Main Title

1
Cultural Competency Awareness For New
Faculty Welcome! Please sign in Amanda Shaffer,
Manager of Faculty Diversity and
Development amanda.shaffer_at_case.edu
www.case.edu/president/aaction/aaeeo.html
2
Diversity as a Core Value at Case

• Welcome to Case!
• Each member of the campus community is expected
  to strive to create a climate of equity and
  respect among colleagues, students and staff.
• Barbara Snyder
• University President
• www.case.edu/president/
• Jerold Goldberg,
• Interim Provost, University V.P.
• Dean, Dental Medicine
  www.case.edu/provost/

3
Goals of this Session

• Familiarize you with important Case policies and
  procedure
• Help you to understand what differences look like
  here at Case
• Develop an awareness of the perceptions and
  behaviors that foster clear communication for
  effective interaction and supervising
• Recognize the power differentials that can lead
  to abuses and harassment
• Know where to go for information, advice, and help

4
What is the Case Campus

• 100 Buildings in University Circle
  (UCI) Greater Cleveland
• University Hospitals Case Medical Center, Rainbow
  Babies
• and Childrens Hospital, Cleveland Clinic Lerner
  College of
• Medicine, MetroHealth Hospital, Veterans
  Administration Hospital
• University Circle Affiliations
• Cleveland Institute of Music
• Cleveland Institute of Art
• Museum of Natural History
• The Cleveland Play House
• www.case.edu/visit/about.html

5
Offices Concerned with Diversity Work

• Office of Faculty Diversity
• Beth McGee, Faculty Diversity Officer,
  368-4299
• Amanda Shaffer, Mgr. of Faculty Diversity
  Development, 368-8874
• www.case.edu/president/aaction/aaeeo.html
• Office of Foreign Faculty and Scholars
• 368-4289 www.case.edu/finadmin/humres/ffs/
• Office of Multicultural Affairs 368-2904
• http//studentaffairs.case.edu/multicultural/
• Office of Equal Opportunity and Diversity,
  368-8877

6
Additional Faculty Resources

• Flora Stone Mather Center for Women
• Dorothy Miller, Director 368-0985
• www.cwru.edu/provost/centerforwomen/
• Faculty development workshops, Faculty awards,
  Student gender bias training, faculty
  directory
• LGBT Resource Website
• www.case.edu/provost/lgbt/
• Information and resources for faculty,
• students staff including polices, events,
  and research
• University Center for Innovation in Teaching
  Education
• Mano Singham 368-1224
• www.case.edu/provost/UCITE/
• Seminars, assessments, faculty grants and
  fellowships

7
Policies

• Diversity Statement and Non-Discrimination
• Domestic Partner Policy
• Americans with Disabilities Act
• Consensual Relations Policy
• Sexual Harassment Policy
• Pre-Tenure Extension Policy
• Workload Release Policy

8
Diversity Statement
Adopted May 2007 Case Western Reserve
University aspires to be an inclusive
environment, believing that the creative energy
and variety of insights that result from
diversity are a vital component of the
intellectual rigor and social fabric of the
university. As a scholarly community, Case
Western Reserve is inclusive of people of all
racial, ethnic, cultural, socioeconomic, national
and international backgrounds, welcoming
diversity of thought, pedagogy, religion, sexual
orientation, gender identity/expression,
political affiliation and disability. We believe
in a culture of inclusion that encourages
relationships and interactions among people of
different backgrounds, a culture that enhances
human dignity, actively diminishes prejudice and
discrimination and improves the quality of life
for everyone in our community. http//blog.case.
edu/case-news/2007/05/03/diversity
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Non-Discrimination Statement

• The University non-discrimination statement was
  changed to go beyond Ohio law and include our
  Lesbian, Gay, Bi-sexual, and Transgender (LGBT)
  community.
• it is the policy of the University to maintain
  an environment that is free from sexual
  harassment and harassment based on race,
  religion, age, sex, color, disability, sexual
  orientation, national or ethnic origin, political
  affiliation, or veteran status.
• www.case.edu/president/aaction/reaffirm.html

10
Domestic Partner Policy
In response to 2004 Ohio law banning same sex
marriage Case reaffirmed its commitment to
domestic partner benefits. We remain
steadfastly committed to respecting all members
of our community and according every individual
the same freedoms and rights, including domestic
partner benefits. This allows faculty, staff,
and eligible students to purchase health benefits
for their same sex partners. www.case.edu/provos
t/lgbt/policies.html
11
Americans with Disabilities Act (ADA)

