reflective essay on equality and diversity

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Student reflections on Equality, Diversity and Inclusion

Ma students gender, globalisation and rights, 2020-2021 , dr stacey scriver ,, 28 april 21,  |  0 ( 0 )  stars,  | 14 mins, dr stacey scriver, lecturer and researcher in the global centre for women’s studies in nui galway, introduces the thoughts of masters students who are studying issues around gender, globalisation and rights..

The concepts of Equality, Diversity and Inclusion (EDI) have in recent years become increasingly used by organisations, including universities, to signal their efforts to promote equitable environments.

Yet, these concepts do not necessarily fit together easily – equality, particularly formal equality, may struggle to incorporate diversity and may not, on its own, lead to inclusion – and the value of diversity is often lost in the quest for equality.

The challenge of creating substantive equality for all is one that feminists have long grappled with.

In the MA in Gender, Globalisation and Rights at NUI Galway, students also grapple with these challenges, formally within their Feminist and Gender Theorising module, but also personally as they live the experience of undertaking a postgraduate degree in a setting marked by the diversity of the students themselves.

In the work of Chandra Mohanty [1] , one of the theorists examined in the programme, they find one way of engaging with the often at-odds experience of being both a part and different. While for Mohanty, the recognition of our “common differences” emerged through a critique of colonialism and the exploitation of the Global South, the concept has broad applications in understanding the interactions between self and other, insider and outsider, belonging and separation.

As she explains, [1] Chandra Talpade Mohanty promoted the concept of “common differences” in the 1983 conference she organised as a graduate student, Common Differences, Third World Women and Feminist Perspectives (Urbana, Illinois). Her use of the concept was further developed in her 2003 publication, Under Western Eyes Revisited: Feminist Solidarity through Anti-Capitalist Struggles, in Signs , 28(2): 499-535.

In knowing differences and particularities, we can better see the connections and commonalities because no border or boundary is ever complete or rigidly determining. The challenge is to see how differences allow us to explain the connections and border crossings better and more accurately, how specifying difference allows us to theorize universal concerns more fully

(mohanty, 2003:505).

It is a concept that pays heed to the fact that of our particular locations, positions, histories, privileges and identities, create inequalities that separate us, and yet we share common threads of vulnerability, strength, and experience that can bring us together.

This concept of common differences thus navigates issues of equality, diversity and inclusion in a way that does not diminish the complexity of their interaction or privilege any one of these goals.

Below, students of the MA Gender, Globalisation and Rights use the concept as a heuristic device to explore their experience of common differences as students at NUI Galway.

Rachel Duffy, MA Students Gender, Globalisation and Rights, 2020-2021

As a student at NUI Galway, I experience common differences   among my fellow MA students. We all come from a variety of countries and backgrounds and our reasons for completing this MA are different.

As females, we have all experienced the social constraints of our gender, such as discrimination, harassment, juggling housework and childminding along with a million other things. The stories told and experiences shared, might come from different parts of the world but have the common thread of what it is to be a woman in our hostile world.

So, although we have different cultures and societies, we are all connected through our shared experiences as women and by picking this course, by our desire to learn more about this world we live in and contribute to positive change. 

Tinyiko Ndaba, MA Students Gender, Globalisation and Rights, 2020-2021

As a student at NUI Galway, I experience common difference when discussing academic or general issues with other students and lecturers.  I feel comfortable sharing my views from my background and perspective as an African female student. My sense of self is not threatened by diversity. Instead, it grows from listening to the experiences and views of the other students.

I feel challenged and enriched by ideas from other students from different geographical, racial, ethnic, religious backgrounds. They make me probe further into how I perceive the world, how similar and different we are. I believe we are one regardless of differences. We are unique and have so much to offer each other. I will not trade the feeling of belonging to a diverse community at NUI Galway for anything. It is an experience of a lifetime.

Kate Dunne, MA Students Gender, Globalisation and Rights, 2020-2021

As a student at NUI Galway, I have experienced common differences with my fellow classmates as we have navigated our way through our virtual academic year. In our small hub, I have had the opportunity to connect with women in other parts of the world through the lived experiences of my classmates and have also shared my experiences with them.

Our peer learning group Galway Women’s HERstory’s mission statement summarises the experience: “This community of learning is a collaborative and respectful environment whose aim is to explore, develop and critically analyse feminist concepts and theories. Through discussion and debate, each community member will be able to share their views, opinions and experiences in order to facilitate collective learning and individual growth. Members will be encouraged to express and refine their feminist voice and explore new understandings of feminism.” We celebrate our differences by using them as a tool to spark ideas and discussions while supporting one another from a place of friendship.

Rebecca Brett, MA Students Gender, Globalisation and Rights, 2020-2021

In my MA programme, I am the only American and thus I most certainly share differences with my course-mates. My upbringing in the States informs my perspective on academic issues and the stances I take on issues of political controversy. Despite these differences, I have felt an abundance of solidarity with the other women in my programme. We all wished each other a Happy International Women’s Day (a holiday not celebrated in the South of the US where I’m from).

When a news story broke about another country trying to limit reproductive health rights or the increase in domestic violence due to the pandemic, our WhatsApp group chat became a collective support group. Despite our different backgrounds in privilege, geographical location and cultural beliefs, it was very common for us to unite over our shared vulnerabilities as women. I think this thread of commonality is crucial to diversity and inclusion work, just as the acknowledgment of differences is vital to promoting intersectional solutions to complex problems. Addressing difference is important, but highlighting shared lived experiences is crucial to the feminist fight.

Dr. Stacey Scriver, Global Women's Studies, School of Political Science & Sociology, NUI Galway

Commitment to Equality, Diversity and Inclusion by academic institutions and other organisations is essential and important. Nevertheless, structural inequalities within institutions and within broader society continue to impact lives unequally.

Achieving substantive equality is an ongoing project that requires the efforts of all – and thus a shared recognition of what is at stake and what can be achieved.

The reflections of the students of the MA Gender, Globalisation and Rights point towards this shared commitment that is strengthened and deepened through respect for diversity and the recognition of common differences.

Mohanty reflected in 2013, that the success of “collaborations and alliances depends on a deep commitment to understanding the  differences  between our histories and experiences”. [1] Here, we might learn, that it is not difference that undermines equality, but is rather what shines a light on our shared humanity and provides the foundations to achieve equality and inclusion, together.

[1] In Alcoff, L.M. (2013) Feminists we Love: Chandra Talpade Mohanty. Available at: https://www.thefeministwire.com/2013/10/feminists-we-love-chandra-mohanty/

[1] Chandra Talpade Mohanty promoted the concept of ‘common differences’ in the 1983 conference she organised as a graduate student, ‘Common Differences, Third World Women and Feminist Perspectives’ (Urbana, Illinois). Her use of the concept was further developed in her 2003 publication, ‘Under Western Eyes Revisited: Feminist Solidarity through Anti-Capitalist Struggles’, in Signs , 28(2): 499-535.

[2] In Alcoff, L.M. (2013) Feminists we Love: Chandra Talpade Mohanty. Available at: https://www.thefeministwire.com/2013/10/feminists-we-love-chandra-mohanty/

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Reflective Essay on Equality and Diversity: Discrimination by Perception

Reflective essay on equality and diversity, focusing on discrimination by perception

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Celebrating Our Differences: Inspiring Essays on Diversity and Inclusion

Ready to celebrate diversity and inclusion? Discover how to craft an exceptional essay on this important topic with our expert tips and real-world examples. Join us as we explore the power of diversity and its impact on individuals and communities alike.

