What is cultural competency?

The University of Reading is a global university, with a global engagement strategy. Increasingly, understanding and appreciating different cultures is necessary at work in the University and in our broader lives. In some HE institutions, health care and prison services, there is a recognised “thing” called “cultural competency”. The Cultural Diversity Group (open to anyone at the University interested in how race or ethnicity might affect staff or student experiences at Reading) on 6th September was an animated discussion on what “cultural competency” actually means, whether it is relevant to us as individuals, the University of Reading as an organisation or to our students as global citizens.

A quick wander around the internet suggests that cultural competency is variously defined as…

  • The ability to appreciate and interpret accurately other cultures.
  • The ability to successfully teach students who come from cultures other than their own.
  • The ability of providers and organizations to effectively deliver health care services that meet the social, cultural, and linguistic needs of patients (much of the cultural competency framework has its origin in healthcare).

Other terms are sometimes used, including cultural awareness or intercultural awareness. Employers and commercial organisations often use the term to refer to very practical matters such as how to greet people of other cultures, understanding the laws when working in other countries. Many Universities interpret cultural competency as applying only to international students coming to study here – who undoubtedly do need support in getting the maximum benefit from their time here, but this seems rather narrow!

I will now attempt to summarise our discussions.

Theme 1: Meaning, relevance and terminology

“Culturally Competent” vs “Culturally Aware”

There was quite a lot of resistance to the term “culturally competent”, at least initially, because:

  • Felt to be challenging for people to admit they weren’t competent.
  • Implies it is something that can easily be measured?

However, it is a term recognised by employers who want “employees who can demonstrate that they can adapt and work with people from other countries, ethnicities and religions

“Culturally aware” felt like a “softer” term which more people might sign up to, but actually on discussion we realised that you can be aware of something but not engage with or d  anything about it. Is this term therefore too passive?

Does “Competence” equate to skills, whilst “awareness” equates to knowledge?

 

CONCLUSION 1: We prefer the term “Intercultural” as opposed to “Cultural” because what we would like to improve is communication between, understanding of and learning across cultures. We felt that “Cultural” could be interpreted as knowing about only one culture.

CONCLUSION 2: Intercultural skills (or whatever the term that is used) is entirely consistent with the University’s espoused position as being a university with global reach and a “thriving community”. From a student point of view, Employers definition of cultural competency is a strong driver, particularly for students associated with Business and professional degree programmes.

CONCLUSION 3: We can imagine that there is a spectrum of positive engagement with intercultural issues beginning with “Awareness” at the lowest end. We thought therefore that a framework whereby individuals and the organisation moved from “Awareness” to “Competent” to “Confident” might be a more useful way of thinking. We recognised that there are other levels of engagement described as “Unaware”, “Ignorant”, “Uninterested” and “Opposed”.

CONCLUSION 4: Intercultural awareness is NOT just for international students and staff. It is something that is relevant to, and reflection on would be beneficial to ALL students and staff.

Theme 2: Current situation

Discussion here was wide-ranging. As with many Diversity and Inclusion issues, we recognised that there are already lots of good practice examples in many parts of the University, but that finding out about them and adopting them is difficult. For example, we already have employers who visit through the careers service to give presentations on Cultural Competency – these tend to be attended mostly by HBS students although they are open to everyone. IoE have had discussions with student groups about cultural diversity in order to prepare their trainee teachers for posts in Schools. Resources from RISC on cultural diversity were recommended.

We also recognised:

  • The tendency for cultural segregation amongst students and the challenges of persuading students to work in culturally mixed groups (associated with students dislike of group work in general)
  • The lack of confidence felt by some members of staff in terms of interacting with culturally diverse students and colleagues. In the latter case, people were particularly worried about “saying something wrong / offensive”.
  • The difficulty in involving home / English as a first language students in working with international students, particularly in terms of language development and support.
  • The multiple demands on staff and students.

Theme 3 Moving forward

Assuming that we can convince the rest of the University (or even if we can’t!) that there is a need (driven by competition for students, increasing numbers of students on campus for part of their degrees and changing expectations of students and employers), to move staff, students and the organisation from a state of (partial) awareness towards competency and confidence, we came up with some suggestions as to how to move forward in the short term.

  1. Complete a more systematic audit of existing initiatives and good practice across the University.
  2. Look to maximise benefits of opportunities that already exist – e.g. encouraging / incentivising involvement of home / native English speakers in language conversation sessions run in ISLI (developing skills to work with those from other ethnicities and countries etc as well as providing much needed conversation practice for non-English speakers); advertising Employers interest and talks more widely?

