Diversity,Equity,Inclusion_2nd_Edition

This 2nd edition publication provides information, expertise, and resources relating to Diversity, Equity, and Inclusion.

Diversity, Equity, and Inclusion

A Professional Development Offering of the Extension Foundation Impact Collaborative – 2 nd Edition

By: Lindsey Lunsford, PhD, Extension Foundation DEI Fellow Photo: Townsend Walton on Unsplash

A T T R I B U T I ON

Diversity, Equity, and Inclusion

ISBN: 978-1-955687-10-2

Publish Date: 3/21/2022

Citations for this publication may be made using the following: Lunsford, L. (2022). Diversity, Equity, and Inclusion (2nd ed., 1st rev.). Kansas City: Extension Foundation. ISBN: 978-1-955687-10-2 .

Producer: Ashley S. Griffin

Technical Implementers: Retta Ritchie and Rose Hayden-Smith

Welcome to this Diversity, Equity, and Inclusion publication, a resource created for the Cooperative Extension Service and published by the Extension Foundation. We welcome feedback and suggested resources for this publication, which could be included in any subsequent versions.

This work is supported by New Technologies for Agriculture Extension grant no. 2020-41595-30123 from the USDA National Institute of Food and Agriculture. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the view of the U.S. Department of Agriculture.

For more information please contact:

Extension Foundation c/o Bryan Cave LLP One Kansas City Place

1200 Main Street, Suite 3800 Kansas City, MO 64105-2122 https://extension.org/

T A B L E O F CON T E N T S

Attribution .............................................................................................................................................. 2

Table of Contents..................................................................................................................................... 3

What is Diversity, Equity, and Inclusion (DEI)? .......................................................................................... 4 Welcome............................................................................................................................................................................. 5 Be a Change Leader ............................................................................................................................................................ 5 How Can You Use This Publication to Promote DEI?.......................................................................................................... 6 Reflection ............................................................................................................................................................................ 6 About Us ................................................................................................................................................. 7 Diversity, Equity, and Inclusion Chairs................................................................................................................................ 7 Diversity, Equity, and Inclusion Organizing Committee ..................................................................................................... 9 Frameworks........................................................................................................................................... 12 What’s in a Framework? ................................................................................................................................................... 12 DEI Competency Areas ........................................................................................................................... 13 What are Competencies? ................................................................................................................................................. 13 Reflection .......................................................................................................................................................................... 14 Understanding Implicit Bias .............................................................................................................................................. 15 Microaggression Development and Understanding......................................................................................................... 18 Cultural Competency ........................................................................................................................................................ 20 Promotion of Civility ......................................................................................................................................................... 22 Social Justice Development .............................................................................................................................................. 24 Organizational Learning.................................................................................................................................................... 26 Youth Development .......................................................................................................................................................... 28

Resources .............................................................................................................................................. 31

WH A T I S D I V E R S I T Y , EQU I T Y , AN D I N C L U S I ON ( D E I ) ?

Diversity is the presence of differences that may include race, gender, religion, sexual orientation, ethnicity, nationality, socioeconomic status, language, (dis)ability, age, religious commitment, or political perspective. Populations that have been-and remain- underrepresented among practitioners in the field and marginalized in the broader society.

Equity is promoting justice, impartiality and fairness within the procedures, processes, and distribution of resources by institutions or systems. Tackling equity issues requires an understanding of the root causes of outcome disparities within our society.

Inclusion is an outcome to ensure those that are diverse actually feel and/or are welcomed. Inclusion outcomes are met when you, your institution, and your program are truly inviting to all. To the degree to which diverse individuals are able to participate fully in the decision-making processes and development opportunities within an organization or group.

Welcome

Like a string of beads, it is our unique differences and intricacies that make us so appealing and attractive. We would not be as beautiful if we were all the same. It’s the contrast and asymmetry that makes us worthwhile. — Lindsey Lunsford, PhD, Second Edition DEI Fellow

It is here where we encourage innovative change. While change might seem hard, especially related to diversity, equity, and inclusion, it is not impossible; it requires strong change agents (a village) and YOU! We encourage you and your village to be the change you want to see. This tool has: resources, discussion, and expert interactions that will aide you in your change management journey. Go ahead, explore, innovate, and continue to build the change you want to see. — Shatomi Luster-Edward, Ed.D., First Edition DEI Fellow

Be a Change Leader

https://www.youtube.com/watch?v=PQ0doKfhecQ

How Can You Use This Publ ication to Promote DEI?

