courageous conversations facilitated by malcolm fialho – senior diversity officer

Courageous Conversations

FACILITATED BY MALCOLM FIALHO – SENIOR DIVERSITY OFFICER

The University of Western Australia

A fish is the last one to know what water is

Chinese Proverb


Key Drivers

Global University – top 50 in 50 vision

‘Citizens of the Globe’


Rights and Responsibilities Everyone has the right to work and study in

environments marked by respect, dignity, safety, and free of discrimination, harassment, and bullying.

People work best in a setting marked by mutual respect,

personal dignity, and support, which utilises one's skills and abilities, and encourages further learning.

We VALUE respect, diversity, inclusiveness, and fairness for all staff and students.


Diversity Wheel


Understanding Privilege Privilege is defined as those conditions and circumstances enjoyed

by a person because he/she is a member of the majority group in a society at any given point in time.

Majority group refers to the largest group, while a minority group is a group with fewer members represented in the social system.

For the purposes of a discussion about privilege, majority group also signifies the group that has historically held advantages in terms of power and economic resources.

In an Australian context, it refers to able-bodied men of Anglo-Christian, heterosexual background.


Unconscious Bias Refers to stereotypes about groups of people that

individuals forms outside their own consciousness

Replicates the social hierarchy and influences behaviour

Results in decisions and actions based on perceptions of people’s gender, race, class and other characteristics

Often completely incompatible with our values


How ‘Unconscious Bias’ Manifests at Work

Evaluations of resumes and job credentials Letters of recommendation Academic esteem Auditions Pay gaps Distribution of mentoring, coaching, sponsorship The construction of merit


63

0

10

20

30

40

50

60

70

80

90

100

Notr

e Da

me

Mel

b Di

vini

ty C

oll.

Bond

Batc

helo

rSu

nshi

ne C

oast USQ

ACU

New

cast

leSw

inbu

rne VU

Flin

ders

UniS

ACh

arle

s Dar

win

Griffi

thLa

Trob

eEd

ith C

owan

UWS

CQU

Balla

rat

Char

les S

turt

Deak

inAd

elai

deSo

uthe

rn C

ross

Mur

doch

UWA

Mon

ash

Mel

bour

neJa

mes

Coo

kSy

dney

Sect

orCu

rtin

Mac

quar

ieTa

sman

iaQU

TW

ollo

ngon

g UQRM

ITUN

SW UNE

Canb

erra

Avon

dale UT

SAN

U

Perc

enta

ge

Figure 1: Representation of Female Professional Staff, 2008


49

10

20

30

40

50

60

70

80

90

100

110

Mel

b Di

vini

ty C

oll. UN

ENe

wca

stle

Char

les D

arw

in

Char

les S

turt

No

tre

Dam

eSu

nshi

ne C

oast

Adel

aide

Canb

erra

Flin

ders

Deak

in

UWA

Mur

doch

Bo

nd

UNSW

Sydn

ey QUT

Mel

bour

neBa

tche

lor

UWS

Mon

ash

Se

ctor

RMIT

W

ollo

ngon

gAN

UJa

mes

Coo

k Ta

sman

iaSo

uthe

rn C

ross

M

acqu

arie

Gr

iffith

Sw

inbu

rne UQ USQ

Edith

Cow

an

Balla

rat VU

Curti

nLa

Trob

e

ACU

Avon

dale CQ

UUn

iSA

UTS

Figure 2: % Female Professional Staff at Level 10, 2008

UA Target 2010 = 50%


44

0102030405060708090

100110

Mel

b Divi

nity C

oll.