In the longer term, it was strongly felt that development of Intercultural Awareness and confidence should be mostly embedded within existing modules and development programmes (e.g. through Curriculum development and review and via careers and RED award?). However this approach relies on confident, competent and motivated teachers and staff – how would we get to this point? Many people thought that the best way to do this would be to bring different groups of people together more, and that ways of doing that could be the topic of discussion at a future meeting. Ideas and views should also be solicited from the wider staff body (through the Race Equality Survey or the subsequent action plan?)

It was acknowledged that there may be a place for specific staff training to be available but this might be more relevant for specific practical situations (e.g. staff heading overseas etc). Some colleagues had trialled using a team development day for this type of training, using free resources from culturewise.ltd to select exercises and make them relevant to their three main overseas groups. Georgia Riches-Jago shared with the wider group how useful they had found the exercises and the opportunity to reflect on the practical side of intercultural awareness in their own context.

What next? 

  • This blog!
  • Solicit wider views via staff portal article linking to blog, Race Equality survey and other methods during Autumn 2017.
  • Incorporation of proposed actions into draft Race Equality Charter Mark action plan, and discussion at UEB in November 2017.
  • Discussion of “bringing together” events at a future CDG meeting

Black History Month

Guest blog by Doyin Ogunmilua (RUSU Part-Time BME Students’ Officer)

[Please join us (and hear more from Doyin Ogunmilua) for a Black History Month Moment of Silence, Monday 2nd October at 1pm, by the flagpole between Whiteknights House and the Library. For other events planned during October see www.reading.ac.uk/diversity/diversity-events-news.aspx]

[Update added 2 October 2017. Please see the end of this blog for the text of the poem Free at Last, a Slavery Remembrance Day poem, which was written and read by Doyin Ogunmilua at today’s Black History Month Moment of Silence ceremony, at 1pm at the University flagpole.]

Introduction: Black History Month in a Summary

Black History Month is a month dedicated to those of black, Caribbean and Asian descent. During the month there is typically a uniting from those of minority backgrounds to celebrate shared histories, differences, traditions and to raise awareness of pressing racial issues. Black History Month is a specific period where people of similar backgrounds can hold events which highlight their talents and achievements while simultaneously pushing political, social and academic agendas. This is often done through a variety of different mediums such as art, film, dance, theatre, radio and social media.

Black History Month is vital in the further learning and education of a new generation of ethnic minorities in Britain. This education acts as a beacon of light on the past, present and future struggles of minorities in the fight for equality and justice.

The History of Black History Month

The event was created in the United States by historian Carter G. Woodson in 1926 in the hopes of acknowledging black achievements, which is still a priority to this day. It was initially a weekly campaign; “Negro History Week.” While Black History Month is celebrated in the US in February to acknowledge historical figures such as Abraham Lincoln, the UK typically marks the event in October in correspondence to the start of a new academic year.

Inevitable questions in the run-up
As Black History Month approaches there are inevitable questions that will be raised such as why it is only celebrated in a month and not a year and why there is no white history month. I have been asked this question in the past and it still intrigues me as to why this is such an issue for some. In response I say, why should there be a celebration of a race and a culture which has been so overly idolised and praised for as long as I can remember? In my mind, there has been a white-washing when it comes to African history, grounded in a deception which runs deep and spans centuries. Black History Month was created specifically for the minority and not for the past-times of those who have never been and so cannot begin to relate.

The relevance
So, as UK Black History Month celebrates 30 years in existence, the question some may ask is if it is still relevant and if it should continue. Black History Walks in an organisation directed by Tony Walker. It provides monthly films and educational walking tours on London’s 2000-year African history. Walker explains that Black History Month was created to “correct the deliberate destruction done to African memories by European misrepresentation.” It is an important month as it prioritises re-informing and re-focusing minds on the true story of minority peoples. It teaches, in particular young people, that we must at times step away from what we are taught on a daily basis and start to question and challenge a status quo which aims to oppress and divide the marginalised.
Amid the increased racial attacks in the wake of Brexit and the ever-present figure of white supremacy in politics, academia and beyond, it is very much a justified campaign of strength and unity which must continue if we are to see further progress.

Conclusion
In conclusion, Black History Month is a great opportunity to celebrate each other as well as acknowledging what divides us. This year’s Black History Month, as well as the ones to come, should not falter in promoting equality and justice and the fight against the deprivation and appropriation of an identity which is rightfully ours.