You may want to get ideas for a program that you are starting or implementing. Or you may want to know what is being done in the Extension DEI program area. In either case, you have come to the right place! This publication is designed to give you quick access to information, experts, training, and resources that can help you develop or conceptualize your program. Not involved in a program yet? This publication will give you an excellent foundation for understanding the topic, and perhaps inspiring you to start a program.

Ref lection

Why is DEI important?

What best characterizes your current situation in regard to Diversity, Equity, and Inclusion metrics in your work?

• Already using Diversity, Equity, and Inclusion metrics in my work to some degree • Interested in using Diversity, Equity, and Inclusion metrics in my work but have not yet done so • Uncertain I will use them but interested in the topic

A B OU T U S

A diverse mix of voices leads to better discussions, decisions, and outcomes for everyone.

— Sundar Pichai, CEO of Google (Source: Quartz at Work)

Diversity, Equity, and Inclusion Chairs

The following members are serving as Chairs of the Extension Organizing Committee on Diversity, Equity, and Inclusion:

Dr. Lindsey Lunsford Co-Chair: CES/External Program

Dr. Shatomi Luster-Edward, Co-Chair: CES/External Program

University of Missouri Urban County Director

Assistant Professor for Food Systems Education and Policy

2019 Summit Presentation

Tuskegee University Cooperative Extension College of Agriculture, Environment, and Nutrition Sciences Carver Integrative Sustainability Center

2019 Summit LaunchFest Presentation

Terry Meisenbach, Co-Chair: Administration Communication

Dr. Ahlishia Jnae Shipley, Co-Chair: Administration Communication National Program leader, USDA

Extension Foundation Administration

Ana Lu Fonseca, Chair: Assessment & Accountability

Margaret Sage, Co-Chair: CES/External Program

Assistant Director of DEI, Oregon State University

Extension, 4-H Youth Development University of Wisconsin

Woodie Hughes, Jr., Chair: Listen and Learn

Dr. Robert Zabawa, Co-Chair: CES/External Program

Assistant Extension Administrator/State 4-H Program Leader, Fort Valley State University

Research Professor and Coordinator of Social Science and Rural Development Research, Tuskegee University

Dr. Raymon Shange, Co-Chair: CES/External Program

Interim Assistant Dean for Tuskegee University Cooperative Extension Director, Carver Integrative Sustainability Center, Tuskegee University

Diversity, Equity, and Inclusion Organizing Committee

The following list represents all members of the eXtension Organizing Committee on Diversity, Equity, and Inclusion:

Name

Title

About

Lindsey Lunsford

DEI Fellow

DEI eXtension Fellow

Shatomi Luster-Edward University of Missouri Urban County Director www.shatomi.me

Terry Meisenbach

Extension Foundation Administration

https://www.linkedin.com/in/terry-meisenbach-9ab45710/

Chris Geith

Extension Foundation CEO

CEO Extension Foundation

Sheron Fulson

Senator Curls Chief of Staff

https://www.senate.mo.gov/mem09/ https://www.linkedin.com/in/ sheron-fulson-8b648b176/

Dr. Chiquita Miller

K-State Extension Agent

http://www.wyandotte.k-state.edu/about/staff/index.html

Valencia Broadus

MU Extension Council, Chair and Attorney

http://extension.missouri.edu/jackson/ council.aspx

Ahlishia Shipley

National Program Leader, USDA

https://nifa.usda.gov/ahlishia-shipley

Ana Lu Fonseca

Assistant Director of DEI, Oregon State University, Outreach and Engagement

http://extension.oregonstate.edu/employee/ ana-lu-fonseca

Mark Locklear

Web Developer, Extension Foundation

Technology Solutions Team

Dr. Pamala Morris

Purdue, Assistant Dean/Director, Office of Multicultural Programs, Professor, Youth Development and Ag. Education

Overview for Dr. Pamala Morris

Project Director, eXtension, CoP “Diversity, Equity, and Inclusion ”