Notre

Dam

eNe

wcas

tleSu

nshi

ne Co

ast

Char

les D

arwi

nDe

akin

Adel

aide

Batc

helo

rM

elbo

urne

Sydn

ey QUT

Griffi

th ACU

Canb

erra UW

SUN

SW JCU

Mon

ash

Wol

long

ong

Sect

orFli

nder

sM

acqu

arie

Sout

hern

Cros

s CQU

RMIT UQ ANU

UWA VU UNE

Edith

Cowa

nM

urdo

chTa

sman

iaBo

nd UTS

UniSA

La Tr

obe

Curti

nCh

arle

s Stu

rtSw

inbu

rne

Balla

rat

USQ

Avon

dale

Figure 3: % Female Senior Professional Staff (HEW 10 and above), 2008


42%

0%

10%

20%

30%

40%

50%

60%

70%

Batch

elor AC

UNo

tre Da

meCh

arles

Darw

in So

uthe

rn Cr

oss

Flind

ers

Deak

in Un

iversi

ty UWS

Canb

erra

Suns

hine C

oast

La Tr

obe

UniSA

Balla

ratMo

nash

Ed

ith Co

wan CQ

UMe

lbour

ne Un

iBo

nd

Griffi

thSy

dney

Macq

uarie QU

TUT

SCu

rtin JCU

Secto

r Ave

rage

Charl

es St

urt

Newc

astle

Murd

och

Avon

dale

Tasm

ania VU

RMIT

USQ

UNE

Woll

ongo

ngUQ

UWA

Adela

ideUN

SWSw

inbur

ne

Melb

Divin

ity Co

llege

ANU

% Fe

male

Figure 7: Representation of Female Academic Staff 2008


29%

0%

10%

20%

30%

40%

50%

60%

0%

10%

20%

30%

40%

50%

60%

UWS

Canb

erra AC

USu

nshin

e Coa

stCh

arles

Darw

in Balla

ratDe

akin

Flind

ers UT

SMa

cqua

rie

Sout

hern

Cross

Batch

elor

Swinb

urne

Sy

dney

UniSA

Melb

Divin

ity Co

llege Gr

iffith

Me

lbour

neCu

rtin

Tasm

ania

Edith

Cowa

n Se

ctor A

verag

e QUT

UNE

La Tr

obe

Mona

sh

RMIT VU

UWA

Bond

UN

SWCh

arles

Stur

tMu

rdoc

h W

ollon

gong AN

UUS

QNe

wcast

le UQ CQU

Adela

ide JCU

Avon

dale

Notre

Dame

Figure 10: Representation of Female Academic Staff at Level D, 2008

Target of 40% by 2010


0%

10%

20%

30%

40%

50%

60%

Bond

AC

UBa

llarat UW

SQU

TCh

arles

Darw

in Me

lb Divin

ity Co

llUT

SDe

akin U

nivers

itySu

nshine

Coast

Edith

Cowa

nLa

Trobe

Griffi

thUn

iSA RMIT USQ

Flinde

rsSe

ctor A

verag

eMe

lbourn

e Uni

Wollo

ngon

gCh

arles

Sturt Cu

rtinNe

wcast

leSo

uthern

Cross

Ma

cqua

rieVU

Sydne

yTas

mania

JCU UQUN

SWMo

nash AN

UCa

nberr

aAd

elaide UW

ASw

inburn

e CQU

UNE

Murdo

chAv

onda

leBa

tchelo

r No

tre Da

me

Figure 11: Representation of Female Academic Staff at Level E, 2008

Target 25% by 2010


Education – A gendered paradigm?

• Reproducing professional ‘habit’

• ‘Soft’ competencies – feminine

• Lack of gender ‘competence’

• Achieving life balance challenges


Continued……

• Leaky ‘pipeline’ effect

• Imbalance of ‘A’ types, as opposed to ‘V’ types

• Issues of ‘image’

• Research Vs Teaching


Themes of Heroic Leadership Sinclair, 2001

Heroism – rejecting weakness, valuing displays of courage

Physical toughness – exhibiting physical stamina and endurance, capacity for work, experience in working in difficult conditions

