Improvement of Diversity Awareness through a Faculty/Staff-Facing Workshop Series Lan Jin, PhD; Aletha Stahl, PhD Purdue University, Center for Intercultural Learning, Mentorship, Assessment and Research Lan Jin Purdue University Email: [email protected] Website: https://www.purdue.edu/IPPU/CILMAR/ Contact Information The evidence-based “Worldview Workshop Series” aims to increase openness to diversity and intercultural competence of faculty, staff, and administrators. Drawing from four phases of Vande Berg's (2009) transformational processes, the program contains topics on Cultural self-awareness, Awareness of others, Communication, Empathy, and Bridging cultural differences. The scores of pre- and post-test on participants’ openness to diversity were measured and compared, to examine the effect of the program on diversity awareness. Participants’ written reflections were also collected to gain rich data. Abstract Quantitative data The result of t-test showed that participants’ openness to diversity was not significantly changed after attending the workshop series (z = -0.93, p-value = 0.35). Introduction 48 participants attended the “Worldview Workshop series”. We conducted pre- and post-test to measure diversity awareness using the 37-item Miami University Diversity Awareness Scale. We received 34 responses. Sample items include “I seek to learn about different cultures”; “A conscious effort should be made to teach cultural expectations in schools and/or classrooms” (5-point Likert scale). Paired sample t-test was used to compare the participants’ pre- and post-score of openness to diversity. Written reflections were also collected. We used content analysis based on transformational processes. Methods In the written reflections, the participants indicated that the workshops increased their awareness of cultural differences and similarities, such as in communication styles, cultural values, and traditions. The participants also pointed out that they would apply their learning in interacting with students and coworkers “by fully listening and seeing if I can identify ‘values’ in conversations, which helps me expand my heart and mind” and “learning about students’ background to better help them”. The program helps prepare more culturally- responsive educators/staff today, and ultimately creates greater inclusion helping students with different backgrounds and needs succeed. Discussion Participants identified the most important learning outcomes for themselves to include empathy, openness, and awareness of the fact that everyone, including themselves, has biases. Several pointed to listening as a key strategy they intend to apply in the future. They also valued learning about communication and getting to know people from other parts of campus. Several would have liked more challenge and even discomfort for the group, especially around questions of race. Individual responses to open-ended questions suggest that participants were at different places in terms of the learning outcomes when they entered the program, and one even stated explicitly that they already did the things that were emphasized. The results of the study can be used to explore best practices for increasing faculty, staff, and administrators’ diversity awareness and creating an inclusive climate in higher education settings. Conclusions Frequency Percentage (%) Gender Female Male Choose to not respond 6 27 1 17.65 79.41 2.94 Age 43.29 (Mean) Position Faculty Staff 1 33 2.94 97.06 Race/Ethnicity White Hispanic/Spanish Black or African American Asian 28 1 3 2 80 2.86 8.57 5.71 Highest level of education High School Community College 4-year College Master’s Level Doctoral Level 1 2 8 16 5 3.03 6.06 24.24 48.48 15.15 Culturally diversity in universities is on the rise. It is predicted by the U.S. Census that by 2044, people of color will account for over half of the nation’s population. In this multicultural society, it is imperative for faculty, staff, and administrators to become more open to diversity, examine their personal biases, and incorporate culturally responsive instruction in their work, to create a more inclusive climate for learning. Fostering inclusion and awareness around diversity benefits all faculty/staff and students. The faculty/staff-facing program “Worldview Workshop Series” is created and conducted in a diverse public university to promote diversity awareness of faculty, staff, and administrators, who frequently interact with students from diverse cultural backgrounds. The 6-session workshop series consists of various activities (i.e., role play, narrative learning, interactive games, and case studies, etc.) and facilitated discussion on the topics of Cultural self-awareness, Other awareness, Communication, Empathy, and Bridging cultural differences. Each session is held weekly. The purpose of the study is to examine the impact of the workshop series on participants’ diversity awareness through both quantitative and qualitative data. Results Participants’ engagement in activities/discussion Table 1. Demographic profile of participants Special thanks to all the participants who attended the workshop series and completed the survey. Acknowledgements Future research could explore the long–term impact of the faculty/staff professional development programs on improving intercultural competence and knowledge. It is also worth investigating the effect of the programs in curriculum development and design. Future Directions Qualitative data Cultural self-awareness “I find the “Iceberg Concept of Culture” very helpful. That makes me realize that so often I focus on surface culture.” Other awareness “Activities/discussions that draw attention to my possible blind spots are enjoyable - it is easy to be complacent. Good to be thinking about how my awareness can affect interaction with others.” “I would love to see a little more challenges in the series. A little discomfort goes a long way to help us learn.” Communication “From the “Pacing” activity, I learned that just because someone's communication style is different doesn't mean they're disengaged or rude.” Empathy “I meet with students (who are often struggling) on a regular basis, so reminding myself to put myself in their shoes before reacting. Also, practicing cultural empathy is important.” The Intercultural Learning Hub endeavors to be the one stop needed by intercultural learning (ICL) practitioners seeking to embed ICL into the academic classroom, the study abroad experience, and/or co-curricular offerings. Full of interactive tools and assessments, the HubICL Toolbox offers a searchable library of ICL resources.