Imagine yourself walking into a room full of people, each with their own stories to tell. What makes your story stand out? What makes your voice unique? This is the essence of a good diversity essay .

In your essay, you have the opportunity to show the admissions committee how your life experiences have shaped your perspective, identity, and aspirations. Through sharing personal stories, you can paint a picture of who you are and how you will contribute to the vibrant tapestry of the campus community.

Maybe it's growing up in a multicultural household that has taught you to value different perspectives and ways of life. Or, perhaps it's overcoming adversity and facing challenges that have made you a more empathetic and resilient person. Whatever your story may be, your diversity essay is a chance to showcase the richness and depth of your lived experiences.

As you craft your essay, think about how your unique background has informed your actions, beliefs, and goals. Share specific examples and anecdotes that bring your story to life, and make sure to emphasize how you will use your diverse perspective to contribute positively to the campus community. With a well-written diversity essay, you can show the admissions committee that you are more than just a set of grades and test scores - you are a unique and valuable addition to their community.

We have provided a guide as well as some essay examples to assist you in writing your essay about diversity. If you need inspiration for an essay, read them till last. But before we dig into the specifics, a basic understanding of diversity is necessary.

What is Diversity in actuality?

institutions. By recognizing and celebrating the unique experiences, viewpoints, and identities of students from diverse backgrounds, schools can create a more inclusive and welcoming environment that benefits everyone. Through diversity essays, students have the opportunity to showcase the strength of diversity and how it can contribute to the greater community. 

Scholarship options designed for historically underserved communities also demonstrate the importance of diversity in leveling the playing field and creating opportunities for all. Therefore, embracing diversity can lead to a stronger and more vibrant academic community.

What is Inclusion?

Inclusion is the practice of making a place where everyone, despite their differences, is treated with dignity and respect . It's the act of making sure nobody is held back from contributing to a group or community because of their identity or background.

Each person's race, ethnicity, gender identity, sexual orientation, financial background, ability, religion, and other characteristics are valued and celebrated through the practice of inclusion. It's not enough to just tolerate differences; we need to celebrate them and foster communities where everyone can feel safe and included.

To advance social justice and equity, inclusion is crucial. It allows people from all walks of life to meet one another, learn from one another, and work together towards a shared objective. Positive results for individuals and communities can result from their inclusion in more open, welcoming, and supportive settings.

Step-by-Step guide on how to write an essay on diversity and inclusion

Writing an essay on diversity and inclusion is an important task that requires careful planning and execution. In this step-by-step guide, we will provide you with a roadmap on how to write a compelling essay on this topic.

Here are seven suggestions to consider as you write your diversity statement.

Tell your story

Highlight any challenges you had to overcome while writing an essay. Tell the world about how you used to have to lug two 20-pound sacks of rice uphill to school every day. Recognize your privilege if you were born into affluence. Either way, you can utilize your experience to demonstrate your ability to empathize with kids who struggle to complete their education.

Focus on commonly accepted understandings of diversity and inclusiveness

Issues of race, gender, class, and sexual orientation should be given special attention. Don't try to soften your stance by mentioning, for example, how challenging it is to be a Kansan in Missouri. Write about racism, sexism, homophobia, transphobia, ableism, or another form of oppression that is well-known instead.

Avoid false parallels

When writing a diversity essay, it is important to avoid false parallels. False parallels are when two things appear to be similar, but in reality, they are different. To avoid false parallels, you must carefully examine the similarities and differences between the two things you are comparing. This will help you to make accurate and meaningful comparisons, which will ultimately strengthen your diversity essay.

Write about specific things you have done to help students from underrepresented backgrounds succeed

If you've never helped anybody before, now is the time to start. Become involved as a tutor at a low-performing school, help Habitat for Humanity construct homes, or adopt an antiracist pedagogical approach in your classroom. Not only will you gain valuable experience, but you can also use it to strengthen your diversity statement.

Highlight any programs for underrepresented students you’ve participated in

If you have participated in any programs for underrepresented students, be sure to highlight them in your essay on diversity. This could include programs focused on increasing access to education for students from disadvantaged backgrounds, mentorship or internship programs for underrepresented groups, or community service initiatives aimed at promoting diversity and inclusion.

By highlighting these programs, you can showcase your commitment to diversity and demonstrate how you have taken active steps to promote equity and inclusion in your community.

Write about your commitment to working toward achieving equity and enhancing diversity

Provide details on what you can bring to the table. You might express your desire to help existing programmes on campus or to start something brand new inspired by what you've seen elsewhere.

Modify your statement based on where you are sending it

When writing an essay on diversity, it's important to tailor your statement to the specific institution or audience you are addressing. Modifying your statement based on where you are sending it shows that you have taken the time to research the institution and understand its values and priorities. This can increase the likelihood of your statement resonating with the reader and ultimately being successful in achieving your goals.

3 Example essays on Diversity and Inclusion

The importance of diversity workforce, introduction.

Workforce diversity is a critical aspect of modern-day organizations. It involves hiring individuals from different backgrounds, cultures, ethnicities, genders, and ages. The concept of workforce diversity is gaining prominence as organizations are increasingly recognizing the benefits of having a diverse workforce. In this essay, we will explore the importance of workforce diversity, the challenges associated with it, and the benefits it offers.

Encourages Innovation and Creativity

Diversity brings together a wide range of perspectives and ideas that can help drive innovation and creativity. When people from diverse backgrounds come together, they can offer different viewpoints and ideas, leading to new solutions to problems.

Enhances Employee Engagement and Retention

Employees who feel included and valued are more engaged and motivated, leading to higher retention rates. When employees feel they belong and are appreciated, they are more likely to stay with the organization, reducing turnover costs.

Increases Global Competitiveness

Diversity in the workforce is crucial for organizations looking to expand globally. Organizations with a diverse workforce are better equipped to understand and navigate the cultural nuances of different countries and regions, making them more competitive in the global marketplace.

Promotes a Positive Image

Organizations that embrace diversity are viewed positively by the public, customers, and employees. A diverse workforce demonstrates that the organization values and respects individuals from all backgrounds, contributing to a positive brand image.

Resistance to Change

Implementing diversity initiatives can be met with resistance, particularly from those who believe that the traditional way of doing things is the best. It is essential to educate and raise awareness about the benefits of diversity to overcome this challenge.

Communication Barriers

When individuals from different backgrounds come together, there may be communication barriers due to language or cultural differences. It is essential to provide training and resources to overcome these barriers and foster effective communication.

Stereotyping and Bias

Stereotyping and bias can negatively impact diversity initiatives. It is essential to establish a culture of inclusivity and respect, where individuals feel valued and appreciated for their unique contributions.

Improved Decision-Making

A diverse workforce can provide a range of perspectives, leading to better decision-making. When individuals with different backgrounds come together, they can offer different viewpoints, leading to a more comprehensive and well-rounded decision-making process.

Increased Creativity and Innovation

Diversity can lead to new ideas and perspectives that can drive innovation and creativity. A diverse workforce can bring together different viewpoints and experiences, leading to new solutions to problems.

Enhanced Reputation

Improved Employee Engagement and Retention

When employees feel included and valued, they are more engaged and motivated, leading to higher retention rates. A diverse workforce can help create a sense of belonging, leading to improved employee engagement and retention.

