21-Day Challenge

2 1 - DAY CHAL L ENGE

INTRODUCTION During these 21-Day Challenges, we will offer tools and create space dedicated to enhancing belonging, equity, and inclusion at Motlow State.

MISSION

Cultivating habits to foster belonging reinforces Motlow State’s mission to promote “diversity and access without regard to race, gender, religion, national origin, age, disability, or veteran status”.

ENGAGEMENT Participation in activities like this helps us connect with one another and identify actionable ways to dismantle forms of discrimination and bias to maintain a healthy, innovative work environment. Additionally, professional learning opportunities created by colleagues such as this add to the body of resources those within the Motlow State community can leverage to better serve all Motlow State students.

PRE-ASSESSMENT

Please take a few moments to complete the pre-assessment for this 21-Day Challenge. Thank you in advance!

L I NK TO PRE -ASSESSMENT

How T H E C H A L L E N G E W O R K S . . .

1.

You are invited to participate in weekly exercises that focus on various aspects of the 21-Day Challenge.

2.

These exercises include: A presentation of concepts and data on the topic, Supplemental materials (videos, podcasts, and scholarly articles), and a Town Hall for participants to reflect on the process.

3.

You may join the 21-Day Challenge at any time and work at your own pace with materials provided.

4.

You are encouraged to track your progress using an Activity Log, which supports engagement and will be useful in Town Hall reflections. Here is a PDF Template as well.

21-Day Challenge Tracking Tool Tip: diversify your habits by doing some of each.

Day Read Listen Watch Explore Notice Connect Engage Act

Reflect

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10 11 12 13 14 15 16 17 18 19 20 21

MOTLOW STATE COMMUN I TY COLLEGE

YOU ARE WELCOME

YOU ARE VALID

YOU ARE WORTHY

THE ACCESS & D I VERS I TY COMMI TTEE

WEEK 1

MOTLOW STATE AND THE REGION: DEI THROUGH HISTORY & DATA

21-D AY C HALLENGE Key Terms These terms will appear in resources and discussion throughout the 21-Day Challenge. * See also Tennessee Board of Regents: Equity, Diversity and Inclusion Diversity : The wide variety of shared and different personal and group characteristics among human beings. Equity : The effort to provide different levels of support based on an individual ’ s or group ’ s needs in order to achieve fairness in outcomes. Working to achieve equity acknowledges unequal starting places and the need to correct the imbalance. Equity is an ideal and a goal, not a process. It ensures that everyone has the resources they need to succeed. Equality: The effort to treat everyone the same or to ensure that everyone has access to the same opportunities. However, only working to achieve equality ignores historical and structural factors that benefit some social groups and disadvantages other social groups in ways that create differential starting points. Inclusion : Authentically bringing traditionally excluded individuals and/or groups into processes, activities, and decision/policy making in a way that shares power.- Motlow with the second-highest percentage of Hispanic students and the highest Pell-eligible student completion rate in the state. A DDITIONAL T ERMS Accessibility: The extent to which a space is readily approachable and usable by people of differing abilities. A space can be described as a physical or literal space, such as a facility, website, conference room, office, or bathroom, or a figurative space, such as a conversation or activity. Ally: A person of one social identity group who empathizes and actively supports members of another group. Anti-racist: Being critically aware of the existence of racism and understanding how it is systemic. An anti-racist person actively seeks to mitigate the impacts of racism. Belonging: Feeling of security and support when an individual ’ s identity is accepted and included. When an individual can be their authentic self. Bias: Prejudice; an inclination or preference, especially one that interferes with impartial judgment. Culture: The pattern of daily life learned consciously and unconsciously by a group of people. These patterns can be seen in language, governing practices, arts, customs, holiday celebrations, food, religion, dating rituals, and clothing. Discrimination- The denial of justice and fair treatment by both individuals and institutions. Discrimination is an action that can follow prejudiced thinking. Ethnicity: A social construct which divides individuals into smaller social groups based on characteristics such as a shared sense of group membership, values, behavioral patterns, language, political and economic interests, history and ancestral geographical base. Gender: The socially constructed roles, behaviors, activities, and qualities assigned to females/males. It is separate from ‘ sex, ’ as a person ’ s gender may not correspond to their birth assigned sex or be limited to the gender binary (masculine/feminine). Bystander: A person who observes a conflict or unacceptable behavior. Upstander: A person who intervenes in a conflict or unacceptable behavior. Class: A categorization based on control of resources, socio-economic status, or income.