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Folds here Folds here
Improvement of Diversity Awareness through a Faculty/Staff-Facing Workshop Series
Lan Jin, PhD; Aletha Stahl, PhDPurdue University, Center for Intercultural Learning, Mentorship, Assessment and Research
Lan JinPurdue University
Email: [email protected]: https://www.purdue.edu/IPPU/CILMAR/
Contact Information
The evidence-based “Worldview Workshop Series”aims to increase openness to diversity andintercultural competence of faculty, staff, andadministrators. Drawing from four phases of VandeBerg's (2009) transformational processes, theprogram contains topics on Cultural self-awareness,Awareness of others, Communication, Empathy, andBridging cultural differences. The scores of pre- andpost-test on participants’ openness to diversity weremeasured and compared, to examine the effect ofthe program on diversity awareness. Participants’written reflections were also collected to gain richdata.
Abstract
Quantitative dataThe result of t-test showed that participants’ openness to diversity was not significantly changed after attending the workshop series (z = -0.93, p-value = 0.35).
Introduction
48 participants attended the “Worldview Workshop series”. We conducted pre- and post-test to measure diversityawareness using the 37-item Miami University Diversity Awareness Scale. We received 34 responses. Sample items include “Iseek to learn about different cultures”; “A conscious effort should be made to teach cultural expectations in schools and/orclassrooms” (5-point Likert scale). Paired sample t-test was used to compare the participants’ pre- and post-score ofopenness to diversity. Written reflections were also collected. We used content analysis based on transformationalprocesses.
MethodsIn the written reflections, the participants indicatedthat the workshops increased their awareness ofcultural differences and similarities, such as incommunication styles, cultural values, and traditions.The participants also pointed out that they wouldapply their learning in interacting with students andcoworkers “by fully listening and seeing if I canidentify ‘values’ in conversations, which helps meexpand my heart and mind” and “learning aboutstudents’ background to better help them”.The program helps prepare more culturally-responsive educators/staff today, and ultimatelycreates greater inclusion helping students withdifferent backgrounds and needs succeed.
Discussion
Participants identified the most important learningoutcomes for themselves to include empathy,openness, and awareness of the fact that everyone,including themselves, has biases. Several pointed tolistening as a key strategy they intend to apply in thefuture. They also valued learning aboutcommunication and getting to know people fromother parts of campus. Several would have liked morechallenge and even discomfort for the group,especially around questions of race. Individualresponses to open-ended questions suggest thatparticipants were at different places in terms of thelearning outcomes when they entered the program,and one even stated explicitly that they already didthe things that were emphasized.The results of the study can be used to explore bestpractices for increasing faculty, staff, andadministrators’ diversity awareness and creating aninclusive climate in higher education settings.
Conclusions
Frequency Percentage (%)
GenderFemaleMaleChoose to not respond
6271
17.6579.412.94
Age 43.29 (Mean)
PositionFacultyStaff
133
2.9497.06
Race/EthnicityWhiteHispanic/SpanishBlack or African AmericanAsian
28132
802.868.575.71
Highest level of educationHigh SchoolCommunity College4-year CollegeMaster’s LevelDoctoral Level
128
165
3.036.06
24.2448.4815.15
Culturally diversity in universities is on the rise. It ispredicted by the U.S. Census that by 2044, people ofcolor will account for over half of the nation’spopulation. In this multicultural society, it isimperative for faculty, staff, and administrators tobecome more open to diversity, examine theirpersonal biases, and incorporate culturally responsiveinstruction in their work, to create a more inclusiveclimate for learning. Fostering inclusion andawareness around diversity benefits all faculty/staffand students.The faculty/staff-facing program “WorldviewWorkshop Series” is created and conducted in adiverse public university to promote diversityawareness of faculty, staff, and administrators, whofrequently interact with students from diversecultural backgrounds. The 6-session workshop seriesconsists of various activities (i.e., role play, narrativelearning, interactive games, and case studies, etc.)and facilitated discussion on the topics of Culturalself-awareness, Other awareness, Communication,Empathy, and Bridging cultural differences. Eachsession is held weekly.The purpose of the study is to examine the impact ofthe workshop series on participants’ diversityawareness through both quantitative and qualitativedata.
Results
Participants’ engagement in activities/discussion
Table 1. Demographic profile of participants
Special thanks to all the participants who attended the workshop series and completed the survey.
Acknowledgements
Future research could explore the long–term impact of the faculty/staff professional development programs on improving intercultural competence and knowledge. It is also worth investigating the effect of the programs in curriculum development and design.
Future Directions
Qualitative dataCultural self-awareness“I find the “Iceberg Concept of Culture” very helpful. Thatmakes me realize that so often I focus on surface culture.”
Other awareness“Activities/discussions that draw attention to my possibleblind spots are enjoyable - it is easy to be complacent.Good to be thinking about how my awareness can affectinteraction with others.”“I would love to see a little more challenges in the series. Alittle discomfort goes a long way to help us learn.”
Communication“From the “Pacing” activity, I learned that just becausesomeone's communication style is different doesn't meanthey're disengaged or rude.”
Empathy“I meet with students (who are often struggling) on aregular basis, so reminding myself to put myself in theirshoes before reacting. Also, practicing cultural empathy isimportant.”
The Intercultural Learning Hub endeavors to be the one stop needed by intercultural learning (ICL) practitioners seeking to
embed ICL into the academic classroom, the study abroad experience, and/or co-curricular offerings. Full of interactive tools and assessments, the HubICL Toolbox offers a searchable library of
ICL resources.
Related Documents