Workforce diversity is crucial for modern-day organizations. It can lead to improved decision-making, increased creativity and innovation, and enhanced reputation. However, diversity initiatives can be met with resistance, communication barriers, stereotyping, and bias. It is essential to establish a culture of inclusivity and respect, where individuals feel valued and appreciated for their unique contributions. By embracing diversity, organizations can create a more productive, engaged, and innovative workforce.

2. The challenges of diversity in different institutions

Diversity is a term that describes the differences among people, whether they are cultural, ethnic, racial, linguistic, gender, or sexual orientation differences. While diversity is often celebrated, it can also pose challenges, especially in institutions such as schools, workplaces, and governments. This essay will explore the challenges of diversity in different institutions and how they can be addressed.

Challenges of Diversity in Schools

Schools are meant to be places where students can learn and grow, but diversity can sometimes be a challenge. Students who come from different backgrounds may face discrimination and exclusion from their peers, which can affect their ability to learn and thrive.

Teachers may also struggle to provide a curriculum that is inclusive of all students experiences and perspectives. Addressing these challenges requires a commitment to creating an inclusive environment where all students feel valued and respected.

Challenges of Diversity in the Workplace

Workplaces are becoming increasingly diverse, but this diversity can pose challenges. Employees from different cultural backgrounds may struggle to communicate effectively or may feel excluded from the workplace culture. Discrimination and bias can also be a problem, as can the assumption that everyone shares the same experiences and perspectives. To address these challenges, employers need to be proactive in creating a workplace culture that values diversity and promotes inclusivity. This can involve training and education for employees, as well as policies and procedures that support diversity and inclusion.

Challenges of Diversity in Government

Governments are responsible for serving diverse populations, but this can be a challenge. Members of different cultural and linguistic groups may have different needs and expectations from their government, and some groups may face discrimination or exclusion. 

To address these challenges, governments need to be proactive in engaging with diverse communities and ensuring that their policies and programs are inclusive. This can involve outreach and consultation with community groups, as well as the development of policies that reflect the needs and perspectives of diverse communities.

Ways to Address the Challenges of Diversity

Addressing the challenges of diversity requires a commitment to creating inclusive environments where all individuals feel valued and respected. This can involve several strategies, including education and training, policies and procedures, and community engagement.

Education and training can help individuals better understand the experiences and perspectives of those from different backgrounds. This can involve training programs for employees or professional development opportunities for teachers. It can also involve curriculum changes in schools that better reflect the experiences and perspectives of diverse students.

Policies and procedures can also play a role in promoting diversity and inclusion. This can involve policies that prohibit discrimination and harassment in the workplace or schools. It can also involve policies that promote diversity in hiring or that ensure that government programs and services are inclusive of all members of the community.

Community engagement is also an important strategy for promoting diversity and inclusion. This can involve outreach to community groups and the development of partnerships with organizations that serve diverse communities. It can also involve the creation of advisory committees or other mechanisms for engaging with diverse populations.

In conclusion, diversity is an important aspect of our society, but it can also pose challenges in different institutions. Schools, workplaces, and governments need to be proactive in creating inclusive environments where all individuals feel valued and respected. This requires a commitment to education and training, policies and procedures that promote diversity and inclusion, and community engagement. By addressing the challenges of diversity, we can create a more equitable and inclusive society for all.

3. Ideas on how to Reduce Discrimination in Society

Racial discrimination is a pervasive issue that has plagued society for centuries. It is a problem that continues to affect individuals and communities around the world. Discrimination is an act that denies individuals equal rights, opportunities, and treatment based on their race or ethnicity. The impacts of racism are far-reaching, and it affects individuals' economic, social, and emotional well-being. Therefore, there is a need for collective efforts to reduce racial discrimination and promote social justice. This essay discusses some of the best ways to reduce racial discrimination in society.

Education and Awareness

Education is a powerful tool that can help reduce racial discrimination. Education is essential in teaching individuals about diversity, equity, and inclusion. When people understand the impact of racism, they are more likely to become allies and advocates for change. Education can take many forms, such as books, documentaries, and workshops. 

Institutions can also incorporate cultural competency training into their curriculum to educate students and faculty members about the impact of discrimination. It is essential to recognize the different forms of discrimination, including implicit bias, microaggressions, and institutional racism, to address them appropriately.

Political Action

Political action is another way to reduce racial discrimination in society. Leaders at the local, state, and federal levels can enact policies that promote equality and diversity. Policies such as affirmative action and diversity initiatives can promote inclusion in the workforce and educational institutions. 

Politicians can also pass laws that make racial discrimination illegal and provide support to victims of discrimination. It is essential to recognize that racism is a systemic issue that requires political action to address.

Community Engagement

Community engagement is an important way to reduce racial discrimination. Building strong communities that are inclusive and diverse can help reduce racism. Communities can engage in activities that promote diversity, such as cultural festivals, food fairs, and art exhibits. 

These events can help build bridges between different communities and promote understanding. Community members can also engage in conversations about racism and work together to address it. This can create a sense of belonging and unity that can help reduce discrimination.

Diversity in Institutions

Institutions play a significant role in reducing racial discrimination. Institutions such as schools, businesses, and government agencies can promote diversity by recruiting and retaining individuals from diverse backgrounds. A diverse workforce or student body can help reduce discrimination by promoting inclusion and understanding. 

Institutions can also create policies that promote equality and diversity, such as flexible work arrangements, diversity training, and bias reporting systems. It is important to ensure that institutions are representative of the communities they serve to reduce discrimination.

In conclusion, reducing racial discrimination requires a collective effort from individuals, institutions, and political leaders. Education and awareness, political action, community engagement, and diversity in institutions are all effective ways to address discrimination. It is important to recognize that reducing discrimination is a long-term effort that requires commitment and perseverance. By working together, we can create a more inclusive and equitable society that values diversity and promotes social justice.

Final Words

In conclusion, embracing diversity and inclusion is crucial for creating a more equitable and harmonious society. Whether it's through recognizing and celebrating racial diversity and cultural diversity, fostering a sense of belonging for all individuals, or actively working to combat discrimination and prejudice, we must prioritize these values in all aspects of our lives. By championing diversity and inclusion, we can cultivate a richer, more vibrant world that values the unique perspectives and experiences of all people. By embracing diversity and inclusion, we can build a better future for ourselves and for generations to come.

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Diversity and Inclusivity

Reflection: What have we learned?

Positive change often comes from the people who need the change and not the people who grant the change. Disability inclusiveness is an important space for understanding intersectionality and our creative cultures. https://t.co/2NmNcZUWwj — Alexis Petri (@AlexisPetri1) December 5, 2021

F irst of all, thank you for reading our blog! We hope that our contributions have enabled you to get a proper overview of how many barriers disabled people or people with different racial origins face in different spheres of life. We have examined how the intersections of disability and other social factors, such as gender, social class or race, can create barriers to elite sports, music, healthcare and employment. By focusing on different areas of life, we want to emphasize that the barriers encountered by these individuals are actually barriers to everyday life . There seem to be no areas of a certain people’s life that are exempt from such barriers. Whether it comes to sports , music , healthcare , employment or the workspace , they are always disadvantaged and have to overcome additional burdens.

Conclusion and limitations of our blog

After having finished our research, we came to the conclusion that we have to get rid of these barriers as soon as possible so that all parts of everyday life are equally accessible for all groups of society . Easier said than done, but raising your awareness by reading our blog may already be a step in the right direction. But raising awareness about intersectionality is certainly not enough. We need effective measures that sustainably remove barriers for all people. Therefore, we hope that future research shifts its focus towards solution approaches instead of just explaining what barriers there are, being a limitation of our blogposts. Thereby, institutions and experts need to finally listen to the experiences of disabled people, people of various racial groups and other minorities to actively include them in the process of developing promising solutions .