• Disabilities are invisible as well as
  visible.
• The Americans with Disabilities Act (ADA)
• of 1990 prohibits discrimination on the basis
• of disability and protects qualified applicants
  
• and employees with disabilities from
• discrimination in all aspects of employment.
• ADA for Faculty
• Faculty Diversity Officer
• ADA for Students
• Educational Services for Students (ESS)
• 368-0677 Provides information
• about accommodations for students.
• http//studentaffairs.case.edu/education

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Consensual Relations Policy

• The policy states
• Sexual/romantic relationships between faculty and
  students,
• supervisors and employees, is a basic violation
  of professional
• ethics and responsibility when one party has any
• professional responsibility for the others
  academic or
• job performance, or professional future.
• University employees (faculty, staff, students)
  involved sexually
• or romantically with someone whom they have a
  real or
• implied supervisory responsibility must report
  this relationship to
• the appropriate university authorities.

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Consensual Relations Policy, Applied

• Sexual/romantic relationships are prohibited
  unless both parties are engaged in creating and
  implementing a management plan.
• A management plan is a written commitment
  establishing how the parties will compensate for
  any inequity in their professional or academic
  relations. E.g. reporting structure, who does
  evaluations, assignment of courses, advisors, or
  dissertation evaluators.
• Please refer to your brochure for additional
  information about how a Management Plan is
  developed in each situation.

14
Sexual Harassment Policy Information

• Please read the brochure in your folder
• Often takes place from a position of power or
  influence
• Can be perpetrated by anyone
• male/female, female/male, male/male,
  female/female
• Not just offensive physical contact or requests
  for sexual favors.
• Can include sexual or "off-color" remarks, name
  calling, lewd gestures, obscene materials
  (photos, cartoons, etc.), unwanted touching
• All faculty/employees are required to report any
  first hand information about sexual harassment.
  The policy protects you, the students, the staff,
  and your colleagues. Questions or complaints go
  to the Faculty Diversity Officer.

15
Sexual Harassment Policy Informal Process

• The Informal Process for handling complaints and
  questions
• Discuss the issue/question with the Faculty
  Diversity Officer
• No names are mentioned as it may trigger an
  investigation because of legal obligations.
• You may request an informal investigation of the
  issue
• Possible outcomes of an informal investigation
  may include
• Education about sexual harassment for the
  suspected/accused
• Mediation for the involved parties
• Conciliation meetings
• Advising
• Sexual Harassment is serious and is not tolerated
  at Case
• Please read the brochure in your folder

16
Common Examples of Sexual Harassment in a
University Setting

• Adverse Consequence
• 1) A graduate TA has a sexual relationship with
  an undergraduate. They break up and the
  undergraduate feels her final grade suffered
  because of the break-up.
• 2) A faculty member constantly leans close and
  brushes up against his administrative assistant
  when talking. She asks him for more personal
  space, after which she receives an unprecedented
  negative performance review.
• Hostile Environment
• 1) A male supervisor tells derogatory jokes about
  his wife and women in general in front of his his
  female assistants. They are offended, feel
  disrespected, and dont want to come to work
  because of his behavior.
• 2) A student sends sexually oriented jokes by
  email to other students. Some are offended and
  ask the sender to stop, thinking they must be
  joking, he persists.
• 3) A female student always hugs her lab partner
  and says he has a great body. He tells her hes
  uncomfortable with this, but she laughs and
  doesnt stop.
• Quid Pro Quo
• 1) A professor invites a student home to discuss
  the students research. The student goes and
  consents to sexual activity with the promise that
  the faculty member will give him an A for his
  research.