Karima Samadi

Program Manager OSU Extension College of Education and Human Ecology, College of Food, Agricultural, and Environmental Sciences

https://fic.osu.edu/members/directory/s/ samadi-karima.html

Jauqua Wilkins

Urban League of Greater Kansas City

https://www.ulkc.org/our-team

Peggy Ehlers

Purdue University, Extension, 4-H Youth

https://extension.purdue.edu/Dearborn/ profile/pehlers

Margaret Sage

University of WI, Extension, 4-H Youth Development

https://sauk.extension.wisc.edu/staff-directory/

Dr. Courtney T. Owens

Kentucky State University, Interim Assistance Extension Administrator

http://kysu.edu/directory/bio/courtney-owens/

Davi Mozie

Cornell University Cooperative Extension, Reentry Educator

http://ccetompkins.org/staff/davi-mozie

Kenneth J. Schlather

Cornell University Cooperative Extension, Executive Director

https://fellows.atkinson.cornell.edu/view.php?NetID=ks47

Kenneth Earl McLaurin

Cornell University Cooperative Extension, Financial Management Educator

http://ccetompkins.org/staff/kenneth-mclaurin-jr

Eduardo Gonzalez

Cornell University Cooperative Extension

https://www.human.cornell.edu/people/eg36

Letitia (Tish) Johnson

University of Missouri Cooperative Extension, Community Development

https://extension2.missouri.edu/people/ letitia-tish-johnson-138

Dr. Angela Allen, Ph.D.

University of Wisconsin Extension, Associate Professor & Communities Educator

https://milwaukee.extension.wisc.edu/community- development/

Woodie Hughes

Fort Valley State University, College of Agriculture, Family Sciences and Technology, Cooperative Extension Program

http://www.fvsu.edu/staff/woodie-hughes/

Steve Wagoner

Purdue Extension, County Extension Director https://extension.purdue.edu/marion/ profile/wagoners

Nia Imani Fields, Ed.D.

University of Maryland Extension, 4-H Specialist, Curricular Systems & Program Development

https://www.niaimanifields.com/

http://extension.umd.edu/4-h

Matt Pezold, MS, MA

University of Missouri Extension, Urban West Region, Labor and Workforce Development Specialist

https://extension2.missouri.edu/people/ matthew-pezold-85251

Tony Franklin

University of Illinois Extension, Associate Director for Extension Field Operations

https://www.linkedin.com/in/tony-franklin-77b05111/

Adegoke Adetunji

Purdue University, Dept. of Curriculum and Instruction

https://www.education.purdue.edu/about/ diversity-initiatives/holmes-scholars-program/

F R AM EWO R K S

What’s in a Framework?

As you continue to explore diversity, equity, and inclusion (DEI), it is important that you have a “guide or blueprint” that conceptualizes the designed approach and associated literature attributed to this subject matter. Three frameworks have molded this designed approach of DEI, to also include associated experts. It is important to: understand truth, how to heal, how to effectively implement DEI in learning environments, understand the importance of dialogue, and know how to change the optics. The researched ontology provides framework guidance.

Dr. Daniel Goleman,

Dr. Gail Christopher

Framework for

Emotional Intelligence

Truth, Racial Healing, and Transformation

Watch Dr. Daniel Goleman Online

Watch Dr. Christopher Online

Review Dr. Christopher’s Presentation

Dr. Juanita Cleaver-Simmons Framework for

Dr. M. Cade Smith

Framework for

Diverse Learning Environments

Community Dialogues for Racial Healing

Watch Dr. Cleaver-Simmons Online

Review Dr. Cleaver-Simmons Presentation

D E I COM P E T E N C Y A R E A S

APLU prohibits discrimination against any individual on the basis of race, religion, color, sex, age, national origin or ancestry, marital status, parental status, sexual orientation, gender identity or expression, disability, or status as a veteran.

— M. Peter McPherson, President, Association of Public Land Grant Universities, March 24, 2010

What are Competencies?

Competencies are the skills, knowledge, abilities, and behaviors that describe the standard to which a competent person is expected to perform. This tool addresses seven primary competencies associated with Diversity, Equity, and Inclusion:

•

Understanding Implicit Bias

• Microaggression Development and Understanding

•

Cultural Competency

•

Promotion of Civility

•

Social Justice Development

•

Organizational Learning

•

Youth Development

Continue to the section on each competency to learn more.

Ref lection

How actively involved are you in the area of DEI? In each of the questions below, please select the answer that best represents your situation.

I am actively involved in advancing Diversity, Equity, and Inclusion in my projects and teams.

Select your response to the question from the list below.

