Diversity and Inclusion

  • The Circle Project
    Innovative, experiential, challenging, and meaningful learning experiences around issues of diversity, inclusion, culture, status, and privilege.

My Other Sites

  • 37days
    My weekly newsletter on living intentionally.
  • Haiku Book Review
    My summaries of books I've read recently, written in Haiku. Why not?
  • Inclusive Asheville
    creating an inclusive, innovative, and engaged community that values and leverages our diversity in Western North Carolina
  • movable type
    My thoughts about diversity, stereotypes, prejudice, inclusion, culture....
  • my year of living veganously
    being a record of my transition to veganism in 2008
  • pattidigh
    daily short thoughts
  • RealWork
    My old website...still might be worth a look.
  • The Circle Project
    Helping organizations explore diversity and inclusion issues through theatre and story. This is the work I have waited my whole life to do.

37days

The Circle Project

Favorite diversity books

April 26, 2005

We need to make our differences discussable, in order to make them usable

Published in the Asheville Citizen-Times - 7 May 2005

Political correctness—dancing around what we really want to say and ask, not talking about difficult issues for fear of offending someone—is killing us.

Rather than helping navigate treacherous waters of difference, this self-censorship is driving people further apart. Unable to determine correct terminology for individuals or groups of people different from us (since the rules seem to change constantly), many people have simply stopped interacting with those different from them altogether.

Rather than err and describe an African-American person as black when they prefer another term, we engineer ourselves out of situations where we’d need to make that decision. Rather than risk offending a person who is Muslim by raising the question of their religious beliefs and dress, we avoid them. Rather than be rebuked for mentioning someone’s race—even though studies show that skin color is the first thing we notice when meeting someone—we pretend we don’t notice the difference.

The result? More division, misunderstanding, distrust.

This urge toward political correctness attempts to sanitize what is messy: life is messy, particularly with increasing numbers of people who don’t look like me. Each individual has their own set of preferences – how can I possibly know them in order not to offend? I can’t.

I can’t always know the right words to say when talking with someone who has a different ethnic background, a different set of cultural norms, a different way of eating, greeting, or meeting – but I can learn to ask respectful questions to get information I need to interact effectively and in a way that enriches both of us. “Help me understand” is a nonjudgmental way to start that conversation: “help me understand the rituals associated with your religion,” “help me understand your feelings about gay marriage,” “help me understand your dietary needs.” It’s also a two way-street: it is as destructive to intentionally take offense as it is to intentionally give offense.

Perhaps we have difficulty acknowledging difference because we have confused recognizing difference with making a judgment.

One of the first employees I supervised was an African-American woman named Annette. Once she overheard me describing to a Board member who had never met her how he could recognize her in a meeting they were both attending later in the week, a meeting at which Annette would be the only African-American participant. Bemused, she listened to me use every other possible descriptor: “Annette? Well, she’ll be the well-dressed young woman with dark hair who is 5-feet, 6 inches tall. I’ll ask her to wear her name tag.”

“Wouldn’t it have been easier,” she said afterwards, “to tell him I’ll be the only African-American there?” Why did I hesitate? I didn’t want to define her by her skin color, I wasn’t sure if she preferred to be described as African-American or black, and I had confused discussing difference with making a judgment.

We learn from a young age not to acknowledge difference. When my older daughter was quite young, she saw a man in a wheelchair at the grocery store one day. “Mama!,” she shouted, “that man has no legs!” My immediate reaction? “Shhhhh!,” I whispered. “It’s not polite to point.”

It wasn’t new information to the man in the wheelchair that he had no legs, anymore than it is news to my African-American friends that their skin is darker than mine. By minimizing the difference, we lose the ability to talk about it, to acknowledge the often unconscious judgments that lie behind that discomfort, and to learn from and make the difference usable in some way.

A friend has quadriplegia as a result of an accident. Many who meet him try to avoid acknowledging the obvious: Howard is unable to move from the chest down. It is a difference that is glaringly obvious, yet people go to great lengths to pretend they don’t notice. It is a dance we have all done around difference. The result? People veer away from Howard, they avoid him altogether rather than risk offending him.

