DEI Blog

04.05.2021

April Is Sexual Assault Awareness Month

During the month of April, people around the country are collectively raising their voices to support survivors of sexual assault as we shed light on the impact of sexual violence and offer resources and hope for the future. Here are a few important things to know about sexual assault:

Most survivors of sexual assault know their perpretator. In fact, over half of women report that the perpetrator of sexual violence was their intimate partner.
About half of all trans folx experience sexual assault at some point in their lives. This infographic from the National Sexual Violence Resource Center shares important information about how our trans community disproportionately experiences sexual assault.
The crisis of missing or murdered indigenous women has received national attention. A local tribal media outlet, smok signǝlz, has documented how this crisis has impacted Oregon tribal communities and highlights specific steps that are being taken to prevent the ongoing violence against indigenous women. Check out this short film made by a Chemeketa student that tells the compelling story.

Take a moment to educate yourself on the history and facts about Sexual Assault Awareness month and spread the word to your own community. Check out national resources and see the great work that is going on in our local community at the Center for Hope and Safety. Together, we can stand up against sexual violence by educating ourselves and holding our communities accountable.

-Jon Mathis, Title IX Coordinator, Diversity, Equity & Inclusion

03.26.2021

Affirming our solidarity with our Asian, Asian American, and Pacific Islander (AAPI) community

Dear Chemeketa Community,

Over the last several days I have listened to colleagues and friends struggling with the impact of the race- and gender-based killings in the Atlanta area last week and subsequent anti-Asian violence. I have been reflecting on our values as a college -- especially diversity, equity, and collaboration -- and affirm our solidarity with our Asian, Asian American, and Pacific Islander (AAPI) community.

During the pandemic, threats, intimidation, assaults, injuries and death fueled by anti-Asian discrimination and hate has more than doubled. I, personally and as a member of the Chemeketa community, decry these acts of violence.

At Chemeketa, where we interpret our Kalapuya name to mean “place of peace,” harassment and discrimination are not tolerated. If you experience or witness harassment or discrimination of any kind, please file a report about the incident or contact the Office of Diversity, Equity, and Inclusion.

If recent events are impacting you, I encourage the following:

Students - contact our counseling department at 503.399.5120 or book an appointment
Employees - contact our EAP or your medical care provider about counseling options.

Sincerely,

Vivi Caleffi Prichard

Chief Diversity Officer

02.1.2021

Share Efforts to Promote Racial Healing

February is National Black History Month. Throughout this month, the Diversity, Equity, and Inclusion (DEI) office is inviting you to engage in learning opportunities to support racial healing between January 20-February 20, 2021. Submit a picture of yourself engaging in your chosen activity and a brief 1-2 sentence description of what you did to Fantini Hernandez at fantini.hernandez@chemeketa.edu to be automatically entered to win a prize from the DEI office. One submission will also be submitted each week to the Chemeketa Chatter throughout the month of February to encourage our community to invest in this important work. For resource ideas, check out these national resources or check out the Epilogue Kitchen website for additional resources and ideas for making a difference locally.

"My family and I responded to the call from local business owner, Jonathan Jones, to enjoy lunch on MLK Day in downtown Salem while listening to MLK's "I Have a Dream" speech and his reading of his "Letter from a Birmingham Jail" on our radio in our vehicle. Dozens of other vehicles packed downtown and cranked up their stereos so that Dr. King's voice was echoing throughout the area. It was a very moving and rewarding experience!" - Jon Mathis, Title IX Coordinator

11.16.2020

Dance Like Nobody’s Watching

“Diversity is being invited to the party, inclusion is being invited to dance, and belonging is dancing like nobody's watching.”

When is the last time you felt like you could dance like nobody’s watching? This short Skillsoft video (four minutes) describes interesting concepts, including “covering,” which hinders inclusion and belonging.

After watching, consider how you have learned to “cover” in the workplace and how certain values and ways of being are promoted. Consider the impact on you personally and others around you.

- Vivi Caleffi Prichard, chief Diversity officer

09.23.2020

Climate Survey Update

Dear Colleagues,

Six months ago when you completed the climate survey, we couldn't have possibly imagined we would be where we are, working through a global pandemic. Needless to say, with this unexpected change we experienced delays and our plans going forward had to shift. By now, we expected to have a full analysis of the climate survey results and focus groups. Instead, we have the quantitative portion of the data and some of the analysis, with more to come.

