Presented by: The Human Rights & Equity Office and University Research Services

Queen's University

EDI Workshop – Informational Booklet Research Development Day, May 2, 2019

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Table of Contents

Overview ……………………………………………………………………………………………………………………………………………….

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Why Do We Need Equity, Diversity, and Inclusion (EDI) Principles? ………..………………………………..…………..

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EDI Guiding Principles ……………………………………………………………………………………………………………………………

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Understanding an Intersectional Lens Approach …………………………………………………………………………………..

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Queen’s University Resources for Equity, Diversity, and Inclusion (EDI) ………………………………………………..

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Further Readings ……………………………………………………………………………………………………………………………………

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Equity-Related Concepts & Terms ……………………………………………………………………………………………………….

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Resources Consulted ……………………………………………………………………………………………………………………………..

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EDI in Practice: Developing an EDI Knowledge Base for Research Success

Overview Organizations reveal their nature by the diversity and sense of belonging that they foster. Diversity is a fundamental

part of Queen’s values and key to research success. Practicing equity is also a daily and personal commitment and an

expectation for Queen’s Principal Investigators (PIs). Since each of us has a role to play in creating an inclusive campus, a

set of equity principles to guide our practices in a research group, in the lab, and in the field have been developed.

“Principles have universal application, and when they are internalized into habits, they guide people in the creation of

practices that payoff with more creativity, expertise, and shared responsibility at all levels of an organization” (Covey, 1992).

Queen’s seeks to provide students with a high-quality education that prepares them for an increasingly diverse society

and globally integrated world, and empowers them to participate in a culturally, economically and politically ever-

changing world in an informed and responsible manner. In fulfillment of the mandate of Senate Educational Equity

Committee (SEEC), Queen’s strives to create and foster an inclusive, supportive, and welcoming educational and learning

environment for all students. As Principal Investigators, we imbue Queen’s values by aligning our actions with the equity

principles set out below, so as to drive performance and seek excellence in all that we do.

Why Do We need Equity, Diversity, and Inclusion (EDI) Principles?

Enhances performance

Produces innovative solutions

Contributes to a stronger research environment

EDI Guiding Principles 1. Queen’s is committed to providing timely, and reasonable accommodations for students, staff, and faculty.

2. Queen’s strives to create a campus where every staff member, student and principal investigator can be respected

for their authentic self. We celebrate the contributions of the various members of the community and work to

leverage the myriad of talents present.

3. Queen’s believes in the importance of personal wellbeing as a contributing factor to achieving excellence in

research. We promote practices that ensure psychological and cultural safety for all researchers and students.

4. Queen’s supports performance enhancement by encouraging our employees to support each other as well as be

accountable for their own professional performance and practice. In any research environment, researchers will

encourage all team members to be ready to work across differences, inspired by the spirit of collaboration.

5. As researchers we are committed to respecting different ways of knowing and to be inclusive of diverse research

methods, practices, and means to express knowledge. We are stronger as a group when our uniqueness is valued.

6. We recognize that the barriers, inequities and lived experiences of individuals are not the same, and as such commit

to identifying and dismantling barriers to access and to use an intersectional lens (focusing on more than one

category of identity) as a best practice to achieve sustainable and systemic change.

7. We recognize that thoughtful equity, diversity, and inclusion strategies may require additional resources. As we

introduce new EDI practices, we will engage in conversations around the capacity, time, and abilities needed for

successful implementation.

8. We recognize how unconscious bias operates in our daily practices and are committed to mitigating its impact in our

decision making and all other aspects necessary to run an inclusive and successful lab and/or research group.

9. We will be guided by evidence of what works in addressing any barriers in recruitment, hiring, and retention that

may discourage members of equity-seeking groups to fully participate in research.

10. We recognize that academic excellence can only be achieved by exposing ourselves to diverse content. We are

committed to implement a diverse curriculum and to provide a myriad of training opportunities that equip all

students and trainees with the necessary tools to succeed.

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Understanding an Intersectional Lens Approach Who we are contains a variety of life experiences, multiple social factors and crossovers with many groups. It is this

intersection, or crossover of identities of who we are, that affects how we experience the university.

