Prius
10 Can a Car Be Too Quiet? The hybrid Toyota Prius was engineered to be especially quiet. But blind people are now protesting the Prius and requesting minimum noise levels for vehicles so that vision-impaired people will be aware of the vehicles.
11 The Diversity Wheel
12 Group Discussion What if one thing on the inner wheel changed for you? How would your life be different?
13 Naming My Privileges Male privilege Class privilege Heterosexual privilege Able-bodied privilege Age privilege
14 Questions for Discussion How might various forms of hidden privilege and disadvantage affect the people with whom you work? How might these affect your work relationships with these people? What can you do be be aware of the workings of privilege?
15 Oppression: The root of the word oppression is the element press. The press of the crowd; pressed into military service; to press a pair of pants; press the button. Presses are used to mold things or flatten them or reduce them in bulk... Something pressed is caught between or among forces and barriers which are so related to each others that jointly they restrain, restrict or prevent the thing s motion or mobility... One of the most characteristic and ubiquitous features of the world as experienced by oppressed people is the double bind situations in which options are reduced to a very few and all of them expose one to penalty, censure or deprivation. Marilyn Frye, The Politics of Reality
16 Consider a birdcage... The experience of oppressed people is that the living of one s life is confined and shaped by forces and barriers which are not accidentally or occasional and hence avoidable, but are systematically related to each other in such a way as to catch one between and among them and restrict or penalize motion in any direction. It is the experience of being caged in. Marilyn Frye
17 Dimensions of Oppression The Institutional Dimension of Oppression systematic relationships of domination and subordination are structured through social institutions such as schools, businesses, hospitals, the work place. Race, gender, and class place people in distinct institutional niches with varying degrees of penalty and privilege. The Symbolic Dimension of Oppression socially-sanctioned ideologies used to justify relations of domination and subordination. Central to this process is the use of stereotypical or controlling images of diverse gender, race, and class groups. The Individual Dimension of Oppression the ways in which race, gender, and class as categories of analysis frame our individual biographies, the ways we participate in privilege and disadvantage based on our institutional and symbolic statuses. Patricia Hill Collins
18 Common Elements of Oppressions A Defined Norm Institutional Power Economic Power Threat of Violence Lack of Prior Claim Othering Invisibility Stereotyping Blaming the Victim Horizontal Hostility Isolation Assimilation and Tokenism Individual Solutions Suzanne Pharr, Homophobia: A Weapon of Sexism
19 The Cycle of Oppression Systematic mistreatment of a target group which generates... justification for further mistreatment... misinformation and ignorance about these people which become... socially sanctioned attitudes, feelings, beliefs, and assumptions which become...
20 Understanding Race & Racism
21 Race As A Socially Constructed Category Race: a group of people who perceive themselves and are perceived by others as possessing distinctive hereditary traits. Ethnicity: a group of people who perceive themselves and are perceived by others as sharing cultural traits such as language, religion, family customs, and food preferences. The Institutional Construction of Race: the recognition by social institutions of one s membership in a race category The Interpersonal Construction of Race: the need to define others by distinct racial categories. White is generally constructed as an unmarked category (We don t usually asks whites, what are you? The Internal Construction of Race: the reinforcement of racial categories and the meanings associated with them within ourselves, internalizing the social values accorded racial categories.
22 Questions for Discussion How are the categories Latino, Latina, Hispanic, Chicano, Chicana, Mexican constructed in our dominant culture? What effects do these cultural constructions of race/ethnicity have on people who are placed in these categories? How do these categories of race/ethnicity affect the work you do?
23 The Social Construction of Whiteness Who is white? Are Jews, Irish, and Italians white? If I m white, do I have a culture? Why does a drop of blood make you Black, when it takes a full-blooded great-great grandparent to make you Native American? Why do white people have such an investment in whiteness?