Postscript: a Slavery Remembrance Day Poem

As read by Doyin at 1pm, today, 2/10/2017, at the Black History Month Moment of Silence event at the University flagpole.

Free at last
by Doyin Ogunmilua

Hands and feet once bound by heavy chains
Black bodies once a white man’s claim
Now-a-days it’s minds in shackles
No rest for the wicked in this superiority game

My enslaved ancestors long dead and gone
Yet their cries still go on
Wringing in my ears, I see their tears
How can I play a game that’s already been won?

I sense their expectation
To fulfil a dream they could not touch
To see a promise come to pass
I admit the weight of expectation is much

And so, the victimisation of minds and bodies prevail
When will they stop killing our young black males?
Herded up like sheep and shot
When once herded up on a ship to rot

Haunted by the blood and tears of my ancestors
They stain the back pages of history
A dirty secret in which they are ashamed
Ashamed of my erased family tree

We were supposed to be strong and free
According to that particular act in 1833
Yet bound and gagged we still stand
Appropriated bodies in high demand

Untold stories hidden in the depths of a cotton field
In the depths of the soul of a young man killed
When will I see that promise come to pass?
So I can finally say I am free at last.

Seeing the B in LGBT

Guest blog by Dr Allán LavilleSchool of Psychology and Clinical Language Sciences

Bi invisibility

In 1998, Michael Page designed the Bi Pride Flag to increase the visibility of bisexuals within the LGBT community and within society as a whole. In a BiFlag.com blog, Page discusses the symbolism of the components of this flag:

The pink color represents sexual attraction to the same sex only (gay and lesbian), The blue represents sexual attraction to the opposite sex only (straight) and the resultant overlap color purple represents sexual attraction to both sexes (bi).

The key to understanding the symbolism in the Bi Pride Flag is to know that the purple pixels of color blend unnoticeably into both the pink and blue, just as in the ‘real world’ where most bi people blend unnoticeably into both the gay/lesbian and straight communities.”

In the above quote, Page discusses how bi individuals are often invisible within various communities and this has been termed ‘bi invisibility’. Therefore, it is of paramount importance that bi individuals are visible and supported within our society.

Bi visibility

In relation to bi visibility, from 1999, Bi Visibility Day has been celebrated annually on the 23rd of September. There are various events held across the UK (as well as internationally) to encourage and promote bi visibility. This day also highlights biphobia which is the fear or dislike of someone who identifies as bi.

When considering biphobia, Stonewall, the largest LGBT charity in Europe, state that bi individuals suffer from dual prejudice. This is from within the LGBT community and outside of it. This prejudice can lead to mental health problems and risk taking behaviours. Therefore, the aim of Bi Visibility Day is a reminder that we need to address biphobia whenever and wherever we see it.

 

Bi visibility in the workplace

Stonewall’s Top 100 Employers Report 2017 found that only 18% of bi men and 14% of bi women are comfortable being out to all colleagues, managers, and customers or service users. Furthermore, the same report identified that only 23% of bi people could identify a bi role model in their workplace. In summary, this report highlights the need for bi individuals to feel more comfortable with bringing their authentic selves to work as well as having identifiable bi role models in the workplace.

I was fortunate to be funded by Diversity and Inclusion to attend Stonewall’s Bi Workplace Role Models Programme on the 13th of September.

The Stonewall Bi Workplace Role Models Programme promoted a safe space for individuals, including myself, who identify under the ‘Bi umbrella’. The day was very experiential and provided a lot of time to discuss ideas with others who identified as Bi.

Throughout the day we were encouraged to think about our own role models and what it means to be a role model in the workplace. We completed a range of activities that provided us with the opportunity to consider what we can do within our own organisations as a Bi Role Model. We explored barriers to being a Bi Role Model within an organisation as well as potential solutions to this.

One key learning point for myself was that it is very important to be visible as a Bi Role Model at the University. I have taken steps towards being more visible such as being profiled for the Faces of Reading project. As a bi person who has experienced biphobia outside of work, I hope that my level of understanding may be of benefit to others who have/are experiencing the same.

 

 

 

 

 

 

 

 

Reflections on the Aurora Women’s Leadership Development Programme

Updated 13 July.

