Equity & Inclusion Resources
We invite members of the campus community to submit an essay on your viewpoints on diversity and inclusion at CSUMB. The purpose is to learn from each other about ways to promote an inclusive campus environment. The essay could be a reflective piece on your current job, research, or teaching as it relates to diversity/social justice, strategies for an inclusive workplace or classroom, or personal experiences that have shaped your thinking on these issues.
We will post your essays on the Office of Inclusive Excellence website and feature some in our future newsletters. Essays should be a maximum of 400 words.
- Vanessa Lopez-Littleton, Health, Human Services & Public Policy
- Patrick Belanger, Humanities & Communications
- Britt Rios-Ellis, Dean, College of Health Sciences & Human Services
- Steven Goings, Personal Growth & Counseling Center
- Shyam Kamath, Dean, College of Business
- Browning Neddeau, Liberal Studies
- Kymber Senes, Health, Human Services & Public Policy
Inclusive Teaching / Classrooms
Move Beyond Civility: How to Facilitate Difficult Dialogues in the Classroom
Do Their Stereotypes Affect Your Teaching? (Vitae) March 22, 2017
Eight Actions to Reduce Racism in College Classrooms (Harper & Davis) 2016
The Chronicle of Higher Education:
Inside Higher Ed:
Inside Higher Ed
The Chronicle of Higher Education:
Working with International Students
Here you will find Fall 2014 needs assessment report of CSUMB international students and faculty as well as material discussing cultural variations that may affect the classroom, intercultural competency, and inclusive teaching strategies.
With the international student population at CSUMB on the rise, the Office of Inclusive Excellence sponsored a graduate internship focused on the inclusion of international students on our campus during Summer and Fall 2014. The primary goal was to develop material to help CSUMB faculty better understand who our international students are, what challenges they face, and how the use of inclusive teaching practices can foster community building and intercultural learning, ultimately benefiting all students, not only international ones.
To learn more about programming for international students or study abroad opportunities for CSUMB students, please visit the International Programs website.
This handbook was developed in Fall 2014 in anticipation of the continued growth in CSUMB's international student population and with the understanding that CSUMB faculty will soon begin to see more linguistically and culturally diverse groups in their classrooms.
Preparing For an Increasingly Multicultural Campus: A Survey of CSUMB Faculty and International Student Needs
The needs assessment was developed in Summer 2014 and administered during Fall 2014 to international students studying at CSUMB and CSUMB faculty who work with international students.
Purpose and Goals:
Online survey for International Students Online survey for Faculty Faculty Key Informant Interviews International Student Focus Groups were planned, marketed, and incentivized, though unfortunately never actualized due to timing and other constraints Both quantitative and qualitative data sets were analyzed and compiled into the following reports (Full Report and Executive Summary):
To provide faculty with a better understanding of who their international students are and what challenges these students are likely to face. Having a better understanding of this population will help faculty determine how best to help them achieve academic success.
To this end, the handbook also offers suggestions and strategies for working with multicultural, multilingual, and multinational groups through a discussion of intercultural competence (ICC) and inclusive teaching techniques.
The handbook is divided into four parts and was designed so that the reader can select sections that interest him/her the most; it does not need to be read in sequence or in its entirety.
Part I: Introduction to internationalization
What is internationalization? International students in the U.S. &California
Part II: CSUMB international student population
Where do our international students come from? Why are they here? What are they majoring in? Handbook Part II: CSUMB International Student Population
Part III: Stepping into someone else's shoes: Understanding variations in culture
How does culture influence education systems around the world? What role do students and teachers play in various cultures? How does culture affect students’ behavior and participation in class?
Part IV: The multilingual, multicultural, multinational classroom
What is intercultural competence? Why does it matter? How does it relate to CSUMB? What are some strategies for implementing culturally-aware inclusive teaching? Faculty to Faculty Advice Additional Resources
Country Fast Facts
Infographics of the educational systems of different countries:Brazil, France, Germany, Japan, Korea, Norway, and the U.K. These countries represent the top seven countries of origin of CSUMB international students in fall 2014.
An accessible version of the Country Fast Facts is also available for download in PDF format.