Climate surveys provide a snapshot in time of an organization’s cultural environment. Their purpose is to help us understand the current climate of our college environment, of which we are all a part, in order to improve the experiences of our employees and students. The small sample of our climate survey shared at Kick-Off was provided to show the college community the kinds of questions asked and the kinds of data obtained. Although the total number of responses can affect our ability to generalize with confidence to the larger groups, the responses we have received are of value because they provide data that reflects the lived experiences of those students and employees who responded. As such, they are important to attend to. A full report will be shared with you once it is available and it will be appropriately redacted to preserve the anonymity of those who participated.

I want to thank those of you who were able to participate in the survey and encourage you to continue to engage in this journey. The following activities will be taking place during the academic year:

This fall, a broad invitation will be sent to employees and students to be selected to participate in focus groups
Starting this November, members of the Diversity Advisory Council will lead subcommittees that will review the climate survey data, focus group feedback, and will provide recommendations to DAC for an action plan, which will result in Chemeketa's equity plan
Next Spring, there will be opportunities for college-wide input on DAC's suggested actions

I wish you a great start of the new academic year and look forward to providing regular updates on our progress.

08.03.2020

Call to Action

Here is a call to action to those of us who are asking ourselves what to do to address racism and inequity:

Pay attention - Whenever you are at a meeting, whether you are a member of a College-wide committee, advisory council, or inside or outside of Chemeketa, ask yourself:

Representation: Is this group representative of the students/community we serve? Do we have enough representation of minoritized voices? If the group is not representative of our student/community, ask the leader of that group to consider adding members to be representative of the community we serve.

Power dynamics: Whose voice is not heard? Whose ideas dominate conversations? Empower those who do not often talk, ask for their opinion and ideas.

Value experiences: Are the experiences of our minoritized students/employees/communities valued? More often than not, these experiences are not isolated incidents. Advocate for those experiences to be heard, addressed, and for necessary change to be made.

- Vivi Caleffi Prichard, chief Diversity officer

07.27.2020

Call to Action

Here is a call to action to those of us who are asking ourselves what to do to address racism and inequity:

Consider Impacts

Advocate for processes to slow down so the impacts to those who are most vulnerable can be considered and mitigated.

- Vivi Caleffi Prichard, Chief Diversity Officer

07.20.2020

Call to Action

As a community, we all can acknowledge that Black lives matter. Where we often differ is how we choose to express that acknowledgment.

A mantra used by Black Lives Matter activists is, "It's time for us [Black people] to stand up and say get your knee off our necks." As we continue to educate ourselves and see the repeated outcomes of systemic oppression on the lives of Black people, we begin to understand why our Black friends and family must combat racial injustice.

For those of us who do not identify as Black, especially White people, we have the privilege to step up and support their continued fight for equality. The video below should be considered a catalyst toward curiosity for future research.

If you want to learn more, contact Jon Mathis or Vivi Caleffi Prichard for additional resources.

- Jon Mathis, Title IX coordinator/Equity & Inclusion educator

Black Lives Matter Explained: The History of a Movement

Watch >>

06.29.2020

Call to Action

George Floyd is one of too many Black and Brown individuals who have lost their lives, experienced physical and verbal violence, and have been the target of inhumane and overt racist behaviors.

This recent violence and the disruption caused by COVID-19 have brought to bear individual and systemic societal inequities that have for centuries affected those who have been historically marginalized.

These injustices have sparked outrage, resulting in a sense of urgency to do something, and to do more, to address racism and inequity. Here is a call to action to those of us who are asking ourselves what to do:

Commit to diversifying staff and faculty –when serving as a committee chair or search committee member

Position announcement: Ensure that a diverse group of individuals have an opportunity to review and provide feedback on the position announcement.

It is important that the position is reviewed to ensure that the language is inclusive and accessible, that a commitment to diversity, equity, and inclusion are well stated within the scope of the position, and that the qualifications truly reflect the needs for the position. In higher education institutions, we tend to overemphasize the importance of education as a minimum requirement.

In order to broaden the pool of applicants, consider using language such as "or combination of equivalent education, training, and experience sufficient to successfully perform the essential functions of the position."
Applicant sourcing: Work on your professional network. How many people of color do you know? When going to conferences, how many people of color do you connect with?

