trouble with diversity

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Toronto

Jude Tate, Christopher Collins Trouble With Diversity

The New Yorker, September 2001

“In the interest of diversity, we’ve hired Jason here, who owns a couple of hip-hop cds.”

Toronto

Jude Tate & Christopher Collins

University of Toronto

June 5, 2005

The Trouble with Diversity, Equity, and Inclusion

New U 2005: University of Torontotrouble… I thought U of T supported diversity?

They think diversity is a problem and

they’re queer!

Yeah! Out with

everyone not like me! They cause

trouble!

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Introduction

• We assume you know and support the basic concepts of inclusion, diversity, equity…

• But what are the troubles encountered in implementing policies of inclusion and including equity in daily practice

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Qualities for Supporting Diversity

• Commitment to learning

• Vision

• Tolerance to criticism

within and outside organization

• Time and dedication

• A variety of skill sets

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Trouble #1: Building the Skills

• Leadership: the learned knowledge of how to promote equity through leadership

• Attentiveness: listen for the unsaid (gauge the climate) in your group and address problems early

• Courage: speak up in support of marginalized groups (even if you aren’t a member!)

• Perseverance: experience of trial and error

• Overcoming Apathy: dealing with fellow students’ (allies) reluctance to assist or their inexperience

• Conflict Resolution: dealing with actions that bring about an atmosphere of exclusion

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Trouble #2: Being an Ally

• Discussion activity

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Trouble #2: Being an Ally

• “I support the need for prayer space for the Muslim Students’ Association, but they better not take it from my group! How do I express my concerns tactfully?”

• “I’m appalled at the lack of accessibility at my group’s events, but I don’t have a disability or know the language… how can I bring up the problem?”

• “I know my group isn’t welcoming for LGBTQ students… I’m straight and I know there are gay students who haven’t raised this issue – should I wait for them to deal with this? Will there be consequences for me? For the gay students?”

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Characteristics of an Ally

• Has worked to develop an understanding of what oppression is and the needs of the target group

• Chooses to align with the target group and respond to their needs, after understanding the situation

• Believes that it is her/his self-interest to be an ally

• Expects support from other allies

• Expects to make some mistakes but does not use it as an excuse for non-action

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Characteristics of an Ally

• Recognizes that in most empowered relationships, persons in the non-target role initiate change (Allies are pivotal to change processes)

• Promotes a sense of community with the target group and teaches others about the importance of outreach

• Works from a place of understanding, responsibility for one’s actions, and empowerment; not from a place of guilt

• Assumes that the target group are experts at their own experience

• Has patience and a good sense of humour

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Trouble #3: Learning the Language

• Challenges, risks, and benefits

• Where to find out about appropriate language?

• Careful not to refer to individual people as labels (see cartoon)

Can a straight person use “queer”?

Can a white-skinned

person say “brown”?Does U of T

have foreign students?

Is it disability, differently-abled, physically/mentally challenged… ?

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Trouble #4: Diversity within Diversity

• My group is for students from ethno-cultural background X… aren’t we contributing to campus diversity? YES! But… are your meetings and events:

– male dominated?

– physically accessible?

– financially accessible?

– family friendly?

– welcoming to LGBTQ students?

– appropriate for various ages?

– held on dates that are not religious holidays?

– …

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Trouble #5: Facing Reluctance and Resistance

• Challenging people (oooo scary!)

• Keeping morale up in face of challenges (think gay marriage debate!)

• Expose through irony etc., the shallowness of arguments against diversity

• Recognize and deal with silent adversity early!

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Trouble #6: Organizations with a Past

• Dealing with reputation (possibly bad!) of your group on issues of diversity

• Showing a willingness for positive change, back it up with action

The New Yorker (Jan 22, 2001)

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Brainstorming: Other Challenges?

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“The courts ruled we had to open it up to all stuffed animals”

New Yorker (July 19, 1993)

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Supporting Equity through Policy

• University of Toronto policy: www.utoronto.ca/offdocs

• Handbook for Student Societies includes policies, guidelines and advice concerning the business and governance of Student Societies in the University of Toronto.

• Use policy as a tool to legitimize your work, show institutional support e.g. UofT Statement on Human Rights, Statement on Prohibited Discrimination and Discriminatory Harrassment, Code of Student Conduct

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Creating your own Policies

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Putting Policy into Practice in your Group

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Resources on Campus

• Student Affairs: Jim Delaney, Ian Simmie,

• Equity Offices

• College staff

• Peer organizations

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Questions and Discussion

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Conclusion

• Don’t forget to fill in evaluation forms!

Jude Tate: j.tate@utoronto.ca

Christopher Collins: christopher.collins@utoronto.ca

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www.markstivers.com

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www.cartoonbank.com

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