Guest blog from Katherine O’Sullivan (Marketing, Communication and Engagement & Henley Business School) and Helen Bilton (Institute of Education) with intro by Simon Chandler-Wilde (Dean for D&I)

Yesterday we had a reception, hosted by the Vice-Chancellor David Bell (and by Susan Thornton (Leadership and Talent Development Manager) who organises our engagement with this national programme, and by the UEB Gender Champion PVC Robert Van der Noort),  to celebrate the staff  that have been part of the Aurora Women’s Leadership Programme over the last year, and the line managers and mentors who have supported them.

This was a great celebratory and networking event. We finished with some words from David Bell, and also (for the second year running) with reflections on the programme from two of our staff who were part of the Aurora cohort from the year before, namely Katherine O’Sullivan (MCE & HBS) and Helen Bilton (Institute of Education). Below we share via this blog both of these reflections, kicking off with those from Katherine.

To give a little context to Katherine’s participation in the programme let me introduce Katherine briefly.  She is the Recruitment Manager for Europe and Americas at Henley Business School. Currently, Katherine is on a one-year secondment to the Global Recruitment Team in MCE as Country Manager for Central and South Asia. She’s from Boston, Massachusetts, and before moving to the UK nearly three years ago to work at the University she lived and worked for five years in Amsterdam as a lecturer in Cultural Studies.

Here are Katherine’s words from yesterday’s Aurora celebration:

“Hello everyone. Firstly, to the 2016/17 Aurora cohort, I hope that your experience has been challenging, eye-opening and profoundly rewarding as my experience was when I participated in Aurora in 2015/16. When Susan sent around an email asking if any of us would like to say a few words to this year’s group, I jumped at the chance, because it was yet another way I could thank Reading for its support and continued participation in this vital initiative.

When I participated in Aurora in 2015/16, I had only moved to the UK to start working at Reading in 2014; I was also in a non-teaching role. I was completely surprised to have been selected for Aurora because of this. However, I think it speaks volumes that Reading was willing to invest in someone new to the UK, new to the University, and someone in professional services (student recruitment), and sees all of these criteria as a vital part of the community here and worth developing. But being new to the UK, new to Reading, and a former academic who left a teaching role to take on a new career in student recruitment, I was extremely nervous about participating in Aurora. I feared I would be an outsider at the sessions, and that I would be seen as an imposter.

I couldn’t have been more wrong. Aurora was an incredibly rewarding experience, and I was able to grow my professional network in the UK by leaps and bounds. I was able to gain insight into other women’s experiences (both British and non-British) in Higher Education in the UK. I was assured by other participants that I had unique and meaningful contributions to add to their conversations—to our conversations!—, and that I too had a place in the conversation about the direction of UK higher education, and that my voice, as both a woman and an immigrant, had an important place in shaping the future.

I found myself growing more confident at work because of this, willing to champion certain initiatives within my team, participate meaningfully in university-wide working groups, and it also gave me the self-assurance to take on a new challenge in a secondment role for a year in another department. Without the support from Reading, from Aurora and from the amazing women I met on the programme, I know I wouldn’t be in the position I am today or have a multitude of options in terms of career development and career progression that I do. The critical thinking skills I learned from the Action Learning Set still inform any professional problem I come across; and from time to time, you may catch me power posing in bathrooms around campus before I have an important meeting or presentation.

To this year’s cohort: although women still have a long way to go where we are equally represented at all levels in business, in academia and in society, you have become another ‘generation’ of Aurora leaders, and I truly hope we can become a critical mass, not only at Reading, but across higher education and beyond. Reading’s 2026 vision is to have ‘a vibrant, thriving, sustainable, global and broad-based institution, responsive to, stimulated by and informing changes in the world around us’. I can truly say that the University’s commitment to programmes like Aurora will certainly give many of us across the university the confidence and voice to help contribute to this vision.”

Our 2nd speaker from the cohort of 15/16 was Helen Bilton. Helen is currently Associate Professor in the Institute of Education – but one follow-on from her participation in the 15/16 Aurora programme was a successful application for promotion to Professor which comes into force over the summer! She holds various roles within the IoE, across the University and beyond, including as a National Teaching Fellow. Here is an extract from her words from yesterday’s event:

“The Aurora leadership programme that I was very lucky to attend, much like any learning did a number of things. It added lots of new light, affirmed things I knew and reminded me of things I had forgotten. It was good to find that the University believed in supporting someone who was at the time 59, and Aurora isn’t all about young things! It offered the most amazing strategies to analyse issues, and ask questions to help others find their own solutions. These strategies I use with staff and find they work every time. It taught me to give it a go and apply for things with no doubting Tom in my head. But also accepting that failure and mistakes are just part of the journey and are okay and to help others to see errors are a necessary part of the learning journey.