Identify associations, interest groups, community-based organizations that work specifically with people of color - either within or outside of your discipline - join that group. When there is an open recruitment in your department, reach out to those organizations.
Blind screening: Ask Human Resources to set your recruitment for blind screening. You will need to forgo requesting supplemental materials to maintain the anonymity of the candidate as best as possible. Use supplemental questions instead to gather information that you would like to consider as part of the screening process.
Pool composition: Ask about the pool composition before the position closes. Advocate for the recruitment to be extended if there is not sufficient representation of people of color.
Candidate selection for interviewing: Work with Human Resources to identify the best number of candidates to be interviewed in order to bring the most diverse number of candidates possible.
Be aware of your own biases: Take the Harvard Implicit Association Test. Fight the defensiveness that might come with seeing the results. Accept the results as at least plausible.

Start identifying the ways which your unconscious bias may play out in the recruitment process. Most of us have a preference for more socially valued groups.

One important step to addressing our unconscious bias is to begin reading stories and exposing ourselves to work from individuals of socially undervalued groups to counteract the negative narrative that a lot of us are exposed to in society.

- Vivi Caleffi Prichard, Chief Diversity Officer

06.22.2020

Where Do We Go From Here?

In light of the current worldwide discourse on race, many of you have referred interesting articles, books, videos, webinars, and movies to me, which I am so grateful for. At the same time, so many of you have communicated the urge to raise your own consciousness in order to affect positive change.

I truly believe in the power of community and would like to invite you to join in sharing thought-provoking resources that incite dialogue about race, racism, social justice, inequality, promising practices, and more.

Here is what I ask you to do:

Any time you read a book or an article, watch a video, tv show or movie, come across a website, organization, picture, or anything that makes you think differently, incites curiosity, or states a powerful fact, please write a short reflection about it and send it to emily.miller@chemeketa.edu. Your post may be shared in one of the weekly newsletters.

Here is a powerful fact:

June is Pride Month, which will now also be marked by the monumental step towards equity that occurred on June 15, 2020. The US Supreme Court upheld the rights of LGBTQ+ employees by determining that Title VII of the Civil Rights Act protects gay and transgender individuals from workplace discrimination.

Here is a resource:

Are you moved by stories? Check out the It Gets Better Project.

- Vivi Caleffi Prichard, Chief Diversity Officer

06.08.2020

Where do we go from here?

George Floyd is one of too many Black and Brown individuals who have lost their lives, experienced physical and verbal violence, and have been the target of inhumane and overt racist behaviors.

These injustices have sparked outrage resulting in a sense of urgency to do something, and to do more, to address racism and inequity. If you are thinking about what you can do, here are some initial steps:

For faculty

Read this Twitter thread from Black doctoral student Angeline Dukes. She outlines steps faculty can take to address the current moment in their classrooms.

For staff and administrators

Consider your interactions with students, our systems, and our practices, flag those that may have inadvertent consequences for people or latent bias.

For everyone

Seek out training that helps you understand your own biases and ways to better serve your colleagues and students of color.

Let our students - especially our students of color - know that it matters to you that they are part of Chemeketa and that you are here for them.

If you are looking for a primer on systemic oppression, I recommend you read this. Additionally, this visual delineates the many overt and socially acceptable ways in which white supremacy is sustained in our society.

This article from the Atlantic is a good reminder of Oregon's racist history and the racial discrimination present in our communities.

- Vivi Caleffi Prichard, Chief Diversity Officer

05.11.2020

Connect and Engage

Connect with your colleagues and engage in your own learning by signing up for a cultural competency course. There are new

offerings this spring!

- Jon Mathis, Title IX coordinator

05.07.2020

Understanding the COVID-19 Impact Survey

Community service organizations have experienced extraordinary challenges as a result of this global pandemic.

To continue to provide services, leaders have had to quickly reimagine and adjust operations to do their best to serve those who are most impacted. The impact has been felt throughout United States workplaces.

In a recent study conducted of U.S. workplaces by the Gallup Organization, a lot has changed in a very short period of time. Gallup conducted a study that measured the impact that COVID-19 had on the workplace from March 13-16 and again on March 27-29.