Emotional toughness – stoic, not showing weakness or doubt

Self-reliance – exhibiting strong drive, not dependent or vulnerable to others


Themes of Heroic Leadership continued…

Corporate norms and practices can reinforce these values through:Expectation of very long working hoursRarely taking leave and often accumulating leavePreparedness to sacrifice family and personal time as necessary for the jobTravel at short notice, life fits around workAn interest in sport and social rituals centred around sport celebrating masculine physical achievement


Rules of Individualism

• ‘No sissy stuff’: avoid all behaviours that suggest being weak, ‘not up to it’

• ‘Be a big wheel’: success, status and superiority to command others

• ‘Be a sturdy oak’: reliability and dependability are defined as emotional stoicism

• ‘Give ‘em hell’: exude an aura of aggression, daring and risk-taking, go for it’


Gender Discrimination

DOMINANT PARADIGM OTHER EXPERIENCES

Group solidarity Marginalisation

Affirming perceptions Exclusion

Support Networks Negative perceptions

Exclusive club Less opportunity to accrue ‘merit’

Camaraderie Isolation

High profile tasks and special assignments

Harassment

(Sinclair)


• Remains entrenched in Australian workplaces• Under representation of women in workforce and

leadership positions = serious economic and social implications

• Narrow definitions of ‘merit’, assessment; lack of workforce flexibility; chequered career paths; ‘construction’ of leadership; unfair emphasis on women’s looks/relationships/families; cultural ‘fit’

Unconscious Gender Bias – The Glass Ceiling


I’m not racist, but…..zero tolerance or zero acknowledgement?

Unconscious Racial Bias & The Bamboo Ceiling

• Accent• Skin colour • Cultural Distance – ‘fit’• Low racial ‘consciousness’ and cultural competence• Image & Brand

(Innes, 2011)


Cultural Competence• We go beyond protecting rights, and proactively

developing core attributes to make you more effective and aware members of the student body, your workplace, and the community

• The development of personal, social and ethical awareness in an international context and the ability of UWA staff and students to communicate clearly, effectively and appropriately in a range of contexts

• ‘a set of skills that allow individuals to increase their understanding of cultural differences within, among and between diverse cultural groups, marked by respect for such diversity


Cultural Competence….. continued

• ‘the ability to recognise and promote cultural diversity and incorporate it into professional practice, such that all social groups are treated with respect and in recognition of their different needs.’

• Global citizens who are intellectually and emotionally comfortable with difference


Cultural Competence

• Assimilation: Invisibility and denial

• Tolerance: Lofty statements of intent

• Recognition: Operational response; ‘token’

• Valuing and affirming: Consciousness


Race in Contemporary Australia

• Evolving, complex story

• Need to move from romantic multiculturalism (May, 2003) to

revolutionary multiculturalism

• Invisibility and denial

• Indigenous issues, refugees & emerging communities (Muslim

& African), International student violence, cyber racism (Innes,

2011)


Romantic Multiculturalism?• Indigenous Australian life expectancy is 16-20 years less

than non – Indigenous Australians

• Universities Australia Group of 8 senior structure have no CALD or Indigenous representation

• Whitest Parliament in the Western World

• Lack of access and full participation in both employment and education – Indigenous people, emerging communities, refugees

• Visible diversity is ‘invisible’ i.e. UWA Executive, Deans, Head of School/School Managers


Three Critical Factors

Head (Cognitive)

Heart (Experiential)

Hands (Behavioural)


Condition 1: Keep the spotlight on Race

• Racial identity - Corner, culture and colour

• Racism – Individual & Systemic

• Prejudice + Power = Racism

• Equality and Equity


Condition 2: Connecting through your story

‘Internal’ look – your unique race story

‘To what degree, and how, does race impact my life?’


Condition 3: Make complexity your friend!

• Individual and collective race ‘stories’

• Critical analysis – how has my cultural background and

race experience shaped me?

• Validating multiple viewpoints – ‘lens’


Common basis for miscommunication

Way of Life


Common basis for miscommunicationContacts


Common basis for miscommunicationWhat is punctuality?



