Supporting Diversityin the Library

Benefits of Diversity in Higher Education

Improved student relationshipsGreater student satisfaction with

their college experienceImproved access and retention of

underrepresented studentsDecreased prejudicial attitudes and

biasGreater acceptance of people who

differ from themselvesIncreased commitments to improving

racial understandingEstablished norms of respectDevelopment of multicultural

competenciesGreater cognitive developmentIncreased academic success

What We Can Learn from Multicultural Education Research

Beliefs About Students Matter Attitudes about racial, language, and other differences affect

expectations for achievement and achievement results. Content and Materials Matter

Texts and resources must be inclusive of all groups and portray realistic and positive images to strengthen positive images for students about self and others.

Instructional Approaches Matter Teachers must use the language, experience, and understandings

that students bring to the classroom to bridge the gap between what students know and what they need to learn.

Educational Settings Matter Material advantages must be allocated to all students regardless of

differences. Teacher Education Matters

Teachers must be educated about difference and the role difference plays in learning and achievement.

Checklist for Campus Climate for Diversity

How Diverse are Librarians?

How Diverse are Libraries?

How would you evaluate USU’s library?

Library Diversity PlanLibrary Diversity CommitteeAssessmentClimateCollection DevelopmentAccessOutreach and InstructionArtwork and DisplaysEventsRecruitment and RetentionEmployee Training and

Development

What could USU do in each of these areas

to improve its support for diversity?

Library Diversity PlanLibrary Diversity CommitteeAssessmentClimateCollection DevelopmentAccessOutreach and InstructionArtwork and DisplaysEventsRecruitment and RetentionEmployee Training and Development

Dealing with Resistance

Engage in self-reflection to be aware of where your own issues lie.

Model norms that encourage an open discussion of difficult material.

Ask students to argue their points responsibly. Use concrete and current examples to put issues on

the table. Ask lots of questions, especially questions that

challenge students to rethink their assumptions. Listen for the subtext underneath students’

comments. Put offensive comments on the table for discussion.

Take the spotlight off the student who made the comment and put it on the comment itself.

Ask students to think about how their reactions mirror the subject at hand.

Confront oppressive behavior. Acknowledge students’ emotions. Slow the conversation. Tell students why you think

there is a problem or help them investigate what they are saying.

Be attentive to interpersonal dynamics. Allow students to save face. Talk about your own experiences. Model vulnerability. Help students develop and use vocabulary. Help students feel agency. Let them know there are

things they can do to make a difference. Manage yourself.

Don’t get rattled. Take a moment if you need it. Don’t take remarks personally. Don’t get caught up in a personal reaction. Know yourself.

Be patient.

Sources: Lee Warren, “Managing Hot Moments in the Classroom,” http://isites.harvard.edu/fs/html/icb.topic58474/hotmoments.html.

Jane Bolgatz, Talking Race in the Classroom, Teachers College Press, 2005