1. The document discusses social justice topics including identity, privilege, oppression, diversity, and multiculturalism.
2. It provides information on various identity categories and defines what it means to be privileged and oppressed.
3. The document describes how different resource centers on campus came to exist, using the example of a racially insensitive fraternity party in 2010 that led to the creation of the black resource center to support minority students. It lists the mission statements of several resource centers.
Embracing Change and Strengthening Communities in Rural America nado-web
Learn how a group of committed, caring, and passionate residents of St. James, MN, chose to embrace the changing population demographic in their small town as an opportunity instead of a problem. In the process of getting to know one another’s stories and working on projects designed to recognize and celebrate the diverse cultural heritage of the town’s residents, trusting relationships formed that have built bridges between diverse community members, creating a more welcoming community for all.
-Alejandra Bejarano, Economic Recovery Planner, Region Nine Development Commission, Mankato, MN
-Sue Harris, Community Education Director, St. James, MN
-Pat Branstad, Uniting Cultures/Uniendo Culturas Facilitator, St. James, MN
-Introduction: Nicole Griensewic, Executive Director, Region Nine Regional Commission, Mankato, MN
Teachers of color are positive role models for all students in breaking down negative stereotypes and preparing students to live and work in a multiracial society. A more diverse teacher workforce can also supplement training in the culturally sensitive
teaching practices most effective with today’s student populations.
In addition to providing social advantages for all students, the racial diversity of the teaching workforce can help to close the
achievement gap, emerging research suggests. Both quantitative and qualitative studies find that teachers of color can improve the school experiences of all students; further, teachers of color contribute to improved academic outcomes while serving as strong role models for students.
One report suggests that, compared with their peers, teachers of color are more likely to (1) have higher expectations of
students of color (as measured by higher numbers of referrals to gifted programs); (2) confront issues of racism; (3) serve as
advocates and cultural brokers; and (4) develop more trusting relationships with students, particularly those with whom they
share a cultural background.
A recent report shows that, despite the critical role that teachers of color can play in helping students of color succeed, every
state has a higher percentage of students of color than teachers of color and the workforce is still overwhelmingly homogenous.
While the focus of this report is on racial diversity, the Department acknowledges that other forms of diversity such as socioeconomic background, gender, sexual orientation, disability status, religion, and multilingualism are also important and should be examined. For example, when considering gender in addition to race, we know that black males make up only 2 percent of the teaching workforce nationwide.
Welcome to the official launch of Global Intergenerational Week 2022. These are the presentation slides delivered by the Executive team who are leading the campaign. For more info check out the GWT website at www.generationsworkingtogether.org
The Transgender Museum Experience: Creating a Safe Space for Everyone to Work...West Muse
Transgender people are members of every community museums engage, from staff and volunteers to visitors and participants. How can your institution create a safe space for people of all genders? This panel discussion will include a brief overview of gender identity before diving into a conversation about successful engagement around the region. Learn from your colleagues, develop strategies to take home with you, and discover resources to shift your museum’s workplace culture.
The Transgender Museum Experience: Creating a Safe Space for Everyone to Work...West Muse
Transgender people are members of every community museums engage, from staff and volunteers to visitors and participants. How can your institution create a safe space for people of all genders? This presentation includes a brief overview of gender identity before diving into a conversation about successful engagement around the region.
The internationalisation of universities promotes global employability for st...University of Limerick
To succeed in a globalised world, graduates will need a range of intercultural competencies. This presentation outlines the ways that these competencies can be developed within an internationalised university.
What Should Diversity and Inclusion in NASIG Look Like?NASIG
This will be an interactive Town Hall where we will discuss as a group what diversity and inclusion means for NASIG. How we can become a more inclusive organization and encourage members of underrepresented groups to get involved with NASIG? How can the Equity and Diversity Committee help in this mission going forward.
These are the slides from the seminar on Race and Membership in American History done collaboratively with Facing History and Ourselves, the San Diego Museum of Man, and the Museum of Photographic Arts.
Embracing Change and Strengthening Communities in Rural America nado-web
Learn how a group of committed, caring, and passionate residents of St. James, MN, chose to embrace the changing population demographic in their small town as an opportunity instead of a problem. In the process of getting to know one another’s stories and working on projects designed to recognize and celebrate the diverse cultural heritage of the town’s residents, trusting relationships formed that have built bridges between diverse community members, creating a more welcoming community for all.
-Alejandra Bejarano, Economic Recovery Planner, Region Nine Development Commission, Mankato, MN
-Sue Harris, Community Education Director, St. James, MN
-Pat Branstad, Uniting Cultures/Uniendo Culturas Facilitator, St. James, MN
-Introduction: Nicole Griensewic, Executive Director, Region Nine Regional Commission, Mankato, MN
Teachers of color are positive role models for all students in breaking down negative stereotypes and preparing students to live and work in a multiracial society. A more diverse teacher workforce can also supplement training in the culturally sensitive
teaching practices most effective with today’s student populations.
In addition to providing social advantages for all students, the racial diversity of the teaching workforce can help to close the
achievement gap, emerging research suggests. Both quantitative and qualitative studies find that teachers of color can improve the school experiences of all students; further, teachers of color contribute to improved academic outcomes while serving as strong role models for students.
One report suggests that, compared with their peers, teachers of color are more likely to (1) have higher expectations of
students of color (as measured by higher numbers of referrals to gifted programs); (2) confront issues of racism; (3) serve as
advocates and cultural brokers; and (4) develop more trusting relationships with students, particularly those with whom they
share a cultural background.
A recent report shows that, despite the critical role that teachers of color can play in helping students of color succeed, every
state has a higher percentage of students of color than teachers of color and the workforce is still overwhelmingly homogenous.
