Equality and Diversity Training Pat.lloyd@saltash .ac.uk

1. Equality and Diversity TrainingPat.lloyd@saltash.ac.uk

2. Aims of the session : • To raise awareness of Equality and Diversity • To increase understanding of stereotyping, prejudice and discrimination • To update knowledge following recent legislation • To demonstrate the impact of language on Equality and Diversity • To identify best practice in Equality and Diversity in Cornwall College

3. Activity: Equality and Diversity True or False ?

4. Activity : In another’s shoes

5. Which groups of people in Britain today face negative prejudice and discrimination ?

6. What do the groups identified have in common ?

8. Equality & Diversity what does it mean ? • Valuing and respecting individual differences, and ensuring equality of opportunity regardless of personal and social characteristics such as gender, ethnicity, sexuality, religion, age, disability and social class. • Promoting equality of opportunity means that individual differences are taken into account, and people may be treated differently in order to ensure that they are given the same opportunities. • Embracing E&D means challenging our own prejudices and stereotypes as well as those of our students.

9. Iceberg diagram Discrimination Take action Hidden • Past experiences form: • Stereotypes • Prejudices • Values • Attitudes

10. Stereotyping As human beings, we all go through life ‘gathering information’ from many sources, such as : • Personal experience • Those we live with or mix with • The media • Our upbringing • Place(s) of work • Current trends or issues • Popular Opinion • The government

11. Equality Wheel

12. Definitions Discrimination • Discrimination occurs when we act on our stereotypes and prejudices and treat people negatively because of our pre-judgements and assumptions about them as individuals, or the social groups they belong to Equality of opportunity • Treating everybody fairly in order to ensure equality of opportunity does not necessarily mean treating everyone in the same way. For example, a student who uses a wheelchair may require extra facilities such as doors that open automatically to enable them to access opportunities in education

13. Diversity • Everyone is different • Differences contribute to the richness of ideas, talents and approaches • As well as obvious, visible differences, there are differences in age, place of birth, or residence, education, upbringing, hobbies and interests, work experience, language or accent, religious or political beliefs, income, state of health, perceived social and economic status, etc

14. Discussion: How do people become prejudiced ?

15. How do people become prejudiced and develop a set of negative attitudes and behaviours? • Obedience to authority ( Milgram) • Peer Pressure ( Pettigrew) • Scapegoating (Weatherley) • The ‘Authoritarian personality’( Adorno and Frenkel Brunswick)

16. Types of discrimination Institutional Discrimination Discrimination by Association Direct Discrimination Harassment Discrimination by Perception Indirect Discrimination Victimisation Harassment by a Third Party

17. Use of language • How can it reinforce stereotypes ? • Using Inclusive language • Handout : CREC/Disability Cornwall Guidance Equalities Terminology

18. Exercise : Make these phrases into ‘neutral’ or ‘more acceptable’ phrases.

20. Equality Act 2010 Purpose • To harmonise discrimination law • To strengthen discrimination law and make progress on equality • Bring together lots of existing legislation and a unified approach • Some significant changes to the law ‘Protected characteristics’

21. Protected Characteristics Characteristics protected within the Act • Age • Disability • Gender Re-assignment • Marriage and Civil Partnership • Pregnancy and Maternity ( e.g the right to breastfeed) • Race • Religion or Belief ( and those without a religion or belief ) • Gender • Sexual Orientation ( Lesbian, Gay and Bi-Sexual)

23. Two new duties for Public Bodies • Socio- Economic Duty : to plan for supporting people who are socially disadvantaged • Equality Duty : to plan for treating people fairly and equally, taking into account ‘protected characteristics’

24. Key Issue Direct or indirect discrimination, harassment or victimisation on the grounds of a protected characteristic are unlawful.

25. Key Issue Direct discrimination and harassment extended to cover association and perception Associative cases covers employee who suffers ‘detriment’ because caring for elderly or disabled relative (or any other PC) Perception where someone perceived as ‘gay’ or ‘too young’ (or other PCs)

26. Key Issue Third party harassment Employers liable for harassment by third parties in workplace. If employee harassed on at least 2 other occasions and we fail to take ‘reasonable’ steps to stop it Can be contractors or customers Also covers comments about others that someone finds offensive

27. Enforcement Employment Tribunals can recommend action to benefit the whole workforce not only the claimant. Examples New Equal Opportunities policy Diversity training New statutory Q & As to assist claimants to bring claims Behavioural guidelines and policies for managers, employees, etc

28. Policies • Why do we need policies? • What do you think the policy should include ? • What is our Cornwall College Equality and Diversity Policy ?

29. Equality and Diversity in Practice in the College Examples of how E and D is put into practice

30. Six step guide to embedding Equality & Diversity: 1. Have a cover sheet on your scheme of work which sets out your commitment to E & D, and the ways in which you will engage with E&D issues. 2. Ensure introductory sessions on any course address E & D – establishing clear guidelines for appropriate language and behaviour. 3. Identify opportunities to address diversity themes in your curriculum. 4. Clearly evidence in your scheme of work where you are addressing diversity themes. 5. Clearly evidence in lesson plans where you are addressing diversity themes. 6. Model an inclusive approach – show students that you respect diversity and expect them to do the same.

31. We all want to help our learners achieve at the best of their abilities Embedding E&D simply means thinking about, and evidencing, how we do this. It is more than likely you are already doing it.

32. Behaviour Check Answer the questions by rating your behaviour on a scale of 1 (never) to 5 (always) Are there aspects you would like to change ? Discuss with the person next to you