Appreciating & Understanding
Diversity – A
Foundation for Excellence
Workshop
Dr. Martha Williams
Rachel Luce-Hitt
Facilitators
February 28, 2013
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 cocurricular 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.
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.
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.
Leveraging Diversity at Valencia
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OUR COLLEGE APPRECIATES THE VALUE OF HUMAN
DIVERSITY BECAUSE IT ENRICHES OUR LIVE AND THE
COLLEGE
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WE ACKNOWLEDGE AND RESPECT OUR DIFFERENCES
WHILE AFFIRMING OUR COMMON HUMANITY
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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
“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
TRAINING
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CONNECTIONS
DIVERSITY REPRESENTATIVES
SEXUAL HARASSMENT
SAFE ZONE
GENDER BIASES
GENERATIONAL DIVERSITY
ON TIME – UPON REQUEST
PROGAMS
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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
TEAM
• DR. MARTHA WILLIAMS
ASSISTANT VICE PRESIDENT
EXT. 8090
• RACHEL LUCE-HITT
COORDINATOR
EXT. 8081
• DEBORAH XAVIER
ADMINISTRATIVE ASSISTANT EXT. 8054
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.
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.
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.
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.
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.
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.
Master of the Tea Ceremony
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.”