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DEI and Belonging Grad Certificate from Harvard

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DEI and Belonging Grad Certificate from Harvard

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Harvard Division of Continuing Education Course Browser

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Equity, Diversity, Inclusion, and Belonging Leadership Graduate Certificate - Harvard Division of Continuing Education Course Browser

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Learn to foster a culture of inclusion within your organization.

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Courageous Conversations Toolkit | Diverse Educators

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In courageous conversations, individuals are encouraged to express their views openly and truthfully rather than defensively.

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Identity-Conscious Practice in Action: Shaping Equitable Schools and Classrooms

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When teachers and leaders implement an identity-conscious practice, they can provide a more responsive and responsible learning environment. Unfortunately, avoiding the impact of identity can create problematic and oppressive conditions in schools. So how do we lead with an identity-conscious lens? Award-winning author Liza Talusan provides real-world scenarios that educators can work through to apply an identity-conscious practice. Talusan helps educators grapple with three key questions: 1

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Audit your own syllabus for bias (gender, whiteness, Western, ability, and etc.)

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Audit your own syllabus for bias (gender, whiteness, Western, ability, and etc.)

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Note: The following article is not an official statement of the Academic Senate for California Community Colleges. The article is intended to engender discussion and consideration by local colleges.

FACULTY POSITIONALITY AND MOTIVATION

The reality today is that black indigenous people of color (BIPOC) are finding themselves having to lead anti-racism conversations and actions to change their institutions. Simply having white allies and college administration holding town-halls and meetings and listening to the BIPOC community is no longer enough. Academic institutions should all have a call to action to address racial inequities and to be accountable to meet the transformational change that society needs.

Prior to the spread of the worldwide pandemics- COVID-19 infection, overt racism, increase of mental health issues, and economic instability-many inequities existed for students who identify as BIPOC. Today, remote teaching creates a further disparity for preparations and completion amongst BIPOC students in the community college system. The quarantine process may enable many college campuses to reflect on their anti-racism efforts. Doing so will also enable faculty to reconstruct their remote and online teaching with a welcoming, innovative, comfortable, and engaging approach for students who identify as BIPOC and have multiple barriers they are confronted with. If an instructor does not know where to start, a good place may be with decolonizing the course syllabus, since it is usually the first official document students encounter in any course they take.

RESEARCH & ANTI-RACIST SYLLABUS

A decolonized syllabus infuses anti-racism and equity at the forefront. Student learning outcomes, the course outline of record, textbooks, and any ancillary materials should all address anti-racism rhetoric. Faculty need to reflect, rethink, and reconstruct course syllabi so that they support BIPOC engagement, validation, and sense of belonging in education. The design, content, and tone of the course syllabus will either engage or disengage students.

Cruz (2019) highlights the importance of fostering inclusivity and empowering statements in a course syllabus, such as "mutual respect, shared responsibility, opportunities to share meaningful experiences, effective communication, and supporting honest and comfortable relationships" (p.1). Thus, faculty need to establish trust with their students from the beginning. Research depicts that students refer to the course syllabus when needed, but if the course syllabus is unambiguous, un-intimidating, and welcoming, students would make better use of understanding the course and the expectations set by the instructor (Roberts, n.d.; Collins, 1997; Slattery and Carlson, 2005).

Roberts (n.d) conveys the importance of language setting the tone for students to understand "faculty's attitude towards teaching and learning" (p.46). Due to the current COVID-19 pandemic and, as a result, remote teaching, faculty are encouraged to record welcoming remarks for students in an asynchronous format and provide live salutation statements during synchronous teaching (Harnish and Bridges, 2011). Policies about plagiarism, student conduct, and disruptive behavior should not be punitive and instead should address how faculty can communicate with and support students if such issues emerge.

Faculty have a responsibility to "articulate their course goals and objectives" (Collins, 1997, p.5) and guide students toward the learning process. They should aim to empower BIPOC and first-generation students to self-advocate and gain agency which faculty should be responsible for providing for them. This goal can be achieved by faculty being approachable and supportive continually. To decolonize teaching, faculty must reflect and commit to changing content and delivery that further marginalizes BIPOC students.

While many theoretical perspectives can apply in anti-racist teaching pedagogy, the three that greatly support BIPOC students include the following:

Validation. A practice that can be included is taking the time to contact the students-by e-mail, phone, and Canvas-when they do not show up for their lessons and checking in on them. Validation should happen both inside and outside of the classroom (Rendon, 1994). The retention of BIPOC students goes beyond the college's data and new funding formula and involves transforming society by ensuring success is achieved for communities who have been confronted with ongoing marginalization, oppression, and barriers.

Engagement. Astin's (1985) perspective was to engage students intellectually and physically in the classroom to feel supported and acknowledged with their learning. BIPOC students need to see themselves in the context of what they learn. Whatever the subject discipline one may teach, faculty are responsible to include race-conscious content and scholarly research. For example, in mathematics, to remedy the whitewashing of BIPOC contributions, faculty need to expose students to their mathematical cultural heritage. This goal can be achieved by showcasing the non-European roots of mathematics (Joseph, 2010), using "the mathematics which is practised among identifiable cultural groups" (Powell and Frankenstein, 1997, p.7) and language in decolonizing mathematics (Iseke-Barnes, 2000). As a result, when student engagement increases, a greater sense of belonging will take place as well.

Sense of Belonging. When a class has both validation and engagement, then it will generate a greater sense of belonging for BIPOC students. Sense of belonging is achieved when students feel supported, respected, and accepted by their instructors and peers. Strayhorn (2018) conveys how sense of belonging leads to "optimal functioning" (p.9) and learning for students. Introductions at the start of each course, recalling students' names correctly, and knowing students' gender pronouns are impactful practices. Being sensitive to the needs of students and demonstrating unconditional positive regard will build a strong community in a course.

