ERIC EJ775337: Building Authentic Intergroup Dialogue on Campus: Living a Commitment to Shared Governance and Career Path Development through the Full Inclusion of All Members of the University Community

4 Pages·2003·0.05 MB·English

by  ERIC

Higher Education
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Building Authentic Intergroup Dialogue on Campus:
Living a Commitment to Shared Governance
and Career Path Development
through the Full Inclusion of All Members of the University Community1
BBBBByyyyy CCCCChhhhhrrrrriiiiissssstttttiiiiinnnnneeeee CCCCClllllaaaaarrrrrkkkkk
IIIIInnnnntttttrrrrroooooddddduuuuuccccctttttiiiiiooooonnnnn the perceived salient “issues” between the and complimentary refreshments) facili-
two groups; (b) have credibility with their tated recruitment.
respective larger constituencies; and (c) in- Once engaged with each other in the
The University of Maryland’s Inter-
clude, but are not limited to, members of dialogue, cross-group hostility was rather
group Dialogue and Leadership Program
the groups’ leaderships. easily eroded through interrogation of the
(IDLP) is coordinated by the Office of Hu-
Further, it has facilitators who pos- stereotypes that each group held about the
man Relations Programs (OHRP), an arm
sess: (a) extensive content area knowledge other, and establishment of a climate for
of the Office of the President. Because of
about the range of experiences of both groups’ open communication regarding perceived
this organizational location, OHRP has
members and the issues between them racial, ethnic, and linguistic differences.
campus-wide scope which has been founda-
(specific and general); (b) the ability to Shortly after beginning the dialogue, par-
tional to its ability to adapt the Intergroup
challenge, as well as support, the thinking ticipants also found common ground based
Dialogue Program (IDP) component of its
of both groups’ members, as an insider to on the identification of their shared family
IDLP from a student-focused initiative to-
one and an outsider to the other; and (c) and community values and their shared
ward meeting the needs that staff at all
extensive facilitation experience. experiences as low-level, often mutually
levels on campus have expressed for inter-
Deviating slightly from what is typi- disenfranchised employees — particularly,
group dialogue.
cal for group-specific intergroup dialogue, their shared experiences of racism ex-
In responding to this expressed need
in Maryland’s Black/Latina/o staff dia- pressed, inadvertently and deliberately, by
over the last three years, OHRP has piloted
logues there are four co-facilitators, two White supervisors and/or faculty, staff, and
a Black/Latina/o or “Group-Specific” Inter-
Black and two Latina/o. Additionally, two students who populated their work areas.
group Dialogue for housekeeping staff at
are professional staff members (called Since the inception of this dialogue’s
the university, as well as a Women of Color
Exempt Staff), and two are support staff pilot, cross-group tensions have been mark-
Story Circle Intergroup Dialogue for ad-
members (called Non-Exempt Staff) in edly decreased in the work units that have
ministrative assistants on campus.
order to bring both the more “academic” had employees participate. The dialogue is
intergroup dialogue facilitation and con- on-going — held annually — and is con-
TTTTThhhhheeeee BBBBBlllllaaaaaccccckkkkk/////LLLLLaaaaatttttiiiiinnnnnaaaaa/////ooooo
tent area knowledge skills, as well as the cluded with a dialogue graduation ceremony
ooooorrrrr GGGGGrrrrrooooouuuuuppppp-----SSSSSpppppeeeeeccccciiiiifffffiiiiiccccc more “practical” in-group (i.e., specific to which creates high-profile positive peer
IIIIInnnnnttttteeeeerrrrrgggggrrrrrooooouuuuuppppp DDDDDiiiiiaaaaallllloooooggggguuuuueeeee housekeeping staff) facilitation and con- culture around participation in it. Not sur-
tent-area knowledge skills to these expe- prisingly, new employees express the de-
fffffooooorrrrr NNNNNooooonnnnn-----EEEEExxxxxeeeeemmmmmpppppttttt SSSSStttttaaaaaffffffffff
riences. Finally, because this intergroup sire to join in every year.