A future outlook

How to get rid of racism, ableism, sexism and even classism is a difficult and loaded question to answer. Most people don’t perceive themselves as any of these ‘-isms’ . The classic “I can’t be racist, I have black friends” shows how racism, for a lot of people, is an individual or even anecdotal experience. Well, it really isn’t. All of the aforementioned ‘-isms’ are structural, systemic and even institutional problems. They are at the core of our society and will not disappear until we treat and acknowledge them as such. Through education of privilege , laws of equality , functioning social and health institutions , proper representation and of last but not least compassion and understanding we can and must as a society work together on a world that is characterized by both equality and equity.

Photo by Amy Elting on Unsplash

If you don’t have a plan for inclusivity, your plan is to be exclusive. -Catrice M. Jackson

Moving away from the final discussion of our blog, it is time to reflect on our work as a team. All in all, we are quite happy with the outcome of our blog as we all managed to finalize our own blogposts and still had enough time to meet weekly to work on the introduction and the reflection. This was only possible because everyone has equally participated in the creation of the blog what ultimately led to a motivating environment. Each of us benefited from actively cooperating from the start till the finalisation of our blog. Now we are curious about how you liked it!

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Sport, Disability and Gender, the Losing Combo?

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15 Your Reflection on Equity

“We don’t learn from experience…we learn from reflecting on experience” (John Dewey).  Image  [new tab]  by Hannah Wei from Unsplash

Just as we want students to reflect on their learning, this is an important practice for educators to engage in as well. It is only through examining what we are doing in our teaching that we can use that knowledge to improve our teaching in the future.

The exercise below is an example of this practice in action. Introspective pauses like this give you time to contemplate what you have just learned and how you can use it to inform your teaching practice.

Pause and think: How would you define equity in a teaching and learning context? What are you already doing that would be considered equitable? Based on this lesson, what is one new practice you can implement into your course next term? Take 2 minutes to type some percolating thoughts.

If you would like to keep a copy of your thoughts, remember to write in text somewhere, you can keep it before moving on to the next page.

In fact, keeping a copy of your reflections has a variety of benefits including:

• Being evidence of your desire to learn.
• Making your learning and growth as an educator visible.
• Including them in your teaching dossier when applying for a new position.
• Including them in the dossier you submit for tenure and/or promotion.

In the next step, you will consider diversity in your teaching.

Introduction to Equity, Diversity and Inclusion in Teaching & Learning Copyright © 2023 by University of Manitoba is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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How to Review and Reflect on Diversity and Inclusion to Impact Change

Diversity & Inclusion | Business Management & Strategy

Embarking on an organization-wide effort to increase DEI, which means diversity, equity and inclusion , requires a dynamic approach. DEI in all its forms as an HR function, organizational values and culture, strategic direction, supply chain management, etc. differs from other organizational initiatives.

It is unique in that it carries the sensitive nature of race, color, religion, sex, sexual orientation, gender identity, national origin, veteran or disability status that all impact on a personal and political level. For this reason, to ensure success of diversity and inclusion programs , it is critical to understand feelings and opinions that will impact attitudes, and ultimately engagement levels, in the workplace.

Starting a Diversity and Inclusion Program

To better understand existing perceptions, an essential step is taking the time to ask questions that will encourage individuals to reflect on the both their own personal current state, along with their organization’s current state, as it relates to diversity and inclusion.

“Perhaps the most powerful instrument we have in…navigate change is ourselves. Our ability to use ourselves potently relies in large part on the level of awareness we have about the impact we make, and our ability to make choices to direct and modify that impact.”  -- Triple-Impact Coaching, Use of Self.

Leadership and Diversity

A self-assessment at the leadership level may be warranted before deciding where to start, or next steps around diversity and inclusion program efforts. Leaders, and anyone who intends to influence others, must first assess where they sit with the issues surrounding diversity and equality. The process of self-reflection refers to an inventory of individual beliefs systems in connection with issues of race, gender, etc. Reflection Questions for Leaders:

• How do I identify individually with issues of diversity and inclusion? How do I view others?
• How do I listen to others around topics involving issues of diversity?
• How do I define diversity?

Other relevant areas to explore with leadership prior to initiating change efforts or introducing new programs and initiatives are related to the views of the organization juxtaposed to current issues and the role of diversity and inclusion within the organization. It is important to assess wider belief systems within an organization. Questions to ask to assess the current climate towards D&I are below.

Reflection Questions for Management:

• What is the role of people leaders in D&I initiatives?
• What should inclusion look like?
• What competencies and skills do I have to contribute to diversity and equality efforts?

As part of a wider strategy reflecting on attitudes within a company or industry may help drive meaningful planning efforts and lasting change. Taking the time to focus on assessing the immediate culture in place, helps determine where to start or focus change efforts. Reflection Questions for Organizations:

• How do we react to resistance?
• How does my organization respond to change?
• What are the immediate challenges?

• School of Public Health
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Reflections on equity, diversity and inclusion

March 4, 2019 • community

School of Public Health & Texas Center for Health Disparities Community Blog

Last Fall I was asked to chair an ad hoc (temporary) committee to develop a diversity and inclusion plan for our School of Public Health (SPH). This seemed like a fairly straightforward task for a couple of different reasons.  First, our accrediting body, the Council on Education for Public Health , provides us with a clear set of questions and sound logic to proceed with our plan.

Second, issues of cultural competence and diversity are considered foundational in our public health base of knowledge and skills.  Among the 22 competencies expected of our Master of Public Health degree graduates, 5 include explicit language related to equity, diversity or inclusion and most others cannot be successfully accomplished without incorporating these concepts.

Humbled and Transformed

Despite the fact that my daily work evolves around promoting public health competencies and engaging diverse communities, I found the experience of chairing this ad hoc committee to be both humbling and transforming.  It has set me on a journey of discovery and reflection, added another lens to view the world, deepened the piles of books in my home and office (as well as the virtual ones in my Audible library), and strengthened my resolve to continue this work.

Before I share the details of this transformation, I believe it is important to explain where I began.  I am a white, heterosexual woman.  I grew up in a middle-class family with two parents who hold graduate degrees and provided a nurturing environment with high expectations and healthy boundaries.

In other words, I have lived a very privileged life and I continue to benefit from these privileges. This is important, because whether we acknowledge it or not, the decisions we make, and our interactions with one another are shaped by our privileges and our socialization.

During my life journey, a number of experiences have sensitized me and helped me understand my privilege. These include having my dad come out as gay during my early adulthood; living as a statistical ethnic minority in Miami, Florida for seven years; marrying a man with a different race, ethnic, and socioeconomic background from me; giving birth to and parenting a mixed-race child; and experiencing years of microaggressions as a mixed-race family in Texas.

Too much information?

Why am I sharing these personal reflections? Because what I’ve learned is that doing this work in a meaningful way requires you to question all of your beliefs and decisions. As a school, we are in the process of examining our policies, procedures and practices through a lens of equity and inclusion.  Because many of us identify ourselves as social scientists, we want to believe that we are doing so with objectivity. However, without personal reflection, the “objective” criteria that we are using may in fact be influenced by biases rooted in privilege, history, and socialization.