The decolonization of the syllabus movement has slowly started to influence higher education (Rodríguez, 2018; Bhambra, Nisancioglu, and Gebrial, 2018). It might be easier to implement inside non-Science Technology Engineering and Mathematics (STEM) disciplines, but faculty should strive to bring STEM into the fold to serve our BIPOC students better. Colleges need to move beyond colonial views of science and technology by providing counter-histories to Eurocentric narratives and highlight contributions of female and BIPOC scientists throughout time (Harding, 2011). White faculty need to commit themselves to racial consciousness in the classroom by interrogating whiteness and relinquishing power in education (Joseph, Haynes, and Cobb, 2015). The antiracist reckoning in academia is long overdue. Faculty should take this moment to reflect upon their teaching to include an anti-racist framework that supports BIPOC students and their racial identities.

IMPLEMENTING ANTIRACIST PEDAGOGY

To reconstruct a course syllabus within a decolonized and anti-racist framework, faculty should reflect upon the following:

Do students know who you are? Consider introducing yourself-race or ethnicity, gender pronouns, academic experience, cultural identity, etc.-as the instructor of the course and providing anti-racist and equity-minded messaging to welcome your students.

Can students contact you through multiple methods and with flexibility in communication times?

What books, articles, and readings have been selected in your course? Are your course resources inclusive to race, socio-economic standing, gender, sexuality, disability, immigration status, English language learner, and first-generation students?

Do students have input in shaping content and co-creating community rules outlined in the course syllabus?

Does the syllabus include explicit language about the intolerance of microaggressions and racist remarks, action, and behavior in the course?

Allocating points can cause students to assume they have no room for growth, and therefore they may drop out of the course (Rose, 2017). Faculty may consider holistic modalities and progression steps-for example, beginning, emerging, and proficiency-to develop opportunities for the learner to grow (Feldman, 2019) before finalizing student grading in the class.

Are mistakes expected, respected, and used to elevate students' understanding of the subject? Do you offer opportunities for retaking missed or late work? What opportunities do students have to catch up if they are behind due to technological barriers or other personal deterrents?

Is language around policies and expectations of students supportive and not punitive or deficit thinking (Valencia, 2010)?

Does your course syllabus provide information regarding housing and food insecurities, along with other on and off campus resources that benefits economically disadvantaged students?

Is your course on Canvas accessible, clear, inclusive, welcoming, and supportive for all learners to follow despite the modality of asynchronous or synchronous teaching?

Do you include messaging regarding your responsibility as a faculty member to alert learners early if participation, learning, and attendance are not met?

Do your course syllabus and Canvas site include positive messag es and affirmations to further validate and provide a greater sense of belonging for BIPOC students in the course? Do the images and videos in the course showcase diversity and representation of the students?

For institutional level change, higher education needs to move towards an anti-racist model and enact actions, not just statements, that work for BIPOC students (Ash, Hill, Risdon, and Jun, 2020). This process goes beyond decolonizing the course syllabus. Faculty need to consider their overall teaching pedagogy, platforms, and structures that are in place, especially in the current reality of remote learning.

Has your institution dissected each COR and all SLOs to include anti-racist practices and framework?

Has your institution widened the use of open educational resources, which can remove barriers for economically disadvantaged students?

How does your institution analyze retention and completion data from diverse sources like the Community College Survey of Student Engagement and student success metrics data from Cal Plus Pass and Data Mart through the California Community Colleges Chancellor's office? Does the institution outline actions to imp rove course data for BIPOC student outcomes?

Are opportunities present to gather qualitative data-focus groups, interviews, journaling, faculty observations, etc.-from BIPOC students regarding teaching and learning practices? What action steps have been taken once qualitative data has been collected?

Is the college committed to equity and anti-racist professional development training for all faculty?

Are anti-racist statements present in the college's mission, vision, policies, procedures, campus plans, and institutional learning outcomes?

FACULTY COMMITMENT

The only way to dismantle inequities and institutionalize anti-racism in teaching for BIPOC students is to provide ongoing professional development workshops. Anti-racism curriculum begins with faculty deeply reflecting about themselves, the content they are delivering, and who their BIPOC students really are. When deeply reflecting, one is aware of one's own implicit and unconscious bias that one has as an educator (Wood, 2019). For anti-racism to be institutionalized, all constituents on a college campus must reflect and participate in the call to action rather than just faculty.

REFERENCES:

Ash, A. N.; Hill, R.; Risdon, S. and Jun, A. (2020) "Anti-Racism in Higher Education: A Model for Change," Race and Pedagogy Journal: Teaching and Learning for Justice: Vol. 4 : No. 3 Retrieved from https://soundideas.pugetsound.edu/rpj/vol4/iss3/2

Astin, A. (1985). Achieving educational excellence: A critical assessment of priorities and practices in higher education. San Francisco: Jossey-Bass.

Bhambra, G. K.; Nisancioglu K. and Gebrial, D. (2018) Decolonizing the University. ISBN 9780745338200

Collins, T. (1997). For openers, an inclusive course syllabus. In W. E. Campbell & K. A. Smith (Eds.), New paradigms for college teaching (pp. 79-102). Edina, MN: Interaction Book Company.

Cruz, M. (2019). An Equity Centered Syllabus Journey. Academic Senate for California Community Colleges. Retrieved from https://www.asccc.org/content/equity-centered-syllabus-journey

Feldman, J. (2019). Grading for Equity: What it is, why it matters, and how it can transform schools and classrooms. ISBN 9781506391571

Harding, S. (2011). The Postcolonial Science and Technology Studies Reader ISBN 9780822349570

Harnish, R. J., & Bridges, K. R. (2011). Effect of syllabus tone: Students' perceptions of instructor and course. Social Psychology of Education, 14(3), 319-330.

Joseph, G. G. (2010) The Crest of the Peacock: Non-European Roots of Mathematics ISBN 9780691135267

Joseph, N. M.; Haynes, J. and Cobb, F. (2015) Interrogating Whiteness and Relinquishing Power: White Faculty's Commitment to Racial Consciousness in STEM Classrooms. ISBN 9781454193432

Iseke-Barnes, J. M. (2000) Ethnomathematics and Language in Decolonizing Mathematics. Race, Gender & Class Vol. 7, No. 3, Race, Gender & Class in Education (Part I) , pp. 133-149

Powell, A.B. and Frankenstein, M. (1997) Ethnomathematics Challenging Eurocentrism in Mathematics Education ISBN 9780791433522

Rendon, L. (1994) "Validating Culturally Diverse Students: Toward a New Model of Learning and Student Development." Innovative Higher Education 19.1: 33-51. Retrieved from https://www.csuchico.edu/ourdemocracy/_assets/documents/pedagogy/rendon...