You can use an Intersectional Lens to:

Become more aware of diversity around you

Become more aware of our own identities

Incorporate a diversity of perspectives to strengthen

the capacity of teams

Create a positive and respectful work environment

Address systemic barriers and inequities people face

Be an Ally, Take Action When we are an ally, we commit ourselves to using the information we

learn to stand beside and advocate for those we are working with and

for. It is not a one-time action. Being an ally is a lifelong learning

process of asking questions so as to apply (and re-apply) insights to

action. Being an ally also means knowing when to step aside a let

others use their voices and take the lead. You can take action by

engaging in the inclusion thought process:

Consider Your Diversity Recognizing diversity within ourselves and others can help us understand how multiple factors influence the way we

teach, conduct research, design policies and programs, and interact with faculty, staff, and students.

Check Assumptions When we question our own ideas, we can open up to new ways of understanding. Keep in mind that each of us could

identify with more than one group, and that individual personalities make each person unique.

Apply to Your Work To help us apply EDI principles to specific areas of our work, we can ask some practical questions and learn from others

who have applied the Lens.

Ask about Inclusion By asking three simple questions we can thread (EDI) throughout all our work. Always come back to these questions:

1. Who is not included in the work you do?

2. What could contribute to this exclusion?

3. What can you do differently to ensure inclusion?

Departmental Resources As part of Queen’s University, your department can engage with the Diversity and Equity Assessment and Planning

(DEAP) Tool, a self-audit instrument for internal use that helps in assisting Units to better understand the environments

and climate relating to equity, diversity, and inclusion. When doing so, you might realize that implementing EDI

strategies might take additional resources. When analyzing your practices, think about the Time-Capacity-Ability needed

to achieve your equity-related goals. Identify resources needed to make this action plan successful.

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Queen’s University Resources for Equity, Diversity, and Inclusion (EDI)

Team composition and training activities The following resources can help when forming and maintaining dynamics within your team and student training

environment:

Queen’s Human Rights and Equity Office has extensive resources and training opportunities to strength teamwork

and training deliverables. The “Equity, Diversity, and Anti-Racism” page synthesizes institutional policies and training

opportunities related to EDI. Some examples on how to incorporate EDI in your team/training:

o Propose a 2-year equity training plan for your team to participate in 2-3 training and/or workshop sessions

each year;

o Consider who in your team might benefit from the “From Diversity to Inclusion in the Workplace” certificate

program, which educates participants on inclusive leadership in the work-place.

If your department is actively engaged with The Diversity and Equity Self-Assessment and Planning (DEAP) tool,

consider committing to a recruitment and hiring practice that follows the principles already in place within your unit.

Attend sessions offered by the Queen’s Human Resources Learning Catalogue: Several sessions under the “Diversity,

Intercultural, and International”, “Personal and Interpersonal Development”, and “Communication Skills” can

enhance interpersonal skills of team members and aid in team functioning. Some examples of outcomes from

sessions could be:

o Ensuring meaningful communication and mutual decision making within your research group and with

relevant stakeholders;

o A commitment to defining and agreeing to roles/responsibilities in a lab and at the onset of a project;

o Keeping regular contact and meetings to keep channels of communication open at a time and place that

works for each person;

o Determining a mutually-agreed upon dispute resolution processes.

Encourage your trainees to participate in professional development and work/life balance sessions hosted by the

School of Graduate Studies (SGS), including Habitat & Expanding Horizons workshop series. Actively acknowledge

that each person achieves balance in different ways (and in ways that may differ from your own lived experience).

Consider completing and sharing what you learn from the Canada Research Chairs Unconscious Bias Training

Module, which addresses understanding and how to avoid unconscious bias in peer review though an interactive

online tutorial (takes approximately 30 minutes to complete).

Recruitment Processes Several Queen’s and Tri-Agency resources are available to aid in the recruitment process and retention of team

members and trainees:

Consider using and/or developing a recruitment communication strategy that ensures potential trainees are aware

of the resources that are here to support them. As a team leader, educate yourself on the resources that exist on

campus and that may be beneficial supports to you and your team:

o The Inclusive Queen’s website hosts resources for Cultural Supports, Wellness, and Mature Students and

Families. These resources may provide support for trainees with distinct needs.

o The Ban Righ Centre, Queen’s Women’s Network (QWN), Women in Science at Queen’s (WiSQ), and Queen’s

WiSE provide support for female students, while the Queer Positive Space offers several resources for members

of the LGTBQ+ community.

o Encourage students to access services on campus geared towards Indigenous Supports, such as Four Directions

Indigenous Student Centre, Queen’s Native Students Association, or Aboriginal Access to Engineering. Promote

the Aboriginal Cultural Safety Training to colleagues, and host a workshop in your lab for all trainees and staff to

participate.