- Brazil Country Fast Facts Infographic
- France Country Fast Facts Infographic
- Germany Country Fast Facts Infographic
- Japan Country Fast Facts Infographic
- Korea Country Fast Facts Infographic
- Norway Country Fast Facts Infographic
- UK Country Fast Facts Infographic
- Country Fast Facts Compiled_Accessible Version
Resource Guides & Materials
- Anti-racism resources
- Anti-Racist Resource Guide
- BLM Kids Reading List
- BLM Instructional Library
- BuzzFeed Essential Reading Guide for Fighting Racism
- Institutionalized Racism: A Syllabus
- Mapping Our Social Change Roles in Times of Crisis
- Medium: 75 Things White People Can Do for Racial Justice
- Otter Cross-Cultural Center’s Working Doc
- Smithsonian Scholars Recommend Books, Films and Podcasts About Race
- Yes! Magazine: On White Privilege
- 26 Ways to be in the Struggle: Beyond the Streets
Community Organizations & Businesses
- Monterey Bay Black Folks Event Calendar: Email AfricanQuazar@gmail.com to subscribe to the newsletter and join the Facebook Group
- Black/POC/LGBTQ+/Female Owned Businesses Santa Cruz/Monterey
Videos and Webinars
- AntiRacist Baby Book Launch: Ibram Kendi & Derecka Purnell Registration Link
- CNN/Sesame Street Coming Together: Standing Up to Racism, a town hall for kids and families
- John Oliver Last Week Tonight: Police
- National Inclusive Excellence Leadership Academy: “Diversity and Community Policing on Campuses in Unpredictable Times”
Websites and Organizations
- Academics for Black Survival and Wellness was organized by a group of Black counseling psychologists and their colleagues who practice Black allyship. Guided by a Black feminist frame, we hope to foster accountability and growth for non-Black people and enhance healing and wellness for Black people.
- Colorlines is a daily news site where race matters, featuring award-winning in-depth reporting, news analysis, opinion and curation.
- Race Forward brings systemic analysis and an innovative approach to complex race issues to help people take effective action toward racial equity.
COVID-19 Resources and Webinars
Equity & Inclusion
- CORA: Webinar Registration (April 9, 10-11 am)- Equity-Minded Student Services in the Online Environment: In response to COVID-19, this webinar will focus on equity-minded student services strategies and practices that can be employed by community college professionals in the online environment. This webinar is facilitated by Drs. J Luke Wood Frank Harris III and sponsored by Center for Organizational Responsibility and Advancement - CORA, ACPA - College Student Educators International, and Chief Student Services Officers Association.
- EARN: Webinar- The ADA at work: Considerations for COVID-19.
Wellness and Well-being
- Paperclip Communications: Webinar- Support Your Remote Staff: Balance Productivity Levels with Sensitivity to Isolation Anxiety, Uncertainty & Grief
- Paperclip Communications: Webinar- Anticipatory Anxiety: Evolving & Exacerbated Mental Health Crisis Created by the COVID19 Pandemic & Ways to Address It Effectively
- University of Minnesota: Highlights & Webinar- Working Remotely… Now What? Dr. Jennifer Engler with the University of Minnesota's Leadership and Talent Development team discusses the importance of building resilience and psychological safety in this out-of-the-ordinary environment and provides process guidelines for onboarding teams into a virtual work world.
- NADOHE: Webinar- Self-Care and Healing Practices for CDOs in the Time of COVID-19 (available 4/19/20)
- AAC&U Faculty Fridays: Quality, Equity, and Inclusion during the COVID Crisis
- Columbia's School of Social Work: Webinar- Series to support faculty new to teaching on-line. The link will be emailed to those who RSVP on this form
- Wiley Education Services: Webinar Registration (April 22, 11 am)- Delivering Quality Student Experiences in Virtual Learning Environments
- CORA: Webinar- Employing Equity-Minded and Culturally-Affirming Teaching and Learning Practices in Virtual Learning Communities
COVID-19 Equity & Inclusion Guidance Document
In the wake of COVID-19, the Council of Chief Diversity Officers at the University of California prepared this guidance document to assist campus decision-makers, faculty, administrators, students and staff on providing supportive positive and inclusive campus climates during the COVID-19 crisis. In addition, NADOHE (National Association of Diversity Officers in Higher Ed) shared the following equity and inclusive considerations by Dr. Jonathan Smith (Chief Diversity Officer, Saint Louis University):
1) The rising xenophobia and microaggressions toward Asian populations.
As recent as this morning, the President was using the term "China virus" at his briefing or communications at the White house. This kind of racist rhetoric that targets a specific group and impacts an entire diaspora of people is hurtful and wrong. Please consider how you can support impacted persons on your campus community and ensure mitigation by reviewing communications that go out university-wide as you can.
2) Isolation of staff who perceive their health status as being valued less than faculty and traditional undergraduate students.