Roberts, M. (n.d.). The Syllabus: A Tool That Shapes Students' Academic Experiences. Center for Urban Education, University of Southern California. Retrieved from http://cue-equitytools.usc.edu/

Rodríguez, C. O. (2018) Decolonizing Academia: Poverty, Oppression and Pain. ISBN 978-1773630748

Rose, T. (2017) The End of Average Unlocking Our Potential by Embracing What Makes Us Different. ISBN 9780062358370

Slattery, J. M., & Carlson, J. F. (2005). Preparing an effective syllabus: Current best practices. College Teaching,53(4), 159-164.

Strayhorn, T. (2018) College Students' Sense of Belonging: A Key to Educational Success for All Students. ISBN 9781138238558

Valencia, R. (2010). Dismantling Contemporary Deficit Thinking: Educational Thought and Practice. ISBN 9780415877107

Wood, L. (2019) Black Minds Matter: Realizing the Brilliance, Dignity, and Morality of Black Males in Education. ISBN 9780744274943

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Decolonizing Your Syllabus, an Anti-Racist Guide for Your College

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Note: The following article is not an official statement of the Academic Senate for California Community Colleges. The article is intended to engender discussion and consideration by local colleges. FACULTY POSITIONALITY AND MOTIVATION The reality today is that black indigenous people of color (BIPOC) are finding themselves having to lead anti-racism conversations and actions to change their institutions.

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13 Books by LGBTQ+ Authors That Feel Like Therapy

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By The Core Collaborative Learning Lab

In the pursuit of equitable education, grading practices play a pivotal role. Ensuring that all students have an equal opportunity to succeed is a fundamental goal of K-12 education. To help educators, administrators, and policymakers navigate the complexities of equitable grading, we've compiled a list of five essential books that provide valuable insights, strategies, and perspectives. Dive into these resources to foster inclusive classrooms and promote fair assessment methods.
Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms by Joe Feldman
Author Joe Feldman delves into the concept of grading for equity, offering practical strategies for educators to reevaluate and reform their grading practices. This book guides readers in aligning grading with learning objectives while minimizing biases and disparities.
Get Set, Go! Creating Successful Grading and Reporting Systems by Tom Guskey
A companion to the best-selling On Your Mark, this practical guide details how to lead lasting grading reform successfully. Implement best practices in grading that address the needs of every student in your school or district in six essential steps.
Fair Isn't Always Equal: Assessing and Grading in the Differentiated Classroom by Rick Wormeli Grading Smarter, Not Harder: Assessment Strategies That Motivate Kids and Help Them Learn by Myron Dueck Rethinking Grading: Meaningful Assessment for Standards-Based Learning by Cathy Vatterott The End of Average: How We Succeed in a World That Values Sameness by Todd Rose Hacking Assessment: 10 Ways to Go Gradeless in a Traditional Grade School by Starr Sackstein
Rick Wormeli's book focuses on differentiating instruction and assessment to meet students where they are while maintaining fairness in grading. This resource provides educators with valuable tools for customizing assessment and grading to support equitable outcomes.

Myron Dueck explores practical grading strategies that prioritize student learning and motivation. By addressing the issues of motivation and feedback, this book assists educators in creating grading systems that are both equitable and conducive to student success.

Cathy Vatterott's book advocates for a standards-based approach to grading. It encourages educators to align their grading practices with clear learning objectives, ultimately promoting fairness and transparency in assessment.

While not solely focused on grading, Todd Rose's book challenges the concept of an "average" student and highlights the importance of personalized learning and assessment. By understanding the limitations of standardization, educators can work towards more equitable grading practices.

Nearly seven years after helping launch a global no-grades classroom movement, Sackstein has honed her practice and now brings teachers and school leaders more than 100 new and updated strategies, solutions, and practical resources you can read today and use in any classroom tomorrow to transform how you assess learning.

The Pursuit of Equitable Grading is Worth It

The pursuit of equitable grading practices is not just an academic endeavor; it's a moral imperative. As educators, we have the profound responsibility to create a learning environment that values every student's unique journey and potential. These seven books we've explored today are not merely tools; they are beacons guiding us toward a more just and equitable education system.

Equitable grading is a path toward dismantling systemic inequalities, unlocking hidden talents, and empowering each learner to shine. By delving into these texts, you are committing to a transformational journey, not only for your students but for yourself as well.

As educators, we have the profound responsibility to create a learning environment that values every student's unique journey and potential.

Remember, progress may be gradual, and the road may be challenging, but every step you take towards equitable grading is a step towards a brighter, fairer future for our students. So, embrace the wisdom within these books, share your newfound knowledge, and together, let's build a world where every student's potential is recognized, valued, and celebrated. Your commitment to equitable grading can be the catalyst for profound change in the lives of your students and the world they will one day shape.

Learn more about how the Core Collaborative partners with schools to advance competency-based learning.

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7 Awesome Books on Equitable Grading Practices - The Core Collaborative

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As educators, we have the profound responsibility to create a learning environment that values every student's unique journey and potential. These seven books we've explored today are not merely tools; they are beacons guiding us toward a more just and equitable education system.

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9 Ways to Have Calm, Courageous Conversations

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9 ways to step up and build courageous conversations that will create better relationships and business outcomes.

