This document outlines an activity and discussion aimed at helping diversity trainers analyze their personal identities. The activity has participants identify six core values that shape their identity and select the value they would feel least comfortable training on. The discussion focuses on challenges with diversity training and fears about conducting it. The document also reviews literature on limited training for diversity facilitators and issues with current practices. It provides examples of tools and techniques for preparation, such as surveying audiences and co-facilitation, as well as potential pitfalls to avoid.

1. Understanding the Unknown to
Enhance Diversity Dialogue:
Helping Facilitators Analyze Their
Personal Identities
Megan Cale and Thomas Rouse
Stony Brook University
LICSPA 2015

2. Outline
1. Learning Outcomes
2. Professional Competencies
3. Definitions
4. Activity
5. Literature Review/Research
6. Audience Discussion
7. Activity Continued
8. Tools and Techniques for Preparation

3. Learning Outcomes
1. Participants will be able to identify two major issues associated with the
way we currently do most diversity trainings.
2. Participants will be able to articulate whether there is value in training the
trainers more in depth about their identity as it relates to diversity and
inclusivity and how that may affect interactions with students.
3. Participants will be able to identify three techniques to help prepare them
to become better diversity trainers.

4. Professional Competencies
1. Assess and address one's own awareness of EDI and articulate one's own
differences and similarities with others.
2. Facilitate dialogue effectively among disparate audiences.
3. Design culturally relevant and inclusive programs, services, policies, and
practices.

5. Definitions
1. Diversity training - focuses on serious social problems such as race and gender
relations that are unresolved; goals are to promote positive intergroup relations and
reduce racisim, sexism, and other forms of discrimination
2. Multicultural - describes the interactions between people of diverse cultures, most
frequently refers to the diversity within a nation or community.
3. Intercultural - to prepare people for more effective interpersonal relations when
they interact with individuals from cultures other than their own
(Fowler, 2006)
(American Council on Education, 2008)

6. Activity
This activity is meant to help
you identify six core values
that shape your identity. Once
you complete identifying the
six core values, you will select
the one that is most salient to
you, including the one that you
would be the least comfortable
training on.

7. Literature Review / Research
1. Limited accessible research within context of HIED
2. Limited training / preparation for HIED professionals
3. HIED professionals are called upon to be facilitators more frequently
4. Quality of training HIED professionals receive may not be sufficient
5. Assessment of training is lacking
6. Issues with current practices
7. Are you “developed” enough to be a trainer or facilitator
8. Developing trainee buy-in

8. Discussion
1. What are your recent experiences and challenges with diversity training?
2. What is it about diversity training that people don’t like?
3. What are your fears about conducting diversity training?
a. How do you deal with individuals in your audience that do not want to talk
about diversity?
4. Do you know the background or experience of the audience you will be training?
5. How comfortable do you feel discussing other cultures, customs, people etc.?
6. Is Diversity training important to your institution? How do you know? How will
that affect your own development?

9. Activity
Part 3

10. Tools
1. Utilize outside resources-- Anti-Defamation League
2. Technology
3. Be familiar with the race development models
4.

11. Techniques
1. Surveying your audience prior to training
2. Co-facilitation (tricky)
3. Setting expectation for training (find examples)
4. Identify potential triggers in the discussion and think through how to deal with
possible audience reactions (identify examples)
5. Debrief
6.

12. Pitfalls
● don’t try to promote personal or political agendas, or interest groups
● limit how you address your own experiences in order to leave from for your trainees to reflect on their
experiences in order to develop
● political correctness is overly stressed, preventing helpful dialogue
● when trainees are forced to express private feelings or are subject to uncomfortable or invasive physical and
psychological exercises
● individual styles of participants are not respected
● resource materials contain outdated views or information
● trainers are often chosen because they represent or are advocates for a specific group
● reverse discrimination may be ignored
● some trainings can encourage an “us” vs. “them” atmosphere

13. References