Cis-Gender: Identifying with the gender roles assigned at birth.

Guilt: Feelings of shame and remorse experienced when recognizing a legacy of injustice and possible benefits of social privilege and power.

Heteronormativity: The belief or assumption that all people are heterosexual, or that heterosexuality is the “ normal ” state of being. Intersectionality: The confluence of social identities (such as gender, race, class) that cannot be examined in isolation from one another; they interact and intersect in individuals ’ lives and are mutually constitutive. Microaggressions: Commonplace verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory racial slights. These messages may be sent verbally, ( “ You speak good English ” ), non-verbally (clutching one ’ s purse more tightly around people from a certain race/ethnicity) or environmentally (symbols like the Confederate flag or Native American mascots). Nationality: The political state from which an individual originates; may or may not be the same as that person ’ s current location or citizenship. Othering: The perception or placement of a group in contrast to the societal norm. Identifying a group as nonstandard in comparison to the dominant group. Power: The ability to influence others to believe, behave, or adopt values as those in power desire. Power may also be understood as (A) The ability to name or define. (B) The ability to decide. (C) The ability to set and change a rule, standard, or policy to serve your needs, wants, or desires. (D) The ability to influence decision makers to make choices in favor of your cause, issue, or concern. Privilege: Unearned access to resources (social power) only readily available to some individuals as a result of their social group. Privilege is usually unconscious to those who have it, but nevertheless puts them at an advantage over those who do not have it. Race: A social construct that artificially divides individuals into distinct groups based on characteristics such as physical appearance (particularly skin color), ancestral heritage, cultural affiliation or history, ethnic classification, and/or the social, economic, and political needs of a society at a given period of time.

Sex: Biological classification of male or female (based on genetic or physiological features).

Sexual Orientation: The sex(es) or gender(s) to whom a person is emotionally, physically, sexually, and/or romantically attracted. Sexual orientation is not a choice, it is determined by a complex interaction of biological, genetic, and environmental factors.

* Adapted from Center for the Study of Social Policy (2019). “ Key Equity Terms and Concepts: A Glossary for Shared Understanding .” Available at: https://cssp.org/wp-content/uploads/2019/09/Key-Equity- Terms-and-Concepts-vol1.pdf; University of Washington Department of Epidemiology Equity, Diversity, and Inclusion Committee (2019). “ Glossary of Equity, Diversity, and Inclusion Terms. ” Available at: https://epi.washington.edu/sites/default/files/website_documents/DEI%20Glossary_Formatted_20190 711.pdf; and Pacific University of Oregon. “ Equity, Diversity & Inclusion Glossary of Terms. ” Available at: https://www.pacificu.edu/life-pacific/support-safety/office-equity-diversity-inclusion/edi- resources/glossary-terms.