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Disability Visibility Edited by  Alice Wong

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Disability Visibility Edited by  Alice Wong

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First-stories of individuals with unique abilities .... Topics like Ableism are discussed

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ONE OF THE PROGRESSIVE'S BEST BOOKS OF THE YEAR * ENTROPY'S BEST OF NONFICTION

"Disability rights activist Alice Wong brings tough conversations to the forefront of society with this anthology. It sheds light on the experience of life as an individual with disabilities, as told by none other than authors with these life experiences. It's an eye-opening collection that readers will revisit time and time again." -Chicago Tribune

"Shares perspectives that are too often missing from such decision-making about accessibility." "Implicitly (and sometimes explicitly) makes the case for acknowledging and accommodating society's overlooked population of disabled people." -The New York Times Book Review

"An exemplary collection. . . . This month's #RequiredReading." "A raw, emotional collection, an investment in the power of storytelling to foster vibrant connections, and an unapologetic rejection of 'internalized ableism'. . . . The 37 powerful stories in Disability Visibility reveal the depth of everyday courage and the extraordinary human capacity to find humor in the face of life's adversities." "Roughly 15 percent of people around the world have a disability, and yet their stories are often never told. Alice Wong's anthology, Disability Visibility, brings their narratives front and center with the goal of showcasing the wide range of modern disability experiences. . . . Ultra-impressive." -Shondaland, "10 Books Set to Become the New Feminist Classics""By its very nature, the disability community is incredibly intersectional and diverse, including people from all walks of life, backgrounds, and cultures. Disability Visibility reflects that diversity with its contributors, giving . . . a look at a wide range of experiences and types of disability."

"Alice Wong . . . has long been at the forefront of the disability justice movement." -Bitch Media, "17 Books Feminists Should Read in June"

"More resonant than ever. In this kaleidoscopic collection, Wong and her contributors provide not just a snapshot of what disability has meant in the past 20 years, but an urgent invitation to take that understanding forward. . . . A landmark resource for understanding disability." -Autostraddle

"Diverse and poignant. . . . I was deeply moved by more pieces than I could name." -Shir Kehila, Columbia Journal

"Every piece in Disability Visibility evokes . . . tenacity, some gut-wrenching and others inspiring. . . . The range of subjects is impressive: assistive technologies, carceral injustice, fashion, homophobia and heterosexism, medical care and medical abuse, organizing strategies, psychotherapy, racism, relationships, sex, and sexism." -The Progressive

"Celebrates and documents the lived experiences, power, and culture of the disabled community." -Morning Brew
"Wong's discerning selections, bolstered by the activism that shines through, will educate and inspire readers." -Kirkus Reviews "These essays are the heart, the bones, and the blood of Disability Rights." -Gaelynn Lea, musician and activist

"To Alice Wong, words like diversity and intersectionality aren't just buzzwords. They are marching orders. Everyone should take in the wisdom woven throughout this book." -W. Kamau Bell, host of United Shades of America

"A celebration and a source of deep education for many to bear witness (and feel seen by) the vastness of disabled stories, voices, and backgrounds." -Jennifer Baker, editor of Everyday People: The Color of Life

"As a Deaf Asian American, it wasn't until recent years that I started considering myself disabled. This is a very informed starting point for anyone who, like myself, would like to get a better understanding of disability as a massive and beautifully nuanced spectrum." -Christine Sun Kim, artist

Introduction by Alice Wong
PART 1: BEING

Unspeakable Conversations
Harriet McBryde Johnson

For Ki'tay D. Davidson, Who Loves Us
Talila A. Lewis

If You Can't Fast, Give
Maysoon Zayid

There's a Mathematical Equation That Proves I'm Ugly-Or So I Learned in My Seventh-Grade Art Class
Ariel Henley

The Erasure of Indigenous People in Chronic Illness
Jen Deerinwater

When You Are Waiting to Be Healed
June Eric-Udorie

The Isolation of Being Deaf in Prison
Jeremy Woody, as told to Christie Thompson

Common Cyborg
Jillian Weise

I'm Tired of Chasing a Cure
Liz Moore

PART 2: BECOMING

We Can't Go Back
Ricardo T. Thornton Sr.

Radical Visibility: A Disabled Queer Clothing Reform Movement Manifesto
Sky Cubacub

Guide Dogs Don't Lead Blind People. We Wander as One.
Haben Girma

Taking Charge of My Story as a Cancer Patient at the Hospital Where I Work
Diana Cejas

Canfei to Canji: The Freedom of Being Loud
Sandy Ho

Nurturing Black Disabled Joy
Keah Brown

Last but Not Least - Embracing Asexuality
Keshia Scott

Imposter Syndrome and Parenting with a Disability
Jessica Slice

How to Make a Paper Crane from Rage
Elsa Sjunneson

Selma Blair Became a Disabled Icon Overnight. Here's Why We Need More Stories Like Hers.
Zipporah Arielle

PART 3: DOING

Why My Novel Is Dedicated to My Disabled Friend Maddy
A. H. Reaume

The Antiabortion Bill You Aren't Hearing About
Rebecca Cokley

So. Not. Broken.
Alice Sheppard

How a Blind Astronomer Found a Way to Hear the Stars
Wanda Díaz-Merced

Incontinence Is a Public Health Issue-And We Need to Talk About It
Mari Ramsawakh

Falling/Burning: Hannah Gadsby, Nanette, and Being a Bipolar Creator
Shoshana Kessock

Six Ways of Looking at Crip Time
Ellen Samuels

Lost Cause
Reyma McCoy McDeid

On NYC's Paratransit, Fighting for Safety, Respect, and Human Dignity
Britney Wilson

Gaining Power through Communication Access
Lateef McLeod

PART 4: CONNECTING

The Fearless Benjamin Lay: Activist, Abolitionist, Dwarf Person
Eugene Grant

To Survive Climate Catastrophe, Look to Queer and Disabled Folks
Patty Berne, as told to and edited by Vanessa Raditz

Disability Solidarity: Completing the "Vision for Black Lives"
Harriet Tubman Collective

Time's Up for Me, Too
Karolyn Gehrig

Still Dreaming Wild Disability Justice Dreams at the End of the World
Leah Lakshmi Piepzna- Samarasinha

Love Means Never Having to Say . . . Anything
Jamison Hill

On the Ancestral Plane: Crip Hand- Me Downs and the Legacy of Our Movements
Stacey Milbern

The Beauty of Spaces Created for and by Disabled People
s.e. smith
About the Editor About the Contributors Further Reading

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"Disability rights activist Alice Wong brings tough conversations to the forefront of society with this anthology. It sheds light on the experience of life as an individual with disabilities, as...

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The popular advice to "bring your whole self to work" is hard for minority employees.

If they share too much about their cultural background, they risk being professionally penalized or socially ostracized by the majority. To play it safe, many minority employees downplay their differences in the workplace.

