Faculty & Staff Resources

Below are resources from within our university community and other sources to assist Faculty & Staff:

The Employees of Color Equity Council (ECEC) is an advisory board that makes recommendations to the President via the Vice President of Inclusivity and Diversity on all matters pertaining to diversity, or issues that affect faculty/staff of color. The Council also serves as a catalyst for social engagement and community for faculty and staff of color.  All activities shall advance the educational and cultural philosophical principles of inclusiveness and advocacy, and engender mutual respect for all groups.

The goals for this council are to nurture a better understanding of diversity and encourage collaboration across campus; to advocate for diverse campus populations; to increase diversity among faculty and staff to reflect the communities we serve; to encourage and support an inclusive university environment and to promote and provide a place for community and social interaction among traditionally underrepresented groups.  If you are interested in serving on the council please contact Kandee Cleary at (509) 963-2152 or email delores.cleary@cwu.edu.

Discrimination
Discrimination is an assault on the very notion of human rights. Discrimination is the systematic denial of certain peoples' or groups' full human rights because of who they are or what they believe. It is all too easy to deny a person's human rights if you consider them as "less than human". http://www.amnesty.org/en/discrimination

American Associate of Colleges and Universities Definitions

Diversity
Individual differences (e.g., personality, learning styles, and life experiences) and group/social differences (e.g., race/ethnicity, class, gender, sexual orientation, country of origin, and ability as well as cultural, political, religious, and other affiliations).

Equity
The creation of opportunities for historically underrepresented populations to have equal access to and participate in educational programs that are capable of closing the achievement gaps in student success and completion.

Inclusion
The active, intentional, and ongoing engagement with diversity--in the curriculum, in the co-curriculum, and in communities (intellectual, social, cultural, geographical) with which individuals might connect--in ways that increase awareness, content knowledge, cognitive sophistication, and empathic understanding of the complex ways individuals interact within systems and institutions.

Whiteness
Whiteness includes several factors, historical and legal practices in the United States, systems of social beliefs, and norms all of which impact how we think about issues of race. The ideas of race are perpetuated by the social structure.

Constructing Whiteness   |   Whiteness

White Privilege
White individuals in the United States have access to different opportunities than do people of color. The advantages are often not recognized by the group in power, it has never occurred to them, which once again is a privilege of being white. There are several examples of white privilege in current U.S. society: curriculum reflects the dominant group experience, not American Indian experience, the African American experience, nor other minority groups, dominant group members expect to see themselves represented in politics, the media, and business. Dominant group members don't ever question whether some instance happened because of their race or ethnicity.

The Classroom provides online opportunities for you to assess your biases and cultural sensitivities and learn new skills.

Test your hidden biases at https://implicit.harvard.edu/implicit/demo/selectatest.html

Take a diversity quiz-

http://www.diversitycentral.com/tools_and_resources/diversityquiz.php

http://www.usatoday.com/money/jobcenter/workplace/diversity/2002-11-15-diversity-quiz_x.htm


Speak up at work! Tips on how to handle racist and sexist jokes and insensitive comments at work http://www.tolerance.org/publication/speak

Reconsidering the Inclusion of Diversity in the Curriculum is an article from the AACU and is great and may be helpful in your search to meet the needs of students.

https://www.aacu.org/diversitydemocracy/2014/fall/nelson-laird

Race the Power of an Illusion - Web site that accompanies documentary about the social construction of race, includes activities.

People Like Us - Web site that accompanies video, includes several activities about social class.

Class Matters - New York Times web site that accompanies book. This site contains information about social class in the United States.

Racism No Way- Australian web site that includes library, activities, and successful programs.

Teaching Tolerance - Web site that includes activities, references and news for K-12 and college courses.

Understanding Prejudice - Web site that includes psychological bias tests, which may be of interest to students.

Sexism in the Classroom - United Kingdom web site that addresses discrimination and equality.

Inclusivity in the Classroom - Queensland Department of Education web site addressing issues of inclusivity.

Diversity in the College Classroom - University of North Carolina at Chapel Hill, Center for Teaching and Learning, 1998 - This handbook covers a variety of topics including academic culture, teaching and learning styles and specific chapters on a variety of diverse groups (e.g., Native Americans, Hispanics, African Americans, students with learning disabilities, lesbian/gay/bisexual students, non-traditional students and international students). There is also a chapter on gender in the classroom.

Creating Inclusive College Classrooms - University of Michigan, Center for Research on Teaching and Learning, n.d. - The authors discuss five aspects of teaching that contribute to an inclusive classroom.

Perceptions of Faculty Behavior by Students of Color - University of Michigan, Center for Research on Teaching and Learning, 1997 - Students of color report feelings of exclusion and distance during focus groups conducted at the University of Michigan. This article explores what faculty can learn from these students' perceptions.


Your suggestions for additional readings are encouraged. Please include a brief description. You may send them to clearyd@cwu.edu

RCW 28A.320.170 requires school districts to include the culture, history, and lifeways of tribal nations close to the school district. The Since Time Immemorial Curriculum provide teaching resources to do so. 

http://www.k12.wa.us/IndianEd/TribalSovereignty/

Resources

Yakama Nation Higher Education ynhighered@yakama.com

Colville Confederated Tribes http://cctenvironmentaltrust.com/cteap_higher_education.php

Native Friends: A blog that covers a variety of Yakama Nation cultural and language issues.

https://nativefriends.com/

Related Links