Creating the Inclusive Classroom and Civility

1. Creating the Inclusive Classroom and Civility Office of Equity, Diversity and Community Engagement

2. 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.

3. UT Office of Equity, Diversity and Community Engagement • Minority Business Development Center • Catharine S. Eberly Center for Women • UT Diversity Trainings and Web Page Development • Culture Ambassadors • focuses on creating a positive environment • President’s Lecture Series on Diversity • Lead and sponsor of the UT Culture Climate Survey • Develop and manage the Diversity Plan process • President’s Council on Diversity • Culture Building Institute • Diversity Certificate Program

4. Welcoming Age Color Ethnicity Gender Religion Disabilities Socio-Economic Status Sexual Orientation Gender Identity National Origin

5. 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

6. Civility • Noun • 1. courtesy; politeness. • 2. a polite action or expression

7. UT Mission The 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.

8. UT Core Values Compassion, Professionalism and Respect; Discovery, Learning and Communication; Diversity, Integrity and Teamwork; Engagement, Outreach and Service; Excellence, Focus and Innovation Wellness, Healing and Safety.

9. UT Core Values Diversity, Integrity and Teamwork Create 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

10. UT Definition of Diversity Human 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.

11. Culture • 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… Characterized by rhetoric, lack of listening, fear, and centers on an individual * Deering, Dilts, Russell (2003)

12. Ethnic and Racial Diversity Gender Diversity Gender Orientation Diversity Socioeconomic Diversity Religious Diversity Generational Diversity National Origin Diversity Ability Diversity

13. Fall ‘13 Students Male 49.7% Female 50.2% Unreported or non-reported 0.1% Undergraduate Total Population 16,192 Graduate Total Population 4,590 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)

14. UT Statistics Faculty/Staff (Including UTMC)* Male 51.7% Female48.3% 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 Reported1.1% Two or More Races 0.4% White 70.9% * UT Institutional Research (May 2014)

15. Beyond Changing Demographics… • 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

16. “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.”

17. 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

18. Two Types Personal – Individual factors Social – Societal factors Limited Perceptions Bucher (2010) refers to perceptions that do not always reflect reality but only what one sees through their own experiences. Ethnocentrism Refers to one’s own culture or ethnic group to be “central” or “normal” and viewing cultures as “deficient” or “inferior” (Thompson & Cuseo, pg. 203).

19. Stereotypes Refers 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”

20. Prejudice Refers to an “irrational and inflexible opinion formed on the basis of limited and insufficient knowledge” (Bucher, R.D., p. 91). Stereotypes typically lead to prejudice Remember that some may claim that stereotypes may be useful but they are still used to be hurtful and misleading

21. Power Abuses Refers 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).

22. Discrimination Refers 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).

23. Verbal and Non-Verbal • 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%

24. Listening • 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

25. UT Diversity Homepage • utoledo.edu/diversity • Provides links to: • Listing of centers, offices, programs • Diversity calendar • College diversity plans • Community resources • Diversity testimonials • UT Culture Building Institute • utoledo.edu/diversity/training/SignUp.html • More than 20 workshops available • Flexible Scheduling • Troubleshooting Life's Challenges • http://www.utoledo.edu/tlc/ Resources and Support

26. Important Information UT Police- EmergencyCall 419-530-2600 UT Police- Non-Emergency Call 419-530-2601 Night WatchCall 419-530-3024 UT RidesCall 419-536-8294

27. Important Information For a complaint regarding discrimination or harassmentCall 419-530-2508 Contact: Kevin West, JD419-530-4052

28. Important Information The Sexual Assault Education And Prevention Program Call 419.530.3431 Dean of Students/Student Code of Conduct 419-530-8585 Compliance Concepts Call the anonymous reporting line – 1-888-416-1308

29. Motivation and Desire Have to want to build a culture of inclusion. Observe and be open Recognizing differences among individuals and groups. Visualize relationships and collaboration Finding common ground, goals, and aspirations. Evaluate and assess Actively making adjustments where necessary to strengthen bonds and prepare for new ones.

30. What is you take away? Can we get a commitment for a more inclusive classroom? Thank you!

31. 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.

32. 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