But a new study from Wharton management professor Rachel Arnett encourages minority employees to speak their truth. Across three experiments, she found that when those workers engage in rich and meaningful conversations about their backgrounds, it can make their majority colleagues more - not less - likely to include them at work.

"The simplest and biggest takeaway is that differences don't need to be a source of division and stigma," Arnett said of her study titled " Uniting Through Difference: Rich Cultural-identity Expression as a Conduit to Inclusion," which was published last month in the journal Organization Science.

She said her research helps reconcile a longstanding dilemma for minority employees who have felt forced to choose between authentic self-expression and professional success.

"If there is a part of yourself that you want to bring to work that relates to your cultural background, there is a way to do that that is synergistic with success. Rich cultural-identity expression is one of the pathways to doing that," Arnett said. "It can relieve a lot of anxiety that people from minority backgrounds experience, and that's the takeaway that is most personally meaningful to me."

Arnett is biracial and grew up in Chicago's South Side, where she learned to navigate the social complexities of racially divided neighborhoods. Her life experience motivated her to study how people can overcome differences and create deeper understanding.

Yet as an academic studying organizational behavior, she was disappointed to find that an overwhelming number of studies identify cultural expression as a source of professional risk.

"It's hard for me to believe that bringing attention to difference is always bad," she said. "That's what a lot of the literature suggested, and I was looking for ways to debunk this assumption."

"If there is a part of yourself that you want to bring to work that relates to your cultural background, there is a way to do that that is synergistic with success."- Rachel Arnett

What Is Rich Cultural-identity Expression?
In her paper, Arnett emphasizes that it's not idle chitchat about the weather or weekend plans that brings employees closer together. Simply revealing information that hints at cultural differences doesn't do the job, either. What works is what she terms "rich cultural-identity expression" that moves beyond the superficial to reveal parts of the inner self that are connected to one's cultural identity.

For example, along with telling her co-workers that she went to an African American festival over the weekend, a Black employee can talk about how the festival made her feel closer to her Nigerian roots. Instead of declining a lunch invitation because he is fasting for Ramadan, a Muslim employee can open up to his co-workers about why the religious observance is important to him. And instead of talking about the latest Oscar-buzz film, a Korean American employee can talk about how it felt empowering to see a predominately Asian cast on the big screen.

Arnett said rich cultural-identity expression increases inclusivity and professional opportunities in three ways. First, it causes people to have more respect for their minority coworkers. By sharing culturally relevant information, minority employees may be able to debunk or reframe stereotypes held by majority colleagues and raise their social worth.

"When you consider the possibility that coworkers already have their preconceived stereotypes about different cultural groups, rich cultural expression will only take you uphill from there," the professor said. "You give people the ability to change how they view you and your background. It can elevate the status of that person's group membership in the eyes of others."

Second, rich expression fosters closeness because sharing personal information about cultural differences is an act of trust. It signals to majority colleagues that they are confidants who will understand and appreciate what is being shared.

Third, when minority colleagues share, they increase the majority group's learning. The more they believe they can learn from a minority employee, the more likely they are to include them in both professional and social interactions, like adding them to a big project or incorporating their opinion.

"The last thing I want to do is give people a false impression that there is no risk at all in opening up with rich cultural expression. When it comes to some of the most contentious negative topics ... you may have some mixed results."- Rachel Arnett

Positive vs. Negative Topics
Arnett wanted to know whether rich cultural-identity expression can be effective not only when covering positive topics, such as the pride that a person feels in his or her background, but also negative topics such as experiences with prejudice and discrimination. For the most part, she found that both positive and negative topics were well received. For instance, minority employees in her studies were supported by their colleagues after richly discussing topics such as difficulties with immigration or racial barriers to career success.

However, Arnett did find one exception. In her third experiment, Arnett wanted to test what would happen when the conversations about culture touched upon negative topics that are particularly contentious. In the study, white participants were paired in an online chat with a Black female co-worker named "Latoya" whose responses progressed from small talk to detailed conversations about slavery and police confrontations, tension-filled topics that can be anxiety-provoking and uncomfortable for white Americans.

While the conversations did result in greater social inclusion, the results on the professional side were mixed. The white co-workers were more willing to write Latoya a strong letter of recommendation, but they were less willing to include her in work tasks.

Arnett said the negative finding is important because it tempers expectations that all deeply personal conversations about race and culture are beneficial in the workplace.

"The last thing I want to do is give people a false impression that there is no risk at all in opening up with rich cultural expression," she said. "When it comes to some of the most contentious negative topics - things like slavery or encounters with the police - you may have some mixed results and people need to be aware that some risks remain."

"I hope this research encourages people to take that initial leap, but when they are ready as opposed to being forced to do so."- Rachel Arnett

Rich Cultural-identity Expression in Practice
Arnett has seen managers apply her findings successfully in their own workplaces. After learning about Arnett's work, one leader at a Fortune 5 company noticed several employees mentioning Diwali during a meeting and asked if they wanted to share more with the group. As the conversation unfolded, more members of the team volunteered to discuss their own unique cultural identities and experiences. Afterward, several people confided that it had been a strong team-building experience.

Based on her study, Arnett summarizes five recommendations for managers to help create a more open and inclusive workplace:

1. Cultural expression should be voluntary. Minority employees should not be forced to explain their cultural backgrounds for other people's benefit. Rather, people from minority backgrounds should open up in their own time and in ways that help them feel more authentic or connected. Arnett adds, "I hope this research encourages people to take that initial leap, but when they are ready as opposed to being forced to do so."

2. Create safe spaces for minority workers to volunteer information about their cultural backgrounds, whether in meetings or social events.

3. Share personal information, especially in ways that show vulnerability. When managers set that precedent, it helps minority employees feel less marginalized and more empowered to share their own stories.

4. Show engagement. When a minority employee makes a culturally relevant statement or observation, think of this as a potential opportunity. Consider asking a question like, "Is that something you feel comfortable discussing further or sharing more about?" This shows a willingness to engage but still gives the other person control over how much they want to open up.

5. Focus more on listening, learning, and supporting the other person, rather than passing judgment on the other person or their group. This is because the listener's opinions may be colored by stereotypes or biases in a way they don't realize. For example, think of a Black employee broaching a topic like a fatal encounter between a police officer and another Black person. In response, a coworker may give their opinion on how they interpret encounter, and perhaps unintentionally imply that they think the Black person is at fault. These are difficult topics to unpack, but the goal of rich cultural-identity expression is to connect with other people, not divide.