Gordon Alport, author of The Nature of Prejudice, built a model from his research at Harvard called “The Stages of Prejudice.” Acts we know are wrong are included, such as discrimination and violence, but the first stage of prejudice might surprise you: avoidance.

Many people talk about wanting a “colorblind” society in which we don’t notice difference, but that is the wrong goal. Let’s work instead for a society in which our differences are our greatest asset, and in which we acknowledge, celebrate, and learn from those differences.

To attempt to ignore our differences by avoiding them is to render all of our lives, identities, contributions, and backgrounds trivial. We must learn how to talk about our differences, not around them. We must move from political correctness to respectful questioning, from avoidance to engagement.

February 28, 2005

Be an effective ally for LGBT people

Read this if you’re interested in being a more effective advocate for lesbian, gay, bisexual and transgendered people. (http://www.soaw.org/new/article.php?id=722)

These are some guidelines for people wanting to be allies for LGBT people. In today's world, LGBT issues are being discussed more than ever before. The discussions taking place in homes are often highly charged and emotional. This can be a scary topic and confusing to people on a very personal level. Being an ally is important, but it can be challenging. This list is by no means exhaustive, but provides a starting point. Add your own ideas and suggestions.

Don't assume heterosexuality. In our society, we generally assume that everyone we meet is heterosexual. Often people hide who they really are until they know they are safe to come 'out'.

Use gender neutral language when referring to someone's partner if you don't know the person well. In general, be aware of the gender language you use and the implications this language might have.

Educate yourself about LGBT issues. There are many resources available, reading lists and places to go for information. Don't be afraid to ask questions.

Explore ways to creatively integrate LGBT issues in your work. Establishing dialogue and educating about LGBT issues in the context of your other work can be a valuable process for everyone regardless of sexual orientation. Integration of LGBT issues into work you are doing instead of separating it out as a separate topic is an important strategy to establishing a safe place for people to talk about many issues in their lives.

Challenge stereotypes that people may have about LGBT as well as other people in our society. Challenge derogatory remarks and jokes made about any group of people. Avoid making those remarks yourself. Avoid reinforcing stereotypes and prejudices.

Examine the effect sexual orientation has on people's lives and development. Identify how race, religion, class, ability and gender intersect with sexual orientation and how multiple identities

Avoid the use of heterosexist language, such as making remarks implying that all people of the same gender date or marry members of the other gender.

Respect how people choose to name themselves. Most people with a same sex or bisexual orientation prefer to be called gay, lesbian, or bisexual rather than homosexual. 'Queer' is increasingly used by some gay, lesbian or bisexual people (especially in the younger generations), but don't use it unless you are clear that it is okay with that person. If you don't know how to identify a particular group, it's okay to ask. Don't expect members of any population that is a target of bias (e.g. gays, Jews, people of color, women, people with disabilities) to always be the 'experts" on issues pertaining to their particular identity group.

Avoid tokenizing or patronizing individuals from different groups.

Encourage and allow disagreement on topics of sexual identity and related civil rights. These issues are very highly charged and confusing. If there isn't some disagreement, it probably means people are tuned our or hiding their real feelings. Keep disagreement and discussion focused on principles and issues rather than personalities and keep disagreement respectful.

Remember that you are human. Allow yourself to not know everything, to make mistakes and to occasionally be insensitive. Avoid setting yourself up as an 'expert' unless you are one. Give yourself time to learn the issues and ask questions and to explore your own personal feelings. Ask for support if you are getting harassed or problems are surfacing related to your raising issues around sexual orientation. Don't isolate yourself in these kinds of situations and try to identify your supporters. You may be labeled as gay, lesbian or bisexual, whether you are or not. Use this opportunity to deepen your understanding of the power of homophobia and heterosexism. Make sure you are safe.

Prepare yourself for a journey of change and growth that will come by exploring sexual identityheterosexism and other issues of difference. This can be a painful, exciting and enlightening process and will help you to know yourself better. By learning and speaking out as an ally, you will be making the world a safer, more affirming place for all. Without knowing it, you may change or even save people's lives.