A B RIEF H ISTORY OF D IVERSITY IN H IGHER E DUCATION

Morrill Acts (1862/1890): The First Morrill Act expanded access to higher education through land grants, paving the way for the nation’s first junior colleges. The Second Morrill Act limited federal funding to discriminatory institutions, thereby incentivizing racial and ethnic diversity in higher education. Plessy v. Ferguson (1896) : This Supreme Court case established the principle of “separate but equal,” which codified racial segregation at all levels of society, th us weakening the terms of the Second Morrill Act. In response to this exclusion from institutions of higher education, many African Americans reinvested in existing public and private colleges for students of color, now known as Historically Black Colleges and Universities (HBCUs). Servicemen's Readjustment Act (G.I. Bill, 1944): This legislation provided equity to some populations that experienced systemic hardship through preference in college admissions. The G. I. Bill significantly broadened access to higher education among working class males and contributed to the expansion of the middle class. Although states categorically discriminated against peoples of color and most women in disbursement of veteran benefits, the language of this law provided a foundation for affirmative action. Sweatt v. Painter (1950): This Supreme Court case prohibited rejection of college applicants based solely on race. This decision indicated a shift from Plessy and preceded the landmark case of Brown v. Board of Education of Topeka in 1954. Title VI (Civil Rights Act, 1964): The Civil Rights Act of 1964 banned discrimination on the basis of race. Title VI specifically banned racial discrimination by public and private colleges in admissions, financial aid, student services, academic programs, grading, and housing. Higher Education Act (1965): This legislation paved the way for the Federal Pell Grant program in 1972 along with the Federal Work-Study Program and outreach programs like TRIO. Between 1965 and the mid-1990s, total student aid increased fifteenfold. Title IX (Education Amendments,1972): While the Civil Rights Act of 1964 banned racial discrimination in higher education, Title IX of the Education Amendments of 1972 banned sex discrimination. Rehabilitation Act (1973): This law prohibited discrimination against Americans with disabilities. Section 504 of this legislation applied specifically to federally funded colleges and universities. Tribally Controlled Community College Assistance Act (1978): While the tribal college movement began in the 1960s, this legislation officially allocated federal support for institutions established by tribal governments. The Equity in Education Land Grant Status Act of 1994 expanded inclusivity by extending land grant status to tribal colleges, consistent with institutions established under the Morrill Acts. Americans with Disabilities Act (1990): This law extends equal protections to differently abled persons by means of equal access accommodations .

See also, Steven Mintz. “Lessons f rom the History of Higher Ed: Envisioning the Future” (Inside Higher Ed, 2017). Available from: https://www.insidehighered.com/blogs/higher-ed-gamma/11- lessons-history-higher-ed ; “Laws That Changed Diversity in Higher Education” (Best Colleges, 2021). Available from: https://www.bestcolleges.com/blog/diversity-laws-higher-education/; and Andre Robinson ‐ Neal, “ Exploring Diversity in Higher Education Management: History, Trends, and Implications for Community Colleges” (U.S. Department of Education, 2009). Available from: https://files.eric.ed.gov/fulltext/EJ940623.pdf

21-D AY C HALLENGE

W EEK 1 M OTLOW S TATE & THE R EGION : DEI THROUGH H ISTORY AND D ATA

We begin by exploring policies that facilitate equal access to higher education at the federal, regional, state, and local levels. While learning about diversity, equity, and inclusion in higher education; you are encouraged to become familiar with Motlow’s demographics and reflect on ways to facilitate belonging in your role(s) at Motlow. Introduction

The What: Defining Diversity, Equity, Inclusion (DEI) SACSCOC Position Statement Tennessee Board of Regents: Equity, Diversity and Inclusion Diversity, Access, and Inclusion at Motlow 21-Day Challenge Key Terms The Why: History and Data A Brief History of Diversity in Higher Education 2020-2021 MSCC Fact Book- Dashboard (See Personnel data) [Search Census Reporter for comparison to regional demographics.]

Podcasts

Community Colleges & DEI Responsibility (58 min.) Supporting Diverse Professionals in Higher Education (42 min.) Race, Leadership and Engaging with Contrary Viewpoints (39 min.)

Videos

Equity and Equality (3:44) Inclusion over Diversity (10:46) Cultivating a Culture of Inclusion (3:21) How to Get Serious about Diversity and Inclusion in the Workplace (11:04) On Diversity: Access Ain’t Inclusion (12:43)

Readings

Higher Education Should Lead the Efforts to Reverse Structural Racism What Faculty Members Think Increasing Inclusivity in the Classroom

Town Hall Questions

• What can we learn from the data presented about higher education, the state, Motlow, and the community we serve? • What are obstacles to DEI in your position at the college? • How can we foster DEI outside our positions? • What are the consequences of ignoring DEI?