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Re-consider lab practices and policies to maintain an environment of equity and fairness where everyone can work,

learn, and participate. Some examples could include:

o Offering flexible work hours to accommodate people with children, aging parents, or other dependents. Queen’s

University Child Friendly Campus (QUCFC) initiative offers space on campus to breastfeed, as well as a

centralized list of services for parents both on and off campus;

o Providing financial support to attend conferences to support students from all socioeconomic backgrounds and

current situations;

o Arranging honoraria/stipends for community members to support their participation;

o Create a formal/informal mentorship program for new/international trainees. See the Queen’s University

International Centre (QUIC) for additional guidance on support for international students.

Canada Research Chairs offers A Best Practices Guide for Recruitment, Hiring, and Retention as part of the EDI

Action Plan. Sections on “Organizational allocation and planning”, “Search for Candidates”, “Hiring committee”,

“Interviews”, and “Hiring decisions” will prove useful.

Inclusion Interacting with people with diverse backgrounds, beliefs, and values can raise a group’s intercultural competence.

Queen’s provides useful resources to help aid in creating an inclusive environment for research and education.

The Queen’s Inclusive Language and Educational Equity guides can help you navigate the appropriate language to use in research and writing. Set the example in your lab by using inclusive, unbiased, and ungendered language to create a positive work environment for team members.

Queen’s Accessibility Hub How-to Info provides useful resources for building an accessible campus community. When preparing any events, meetings, or documents, consider the needs of others and take reasonable steps to accommodate those with different needs.

Provide (and budget for) translation services, if and when needed.

Encourage all staff and trainees to complete AODA (Accessibility for Ontarians with Disabilities Act (2005)) and Unconscious Bias Training (CIHR). Online modules are available through the Queen’s Human Rights and Equity Office (see AODA and Unconscious Bias resources and training), and AODA is already required for all new employees at Queen’s. Please check with your unit for details on how this process is managed internally.

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Further Readings

Acknowledging Different Ways of Knowing / Knowledge Creation: Effective research requires interprofessional

collaboration and communication between academics, partners, and stakeholders. But how do you manage different

ways of knowing within a research project to align with stakeholders' core beliefs and values, while also creating and

transferring knowledge? Studies show that prejudice, lack of trust and respect, and different views/ways

of knowing can impede the cultivation and maintenance of collegial relationships for effective collaboration and

thereby affect knowledge transfer (Strange 2010; Wong et al. 2016). When research outcomes can incorporate and

translate the co-production of knowledge, the information can empower stakeholders and raise the voices of those who

were typically left on the margins (Rasool 2017).

Advertising Positions: Did you know that job advertisements using masculine language are less appealing to potential

women and other underrepresented candidates? Evidence illustrates that women, among others, are less likely to

believe they belong in a particular workplace or position when a job advertisement uses masculine terms (him/he) or

coded words (i.e., “competitive” or “dominate”), which affect perceptions of job appeal, gender diversity, and

anticipated “belongingness” in a position (Gaucher et al. 2011). Overall, job descriptions using masculine language subtly

adhere to gender stereotypes and thereby contribute to maintaining unconscious bias and the status quo in male-

dominated fields. Gender bias in job descriptions can limit an applicant pool, and thereby restrict talent and diversity in

the workplace.

Communication Styles: In her book, Quiet: The Power of Introverts in a World that Can’t Stop Talking, Susan Cain

outlines what she refers to as the “extrovert ideal” in Western societies, the belief that the “ideal” self is a gregarious

extrovert who enjoys the spotlight. She argues that more introverted individuals can be sometimes be pathologized

(e.g., viewed as ‘antisocial’) and that many workplace practices that emphasize group work and brainstorming may

undervalue and underutilize more introverted team members. It is also important to recognize that expectations for

verbal and non-verbal communication also sometimes differ between cultural groups and by gender (e.g., direct vs.

indirect communication styles; approaches to conflict; degree of eye-contact, etc.).