Strongly agree Somewhat agree Somewhat disagree Strongly disagree

• • • • •

Do not know

I would become more active in advancing racial equity if… ( select the one that applies most for you)

Select your response to the question from the list below.

• I had more information so I knew what to do I received training • I had more time I had the support of my manager • I felt that I have a more supportive environment • I knew that there was senior leadership buy-in • I received acknowledgement on the work I do to advance racial equity • I am happy with my current level of engagement

Understanding Impl icit Bias

Whereas, the Association of Public and Land-grant Universities (APLU), a voluntary association whose membership consists of public research universities, land-grant institutions, state university systems and other affiliated organizations is committed to advancing diversity and inclusion by exercising the principles of equal access and equal opportunity in education and employment.

— M. Peter McPherson, President, Association of Public Land Grant Universities, March 24, 2010

What is Implicit Bias?

Also known as implicit social cognition, implicit bias refers to the attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner. These biases, which encompass both favorable and unfavorable assessments, are activated involuntarily and witho ut an individual’s awareness or intentional control. Residing deep in the subconscious, these biases are different from known biases that individuals may choose to conceal for the purposes of social and/or political correctness. Rather, implicit biases are not accessible through introspection. — Excerpted from Kirwan Institute at Ohio State University

https://youtu.be/DIV7vlMi4kc

https://youtu.be/nFbvBJULVnc

https://youtu.be/EQACkg5i4AY

Other important resources on Implicit Bias

Defining Implicit Bias

•

• Combating Implicit Bias in the Workplace • More curated resources on Implicit Bias •

How to Survive a Difficult Conversation: Race Ahead • Doing Our Own Work: Anti-Racism for White People • Project Ready • Critical Practices for Anti-Bias Education • Resources to Promote Belonging and Inclusion • Anti-Racist Organizational Change: Resources and Tools for Nonprofits • The Black Presence in the U.S. Cooperative Extension Service Since 1945 • Youth Development Champion Groups • Emotional Intelligence on Generations • Increasing Cultural Awareness & Equity in Extension Programs: Online Modules • Dismantling Racism: White Supremacy Culture • Okun on White Supremacy Culture • Racial Taboo: The Edenton Experience • How to overcome our biases? Walk boldly toward them. • Truth, Racial Healing, and Transformation • Collective Impact Resources • Understanding Collective Impact • Programs: Texas 4-H Mission Possible Camp • Programs: Together We Can • Programs: Iowa 4-H – From Inclusion to Belonging • Project Implicit • What Can I Do About Bias? • Tool for Organizational Self-Assessment Related to Racial Equity • Racial Equity Impact Assessment • Mapping Tools: Mapme • DEI Awareness Checklist • Study Shows How Children View Race Bias • Subconscious Racial Bias in Children • Do Your Assumptions Affect How You Treat People? • Institutional Interventions to Prevent Implicit Bias from Undermining Organizational Diversity

Microaggression Development and Understanding

APLU takes seriously our leadership responsibility to provide equal access and equal opportunity through the development of policies and initiatives that foster academic excellence, diversity and inclusion.

— M. Peter McPherson, President, Association of Public Land Grant Universities, March 24, 2010

What is Microaggression?

Microaggressions are the everyday verbal, nonverbal, and environmental slights, snubs, or insults, whether intentional or unintentional, that communicate hostile, derogatory, or negative messages to target persons based solely upon their marginalized group membership. — Excerpted from Diversity in the Classroom, UCLA Diversity and Faculty Development

The first step in addressing microaggressions is to recognize when a microaggression has occurred and what message it may be sending.

https://youtu.be/_85JVcniE_M

Other Important Resources on Microaggression Development and Understanding:

• Microaggressions and Social Work Practice, Education, and Research • Tool: Recognizing Microaggressions and the Messages They Send • More curated resources on Microaggression Development and Understanding • How to Survive a Difficult Conversation: Race Ahead • Project Ready • Agribusiness Small Farm Diversity • Dismantling Racism: White Supremacy Culture • Okun on White Supremacy Culture • How to overcome our biases? Walk boldly toward them. • Truth, Racial Healing, and Transformation • Collective Impact Resources • Understanding Collective Impact • Programs: Texas 4-H Mission Possible Camp • Programs: Together We Can • Programs: Iowa 4-H – From Inclusion to Belonging • Project Implicit • What Can I Do About Bias? • Tool for Organizational Self-Assessment Related to Racial Equity • Racial Equity Impact Assessment • Mapping Tools: Mapme • DEI Awareness Checklist

References: Garibay, J. C. (2014). Diversity in the classroom. UCLA Diversity & Faculty Development. p. 10-13. Retrieved from https://equity.ucla.edu/wp-content/uploads/2016/06/DiversityintheClassroom2014Web.pdf

Cultural Competency

APLU believes that human and intellectual diversity contribute to academic excellence, and that the Association and its member institutions benefit from the rich diversity of the persons who comprise our staff, faculty and students.