Here are some key findings:

The percentage of full-time employees who say COVID-19 has disrupted their life "a great deal" or "a fair amount" has jumped from 58% to 81%.
40% of U.S. employees say their employer has frozen hiring, and 33% say their employer has reduced hours or shifts because of COVID-19 -- up from 33% and 27%, respectively.
The percentage of full-time employees working from home because of COVID-19 closures has increased from 33% to 61%.
The percentage of parents working full time who have kept their kids home from school because of COVID-19 has increased from less than half (44%) to everyone (100%).

The Mid-Willamette Valley community is experiencing similar results. In a recent survey, Chemeketa Community College asked a small group of local organizations for feedback to better understand how our local community has been impacted by COVID-19 and to identify ways to support one another.

The survey was sent to 12 organizations, and six local leaders provided responses.

As a result of the recent change to the way that many organizations approach their work, 57% said that they were unable to provide the same services today as they did prior to the COVID-19 pandemic. While 43% stated that demand for their services has increased, 29% stated they are unable to meet the demand for their services.

At Chemeketa, the sudden shift to providing instruction and services exclusively online has presented significant challenges for our most vulnerable students.

In order to help bridge the digital divide, Chemeketa is lending laptops and making wifi available for students in some of its parking lot locations.

In addition, a calling campaign was launched with the aim of reaching every student to offer support and resources for the challenges students are facing due to COVID-19.

A Remote Learning Hub offers information to students and the community, and a Virtual Learning Center provides online support to students.

When asked about the services organizations were not able to provide due to the pandemic, a common theme revolved around in-person interaction. In-person training, community meals, and public meeting venues have all been closed. As a result, businesses are concerned about the ability of employees to stay connected to the community, especially to poor and marginalized populations. The demand for continuing funding to support small businesses and the non-profits who support these populations is high.

One way that Oregon is responding to this need is through the Oregon Workers Relief Fund. This fund is specifically designed to combine state and philanthropic dollars to support Oregonians who have not been included in previous stimulus packages from the federal government. Currently, there are 74,000 Oregonians who are from mixed-immigration-status families, ITIN Filers, and workers without social security numbers.

This crisis has shone a light on the many inequities experienced by our vulnerable communities. In considering what it means to “go back to normal,” it is imperative that the structures of inequality are addressed.

To build capacity to identify and address systemic barriers, Chemeketa continues to provide diversity, equity, and inclusion professional development to staff and faculty, which seems more critical now then ever.

This sentiment is echoed in the responses from our respondents.

When asked about what challenges are being presented today and into the future, concern for continued financial resources for those in marginalized communities demonstrated a common theme. In particular, the need for support and education concerning available resources was high for small businesses, unemployed Oregonians, and communities who have not received any form of financial assistance.

When asked about how Chemeketa can support local organizations during this time, a common response was that organizations would appreciate Chemeketa to be a reliable conduit of important information that will support the needs of those who are most vulnerable in our community.

We are truly all in this together.

During a time of uncertainty, Chemeketa is a committed partner for the Mid-Willamette Valley and will continue to seek out ways that it can meet the needs of the community, especially those who are vulnerable.

We welcome any feedback or opportunity to partner with you in the future.

04.27.2020

Self-Care Tips

1. Eat healthy foods

2. Stay physically active

3. Get regular sleep and rest

4. Create a sense of structure and routine in daily life

5. Connect socially with friends and family, while maintaining physical distance

- Vivi Caleffi Prichard, Diversity & Equity officer

04.13.2020

Keep Your Schedule

Take scheduled breaks, including lunch, and let those in your house know you are available to hang out.

- Jon Mathis, Title IX coordinator

04.12.2020

Working with Kids

If you have kids, start working before they get up. You will be

more productive when they are sleeping or eating.

- Jon Mathis, Title IX coordinator

04.06.2020

Avoid Your Pajamas

Get dressed and ready for work, even if your clothing is a little

more casual. Don’t stay in your pajamas all day. Getting dressed will help you feel like you are ready to work.

- Jon Mathis, Title IX coordinator

02.18.2020

Climate Survey

Good afternoon!

As we prepare for the campus climate survey, which will launch March 2, I hope you consider ways in which you can help support this effort.

As I mentioned last week, the survey will help inform our diversity, equity, and inclusion efforts for years to come. For that reason, it is critical that everyone’s voice is represented in the survey.