Evaluating Resumes: Unconscious bias is an implicit, unintentional attitude or assumption that affects the

way people think and act. Unconscious bias can have a profound impact on the success of potential job candidates. For

example, a 2018 study found that Asian-named applicants were 20-40% less likely to receive a callback (Banerjee et al.

2018.). Similarly, a 2016 study found that candidates who “whiten” their resumes by removing or downplaying ‘racial

cues’ were significantly more likely to receive a callback (Kang et al. 2016).

Research infrastructure and equipment: In a recent article for the Guardian, Caroline Perez (author of the

book: Invisible Women: Exposing Data Bias in a World Designed for Men) outlines how an assumption of a “standard

male” body form in industrial design has negatively impacted women’s health. For example, cars tend to be designed

around the assumption of a male driver (who are, on average, taller and weigh more than women) and a ‘female’ crash

test dummy built was only developed in 2011. When a woman is involved in a car crash, she is 47% more likely to be

seriously injured than a man and 17% more likely to die. Similarly, most personal protective equipment is designed

based on a “typical male” shape, meaning that it may not fit many women (or minority men).

Retention & Accommodations: Many factors can influence a student’s performance and ability to continue in a research

training program including (but not limited to) their physical health, their mental health, their socioeconomic status, and

gendered expectations (e.g., childcare responsibilities; elder care responsibilities). Students are not required to disclose

such information to their supervisors, though they may choose to do so. If an accommodation is needed, it is important

that the supervisor not make assumptions about what the student can or cannot accomplish. Rather, the student and

the supervisor should have an open discussion that discuss a range of possible of approaches and reasonable solutions

that will still uphold essential academic requirements and standards. For more information, please see the educator

rights & responsibilities page at Accessibility Services.

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Equity-Related Concepts & Terms

Access: In education, the term access typically refers to the ways in which educational institutions and policies ensure

that students have equitable opportunities to take full advantage of their education. Increasing access generally requires

schools to provide additional services or remove any actual or potential barriers that might prevent some students from

equitable participation in certain courses or academic programs. Factors such as race, religion, gender, sexual

orientation, disability, perceived intellectual ability, past academic performance, special-education status, English-

language ability, and family income or educational-attainment levels—in addition to factors such as relative community

affluence, geographical location, or school facilities—may contribute to certain students having less access to

educational and training opportunities than other students.

Accommodation: Under the Ontario Human Rights Code, employers and unions, housing providers and service providers

have a legal duty to accommodate the needs of persons with disabilities who are adversely affected by a requirement,

rule or standard. Queen’s University is a service provider. Accommodation is necessary to ensure that persons with

disabilities have equal opportunities, access and benefits. Employment, housing, services and facilities should be

designed inclusively and must be adapted to accommodate the needs of a person with a disability in a way that

promotes integration and full participation.

Being your authentic self: The work of inclusion should be about the inclusion of authentic, true, whole people who are

naturally going to be different from each other. We encourage workplaces to challenge those unspoken norms and

expectations that reward conformity and groupthink, understanding that these preconceived notions are running amok

inside of most organizations.

Cultural humility: An openness to understanding oneself as a situated within culture(s) and to ongoing recognition and

respect for other's cultural priorities and practices. A process that recognizes the multidimensional and fluid nature of

culture, relations of power in cultural interactions, and that cultural knowledge cannot be "mastered". A process that

involves a commitment and active engagement with communities, colleagues and the self. It requires a continual

practice of self assessment and self-critique as lifelong learners and reflective professionals/ practitioners .

Cultural safety: Cultural safety occurs in a setting where the values, ethics, knowledge or epistemologies of individuals

or groups are acknowledged and efforts are made through self-reflection and learning to take this into account in

practice. A culturally unsafe teaching environment for Indigenous and racialized students and scholars for example,

often results from a negative portrayal of Indigenous and racialized peoples in curricula, a lack of acknowledgement of

the historical experience and effects of colonization and basic access barriers (geographic, linguistic or cultural.)