24 What, then, is whiteness? Most basically, "whiteness" is an ideological fiction naming those properties supposedly unique to "white people, properties used to claim that they are a superior race and the norm by which others are judged. Whiteness is also or above all else a legal fiction determining the distribution of wealth, power, human rights, and citizenship among bodies denominated by this fiction (see Lipsitz, The Possessive Investment in Whiteness). Historically, white people are an invented "race," made up of various ethnic groups perceived to have a common ancestry in parts of Europe and self-proclaimed to be superior biologically and culturally to other "races." "White" was invented as a category when previous notions of national "races" (French, German, English, Norwegian, etc.) were lumped together to create a single powerful coalition. "White" is thus a political fiction that has been used by one social group to harm and oppress others. --http://www.uwm.edu/people/gjay/whiteness/introwhite.htm
25 The Usefulness of Race What is the political usefulness of thinking of race as a fixed biological characteristic? Why do you suppose many people have a difficult time accepting race as a constructed category? How does the social construction of whiteness play out in Latino communities? What is its impact? How does it affect your work?
26 Four Forms of Racism Aware/Blatant outright racism, without apology or confusion Aware/Covert hidden but intentional racism (job vacancies or apartment vacancies suddenly filled) Unaware/Unintentional behaving in racist ways without meaning to because of misinformation, naïveté, and/or lack of awareness of privilege Unaware/Self-righteous the good whites who often tell people of color what their issues are and what they should be doing about them Gloria Yamato, Something about the Subject Makes It Hard to Name, Making Face, Making Soul. Ed. Gloria Anzaldua (San Francisco: Aunt Lute Books, 1990),
28 Am I an Ally?Evaluating My Awareness Respond with Almost Always, Usually, Seldom, or Almost Never HOW OFTEN DO I: Challenge others on racial/ethnic/sexually derogatory comments? Speak up when someone is humiliating another person? Refuse to participate in jokes that are derogatory to any group, culture, sex, or sexual orientation? Refrain from repeating statements or rumors that reinforce prejudice or bias? Recognize and challenge the biases that affect my own thinking? Avoid using language that reinforces negative stereotypes? Get to know people from different cultures as groups and as individuals? Learn about and appreciate the richness of other cultures and respect their holidays and events? Encourage target group members to speak out on their issues and concerns and treat those issues as valid? Disregard physical characteristics when determining abilities? Listen to and value contributions by target group members in meetings? Call, write, or in some way protest when a book, newspaper, TV show, or some branch of media perpetuates or reinforces a bias or prejudice? Refuse to join or remain a member of associations or groups that allow or reinforce values or practices that are racist, sexist, heterosexist, classist, ageist, ableist, or otherwise biased or prejudiced? Confront organizational policies and procedures that lead to the exclusion of anyone? Accept and reinforce the fact that not everyone has to look a certain way to be valued?
29 Begin with Appropriate Assumptions Assume that all people are of one race, the human race, and that we are more alike than different. Acknowledge that racism, classism, sexism, heterosexism, ableism, ageism, and other institutionalized forms of oppression exist. Acknowledge that non-targets receive privilege, whether it is wanted or not, within power structures. Assume that the liberation of all people is your business and your responsibility. Recognize that all people need the acknowledgement that their liberation issues are legitimate. Assume that misinformation, oppressive behaviors, and oppressive attitudes are learned and therefore can be unlearned. Assume that misinformation and mistreatment isolate and divide all people, not just members of the target group. Assume that members of target groups are experts on their own experiences as target group members and that you have much to learn from them. Agree not to blame target group members for the conditions of their lives. Assume that target group members are survivors and that they have a long history of resistance. Recognize that as a non-target person you are an expert on your experience of having being conditioned to take the oppressor role. Agree not to blame yourself or others for the misinformation you have learned but to accept responsibility for not repeating misinformation after you have learned otherwise. Assume that non-targets also have a history of resistance which has been obscured and hidden. Assume that people can and do change. Do not expect gratitude from people in the target group. Be an ally 100%, no strings attached.