*If you have a Town Hall question that you would like to remain anonymous, please submit to compliance@mscc.edu by the end of business hours Wednesday. Town Hall Meeting Thursday, February 10, 1:00 PM Join Zoom Meeting: https://mscc.zoom.us/j/82123400898?pwd=UjI5NEl3ODFrYmZoMlVvUHZIN2xtQT09 Meeting ID: 821 2340 0898 Passcode: 189066

WEEK 2

CONCEPTS OF POWER AND PRIVILEGE

21-D AY C HALLENGE

W EEK 2 C ONCEPTS OF P OWER & P RIVILEGE

This week focuses on introducing the concepts of power and privilege. Knowledge of key terms and concepts in this section enhances our ability to engage in necessary community dialog related to inclusion, equity, and belonging. Readings The Trouble We’re In: Privilege, Power, and Differenc e Unpacking the Invisible Knapsack Small Silences: Privilege, Power, and Advantage as Management Educators Who Am I? A Strategy for Teaching About Power and Privilege Videos What Is Privilege? (3:59) How Studying Privilege Systems Can Strengthen Compassion (18:26) Pedagogy of Privilege (13:48) Podcasts How Those With Power and Privilege Can Help Others Advance (40 min.) Privilege and Power in Higher Education (46 min.) Additional Resources in Higher Education Diversity Toolkit: A Guide to Discussing Identity, Power and Privilege Power, Privilege, and Oppression Introduction to Power, Privilege, and Social Justice Intersectionality and Privilege Town Hall Questions • Because it can be hard to initially acknowledge privilege, let’s start by sharing some of the ways we each have privilege. • Now - for some radical vulnerability: what are some ways you have had to navigate in life outside of privilege? • How do you think understanding these concepts play a role in education? Town Hall Meeting Thursday, February 17, 1:00 PM Join Zoom Meeting: https://mscc.zoom.us/j/82123400898?pwd=UjI5NEl3ODFrYmZoMlVvUHZIN2xtQT09 Meeting ID: 821 2340 0898 Passcode: 189066 • Why do you think it may be important to acknowledge your own privilege?

*If you have a Town Hall question that you would like to remain anonymous, please submit to compliance@mscc.edu by the end of business hours Wednesday.

Setting a Stage for Discussion

Before beginning, it’s important that everyone have a basic understanding of two core concepts related to privilege and identity. This will allow everyone to start the conversations on the same page and ensure that the participants have a foundation upon which to build future knowledge. The first core concept is culture, which is: • The integrated pattern of human knowledge, belief and behavior that depends upon the capacity for learning and transmitting knowledge to succeeding generations. • A set of shared attitudes, values, goals and practices that characterizes a group of individuals or an institution or organization. The second core concept is identity, which is: • Distinguishing characteristics.

• The condition of being the same with something described or asserted. Everyone Has Many Identities

Age, gender, religious or spiritual affiliation, sexual orientation, race, ethnicity and socioeconomic status are all identities. Some identities are things people can see easily (like race or assumed gender), while other identities are internalized and are not always easy to see (like a disability, socioeconomic status or education level). There are two types of identities that need to be defined in order to spark a discussion on social justice. The first type deals with identities that are part of a majority status — or “agent” — while the second includes identities that are part of the minority status — or “target.”