17
Pre-Tenure Extension Policy

• In recognition of the family obligations facing
  many faculty, a pre-tenure extension is available
  to untenured men and women faculty in cases of
  family emergencies and/or childbirth o adoption.
  Upon written notification by the care-giving
  parent or parents within one year after each live
  birth or after each adoption, an extension of one
  year of the pre-tenure period shall be granted by
  the provost. Faculty may then apply for tenure on
  the original or the extended schedule at their
  discretion.
• www.case.edu/president/aaction/pretenure

18
Workload Release Policy

• The University wishes to provide eligible faculty
  members with a period of time in which to adjust
  to the demands of parenting newly born or adopted
  children under the age of six. A faculty member
  who is the primary care-giving parent and whose
  duties as a faculty member include teaching and
  service duties shall be granted a workload
  release from teaching and service duties for one
  academic semester following each live birth or
  each adoption of a child under the age of six.
• www.case.edu/president/aaction/workload.html

19
Additional Work/Life Balance Resources

• Temporary Change in Parking - Life events
  sometimes require parking in an area other than
  your assigned lot. You may request a temporary
  change in parking through Health Services.
  www.case.edu/admin/aces/newsp.htmexit
• Entertainment Discounts - Reduced price tickets
  to amusement parks, the Zoo etc. that may be
  purchased in Crawford RM 18. www.case.edu/finadmin
  /security/access/tickets.html
• Weatherhead School of Management - Seminars are
  available to Case staff and faculty at a greatly
  reduced rate. weatherhead.case.edu/case/
• Employee Discounts - Discounts and promotions on
  a variety of goods and services from airport
  parking, to car rental, bookstores, electronics,
  dining, and dry cleaning. www.case.edu/finadmin/hu
  mres/benefits/discount.html

20
Cultural Competency Awareness
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Why Cultural Competency Awareness?

• A Faculty member interacts with multiple
  constituencies
• Administrative staff Technical staff
• Undergraduate students Graduate students
• Departmental colleagues Non-departmental
  faculty
• Upper administration Alumni
• Research assistants Corporations/Foundations
• Learning about cultural competence develop skills
  to
• successfully navigate, and positively contribute
  to, the campus climate.
• enable you to create a respectful, productive
  work environment
• potentially reduce interpersonal stress, increase
  positive communication, and decrease
  staff/faculty turnover

22
What Do We Mean by Culture?

• "Culture" - patterns of human behavior including
  the language, communications, actions, customs,
  beliefs, and values of racial, ethnic, religious
  or social groups can be any group of people who
  share experiences, language, and values that
  permit them to communicate knowledge not shared
  by those outside the culture.
• e.g. academic culture, faculty culture,
  department culture, staff culture, student
  culture

23
What is Cultural Competency?

• "Competence" implies the ability to function
  effectively within the context of the cultural
  beliefs and behaviors presented by the various
  communities e.g. faculty, staff, student,
  administration, alumni, etc.
• Cultural competency requires first an awareness
  of cultural difference, and second, attitudes,
  skills, behaviors, and policies that enable
  people and organizations to work effectively in
  cross-cultural situations.
• And the willingness to try.

24
Student Demographics

• 9,423 Students by Race/Ethnicity
• 12 International Students
• 10 Asian (International)
• 6 African American
• 2 Hispanic American
• 39 Undergraduate (59 Men, 41 Women)
• 60 Graduate/Professional (51 Men, 49 Women)
• Data provided by Case Institutional Research
  

25
Case Employee Demographics

• Representing
• 87 countries
• 50 States
• urban and rural communities
• all socio-economic backgrounds
• all major and most minor religions

• There are 5,000 people employed at Case
• 2,400 Full-time Faculty
• 2,980 Full-time Staff
• 300 /- temp employees
• 49 Women
• 51 Men
• 24 Minority
• 76 non-minority
• Ages from 18-81

26
Staff/Faculty Demographics
2,980 FT Staff 2,400 FT Faculty
27
Dimensions of Diversity - Visible and Invisible

• Usual Diversity
• Race
• Color
• Sex
• Language
• Religion
• Ethnicity

• Additional Diversity
• Sexual Orientation
• Education level
• Physical Abilities
• Socio-Economic Class
• Age /Intergenerational
• Communication Differences
• Gender Differences/Expression
• Customs
• Political Affiliation
• National Origin

28
Diversity Quiz - Just the Facts

• Q1. What percentage of the U.S. population is
  American Indian, Asian, Black, Hispanic/Latino(a),
  White?
• Q.2 What percentage of U.S workforce falls under
  ADA?
• Q.3 What percentage of the U.S. population is
  estimated to be Gay or Lesbian?