Our Committee

One of the best parts of chairing the ad hoc committee was working with the committee members, who each contributed valuable perspectives and engaged in thoughtful discussion. The committee included UNTHSC administrators, faculty, staff and student volunteers, as well as community members, and a UNT system administrator. These 12 people brought diverse perspectives, as well as experience in promoting equity, diversity and inclusion in higher education and community settings. This productive group worked intensively between November 2018 and February 2019 to develop and draft an initial plan.

Our process

In a little over three months, we accomplished the following expectations set by our accrediting body:

• Identify and define priority under-represented groups of faculty, staff, and/or students
• Establish goals to increase representation of the under-represented groups identified in #1.
• Identify the strategies used to advance and evaluate the goals established in #2.
• Describe the strategies planned to create and maintain a culturally competent environment.

We also developed a School statement on Equity, Diversity and Inclusion, as well as a logic model framework to show how we will achieve our goals .

We began with a systematic review of information, which included:

• Demographic (race, gender, ethnicity) information about our faculty and students, as well as other Schools and Programs of Public Health
• Demographic information about Texas, the North Central Texas region, and our surrounding county
• Information about the operations of our school, including but not limited to: (1) curriculum design, (2) student recruitment practices, (3) faculty research areas, (4) faculty and staff search and hiring practices, (5) faculty, staff and student involvement in the community.
• Published reports and articles addressing issues of equity, diversity and inclusion in higher education and our surrounding community,
• Best practices and approaches to promoting equity, diversity and inclusion
• The mission, vision and values of our institution

During our review, we talked about the importance of preparing our students to practice in the surrounding community, engaging and serving the community with respect and competence, and addressing barriers to recruitment and retention of diversity faculty, staff and students. We discussed what we believe we’re doing well and reflected on areas we need to improve.

We spent hours developing the following statement on behalf of our school:

Our commitment to equity, diversity and inclusion Our work, rooted in social justice, leads to solutions for a healthier community. We aspire to create an academic environment where an equitable, diverse and inclusive culture is part of our core values. We seek and embrace diversity of thought, people, culture, and experiences. These principles enhance our ability to prepare the public health workforce, generate knowledge, and make positive contributions to our community.

We determined that it is important for our faculty, staff and students to demographically align with our surrounding region and set a specific goal to: Establish a culture of equity, diversity and inclusion that supports the recruitment and retention of African-American and Hispanic students and faculty.

  We selected a variety of strategies to achieve our goal and stated commitment, including:

• Changes to how we recruit, hire and retain faculty, staff and students
• Implementation of a life course pipeline development perspective to mentoring and engagement of faculty, staff, and students
• Establishing a standing committee on Equity, Diversity and Inclusion that allows us to evaluate, monitor, and make recommendations to improve the culture of our school

Our plans were shared at faculty and staff meeting and with additional feedback, we are moving forward with our long-term plans.

(Turner, 2018, p. 11)

A call to action

Last November, I went from feeling relatively well prepared to facilitate the process, to recognizing that this wasn’t just an ordinary committee.  We were embarking on a careful and difficult journey to improve the culture of our school. We were tackling issues that are hard to talk about. We had to prioritize certain under-represented groups, which inherently involves choice and selection. We had to use the information about our faculty, staff and students that was available to us; which did not include religion, disability status, sexual orientation, or other characteristics that often form the basis for bias, discrimination and exclusion.

The magnitude of these challenges left me feeling humbled and under-prepared. As a result, I began reading books and other materials that have helped me better reflect on the lens I use in my work and daily life.  A few major take-ways from this exploration are as follows:

• It is important to distinguish between prejudicial beliefs, discriminatory actions, and racism (sexism, or any other -ism). We all have biased and prejudicial beliefs and sometimes we act on those beliefs with discriminatory behaviors. Racism, sexism, heterosexism, classism, age-ism, able-body-ism and all other “-isms” are rooted in structural inequities based on power differentials.  If we are in a position of power and privilege, we have to carefully dissect the assumptions we make about policies, procedures and practices. If a process consistently yields disparate outcomes, then it is upon us to not only examine reasons for the disparity, but to consider ways to correct the inequities.
• People of color who work in a primarily white institution face barriers and carry burdens that frequently go un-noticed. This has been referred to as “invisible labor” and “cultural taxation” (June, 2018) due to the time and energy they invest in un-recognized mentoring and being asked to provide their perspective on behalf of under-represented groups. A poignant concept addressed in the book “White Fragility” (DiAngelo & Dyson, 2018) was that we can’t expect under-represented groups to continuously educate us about their life circumstances. We must educate ourselves by reading books, watching films, and finding other materials to help us gain understanding and humility.
• A long-time sociology theory proposes that situations perceived as real are real in their consequences (Thomas & Thomas, 1928). I have found it helpful to consider this logic in the context of microaggressions and discrimination. Under-represented groups face forms of covert discrimination on a regular basis. If I make a decision that is not based on bias and prejudice, but could be potentially interpreted as such, I need to consider the potential harm that could be done. Leaving a person to wonder to if they were treated differently based on an under-represented status can be harmful, even if the harm was unintended.  While this doesn’t mean we shouldn’t make decisions that might be mis-interpreted, it does mean that we should give careful consideration to all of the intended and unintended consequences of our actions.
• Structural inequalities are so pervasive, we don’t always perceive them as contributing to prejudice, discrimination and the variety of -isms. We are all products of our socialization, which means that we may be entirely unaware that some of our behaviors are harmful. As a white person, the question I must ask of myself is not whether or not I am racist, but what beliefs and behaviors do I hold that are rooted in structural inequalities based on race? Are there ways that I unintendedly perpetuate inequities and exclusion? What else can I do to prevent harm?

  What are your take-aways? Next steps?  What can YOU do to make your work environment more equitable, diverse, and inclusive?

Blog Author:

Emily Spence-Almaguer , PhD, MSW, Associate Dean for Community Engagement and Health Equity, Associate Professor, School of Public Health Director of the  Community Engagement and Dissemination Core, Texas Center for Health Disparities University of North Texas Health Science Center

I wish to offer great appreciation to members of the SPH Ad Hoc Committee on diversity and inclusion and others who supported these efforts: Sushmitha Ananth , MPH student, SPH

Carolyn Bradley-Guidry , Associate Professor, Director of Diversity and Inclusion, Dept of Physician Assistant Studies, UT Southwestern Medical Center; DrPH student, SPH

Wanda Boyd, Director of Equity, Diversity and Inclusion, UNT System               

Jose Gonzalez, Vice-President, Center for Children’s Health (retired), Cook Children’s Health Care System

Beth Hargrove , Director of Admissions, SPH

Simeon Henderson , District Executive Director, McDonald Southeast YMCA of Metropolitan Fort Worth , Director, Center for Diversity and International Programs (CDIP) Associate Professor, Microbiology, Immunology and Genetics, Graduate School of Biomedical Sciences

Melissa Lewis , Professor, Department of Health Behavior and Health Systems, SPH

Sumihiro Suzuki , Chair, Biostatistics and Epidemiology, Associate Professor, SPH

Erika Thompson , Assistant Professor, Department of Health Behavior and Health Systems, SPH

Teresa Wagner , Assistant Professor, Department of Public Health Education, SPH

*Special thanks to Shlesma Chhetri, Terry Voss and Nellie Berunem for their support and assistance

References:

Association of American Medical Colleges (2016) Diversity and Inclusion in Academic Medicine: A strategic planning guide, 2 nd edition. ISBN: 978-1-57754-154-7, www.aamc.org

Chronicle of Higher Education (2018). Idea Lab: Colleges Solving Problems: Faculty Diversity . Washington DC: https://store.chronicle.com/collections/idea-lab-colleges-solving-problems/products/idea-lab-faculty-diversity

DiAngelo, R. & Dyson, M.E. (2018) White Fragility: Why it’s so hard for white people to talk about racism. Boston, MA: Beacon Press.