February 27, 2005

Choose the tuxedo

Kellidavisyearbookpic_c_2KELLI DAVIS, Class of 2005

“If you hate a person, you hate something in him that is part of yourself. What isn’t part of ourselves doesn’t disturb us." –Herman Hesse

Sometimes when I wake up too early and read the newspaper before having that first cup of coffee, and particularly when I see a headline like “Lesbian’s Picture in Tux Cut from Yearbook,” I get confused and wonder what year it is. Could this be a headline in 2005? I'm just so thankful that we've solved the Mideast crisis, world hunger, and the AIDS epidemic so we can turn our attention to more vital concerns like lesbians in tuxedos.

On February 24, 2005, in Clay County, Florida, county school officials backed the decision of Sam Ward, principal of Fleming Island High School to bar a picture of a girl dressed in a tuxedo from the high school yearbook. The principal is quoted as saying that he pulled the senior class picture because Kelli Davis was wearing boy's clothes.

Thank God. Otherwise, what's next? Girls playing softball, getting jobs, and voting? It's a slippery slope from shirts with collars to downright anarchy.

Officials at the school have said the picture was pulled because Davis didn’t follow the dress code. Among the items not permitted at Fleming Island High School:

  • Sleepwear (i.e. pajamas, robes, bedroom slippers, etc.)
  • Apparel with spaghetti straps.
  • Shirts without sleeves. 
  • All pants must be fastened at the top closure and worn at the waist. 
  • Sweats are not to be worn to school. 
  • Footwear of some type must be worn at all times. Shoes must have a strap across the back      of the heel or the shoe must have a 1" heel.

There is no mention of gender specific clothing or tuxedos. (I do wonder how many revolutions are started by teenagers in sweatpants with flat shoes who are wearing bathrobes, but that’s another discussion altogether.)

I can only hope that Kelli Davis’ tuxedo pants were buttoned at her waist, and that she had sleeves because evidently her grade point average of 4.0 isn’t enough. She has already lived though two years of vicious taunting from classmates about her sexual orientation—who would think the next round of abuse would come from the principal’s office?

When Kelli went to the photo studio with her mother to have her senior picture made, she had only two choices of outfits—either a black drape or a tuxedo top. As reported by Susan Armstrong in Folio Weekly, Kelli watched as a girl with orange spiked hair and ear- and lip-piercings adjusted the drape low between her breasts, barely covering her nipples.

A modest girl, Kelli didn’t want to expose her chest, so she chose the tuxedo top. The principal justified his decision to ban the photograph because Kelli’s picture was not “uniform.” Evidently, lip piercings and breast baring are. Spaghetti straps are verboten at Fleming, but girls are expected to have their picture snapped for time immemorial with a piece of sheeting draped around their chest like they’re just waking up in bed.

When you’re a senior, your picture in the yearbook is critical—through all eternity, this is how your classmates will remember you. If you’re not there, you’re forgotten. Kelli’s mother had to buy an ad for $1,000 in the back of the yearbook so Kelli’s picture could appear, over Principal Ward’s continued objection.

Let me be fair. Being a high school principal is one of the toughest jobs around. I have great admiration for people who manage that complexity and I try hard not to second guess their decisions. I know that creating a fair, accurate, and inclusive yearbook is hard. But as much as possible, shouldn’t the yearbook represent everyone at the school as they would like to be remembered?

Everyone at that school has a right to be fully who they are. The adults involved are falling all over themselves to avoid saying the “L” word and pretending that Kelli’s sexual orientation doesn’t have anything to do with their decision. I think it does, given some of their oblique references to it, though the ramifications are much larger than that.

Three years earlier, in Tampa's Robinson High School, Nikki Youngblood’s photograph in a suit and tie was also banned. Nikki remarked at the time that asking her to wear the drape would be like asking a boy to wear a dress. As reported by Mubarak Dahir, Robinson High’s attorney noted that “if the school had let Ms. Youngblood get away with wearing a coat and tie this year, then the next year, you might have 10 boys dressing as girls and vice versa.”