29
Diversity Quiz - Just the Answers

• Q1. What percentage of the U.S. population is
  American Indian, Asian, Black, Hispanic/Latino(a),
  White?
• American Indian 1.8
• Asian 3.7
• Black 12.1
• Hispanic 12.5
• White 65
• Q.2 What percentage of U.S workforce falls under
  ADA?
• 25
• Q.3 What percentage of the U.S. population is
  estimated to be Gay or Lesbian?
• 10

30
Diversity Quiz - Just the Facts

• Q. 4 What are the median annual earnings of black
  men and women, Hispanic men and women, and white
  women as a percentage of white men's median
  annual earnings?
• Q. 5 T/F Federal protection is provided for
  employment discrimination for gays and lesbians?
• Q 6. T/F Federal Protection is provided for
  employment discrimination based on age.

31
Diversity Quiz - Just the Answers

• Q. 4 What are the median annual earnings of black
  men and women, Hispanic men and women, and white
  women as a percentage of white men's median
  annual earnings?
• White Women 76.7
• Black Men 74.5
• Black Women 68.4
• Hispanic Men 63.2
• Hispanic Women 56.9
• T/F Federal protection is provided for
  employment discrimination for gays and lesbians?
• False
• T/F Federal Protection is provided for
  employment discrimination based on age.
• True - Age Discrimination in Employment Act of
  1967

32
Dimensions of Diversity Change the Variables
Religion
Age
National Origin
Customs
Socio-Economic Class
Sexual Orientation/Gender Expression
Race/Ethnicity
Education Level
Physical Abilities
Language

• Given who you are, consider the way these
  variables might affect your interaction
• Asking a staff member to copy and collate class
  handouts
• Asking a colleague to review your grant
  application
• Asking a student for an opinion in class
• Asking a student for an opinion in private

33
DOH! We All (I) Make Mistakes

• Every time I mention to people that I am in
  school they ask me if I attend community
  college, even the black people. Im a graduate
  student attending a four year college.
• A co-worker mentioned that his pregnant wife was
  on a reduced rotation at the hospital for the
  next month. I asked if she was a nurse. Shes a
  doctor.
• I was speaking with a white co-worker when
  mid-way through the conversation she smiled and
  said You speak so clearly! Have you had diction
  lessons? - like for an African American to speak
  clearly, wed have to have diction lessons.
• African American business woman, p. 40, Speak Up
  
• What would you do if this happened to you?

34
Responding to Mistakes/Slights/Bigotry

• If you are the perpetrator (as we all are!) -
  correct yourself and apologize. If not in the
  moment, as soon as you can. An effective apology
  might include the following
• 1. State the substance and nature of the
  offense/perceived offense.
• Yesterday on the telephone, I said
• 2. Taking responsibility
• I spoke without thinking.
• 3. Acknowledge the pain or embarrassment they
  experienced.
• Its understandable that was upsetting to you.
  
• If someone said that to me, I would not have
  liked it, either.
• NOT, Im sorry youre so easily hurt.
• Elements of an Effective Apology Letter, by
  Marsha Wagner, Columbia University

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Responding to Mistakes/Slights/BigotryEffective
Apology cont.

• 4. A judgment about the offense.
• I was insensitive, What I did was wrong.
• 5. A statement of regret.
• Im sorry I used those words.
• 6. An indication of future intentions.
• In the future, I will try to think about the
  impact of my words before speaking.
• I hope we can have a relationship of mutual
  respect.
• Its important NOT to reiterate the offense, give
  a flippant excuse, or a defensive justification.
  E.g. When Im mad, I say anything but I dont
  really mean it.
• Elements of an Effective Apology Letter, by
  Marsha Wagner, Columbia University

36
Responding to Mistakes/Slights/Bigotry

• Interrupt biased behavior quickly!
• Use humor to diffuse situations when possible -
• Youre just testing to see if I know what sexual
  harassment is arent you?
• Know and refer to Case policies
• Dont laugh at biased jokes and ask why its funny
  
• Why is that funny? Can you tell it again, I just
  dont get whats funny.)
• Prohibit bigotry in your work space. Provide
  written and verbal statements such as
• No sexist or racist jokes will be tolerated in
  my lab
• I expect respectful behavior in my class room,
  no sexist or racist comments will be tolerated

37
Intention vs Impact Problematic Statements

• I believe the most qualified person should get
  the job
• We focus on similarities here - were all just
  Engineers! (or doctors, or faculty etc.)
• I think youre being paranoid - gender (or race)
  does not affect the way I treat you.
• What is the intention of these statements?
• Why, or when, would they be said?
• Racial Microaggressions in Everyday Life, Wing
  Sue, D., Capodilupo, C., Bucceri, J., Holder, A.,
• Nadal, K., Esquilin, M. American Psychologist,
  May-June 2007