Diverse curriculum and training: What is being taught, from what perspective, and in what way is central to evaluating

curriculum. When assessing curriculum, deciding on new streams or developing curricula, it is important to ensure

educational equity is taken into consideration. It enhances your curricular offerings and fosters a learning environment

that is diverse in perspectives and values alternate ways of learning, teaching, and knowledge production and

translation.

Equity: The guarantee of fair treatment, access, and opportunity for all. It requires the identification and elimination of

barriers that prevent the full participation of some groups and acknowledges that there are historically underserved and

underrepresented populations in the areas of employment, the provision of goods and services, as well as living

accommodations. Redressing unbalanced conditions is needed to achieve equality of opportunity for all groups.

Harassment: A course of vexatious comment or conduct known, or ought reasonably to be known, to be unwelcome.

Implicit bias: Decisions that people make that are happening quite outside their conscious awareness but nevertheless

have a systemic pattern to them. A hidden or unintentional preference for a particular group based on social identiy

such as race, gender, class, ability, or sexual orientation.

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Intersectionality: A theoretical framework that reveals and recognizes the ways in which identity categories overlap to

produce unique experiences of discrimination and oppression. A recognition that by focusing on a single aspect of

marginality, we may fail to appropriately observe and remedy experiences resulting from a combination of marginalized

positions.

Liberation/Justice: The ability to be grounded in one's evolving identity, to have free movement, to be free from bias,

imposed expectations, surveillance, control, and violence towards one's identity. Liberation is an ongoing process and

practice of self-governance, accountability, responsibility, and transparency with oneself and within one's community. It

requires ongoing acknowledgement of oppression in all its forms and on all levels of society, reparations, meaningful

reconciliation directed by those targeted by oppression, and transformational changes on personal, positional,

institutional and systemic levels of society.

Microaggression: Brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or

unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward racialized people.

Microaggressions appear in three forms: microassaults, microinsult, and microinvalidation.

Objectification/Tokenism: Used to describe the treatment of a person whereby their personality or feelings are

disregarded. Objectification occurs if any of the following factors are present:

• Instrumentality - if the person is treated as a tool for another's purposes

• Denial of autonomy, inertness - if the person is treated as if lacking in agency or self- determination

• Ownership - if the person is treated as if owned by another

• Fungibility - if the person is treated as if interchangeable or replaceable

• Violability - if the person is treated as if permissible to physically harm

• Denial of subjectivity - if the person is treated as if there is no need to show concern for their feelings and

experiences.

Oppression: Oppression is the use of power to disempower, marginalize, silence or otherwise subordinate one social

group or category, often in order to further empower and/or privilege the oppressor. Systems of oppression produce

social, economic, cultural, physical, etc. barriers and inequalities for people based on various axes of identity including

(not limited to) gender identity, class, age, race, ability, religion. Social oppression may not require formally established

organizational support to achieve its desired effect; it may be applied on a more informal, individual basis.

Power: The ability and authority to act, direct, influence and control. Personal, systemic and institutional access to

decision making, communications, resources, networks and expertise.

Personal wellbeing / psychological safety: The highest-performing teams have one thing in common: they foster a

climate where team members can thrive. Personal wellbeing is related to the quality of people's lives, their talents and

capabilities, and their contributions to society. Psychological safety is the belief that you won’t be punished when you

make a mistake. Studies show that psychological safety allows for moderate risk-taking, speaking your mind, and

creativity. With this in mind, fostering an environment of belonging can boost the ways in which every individual realizes

his or her own potential, can cope with situations of stress, can work productively and fruitfully, and is able to make a

contribution to the research community.

Privilege: Refers to advantages and benefits that accrue to individuals because of their membership in a group that

holds a favourable position in society, rather than their merit. These advantages and benefits result from economic,

legal, political, social structures that marginalize certain groups; it is a systemic condition that goes beyond personal

intentions.

Racial discrimination: A form of racism. A distinction, intentional or not, that has the effect of imposing burdens,

disadvantage, and loss of opportunity on individuals on the basis of race and race related grounds.

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Racialization: Sociohistorical process by which racial categories are created, inhabited, transformed and destroyed.

