Scott Dittman, University Registrar Barbara Rowe, Associate University Registrar

1. Supporting the Global and Diversity Mission of your Institution at a Professional and Personal Level Scott Dittman, University Registrar Barbara Rowe, Associate University Registrar Washington and Lee University SACRAO 2009, New Orleans

2. Overview • 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

3. IB World Magazine of the International Baccalaureate, January 2008 • 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

4. Attended AACRAO 2008 • 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?

5. A Timely Conversation • SACS • Self-study • Office survey on service and attitude • Revision of mission • Personnel evaluations

6. What do we mean? Diversity • 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

7. What do we mean? Inclusiveness • 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

8. Global or Multicultural awareness • 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

9. Sensitivity to all differences • 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?

10. Institution Level

11. Washington and Lee University Add demographics here

12. Washington and Lee University • 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

13. Washington and Lee University Changing community • In the last 25 years, ugr. enrollment up 28% • from zero to 50% women • from 3% non-white to 15% non-white • Non-Greek social members from 33% to 20% (from 17 to 22 fraternities/sororities, including HBs) • from 1% international from 15 countries to 4% international from 34 countries • In the last 10 years, tuition up 86% • average institutional grant up 116% • students receiving need-based aid up 11% • students with family incomes under $40K up 28%

14. W&L Mission 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 diversesociety. www.wlu.edu/x35.xml, adopted May 2008

15. W&L Philosophy and Characteristics • "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

16. W&L Philosophy and Characteristics • "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

17. W&L Philosophy and Characteristics • "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

18. W&L Commitment to Diversity • "…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 nurtureall 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

19. What has W&L done? • 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

20. Consultant at W&L • 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

21. Department Level

22. W&L University Registrar's Mission • 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.

23. At the department level "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

24. Professional strategies • 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

25. Strategies continued… • 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-wee Joan OreanuoluwapoOguntimein 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

26. Personal Level

27. At the personal level Prejudice is not seeing difference. Prejudice is seeing difference and then thinking less. source unknown, quoted by Karen Salter

28. An exercise in awareness, listening, and empathy* 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

29. Developmental Model of Intercultural Sensitivity Defense Reversal Denial Minimization Acceptance Adaptation Integration ethnorelativism ethnocentrism from Bennett, 1986

30. Stages of Intercultural Sensitivity: Denial • 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 Minimization Acceptance Adaptation Integration Denial Defense

31. Stages of Intercultural Sensitivity: Defense • 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” • Strategies for personal growth? • Emphasize what cultures have in common – what is “good” in all cultures • Recognize and admit if your initial reaction is defensive or denigrating Minimization Acceptance Adaptation Integration Denial Defense

32. Stages of Intercultural Sensitivity: Minimization • 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” • Strategies for personal growth? • Training with simulation exercises, specific examples of how communication can be interpreted differently, personal stories • Remain silent and listen… Minimization Acceptance Adaptation Integration Denial Defense

33. Stages of Intercultural Sensitivity: Acceptance • 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?” • Strategies for personal growth? • 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) Minimization Acceptance Adaptation Integration Denial Defense

34. Stages of Intercultural Sensitivity: Adaptation • 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) • Strategies for personal growth? • Organization allow cultural differences to be used as a resource. • Face-to-face interaction in real-life communication situations • Educational training in intercultural competence Minimization Acceptance Adaptation Integration Denial Defense

35. Stages of Intercultural Sensitivity: Integration • 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 • Strategies for personal growth? • Assume roles that help • Establish one’s own “cultural core” or personal value system Minimization Acceptance Adaptation Integration Denial Defense

36. Developmental Model of Intercultural Sensitivity Defense Reversal Denial Minimization Acceptance Adaptation Integration ethnorelativism ethnocentrism from Bennett, 1986

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

38. Examples of Kindness (www.kindness.com) ... 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 ... 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

39. What do I do next? • 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?

40. Bibliography • 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. kldsalter@msn.com

41. Thank you! This presentation is posted at registrar.wlu.edu/sacrao09/index.pdf

42. Supporting the Global and Diversity Mission of your Institution at a Professional and Personal Level Scott Dittman, University Registrar Barbara Rowe, Associate University Registrar Washington and Lee University SACRAO 2009, New Orleans