"Diversity is a numbers game, inclusion is about impact. Companies can mandate diversity but they have to cultivate inclusion. "

~Janet Stovall, Inclusion advocate, speechwriter.

Diversity has become a necessary component for organizations, schools and businesses. Research shows that when organizations have more diversity, they are more successful and profits soar.  This is encouraging when you talk about DEI work and the progress it has made in our society. Where the issue comes in though, is the fact that an organization that you can have an organization that is is very diverse and yet those diverse people do not have a say in the way the organization functions. This is why inclusion is important. Like the quote above this note reads "Diversity is a numbers game, inclusion is about impact. Companies can mandate diversity but they have to cultivate inclusion." Ms. Stovall, a Black woman, inclusion advocate and speechwriter, got it right.  Inclusion is about impact and in order to be impactful you need to bring diverse voices to the table and give them a legitimate say in what goes on within the organization.  Not only will the organization flourish but employees (particularly employees of color) will feel as though their voices matters and their opinions matter. 

They will see that their words make an impact and can shape the overall productivity of the organization. To do this however, takes a commitment from the leaders of the organization. They have to actually say to their employees (particularly employees of color) we want to hear from you and we want to make changes based on what you tell us, then implement those changes. They have to put these same employees in leadership positions with the power to make decisions and changes and trust that, these folks like them, know what's best for the organization. Instead though, what happens? People of color are often brought in to fill diversity quotas, given titles that don't match the work they are doing and no real opportunities to advance. Or, they are brought in at a high level but never given the opportunity speak or the autonomy to make necessary changes for the health of the organization. Now I know what you are thinking, this doesn't happen to every employee of color, there are some people of color with high level position in various organizations and companies around the country and you would be right, but how hard did they have to get there? We still hear in the news or in education about "the first" person of color to be whatever all the time but why in 2023 do we still have "the first"? How long have these people been at their respective organizations before someone in leadership heard their voice, saw what talents they brought and decided to make a change. 

Likewise, how successful was the organization after said change was made? Again, inclusion is a choice, it's a commitment, it requires cultivation.  In order to be truly inclusive you need to include voices that have been historically left out, marginalized and/or silenced.  Employees need to feel valued and appreciated for what they bring to the organization not just the fact that they are Black, or Hispanic. So in order to talk the talk about diversity and inclusion, you have to understand they are two different things but require equal amounts of thoughtfulness and intentionality to make a real impact.

9/21/23

Lots of businesses, schools and organizations claim they want to begin their DEI journey and they hire a person of color to lead it but then leave it to this person to do all the work. 

It's called Diversity Fatigue, a phrase coined by the national trade association Employers Council. According to an article entitled "Diversity Fatigue: What It Is and Why It Matters" by Valorie Waldon, B.A., SPHR, SHRM-SCP Director, Human Resource Services, diversity fatigue shows up in a variety of ways. It can trigger distress in those that are committed to the work but see inadequate results. It can cause irritation for those that see diversity work as being merely for the sake of political correctness.  Sadly this is only one of the reasons that DEI leaders are feeling like they are being failed. According to another article in Forbes magazine written By Shaun Harper entitled "12 Ways CEOs and Companies Fail Chief Diversity Officers," it states that the number one reason we fail DEI leaders is that "CDOs Are Chiefs And Vice Presidents In Name Only". CDOs rarely have seats at the table with other C-Suite executives. On many dimensions, one of these VPs isn’t like the others. They don’t have the same decision-making authority.  Other reasons they give are as follows:  

1. CDOs Don’t Report To The CEO

2. CEOs Rarely Talk To CDOs

3. CDOs Are Hired Into Haphazardly-Conceived Jobs

4. CDO Roles Are Lopsidedly HR-Focused

5. Execs Attempt To Solve DEI Problems Without CDO

6. What CDOs Say About Racial Problems Gets Discredited

7. DEI Work Isn’t Deeply Connected To The Business Strategy

8. What CDOs Do Isn’t Viewed As High Stakes, 

9. CDOs’ Professional Reputations Are Put At Risk 

10. Nothing (Or Very Little) Is Done To Retain CDOs 

11. Nothing Changes From One CDO To The Next

Now I will not speak to all of these because then this note would be several pages long but I will address a couple of them as it relates the field of Education.  The folks hired as DEI consultants, CDOs, DEI leaders etc. in our school districts  are overwhelmingly people of color and they almost always work at a predominantly white school or organization. They come in with the expectation to fix issues of racism. classism, identity based bullying and various other inequities seemingly over a period of time.  They often do not have a team or staff to assist and the job itself does not have any clear structure or direction. So as well intentioned as the creation of the position was at the school or organization, these factors keep this person from being as successful as possible.