dialogue is conducted bilingually, two of
In Group-Specific Intergroup Dialogue,
the co-facilitators are native Spanish TTTTThhhhheeeee WWWWWooooommmmmeeeeennnnn-----ooooofffff-----CCCCCooooolllllooooorrrrr
two groups of eight to ten participants each
speakers, and two are native English
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(16 to 20 total), representing two discrete
speakers.
identity groups, are brought together for six IIIIInnnnnttttteeeeerrrrrgggggrrrrrooooouuuuuppppp DDDDDiiiiiaaaaallllloooooggggguuuuueeeee
Maryland’s Black/Latina/o emerged in
two-and-a-half hour sessions (15 contact
response to numerous complaints of con- fffffooooorrrrr NNNNNooooonnnnn-----EEEEExxxxxeeeeemmmmmpppppttttt SSSSStttttaaaaaffffffffff
hours for one credit) to discuss issues and
flict between members of these two groups
forge relationships between the groups.
at the lowest levels of employment across In Story Circle Intergroup Dialogue,
Typically, two facilitators, one from each of
the university. Scheduling for this dialogue smaller, more intimate groups of six to
the two identity groups represented in a
(7-9 a.m.) was challenging because of the eight participants, meet for 6 two and a half
given Dialogue, co-facilitate.
shifts housekeeping employees work. Re- hour sessions (15 contact hours for one
Group-Specific Intergroup Dialogue
cruiting participants was also difficult be- credit) to discuss, through the sharing of
has participants from both groups that: (a)
cause of the pre-existing tensions. Incen- their autobiographical narratives, how they
represent a wide range of perspectives on
tives from management (paid attendance each conceptualize and experience the group
WINTER 2003
55
Higher Education
identity they have in common (which is the sustained cross-group relationships — re- on Full Inclusion of All Staff into the Uni-
focus of a given dialogue). quires grounding in sociopolitics in a man- versity Community”2 was recently devel-
Typically, a single facilitator, repre- ner that allows for examination of per- oped. This resolution sets forth a three-
senting the identity group at focus in a given sonal and institutional shared values. tiered approach through which non-exempt
dialogue, facilitates. That is, authentic intergroup dialogue staff may be afforded fuller access to par-
Story Circle Intergroup Dialogue also must take place in an environment that ticipation in the shared governance and
includes participants from a single group welcomes the open examination and dis- career path development within the univer-
that: (a) represent a wide range of perspec- cussion of what are generally considered sity. The first tier is the most flexible and,
tives on the perceived salient “issues” with issues too tough to confront, both individu- thus, least directive; the second tier is some-
which the group grapples; (b) have credibil- ally and organizationally. what less flexible and, therefore, slightly
ity within their larger constituency; and (c) These are issues that remind us that more directive; the third level is least flex-
include, but are not limited to, members of we — as individuals and through our var- ible and therefore most regimented in order
the group’s leadership. ied social identity groups, organizations, to ensure the greatest access to participa-
Finally, Story Circle Intergroup Dia- institutions, nation-states, and global ex- tion in shared governance and career path
logue typically has a single facilitator with periences — are not as multiculturally development for the majority of non-ex-
the following special skills: (a) extensive evolved as we often like to think. Instead, empt staff.