June, A.W. (2018) Labor of Minority Professors, In: Idea Lab: Faculty Diversity , Chronicle of Higher Education, pp. 26-30.

Turner, A. (2018). The business case for racial equity: A strategy for growth . W.K. Kellogg Foundation. Retrieved from: https://www.wkkf.org/resource-directory/resource/2018/07/business-case-for-racial-equity

Research reported in this publication was supported by the National Institute On Minority Health And Health Disparities of the National Institutes of Health under Award Number U54MD006882. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.

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Reflections on Diversity, Inclusion and Equity: 8 Ways to Be Better

I recently attended a virtual panel focused on the topic of race and inclusion in the workplace. “Reflecting on Race: Moving Forward for Inclusion Success” was hosted by COLOR Magazine & WMFDP | FDP Global and featured leaders in the Diversity, Inclusion and Equity field from Applied Materials, Novant Health, Sandia National Laboratories among other organizations.

I learned so much and appreciated hearing the perspectives from the experts and questions on the minds of other leaders and communicators who joined the session.

Here are my key takeaways from the session, which I share with you to spark further conversation and ideas for positive change in your organization:

• Every organization has “Insiders” and “Outsiders.” Insiders tend to be white males and the Outsiders tend to be the under-represented. It was interesting to me that Insiders don’t usually see themselves as a group, rather they view themselves as individuals. Identifying the Insiders and helping them see how they can influence and drive the change is an important step. When developing stakeholder engagement and communication plans, go beyond traditional segmentation – such as roles, regions or even tenure – and reach Insider and Outsider groups as well.
• All too often, Insiders look to the Outsiders for support in solving the problem. But the reality is, for systemic cultural change to work it must be led by the Insiders because it’s their mindsets that need to shift. To get Insiders to be real partners in driving the change, help them move past the worry of making mistakes and see that progress is better than perfection.
• Lack of diversity and inclusion can’t be solved through recruitment alone or by HR . Organizational culture is something that’s owned by everyone. An organization that lacks a culture that embraces diversity, inclusion and equity won’t keep people who are looking for diversity, inclusion and equity. They will leave. Find ways to open up your culture so people can be who they are and be successful.
• To make Diversity, Inclusion and Equity “stick,” make it part of the business strategy and directly aligned to your organization’s imperatives . View this as the talent opportunity, performance enabler and innovation enabler that it is.
• Measure what matters. Organizations leading in this space have metrics in place for measuring diversity, inclusion, engagement and equality. They don’t aggregate the numbers because that creates false positives. They are measuring equality as well, including health equity to identify and close gaps where minority groups have different health abilities and risks.
• Quantitative and qualitative metrics are important. The experts shared that overall, leaders need to listen more to the stories and experiences of people who are not like them. All too often, the listening never happens, or it’s only during exit interviews, in which case it’s too late. Let’s help leaders get better at listening, having these conversations and having empathy.
• Leverage the experience and expertise of Employee Resources Groups (ERGs) to advance your business. I loved hearing an example of how a Latino ERG in a healthcare organization played a lead role in creating a special patient site to reach the Latino community. They led focus groups and shaped the content, making it authentic.
• Attracting and retaining the right talent is best when it’s coordinated vs. a series of individual leadership decisions. We need to help leaders think more diversely so each person makes decisions with diversity, inclusion and equity in mind. Collectively, it adds up to real change. At the same time, no individual needs to wait for the company to do what’s right.

As leaders, it’s important we continue to learn how to be effective allies as we drive positive change in our organizations, and I’m grateful to have learned from these experts.

To watch the session playback, visit this link .

In what ways can you use these insights to bring greater diversity, inclusion and equity in your organization?

— Kate Bushnell

It’s a defining moment for companies to examine the actions and commitments that are needed to address diversity and inclusion in the workplace. With societal issues center stage, now more than ever, companies need to reflect on their culture – and reset if necessary. Click below to g et 3 things your organization can do today to drive diversity & inclusion .

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Please note you do not have access to teaching notes, reflections from edi conference: equality, diversity, inclusion and human rights in times of austerity.

Equality, Diversity and Inclusion

ISSN : 2040-7149

Article publication date: 19 September 2016

The purpose of this paper is to provide an overview of the research presented at the 2016 Equality, Diversity and Inclusion (EDI) Conference in Nicosia, Cyprus.

Design/methodology/approach

The report is based on six papers, of interest to Equality, Diversity and Inclusion readers, which were selected from the proceedings and presentations made at the conference. The papers vary in terms of research design, methodology and approach. There was a mix of conceptual/review papers and empirical studies, using both quantitative and qualitative methods.

The papers presented new directions on equality, diversity and inclusion research. Findings from exploratory papers indicated the need to develop an understanding of the notion of solidarity and the divisive and inclusive elements of the enactment of solidarity. Empirical studies reveal that women and people from black and minority ethnic communities continue to be excluded and marginalized, whereas there is a call for greater consideration of age in the social, economic, political and market arenas.

Originality/value

This report integrates unique insights on “Equality, Diversity and Inclusion and Human Rights in Times of Austerity”, as these were presented and discussed at the EDI 2016 Conference.

• Symbolic violence
• Hidden inequalities

Georgiadou, A. (2016), "Reflections from EDI Conference: Equality, diversity, inclusion and human rights in times of austerity", Equality, Diversity and Inclusion , Vol. 35 No. 7/8, pp. 467-472. https://doi.org/10.1108/EDI-09-2016-0077

Emerald Group Publishing Limited

Copyright © 2016, Emerald Group Publishing Limited

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Reflecting on Equality, Diversity and Inclusion in the Early Years

Date Published

Reading time.

As Early Years practitioners, we should never underestimate the power and influence we have on shaping the lives of children and families.

It is essential that we reflect on our attitudes, behaviour and practices. The attitudes of young children towards diversity are profoundly affected by the behaviour of the adults around them. Inclusion is not optional. Children have defined entitlements in this area and settings have legal and moral responsibilities.

In order to meet those responsibilities, we must first examine our own thoughts, attitudes and assumptions towards difference and diversity. To overcome barriers for children, we need to be aware that those barriers, not always obvious or instantly recognisable exist, particularly those barriers which are subconscious and attitudinal.

It is important that we are able to examine our feelings and attitudes, sensitively, honestly and openly to avoid successive generations of children experiencing bias and inequality which can lead to underachievement.

What does Equality, Diversity and Inclusion Mean?

Equality means recognising and responding fairly to the needs of individuals and identities of all others. It provides every child with an opportunity to reach their full potential and have an equal chance to live their life as they choose. Equality also refers to the way we handle cases of prejudice and discrimination to ensure there is equality in the process and outcome.

The Equality Act 2010 provides a legal framework to protect the rights of individuals and advance equality for all. It provides a single, consolidated source of discrimination law, covering all the types of discrimination that are unlawful. Everything that we do in early years needs to be non-discriminatory and this requires regular reviews of practice, policies and procedures to ensure we do not discriminate against anyone without exception.