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Intention vs. Impact What Someone Might
Hear/Feel

• I believe the most qualified person should get
  the job
• Minorities and women get extra unfair benefits.
• Women and minorities have to work harder.
• We focus on similarities here, were all just
  Engineers! (or doctors, or faculty etc.)
• Race, gender, and culture are not important
• variables that affect peoples lives.
• I think youre being paranoid - gender (or race)
  does not affect the way I treat you.
• Your experience is not valid.
• My opinion about your experience is true.

39
Intention vs. Impact Color Blindness

• What is the intention of these statements?
• Why or when would someone say them?
• When I look at you I dont see color
• America is a melting pot
• There is only one race, the human race
• Racial Microaggressions in Everyday Life

40
Intention vs Impact What a Person of Color
Might Hear/Feel

• When I look at you I dont see color
• You are denying my racial experience.
• You are lying, how can you not see that I am ?
• You want me to pretend that I dont have
  different experiences that you do
• America is a melting pot
• You should assimilate to the dominate culture.
• You should have my experience (immigrant etc.)
• There is only one race, the human race
• You better not talk about racism.
• Racial problems are caused by minorities.
• Racial Microaggressions in Everyday Life

41
Insidious Gender and Minority Assumptions in
Faculty Life

• The Myth of Meritocracy - Success is the result
  of individual, autonomous choices
• Some women or minorities just dont make good
  choices
• She should just say no to service assignments
• S/he would have received tenure if the work was
  better
• Objective evaluation cannot be biased
• We need to maintain standards
• Evaluation is a gender-blind color-blind
  process
• Its irrelevant here if youre a man, a woman,
  blue, green or
• purple

42
Gender Issues in Academia The Chilly Climate

• The Chilly Climate is a system of beliefs and
  behaviors that create an unwelcoming, sometimes
  hostile, atmosphere for women faculty and
  students.
• Behaviors that communicate lower expectations of
  women
• Doubting womens work and accomplishments Did
  you really do that without help from someone
  else?
• Presenting Academia as requiring complete
  dedication to the exclusion of all else until
  tenure is achieved
• discourages women students from considering an
  academic career
• implies women who have children are not true
  scholars
• is a relic from when the Academy was primarily
  men and this is no longer the case.
• Source Bernice R. Sandler, Lisa A Silverberg and
  Roberta M. Hall. The Chilly Classroom Climate A
  Guide to
• Improve the Education of Women, National
  Association for Women in Education, Washington,
  D.C.

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Behavior That Creates A Chilly ClimateBehavior
We Can Change

• Stereotyping behaviors
• students, staff etc. calling the Professor Mrs.
  not Dr.
• Excluding women from professional/social events
• Inviting male colleagues to lunch and not woman
  because inviting a woman causes rumors - go as
  a trio!
• Treating men and women differently when the
  behavior is the same
• aggressive man vs bitchy woman
• Giving women less attention and intellectual
  encouragement
• Making less eye contact with women
• Responding to womens comments with uh-huh-
  Responding to mens comments with feedback or
  questions
• Giving women less criticism, less help, less
  praise

44
Behavior That Creates A Chilly ClimateBehavior
We Can Change

• Discouraging women through politeness
• Refraining from jokes because there are ladies
  present. Respect does not patronize, nor
  disappear when a woman acts against gender
  stereotypes.
• Singling out
• What do the women think about this?
• Defining women by their sexuality
• Devaluing ideas of women perceived as
  unfeminine or
• Using lesbian and bisexual as pejorative when
  women raise womens issues
• Overt hostile behavior toward women
• Dismissing/ridiculing womens issues making
  light of sexual harassment or assault
• Discouraging women from conducting research on
  womens issues

45
Good Intentions
46
Are You a Change Agent?

• Additional Questions to Consider
• When you staff your department, lab, office or
  project how do you balance the diversity, assign
  leadership, distribute awards?
• What consideration do you give to diversity of
  thought and scholarship in your teaching and
  curriculum?
• How can you create a respectful, productive
  climate in your department and/or classroom?
• Any specific areas you would like to discuss?

47
Q A

• Please complete your evaluation.
• It is an important part of the improvement of
  this session.
• Thank you.