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Climate & Inclusion

“There is a safety…a love…a sense of respect that must be in place before learning can happen.” - Gwendolyn in Goode, K., 2014, p. 80

“Many described a sense of “other,” which included oppression, invisibility, and feeling alone. These often painful experiences, both in educational institutions and in clinical practice, had left a lasting legacy for many.”

 

- Kennedy et al, 2006, p. 87 

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  • Teaching Tolerance blog for educators
     

  • 9 CECE Indicators that represent the characteristics of optimally inclusive and equitable campus environments that allow diverse populations to thrive in higher ed 
     

  • At the University of Washington School of Nursing (SON), 8 faculty and staff climate workshop participants were:
     

    • Encouraged to "become more effective change agents, able to work both individually and collectively to change the climate of whiteness at the SON." Schroeder & DiAngelo, 2010, p. 249) and
       

    • Taught "how to use innovation-diffusion methods to create and implement a series of 'action plans.' 
      See Examples >>>

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TIP: "Ctrl-F" within the document and search for the word "climate." 
 

The Important Role of Climate
Fostering Inclusion
Understanding Climate
Understanding Climate

ACTION PLAN

Examples:

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  • Developed and institutionalized a more explicit, inclusive, and comprehensive statement of diversity at the School of Nursing.
     

  • Topic of racism/antiracism became a standing agenda item at monthly Academic Services (AS) meetings; rotating AS staff members were responsible for leading short discussions on the topic. 
     

  • AS instituted a policy that provided work release time for staff to attend campus and School of Nursing (SON) Diversity Committee meetings.
     

  • AS funded several staff members to attend the highly transformative Un-Doing Racism workshop offered by The People’s Institute for Survival and Beyond.
     

  • The GRE requirement for graduate admission was eliminated as part of the action plan to eliminate admissions barriers to underrepresented persons.
     

  • The climate group actions became better integrated with the SON Diversity Committee.
     

  • Created a new online, graduate level antiracism course for the school based on the climate project curriculum.

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- Schroeder & DiAngelo, 2010, p. 249-250

2019 -2020 Diversity Calendar by Cultures Connecting, LLC

"Exclusion occurs most often in classrooms, work spaces, and public spaces. p. 70

"One in four survey respondents personally experienced exclusionary behavior from others such as harassment or intimidation. For marginalized groups such as African Americans, as many as two in five experienced exclusionary behavior." p. 69

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(Case Study UC Berkeley)

Research findings on Campus Racial Climates that have been published since 1992 can be divided into three categories: 

  • Differential Perceptions of Campus Climate by Race

  • Minority Student Reports of Prejudicial Treatment and Racist Campus Environments

  • Benefits Associated with Campus Climates That Facilitate Cross-Racial Engagement

   

A Multi-campus Qualitative Study of Racial Climates reveals nine common racial realities across institutions:

  • Cross-Race Consensus Regarding Institutional Negligence

  • Race as a Four-Letter Word and an Avoidable Topic

  • Self-Reports of Racial Segregation

  • Gaps in Social Satisfaction by Race

  • Reputational Legacies for Racism

  • White Student Overestimation of Minority Student Satisfaction

  • The Pervasiveness of Whiteness in Space, Curricula, and Activities

  • The Consciousness-Powerlessness Paradox among Racial/Ethnic Minority Staff

  • Unexplored Qualitative Realities of Race in Institutional Assessment

(Harper & Hurtado, 2007)

Nine Themes in Campus Racial Climates and Implications for Institutional Transformation

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