Diversity in the EYFS

The Statutory Framework for the Early Years Foundation Stage (April 2017) which sets the standards for learning, development and care for children from birth to five seeks to provide:

“Equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported.”

Providers have a responsibility to ensure positive attitudes to diversity and difference. Not only so that every child is included and not disadvantaged, but also so that they learn from the earliest age to value diversity in others and grow up making a positive contribution to society.

All children should have the opportunity to experience a challenging and enjoyable programme of learning and development.

Inclusion in the EYFS:

Inclusion is the process by which we value all individuals, recognising their unique attributes, qualities and ways of being. Central to good inclusive practice is children’s rights. The United Nations Convention on the Rights of the Child, (1989) outlines the basic human rights to which children up to the age of eighteen everywhere are entitled: the right to survival; the right to the development of their full physical and mental potential; the right to protection from influences

that are harmful to their development; and the right to participation in family, cultural and social life. The Convention protects these rights by setting minimum standards that governments must meet in providing health care, education and legal and social services to children in their countries.

In order to ensure inclusive practice, we need to develop our ethos, policies and practices to include all learners with the aim of meeting their individual needs. To help to ensure inclusivity we must be proactive at removing the factors which act as barriers to inclusion such as negativity, bias and stereotyping. It takes a whole team approach to develop positive attitudes, implement clear strategies and nurture collaborative approaches.

Early years settings are well placed to provide a safe environment where parents, staff and children can learn about each other’s differences and similarities and learn to empathise and value each other.

Reflecting on Policies and Legislation:

• Does your setting have an equality policy?  – your setting should implement an effective policy which ensures equality of opportunities for all children regardless of culture, race, faith, belief, gender, sexual orientation, special educational needs and disabilities.
• Is equality, diversity and inclusion inspected by Ofsted?  – The early years inspection framework sets out the requirements which include children learning to respect and celebrate each other’s differences and develop an understanding of diversity beyond their immediate family experience, through a range of activities that teach them effectively about people in the wider world.
• Are there opportunities for focussed discussion and training to help practitioners to consider the nature of discrimination and develop inclusive practice?  –  Ensure opportunities for discussion, to review and implement, monitor and evaluate the setting’s race equality policy. Ensure staff have time and opportunities for professional development in race equality.
• Do all staff understand the requirements of the legislation and can they make links?  –  It is crucial that all staff have an awareness of the legislation and make links between the documents. For example, the fourth Fundamental British Value is: mutual respect and tolerance of different faiths and beliefs. It is important to accurately reflect our culturally diverse society so that all children learn about the society in which they live; to foster respect for other cultures and to ensure that children from minority ethnic groups are able to relate to their environment and activities and take pride in their ethnicity.

Reflecting on Equality, Diversity and Inclusion in EYFS practice

Awareness of cultural diversity needs to be at an age appropriate level for Early Years children so that it is positive and meaningful. It is important that practitioners provide an exceptional range of resources and activities that reflect and value the diversity of children’s experiences.  Schools and settings need to actively challenge gender, cultural and racial stereotyping and help children gain an understanding of people, families and communities beyond their immediate experience.

Challenging Stereo Types

Researcher Marshall Duke found that children who knew their family histories were more resilient. If the narratives were just about the family’s successes, they were not as powerful as if the narratives told about both the ups and the downs… “ we had plenty of hard times, but we made it through together.”  It creates a story for children about resilience.

It is equally important for children to see themselves and others portrayed positively in books and posters in the environment. We need to consider how diverse our books are in the provision and to ensure images and pictures include different cultures, race and religion, different disabilities and family backgrounds so that all children feel represented and included.

 In 1990 children’s literature scholar Rudine Sims Bishop wrote that

“Books are sometimes windows, offering views of the world that may be real or imagined, familiar or strange. These windows are also sliding glass doors, and readers have only to walk  through in imagination to become part of whatever world has been created or recreated by the author. When lighting conditions are just right, however, a window can also be a mirror. Literature transforms human experience and reflects it back to us, and in that reflection, we can see our own lives and experiences as part of the larger human experience. Reading, then, becomes a means of self-affirmation, and readers often seek their mirrors in books.”

At the end of this article, you will find a range of books which celebrate diversity. We must remain responsive to the different cohorts of children and  work closely with families, developing a mutual understanding of culture and heritage, and understanding the role this plays in planning for learnin g. We must actively seek out ways to counter the learning of negative attitudes towards difference. It's essential that the support, resources and experiences that we provide reflect the rich diversity of multi-cultural Britain and give all children the opportunity to develop a positive self-identity, self-esteem and respect for others.   

Points for Reflecting on Practice:

• Are there opportunities to share experiences and explore the concept of fairness, tolerance and forgiveness through circle time and group activities and in everyday play such as role-play, small world and storytelling?
• Do our resources reflect cultural and ethnic diversity and do not promote negative stereotypes, for example ensuring that dolls and puppets have realistic skin tone, facial features and hair texture?
• Do we provide opportunities for children to explore household items from different cultures, stories and family photographs that realistically reflect a range of backgrounds?
• Do we offer foods from a variety of cultures and share family recipes and traditions?
• Do we provide books and stories free from stereotypes and promote positive role models from a wide diversity of backgrounds?
• Do we provide opportunities to experience diversity through visits or hosting visitors from a range of backgrounds, such as sportspeople, storytellers, artists and musicians?
• Do we recognise the need for training in race equality whatever the ethnic makeup of our setting and surrounding area?
• Do we answer questions about race and ethnicity openly, honestly and sensitively?
• Do we have a commitment to challenge racism?
• Do we share that commitment with parents and carers and openly deal with racist remarks and other discriminatory behaviour making it clear that it is not acceptable?
• Do we welcome all families equally?
• Do we ensure all families have access to all the activities we offer?  
• Do we place value on equalities education in the same way we do other areas of learning?
• Do we raise all children’s language awareness in our setting, for example, through dual language stories, songs and rhymes?
• Do we find out which children in our setting speak or hear languages other than English at home or within the extended family?
• Do we celebrate the languages and regional dialects of the children in our setting?
• Do parents recognise the importance of the maintenance and development of their home languages? How do you know?

Books to Help Celebrate Equality, Diversity and Inclusion:

• Susan Laughs by Jeanne Willis and Tony Ross – Susan may be in a wheelchair, but she is no different from any other child.
• It’s Okay to be Different by Todd Parr – This book delivers important messages of acceptance, understanding and confidence. It is targeted at young children.
• My Name is Not Refugee by Kate Milner – A young boy discusses the journey he is about to embark on with his mother.
• It’s a No Money Day by Kate Milner – Mum works really hard but today there is no money left and no food in the cupboards. This story gives a moving insight into the sad rise and necessity of food banks and the perspective of society’s most vulnerable.
• Hands Up! by Breanna McDaniel, illustrated by Shane W Evans– A black girl raises her arms for many reasons throughout her life, from greeting the sun as a baby to taking part in a protest march as an adult.
• And Tango Makes Three by Justin Richardson and Peter Parnell, illustrated by Henry Cole – Two male penguins fall in love and start a family by taking turns sitting on an abandoned egg until it hatches.
• Julian is a Mermaid by Jessica Love – Julian wants to dress up like the spectacularly dressed women on the subway. But what will his grandma think about the mess he makes – and how Julian sees himself?
• Not All Princesses Dress in Pink by Jane Yolen and Heidi EY Stemple and illustrated by Anne-Sophie – Proof that princesses can jump in puddles, climb trees, play sports and use power tools!
• The Pirates Next Door by Jonny Duddle – When a family of pirates move to a seaside town, neighbours are aghast and soon spreading rumours, while the family next door wishes their daughter would play with ‘normal’ girls and boys.
• So Much by Trish Brown, illustrated by Helen Oxenbury – An uncle, auntie, cousins and grandparents all arrive eager to hug and kiss the baby.
• Freddie and the Fairy by Julia Donaldson, illustrated by Karen George – Will a hard-of-hearing fairy be able to grant Freddie’s wish for a pet, particularly when he tends to mumble?
• Fussy Freya by Katharine Quarmby and Piet Grosler – One day, Freya says no to dahl and then to all her favourite foods, but her grandparents have a solution.
• My Sister is an Alien by Rachel Bright – Space-mad Alfie is convinced his new sister is an alien and sets about returning her to the moon.
• Tucking in – Just Like Me! by Jess Stockham – Babies will love lifting the flaps in this board book to find out all about themselves, and their tastes.
• The Mega Magic Hair Swap by Rochelle Humes – Mai and Rose are best friends but they’re not two peas in a pod. Mai has dark curly and whirly hair that never stays put and Rose has blonde hair, as straight as a ruler, that slips and slides whenever she tries to put it in a ponytail. This is a joyful story about celebrating differences and loving yourself from head to toe!
•  Hair Love by Matthew Cherry -This tender and empowering story is an ode to loving your natural hair and a celebration of daddies and daughters everywhere.

Lists of recommended books that celebrate diversity can be found at:

• www.sevenstories.org.uk/learning/projects-and-partnerships/diverse-voices-2014
• www.letterboxlibrary.com/acatalog/Early-Years-0-5yrs.html
• www.booktrust.org.uk/booklists/r/represents-picture-books/
• https://diversebooks.org/resources/where-to-find-diverse-books/
• http://mirrorswindowsdoors.org/wp/reading-lists/

More Information

The United Nations Convention on the Rights of the Child, (1989)   

The Equality Act 2010 and schools (DfE May 2014)     

The special educational needs and disability (SEND) Code of Practice 0-25 years   

Building futures- a focus on provision for black children in the EYFS   

Building futures – a focus on provision for Gypsy, Roma and traveller background children in the EYFS   

SEAD -social and emotional aspects of development   

Confident, capable and creative: supporting boys achievement   

Supporting children learning English as an additional language EYFS 

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• LEVEL 4 DIPLOMA IN ADULT CARE
• Equality and Diversity
• Reflect on own practice in relation to equality...

Reflect on own practice in relation to equality and diversity

This page is designed to answer the following questions:

• 4.6 Reflect on own practice in relation to equality and diversity ( Level 4 Diploma in Adult Care , Equality and Diversity )

NOTE: This page has been quality assured for 2023 as per our Quality Assurance policy.

Reflection is the process of actively thinking about and assessing your own practice in an effort to gain insights into how you could improve in your role.

It is an important skill to have because it builds self-awareness and supports continuous improvement.

By reflecting on our own practice in relation to equality and diversity, we can become aware of our own prejudices and ensure that they do not impact our professional work.

For example, we may be fond of certain service users, with whom we share a common interest, however, this should not manifest as favouritism and all service users should still be treated fairly and have an equitable share of your time, based on their needs.

Essay On Equality And Diversity

Diversity In early years settings it is important that both adults and children have a clear understanding that each individual is unique in there own way and everyone deserves to be respected equally. It is important in an early years setting to promote a positive attitude towards people of a different race, ethnicity, gender, age, physical abilities and religious beliefs. Equality & Diversity In early years settings it is important that everyone is treat equally and that the children are made aware of equality.

In the early years setting I work in we try our hardest to ensure that everyone at the setting is valued equally, treat with equal concern and that the needs of each individual are addressed. For example, for families who have English as a second language we try to make it easier to find ways of communicating with the families. Around the nursery we offer signs with different languages on them in order to help communicate with the children and to help them to read what the item is in there language and possibly begin to learn the names of items in English and well as there language.

The signs are also a way of helping individuals to feel more comfortable at the nursery and so that it is visible that we welcome all families with English as a second language. At the nursery we also have fun celebrating different festivals from around the world as well as teaching the children all about different cultures and traditions. Throughout the nursery we also provide dolls, puppets and toys which have accurate and realistic skin tones, facial features and hair textures.

This is so that the children get to learn about race and how people may appear different but we are all the same as an individual person. We Provide: • Language rich environments that reflect all languages • We introduce different traditional foods • Provide songs, rhymes and musical instruments from a range of different cultures • Provide stories which reflect different home environments. Acknowledge or celebrate festivals, faiths and cultures • Provide positive visual images of different people Explain how legislation and codes of practice relating to equality, diversity and inclusion apply to own work role

In my early years setting we have certain policies which are set in place in which we all have to understand and follow. We have to ensure that we are aware of the acts in which we need to follow. One of these policies is all about the equality act and how that the act is in place in order to protect all individuals and groups from discrimination. At my early years setting we also use the EYFS and we use SEN. Describe how prejudice and discrimination may affect a child’s life chances Prejudice and discrimination can affect a child’s life chances as it can have a big impact on he child’s self esteem.

It is important that prejudice and discrimination are reduced and that children are not bought up around it as it does have an impact on the child’s life. It is important that children are not in an environment where people are discriminated due to race, age, and gender. Describe potential barriers to implementing equality in early years settings In early years settings there may appear to be potential barriers when implementing equality in early years. For example, disability, cultural difference, gender and age.

Sometimes the only way to overcome these problems is to speak to the child, talk to the child’s parents, inform the manager and if needed change the planning of the nursery in order to adapt it so that there isn’t an issue. Challenge discrimination in a way that supports change Everyone as an individual should challenge discrimination by using a positive behaviour and if needed to empower people to challenge discrimination themselves. If you are aware of someone who uses discrimination you could always make them aware of how they areas sometimes people aren’t aware that they are doing it.

Analyse how models of disability influence own practice All childcare settings should be made suitable for children, parents and carers with disabilities. All settings should be made so that they are accessible for people who are disabled and in wheelchairs. It is important that there isn’t steps which could cause someone difficulty when accessing the setting. At the nursery setting I work at we have made the nursery accessible for people who ae wheelchair bound by making the doors wider for someone in wheelchair to be able to access the building.

However, the inside of the building isn’t very wheelchair friendly. There are a lot of raised areas where a wheelchair user wouldn’t be able to access. For example, the kitchens, bathroom and the garden areas all have steps. Nursery settings should also have braille available as well as large text font on posters for children and parents, carers who have visual difficulties. Identify who to approach when specialists expertise may be needed Early years settings have contact outside of the nursery when specialist expertise is or may be needed.

Early years settings use outside contacts when thy feel there may be a problem with a child regarding certain things. For example, if a child has a problem with there speech an early years setting may mention the situation to parents and if needed possibly contact an outer source such as someone from the LEA. The LEA is a support service for learning difficulties, speech and language difficulties, visual and hearing impairment, emotional and behavioural difficulties and also physical abilities.

A lot of early years settings also have a SENCO which is a special educational needs coordinator. Early years settings would also be able to contact social services and child protection services if they felt that there was an issue which was out of there hands. Early years settings may also contact child educational psychological services, medical services including health visitors, paediatric nurses and/ or paediatricians, nurses, child psychiatrists, GP’s, physiotherapists, speech and language therapists, occupational therapists and hospital-based counsellors.

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