30 Get Good Information Recognize that through socialization you have received misinformation about both target and non-target groups. Find out as much as you can about other groups--their history, their religious practices, their art, music and literature. Remember you are responsible for educating yourself about other s groups. Don t expect target groups to do it for you. Become an expert on all of the issues which are of concern to people in the target group. Identify resources and join local organizations which combat oppression. Reach out and make friends with people in other groups. Listen to the unique perspective of each person, and remember that each person is an expert on his or her experience of being a target. Never demean, devalue, or in any way put down people for their experiences. Share information about your group with others. Speak from your own experience without comparing your oppression to theirs.
31 Look at Where Your Own Difficulties/Issues Lie Don t live in denial. Acknowledge that racism, sexism, classism, heterosexism, and other forms of oppression exist. Acknowledge the ways in which you are contributing to oppression. Notice the stereotypes and misinformation you have about other groups. Notice your own embarrassment, awkwardness, and fears. Get information about the ways you have been targeted. One way to do this is by remembering your own experiences. Get information about the ways you learned to target others. One way to do this is remembering early experiences where you were taught to target others.
32 Reject the Mythical Norm Acknowledge the existence of this norm in our society--white, thin, male, young, heterosexual, Christian, financially secure. Identify differences in power that accrue to groups based on their proximity to the mythical norm. Reject the entire norm, not just the part that oppresses your group.
33 Don t Compare or Rank Oppressions Recognize that all oppressions are harmful and, that in the work of liberation, all oppressions must be resisted and eliminated. Recognize that each oppression is different and is experienced differently by members of target groups. Recognize that comparing or ranking oppressions adds to the divisions between target groups which prevent them from acting in solidarity against the dominant culture. Don t be a one-issue person. Alliance-building involves fighting against all oppressions.
34 Interrupt Oppressive Behavior Recognize that actively joining in oppressive behavior or giving no response at all both work against social justice. Interrupt oppressive behavior, such as jokes, namecalling, stereotyping, and discrimination by expressing your disapproval of the behavior. Educate those behaving in oppressive ways by explaining what is oppressive about the behavior. Support the proactive responses of others. Initiate proactive responses by taking some kind of action which promotes understanding and valuing of differences.
35 Make an Ongoing Commitment: Always Have Another Step to Take Set goals for yourself to continue working toward justice. Create accountability with others who have a similar commitment to social justice. Keep abreast of developments in social and political arenas which affect target groups. Attend workshops and conferences to increase your skills as an ally. Read books, newspapers, and journals which address issues of concern to target groups. Support others who have also made a commitment to social justice. Celebrate our diversity. Sources: Dr. Annie Popkins, WS 514 Systems of Oppression in Women s Lives; WS 599 Unlearning Racism, Oregon State University. Dr. Ricky Sherover-Marcuse. Unlearning Racism Workshops. Oakland, CA The Anti-Racism Project of the City of Portland Bureau of Community Development. Mary McClintock. How to Interrupt Oppressive Behavior. Camping Magazine (Nov-Dec. 1990) 32-34
36 Coalition-Building A coalition is a temporary alliance or partnering of groups in order to achieve a common purpose or to engage in joint activity. Coalitions offer: strength and power in numbers, leading to a wider reach added credibility to the health community when it has a coordinated plan, a united front and a consistent message a public perception of tangible, broad community support media attention and public profile for organizations which they may not otherwise achieve increased access to policy makers networking and partnership opportunities economies of scale and cost-efficiency division of labor and reduced duplication information the exciting feeling of belonging to something greater than the sum of its parts
37 What are the benefits of coalitions? A coalition of organizations can win on more fronts than a single organization working alone and increase the potential for success. A coalition can bring more expertise and resources to bear on complex issues, where the technical or personnel resources of any one organization would not be sufficient. A coalition can develop new leaders. As experienced group leaders step forward to lead the coalition, openings are created for new leaders in the individual groups. The new, emerging leadership strengthens the groups and the coalition. A coalition will increase the impact of each organization's effort. Involvement in a coalition means there are more people who have a better understanding of your issues and more people advocating for your side. A coalition will increase available resources. Not only will physical and financial resources be increased, but each group will gain access to the contacts, connections, and relationships established by other groups.