content area knowledge about the range of these issues often painfully reveal to us
experiences of group members and the is- that we are often still quite actively engag- The draft resolution reads as follows:
sues with which they grapple (specific and ing in discrimination toward those differ-
general); (b) the ability to challenge as well ent from ourselves. This is especially the Opening Statement
as support the thinking in the group, as an case in contexts where we have access to
insider to it; and (c) extensive facilitation the formal power that enables us, both Whereas the full inclusion of staff at all
experience. inadvertently and deliberately, to convert levels, but especially those in trades, services,
Again, deviating slightly from what is our individual biases and prejudices into technical and administrative support roles,
typical for story circle intergroup dialogue, institutionally supported and reproduced in Non-Exempt positions, in full and part
in Maryland’s Women-of-Color staff dia- systems of oppression, contexts that sup- time and regular and contract contexts, into
logues there are two co-facilitators. As port our identities as members of tradi- the university community is identified as an
before, one is a professional staff member tionally overrepresented social identity institutional value and priority;
(Exempt Staff) and one is a support-staff groups at the expense of our under-repre- Whereas in the absence of a policy clearly
member (Non-Exempt Staff), in order to sented counterparts. delineating strategies for achieving especially
bring both the more “academic” intergroup At the University of Maryland, “shared Non-Exempt staff full inclusion, such has
dialogue facilitation and content area governance” and “career path development” not been realized;
knowledge skills, as well as the more “prac- are stated university values and priorities. Be it resolved that a policy for effectuat-
tical” in-group (i.e., specific to administra- In the Maryland context, shared governance ing the full inclusion of all staff into the
tive assistant staff) facilitation and con- is said to mean that students, faculty, and university community be established, and,
tent area knowledge skills to these expe- staff at all levels are involved in the pro- further, that such policy meet the following
riences. cesses through which decisions impacting minimum inclusion parameters:
The Women-of-Color Story Circle In- all areas of the university are made. Career
tergroup Dialogue emerged in response to path development is the attention given to Tier One
the stated need of Women of Color in ad- creating educational and professional en-
ministrative assistant roles themselves to hancement opportunities especially, Staff at all levels, in full and part time and
have a place to come together and share though not exclusively, for non-exempt staff, regular and contract contexts, be afforded
their experiences at the university related opportunities that will enable non-exempt access to and protection under all of the
to both their professional role and function, staff to more preparedly contribute to shared university’s grievance processes;
as well as their racial and gender identi- governance, in particular by taking advan-
ties. Their coming together offered them tage of the “intellectual community” asso- In roles and/or at times where staff presence
support in what they experience as an often ciated with employment in a higher educa- is not always required in their job (i.e.,
hostile climate. Further, they developed an tion context. where and when there is flexibility in
informal professional network to help each Certainly, to some extent, these values how and when work may get done), staff
other and their other peers learn how to and priorities are realized. But, not sur- professional development and service be
successfully negotiate that climate by of- prisingly, members of the non-exempt staff, unlimited on the condition that their
fering each other inspiration and interper- especially those in positions mirroring those performance evaluations continue to
sonal motivation, as well as assistance of the staff intergroup dialogue partici- “meet expectations.”
with work-related tasks. pants, are sorely underrepresented in the
shared governance arena and have re- If this is not possible then…
AAAAAnnnnnaaaaalllllyyyyyssssseeeeesssss mained in marginalized employment con-
texts over twenty-year careers for a number Tier Two
of reasons.
While intentionally implied, it has not
been expressly state herein that the real- In the effort to address these problems In roles and/or at times where staff presence
ization of authentic intergroup dialogue — by systematically addressing the reasons is always required (i.e., where and when
oriented toward fostering meaning and most often offered to explain and even ra- there is not flexibility in how and when
tionalize them, a draft “Policy Resolution
MULTICULTURAL EDUCATION
56
Higher Education
work may get done), technology be uti- This parameter corresponds with many cur- Closing Statement
lized to increase flexibility: rent university policies affording staff
flex time and/or flexibility commensu-
Whereas the university’s Board of Re-
For example, staff whose roles and functions rate with the practice of Continuous
gents’ has an established policy in which all
require their proximity to phones and/ Quality Improvement (CQI), Total Qual-
staff participation in the shared governance
or e-mail, as is the case for many admin- ity Management (TQM), and other like
of the university is clearly delineated;
istrative assistants, could be equipped initiatives;
with cellular phones and palm pilots so
Whereas university President has con-
that, through call forwarding and/or This parameter also corresponds with many
ventionally defined the participation of staff
remote e-mail access, they could attend current university policies affording staff
at all levels on the Campus Senate, presiden-
a seminar or a committee meeting and six (6) credits tuition remission per se-
tial commissions, and myriad university
still attend to their primary role and mester, three per summer session, which
committees as shared governance;
function by multi-tasking in the same translates into ninety (90) contact hours
manner some exempt staff currently do; per semester, forty-five (45) per summer
Be it further resolved that, as part and
session, or six (6) hours of class time per
parcel of this policy resolution, a process be
This parameter corresponds to many cam- week during both the semester and sum-
developed for the entire university commu-
pus directives to utilize technology to mer sessions;
nity to: 1) learn how to appreciate the value
accommodate all staff via teleworking
of flexibility for staff at all levels of employ-
to reduce campus and surrounding traf- It is important to note here that the educa-
ment; and, 2) develop a comprehensive un-
fic, suggesting that technology likewise tional benefits of the university’s em-
derstanding of the theory and practice of
be utilized to facilitate the greater par- ployment package are integral to both
shared governance.