Why is this important? Well, because for one thing, we care about the work we are doing and we want to see your school or organization be successful however that looks for you. Also, because DEI work is very hard work...changing systems and institutional culture, dealing with systemic racism and personal bias. We are pioneers...oftentimes because no one has held this position before, or worked in that environment before or no one has left a blueprint for work that was done and work that needs to be accomplished. We have trained for this type of work...hours of trainings, workshops, certifications, academic degrees and most importantly, life experiences have prepared us to walk into these positions with the utmost confidence.  We need support...we have taken on this role to support your DEI efforts but in doing so we are going into unfamiliar territory so we will need your support in finding our way and navigating the culture that may exist at your school or your organization. Also, while we are talking about support, we need financial support meaning our salaries should reflect the work we are doing and a budget as well ensuring that we have all materials, text, training etc. that we will need to do this job properly. Support can also look like regular meetings, check-ins, like speaking up in defense or in tandem at meetings ensuring employees know we are on the same page and deeply engaged in the work. Lastly, our titles and job descriptions need to be clear and concise. Our titles and job descriptions should reflect the importance of the role and how it will function within the school organization as well as having clear outcomes and goals. Our titles should command the respect needed to be able to stand in an authoritative/expert position among our peers and other employees.

To do this work effectively, DEI leaders need to know they are walking into a place that they can be a force for change and even though the journey will be long, they can feel like they are valued, respected and supported. The commitment to this work isn't taken lightly by anyone who chooses to enter this field because we know it requires years of helping people unlearn misinformation and changing negative attitudes and behaviors. However, it is up to those who employ us to take into account the emotional tax and the strength it takes to do this work on a regular basis with people who either don't understand it or do not want it to happen. So let's do our part to ensure we can keep up DEI efforts in our schools and organizations by creating a space for DEI leaders to thrive and be successful, a place of support, gratitude and community. We are stronger together and together we can make a difference.

9/25/23

Students can help lead DEI work, if you just listen to them and give them a chance. 

Oh this is one of my favorite things to speak about because to me it's such a simple thing to do, yet some educators do not like to do it. Students have the unique advantage of being on the ground floor of schools for several hours a day over the course of 12 years. They see everything that's going on and they know when things are happening a lot of times before we do. They also know how the education system works despite what we may think, they are paying attention. So when I visit schools and talk with their students, I am never surprised by how much they know about the issues taking place at their respective schools. What does surprise me is why we aren't listening to them when they tell us. Students report identity-based bullying, harassment, racial slurs and microaggressions and for some schools and organizations, this isn't addressed or investigated. Students ask for places they can create community and build relationships with other students with similar racial makeup or demographics such as clubs and organizations, cultural field trips or guest speakers with whom they can relate. However they are met with push back about certain clubs being formed (i.e. GSA/LGBTQIA+) because they may be controversial, certain student (meaning white students) may feel left out or excluded and they are told there is no money in the budget for trips or guest speakers.

So, the question is... why? Why do we say our mission as educators is to teach students to be good citizens and productive members of society yet we do not allow them or empower them to speak their mind or explore what feels right to them? Students (especially students of color) know all too well the negative attitudes and behaviors that take place on a daily basis at their school, particularly to them and so they are constantly looking for an outlet to survive. DEI work needs student voices because they can help to raise awareness, increase participation and shape policies. Students give us insight into what projects and programs will work and what will not. They represent a key stakeholder in the work of equity in our schools and can ensure that we see a return on investment to work we are doing or looking to do. Students help us build empathy and understanding because when they share their stories or that of their peers, you cannot help but feel something or to respond in some way.  Students want to help us, they want to feel like they are included in the work of DEI and that the work is genuine and not performative...because they need it to be genuine. They want to see change, they want to see their leaders support them, they want to see follow through and they want transformative change...and they want to help us do it.