This is a problem happening on campuses far and wide. The COVID-19 crisis is exposing embedded institutional issues around class and positionality, particularly for hourly/ non-unionized staff, staff fluent in remote instructional technologies, contracted workers (e.g. food, janitorial services), and staff folks who may have vulnerabilities with age 60+ and/ or be at risk of other medical-related issues yet must continue in their roles for the aforementioned reasons.
3) Students returning home to a lack of resources that are typically available on residential campuses (e.g. laptops, broadband wireless internet, secure or healthy food options, secure housing, trans students put at risk, international students, etc.).
Again, COVID-19 is exposing race, class, gender, and other issues with deeper financial disenfranchisement. All students are affected, yet we know others are disproportionately impacted and made vulnerable through this crisis with increased food and home insecurity by leaving campus. And we know not all homes and communities have fast internet, or have gaps in internet service - even some faculty and staff are impacted by these issues.
4) Students returning home with rising concerns of infecting their extended family, particularly students of color living in intergenerational households.
What is the familial culture students are returning to and what is home life like? There will be a need to support students in dynamic ways including our virtual counseling and psychological services and other support/ referral resources for these real concerns.
5) Other equity implications including student employment, on-line courses accommodations, and Title IX investigations. How are campuses thinking about and addressing inclusive practices for virtual learning particularly with Zoom which is the teaching/ communication tool of choice and what are the implications for students who depend on on-campus employment - can they work remotely (e.g. deaf/ hard of hearing, blind/ low vision, undocumented students, etc). And what are the implications of technology for our investigative processes?
Higher Education Resources & Organization
- AAC&U:Association of American Colleges & Universities
- ACE: American Council on Education
- Center for Urban Education (USC)
- HERI:Higher Education Research Institute (UCLA)
- NADOHE: National Association for Diversity Officers in Higher Education
- find listings of trans friendly health providers
- therapist listings nationally
- social worker listings nationally
- Trans-specific support services
- LGBTQ youth specific support 741-741 - text START to the crisis text line for text support
- GLBT NATIONAL HOTLINE 1-(888) 843-4564
- Serving callers of all ages (youth & adult). Peer-counseling, information, and local resources.
- GLTB NATIONAL YOUTH TALKLINE 1-(800) 246-PRIDE (7743)
- Visit www.glbthotline.org for more peer chats and support groups.
- The Trevor Project: http://www.thetrevorproject.org/
- Crisis intervention and Suicide prevention for LGBTQ Youth
- GLAAD: www.glaad.org
- Leading conversations about and for the LGBTQ community
- Human Rights Campaign: www.hrc.org
People with disabilities
- Equity & Inclusion on Education: The Intersections of Race, class and Gender in the Teacher Preparation of an African American Social Justice Educator (Michelle G. Knight)
- The Century Foundation: Promoting Inclusion & Identity Safety
- AAC&U Step Up & Lead for Equity: What Higher Education Can Do to Reverse Our Deepening Divides
- AAC&U Committing to Equity and Inclusive Excellence: A Campus Guide for Self-Study and Planning
- ACE: A matter of excellence-A Guide To Strategic Diversity Leadership And Accountability In Higher Education
- October 2016 The White House: Presidential Proclamation -- National Disability Employment Awareness Month
- September 18, 2016 The Chronicle of Higher Education: Teaching Against Islamophobia in the Age of Terror
- September 18, 2016 The Chronicle of Higher Education: How 4 Professors Built Careers Despite Mental-Health Struggles
- August 04, 2016 The New York Times: Racism in the Research Lab
- June 22, 2016 Inside Higher Ed: A Controversial 25 Seconds
- June 03, 2016 Inside Higher Ed: Diversifying the Presidency
- May 24, 2016 Inside Higher Ed: Discussing Past Suicide Attempts, Cincinnati President Aims to Lessen Stigma
- May 20, 2016 Los Angeles Times: 62 years after Brown vs. Board of Education ruling, U.S. schools are becoming more segregated
- April 13, 2016 Inside Higher Ed: Allies and Microaggressions
- March 2, 2016 ACE Higher Education Today: Embracing Student Activism
- February 26, 2016 The New York Times:The Faces of American Power
- January 5, 2016 The Chronicle: The Flagship Diversity Divide
- February 2015-Developing Workplace Strategies: Balancing Work & Family Responsibilities: A Guidebook for Parent Support Providers
- August 07, 2015 Work Less. Play More. Go to Sleep.
- July 21, 2015 "7 Myths about Campus Diversity"
- May 15, 2014: Who Gets to Graduate? (The NewYork Times)
- January 4, 2014: Can Upward Mobility Cost You Your Health? (The NewYork Times)
- June 09, 2013: How Colleges Measure the Return on Diversity (The Chronicle of Higher Education)