While the focus of this report is on racial diversity, the Department acknowledges that other forms of diversity such as socioeconomic background, gender, sexual orientation, disability status, religion, and multilingualism are also important and should be examined. For example, when considering gender in addition to race, we know that black males make up only 2 percent of the teaching workforce nationwide.
Welcome to the official launch of Global Intergenerational Week 2022. These are the presentation slides delivered by the Executive team who are leading the campaign. For more info check out the GWT website at www.generationsworkingtogether.org
The Transgender Museum Experience: Creating a Safe Space for Everyone to Work...West Muse
Transgender people are members of every community museums engage, from staff and volunteers to visitors and participants. How can your institution create a safe space for people of all genders? This panel discussion will include a brief overview of gender identity before diving into a conversation about successful engagement around the region. Learn from your colleagues, develop strategies to take home with you, and discover resources to shift your museum’s workplace culture.
The Transgender Museum Experience: Creating a Safe Space for Everyone to Work...West Muse
Transgender people are members of every community museums engage, from staff and volunteers to visitors and participants. How can your institution create a safe space for people of all genders? This presentation includes a brief overview of gender identity before diving into a conversation about successful engagement around the region.
The internationalisation of universities promotes global employability for st...University of Limerick
To succeed in a globalised world, graduates will need a range of intercultural competencies. This presentation outlines the ways that these competencies can be developed within an internationalised university.
What Should Diversity and Inclusion in NASIG Look Like?NASIG
This will be an interactive Town Hall where we will discuss as a group what diversity and inclusion means for NASIG. How we can become a more inclusive organization and encourage members of underrepresented groups to get involved with NASIG? How can the Equity and Diversity Committee help in this mission going forward.
These are the slides from the seminar on Race and Membership in American History done collaboratively with Facing History and Ourselves, the San Diego Museum of Man, and the Museum of Photographic Arts.
4. I. TipofthEWeek
● Stay open-minded. The people most different from
you can teach you the most about yourself and the
world around you.
● Reddit - subreddit for everything
○ Reddit.com/r/________
○ r/eli5 - r/worldnews - r/askreddit -
r/lifeprotips
6. II.Announcements
1. Congrats on finishing the Video Projects! I laughed
and smiled a lot from them! We will try to watch
them in week 10, but I have other fun things stored
in for our last discussion together!
2. Final Project (Reflection Paper)
a. DUE: Section of Week 10 (2 weeks from today)
b. On Ted.If you have any questions, feel free to
email me.
11. III.RulesforToday
● This classroom is a safe and open-space to share.
○ No one will judge you for what you have to say. We are here to learn.
● Please keep what people say unidentifiable.
● If you need to, you can step out of the classroom.
○ This section will be very heavy and if you feel uncomfortable and
need a breather outside, go ahead and step outside. I’ll come check
on you if you don’t come back after a while.
● This classroom is respectful.
○ Please no cell phone or electronics at all.
● If you don’t understand something, please ask a question.
15. Vi.SocialJusticeBasics
● Identity: the parts you identify with that make up who
you are
● Some examples of identity
○ Race
○ Gender
○ Ethnicity
○ Sex
○ Gender
○ Sexual Orientation
○ Class
○ Ability
○ Age
○ Occupation
○ Geographic Location
○ Appearance
16.
17. Vi.SocialJusticeBasics
● What does it mean to be privileged?
● What does it mean to be oppressed
(dis-privileged)?
● What is diversity?
● What is a multicultural lens?
20. VI.ResourceCentersandWhytheyexist
● Compton Cookout
○ 2010 (only 5 years ago)
○ A Fraternity Party during Black History Month
○ Guests were “invited to don gold teeth in the style of rappers from the Los
Angeles suburb of Compton, eat watermelon, and dress in baggy athletic wear.”
○ The black community and professors got very upset and protests
eventually lead to creating the black resource center
● We are not as diverse of a campus as you may think and
these resource centers are here to help those who fall
into those minorities/oppressed/disprivilege
● Other resource centers came to exist post that event
Source: http://www.nytimes.com/2010/02/27/education/27sandiego.html
21. Cross
Cultural
Center
Committed to supporting the
needs of UCSD’s campus
communities by creating a
welcoming and holistic
learning environment for
everyone. Our vision at the
Cross-Cultural Center is to
empower UCSD to
recognize, challenge, and
take proactive approaches
to diversity for campus as a
whole. As part of the UC
San Diego Campus
Community Centers, we
value differences and
building relationships at all
levels of the university and
experience community and
diversity through broad lens.
Established in 2013 as a
unit of Equity, Diversity &
Inclusion, the Black
Resource Center (BRC) is a
Campus Community Center
which serves the entire
population of UC San Diego
while emphasizing the Black
experience. Services
include but are not limited
to: academic support
services,
mentoring/leadership
development, co-and
extra-curricular
programming, and
non-academic counseling.
Since opening in 1996,
the center has been a
space where people
work collaboratively to
foster the development
of diverse groups of
women. We strive to
increase awareness of
issues affecting
women and men while
creating a sense of
community at UCSD.
Since opening on
November 8, 1999, our
office has been a
proud home for the
entire UCSD Lesbian,
Gay, Bisexual,
Transgender (LGBT)
community. We
provide a visible
presence on campus
and enhance a sense
of connection and
community among
LGBT faculty, staff,
students, and our allies
at UCSD.
One of the newest
Campus Community
Centers under the new
Vice Chancellor of
Equity, Diversity, and
Inclusion at UC San
Diego. The RRC is open
to everyone but we strive
to emphasize and foster
the access, retention,
and graduation of
Chicano/a-Latino/a
students as well as
create strong
connections with our
surrounding community.
Black
Resource
Center
Women’s
Center
LGBT
Resource
Center
Raza
Resource
Centro