OFFICE OF DIVERSITY & INCLUSION

1. OFFICE OF DIVERSITY & INCLUSION Appreciating & Understanding Diversity – A Foundation for Excellence Workshop Dr. Martha Williams Rachel Luce-Hitt Facilitators February 28, 2013

2. The Office of Diversity & Inclusion Human Resources & Diversity Our Mission We envision a College where the commitment to building a community of excellence through the affirmation of difference is seen in the composition of its administration, faculty, staff and students; through its policies, procedures and practices; within its organizational framework; across its curricula; integrated into its co-curricular services and programs; and woven into the fabric of its interpersonal relationships. To that end our mission is to promote, sustain, and advance an environment that supports principles of equity, diversity, inclusion, and community.

3. MANAGING DIVERSITY

4. Managing Diversity “Managing diversity is how an organization creates a workplace climate that is inclusive, respectful, innovative and supportive of each member of the staff. The climate should contribute to the development of each member’s full potential while leveraging diversity as an organizational resource.” Diversity a Way of Life Training: http://www.immi.gov.au/functional/copright/htm.

5. INCLUSION

6. Inclusion “Inclusion is the essence of a workplace where everyone in the organization has an opportunity to fully participate in creating business success and is valued for the distinctive skills, experiences and perspectives they bring.” Diversity a Way of Life Training: http://www.immi.gov.au/functional/copright/htm.

7. LEVERAGING DIVERSITY

8. Leveraging Diversity at Valencia . • Our college appreciates the value of human diversity because it enriches our live and the college • We acknowledge and respect our differences while affirming our common humanity • Our college does not tolerate discrimination or harassment on the basis of age, color, disability, gender, national origin, marital status, race, religion, sexual orientation, or veteran status

9. TRAINING

10. “If you want to build a ship, don’t herd people together to collect wood, don’t assign them tasks and work, but rather teach them to long for the endless immensity of the sea.” – Antoine de Saint-Exupery

11. Training • Connections • Diversity representatives • Sexual harassment • Safe zone • GENDER BIASES • GENERATIONAL DIVERSITY • ON TIME – UPON REQUEST

12. PROGRAMS & COMMUNITY BASED ORGANIZATIONSS

13. PROGAMS • Martin Luther King observance - January • Black history month - February • Women history month - March • Asian-pacific islander – May • Juneteenth – June • Hispanic heritage – september/october • Diversity week – november* • Community Based Organizations • Black Advisory Committee • RAFMAN Club • The 100 Black Men of Orlando • The Links, Incorporated

14. TEAM

15. team • Dr. Martha Williams • Assistant Vice President ext. 8090 • Rachel Luce-Hitt • Coordinator ext. 8081 • Deborah Xavier • Administrative Assistant ext. 8054

16. CASE STUDIES

17. Case Study - I A sophomore student, Gloria has recently married and converted to Judaism. Her husband, Barry follows the Jewish faith and converting was something that she felt was really important to her new relationship. Gloria mentioned that Fridays are now very difficult for her as she should really leave lectures early in order to begin to observe the Sabbath. Gloria has come to you for advice and has previously demonstrated no performance concerns. She tells you that she has written a formal letter to her Spanish II and College Algebra professors, Dr. Albritton and Dr. Harrison, respectively requesting permission to leave lectures early on Friday afternoon. These classes meet on Monday, Wednesday, and Friday from 3:00p.m. to 3:50p.m. and 4:00p.m. to 4:50p.m. Gloria has informed you and her professors that she will ensure she will take responsibility to catch up with any missed work.

18. Case Study - II You have observed that your Muslim colleague, Ahmad-El never has any eye contact with female colleagues or students when he is talking with them. You are concerned that this will have an impact on his working relationships. Ahmad-El does have direct eye contact with male colleagues and male students. In fact, female students have complained about the negative attention they have received.

19. Case Studies Today, we have five (5) case studies that have been designed to help us to embed our understanding of equality, diversity, and discrimination. You will be divided into groups and provided chart paper for recording your responses to the case study assigned to your group. Please select a recorder and a responder who will provide your group response. In your discussion, please comment on the following: * How should you deal with this issue? * What issues should you consider in your response? There might be other specific questions or issues that are listed on the case study assigned to your group. Each group will provide their response and large group discussion, time permitted.

20. Case Study - III During a luncheon meeting a colleague, Adrienne expresses a concern to you. Juliana who also works with you recently disclosed her sexuality. That colleague, Adrienne was surprised just as you are now. But Adrienne to whom Juliana spoke always got on well as she has with you and others in your department. Adrienne stated that she has a strong moral objection to lesbians and gay men. Adrienne also recognizes the need to treat others with respect regardless of their sexuality, but feels that it is not acceptable to be a lesbian she believes this could lead to a negative relationship and has a problem now working with her. She wants Juliana not to discuss this openly with others and not refer greatly to her sexuality again.

21. Case Study - IV The staff in the Answer Center at Dogood College was predominantly young females who joined the College shortly after high school or out of college. The culture had taken on characteristics of a high school environment, and the supervisor in the Answer Center was frustrated by what they described as “childish behavior.” They reported that much of their time was spent breaking up arguments and intervening when “cliques” excluded or harassed someone. Someone was always in tears. The environment was rampant with counterproductive behavior that interfered with the day-to-day work. The supervisor has not received any complaints of sexual harassment, there have been serious issues brewing around insensitivity, favoritism, horseplay, and bullying.

22. Case Study - V One day, Miguel had a discussion with Frank about a student who was having trouble completing paperwork required for financial aid. Miguel has a very strong accent. It is clear that Frank cannot understand what Miguel is saying. It is also clear that Miguel would like someone to talk to, but his communication skills get in the way. Frank ends up making an excuse to leave rather than trying to understand Miguel. Frank approaches Sara to complain that the supervisor should do something because Miguel has problems communicating.

23. Master of the Tea Ceremony

24. Master Tea Ceremony Once upon a time, there was an American professor who had dedicated his life’s work to the study of the Japanese tea ceremony. He was the western expert. One day he heard about an old man living in Japan who was a master of the tea ceremony. He decided to make a special trip to Japan to see him because this would be the culmination of his work. He traveled for many days until he found the master living in a small house on the outskirts of Tokyo, and after introductions, the old man invited him in for tea. The professor was so excited to meet this master, and he immediately started talking about his study of the tea ceremony, all he knew about it, and how he was looking forward to sharing his learning with the old man. The old Japanese man said nothing, but began pouring tea into the professor’s cup. While the professor talked and talked, the old man continued to pour the tea, and though the cup filled, the old man kept pouring. The tea spilled down the sides of the cup and streamed onto the floor, yet the old man did not stop pouring. “Stop!” said the professor. “What are you doing! You can’t fit any more tea into that cup!” “I was just practicing,” replied the wise old man, “for the task of attempting to pass learning to a mind that is already full.”