Adapted from https://msw.usc.edu/mswusc-blog/diversity-workshop-guide-to-discussing-identity- power-and-privilege/

Agent: Members of dominant social groups privileged by birth or acquisition who knowingly or unknowingly exploit and reap unfair advantage over members of the target groups. Target: Members of social identity groups who are discriminated against, marginalized, disenfranchised, oppressed, exploited by an oppressor and oppressor’s system of institutions without identity apart from the target group, and compartmentalized in defined roles. After participants understand the difference between agent and target groups, the facilitator can begin a discussion on oppression. The key features of oppression are: • An agent group has the power to define and name reality, and determine what is normal, real and correct. • Differential and unequal treatment is institutionalized and systematic. • Psychological colonization of the target group occurs through socializing the oppressed to internalize their oppressed condition. • The target group’s culture, language and history is misrepresented, discounted or eradicated, and the dominant group culture is imposed.

Adapted from https://msw.usc.edu/mswusc-blog/diversity-workshop-guide-to-discussing-identity- power-and-privilege/

• Oppression (the “ism’s”) happens at all levels, reinforced by societal norms, institutional biases, interpersonal interactions and individual beliefs. o Individual — feelings, beliefs, values. o Interpersonal — actions, behaviors and language. o Institutional — legal system, education system, public policy, hiring practices, media images. o Societal/Cultural — collective ideas about what is “right.”

But remember: • Most individuals are both a target and an agent of oppression, due to: o Internalized subordination. o Internalized domination. • Because of these internalized factors, individuals have “unearned privilege.”

Adapted from https://msw.usc.edu/mswusc-blog/diversity-workshop-guide-to-discussing-identity- power-and-privilege/

Type of Oppression

Target Group

Non-Target Group

Racial

People of color

White people

Poor, working class

Class

Middle, owning class

Female, Intersex People

Sex

Male

Women, transgender people, Two-Spirit

Gender

Men

Lesbian, gay, bisexual, pansexual

Sexual orientation

Heterosexual people

People with disabilities

Ability

People without disabilities

Neurotype

Neurodivergent

Neurotypical

Individuals with limited or assisted mobility

Individuals who are self-mobile and have full range of motion

Physicality

Communication

Non-verbal

Verbal

Religion

Non-Christian

Christian

Adapted from https://msw.usc.edu/mswusc-blog/diversity-workshop-guide-to-discussing-identity- power-and-privilege/

Type of Oppression

Target Group

Non-Target Group

Age

People over 40

Young people

Children and young adults

Youth

Older adults

People without college degree

Rank/status

People with college degree

Military service

Vietnam veterans

Veterans of others wars

Immigrant status

Immigrant

U.S.-born

Language

Non-English

English

This list is not exhaustive. It is helpful to start with an understanding that everyone experienced being a target or agent at some point in their lives. This helps create a dialogue of understanding. This is not to say that some target statuses are more salient and others may be easier to conceal. But each creates a burden on the individual and each has its own set of challenges to overcome.

Adapted from https://msw.usc.edu/mswusc-blog/diversity-workshop-guide-to-discussing-identity- power-and-privilege/

Privilege Self-Assessment

Look over the list below, beginning on the left side. Check all the ways in which you do not have identity privilege. Then use the right side to document unearned privilege.

I DO NOT have privilege in these identities: I DO have unearned privilege in these identities:

Socio-economic _____

Socio-economic _____

Sexual Orientation _____

Sexual Orientation _____

Religion _____

Religion _____

Gender _____

Gender _____

Gender Identity _____

Gender Identity _____

Employment ______

Employment ______

Physical Ability ______

Physical Ability ______

English speaking _______

English speaking ______

Ethnicity ______

Ethnicity ______

Geographic location _____

Geographic location _____

Nationality _____

Nationality _____

Education _____

Education _____

Modern Utilities _____

Modern Utilities ____

Age ______

Age ______

Other: _______

Other: _______

Other: ______

Other: ______

Other: ______

Other: ______

Activity adapted from University of Central Arkansas: https://uca.edu/training/files/2017/11/Privilege- Exercises-Action-Steps-Handout.pdf

Deep Dive Activity “Diversity Profile” Source: College Committee for Diversity, Equity and Affirmative Action Objective The objective of this activity is to help participants take stock of the multicultural diversity in their lives. It should help participants get a clear image of how diverse or homogenous their surroundings are and identify ways to improve their exposure to multiculturalism on a daily basis. Instructions Fill in the appropriate boxes:

Veteran Status

In my environment

Gender

Race

Ethnicity

Sexuality

Ability

Religion

I am

My co- workers are

My supervisor is

My elementary school was predominantly

My teachers were mostly

Most of my close friends are

Adapted from https://msw.usc.edu/mswusc-blog/diversity-workshop-guide-to-discussing-identity- power-and-privilege/

In my environment

Veteran Status

Gender

Race

Ethnicity

Sexuality

Ability

Religion

My dentist is

My doctor is

Other people who live in my home are

People who regularly visit my home are

My neighbors are

As you reflect this week, some possible reflection questions…

Are there patterns you notice? Are certain identities more prevalent among the individuals you know especially in your close circle? Are there blind spots in your general experience and exposure? (Are there identities or intersections of identities you may not have as embedded in your daily life when compared to other intersections of identity?

Adapted from https://msw.usc.edu/mswusc-blog/diversity-workshop-guide-to-discussing-identity- power-and-privilege/

WEEK 3

MICROAGGRESSIONS

21-D AY C HALLENGE W EEK 3 Microaggressions

“The everyday slights, insults and offensive behaviors that people of marginalized groups experience in daily interactions cause real psychological harm.” Readings The 360-Degree Experience of Workplace Microaggressions: Who Commits Them? How do Individuals Respond? What are the Consequences?: Influence and Implications Unconscious Bias, Stereotypes and Microaggressions: How to Prevent These Subtle Forms of Discrimination from Affecting Your Workplace Hierarchical Microaggressions in Higher Education Settings: Anyone Can Be a Victim, Perpetrator, or Bystander

Microaggressions: Death by a Thousand Cuts When and How to Respond to Microaggressions Disability Microaggressions - AKA “Ableist things people say” Ableism and Microaggressions Bingo Card Videos Procter & Gamble: The Look (1:43)

Microaggressions in Everyday Life (4:25) Microaggressions in the Classroom (18:04) Eliminating Microaggressions: The Next Level of Inclusion | Tiffany Alvoid | TEDxOakland (9:00) Town Hall Questions • Describe a time when you or someone you know experienced microaggressions? • We know not all microaggressions are based on visible traits or characteristics. Ableism assigns inferior worth to people who have developmental, emotional, physical or psychiatric disabilities by devaluing and limiting their potential. Have you experienced or witnessed microaggressions based on ableism? • How can microaggressions impact students' academic experiences? • How can microaggressions impact the experience of employees? Town Hall Meeting Thursday, February 24, 1:00 PM Join Zoom Meeting: https://mscc.zoom.us/j/82123400898?pwd=UjI5NEl3ODFrYmZoMlVvUHZIN2xtQT09 Meeting ID: 821 2340 0898 Passcode: 189066

*If you have a Town Hall question that you would like to remain anonymous, please submit to compliance@mscc.edu by the end of business hours Wednesday.

Definition of Microaggressions

Commonplace verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory racial slights. These messages may be sent verbally, ("You speak good English"), non-verbally (clutching one's purse more tightly around people from a certain race/ethnicity) or environmentally (symbols like the Confederate flag or Native American mascots).

Types of Microaggressions

Microassaults

• A microassault is most similar to what we traditionally think of as “overt discrimination” and are conscious and intentional acts by an aggressor. • Microassaults can be verbal, nonverbal, or environmental. • Verbal microassaults include name – calling/use of epithets. • Nonverbal microassaults include behavioral discrimination. • Environmental microassaults include offensive signs, posters, or other visual displays. • A microinsult is a comment or action that communicates insensitivity to or disregard for a person’s identity or heritage. • Microinsults often occur as “subtle snubs” that convey “a hidden insulting message to the recipient.” • Perpetrators of microinsults are not usually consciously aware of the harmful nature of their behavior.