Einstein said you can’t make changes if you think in the same way you always have and Aurora has changed me as it has helped me to think differently. I would advise anyone with a desire to think differently to apply.”

Fellows of the Royal Society are human too

Guest post by Jonathan Gregory (with thanks to Meteorology’s Weather and Climate Blog where this originally appeared).

In early May I was surprised and honoured, as well as happy, to be elected a Fellow of the Royal Society. One of the best consequences of this so far has been that I was allowed the opportunity to give a speech to members of the department one afternoon at an informal celebration. Actually I had requested this occasion, following the admirable departmental tradition of celebrating successful PhD vivas etc., because I wanted to share with my colleagues some thoughts, which I’m writing down here in case they’re useful to others as well. First among these was to thank those who proposed me for the fellowship, and my bosses of the last 28 years, who recruited me into excellent research institutions and gave me the freedom to work on subjects which seemed useful and interesting to me.

It turns out that FRSs are human too. Nothing has magically changed since my election. There are still lots of things I can’t understand. I’m still worried that I won’t be able to think of enough good ideas. I still feel near to despair about the large number of things I want or need to do at work, and my inadequacy in tackling them. In fact for much of my adult life I have suffered from recurrent depression. Many of the thoughts that cause me difficulties are sometimes described as symptoms of imposter syndrome, which is a fear that you are in a position that you don’t deserve to have reached, and that any moment you might be unmasked as a fraud who has misled people into thinking that you are actually quite clever.

It is probable that some colleagues have similar fears, and it’s good to know you’re not alone. Most people need encouragement, I guess. I value my election as FRS because it’s an external recognition of climate science and the value of my contribution to it, and I’ll try to use this knowledge to help myself when I’m feeling depressed. It’s useful to remind yourself in those circumstances of positive things that others have said, and in fact I’ve compiled a list of them, to look at when in need. Because I know that positive remarks are useful to me, I advocate that we should all offer positive comments to our colleagues, staff and bosses whenever we think they’ve done something good. Positive feedback should not be lagged!

One of my jobs is to make such comments myself. My other important function is to ask questions that I feel stupid in asking, especially in group meetings etc. where there might be others who’d rather like to know the answers too but don’t feel confident to ask. It’s easier for a professor to do this job than a new PhD student, because (presuming that I am actually not altogether an imposter) I can have some confidence that I am not being unusually stupid if I don’t understand something. Actually ignorance is not the same as stupidity anyway. Ignorance is not necessarily a bad thing. Socrates said that he knew nothing except that he knew nothing, and in Nineteen Eighty-Four one of the ruling party’s slogans is “Ignorance is strength.” Maybe that’s going too far, but ignorance can certainly be useful, because it avoids preconceptions. Asking questions when you feel that the answer ought to be obvious, but doesn’t seem to be, can be a way to change people’s thinking. In his book, The structure of scientific revolutions, in which he put forward the idea of paradigm shifts, Thomas Kuhn points out that radical progress is often made by people who are new to a subject, presumably for this reason.

If people seem blank when you explain something to them, it might just be because you haven’t been clear enough, but on the other hand it could be because the subject you are dealing with is not yet properly appreciated, and you’re speaking a new language. If a subject seems unclear and confused to you, it might be because no-one properly understands it, and everyone’s been skirting round it, thinking it’s someone else’s business. So perhaps it would be a good idea to head straight in that direction and see what there is to be discovered, because there may be unknown mountains hidden in the mists of ignorance, and amazing panoramas can occasionally be glimpsed through the gaps.

Diversity and Internationalization

Guest blog by Vincenzo Raimo (Pro-Vice-Chancellor for Global Engagement)  

I’m a passionate advocate for the benefits that we all gain through the internationalization of our universities. Among the reasons that I was particularly keen to rejoin Reading University as Pro-Vice-Chancellor for Global Engagement in 2014, was its very strong and long-standing international relationships and its extensive global footprint. As a student, here in the 1980s, I remember a very international population of staff and students, like we have today, and living with students from a very diverse set of countries including Sudan, Oman, Rwanda, India, Cyprus and elsewhere. Almost 30-years on I’ve been privileged to visit most of these countries and to have met Reading graduates all over the world who, like me, have been profoundly influenced by the international experience they enjoyed as students here.

