Summary of Diversity & Inclusion Undergraduate Training

Content Overview

Education and training for incoming undergraduate students, or returning students of all cohort students, focusing on diversity, equity and inclusion (DEI) may cover several key content areas:

• ·??????? Perspective and Worldview: This invites participants to explore how their personal experiences and environments shape their perceptions of themselves and others. It encourages reflection on the assumptions they may hold about "how things are" and how these assumptions may not be universally shared.
• ·??????? Bias, Stereotypes, and Intersectionality: Participants are asked to examine any biases or stereotypes they may harbor, considering how these views might affect their interactions with others. Additionally, introducing the concept of intersectionality—where different aspects of identity (such as race, gender, religion, and socioeconomic status) overlap—helps participants understand how multiple factors may shape the experiences of privilege or discrimination. This process promotes increased self-awareness and critical reflection, in particular, some unconscious bias can be pointed out and made aware of diverse perspectives.
• ·??????? Social Inequality: This aspect introduces participants to the unequal distribution of resources, opportunities, and access, connecting these disparities to social determinants such as health, education, wealth and employment. By understanding the broader social context, participants can better recognize the systemic nature of inequality, thus realizing the diversity while emphasizing equal opportunities.
• ·??????? Bystander Intervention: Participants learn to recognize exclusion or inequity and are equipped with strategies for pro-social interventions in such situations. By understanding how to step in effectively, they can contribute to a more inclusive environment.

Approach to Training

Diversity training can sometimes be met with resistance if participants feel targeted, shamed, or positioned as victims. Furthermore, students often overestimate their intercultural communication skills. To mitigate these challenges, following approaches can be employed:

• ·??????? Becoming Part of the Solution: Participants are encouraged to see themselves as contributors to positive change. The emphasis is on how they can help create inclusive classrooms, labs, or communities where everyone can fully participate.
• ·??????? Sharing of Personal Experiences: Engaging participants by inviting them to share aspects of their unique identity fosters a sense of being heard and understood. This personal sharing encourages mutual respect and openness to diverse perspectives.
• ·??????? Psychological Safety: A psychologically safe environment is essential for open dialogue. It ensures participants feel comfortable expressing their views without fear of judgment or negative consequences. Emphasizing psychological safety is crucial for fostering meaningful discussions about DEI.
• ·??????? Common Purpose: By connecting the group to a shared mission or set of values—whether it be a school’s mission statement, learning goals, or broader life goals such as career success or community leadership—we highlight the importance of diversity and inclusion to their collective purpose. At the University of Illinois, we tie these discussions to the campus mission and learning goals.

Interactive Exercises

Engaging students with interactive activities, rather than relying solely on lectures, deepens their understanding and engagement. Below are a few effective exercises:

• ·??????? Cultural Questions: In pairs, participants answer questions such as, “What is the most important meal of the day?” or “What holidays or traditions were significant in your childhood?” or “What sight and scenes that strike you the most in your country?” These questions spark discussions about worldview and differences.
• ·??????? Case Studies: Presenting scenarios relevant to participants' lived experiences allows them to practice or envision appropriate responses.
• ·??????? The Danger of a Single Story: After watching Chimamanda Adichie’s TED Talk “The Danger of a Single Story”, participants reflect on times they have both a) judged others based on limited narratives (stereotypes) and b) experienced stereotyping themselves.
• ·??????? Cultural Humility as a Lifelong Practice: Participants should be encouraged to view cultural humility as an ongoing journey. Activities such as reflective journaling can help them continually evaluate and expand their understanding of other cultures and experiences.

Suggested Actions

To further promote diversity and inclusion, we recommend the following actions:

• ·??????? Create short videos featuring university leaders discussing DEI topics, drawn from platforms like YouTube or TED Talks, with captions for accessibility.
• ·??????? Distribute open letters from university leadership, such as the President and Deans, to emphasize institutional commitment to DEI.
• ·??????? Integrate DEI elements into a University 101 or similar college-wide, or general education course required for all students.
• ·??????? Host special seminars, lectures, exhibitions, and art performances centered on diversity themes.
• ·??????? Organize poster competitions, games, and interactive workshops related to DEI.
• ·??????? Encourage participation in international student club activities and programs organized by Student Affairs or the Office of International Affairs.
• ·??????? Promoting Allyship and Advocacy: Participants should be inspired to become allies and advocates for marginalized groups. They can take practical steps such as speaking up in group settings, organizing peer-led DEI discussions, or engaging in community outreach.

Measuring DEI Impact

A critical part of any DEI initiative is ensuring that progress is being tracked and measured. This involves gathering feedback from participants after training sessions or events, activities, and regularly reviewing the university’s diversity climate. Diverse voices should be included in the evaluation process, and feedback should be used to continuously improve the program.

?

Acknowledgement:

Appreciation is extended to Ross Wantland, Director of Curriculum Development and Education for DEI at the University of Illinois at Urbana-Champaign (UIUC), who drafted the first version of the paper, covering most parts of the sections on content, approach and exercises.