Bringing DEI into the Core of Our Institutions

Here we discuss important takeaways gleaned from both gatherings.

Classroom techniques for increasing awareness

Akinola showed how CBS students used Poll Everywhere, an online interactive tool, to assemble a catalogue of statements from their classmates that made them uncomfortable in the past. Viewed onscreen within the software’s spreadsheet-like interface, the statements could be unpacked and examined in a format geared toward mutual understanding.

Similarly, one workshop attendee described her response when a student referred to a guest speaker – a prominent and highly successful Black woman – as “articulate.” She could have let the comment pass, but instead created a teachable moment. In a private session, she explained to the student that the word he chose could be seen as reinforcing social stereotypes since it would probably not be used for an equally accomplished speaker of non-marginalised identity. Later, the student, having reflected on this, stood up in class and delivered an apology.

The ensuing discussion pointed up several other possible responses to problematic comments. For example, educators could ask: “What did you mean by that?” or “Why did that come to your mind first?” or “I’m going to let you try that again.” Several colleagues cited humour as a key ingredient for calling out instances of often-unconscious bias without suppressing open conversations.

Of course, misconduct that threatens other students and faculty or compromises their safety demands swift, zero-tolerance response. A supportive institution that treats these offenses with the seriousness they deserve is essential to DEI work.

Maintaining the “learning zone”

Stephanie Creary’s classroom mantra is “don’t dominate – facilitate.” Instructors should allow for various perspectives but know when to move on. When in doubt, they can transform tension into a teachable moment by inviting more voices into the discussion.

Kinias shared how awareness of self and the group can help mitigate challenges that go along with working in this space. She recommended that participants pay attention to their “learning zone” where they are fully present and activated for exploration, rather than stay in a “safety zone” where they are too comfortable, or a “panic zone” causing “fight, flight or freeze” responses. In panic-ridden environments, it is often necessary to take a step back and regroup to re-establish psychological safety.

When professors must learn

But what happens when educators are perceived to have said or done something that contradicts DEI principles?

For faculty who need to overcome self-consciousness or negative self-image, Erika Hall, assistant professor of organisation and management at Emory University, demonstrated a classroom exercise illustrating how false meta stereotypes – beliefs about how others regard us – influence how we show up in the world.

Inspired by the long-running US game show Family Feud, in which contestants try to guess the most popular responses to survey questions, Hall divided attendees into small groups and asked each group to produce a list of widely held opinions of DEI educators. The results comprised a litany of self-satirising putdowns (e.g. “preachy”). As Hall revealed, however, people outside academia described DEI practitioners far more positively. When Hall runs this exercise in the classroom, she uses “Gen Z” or some other context-appropriate label, achieving the same result. The exercise could be extended to groups ranging from MBAs to corporate executives.