In terms of student success, it is often necessary to address equity issues--such as access to specific technology--that may be related to socioeconomic status and other factors. At many educational institutions course schedules have not been printed for years; students must register and enroll in courses online. Final grades, financial aid accounts, and college announcements may be provided exclusively online. A considerable portion of a library's collection may be digital and require access to online databases, including the library catalog, to complete research assignments.
Image from Mann, Blair. (2014, March 12). Equity and equality are not equal. The Education Trust. Retrieved from https://edtrust.org/the-equity-line/equity-and-equality-are-not-equal/
"Inclusion refers to how diversity is leveraged to create a fair, equitable, healthy, and high-performing organization or community where all individuals are respected, feel engaged and motivated, and their contributions toward meeting organizational and societal goals are valued." This definition comes from Global Diversity and Inclusion Benchmarks: Standards for Organizations Around the World by Julie O'Mara, Alan Richter, and 80 expert panelists, sponsored by The Diversity Collegium, 2014.
Image from Special Education Degrees: Your Guide to a Career in Special Education
Microaggressions have been defined as "brief and commonplace daily verbal or behavioral indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative slights and insults that potentially have a harmful or unpleasant psychological impact on the target group." (Sue, et al. (2008). Racial microaggressions against Black Americans: Implications for counseling. Journal of Counseling & Development, 86, 330–338. doi:10.1002/j.1556-6678.2008. tb00517.x)
Lipscomb University professor Dr. Chris Gonzalez offers the following regarding the psychological and social aspects of micro-aggressions:
Professor Phyllis Hildreth suggests the following conflict management principles as faculty at Lipscomb seek to:
CONFLICT MANAGEMENT PRINCIPLE 1:
We cannot manage conflicts we have not been invited into; we can manage conflicts that arise in our classrooms.
CONFLICT MANAGEMENT PRINCIPLE 2:
Distinguish between positions, interests, and needs - see beyond the obvious and seek to understand what matters to members of our community of concern.
CONFLICT MANAGEMENT PRINCIPLE 3:
We cannot change the thoughts and feelings of others, but we can manage behaviors to reduce conflict by deciding which conversations to have and which to avoid, defer, or refer to others.
How one university went all-in on restorative justice - contact your friendly Beaman Librarian for Chronicle of Higher Education login.
Guidelines for discussing difficult topics from the University of Michigan Center for Research on Learning and Teaching.
Getting to yes : negotiating agreement without giving in by Roger Fisher. Penguin, 2011.
*on order for Beaman Library