Recognizing the context and focus of ARE initiatives
Noticing and understanding the reality and impact of achieving racial equity (ARE) in the workplace
Taking stock of current knowledge and understanding of ARE
Understanding implicit bias related to racial inequities and its influence in higher education
Understanding microaggressions related to racial inequities and their impact in higher education
Skills:
Scanning for and recognizing potential barriers to ARE
Knowing when to be deliberate and intentional about ARE efforts
Seeking different perspectives on ARE issues
Maintaining a learner focus and being open to new information about ARE
Identifying dissonance and discrepancy as opportunities for deeper inquiry into ARE
Asking critical questions: What is going on here? For whom? Is this what is expected? What do I/we already know about this? How do I/we know this? What do I/we need to find out? What is a good question I/we should ask? Is this good? Should I/we be concerned? Why?
Actions:
Using existing tools to gather data on ARE
Identifying and understanding the problems or issues related to ARE, including implicit bias and microaggressions as structural/ systemic barriers and obstacles.
Recognizing the need to take a closer look at specific ARE matters, including implicit bias and microaggressions as structural/ systemic barriers and obstacles
Intermediate
Knowledge:
Sense-making and prioritizing actions based on our understanding of the reality of the impact of the barriers and obstacles to ARE
Drawing on research evidence and using suitable frameworks or indicators to analyze and make sense of the data, including data, including data that highlight the impact of the barriers and obstacles to ARE
Considering options based on evidence of what has proven effective in ARE
Evaluating the applicability of findings and addressing the different interpretations of data related to the impacts of the barriers and obstacles to ARE
Clarifying the problem or issue to be addressed and understanding needed improvement towards ARE
Skills:
Evaluating the adequacy of findings and addressing different interpretations of data, including data related to the impacts of barriers and obstacles to ARE
Scrutinizing relevant data which identifies barriers and obstacles to ARE
Assessing capability and capacity for improvement and identifying external expertise, if needed, to address barriers and obstacles to ARE
Being open to new learning and recognizing strengths and areas for improvement that address barriers and obstacles to ARE
Reflecting on previous experiences connected to ARE (including experiences related to the impacts of implicit bias and microaggressions as structural/ systemic barriers and obstacles)
Considering the magnitude and impact of the desired change towards ARE
Asking ourselves critical questions: What do we already know about the impacts of barriers and obstacles to ARE? How do we know this? What else do we need to know? How might we gather the data needed? What is our existing data telling us about the insights provided? Is this good enough? Do we have different interpretations of the data related to the impact of the barriers and obstacles to ARE? If so, why? What might we need to explore further? What important questions should we ask about the impact of the barriers and obstacles to ARE?
Actions:
Identifying areas that have proven to be effective and areas in need of change, including actions to address the impact of the barriers and obstacles to ARE
Gathering and reviewing available research, data, and frameworks related to ARE and assessing available resources needed to take action to address the impact of the barriers and obstacles to ARE
Prioritizing resources to achieve equitable outcomes, including allocating resources that address the impact of barriers and obstacles to ARE
Applying strategies to address the impacts of implicit bias and microaggressions as structural/systemic barriers and obstacles that may include racial trauma
For instructional staff, creating a safe space for students to discuss experiences, concerns, and perspectives related to implicit bias and microaggressions as structural/systemic barriers and obstacles, and offering guidance and resources to address these issues effectively
Carefully considering and effectively implementing best ARE practices in pedagogical and curricular initiatives
Providing professional development to support campus-wide instructional improvement
Monitoring the impact of ARE initiatives and making necessary adjustments
Establishing mechanisms for evaluating progress, monitoring outcomes, and addressing any discrepancies or challenges related to implicit bias and microaggressions as structural/systemic barriers and obstacles, while fostering a culture of learning and growth
Striving for continual and increased progress towards better outcomes for learners through addressing the impact of the barriers and obstacles to ARE and identifying ways to capture progress
Advanced
Knowledge:
Being clear about what needs to change and what doesn’t in order to achieve ARE in the workplace
Clarifying the identifying problems or issues we want to solve in pursuit of ARE
Having a strong and concrete understanding of what ARE looks like at all levels of the university (e.g. in the classroom, departments, and colleges) and throughout the consortium
Knowing how we will recognize progress, including monitoring and assessing changes in the prevalence and impact of implicit bias and microaggressions as structural/ systemic barriers and obstacles that may include racial trauma in higher education
Skills:
Continuous examination of the data for evidence of what is or is not working for all learners, including the identification of patterns and trends related to the impacts of implicit bias and microaggressions as structural/ systemic barriers and obstacles to ARE in higher education
Knowing how to use systems, processes, and tools in place to track progress and impact on achieving ARE
Transparently managing progress; includes establishing protocols and strategies to address structural/ systemic barriers and obstacles to ARE in higher education
Identifying where we have the capability and capacity to improve in order to achieve racial equity
Identifying what external expertise we might need, including seeking guidance and support from specialists in data gathering; evaluating progress; identifying areas of concern; curriculum development; and/or training for employees at all levels of the consortium
Checking in on learners’ progress in understanding, learning from, and contributing to the advancement of ARE initiatives
Identifying and acquiring the required support and resources needed to effectively work towards ARE in higher education
Asking ourselves critical questions: What actions can we take to ensure better progress and outcomes for more of our learners? Which of our learners are or are not benefiting from our efforts? Are any of our efforts counterproductive to our goal of achieving racial equity? Are we communicating our current condition, our goals, and our action plans clearly? What strengths do we have to build on?
Actions:
Being determined to achieve equitable progress and outcomes for all learners, with a specific focus on countering the impacts of implicit bias and microaggressions as structural/ systemic barriers and obstacles that may include racial trauma
Clearly identifying, communicating, and pursuing the actions we need to take and why, ensuring that our strategies and interventions directly address any structural/ systemic barriers to achieving racial equity
Setting up and utilizing feedbackchannels to gather input from staff and instructors
Ensuring all learners have equitable access to support and opportunities to learn, recognizing that addressing implicit bias and microaggressions as structural/ systemic barriers and obstacles that may include racial trauma is crucial for creating an inclusive and fair educational environment
Ensuring all university/consortium employees become learners making consistent progress towards achieving ARE within higher education
