Among AUM’s core values is our “Diversity of People and Perspective with a Culture of Inclusiveness.” Words like “diversity” and “inclusiveness” are becoming more commonplace in higher education and in the professional world. Many institutions claim to value diversity. But what does it really mean, and why does it matter to you as a student?

Diversity, Equity, and Inclusion

Merriam-Webster says diversity is the “condition of having or being composed of differing elements, variety.” This general definition can be applied in many contexts and to all types of objects (as in, a diverse range of plants in a garden). However, in the context of education or social situations, we typically are discussing the diversity of people.

Discussions of diversity may bring up challenging ideas. For some, diversity is a cliché that threatens to undermine a more meaningful push for social justice. For others, diversity may be seen as a threat to the way things are or about opening doors of opportunity for others. Discussions of diversity can mean having more thoughtful and engaging conversations about people, places, and ideas.

Here at AUM, our students, staff, and faculty represent a broad range of experiences and backgrounds. Some ways in which our community is diverse include the ages of our students, their nationality, ethnicity, race, educational background, gender, sexuality, religion, ability, and socioeconomic status. But this is not a complete list!

When AUM says that we value inclusion, what does that mean? It means that while having a diverse community is good, we want to be sure that all of our community members–students, faculty, and staff–are not only present but are included and feel that they belong here at AUM. Diversity in human groups often leads to social hierarchies and thereby oppression and discrimination. Groups that are in the social minority often are pushed to the side, ignored, or exploited–for example, see how African Americans have been treated in our country, from the colonial era to the present. In order to honor our diverse community, it’s important that AUM, and other institutions who value diversity, take steps to ensure that all our people have access to what they need to succeed and are given a “seat at the table.” For example, staff in our Center for Disability Services work with faculty to ensure that all AUM students with disabilities are given the resources they need to succeed in the classroom.

Ultimately, the goal of valuing diversity and prioritizing inclusion is to make our campus community more equitable. Most of us would agree that “equality” is a good thing! However, “equality” and “equity” are distinct, and it’s important to recognize the difference. “Equality” tends to mean that everyone receives the same things–rights, resources, or opportunities. “Equity” looks like everyone receiving what they need, taking into account their unique circumstances, with the goal of providing the opportunity for the same outcome. For example, not every AUM student is given extra time on exams; however, certain students with particular disabilities are allowed extra time on exams, to give them access to the same opportunity as their fellow students. Similarly, some students from low-income families are granted financial aid, while other students with greater financial resources are not. Students are not all given the same resources, but the goal is to give all students the resources they need to access the same opportunities.

Possibly the most important thing to remember when it comes to Diversity, Equity, and Inclusion, is that this is more than just a theory or a mission statement–without action, these values are empty! Equity and Inclusion in action is sometimes referred to as “justice.” What does it look like to see justice in real life? To answer this question, we can consider some examples of people who stood up for justice.

John Lewis 

John Lewis was born near Troy, Alabama in 1940. By the time Lewis was in high school, he was already getting involved with the Civil Rights activists in Montgomery, like Rosa Parks and Dr. Martin Luther King, jr. After being denied admission to Troy University, Lewis went to a historically Black college in Nashville, Tennessee, where he immediately became involved in anti-racist protests like lunch counter sit-ins. Lewis was arrested and beaten many times in the course of his activism in college, but due to these demonstrations, many businesses in downtown Nashville became desegregated. Lewis also helped to organize the Freedom Rides, a demonstration in which Black students rode interstate buses into segregated states. The Alabama Police were instructed to provide protection for the buses, but instead notified local KKK groups of their arrival and allowed the students to be attacked and beaten. Lewis was also a founding member and leader of the Student Nonviolent Coordinating Committee (SNCC), which was instrumental in ending segregation. Lewis went on to serve in congress from 1987 until his death in 2020. His lifelong motto, and a guiding light for those who want to stand up for justice, was that we should engage in “Good Trouble.”

https://www.ajc.com/news/local/times-john-lewis-broke-the-internet/n6imajWTLKF1jWgEFkn7fL/

Malala Yousafzai

Another incredible example of a person who stood up for justice in the face of great obstacles is education activist, Malala Yousafzai. Malala was born in Pakistan during a time when the oppressive Taliban was rising in power. Since she was 11 years old, Malala began advocating for girls’ education. While the Taliban was trying to shut down girls’ schools and was threatening violence against anyone who resisted them, Malala continued to stand up for herself and other Pakistani girls who deserved an education. Because of her visibility as an activist, Malala and her father both received death threats. When she was 15 years old, a Taliban soldier came on her school bus and asked Malala to identify herself or he would kill all of the girls. Malala identified herself and was shot in the face and badly wounded. Incredibly, after her recovery, Malala continued to fight for education rights for girls in Pakistan, and used her notoriety to draw even more attention to the issue. In 2014, she received a Nobel Peace Prize for her work, and she continues to fight to this day.

