Diversity Engagement

We hear and read of diversity, inclusion, equity, and social justice all of the time, but representation and engagement of diversity truly does matter. Effective engagement of differences and inclusion throughout all levels of the organization matters. The tragic events in schools, intolerance for differences in our education system, increase in hate crimes (around the world), brutality/injustice against marginalized groups (in particular Black men), sexual harassment in the workplace and in schools, immigration (racial profiling and family separation), and gaslighting — all require immediate and urgent strategic attempts to make changes. We must reconstruct our organizations, classrooms, schools, educational institutions, policies, regulations, laws, etc. It is in the best interest of everyone to work together to transform our communities. We must rid our communities of ignorance, hate, and intolerance and anything else that does not positively serve the greater good.

Sometimes (or oftentimes) effective engagement and inclusion requires courage, audacity, and sometimes self-sacrifice. It requires decisions to be made and opportunities to be provided to allow for diversity participation. It requires for traditions to be changed and roles to be reversed. It may also require cultural shifts within organizations and schools. It requires for some people to “give up their seat” for the greater good of global diversity. It requires some people to “move out of the way” and/or for their role to be redefined to allow for diverse representation. Diversity engagement requires the system to be challenged and changes to be made to purposefully and successfully include highly qualified diverse talent.

We must take deliberate actions to attract and retain diversity. Everyone is unique and personal/professional situations may also be very distinct, so we must do what we can to effectively create opportunities for success. We need to purposefully engage diversity by doing what we must, which may require doing things differently and making exceptions (accomodations) to ensure achievement and retention of diversity. Because of historical racism and systematically oppressive policies, rules, regulations, traditions, etc. exceptions and customizations must be made to evolve the status quo and provide equitable multicultural representation.

Diversity is not just about percentages and ratios, but also about representation and where it is assigned throughout the organization. It is about the empowerment of the diverse representation and the support systems provided to ensure business goal attainment and talent retention.

Below are ideas an organization may implement to engage diversity:

Corporations

1. Require ongoing bi-annual character and leadership training on respect, harassment, and equity. Training should address assumptions, stereotypes, perceptions, etc. that may influence decision making (hiring, performance reviews, promotions, bonuses, etc.) and employee interactions, thus impacting business goals.
2. Diversity engagement, inclusion, and equity should be in the organizational goals and objectives and it should be directly tied to employee evaluations and incentives. Employees must be held accountable for the effective management of diversity.
3. Reach out to stakeholders (employees, community members, board of directors, etc.) to participate in confidential surveys. The results of the surveys will help to identify gaps and support effectiveness of programs/initiatives.
4. If your organization has affinity groups, ensure that your groups work together to engage with one another to come up with effective suggestions/solutions to address concerns, issues, and the effective management of differences.
5. Conduct and document entrance and exit interviews (understand why your employees chose your organization and why they are leaving). These are important to understand how your organization may improve the work environment and attract and retain high quality talent.
6. Analyze diversity data (interest, interviews, hirings, effectiveness mentoring relationships and succession planning, incidents, evaluations, promotions, lawsuits, firings, and resignations).

Schools/Districts

1. The school and classroom environment should be well lit and reflect positive messages and multicultural images.
2. Libraries should have a diverse selection of books written by authors of all races, ethnicities, genders, and backgrounds. The books should also include images and topics that reflect racial, ethnic, gender, ability, physical, and economic diversity.
3. Schools with predominantly White students and teachers should have more students, teachers, and administrators of various backgrounds, races, and ethnicities throughout all levels of the organization. Schools must not only actively seek diversity but appropriately engage the diversity. Typically marginalized students need to see themselves in positions of leadership (administration) and in the classroom (teachers).
4. Students, teachers, staff, and administrators should attend bi-annual character and leadership training. The training should create awareness and understanding of diversity, respect, inclusion, equity, social justice, empathy, and kindness. The training should be interactive and include definitions, activities (worksheets, project, etc.), specific examples (case studies, role playing, videos), testimonies, reflections, etc.
5. Teachers should also be required to attend additional annual training to appropriately engage and manage differences in the classroom. Teachers should have the tools they need to successfully manage cultural differences with students and parents.
6. Teachers have a tremendous responsibility (they should be paid more and fully supported and empowered). Students from homogeneous communities and homes, may rarely engage with others who are different for a variety of reasons (parental beliefs, intentional segregation, and/or lack of diversity interaction due to demographic areas). In these cases, it is even more critical for educators to expose and teach students about diversity, respect, and kindness on a daily basis. Fields trips should also purposefully expose students and teachers to various cultures.
7. Standardized tests should include a character and leadership section (and/or integrated in the language arts, social studies, and history sections). The tests should address bullying, intolerance, respect, empathy, and multicultural understanding.
8. Teachers should be required and incentivized to teach multicultural education and integrate it in all subject areas. Social Studies, Language Arts, Art, Government, and History classes should specifically include multicultural learning related to people around the globe (The Global Purpose Approach).

Camps

1. Summer camp administrators, counselors, and camp participants should be required to participate in character and diversity training. The training should create awareness and understanding of cultural differences, norms, traditions, etc. It should teach respect for differences, empathy, and kindness. Camp counselors should also be trained in the effective management of diversity in the cabins and camp activities. The training should be interactive and include definitions, activities (worksheets, project, etc.), specific examples (case studies, role playing, videos), testimonies, reflections, etc.

Other

1. Advocate for and enforce the “inclusion rider” on contracts (film industry) to ensure equal opportunities and representation of all races/ethnicities.
2. Organizations should create scholarships, internships, and mentorships for underrepresented people/groups.
3. Reverse the gender roles. Women can fix things, men can clean, boys can wear pink, girls can play with trucks, etc. Have fun with it at home, at work, and at school. Challenge yourself and be bold… reverse the role.
4. Flip the script — roles that were traditionally created for Whites, should have a non-White person playing the role. Snow White can be Hispanic/Latinx, Cinderella can be Asian, Superman can be Hispanic, Wonder Woman can be Native American, and She-Ra can be Black.
5. Parents should teach their children about their history and culture, but also share and expose them to other cultures. Parents may do this through multicultural decorations, art, library, projects, music, and movies. Parents should actively engage their children in discussions about diversity and expose them to a variety of cultural experiences.

Hire Dr. Tarece L. Johnson, creator of The Global Purpose Approach to:

* Provide consulting for organizational diversity, diversity recruitment and retention, diversity inclusion/engagement, supplier diversity, and multicultural marketing.

* Conduct assessments/evaluations and develop a customized diversity and inclusion strategic plan.

* Conduct diversity and inclusion workshops/training (organizations, schools, summer camps, etc.).

* Develop and implement diversity initiatives, programs, projects, activities, and events.

* Speak at various engagements regarding multicultural education, global diversity, inclusion, equity, and social justice (conferences, panels, etc.).

Click on the following link to purchase copies of: The Global Purpose Approach