The President Advisory Council provided valuable feedback, which helped shape our communication and engagement plan to include:

A prize drawing for students, faculty, and staff who complete the survey;
Free pizza, soda and popcorn incentive events throughout our campuses and centers to promote completion of the survey;

Frequent updates to the Chemeketa community about survey progress;

Leadership commitment to openly share survey results and findings;
Commitment to developing and implementing a diversity, equity and inclusion roadmap that is informed by survey findings;

The survey will be online and mobile friendly. For more information about the survey, please go to our website: go.chemeketa.edu/climatesurvey.

If you have any questions, please do not hesitate to contact me or Jon Mathis, Title IX Coordinator and Equity & Inclusion Educator.

02.10.2020

Climate Survey

Dear colleagues,

Last week, Jessica sent an email about the upcoming climate survey and the equity and inclusion plan.

Our Diversity Advisory Council, Institutional Research team, consultants, and stakeholders throughout the college have been working diligently to make the survey relevant, appropriate, and meaningful. The results of the survey will provide insightful information that will help guide our diversity and inclusion efforts for years to come.

It is critical that everyone’s voice is represented in the survey, and to achieve full participation, we know that transparency is key. So here you will find answers to frequently asked questions. Still, if your question is not on this list, please email me and I’ll do my very best to answer it.

Respectfully,

Vivi

Frequently Asked Questions

Why is a positive campus climate important?

A positive campus climate leads to a better work environment and an educational experience that provides opportunities for students to fully engage, learn, and succeed.

Inclusiveness and belonging are central to our mission fulfillment as an institution that values open access to education for all.

Why did Chemeketa decide to do a campus climate survey?

As Chemeketa embarks in visioning for a future-focused college, a climate assessment will help guide our collective action to improve the campus climate and help position the college to serve an increasingly diverse student body while fostering a welcoming and productive work environment that leads to effective and innovative student-centered practices.

What is a campus climate survey?

A climate survey is intended to examine the full range of student, faculty, and staff experiences related to the learning and working environment — experiences that go to the heart of whether one feels a sense of belonging and inclusion, which is key to feeling that one is able to thrive and succeed here.

How will the results be used?

The results will be shared college-wide and help to shape the college’s future equity roadmap and strategic plan.

Is the survey confidential?

Yes. The survey is completely confidential. Results will only be shared in aggregate and comments will be separated from the demographic data.

Chemeketa has done many surveys before. How is this one different?

This survey is different than previously administered surveys with a primary focus on our commitment to equity and an inclusive and respectful environment. It also includes all faculty, staff, and students. This is an assessment of our culture and it will be important that our individual voices are represented and that we take collective action to help influence the culture we would like to foster at Chemeketa.

What comes after the survey?

The survey will be followed by focus groups, and the compilation of these results will culminate in the creation of our diversity and equity roadmap. This roadmap will be comprised of action items that are intended to improve the campus climate for students, faculty, and staff.

---

This will be a long journey, which is the reason the diversity and equity plan is being called a roadmap. We may need to take different turns but our intended destination will always be a more inclusive and respectful climate for all.

03.11.2019

A Diversity Minute: When we "cover"

“Diversity is being invited to the party, inclusion is being invited to dance, and belonging is to dance like nobody's watching.” I saw this concept at a conference and it seemed like a good way to begin conversations about the concepts of diversity and inclusion.

When have you felt like you could "dance like nobody is watching?" This short Skillsoft video (4 minutes) describes interesting concepts, including “covering,” which hinders inclusion and belonging. After watching, consider how you have learned to “cover” and how certain values and ways of being are socially promoted. Consider the impact on you personally and others around you.

A Diversity Minute is posted on Chemeketa Connects on an ongoing basis and promotes short videos related to diversity, equity and inclusion. Do you want to recommend a video? Please email vivi.caleffi.prichard@chemeketa.edu

03.03.2020

A Diversity Minute: Laziness Is a Myth: “If a person’s behavior doesn’t make sense to you, it is because you are missing a part of their context.”

When I read the title of this article, I was partially skeptical. As an instructor, I’ve spent countless times reaching out to students in hopes that they would put more effort into their assignments, resulting in a better grade. Too often my final conclusion was that there are students who simply don’t care. I wouldn’t consciously get as far as calling those students lazy, but I subconsciously made lots of assumptions about them.