Now more than ever, students are having decisions made for them left and right and they have no say. Educators are speaking for them and not to them, generalizing and grouping thoughts and opinions as they see them instead of getting them from the source. It is up to us to listen to students and include them so that we can ensure the work is effective and moves forward in a way that will make sense for all students. We should center student voices because they are smart, compassionate, empathetic and aware of themselves and the world around them, exactly what is needed for DEI work. So I encourage educators and leaders to reach out and create student advisor councils for each school, support (financially) student clubs, particularly ones that incorporate BIPOC & LGBTQIA+ students or any students from historically marginalized groups. Bring students to the table when you can and implore your colleagues to do the same, the benefits far out way the negatives. Students will feel like we trust them, we need them and they are a valued member of the school administration. Lastly, the life skills that come from student inclusion, leadership skills, civic duty, public speaking, advocacy, emotional growth and most importantly a passion for equity and lifting others as you rise. 

9/25/23

This is a question that has been on my spirit for awhile now and so I felt compelled to write about it. What is the purpose? This is the question I often as myself when dreaming up an idea, an event or program. What is the purpose? What are you looking for people to get out of whatever it is you want to create? What is the goal or outcome you wish to have? I always ask myself this question of purpose because I feel like it gets to the root of everything and if I can't answer it what am I doing? Then I think the question becomes...Why do we do anything? We do it for some kind of purpose, whether it's our own or a collective one. There's always a reason for doing something which ultimately ends up being the purpose and guide for us to see our dreams, projects and programs through. 

As it relates to the work I do, DEIB work, this question is huge and dictates how I process and present my work. I always want to be clear about why I am doing something and what the intention is behind it. I want to be sure I am inclusive of who or what needs to be in my work so it will be meaningful for the audience and even myself. This question comes up a lot for me when I am asked to come and speak somewhere or if I am asked to help with a situation that has unfolded, usually negative. What I have found is that people are often reactionary when it comes to DEIB work as opposed to intentional. This is important to note because it speaks to the longevity of DEIB work in any given situation. So, if I'm asked to come in and talk about microaggressions, it usually because the number of microaggressions has reached a point where it needs to be addressed. Now instead of dealing with the root issue which is racism, people often choose to band-aid the problem with short term training, this way we can just deal with what they think is the immediate issue. Too often this exists in DEIB work and it is exhausting, not to mention not helpful to long-term sustainability of antiracism practices or behavior.

We have to ask ourselves, why are we doing this? What is the purpose of having one little session on microaggressions and also what is the outcome you're looking for in this situation? If we cannot answer this question or answer it honestly, we are not being realistic about how the situation will turn out or about fixing the issue. We are just looking for a quick solution and it doesn't have to meet everyone's needs it just needs to fix what is broken. Well, that unfortunately doesn't work in literally ANY situation. Without a purpose you're like a ship with no captain, wondering aimlessly around the sea, probably hoping you just bump into something that looks like land because that will do. The trouble is it will never do. 

Having a purpose means you care, having a purpose means you thought about what you wanted to accomplish and want it to be successful. It means you are intentional about who or what you want to reach and that you may have done some research or thought critically about why this particular topic or issue is important in this moment. It means that you are not only out to fix something but to teach, learn or grow in the process of whatever you create, you want it to be sustainable or at the very least memorable. In my experience, this is the foundation that DEIB work is built on and what can make it effective. When individuals or organizations determine their purpose for engaging in this work, when they look beyond the reactionary and focus on the root cause and the overall empowerment of the school or organization, only then will the work be successful. 

You can't approach DEIB work successfully just off the strength of fixing an issue, you fix it by helping people to understand where the issue comes from, why they need to recognize it and why they should actively want to fix it. Purpose requires reflection and reflection requires honesty. When those two points are considered, then DEIB work makes sense, it is necessary and it is effective. Having a purpose creates understanding and lays the foundation for transformative work to take place. So the next time you want to fix issues of racism, bias, or homophobia that take place in your school or organization and you call in a DEIB professional, ask yourself, what is the purpose...and if you don't...I will.