— M. Peter McPherson, President, Association of Public Land Grant Universities, March 24, 2010

What is Cultural Competency?

Cultural competency is associated and was recognized by the general and mental health industry and is the human behavior that incorporates communication, action, beliefs, thoughts and values of ethnicity, ethnic background, religious beliefs and social values (Luster, 2017). Cultural competence is action oriented through the capacity to effectively function and generate change. There are seven tenets of cultural competency: learning, acknowledge, awareness, knowledge, engage and integrate, revise and refine, and cultural competent (Gooden & Norman-Major, 2012).

https://youtu.be/Z934vT7xhh0

Other Resources on Cultural Competency:

Defining Cultural Competency

•

• Communicating Cross-Culturally: What Teachers Should Know • The Role of Organizational Culture and Climate in Innovation and Effectiveness • Storytelling for Cultural Competence • More curated resources on Cultural Competency

Project Ready

o Critical Practices for Anti-Bias Education

Social Justice Standards

Equity and Empowerment Lens

o Resources to Promote Belonging and Inclusion

Social Justice Pedagogy

o A Social Justice Perspective on Youth and Community Development

o Guide to Mentoring Boys and Young Men of Color

Three Tools for Engaging Latino Youth

o 4-H as a Catalyst to Enhance Quality of Life for Hispanic Individuals

o Annotated Bibliography of Structural Racism in the U.S. Food System

References: Luster, S. N. (2017). Minorities in Higher Education: Their Status and Disparities in Student and Faculty Representation (Doctoral dissertation, University of Missouri). Retrieved from https://mospace.umsystem.edu/xmlui/bitstream/handle/10355/61956/public.pdf?sequence=1&isAllowed=y

Edwards, F. L., Norman-Major, K. A., & Gooden, S. T. (2012). Cultural competency in disasters. Cultural competency for public administrators, 197-218.

Getha-Taylor, H., Holmes, M. H., & Moen, J. R. (2018). Evidence-Based Interventions for Cultural Competency Development Within Public Institutions. Administration & Society, 0095399718764332. p. 2. Retrieved from https://swoogo.s3.amazonaws.com/uploads/47111-592846d15dccd.pdf

Promotion of Civi l ity

Civility is claiming and caring for one’s identity, needs and beliefs without degrading someone else’s in the process.

— Tomas Spath and Cassandra Dahnke, Founders, Institute for Civility in Government

What is Promotion of Civility?

https://youtu.be/QijH4UAqGD8

Other important resources on Promotion of Civility:

Defining Civility

•

• Things to consider when including the 1st Amendment • More curated resources on Promotion of Civility • How to Survive a Difficult Conversation: Race Ahead • Doing Our Own Work: Allies for Change • Critical Practices for Anti-Bias Education

Social Justice Standards

•

• Equity and Empowerment Lens – Multnomah County, OR • Talking About Race and Privilege Lesson Plan • Exploring Gender Stereotypes in Stories Lesson Plan • Race and Poverty Lesson Plan • Camp to Belong • Disparity: An Analysis of Funding Factors Affecting Black Academic Agriculture • Dismantling Racism: White Supremacy Culture • Racial Taboo: The Edenton Experience • Maryland 4-H Issue Forum • Truth, Racial Healing, and Transformation • Organizational Culture and Climate • Collective Impact Resources • Understanding Collective Impact • Programs: Iowa 4-H • Project Implicit • What Can I Do About Bias? • Tool for Organizational Self-Assessment • Racial Equity Impact Assessment • Equity Assessment Worksheet • Mapping Tools – Mapme • DEI Awareness Checklist • Foundation Individual Rights in Education • Fire Free Speech History Podcast • Things to Consider When Including the 1 st Amendment • Get Comfortable with Being Uncomfortable • Defining Civility • Defining DEI • Extension Foundation’s Civil Dialogue Website

Social Justice Development

APLU is committed to recruiting and retaining, on a nondiscriminatory basis, people who are members of groups that have been historically underrepresented in higher education and to supporting its members in their efforts to enhance the diversity of their faculty, staff and students.