This 3-minute article provides another perspective. The author indicates that our students encounter barriers that they rarely verbalize to their instructors, and if we were to understand their context, we may be able to identify different ways to support them.

You can find this article and much more at eab.com. The college has a subscription and you can get lots of well researched information about pretty much anything higher ed. You just need to create a login.

A Diversity Minute is posted on Chemeketa Connects on an ongoing basis and promotes short videos and other resources related to diversity, equity and inclusion. Do you want to recommend a video? Please email vivi.caleffi.prichard@chemeketa.edu.

12.16.2019

A Diversity Minute: Inspiration for Your New Year’s Resolution

This recent opinion written by Timothy Shriver, a disability rights activist and former educator, which is titled “To Heal Our Divisions, Listen to People with Intellectual Disabilities,” sheds light into the historical repercussions of the use of dehumanizing labels and misguided generalizations. Shriver identifies the inhumane acts and atrocities committed to people with intellectual disabilities, he says “...Identify people as too different to belong to the communities the rest of us share, and the next step can be an almost blind determination to demonize and harm them.”

The author also offers four lessons from the Special Olympics, which one may find a correlation with the work we do in our classrooms and generally at the college. These may be also be a source of inspiration for your new year’s resolution:

“Choose to believe that everyone has something valuable and beautiful to offer.” Shriver explains that refusing to accept the belief that “others” don’t have something valuable to offer led to healing the prejudices against people with intellectual disabilities.
“Meet the person you have excluded. Look for common ground.” Although one may not intentionally exclude people, especially based on their identity, values or abilities, consider the identity of the people you often socialize with, or the students who don’t generally receive your attention, and choose to meet those who are often not part of your circle.
“Rather than emphasizing a contrast between strengths and weaknesses, our medal stands are places where we showcase the wide variety of human gifts.” In the work you do, how can effort and growth be emphasized as well as achievement?
“Fourth and last, with hearts opened and relationships begun, start the work of trying to live with the inevitable pain and tension of life from a place of truth and love. There is no “them” and “us.” There is just “us.” Everyone belongs. We are each vulnerable, starving for connection and searching for a way to be of service to each other. We solve problems best when we solve them together.”

Finally, this video from the Othering and Belonging Institute describes the concept of bridging, which is the opposite of othering and leads to creating a sense of belonging.

If you would like to know more about othering and how it has been used as a strategy for political gain throughout history, this article may interest you.

12.09.2019

A Diversity Minute: Microaggressions

You probably have heard of the term microaggression but may still not fully embrace or understand it. Well, here is your opportunity to dive a little deeper into this topic.

This short Skillsoft video (3 minutes) depicts instances when subtle signs of unconscious bias show up in the workplace in the form of microaggressions.

Do you have 18 minutes? This Youtube video about Microaggressions in the Classroom is a wonderful resource to understand microaggressions from the student’s perspective and get expert advice on what to do when they happen in the classroom.

11.20.2019

A Diversity Minute: “Mom and Dad, I Want You To Know That…”

“Mom and Dad, I want you to know that I will behave in an appropriate manner just like you taught me, because I love you.” This sentence should be no more than a sweet expression of love and respect; one that would make any parent feel proud. It takes a whole different meaning when it is said by Myles, a young African American boy.

Myles is interviewed for this short documentary, “A Conversation About Growing Up Black,” and in his message to his parents, he wants to reassure them that he will “be ok.” Another young man, Marvin, tells his parents that he “...has the foundation to be a good man, an honorable man, the foundation to survive in this country.”

Do you want to know more? Take a break and watch at least one of these 25 videos.

09.30.2019

A Diversity Minute: Promoting Diversity of Thought

This short Skillsoft video (4 minutes) may make you reconsider your open door policy. You will also learn to promote diversity of thought within your team.

08.29.2019

A Diversity Minute: Is There a Right Way to Use Pronouns in Your Classroom?

The brisk air reminds you that fall is upon us and students will soon be entering your classroom. As you prepare for this term, one question that is difficult to answer is how to best use pronouns to promote an inclusive classroom.

A common approach is to ask students to introduce themselves including their pronouns. Although this signals that you are being inclusive, have you considered how this makes gender non-conforming or those who are questioning their identity feel? Read this short, but insightful article from an educator who learned how her best intentions impacted those who she wanted to support.

Do you still have questions about pronouns and why they matter? Check out this video and/or read this article.