Racialized minorities: Formerly more commonly referred to as 'non-white', 'visible minorities' or 'people of colour'. This

term recognizes structural processes of racialization that have resulted in imposition of racially subordinate status on

certain groups.

Racism: An ideology that explicitly or implicitly positions one racialized group as inherently superior to others. Although

typically thought of in terms of interpersonal interactions (direct racism), it is supported by institutional policies;

procedures and practices that work to the advantage of white people and the disadvantage of Indigenous and racialized

people (structural/systemic racism). Racism often manifests in negative beliefs, assumptions and actions. However, it is

not just perpetuated by individuals. It may be evident in organizational or institutional structures and programs as well

as in individual thought or behaviour patterns. Racism oppresses and subordinates people because of racialized

characteristics. It has a profound impact on social, economic, political and cultural life.

Respecting different ways of knowing: In Western societies, we tend to value only one way of knowing, the one

grounded in data, analysis, logic, and theory—a rationalist’s approach to truth. But there are many different ways to

understand and engage with the world. These other ways of knowing are equally meaningful and are critical to our

efforts to understand complexity and create the possibility for transformational social change. One of the frameworks

used to grapple with the myriad of practices is the theory called Extended Epistemology, developed by Peter Reason and

John Heron. This theory categorizes four interdependent ways of knowing: experiential knowing, presentational

knowing, propositional knowing, and practical knowing. Storytelling is another example of an important way to express

and pass on knowledge. First Nations, Inuit, and Metis cultures have long used oral-based knowledge systems, including

storytelling, as an important way to express and pass on information and teach about cultural beliefs, values, customs,

rituals, history, practices, relationships, and ways of life. First Nations storytelling is a foundation for holistic learning,

relationship building, and experiential learning.

Unconscious bias: A bias is a preconceived idea about certain groups of people that individuals develop outside their

own conscious awareness. These implicit associations inform our perception of a person or social group and can

influence our decision-making and behaviour toward the target of the bias. Unconscious biases are not permanent, and

we can take certain steps to limit their impact on our thoughts and behaviour.

White privilege: Refers to a socio-political system that distributes power, privilege and benefits unequally among groups

in societies and countries in our world. It is rooted in the history of European colonial domination and settlement of the

Americas, Asia and Africa, on one hand, and the 19th century practice of "race science'' justifying this domination, on

the other. These two phenomena have resulted in a set of political, social and cultural beliefs, assumptions and practices

based on the primacy of one group over others.

Working across differences: In the workplace setting, cross-cultural competence means workers have the ability to

understand, communicate, and effectively interact with people across cultures, be it their colleagues, customers, clients,

or suppliers. Culturally competent businesses and organizations are those with policies, practices and systems designed

to support and facilitate effective cross-cultural interactions in all areas of human relations, including recruitment,

hiring, and retention practices.

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Resources Consulted

Athena SWAN. 2019. Confidential Charter draft. Banerjee et al. 2018. Do large employers treat racial minorities more fairly? An analysis of Canadian field experiment

data. Canadian Public Policy 44(1): 1-12. Berkley Lab IDEA (n.d). Inclusion, diversity, equity & accountability guiding principles. Retrieved from:

https://diversity.lbl.gov/dio/ Cain, S. 2013. Quiet: The power of introverts in a world that can’t stop talking. New York: Broadway Books. Catalyst. 11-12-2014. Infographic: What is unconscious bias? Retrieved from:

https://www.catalyst.org/research/infographic-what-is-unconscious-bias/ Choudhury, S. 2015. Deep diversity: overcoming us vs. them. Toronto: Between the Lines. Covey, S. R. 1992. Principle-centered leadership. New York: Simon & Schuster. Crenshaw, K. 1989. Dismantling the intersection of race and sex: A black feminist critique of antidiscrimination doctrine,

feminist theory, and antiracist politics. University of Chicago Legal Forum 1989 (1): 139-167. Delizonna, L. 24-09-2017. High-performing teams need psychological safety. Here’s how to create it. Harvard Business

Review. Retrieved from: https://hbr.org/2017/08/high-performing-teams-need-psychological-safety-heres-how-to-create-it

First Nations Pedagogy Learning Centre. (n.d.). Storytelling. Retrieved from: https://firstnationspedagogy.ca/storytelling.html

Four Directions Indigenous Student Centre. (n.d.). Cultural Safety Training. Retrieved from: https://www.queensu.ca/fourdirections/resources-queens-community/cultural-safety-training

Gaucher et. al. 2011. Evidence that gendered wording in job advertisements exists and sustains gender inequality. Journal of Personality and Social Psychology 101(1): 109-128.

