Roy Shaff (Author) - Diversity Training In-Service

1. Heritage Institute Fort Myers DIVERSITY TRAINING In-Service March 27, 2009

18. Cultural Competence Learning Matrix

23. Discussion Starters on the Implications for Heritage Classrooms Include a statement in your first day of class about the need to appreciate and respect diversity. Including Heritage Institute's anti-discrimination policy shows that you are aware of it, and provides a basis for discussion or action should a relevant issue arise. Helpful? Why? Why not?

24. Discussion Starters on the Implications for Heritage Classrooms Include a statement in your first day of class about the need to s et ground rules for class discussion, based on an agreement to honor each other’s differences and experiences. Acknowledge that a certain amount of conflict may be necessary for the learning process. Helpful? Why? Why not?

25. Discussion Starters on the Implications for Heritage Classrooms Review the syllabus during the first day of class and highlight and discuss the impersonal, specific, concrete grading criteria for the class. Review grades with students regularly to avoid surprises and accusations of favoritism or discrimination. Helpful? Why? Why not?

28. Discussion Starters on the Implications for Heritage Classrooms Remember that, in our classrooms, age can be a significant factor in cultural experience. Many of our older students are less technologically savvy and have fears of learning which the younger students do not have. Older students can look down upon or be impatient with the younger and vice versa. Helpful? Why? Why not?

29. Discussion Starters on the Implications for Heritage Classrooms If your class includes group work, even if students choose their own team members, insist that the group composition must be as diverse as possible with regard to gender, race, age, nationality and major. Helpful? Why? Why not?

30. Discussion Starters on the Implications for Heritage Classrooms Pay attention to how you address different groups of students. Do you refer to international students in the same way as you refer to other students? Do you address men and women differently? How about the married or single? Strive for as much consistency as possible in the way you address each person in the class. Helpful? Why? Why not?

31. Discussion Starters on the Implications for Heritage Classrooms Monitor the questions and comments coming from the class to make sure that one group's opinions are not over-represented. If people from some groups (race, gender, nationality, major) are not volunteering information, ask for their opinion. Helpful? Why? Why not?

32. Discussion Starters on the Implications for Heritage Classrooms Use a random system for asking general questions or soliciting class participation so that every student has the same chance of participating. Helpful? Why? Why not?

33. Discussion Starters on the Implications for Heritage Classrooms When students are speaking to each other, monitor the discussion to make sure that students show consideration and respect. Make sure that all groups are able to participate. Intervene if a person or group of people are trying to dominate the discussion. Helpful? Why? Why not?

34. Discussion Starters on the Implications for Heritage Classrooms If you use cases, choose cases which involve diverse populations, female decision makers, or decision makers with Hispanic, Asian etc. surnames. Use cases which involve multi-cultural constituencies. Helpful? Why? Why not?

35. Discussion Starters on the Implications for Heritage Classrooms Do not allow students to sit in the same seat EVERY class meeting. Encourage students to sit next to people they don't know. This will encourage students to get to know their colleagues as people. Helpful? Why? Why not?

36. Discussion Starters on the Implications for Heritage Classrooms Avoid identifying “spokespersons.” Don’t assume, for example, that a student who uses a wheelchair can represent the views of all Americans with disabilities. Do not assume that there is a "collective identity" minority students share. Instead, treat minority students as individuals. Helpful? Why? Why not?

37. Discussion Starters on the Implications for Heritage Classrooms Invite guest speakers to your class who represent diversity in gender, race and ethnicity, even if the topic itself does not deal with multi-cultural or diversity issues. Helpful? Why? Why not?

38. Discussion Starters on the Implications for Heritage Classrooms Where appropriate, use the lecture materials to show how your field has become more diverse in the past few years. Present information about the increases in men or women, minorities, international employees in the profession. Discuss how the changing population has affected the field. How is the profession adapting to a global market? Helpful? Why? Why not?

39. Discussion Starters on the Implications for Heritage Classrooms If you use materials which are not written in gender neutral or gender inclusive terms (especially older cases and journal articles), point out that the norm in business has changed since the materials were printed. Use these types of materials as an opportunity to remind students that most businesses use gender inclusive/gender neutral language as a matter or course. Helpful? Why? Why not?

40. Discussion Starters on the Implications for Heritage Classrooms If a student or guest speaker makes a blatantly sexist, age biased, racist, or other comment which is likely to be offensive, ask the person if s/he could re-phrase the question/comment to express the idea without offending other members of the class. Use the opportunity to inform the class that those types of statements are inappropriate in professional settings. Stress that while each person has a right to his or her opinion, offensive statements and behaviors are simply inappropriate in the workplace environment and in the classroom environment. Helpful? Why? Why not?

41. Discussion Starters on the Implications for Heritage Classrooms Do not talk over a student's question or comment. Allow a student to completely finish before you respond. Some faculty jump in while quieter men or women or international students are asking a question to finish the sentence, or answer before the question is complete. In classroom discussion, insist that students also allow each other to complete a statement/question before responding. Helpful? Why? Why not?

42. Discussion Starters on the Implications for Heritage Classrooms If students make group presentations, insist that every member of the team must have a speaking part. If groups work on more than one task, use a rotating leader system. Each member of the group must take a leadership role on one task, or on a major part of the task. This assures that all members of the group, regardless or gender, race, age, or ethnicity, have a chance to learn leadership and organizational skills. Helpful? Why? Why not?

43. Discussion Starters on the Implications for Heritage Classrooms If your class is basically a lecture class, or if students are hesitant to ask questions, allow students to write questions at the end of class to turn in, and which can be answered during the next class meeting. Choose questions from men and women, from international students, etc.. Make sure that good and bad questions are distributed equally and fairly among gender, race and ethnic groups. Alternately, assign students to ask questions in advance and rotate through the class roster, so that every student has an equal chance to answer questions. Helpful? Why? Why not?

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