38 A coalition may raise its members' public profiles by broadening the range of groups involved in a conflict. The activities of a coalition are likely to receive more media attention than those of any individual organization. A coalition can build a lasting base for change. Once groups unite, each group's vision of change broadens and it becomes more difficult for opposition groups to disregard the coalition's efforts as dismissible or as special interests. A successful coalition is made up of people who have never worked together before. Coming from diverse backgrounds and different viewpoints, they have to figure out how to respect each other's differences and get something big accomplished. They have to figure out how each group and its representatives can make their different but valuable contributions to the overall strategy for change. This helps avoid duplication of efforts and improve communication among key players.
White Privilege: Unpacking the Invisible Backpack by Peggy McIntosh Through the work to bring materials from Women s Studies into the rest of the curriculum, I have often noticed men s unwillingness to
DEFINITIONS AND KEY CONCEPTS Race: A social construct that artificially divides people into distinct groups based on characteristics, such as physical appearance (particularly color), ancestral heritage,
RACE RELATIONS, CROSS CULTURAL UNDERSTANDING AND HUMAN RIGHTS IN LEARNING POLICY 1. GENERAL PRINCIPLES 2. DEFINITIONS 3. POLICY FRAMEWORK 4. CURRICULUM 5. INSTRUCTION 6. ASSESSMENT AND EVALUATION 7. GUIDANCE
How to Interrupt Oppressive Behavior 4&1 Next Steps and Action 92 Mary McClintock ll~tl)' 8 Jokes that made fun of Helen Keller's disabilities were very popular one summer at a camp run by a local social
Awareness of Self as a Cultural Being Valerie A. Batts, PhD VISIONS, Inc. Enhancing Cultural Competence In Clinical Care Settings (4C) Training February 12th, 2016 Central California Children s Institute,
Sexual Orientation In inclusive organizations, individuals who are gay, lesbian, bisexual and transgender are able to be themselves, without fear of discrimination or recrimination. They bring their full
Exploring Systemic Macroaggressions and Community Colleges Dr. Luca Lewis Dr. Ata Karim Introduction Welcome Who We Are Training Overview Rules of Engagement Collaborative Exploration Outcomes Learn how
Diversity Sensitivity Dorene Fick, LCSW Psychological Health*Roanoke Advantage EAP People need to see that, far from being an obstacle, the world s diversity of languages, religions and traditions is a
White Privilege: Unpacking the Invisible Knapsack Peggy McIntosh "I was taught to see racism only in individual acts of meanness, not in invisible systems conferring dominance on my group" Through work
Canadian Network for the Prevention of Elder Abuse ~~~~ Réseau canadien pour la prévention des mauvais traitements envers les aîné(e)s Many senior groups, service providers, and academics in Canada have
Knowledge of Multicultural School Counseling 2 At my school about half the population is ELL students. I feel inadequate when it comes to working with ELL students due to language barriers. My school is
Multicultural Competence by P a u l K i v e l IN ORDER TO MAKE SURE that everyone is not only present, but can also participate fully, we need to be what many people call culturally competent. Cultural
Preparing to Serve: Online Training Modules M A S S E N, A. A N D K O W A L E W S K I, B. ( E D S. ) C O P Y R I G H T 2 0 1 0. W E B E R S T A T E U N I V E R S I T Y P R E P A R I N G T O S E R V E :
APPENDIX C Racial Harassment and Discrimination Definitions and Examples (quotes are from the Stephen Lawrence Inquiry report, 23 March, 1999) Racial Harassment is an act designed to intimidate, humiliate,
DATING IN THE HOOD Study Guide Intermedia, Inc. 1165 Eastlake Avenue E. Suite 400 Seattle, WA 98109 USA (800)553-8336 / (206)284-2995 voice (800)553-1655 / (206)283-0778 fax INTRODUCTION Dating Violence
The Need for a Multicultural Emphasis Multicultural Perspectives and Diversity Issues Chapter 4 Psychology 475 Professional Ethics in Addictions Counseling Listen to the audio lecture while viewing these
INTRODUCTION This brochure is intended to educate Treasury employees about the prevention of harassment in the workplace. Harassment is a matter of particular concern because it seriously damages the employee-employer
Scope of the Code The Ontario Human Rights Code provides protection from discrimination in five areas of our lives. The Code states that every person has a right to freedom from discrimination in the following
1 Isolation Emotional SOUTHERNERS ON NEW GROUND HOW DO WE RELATE? The Relationships Between Forms of Oppression Police abuse us, rarely ever help us. We lose our homes through gentrification. Many neighborhoods
Derek Bok Center for Teaching and Learning, Harvard University ONLINE DOCUMENT TIPS FOR TEACHERS: ENCOURAGING STUDENTS IN A RACIALLY DIVERSE CLASSROOM Topics: The Cardinal Rule Questions a teacher might
Building Safe Communities Critical Incident Response Model What is a critical incident? People have different definitions for the term "critical incident." Some communities have developed their own definition
Teaching about race and prejudice: key issues Teacher skill Expertise and appropriate teaching approaches can be built up within a team over time. Teaching about race and prejudice takes courage and practice!