The absolute horror.

Evidently, that prospect is more shocking to these administrators than graduating seniors who can’t read and write, don’t know enough math to balance a checkbook, and who are doing drugs in the school bathrooms.

This is about more than lesbians in tuxedos—it’s about all kids—their gender identity, roles, and strictures. Nikki Youngblood and Kelli Davis aren’t in their yearbooks because they don’t conform to the outdated gender roles that we still expect kids of all sexual orientations to conform to. They are questioning what’s “appropriate” for men and women in our society—thank goodness. And the administrators of those two schools are also sending “a clear message that gays and lesbians are inappropriate misfits who should simply try to blend in,” says Dahir. “It’s no wonder the administrators at Robinson High and others like it around the country are so nervous and frightened by a 17-year-old girl in a coat and tie,” Dahir notes. “She threatens their entire sense of order in our post-modern world.”

Kelli Davis had searched long and hard to find just the right quote to go under her yearbook photo. It’s by German Nobel Prize-winning writer Hermann Hesse, who died in 1962: "If you hate a person, you hate something in him that is part of yourself. What isn’t part of ourselves doesn’t disturb us."

Ironic, isn’t it?


~*~ 37 Days: Do it Now Challenge ~*~

I wish every girl in high school, straight or gay, would choose the tuxedo next year for their high school photo. In fact, I think I’ll start a “Girls in Tuxes” movement to make sure that happens.

 

More immediately, if this issue moves you, let the people at Fleming Island High Schoolknow how you feel about it. Here are email addresses – send a quick note to let them know we’re watching and we’re outraged:

            Fleming Island High School

Sam Ward, principal, sward@mail.clay.k12.fl.us

Laura Johnson, vice principal,  ljohnson@mail.clay.k12.fl.us

Dan Finley, Assistant Principal dfinley@mail.clay.k12.fl.us

Thomas Pittman, Assistant Principal tpittman@mail.clay.k12.fl.us

Deputy Fred Eckert, Youth Resource Officer fgeckert@mail.clay.k12.fl.us

Clay County Commissioners commissioners@co.clay.fl.us

            Clay County School Board:

Carol Vallencourt CVallencourt@mail.clay.k12.fl.us

Carol Studdard CStuddard@mail.clay.k12.fl.us

Charles Van Zant, Jr. CEVanZant@mail.clay.k12.fl.us

Wayne Bolla wbolla@mail.clay.k12.fl.us

Lisa Graham LGraham@mail.clay.k12.fl.us

Clay County Superintendent of Schools:

David L. Owens dowens@mail.clay.k12.fl.us

If you are involved in any way with a high school, pass along this list of questions suggested by the Southern Poverty Law Center to ensure that yearbooks are fair, accurate, and inclusive:

Yearbook Checkup (from www.tolerance.org)

  • Look at the senior portraits. Are all girls and all boys dressed alike? If exceptions are allowed, what reasons can you identify?
  • Review photo captions, cartoons and editorial comments. Do any of these elements demean certain groups or reinforce stereotypes? Is the humor harmless, or does it happen at someone's expense?
  • Look closely at advertisements. Do any contain hurtful images, symbols or messages?
  • How does the yearbook portray student couples? Does this coverage reflect the social reality at your school?
  • How does the yearbook cover events and issues of the past school year? Do you think this coverage is fair or biased? Explain.
  • Compare coverage of various sports teams and events. Which sports get the most coverage, and which get the least? What reasons can you offer?
  • Compare coverage of athletics and other activities, such as academics, service projects and other interest groups. What patterns do you see?
  • Are all the clubs at your school represented in the clubs section? If not, why do you think some are left out?
  • Consider the "superlatives" categories and winners. What messages do these honors convey about the culture and values of your school?
  • Examine the photographs of students acting goofy or just hanging out. Do the snapshots do a great job, a fair job or a poor job of representing the whole school community? Explain.
  • How well does the yearbook staff reflect your school's cultural and social diversity?