Gerstandt, J. 27-05-2014. What is authenticity? Diversity best practices. Retrieved from: https://www.diversitybestpractices.com/blogs/post/what-authenticity

Heron, J. and Reason P. 1997. Participative knowing and an extended epistemology. Adapted from 'A Participative Inquiry Paradigm', Qualitative Inquiry, Vol 3 No 3. Retrieved from: http://www.human-inquiry.com/partknow.htm

Hire Immigrants Ottawa. (n.d.). Cross-cultural communication. Retrieved from: http://www.hireimmigrantsottawa.ca/for-employers/what/

Human Rights and Equity Office. 24-02-2017. The Diversity and Equity Assessment and Planning Tool (DEAP) user guide. Retrieved from: http://www.queensu.ca/equity/sites/webpublish.queensu.ca.eqwww/files/files/2018-10-24_DEAP_User_Guide.pdf

Human Rights and Equity Office. 24-02-2017. Unconscious bias. Retrieved from: http://www.queensu.ca/humanrights/resources/unconscious-bias

Indigenous Physicians Association of Canada and the Royal College of Physicians and Surgeons of Canada, Family Medicine Curriculum Development Working Group. 2009. Cultural safety in practice, a curriculum for family medicine residents and physicians.

Kang et al. 2016. Whitened resumes: Race and self-presentation in the labor market. Administrative Science Quarterly 61 (3): 469-502.

Henry et al. 2017. The equity myth: Racialization and Indigeneity at Canadian universities. Vancouver: UBC Press. Lopes, T. and Thomas, B. 2006. Dancing on live embers: Challenging racism in organizations. Toronto: Between the Lines. Lyndall et al. 2015. Promoting equity in the mental wellbeing of children and young people: A scoping review. Health

Promotion International 30 (Suppl. 2): ii36-ii76. McIntosh, P. 1989. White privilege: Unpacking the invisible knapsack. Ontario Human Rights Commission. 27-06-2016. Policy on ableism and discrimination based on disability. Retrieved

from: http://www.ohrc.on.ca/en/policy-ableism-and-discrimination-based- Universities Canada principles on equity, diversity and inclusiondisability

Ontario Human Rights Commission. 2005. Policy and guidelines on racism and racial discrimination. Retrieved from: http://www.ohrc.on.ca/en/policy-and-guidelines-racism-and-racial-discrimination

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Perez, C. 23-02-2019. The deadly truth about a world built for men – from stab vests to car crashes. The Guardian. Retrieved from: https://www.theguardian.com/lifeandstyle/2019/feb/23/truth-world-built-for-men-car-crashes.

Perry, E. and Duncan A. 27-04-2017. Multiple ways of knowing: Expanding how we know. Retrieved from: https://nonprofitquarterly.org/2017/04/27/multiple-ways-knowing-expanding-know/

Rasool, Z. 2017. Collaborative working practices: Imagining better research partnerships. Research for All 1(2): 310-322. Strange, K. 2010. Ways of knowing, learning, and developing. Annals of Family Medicine 8(1): 4-10. Sue et al. 2007. Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist 62(4):

271-286. Tervalon, M. and Murray-García, J. 1998. Cultural humility versus cultural competence: A critical distinction in defining

physician training outcomes in multicultural education. Journal of Health Care for the Poor and Underserved 9(2): 117-125.

The Anti-oppression Network (n.d.). Terminologies of oppresson. Retrieved from: https://theantioppressionnetwork.com/resources/terminologies-of-oppression/

The Glossary of Education Reform. 10-03-2014. Retrieved from: https://www.edglossary.org/access/ Universities Canada. 26-10-2017. Universities Canada principles on equity, diversity and inclusion. Retrieved from:

https://www.univcan.ca/media-room/media-releases/universities-canada-principles-equity-diversity-inclusion/ Wong et al. 2016. Other ways of knowing. Canadian Family Physician 62(9): 71-703.