https://www.nobelprize.org/prizes/peace/2014/yousafzai/facts/

Gavin Grimm

When Gavin Grimm was in high school, he received a lot of media attention all because he wanted to use the bathroom at his school. Because Gavin is transgender, his high school prohibited him from using the boys’ bathroom with the rest of the boys. Instead of complying and using the girls’ bathroom, Gavin believed in his rights and demanded that his high school adhere to the Title IX guidelines that indicated that transgender students should be allowed to use whichever bathroom and locker room aligned with their gender identity. He chose to speak up at his local school board meeting where he was widely ridiculed and insulted. He received threats and was bullied, both by people in his school and across the country. Gavin decided to stand up for himself and for other transgender students at his school and other high schools in his state by suing his high school for refusing to adhere to the Title IX guidelines. Several years later, once Gavin had graduated and was in college, he won his case against the school. Transgender civil rights are still under attack, but Gavin remains an example for those who are brave enough to stand up for justice.

https://www.washingtonpost.com/local/education/school-that-barred-transgender-student-gavin-grimm-from-boys-restroom-violated-his-rights-judge-rules/2019/08/09/f3e3e254-bae6-11e9-a091-6a96e67d9cce_story.html

What do all of these people have in common? Each of them recognized an injustice in their world and they took action to address that injustice. This takes a great deal of bravery, perseverance, and strength. It’s also worth noting that all of these people were very young when they began their activism. It’s never too early (or too late) to begin to work for justice. What might it look like for you to address injustice in your own life and world? While the above examples may seem unreachable or extreme, there are plenty of small ways we can begin to change our world for the better. Raising your own awareness and sensitivity can equip you to respond to injustice when you see it. For example, if you become more aware of how people are different in terms of their sexuality, and learn to value those differences, when a friend makes a “gay joke” in your presence, you can be ready to speak up and shut it down. If you become more aware of cultural differences, when a family member uses a stereotype about people from a different country, you can correct them. There are no shortage of opportunities to get into “good trouble” in our world.

Warhawk Wisdom

Embracing DEI also helps to develop two of the core qualities of a successful college student: curiosity and humility. Approaching new situations and those with different experiences than you with a sense of curiosity means recognizing and setting aside your previously conceived ideas and keeping an open mind. These learning experiences also invite us to develop humility because we have to acknowledge the limits of our own understanding and experience. This helps us understand how we fit into the broader, global community of humanity.

Global Citizenship

You are a student. That identity comes to you through your vocation here at AUM as a person who has come to learn and earn a degree. However, your experience at AUM will be much more fulfilling and impactful if you see yourself not just as a student but also as a citizen of the broader AUM community. Other citizens of this community include the other students, faculty, staff, and alumni. Being a citizen means not only being a passive part of the group, but taking an active role in contributing to and shaping the community.

We are all citizens of AUM. You are also a citizen of the community you live in–for most of us, that’s Montgomery, Alabama or somewhere nearby. If you extend that out further, we are all residents of the United States, and while not all us may be citizens, by virtue of living and learning in the US, we play a role in shaping it. AUM’s vision statement says that we “prepare students to thrive in a global community.” This means that we strive to see ourselves not only as citizens of this community, but also as global citizens. Being a global citizen means seeing yourself not only as a product of your environment but also as a participant in the broader human experience. We know that there is much more than unites us than divides us. With exponentially advancing technology, it’s getting easier and easier to connect with people all over the world. This provides us with unique opportunities for growth and impact.

In order to grow as a global citizen, you need to embrace the diversity you encounter here on AUM’s campus and develop the social intelligence to respond to new experiences with sensitivity. While many life experiences might give you the opportunity to develop these skills, college provides the perfect testing ground for those who want to engage in new ideas, new social situations, and new experiences.

Social Intelligence

Developing an awareness of and sensitivity to diversity falls under a category of skills called Social Intelligence. Social intelligence is the capacity to know yourself and know others, and then to put that knowledge into action. Here are the five main characteristics of a socially intelligent person, in a handy acronym. Socially intelligent people make SPACE:

• Situational Awareness: You “read the room” to gauge other people’s attitudes and emotions and then act accordingly. You understand the social norms associated with the situation you’re in.
• Presence: You are not simply physically present, but mentally and emotionally available to the people you are interacting with. You pay attention to what is going on around you and actively listen to others.
• Authenticity: Similar to how we’ve discussed humility in this course, authenticity means that you are self-aware. You know your own strengths and limitations. You seek to understand how you can best contribute to the situation.
• Clarity: You seek to express yourself in the most honest and direct way possible. You learn to take responsibility and autonomy for your ideas. You can acknowledge when you are still learning, but you can also speak with conviction and clarity about your ideas.
• Empathy: You seek to understand others, even when they are very different from you. You develop a sense of compassion for other people. You make people feel seen and heard.

Developing your social intelligence can have many positive impacts on your life. You can improve your personal relationships, your professional connections, and your overall satisfaction with your life if you work on developing these traits. But why is social intelligence relevant for college students?

