The Principles of Inclusion & Diversity

Having a diverse culture means valuing individuals’ right to identify as people of different races, colours, ages, genders, beliefs, ethnicities, cultural backgrounds, marital and family statuses, economic circumstances, ideas, expressions, experiences, skills and capabilities.

Diversity describes the ability of individuals, groups, and organizations to be different and yet similar. Organizational diversity depends on the representation of multiple perspectives within a group.

“Diversity is being asked to the party. Inclusion is being asked to dance”
Vera Myers (https://www.vernamyers.com/)

A commitment to inclusion means ensuring that diverse people and people with different identities are fully engaged in every aspect of an organization’s work, including leadership roles and decision-making processes.

The concept of inclusion involves actively trying to ensure that diverse people from different backgrounds, with distinct identities, are fully included in all aspects of the classroom, including leadership positions and decision-making. In addition, it refers to how diverse individuals are respected and welcomed in the classroom community.

As society continues to progress toward equality, a recognition of certain treatment for particular individuals’ needs can help open up possibilities for their learning journey. possibilities. This is referred to as equity.

Here are some guidelines and principles for engaging learners and promoting inclusivity in the classroom to encourage engagement, encourage inclusivity and establish a positive learning environment:

• Respect: open-minded understanding among individuals and groups; we create a “safe space” for everyone to contribute without judgment.
• Purpose: Each classroom must build a community that promotes cooperation and respect.
• Cooperation: As a classroom community, collective contribution enhances individual success.
• Freedom from discrimination: Working together to overcome unconscious bias and build a safe community where everyone may work together.
• Expression of ideas: Support diverse views sensitively and respectfully and raise awareness of diverse viewpoints and engagement through education.^[2]

It refers to how less powerful members of society both accept and expect that power is distributed unequally. In lower PD cultures, members of the society can openly question authority and the distribution of power, and see relationships between leaders and subordinates as more equal.

→ Ask yourself: What visual markers of authority should I use? What taxonomies will my audience recognize and accept?

In individualistic societies, people believe in a strong right to privacy, limited use of state power, a strong free press, individual interests over group interests, and self-determination. At work, they value personal opinions, challenges, and material rewards more. In collectivistic societies, people believe that avoiding shame, saving face, and maintaining harmony within the group are the best ways to affect personal change. At work, they value training more and governments have tighter control of the press and the economy and prioritize consensus over personal freedoms.

→ Ask yourself: How do I show evidence of success in society? What motivates my users to make decisions?

(note that these terms are based on traditional gender normatively). The “masculine” dimension defines a society that prefers assertiveness, achievement, heroism, and toughness. Gender roles are strictly maintained, and there is little sympathy for those who are deemed weak or overly caring. “Feminine” societies prefer cooperation, modesty, and quality of life. The vulnerable are cared for, and there is less competition for resources and rewards. Gender roles are not rigidly enforced.

→ Ask yourself: What voice and tone are appropriate for my audience? Are competition and comparison a core part of the user experience?

It measures a society’s tolerance for ambiguity and the unexpected. A high degree of UA means that people expect clarity in communication, and are more direct and active in getting their point across. Differences are seen as threats. In cultures with a low degree of UA, people are more accepting of differences and show less anxiety around new or unexpected things.

→ Ask yourself: Does my interface encourage browsing and wandering, or targeted search and drill-downs?

LTO societies see more value in looking toward the future; members of these societies are pragmatic, appreciate adaptability and focus on gaining useful skills over time, saving for the future — patiently adapting to market and cultural changes. STO cultures see more value in looking to the past and present; people in these societies prefer problem-solving for immediate results, and see rules and traditions as their primary sources of information.

→ Ask yourself: Does my content prioritize short- or long-term engagement? How do my content and visual identity treat family?

An indulgent society allows its members relative freedom to enjoy life, participate in recreation and leisure, and pursue individual satisfaction. Restrained cultures control how their members satisfy their needs and desires; there are strict social, sexual, and disciplinary rules. Money is saved, not spent.

→ Ask yourself: Is happiness part of your experience? Are vices hinted at, ignored, or commented on openly?

For each individual to bring their best self forward, a sense of belonging must first be established. Having a connection to an organization or group of people that makes you feel you can be yourself not only results in greater engagement and creativity in the workplace, it’s a psychological need.

Diversity and inclusion are often treated as a single initiative. For real change to happen, every individual leader needs to buy into the value of belonging — both intellectually and emotionally. Part of this process requires tuning in to empathy; each person remembering a time when they were excluded, shamed, interrupted, and so on, so they can apply those lessons outwardly. Leaders have to feel it within themselves; then they can identify the relationship with feeling excluded or making others feel excluded. That’s a critical starting point.

It isn’t enough to teach students and staff what it means to be inclusive. Like any form of behaviour change, inclusion requires individuals to identify key moments in which to build new habits or “micro behaviours” (daily actions that can be practiced and measured).

People are wired to react with fear and distrust when their beliefs are challenged. Finding ways to frame challenges through a lens of possibility — and elevating the power of shared experiences and storytelling to do so — creates greater potential for positive change.

The norms, power structures, and inequities in society can easily become embedded in an organization. Creating a culture where every individual can contribute their full potential requires investigating the systems and processes in your class to uncover sore spots and blind spots, and then finding ways to reimagine them.

“‘Fit’ can be dangerous, because it can exclude,” Clark says. “You have to first be able to identify and bring to life your class values, mission and purpose, and define ‘fit’ so that it adheres to those. You have to define it differently.