 

I’m sometimes met by skepticism in my belief in the benefits we all gain through greater internationalization on our campuses – a belief that by bringing students and scholars together from across the world we can share knowledge as well as developing a greater understanding and mutual respect for our fellow citizens of this planet. There are also significant benefits in terms of economic flows and in diplomatic relationships, but most crucially in creating a better and safer world which we can share together.

Internationalization does not, however, come without its challenges: the current challenges at home in relation to government policies, including the immigration and Brexit debates played out daily on our news screens, but also those challenges pertinent to operating as a transnational organization. Here in the UK we are home to more than 16000 students and 3700 staff representing most of the world’s nations, and a large number of the world’s religions and faiths. We need to be supportive of the diverse communities which we welcome to our campuses and ensure that we are sensitive and receptive to their particular needs.

We also have almost 3000 University of Reading students on our campuses and study sites outside of the UK including in South Africa, China and Malaysia as well as growing staff populations in those countries and an increasingly mobile staff travelling between Reading’s campuses.

Among the most significant challenges we face as a transnational organization are the very different legal and cultural environments we encounter in some of the countries to which our staff and students travel and in which the University of Reading is located today. It’s important to stress that while we obviously work within the different legal and cultural environments in which our people travel and in which we are located, our core values and principles as a University community remain unchanged – values of respect, tolerance and freedom of expression.

The University’s Diversity and Inclusion Strategy is, as the name says, about being inclusive and welcoming to all people, irrespective of race, gender, sexual orientation, religion or disability. It is about ensuring that our practices do not exclude, marginalise or disadvantage people and that we create environments, as Rebecca Hilsenrath, Chief Executive of the Equality and Human Rights Commission has described, in which “students and staff feel confident expressing who they are and what they believe in”.

The fact that we have a Diversity and Inclusion Strategy, recognises that we still have work to do at our campuses in the UK to ensure our values are fully embedded. But this work also goes beyond our UK shores. While recognising that we can’t control the experiences of our staff and students away from the University, our campuses themselves, wherever they may be located, must be open and inclusive places. That may mean challenging assumptions and local cultures  – in part this is what universities have always done – but we must also be sensitive to the safety and the feelings of our people within the contexts in which we operate.

To support our Global Engagement Strategy, the University has signed-up as a Stonewall Global Diversity Champion as from 1st June 2017. This will help us to assess more accurately how we are meeting our University Values in our overseas sites, as well as helping us to provide the best possible advice and support we can to our staff and students who are currently working or studying at one of our branch campuses, or considering doing so.

Why are there so few BME staff in leadership positions?

I am used to being a minority in terms of being a female physical scientist. I am less used to being a minority in terms of ethnicity at a Higher Education event. However, last week I attended the BME Leadership in Higher Education Summit run by the Equality Challenge Unit (ECU) and the Leadership Foundation for Higher Education (LFHE). Around 200 delegates discussed the possible reasons why there has been relatively little progress in increasing the representation of BME staff at senior levels in HE, and shared possible ways to move forward. There were probably about 25 or so who were part of the WME (White Majority Ethnic) group – point number 1 – if we are going to label groups – we need to label ourselves and by doing so acknowledge our white-ness. There are too many interesting topics that were discussed to present comprehensively in one blog, but here I’d like to share a few questions here.

  • Is University of Reading ready to move forward on race equality? Public sector organisations tend to be at different levels in terms of their readiness and ability to move forward on race equality. Comparing local government and NHS experiences, these can be classified as:
    1. Resisting – no understanding
    2. Intending – say it’s important but don’t understand the depth of action needed
    3. Starting – have a better understanding of local issues in the context of high level statements
    4. Developing – understand the issues and their aims but need to prioritise
    5. Achieving – clear vision but need to maintain

I would suggest that some of us in the organisation are around the “starting” level, whilst others are closer to “intending”, and some areas may be closer to resisting. In moving forward, there may well be people who have in the past benefited from privilege who find themselves no longer in that position. How do we respond to those people’s whilst sticking to our commitment to equality? Are we ready to have the difficult conversations needed?

  • Are we doing the most effective  “diversity training”? There was much discussion of “diversity training” with the general view being that unconscious bias training can be useful for starting conversations, but more useful in terms of changing culture is bystander training – giving people the confidence to challenge behaviors, and cultural competence (also referred to as intercultural skills).
  • What is the role of the white majority ethnic (WME) group? Here at Reading we have had a strong growth in our LGBT+ Ally network. Is it appropriate to do something similar here – or perhaps better a way of publically acknowledging membership of the Cultural Diversity Group (which is open to anyone who has an interest in race and ethnicity and how these influence staff and students at Reading).
  • What is the role of a “race champion”? Here we were introduced to a 3 stage framework: Stand up (engage), stand together (self-organised groups), stand aside (let the emergent leadership drive the agenda)

But perhaps the question that summed up the day was in fact:

“Why do people who look differently have to perform differently to achieve the same?”