ticipation of staff within the campus the university’s mission and to what
A basic assumption for this process must
community; inherent in this suggestion makes higher education such a unique
be a campus-wide mandate that staff at all
is the deeply held belief that full inclu- and attractive place to work for many
levels be afforded the opportunity to develop
sion of staff into the life of the university individuals; in light of this, it is crucial
intrinsic motivation with respect to their
should be recognized as at least as im- that a resolute spirit of support for em-
work, versus being externally controlled in it
portant as traffic concerns. ployees taking advantage of these educa-
and compelled to do it.
tional benefits permeate the workplace;
This mandate must be communicated
If this is not possible then…
as a charge from senior leadership to super-
This parameter is responsive to the persistent
visors, with a concomitant charge from su-
Tier Three tension related to the work week increase
pervisors to their mid-level managers.
from thirty-five and a half (35.5) to forty
A system of mutual accountability for
All staff be afforded three (3) hours of release (40) hours for many Non-Exempt staff all staff and their immediate supervisors
time a week, throughout the calendar absenting a corresponding pay increase, across the university must accompany the
year, to participate in professional de- offering up a possibility for resolution of mandate to ensure that the aforereferenced
velopment, campus service, and/or com- this tension; minimum inclusion parameters are met.
munity service relevant to the university; This policy resolution is offered in the
in the event that this time is not used up In roles where staff are assigned equipment spirit of empowering all staff to get their job
within a week, staff may bank it over the (e.g., university vehicles) and/or access done in an autonomous way.
course of a month and apply it to the privileges (e.g., campus parking passes It recognizes that job role and function
aforereferenced endeavors in larger and/or lot gate keys) for use in the con- and professional maturity and responsibil-
blocks so long as their performance in text of their work, this equipment and ity are not as mutually inclusive for all staff
their primary role and function is not these privileges be extended to them for as they could be.
compromised; use in the context of their release/flex It reinforces the university’s stated com-
time and/or flexibility for professional
mitment to providing opportunities for ca-
and, development and service; reer path development for all staff, but espe-
cially for Non-Exempt staff.
Non-Exempt staff be afforded six (6) hours of This parameter is consistent with many uni- Finally, it acknowledges that individu-
flex time a week, and Exempt staff be versities’ facilities’ master plans which, als occupying every role and function within
afforded six (6) hours of flexibility, dur- for example, encourages the use of state the university community occupy myriad
ing semester and summer session classes, vehicles for intracampus work and work- roles and functions off-campus (e.g., within
to participate in professional develop- related (i.e., professional development their families as parents/guardians to chil-
ment, campus service, and/or commu- or service) travel when major arteries are dren or as caretakers to elders; within their
nity service relevant to the university in closed to or provide limited access to non- communities of faith as imams, ministers, or
lieu of tuition remission; in the event that state vehicles; cantors; within civic organizations as coaches,
this time is not used up within a week, mentors, trainers, tutors, committee chairs,
staff may bank it over the course of two Staff professional development and service or members of Boards of Directors) in which
weeks and apply it to the aforereferenced endeavors be considered in the perfor- the knowledge, skills, and abilities employed
endeavors in larger blocks so long as mance evaluation process with respect to may far supercede those employed in even the
their performance in their primary role the setting and meeting of expectations most senior level roles and functions.