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How to Bring Your Cultural Identity to Work

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The popular advice to "bring your whole self to work" is hard for minority employees. If they share too much about their cultural background, they risk being professionally penalized or socially ostracized by the majority. To play it safe, many minority employees downplay their differences in the workplace.

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Promote Trust and Interpersonal Connection

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Promote Trust and Interpersonal Connection

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Inclusion of Family and Community Wisdom (such as Community Cultural Wealth)

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Inclusion of Family and Community Wisdom (such as Community Cultural Wealth)

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Speaking Up and Responding to Prejudice, Bias and Stereotypes 

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Speaking Up and Responding to Prejudice, Bias and Stereotypes 

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Pay attention to the cost of attending college: cost of books and class materials

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Pay attention to the cost of attending college: cost of books and class materials

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Intentionally introduce author(s) who are black, brown, indigenous, LGBTQ, first gen college students, and etc.

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Intentionally introduce author(s) who are black, brown, indigenous, LGBTQ, first gen college students, and etc.

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CFT – A Union of Educators and Classified Professionals

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Volunteer to Serve on a Committee! | ASCCC

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The Academic Senate for California Community Colleges (ASCCC) is requesting your participation for statewide service! Every year we are asked to appoint nearly 1,000 faculty volunteers to various committees, workgroups, and task forces, both within our system and inter-segmentally to represent the voice and expertise of faculty in academic and professional matters. If you are interested in volunteering, please fill out our online volunteer application.

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ORALE is proud to partner with the California Mental Health Service Authority in the annual "Take Action" campaign. As part of California's ongoing mental health movement, the Take Action for Mental Health campaign is designed to support communities with resources for their mental well-being. At ORALE, we know that mental health resources for undocumented people are scarce. We advocate for health policies that make health access possible for these communities. We also know holistic health programming is critical to immigrants' well-being. We aim to provide immigrant communities with the necessary tools to learn how to self-regulate their nervous system ultimately benefiting their mental health. The trauma of migration is real for our families. We live with the anxiety and fear of deportation. Health Justice means access to mental health resources for everyone, no matter their immigration status!

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ORALE is proud to partner with the California Mental Health Service Authority in the annual "Take Action" campaign. As part of California's ongoing mental health movement, the Take Action for Mental Health campaign is designed to support communities with resources for their mental well-being.

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Get Involved With the Human Rights Campaign

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Whether it's giving your time, a donation or just your commitment to learning more about LGBTQ+ equality - the Human Rights Campaign has many ways for you to help change...

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"I am an eighties baby who grew to hate school. I never fully understood why. Until now. Until Bettina Love unapologetically and painstakingly chronicled the

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Please join the Food Bank for a free food distribution. Face coverings are required. There will be no walk-ups allowed and no eligibility is required.

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Unpapered: Writers Consider Native American Identity and Cultural Belonging

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Unpapered is a collection of personal narratives by Indigenous writers exploring the meaning and limits of Native American identity beyond its legal margins. Native heritage is neither simple nor always clearly documented, and citizenship is a legal and political matter of sovereign nations determined by such criteria

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Consider Completing the Cornell DEI Certificate

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Consider Completing the Cornell DEI Certificate

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Overview and Courses

An organization is only as good as its culture-and building that culture is not only a role for HR, it's every manager's and employee's responsibility. As today's headlines prove, an inclusive work environment is not just a nice-to-have, it can make or break a company. You can help make your organization a more supportive and engaging place to work by understanding the perceptual, institutional, and psychological processes that impact the ways people interact with each other. Starting with a look at employee engagement, then identifying interventions surrounding unconscious bias and specific diversity, equity, and inclusion strategies, this program is appropriate for anyone committed to going beyond mere compliance to build a truly aware and inclusive work culture.

For the best experience in this program it is recommended to take these courses in the order that they appear.

This program includes a year of free access to Symposiums! These events feature a week of live, highly participatory virtual Zoom sessions with Cornell faculty and experts to explore today's most pressing diversity and inclusion topics, including equity, unconscious bias, psychological safety, inclusive leadership, and cross-cultural conversations. Symposium events are held several times throughout the year. Once enrolled in your program, you will receive information about upcoming events.

Throughout the year, you may participate in as many Symposium sessions as you wish. Attending Symposium sessions is not required to successfully complete the certificate program.

Course list

Research shows that engagement is the key factor that promotes higher performance and effort, greater returns, and lower turnover. Yet across companies, industries, and countries, studies show that only 11-19% of employees are highly engaged. In this course, you will examine the foundational drivers of engagement, explore the components of successful engagement initiatives, and identify strategies for creating stronger engagement in teams.

There is no such thing as a workplace that lacks diversity. Despite decades of legal and social reform aimed at reducing discrimination in the workplace, inequality continues to be a significant problem in all societies and most workplaces.

In this course, you will identify the perceptual and psychological processes that impact the way that individuals interact with people who are demographically dissimilar from them. You will examine the psychological processes that impact decision making within organizations and identify how professionals can design better work practices and help to more effectively leverage the potential among employees.

As a trained psychologist with research and consulting expertise related to diversity and inclusion, Cornell University Professor Lisa Nishii is uniquely positioned to help course participants understand the complex dynamics underlying diversity challenges and opportunities within organizations.

The management of diversity, equity, and inclusion has evolved from a focus on compliance to a strategic-level effort with a demonstrated positive impact on an organization's performance. In the current business climate, companies that strive for diversity, equity, and inclusion are achieving intended business results. They provide proof that diversity, equity, and inclusion are much more than a legal or moral requirement; they're also a competitive advantage.

This course provides an overview of the evolution of the management of diversity, equity, and inclusion and presents targeted and high-involvement diversity practices. It examines diversity in the contexts of teams and leaders, and it frames diversity in terms of current business and cultural challenges.

During this course, you will complete a project in which you identify sources of inclusion and how equity fits into your diversity and inclusion goals, align inclusion to improve employee engagement and business results, and determine methods to assess the effectiveness of inclusion initiatives. At the end of the course, you will use the results from the project to prepare a final presentation describing how to apply your work to your organization.