Gender Stratification Gender and Inequality Gender Personal traits and social positions that members of a society attach to being female and male Gender stratification Unequal distribution of wealth, power,
CHAPTER 4: PREJUDICE AND DISCRIMINATION CHAPTER OVERVIEW Chapter 4 introduces you to the related concepts of prejudice, stereotyping and discrimination. The chapter begins with definitions of these three
1. Policy EQUALITY, DIVERSITY AND INCLUSION POLICY Victim Support is committed to tackling all forms of discrimination and inequality in both the workplace and the services the organisation provides. This
1. Underlying Principle Equality, Diversity and Inclusion Policy A F Blakemore appreciates that everyone is different and has something unique to offer and wants to respect and understand these differences
SOCIAL JUSTICE 101 What s the difference? Diversity & Multiculturalism Tolerance Acceptance Celebration Awareness Social justice Privilege Oppression Inequity Action Oriented What is social justice? "The
Chapter 13 Prejudice: Causes and Cures Prejudice Prejudice is ubiquitous; it affects all of us -- majority group members as well as minority group members. Prejudice Prejudice is dangerous, fostering negative
SESSION 5: SUBSTANTIVE EQUALITY Session 5 Case study on Equality (Based on Dothard v. Rawlinson, 433 U.S. 321 (1977) In a prison in the city of Kanpur, 20% of dangerous sex offenders were scattered through
SCHOOL SAFETY & VIOLENCE PREVENTION FOR LESBIAN, GAY, BISEXUAL & TRANSGENDER STUDENTS: A Question & Answer Guide for California School Officials & Administrators A publication of the California Safe Schools
Raising Diversity Consciousness There is nothing either good or bad but thinking makes it so. Shakespeare What is Diversity Diversity is about people. It s about the environment we work in and respecting
1.0 Purpose The purpose of the Diversity and Equal Opportunities Policy is to encourage an atmosphere where all staff embrace the benefits of working in a diverse community and to provide a framework for
Knowing Yourself: Cultural Differences and Self Awareness The Silent Interview Where did he/she grow up? What is his/her ethnicity? What type of work does his/her parents do? What does he/she do in his/her
Diversity and Organizational Change By Ginger Lapid-Bogda, Ph.D. Abstract: Diversity is often viewed as a training program, limited to a human resources initiative focused on race and gender and separate
4.1 Analyzing Argumentation in Your Major Objectives Develop an awareness of how arguments are constructed in professional journals in students majors or fields. Analyze the process of argumentation as
Rethinking Homophobia : Sexual Prejudice Today A O I F E C A R T W R I G H T P H D S T U D E N T D E P A R T M E N T O F P S Y C H O L O G Y N U I M A Y N O O T H Rethinking Homophobia : Sexual Prejudice
Module: Culturally Competent Care Objectives: After completion of the module, students will be able to: Define and/or describe culture, diversity, cultural competence, and cultural diversity Identify steps
The art of respectful language Impairment and disability: a world of difference Disabled people use the term impairment to talk about their medical condition or diagnosis or description of their functioning.
