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.”
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