Inclusion is a relational construct. It's ultimately about how your team functions and performs based on the quality of social connections, openness to learning, agility, and depth of decision making. How can you foster greater inclusion within your workgroup? Throughout these modules, you will be asked to reflect upon your own experiences and apply the lessons in the modules in your own role.

You will examine the concept of climate, specifically inclusive climates, as well as learn about the specific behaviors and skills you need to demonstrate in order to be successful in shaping an inclusive climate.

Symposium sessions feature two days of live, highly interactive virtual Zoom sessions to explore today's most pressing topics. The Workplace Belonging Symposium offers you a unique opportunity to engage in real-time conversations with peers and experts from the Cornell community and beyond. Using the context of your own experiences, you will take part in reflections and small-group discussions to build on the skills and knowledge you have gained from your courses.

Belonging isn't just a feel-good concept-it's a cornerstone of the human experience that shapes our health, relationships, professional success, and creative potential. By participating in dynamic and relevant dialogues, you will discover a variety of perspectives and create genuine connections with participants from diverse industries and backgrounds.

All sessions are held on Zoom.

You may participate in as many sessions as you wish. Attending Symposium sessions is not required to successfully complete the certificate program. Once enrolled in your courses, you will receive information about upcoming events. Accessibility accommodations will be available upon request.

Request Information Now by completing the form below.

Act today-courses are filling fast.

Faculty Author

Professor and Vice Provost

×

Professor and Vice Provost for Undergraduate Education, Cornell University

Lisa Nishii joined the faculty of the Human Resource Studies department at the ILR School, Cornell University after receiving her Ph.D. and M.A. in Organizational Psychology from the University of Maryland, and a B.A in economics from Wellesley College.

Nishii is an expert on inclusion in organizations. Her research focuses on the confluence of organizational practices, leadership behaviors, and climate for inclusion on individual- and group-level outcomes. Using multi-level and multi-method research designs across a number of large-scale federally funded projects, she has found that leaders play an important role in shaping inclusion. In particular, the extent to which leaders role model inclusive behaviors, clarify the learning and innovation benefits of diversity for the group's work, and set strong norms related to interpersonal interactions, determines the inclusiveness of their workgroup climates. In turn, workgroup climate has important implications for the authenticity of the relationship that group members develop, the positive versus negative quality of relational ties, the information that is shared among group members, the extent of conflict that is experienced, and ultimately the creativity, financial performance, and turnover rates associated with these groups. Workgroup climate also impacts individual-level experiences of discrimination versus inclusion, as well as engagement and performance. She is currently developing and testing the effectiveness of training interventions for leaders as well as for in-tact teams on how to cultivate workgroup inclusion. Nishii's earlier research focused primarily on diversity in individual-level cognition and behavior as determined by national culture.

Nishii actively publishes in top-tier journals, including the Academy of Management Review, Academy of Management Journal, Journal of Applied Psychology, Personnel Psychology, and Science, and serves on the editorial boards for AMR, AMJ, and JAP. She is currently the Chair of the Academy of Management's Gender and Diversity in Organizations Division, and the Chair of the ILR School's International Programs. She serves on a variety of college and university-level councils for diversity, globalization, and engaged learning. Nishii also consults with multinational companies, primarily related to diversity and inclusion and organizational assessment.

JOIN A WORKPLACE BELONGING SYMPOSIUM!

Download a Brochure

Not ready to enroll but want to learn more? Download the certificate brochure to review program details.

I have always been passionate to voice the voice of the unheard and provide an opportunity to bring everyone to the table. This certificate gave me the experience, tools and skills to do so... It was exactly what I needed.

Who Should Enroll

Team managers and supervisors

Executives responsible for strategic culture efforts

Anyone interested in creating an inclusive and supportive culture that promotes equal opportunities and treatment of employees

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Diversity, Equity, and Inclusion - eCornell

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This certificate will equip you to assess and improve employee engagement and enhance organizational culture. Earn your certificate with eCornell today!

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Don’t ask students of color to be “experts” on their race

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Don’t ask students of color to be “experts” on their race

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Avoid assumptions about students’ backgrounds

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Avoid assumptions about students’ backgrounds

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Accommodate learning styles and disabilities

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Accommodate learning styles and disabilities

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 Be aware of religious holidays (not just Christian/Catholic)

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 Be aware of religious holidays (not just Christian/Catholic)

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April 10 - Jain: Mahavir Jayanti
Celebrates the birth of Lord Mahavira, the founder of Jainism.

April 12 - Jehovah's Witnesses: The Memorial of Jesus' Death
Commemorates the death of Jesus Christ.

April 13-20 - Jewish: Passover*
Celebrates the liberation of the Israelites from Egyptian slavery.

April 14 - Sikh, Hindu: Vaisakhi
Marks the Sikh New Year and celebrates the spring harvest.

April 20 - Christian: Easter
Celebrates the resurrection of Jesus Christ.
Discover more with our April Diversity Calendar 2025 for other April awareness holidays and April religious celebrations.
May 1 - Pagan and Wiccan: Beltane*
Celebrates the peak of spring and the coming of summer.

May 5 - Buddhist: Buddha's Birthday
Celebrates the birth of Siddhartha Gautama, the founder of Buddhism.

May 12 - Buddhist: Vesak
Commemorates the birth, enlightenment, and death of Buddha.

May 16 - Jewish: Lag BaOmer*
A festive day marking the end of a plague during Rabbi Akiva's lifetime.

May 28 - Baha'i: Ascension of Baha'u'llah*
Commemorates the passing of Baha'u'llah, the founder of the Baha'i Faith.
Discover more May heritage months and May awareness days with our May Diversity Calendar 2025.
June 2-3 - Jewish: Shavuot*
Celebrates the giving of the Torah at Mount Sinai.

June 5-9 - Islamic: The Hajj*
An annual Islamic pilgrimage to Mecca, mandatory for all Muslims.

June 7-10 - Islamic: Eid-al-Adha*
Commemorates the willingness of Ibrahim to sacrifice his son.

