NUB 102 DIVERSITY INCLUSION Block 4 a Fall

NUB 102: DIVERSITY & INCLUSION Block 4 a, Fall 2018

LEARNING GUIDELINES (ADAPTED FROM AISHA ABDELMULA, UNIVERSITY AT BUFFALO) • Confidentiality • Speak from your own experience • Challenge yourself and each other, but do so respectfully. • Share air time; give all voices a chance to be heard. • All perspectives are welcome. • Try to put yourself in someone else’s shoes. • Seek understanding before seeking to be understood. • Listen actively; be present • Recognize people as individuals, not as representatives of an entire group or organization. • Work to obtain a new perspective.

NUB DIVERSITY & INCLUSION VIDEO • Found here: http: //sites. niagara. e du/other/nub/videos/ Participants were asked: • Why is it important to study diversity and inclusion in NUB? • What advice do you have for how to best approach these topics?

• What do the terms diversity and inclusion mean to you? • What is the difference between these two terms?

DEFINING DIVERSITY • “The concept of diversity encompasses acceptance and respect. It means understanding that each individual is unique, and recognizing our individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socioeconomic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies. It is the exploration of these differences in a safe, positive, and nurturing environment. It is about understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within each individual. ” Source: http: //www. qcc. cuny. edu/diversity/definition. html

5 KEY TENETS OF DIVERSITY Diversity is also conscious set of practices in our thoughts, actions, and interactions with others in the classroom, workplace, and other realms, including: 1. “Understanding and appreciating interdependence of humanity, cultures, and the natural environment 1. Practicing mutual respect for qualities and experiences that are different from our own 1. Understanding that diversity includes not only ways of being but also ways of knowing 4. Recognizing that personal, cultural and institutionalized discrimination creates and sustains privileges for some while creating and sustaining disadvantages for others 5. Building alliances across differences so that we can work together to eradicate all forms of discrimination. Source: http: //www. qcc. cuny. edu/diversity/definition. html

DEFINING INCLUSION • Inclusion “is the act of creating environments in which any individual or group can be and feel welcomed, respected, supported, and valued to fully participate. An inclusive and welcoming climate embraces differences and offers respect in words and actions for all people. ” • Source: https: //www. independentsector. org/resource/why-diversity-equity-and-inclusion-matter/

WHAT’S THE DIFFERENCE? For example…

WHY DO WE COVER DIVERSITY & INCLUSION IN NUB?

1. IT RELATES TO OUR VALUES AS A UNIVERSITY: From the NU Student Creed: “We pledge to strengthen our community by serving those most in need, actively striving for social justice in all situations. We affirm that, Niagara’s Catholic and Vincentian values will guide us as we respect the God-given dignity of every person; we know that our success is defined not only by what we achieve, but by the time and talents we commit to serving others. ” From the General Education goals: General Education courses develop: “Communication skills and the ability to work effectively with diverse groups. ” Your Cultural Diversity requirement is part of this.

2. IT MATTERS TO OUR ACADEMIC WORK AND CAMPUS CULTURE • We discuss analytical thinking and analytical reading in NUB; this is also about analytical speaking: speaking purposefully, and realizing that the words we use do matter.

“ANALYTICAL SPEAKING” POSTER IN O’SHEA, 2013

• Given our diverse backgrounds, we recognize that conflicts and misunderstandings will occur, and we also think that every student’s actions shape our campus culture and environment. • There are ways to help the campus community think more carefully and critically about diversity issues. Some of these are outlined in the planner. NUB PLANNERS (1) Offices and student organizations on campus devoted to diversity and inclusion issues (pp. 123, 131138). (2) TABS: “Dos and Don’ts of Being a Purple Eagle” and “Getting Others to Plans Things For You”

3. IT IS ESPECIALLY IMPORTANT IN OUR DIVERSE AND GLOBALIZED WORLD • Workplace realities • Diversity and inclusion issues in our chosen field of study

INTERSECTIONALITY EXERCISE 1. This is the aspect of your identity you are MOST comfortable discussing. 2. This is the aspect of your identity you are LEAST comfortable discussing. 3. This is the aspect of your identity that you THINK ABOUT the most often. 4. You KNOW THE LEAST about this aspect of your identity. 5. You have experienced the most JOY around this aspect of your identity. 6. You have experienced the most PAIN around this aspect of your identity. 7. This is the aspect of your identity that is the most INVISIBLE. 8. You feel the most JUDGED by this aspect of your identity. 9. This is the aspect of your identity you have to DEFEND the most.

JOURNALING QUESTIONS 1. What are your initial reactions to this activity? 2. Why do you think this was a silent activity? 3. How did it feel to be in a category all by yourself? 4. How did it feel to be in a category with many others? NUB Planners (pgs 193 -194) 5. Did you ever stay in the same category for opposite statements (for e. g. most pain and most joy)? 6. Were there any aspects of this activity that made you uncomfortable? 7. What is one thing you will take away from this activity and apply to your life on campus as a student, a ______ major, an athlete, a student leader, a student club member, or future professional?

• The fact that it’s often hard to pick ONE aspect of our identity as the answer to a question suggests that different aspects of our identity are working together (i. e. intersecting) in different ways in different circumstances. This is the concept of intersectionality in practice. • The concept of diversity applies to a whole spectrum of our multifaceted identities; we are diverse in terms of our gender, race, socioeconomic class, religion, ability, sexual orientation, and other identity markers. • As the term “intersectionality” suggests, these aspects of our identity intersect in a variety of ways to shape our identity and our experiences.

DEFINING INTERSECTIONALITY • Intersectionality is defined as the intersection, or the coming together, of various aspects of a person’s identity and the ways in which a person’s identity markers shape that person and their lived experiences. Source: http: //lifehitsyouup. blogspot. com/2013/08/the-human-cake-of-intersectionality. html

Homework Block 6 • Planners, p. 215 • Due block 6 b This assignment puts today’s lesson into practice and perspective.

CLOSING THOUGHTS Goal: Respect others “Respect others” is a command that is not easily followed. You can’t press a button and suddenly everybody is treated well. There is no exact blueprint for treating others with respect. It is often a process of trial and error in which people have to work out things for themselves. Mutual respect is a cooperative process that does not come easily. Sometimes the best we can do is to accept in others what we do not understand about them. —adapted from Richard Sennett, Respect in a World of Inequality (W. W. Norton & Co. , 2003)

PUTTING IT ALL TOGETHER • Our words matter. Our actions matter. Our words and actions help preserve the God-given dignity of every person. • We will make mistakes. We won’t be perfect. But we aim for mutual respect and we need to make sure we support any person in the NU community, especially those who are mistreated, disrespected, or treated in an unfair or hostile way. Let’s work together to make our campus community a good, safe, and inclusive place for all people!