Microinsults

Microinvalidations

• A microinvalidation is a comment or action that ignores or dismisses the thoughts, feelings, or experiences of a member of an underrepresented community. • Like perpetrators of microinsults, perpetrators of microinvalidations are not usually consciously aware of the harmful nature of their behavior.

The Four Ds of How to Respond to Microaggressions

Discern

Determine how much of an investment you want to make in addressing the microaggression.

Disarm

If you choose to confront a microaggression, be prepared to disarm the person who committed it.

Defy

Challenge the perpetrator to clarify their statement or action. Use a probing question, such as “ How do you mean that? ”

Decide

You control what this incident will mean for your life and your work — what you will take from the interaction and what you will allow it to take from you.

A C C E S S A N D D I V E R S I T Y C O M M I T T E E E

21 DAY CHALLENGE WEEK 4: Take Action

Greetings Motlow Community,

This week focuses on taking action. Section 4 introduces the concepts of being an ally, seizing the moment, and committing to diversity, equity, and inclusion.

Understanding the language and concepts in this section can help build tools needed to engage in civil discourse related to inclusion, equity, and belonging.

We will start this section by sharing a selection of videos, articles, podcasts, and resources from other institutions of higher education. Understanding the role these conversations and vocabulary play in access to education allows us to create new tools and resources to engage our colleagues and students. While there are the learning objectives about grasping terminology and taking in perspectives that may or may not differ with one’s one experience, inclusion of an article, video, or resource should not be taken as endorsement of any particular person, business, or organization. Instead, we ask that part of the challenge this week may be to practice listening to experiences and obstacles that might be foreign to things you might have had to navigate in your own life.

TAKE ACTON Diversity, Eauity, & Inclusion

INTRODUCTION Take Action

Toolkit for "Anatomy of an Ally" Guide to Allyship Ally, Advocate and Activist: understanding who we are in the world demanding change

The National Inclusive Excellence Leadership Academy Dr. Damon Williams

INTRODUCTION Take Action

The National Inclusive Excellence Leadership Academy Dr. Damon Williams

Readings: The Brain-Friendly Way to Build Allyship on College Campuses How to be an ally in the workplace: 13 ways to do it No Matter What You Call Them, Allies Are Important Become a Better Champion for DEI by Focusing on These Three Areas What Are Employee Resource Groups (ERGs)? Video Resources: Accenture Inclusion & The Power of Diversity | Accenture (03:27) What is Allyship? (03:58) What is Allyship and Why is Allyship Important? (02:49) The importance of Queer Allyship in the classroom (10:11) Building Equity and Allyship for People with Disabilities (36:13) Podcasts Assessing Your Allyship Journey (30:00) BEING AN ALLY (YOU START BY LISTENING) (1:04:34) Dr. Damon Williams on how to move the needle on campus diversity and inclusion (54:00)

TAKE ACTION 21-Day Challenge

Resources fromOther Institutions: Active Ally Resources. Micro-Affirmations Drive a Culture of Belonging (see image below)

The National Inclusive Excellence Leadership Academy Dr. Damon Williams

“Our lives begin to end the day we become silent about things that matter.” --MLK

TOWN HALL Take Action

Town Hall Meeting

Thursday, March 3, 1:00 PM Join Zoom Meeting: https://mscc.zoom.us/j/82123400898? pwd=UjI5NEl3ODFrYmZoMlVvUHZIN2xtQT09 Meeting ID: 821 2340 0898 Passcode: 189066 *If you have a Town Hall question that you would like to remain anonymous, please submit to compliance@mscc.edu by the end of business hours Wednesday.

Town Hall Discussion Questions

What do you find challenging about Allyship? What Ally Personas do you consider yourself to be? How can you be a better Ally, for DEI efforts on your campus? Why is it important for you to be a better DEI Ally? What are you doing with your team to foster learning about DEI issues? How have you been impacted by one of the Ally Personas?

“Injustice anywhere is a threat to justice everywhere.” --MLK

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