June 8 - Christian: Pentecost (Whit Sunday)
Commemorates the descent of the Holy Spirit upon the Apostles.
Our June Diversity Calendar 2025 offers valuable information about June religious holidays and June awareness days.
June 19 - Roman Catholic: Feast of Corpus Christi
Celebrates the Eucharist, the body and blood of Jesus Christ.

July 5 - Islamic: Ashura*
Marks the martyrdom of Husayn ibn Ali and is observed with mourning.

July 9 - Baha'i: Martyrdom of the Bab*
Commemorates the execution of the Baha'i co-founder.

July 23 - Rastafarian: Birthday of Haile Selassie*
Celebrates the birth of the Ethiopian Emperor, revered in Rastafarianism.
Learn more about the religious holidays and diversity days in our DEI calendar.
July 24 - Church of Jesus Christ of Latter-day Saints: Pioneer Day
Commemorates the arrival of the first Mormon pioneers in Utah.

August 1 - Pagan and Wiccan: Lughnasadh*
Celebrates the beginning of the harvest season.

August 15 - Roman Catholic: Feast of the Assumption
Celebrates the assumption of the Virgin Mary into heaven.

August 16-17 - Hindu: Krishna Janmashtami
Celebrates the birth of Lord Krishna.

August 21 - Jain: Paryushana begins
Marks an important Jain festival focused on fasting and forgiveness.
Learn more about the diversity holidays 2025 on our August Diversity Calendar 2025.
August 27 - Hindu: Ganesh Chaturthi
Celebrates the birth of Lord Ganesh.

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Need an Interfaith Calendar 2025? Find out major religious holidays. Get inclusive calendar, list of world religion holy days, festivals

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5 Ways Educators Can Support Neurodiversity in the Classroom

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Neurodiverse students face unique challenges in schools today. Learn more about these five ways educators can support neurodiversity in the classroom.

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Summer Institute: Leading with Authenticity

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Cerritos College Undocufalcon Scholars Program

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Cerritos College Title-IX - Pregnant SEAS provides students with workshops and 1:1 consultations, where students can learn about; pregnancy rights, lactation rights, student resources, lactation education, and much more.

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Cerritos College Falcon’s Nest - Food and Housing Insecurities page

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Welcome to the Veterans Resource Center

Important Notice:

In an effort to respond to the rapidly evolving situation regarding the COVID-19 crisis, our offices will be closed to the public beginning Monday, March 16 to reduce the potential for community transmission rates of the virus.

During this temporary closure, VRC services will continue to be offered online. For general questions, please contact us via email at VRC@cerritos.edu . For counseling-related concerns, you can also email VRC Counselor, Felipe Salazar fesalazar@cerritos.edu .

Your health and the well-being of the campus community is our top priority. We want to assure you that we are here to support you. Thank you for your patience and understanding at this time.

Sincerely,

VRC Staff
Veteran Priority Enrollment Dates for Summer 2021 Semester April 19-21, 2021
Please check your MyCerritos for proper summer registration dates if you are a veteran

As announced by our board of trustees, Cerritos is following suite with the CSU's decision to remain remote through the Spring 2021 semester. Due to COVID-19, most courses will remain online through the Spring 2021 semester to reduce the health risks to our community. The VA has also authorized the continued special COVID rule for BAH-rates purposes being extended through December 21, 2021.

Please email VRC@cerritos.edu for further questions.

The calendar requires javascript enabled.&amp;amp;amp;lt;span id="mce_marker" data-mce-type="bookmark"&amp;amp;amp;gt;​&amp;amp;amp;lt;/span&amp;amp;amp;gt;

The calendar requires javascript enabled.&amp;amp;amp;lt;span id="mce_marker" data-mce-type="bookmark"&amp;amp;amp;gt;​&amp;amp;amp;lt;/span&amp;amp;amp;gt;

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Cerritos College Veteran Affairs home page

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Cerritos College Student Accessibility Services (SAS)

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Cerritos College Innovation Center - provides information, training, and opportunities for professional growth.

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# The flag belongs to US and no one else. Let’s celebrate our flag, not our dictator. ## Join us for a rally and march on June 14 in DTLA. ### Brought to you by 50501 SoCal: bringing the power back to the people, peacefully. #### _Support our cause or join our movement, either way, you can get involved here: www.50501socal.org._

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Invite experts into your classroom. It's okay to be the novice, even though you are the teacher

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Invite experts into your classroom. It's okay to be the novice, even though you are the teacher

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Create classroom assignments that encourages courageous conversations

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Create classroom assignments that encourages courageous conversations

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Andrew Solomon. Far from the Tree

https://a.co/d/fQ1k4tP

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Far From the Tree: Parents, Children and the Search for Identity

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Far From the Tree: Parents, Children and the Search for Identity [Solomon, Andrew] on Amazon.com. *FREE* shipping on qualifying offers. Far From the Tree: Parents, Children and the Search for Identity

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Accessibility Learning (Access Learning) Classes ACLR

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Accessibility Learning (Access Learning) Classes ACLR

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Fiction is a great way to engage with identity. I personally think fiction can tell truths more truly than non-fiction sometimes, because it makes you feel them. —Michelle Kim

Recommended novels:

Light from Uncommon Stars by Ryka Aoki

https://bookshop.org/p/books/light-from-uncommon-stars-ryka-aoki/15877678?ean=9781250789082&next=t

Everything I Never Told You by Celeste Ng

https://bookshop.org/p/books/everything-i-never-told-you-celeste-ng/586761?ean=9780143127550&next=t

On Earth We’re Briefly Gorgeous by Ocean Vuong

https://bookshop.org/p/books/on-earth-we-re-briefly-gorgeous-ocean-vuong/12088483?ean=9780525562047&next=t

No No Boy by John Okada

https://bookshop.org/p/books/no-no-boy-john-okada/16644225?ean=9780295994048&next=t

Our library has No No Boy under an unlimited license, and you can read it here: https://research-ebsco-com.cerritoscoll.idm.oclc.org/linkprocessor/plink?id=b43aabfb-8317-39e0-a15f-91d7195b90b1

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Give students choices with assignment(s), classroom participation, and etc. 

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Give students choices with assignment(s), classroom participation, and etc. 