How we deal with anger



How we queue



How we handle problems


Common basis for miscommunicationHow we see the boss


Condition 4: Understanding ‘White’ Privilege

‘…White privilege is like an invisible weightless knapsack of special provisions, maps, passports, code books, visas, clothes, tools and blank checks. As far as I can tell, my African American co-workers, friends, and acquaintance with whom I come into daily or frequent contact in this particular time, place and line of work cannot count on most of these conditions.’

(Peggy McIntosh, 1988)


Condition 4: Understanding ‘whiteness’

• Innovate prism to understand race and power

• All white people benefit from racial privilege,

albeit unequally

• White ‘system’, not skin colour per se

• Sharing unearned benefits of a racially based

system of wealth and privilege


‘Whiteness’ and Higher Education‘…(the) majority of students, faculty and administrators are oblivious not only to what it means to be White, but to the extend to which their Whiteness dominates the campus culture, making it uncomfortable for many people of colour...’

White privilege should be identified and examined – the solution is not ‘necessarily eliminating privileges or courtesies afforded Whites, but rather, expanding them to all human beings’.

Rodriguez, 2004; Delgado, 2004


Heterosexual privilege/heteronormativity and sexuality discrimination

Heterosexual people:•will not hear comments such as “that heterosexual looking one over there”

•can hold hands with their partner without being stared at or have rude comments made to them

•do not have to be frightened about being beaten up because they are straight

•will not have to fear rejection from their friends or workmates if they talk about their partner

•will not become adept at the use of third person impersonal pronouns

•will not be in a position of having to lie about their lives to avoid ridicule

•would not consider their sexuality a reason for not getting a job or promotion


Unconscious Bias – The Pink CeilingDON’T ASSUME THAT:

•everyone is either ‘homosexual’ or ‘heterosexual’. Instead, know that there is a continuum of attraction and affiliation.•sexuality is the most important feature of a gay/lesbian/bisexual person’s identity. Instead, understand that sexuality is one facet of their relationship.•all GLBTI people use the same language to describe themselves. Instead, recognise that the words and language commonly used (lesbian, gay, queer, dyke, homosexual) mean different things to different people and often make important political statements. •GLBTI people are experts on the subject. •GLBTI people are attracted to you. Instead, realize that they may or may not be attracted to you and use the opportunity to assess your own comfort levels towards sexuality. •GLBTI people want ‘special rights’ or ‘special consideration’. •GLBTI people believe the same things, want the same things or need the same things.


Ally Network aims to:• Provide a visible network of identified ALLIES to the GLBTI

(gay, lesbian, bisexual, transgender, intersex) community

• Create a safe, inclusive, and affirming environment

• Build a support and advocacy network

• Develop further awareness and visibility of GLBTI staff and students and their issues

• Forge cultural change at a local level

• www.equity.uwa.edu.au/about_equity_and_diversity_at_uwa/ally_network


Inclusive Leadership• Personal openness, approachability, emotional intelligence,

maturity, empathy• encouraging empathy, self-disclosure, psychological safety,

collective identity and shared goals in staff – inclusive, open environment

• A high level of gender and ‘cultural’ competence• Learning from mistakes and discomfort• Having courageous conversations – capacity building• Supported by an overarching workplace culture of inclusivity

practice


Leaders and Cohesive Teams• Create an environment that is optimal for people’s learning

and working together ….

• … where different perspectives are the end game Deloitte

• Analyse accurately the impact that various people have on processes and outcomes

• Balance processes and outcomes (inclusiveness as a process)

• Be an agent for systemic and cultural change and for the development of all

Leadership in Action, Centre for Creative Leadership


The Diversity Agenda: Your Role

• Identity: Who am I? What am I what worth?

• Inclusion: Do I leave my identity in the car park?

• Performance/Achievement: How is merit defined in this workplace?

• Cultural Competence: How comfortable am I around diversity?

• Social Justice: Have I examined my position on a range of social issues?

courageous conversations facilitated by malcolm fialho – senior diversity officer

Documents