Folks: The following are extracts from an article in the book Teaching for Diversity and Social Justice: A Sourcebook, edited by Maurianne Adams, Lee Anne Bell and Pat Griffin, pp. 82-109. (New York and
1 McMaster University School of Social Work Social Work 3O03 Social Work and Sexualities Instructor: Robert Cosby School of Social Work Office: KTH-326 Email: firstname.lastname@example.org Class Time: Wednesdays,
PRINCIPLES OF MULTICULTURAL PSYCHIATRIC REHABILITATION SERVICES Executive Summary PRA recognizes the striking disparities in mental health care found for cultural, racial and ethnic minorities in the USA,
SAME SEX PARTNER ABUSE DR GINNA BABCOCK INTRODUCTION LGBT populations vulnerable to marginalization and devaluation in society LGBT same-sex relationships fall within the category of intimate partnerships
1 Abuse in Same-Sex Relationships Abuse in relationships is any behavior or pattern of behavior used to coerce, dominate or isolate the other partner. It is the use of any form of power that is imposed
Metropolitan State University of Denver Master of Social Work Program Evaluation Date: Agency/Program Task Supervisor Faculty Liaison Total Hours Completed To Date for this semester: s will not receive
Volume 19 Issue 1 Spring 2010 Illinois Wesleyan University Magazine Article 3 2010 To See Without Judging Tim Obermiller Illinois Wesleyan University, email@example.com Recommended Citation Obermiller, Tim
Standard 4 Equality and inclusion Your Name: Workplace: Start Date: Completion Date: Contents 1. The value and the importance of equality and inclusion 2. Providing inclusive support 3. Access information,
A Proclamation for the Dignity and Rights of All Human Beings PREAMBLE We believe all persons are whole human beings, regardless of ability, mobility, expression, communication, intelligence, accommodations,
Oregon Education Investment Board: Equity Lens OEIB Vision Statement To advise and support the building, implementation and investment in a unified public education system in Oregon that meets the diverse
Diversity and Social Justice A glossary of working definitions* *This glossary is not intended to be an exhaustive list of every word and term used in our conversations about diversity and social justice.
Guide for Community Screenings Waking in Oak Creek is a 35-minute film that follows a community as it heals in the wake of a tragedy. The cameras follow the courageous police response and powerful community
MONROE TOWNSHIP PUBLIC SCHOOLS WILLIAMSTOWN, NEW JERSEY Williamstown High School Law Enforcement September 2013 Written by: Timothy Rue Stanley Krzyminski, Director of Curriculum Christine Stanton, Supervisor
Cultural Competency: Is it a level of consciousness or just (plain ol ) common sense? DR. TAMARA A. BAKER DEPARTMENT OF PSYCHOLOGY UNIVERSITY OF KANSAS FEBRUARY 26, 2015 outline 1. Defining culture, cultural
Company LOGO Dealing with prejudice and bias in work with newcomers Jewish Family Services of Ottawa Agenda Why Do We Need this Training? Helping Newcomers Canadian Values Racism, Bias, Prejudice, Stereotypes
1 of 8 A summary of how to avoid discrimination under the Equality Act 2010 when defining who can benefit from a charity A. About the Equality Act and the charities exemption A1. Introduction All charities
Equality & Diversity Positive Use of Language Guidelines for Staff and Students University of Bath Equality and Diversity This leaflet is produced to assist in the pursuit of corporate aims of supporting
1 Equality, Diversity and Inclusion Policy Owned By: Senior Management Issue Date: July 2015 This policy will be reviewed in six months 1 2 Equality, Diversity and Inclusion Policy Introduction ProCo NW
Graduate Student Bill of Rights and Responsibilities Approved May 8, 2011 Upon enrollment, all graduate students shall be informed of the following rights and responsibilities, and shall be free from reprisal
Jones & Associates Consulting, Inc. Jones & Associates Consulting, Inc. is a diversity and organizational change consulting firm based in San Diego, California. Founded in 1993, our mission is to develop
Comprehensive Diversity Plan for the Research Division Introduction In 1999, Cornell University developed its vision for a diverse and inclusive community, Open Doors, Open Hearts, and Open Minds: Cornell