 

Lesbian Visibility Day

by Simon Chandler-Wilde

Today, April 26th, is internationally celebrated in the LGBT+ community and beyond as Lesbian Visibility Day. Stonewall, the UK’s leading representational, campaigning, and support organisation for LGBT+ people and their allies – the University is a Stonewall Diversity Champion – has used today to launch a new video with many lesbian voices advocating the importance of lesbian visibility – and visibility of a variety of lesbian voices and backgrounds and intersectionalities. Here are a couple of stills from the video. These show first Stonewall and mental health advocate Yvonne Stewart-Williams, and then Ruth Hunt, Stonewall’s Chief Executive. We’re really excited that Ruth will give our inaugural Wolfenden Lecture next week 4 May at 7pm – booking is still open here.

The voices on this video advocate powerfully for the importance of visible role models across society – and this message is taken up in Stonewall’s publication ‘The Double-Glazed Glass Ceiling: Lesbians in the Workplace‘, with a key recommendation that: ‘Having visible, open lesbian and bisexual female leaders in the organisation reassures lesbian employees that they won’t be discriminated against and encourages them to be out at work.’ The report also advocates strong support for role models, which is why we are so keen to support our LGBT staff financially and otherwise on Stonewall’s LGBT Role Models Programme. Watch the Staff Portal and the LGBT Plus network’s Twitter feed next week for details of funding for 8 more places, or talk for more info to my favourite lesbian and gay role models Deb Heighes and Calvin Smith, the co-chairs of LGBT Plus, who are both graduates of this one-day programme.

Talking this over this evening, my teenage daughter has emphasised to me the importance of visibility of younger role models. She means here role models at School and University  – RUSU and its LGBT+ Society do a great job locally at Reading of providing many role models, not least Nikki Ray our RUSU LGBT+ Part-Time Officer – but, equally, visible role models in the media and in the programmes that teens watch – a great example is Emily in Pretty Little Liars – that make clear that lesbian identities are normal, everyday, and across our diverse society.

‘Using your Voice to Make a Difference’: Jess Phillips MP at the University of Reading on June 1st

Guest post by Madeleine Davies (English Literature): update 20th April 2017, due to the 8th June General Election this talk will be postponed until some time in October to be confirmed.

In Jess Phillips’ recently published book, Everywoman (Hutchinson, 2017), the Labour MP discusses the ways in which female voices are silenced. She declares that this problem has deep historical roots as she observes the male and female gargoyles decorating the central lobby and the committee rooms in the House of Commons: Phillips notes that the men are depicted open mouthed in speech while the women are gagged, their mouths literally covered with stone muzzles (p.56).

The silencing of women’s voices is by no means a recent phenomenon but it has assumed a disturbing new manifestation in the digital age. In a particularly compelling section of her book, Phillips discusses online trolling and abuse and she explains ‘dog-piling’ which is a technique used by online trolls to shut down someone (often a woman) who speaks out. ‘Dog-piling’ involves hundreds or even thousands of people bombarding a Twitter account with messages over a short space of time. It is designed to drown out other voices, to intimidate the tweeter, and to effectively ‘block’ the voice.

Phillips recalls a horrifying example of this being used against her when a men’s rights activist made a comment about how ‘he wouldn’t even rape me’. As a statement, this is shocking enough, but what followed is even worse. As soon as the initial comment had been made, Phillips recalls the ‘dog-piling’ attack it initiated:

‘A glance at my twitter feed that day was a bit like reading a sinister Dr Seuss:

I will not rape her on a plane

I will not rape her on a train

I will not rape her in the car

I will not rape her on a star

I will not rape her HERE or THERE

I will not rape her anywhere

I will not rape her on a tram

I will not rape her, MAN-I-AM (pp.215-6)

That sufficient numbers of people required for a ‘dog-pile’ can find this abuse either funny or acceptable in the C21st staggered me. I am not a regular user of Twitter or Facebook, and reading Phillips’ book seemed to confirm my instinct that it might be a good idea to retain this policy.

But as Phillips notes, ‘dog-piling’ and other tactics (including ‘isolating’) are designed to coerce women into silence and she forges a connection between witch-hunts and the contemporary digital world when she notes that the feeling of being the victim of dog-piling is ‘akin to being stood in front of an enormous angry mob waving burning torches and pitchforks’ (p.215).