The use of the N-word is such a curious thing. It's origins come from a very horrific and violent time in our history and it was used as a way of dehumanizing one race of people, in particular. Yet we hear it nowadays in popular music and common vernacular and it is still used to harm and demean, depending on the context. It has been reclaimed, spelled in various ways and took on a life of it's own among young people who in many ways don't really get just how bad the word really is and why they shouldn't use it. The part that sticks out to me the most about this word and hate speech in general is that the context, history and origin of the word is left out of the narrative, it's almost like it stops at a certain point. This leads to some serious gray area and misconceptions. Kids know it's bad to say but only if you mean it a certain way or if you spell it a certain way. They don't get how many people were lynched, burned, murdered and worse under the banner of that word, maybe if they did it would give them pause. There is also an expectation that they do know this history even as history has been rewritten in such a way that leaves this part out and is crafted so as not to make one race feel unconfortable. So, if this is the way we are approaching history, how then will children understand the gravity of the word and why it shouldn't be used...they won't! We know the word is hateful, harmful and dehumanizing and we know a little about history to know why it should never be used and students, specifically non-black students should not be trying to say it to be cool. But we do not share this with the students and instead complain about it as though we are not partially to blame. We have to share why this language should not be used in our schools and classrooms and then back that up with context and then with policy. What use is a policy if no one understands why it is in place. Students feed off of one another so if they know that one teacher is overlooking the word and another isn't they will act accordingly but we have to be unified and have a unified consistent approach to addressing this word and others because if not, we continue to let this issue fester, it is going to get out of hand and students could get hurt (some already have). So, I think it's important to share what we know about this word and others and give the historical context (Google is our friend) and help the students to know this will not be tolerated within our schools and that we need to treat our peers with respect and dignity because after all, we are better than this!

What has concerned me as of late is this lack of accountability for the hurtful and harmful behavior toward students of color in predominantly White spaces or school. There is a very apparent need to strategically dismiss or belittle situations that should be taken seriously, in particular racist incidents. So while this does concern me the bigger is for me comes down to two things...

1. Why does this concern you?

2. Why are you doing this?

These questions swirl around in my mind almost on a daily basis because I am really trying to understand human behavior and the choices people make on daily basis, especially as it relates to students. Daily I hear about or read about students doing mean, harmful and dehumanizing things to other students, racially motivated or otherwise and I ask myself, why? Why do you care so much about someone else that you are choosing to take steps to bring it to everyone else's attention. Why? I think as administrators we need to ask this question more often to get to the real reason they are doing these things. Racism aside (which is hard to do but hear me out) it takes a lot of effort be hateful or to want to harm another person, it takes brain power and thought, pre-meditated or not. Then when you choose to execute it, that is a clear choice, in spite of the potential consequences.  So what this comes down to is effort and choice which is why it is up for interpretation and skepticism. If I were a counselor and a student was sent to me for doing something racist or otherwise, my first question would be, "why did you do this? Help me understand." also "to be funny is not an answer so make it make sense for me." See because as students you have one job, which is what you are here for, why your parents sent you here. So you have to ask yourself, is this what you are choosing to do with your time?

I would ask all these questions and then let them know that actions have consequences and not just a unproductive suspension but it could cost you graduation, a job offer, college acceptance, sports sign-on etc. Nowadays people and businesses will delve into your past, thanks to social media and public records. So nothing can be done in the dark that won't come to the light. I would share with them while you chose to be "funny" your grades are actually what is funny. You must be a straight A student to have time in your day to worry about what other people look like, dress like or identify as. Your grades say otherwise though and while your friends are walking across the stage at graduation, you will be repeating the 12th grade, explain that to your parents. 

Now I know parents and others say well it's free speech and there are thin lines on what can be enforced and to that I say this... that's fine but free speech has consequences and does not translate into grades, which you still need to move onto the next grade and ultimately graduation. So you can go ahead and free speech all you want to repeating your current grade and watching your classmates move on...now that's funny right? Seriously though, we need to begin to ask these questions and if need be show them evidence of how this behavior backfires. We also need to build relationships with parents not just when bad things happen but on-going two-way communication so that when something does happen it can be handled appropriately and you know what to expect from the family. At the end of the day, it doesn't matter what side of the political aisle you are on or whether this is learned behavior or not, it simply isn't acceptable, in school or otherwise and it can lead to disastrous consequences that will affect the whole family. Not to mention, we all should mind our business! A lot of times we are worried about someone else and how they are living or identifying even when it doesn't affect us in ANY way and again you have to ask yourself why? Why does it bother me how this person is living? How does worrying about them help me do whatever I'm doing? Most of the time it does not and there's research to suggest we feel better as people when we mind our own business. So again, curiousity is fine and there's a way to approach someone (intent vs impact) and there is also all sort of ways to make positive statements regardless of your belief system. However before you make a choice that will affect you and potentially harm or disrupt others, you have to ask "why am I doing this?" If you can't answer that...then you probably shouldn't be doing it!