• You are entering a new community with a very diverse range of people, many of whom you may not have encountered before. Practicing social intelligence can help you navigate these new social situations.
• You are learning new things and growing as a person. College is not just about gaining credits to earn a degree. There are so many opportunities to also grow on a mental and emotional level.
• You will be expected to work with other students in various social groups–like small group work, large-scale group projects, dorm mates, clubs and organizations.
• You are developing all the skills you need to be successful in your future career. Socially intelligent people perform better in interviews and tend to have more successful and fulfilling careers.

It’s important to note that while social intelligence might seem similar to “sociable” or “outgoing,” people who are naturally more reserved are just as capable of being socially intelligent as those who are more gregarious or extraverted. In fact, many of these traits require the introspection and patience that comes more naturally to introverted people. Regardless of your personality or your background, you can learn to develop and apply these skills in your personal and professional life. Ultimately, developing social intelligence is about learning how to navigate your place in your community. Another way to think about our “place” in the world is to see ourselves as citizens–of AUM, of Montgomery, of the USA, and of the world!

How do we develop these skills?

What steps can you take to develop your social intelligence skills and grow as a global citizen? This course offers you several opportunities to begin developing these skills, but it’s important to acknowledge that this is a lifelong journey of learning and re-learning as the world also grows and changes.

Self-reflection

The optional activity above (the Project Implicit test) is a good place to start. You also might take up journaling, like we are asking you to do in this class. You may also open yourself up to having conversations with other people you trust. This requires personal vulnerability, which can be very challenging. However, learning to be vulnerable can also help you grow and become more resilient. Resilience often looks like being able to learn new things and change your mind, growing with new information.

Increasing your awareness

Seek out opportunities to learn new things about people you do not understand. Our campus is full of events and activities that invite you to experience new things. Some groups even offer trainings or outreach. For example, our student LGBTQ club, Spectrum, hosts “Safe Zone Trainings,” where students can learn more about the LGBTQ community and how to support them.

Read a book! Here are some lists of books on social difference, inequality, and human experience:

• Books on anti-racism
• Books on LGBTQ issues
• Books on disability
• Books on socioeconomic class and income inequality

Or, if you’re more of a podcast person:

• Teaching Hard History (history and legacy of American Slavery and Civil Rights movement)
• 1619 Podcast (history and legacy of American slavery)
• Code Switch Podcast (conversations about race and society)
• Nancy Podcast (LGBTQ+, Asian-American voices)
• Sounds like Hate (study of hate groups in America)
• Disability Visibility (conversations about disability)
• Hysteria (study of gender and feminism in society)

Or, watch a documentary! All of these are available on a common streaming app:

• The 13th, Netflix (legacy of slavery and mass incarceration)
• Disclosure, Netflix (history of transgender actors and representation in Hollywood)
• Crip Camp, Netflix (history of disability civil rights and activism)
• Queer Eye, Netflix (LGBTQ+, fun “lifestyle” show)
• How to Survive a Plague, HBO (history of HIV/AIDS epidemic)
• I am Not Your Negro, Netflix (James Baldwin’s reflections on Black life and rights)
• American Factory, Netflix (Chinese immigrants working in an American factory)

Active Engagement and Commitment

Learning to be a more open-minded, sensitive, and socially intelligent person is a process that takes a lifelong commitment. It is a journey that we never truly finish. As you learn and grow, look for opportunities to get involved in your community, here at AUM and off-campus.

Montgomery has an incredibly rich history of civil rights activism. We have many monuments and museums around town dedicated to this history. Most notably, the Equal Justice Initiative’s Legacy Museum has drawn attention from people all over the world for its incredible work of keeping history alive.

Watch EJI’s founder, Bryan Stevenson’s TED Talk on injustice. Plan a trip to the Legacy Museum and the National Memorial for Peace and Justice, here in downtown Montgomery.

Your UNIV 1000 course will give you the opportunity to participate in a Service Learning Project, in which you’ll put the lessons you’re learning into action in a way that supports the local community. Continue to seek out opportunities to do service, including through the Experiential Education and Engagement Center here at AUM.

Be more than a bystander. When you see someone being mistreated or you hear someone speaking from a biased or bigoted place, step up. Intervene in the situation or call the person out. Give that person the opportunity to learn from their mistake and grow as you have grown.

Journal Prompts

1. How does your background (including elements such as your family of origin, your hometown, your race and/or ethnicity, your struggles and experiences, your religion) impact who you are today?
2. Have you ever struggled to understand someone whom you perceive to be very different from yourself? Have you ever felt like you have been misunderstood? What could have changed in those situations to make you feel that you could understand someone else, or to make you feel like you were being understood?
3. How do you respond when you encounter someone who is very different from you? Try to think of an example. Why did you respond the way that you did? Try to answer this question without judging yourself but by being curious about your reaction.