LaGuardia Community College Department of Human Resources CUSTOMER SERVICE COMMUNICATION SKILLS INTERPERSONAL SKILLS E-MAIL & TELEPHONE TECHNIQUES 1 This Workshop Provides Strategies to: Deliver quality
Wiederman 1 Sexual Attitudes, Values, and Beliefs Most people are too focused on sexual activity they think it is more important than it really is. Do you agree or disagree with this statement? What is
Table of Contents Executive Summary 1 Part I: What the Survey Found 4 Introduction: American Identity & Values 10 Year after September 11 th 4 Racial, Ethnic, & Religious Minorities in the U.S. 5 Strong
The Respectful Workplace: Opening the Right Doors You Can Stop Harassment: Taking Responsibility Statewide Training and Development Services Human Resource Services Division Department of Administrative
In the GE Community Fair Employment Practices (Policy 20.2) Issued: October 2000 Supersedes: April 1993 GE is committed to fair employment practices, including the prohibition against all forms of illegal
Prior Learning Assessment and Recognition Policy Adopted by Central Council The following policy for Prior Learning and Assessment is designed to be used in exceptional circumstances to determine educational
Diversity and Equality Policy For the attention of: All Staff Produced by: Director, Human Resources Approved by: SMT Date of publication: September 2013 Date of review: August 2015 Our Mission To provide
Cultural Awareness Learning Module One Table of Contents Table of contents... i Pretest...1 Definition of Terms...2 Subtopic 1 An Introduction to Cultural...5 Timeline...5 Section 1 Learning Objectives...5
What is Workplace Diversity? Accepting Diversity in the Workplace Managing Diversity in the Workplace The Importance of a Diverse Workforce Identifying Top Talent - Recruiting from a Diverse Pool of Candidates
EQUALITY, DIVERSITY AND INCLUSION POLICY AND PROCEDURE HR01 Applies to: EQUALITY, DIVERSITY AND INCLUSION POLICY AND PROCEDURE Original Date of Board Approval: January 2012 Review Date: November 2014 Updated:
Metropolitan State University of Denver Master of Social Work Program Evaluation Date: Agency/Program Task Supervisor Faculty Liaison Total Hours Completed To Date for this semester: s will not receive
ESSL Equality and Diversity Committee Induction Promoting an Inclusive Faculty Ann Blair - Faculty Diversity Officer Maria Pervaiz Equality Service Some interesting facts A diverse university (Home students)
Syracuse University School of Social Work Office of Field Instruction Program Competencies, Resulting Practice Behaviors & Examples of Field Tasks Program Competency Resulting Practice Behavior Example
Kern Community College District Board Policy Manual Section Eleven General Personnel Administration 11E Code of Ethics The Kern Community College District recognizes that a commitment to the highest ethical
CHAPTER I INTRODUCTION Topic of Interest The statistics representing the workforce of the new millenium are well known. Increased numbers of women, people of color, and older workers will soon begin to
Supplemental Information Gathering Compiling a community profile and conducting a needs assessment are two important components in planning for and designing community based primary prevention initiatives.
Equality Policy St Jerome s Catholic Primary School In this small space we learn to value one another, To think, to learn, to wonder and create. The School aims: * to provide the best possible educational
CHANGE MANAGEMENT HOW TO ACHIEVE A CULTURE OF SAFETY Change Objectives Identify the Eight Steps of Change using Kotter s Model for change within your organization Discuss other change management models
CHAPTER 12 RACE AND ETHNICITY CHAPTER SUMMARY Race is a complex and often misunderstood concept. Race is a reality in the sense that inherited physical characteristics distinguish one group from another.
AMCD Multicultural Counseling Competencies A. Attitudes and Beliefs I. Counselor Awareness of Own Cultural Values and Biases 1. Culturally skilled counselors believe that cultural self-awareness and sensitivity
1. Social Justice Social justice is both a process and a goal. The goal of social justice is the full and equal participation of all groups in a society that is mutually shaped to meet their needs. Social