and function is not compromised; and merit increases. This policy resolution affirms the holis-
WINTER 2003
57
Higher Education
tic nature of the diverse roles and functions is made possible, in part, through the generous implemented prior to the emergence of discus-
every individual within the university com- support of the William and Flora Hewlett Foun- sions regarding unionization — might have
munity occupies in the totality of their life. In dation Unity and Pluralism Grant Program. precluded the sense of need that employees
so doing, it requires that the university com- 2 The draft “Policy Resolution on Fall In- have had to move forward with unionization.
clusion of All Staff into the University Commu-
munity recognize each of its staff members as
nity” was developed by the University of
a mature and responsible adult in the man-
Maryland’s President’s Commission on
ner in which it organizes and evaluates them —————CCCCChhhhhrrrrriiiiissssstttttiiiiinnnnneeeee CCCCClllllaaaaarrrrrkkkkk
Women’s Issues (PCWI) Sub-Committee on
in the workplace context. Staff Concerns during the 2001-2002 academic iiiiisssss dddddiiiiirrrrreeeeeccccctttttooooorrrrr ooooofffff ttttthhhhheeeee OOOOOffffffffffiiiiiccccceeeee
year. To date, this resolutioon has not been
ooooofffff HHHHHuuuuummmmmaaaaannnnn RRRRReeeeelllllaaaaatttttiiiiiooooonnnnnsssss PPPPPrrrrrooooogggggrrrrraaaaammmmmsssss
CCCCCooooonnnnncccccllllluuuuusssssiiiiiooooonnnnn adopted as policy by any governing authority
on campus. aaaaattttt ttttthhhhheeeee UUUUUnnnnniiiiivvvvveeeeerrrrrsssssiiiiitttttyyyyy ooooofffff MMMMMaaaaarrrrryyyyylllllaaaaannnnnddddd,,,,,
3 Which may, in part, explain the recent
While both of the intergroup dialogues CCCCCooooolllllllllleeeeegggggeeeee PPPPPaaaaarrrrrkkkkk
decision by these employees to unionize. The
discussed here have enabled the non-ex- aforereferenced draft resolution — had it been
empt staff participants to develop commu-
nities of support in the face of hostility, they
have not led to the emergence of non-ex- Caddo Gap Press
empt staff activism. Such activism, like
that often associated with students on col-
lege campuses, is critical to bringing atten-
tion to this issue, and thus bringing about is now online!
the structural changes needed to effectuate
a more multiculturally affirming and em-
powering workplace climate, especially for
those employed at the lowest levels in the
university.
Because activism on the part of stu-
dents is seen as part and parcel of student Visit us on the Internet at
development in the liberal arts environ-
ment, engagement in it poses less of a
www.caddogap.com
threat to their status at the university than
equivalent activity poses to employees, es-
pecially those employed in administrative
or technical support, service, and trades
See our complete list of publications
positions.3 Clearly, advocacy for these staff
for teachers and teacher educators
by those in more secure positions within the
university structure (namely, White male Order books and journals online
students and tenured faculty) is crucial to
the improvement of campus climate for
these employees.
As this climate improves, continued
development of the staff intergroup dia-
logue structure could conceivably lead par-
ticipants to engage in advocacy more se-
curely and confidently, on both their own
behalf and that of peers, toward the on-
going development of a multicultural cam-
pus and larger community. Advocacy on
Special Internet Offer:
behalf of and by non-exempt staff to get the
proposed draft resolution — or a future
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iteration of it — approved would be an
excellent first step in more fully walking
...on selected books.
the shared governance and career path de-
velopment walk. It is toward this end that
See our web site for details
the ongoing evolution of authentic inter-
group dialogue between and among all con-
stituencies at the University of Maryland
is dedicated.
FFFFFooooooooootttttnnnnnooooottttteeeeesssss E-mail us at [email protected]
1 Maryland’s Intergroup Dialogue Program
MULTICULTURAL EDUCATION
58