Supporting Diversity in the Library

Benefits of Diversity in Higher Education Improved student relationships Greater student satisfaction with their college experience Improved access and retention of underrepresented students Decreased prejudicial attitudes and bias Greater acceptance of people who differ from themselves Increased commitments to improving racial understanding Established norms of respect Development of multicultural competencies Greater cognitive development Increased 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 Plan Library Diversity Committee Assessment Climate Collection Development Access Outreach and Instruction Artwork and Displays Events Recruitment and Retention Employee Training and Developmen t

What could USU do in each of these areas to improve its support for diversity? Library Diversity Plan Library Diversity Committee Assessment Climate Collection Development Access Outreach and Instruction Artwork and Displays Events Recruitment and Retention Employee 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,” Jane Bolgatz, Talking Race in the Classroom, Teachers College Press, 2005