When women give in to the bullying and absent themselves from social media, the bullies win, so Phillips is firm in her argument that such tactics must not deter women from asserting their voices online, painful though the consequences can be. For this reason, Phillips was involved in the launch of Recl@im, an Internet campaign looking at laws and regulations that could be better used to stop abuse.  She is also involved in #NotTheCost, a campaign led by Madeleine Albright to combat the violence inflicted against politically active women around the world. Phillips’ engagement with this issue is clear – Jo Cox was one of her closest friends.

Phillips does not whine – she takes action and she asks all of us to do the same. She is, I think, an inspiring woman and it does not matter whether you agree with her politics or not. That she is willing to become the voice for all people who have no access to platforms from which to speak, positions her as a woman to be admired.

Jess Phillips is giving a talk at the University of Reading on June 1st. The Vice-Chancellor will introduce her at 6pm, and there will be a Q & A session and a book signing (for Everywoman) following the session. The talk takes place in the Van Emden Lecture Theatre and the book signing will be in the First Floor Foyer (both are in the Edith Morley Building, entrance 1a).

I have invited Jess to the University because I believe that she has a voice that needs to be heard by us all. Our students need fearless role models like her (though Phillips says she feels anything but ‘fearless’).  I hope that colleagues and students from across the University will come and hear Jess and contribute to the debate afterwards. After all, as she states:

‘By demanding to be heard, by dealing with our

imposter syndrome, by being cheerleaders,

doers not sayers, creating our own networks

and by daring to believe that we can make a

difference, we can.’

“Biggest Fight of my Life”: Frank Bruno and Mental Health

By Claire Gregor and Suzanne James  (Student Wellbeing) with an introduction by Ellie Highwood

Sometimes my role as Dean for Diversity and Inclusion feels like doing a giant dot-to-dot picture. There are great ideas and initiatives going on across campus that just need that little extra help to shine. ONe way we do this is by using some funds originally given by the Vice Chancellor, to support projects proposed by staff and students. We recently asked for applications and funded 7 very different activities of which you will hear more over the next few months as they progress. However, I am delighted to be able to share here a review of the first activity, designed and delivered by Student Wellbeing in March 2017.

Frank Bruno MBE visit and University Mental Health Week Activities

This project, organised and run by Student Wellbeing, used a national event, University Mental Health Day – whose theme was ‘Active in sport’ – to raise awareness among students of the links between mental and physical health. The theme had a positive message that appealed cross-gender, to all ages and ethnicities and resonated with a general ‘look after yourself’ message.

Funding was provided by a grant from Diversity and Inclusion Deans to pay for a high profile speaker (Frank Bruno, MBE), who is a strong and positive role model coming as he does from a BME background and who has publicly spoken about his own personal mental health struggles. Frank was invited to address the students at a specially organised ‘A conversation with’ lunchtime event.  An additional activity was developed so that Frank appeared for a Super Circuits event at the Sportspark prior to this, to maximise the publicity opportunities that his visit afforded.

 

Using this speaker opened up conversations among students about the relationship between mental and physical wellbeing. It inspired students to put steps in place to include activity in their lives, to support their mental and physical health.  It increased awareness of mental health difficulties and provided social contact activities that were open to all. The ‘In Conversation with ‘event also provided a high profile positive focus for the University of Reading’s Mental Health Day, during which a number of other planned activities took place.

Project Highlights:

  1. 230 staff and students attended ‘In Conversation’ in Van Emden lecture theatre
  2. 140 students and staff attended Super Circuits event at Sportspark
  3. Over 800 YouTube hits on ‘Biggest Fight of my Life’ Video uploaded on 2/03/2017
  4. 111 views of full interview and q and a session in 5 days
  5. 75 entries to Instagram competition: some individual images receiving in excess of 400 ‘likes’
  6. In Conversation Event Livestreamed via Facebook
  7. Multiple positive publicity opportunities generated promoting Reading as a university concerned about mental health issues
  8. Nearly £500 raised in 2 days for two charities: Sport in Mind and the Cameron Grant Memorial Trust

Legacy

  1. Visible presence on campus to show that the University ‘cares’ about student and staff mental well-being.
  2. Promotion of Student Wellbeing to hard-to-reach target groups.
  3. Professionally produced Counselling & Wellbeing video clip which can be uploaded to provide permanent resource via web pages and Blackboard