— M. Peter McPherson, President, Association of Public Land Grant Universities, March 24, 2010

What is Social Justice?

Synthesizing the social justice discourse in educational leadership, Furman and Gruenewald (2004) offer three shared meanings of social justice embedded in various ways throughout contemporary literature: critical-humanist perspective, focus on school achievement and economic well-being, and the narratives and values of the Western Enlightenment (see also Brooks, 2008b). The increased attention given to social justice brings to fore a focus on the moral purposes of leadership in schools and how to achieve these purposes (Furman, 2003). As Evans (2007) observed, the scholarship of social justice supports the notion that educational leaders have a social and moral obligation to foster equitable school practices, processes, and outcomes for learners of different racial, socioeconomic, gender, cultural, disability, and sexual orientations backgrounds (Jean-Marie, Normore, and Brooks, 2009).

https://youtu.be/Wtroop739uU

Other important resources on Social Justice:

Defining Social Justice

•

• Leadership for Social Justice: Preparing 21st Century School Leaders for a New Social Order • Everyday Racism — Algebra or Pre-Algebra? • More curated resources on Social Justice Development • 2019 Kids Count Data Book • Critical Practices for Anti-Bias Education • Social Justice Standards • Equity and Empowerment (Racial Justice Focus) • Equity and Empowerment – Multnomah County, OR • Taking About Race and Privilege Lesson Plan • Resources to Promote Belonging and Inclusion • Social Justice Pedagogy in Urban Education and Youth Development • A Social Justice Perspective on Youth and Community Development • Agents of Change: Youth Development and Social Justice Activism • Exploring Gender Stereotypes in Stories Lesson Plan • The Cycle of Poverty Lesson Plan

References: Brooks, J. S. (2008b). Freedom and justice: Conceptual and empirical possibilities for the study and practice of educational leadership. In I. Bogotch, F. Beachum, J. Blount, J. S. Brooks, & F. W. English, Radicalizing educational leadership: Toward a theory of social justice (pp. 61-78). Netherlands: Sense.

Evans, A. E. (2007). Horton, Highlander, and leadership education: Lessons for preparing educational leaders for social justice, Journal of School Leadership, 17, 250-275.

Furman, G. C. (2003). The 2002 UCEA presidential address: Toward a new scholarship of educational leadership? UCEA Review, 45(1), 1-6.

Furman, G. C. & Gruenewald, D. A. (2004). Expanding the landscape of social justice: A critical ecological analysis. Educational Administration Quarterly, 40(1), 47-76.

Jean-Marie, G., Normore, A. H., & Brooks, J. S. (2009). Leadership for social justice: Preparing 21st century school leaders for a new social order. Journal of Research on Leadership Education, 4(1), 1-31. Retrieved from https://files.eric.ed.gov/fulltext/EJ875408.pdf.

Organizational Learning

— M. Peter McPherson, President, Association of Public Land Grant Universities, March 24, 2010

What is Organizational Learning?

Organizational learning theory is concerned with how learning takes place in organizations. It focuses on collective learning but takes into account the proposition made by Argyris (1992) that organizations do not perform the actions that produce the learning; it is individual members of the organization who behave in ways that lead to it, although organizations can create conditions that facilitate such learning. The concept of organizational learning recognizes that the way in which this takes place is affected by the context of the organization and its culture. Organizational learning is concerned with the development of new knowledge or insights that have the potential to influence behavior. It has been defined by Marsick (1994) as a process of “Coordinate d systems change, with mechanisms built in for individuals and groups to access, build and use organizational memory, structure and culture to develop long- term organizational capacity.” Organizational learning takes place within the wide institutional context of inter- organizational relationships and “refers broadly to an organization’s acquisition of understanding, know -how, techniques and practices of any kind and by any means.” (Argyris and Schon, 1996).

https://youtu.be/LiD8MZtZDJY

Other important resources on Organizational Learning:

Employee Resource Groups

•

• Corporate Diversity Initiatives Are Good for Everyone — Including You

References : Argyris, C (1992) On Organizational Learning, Blackwell, Cambridge, MA.

Argyris, C and Schon, D A (1996) Organizational Learning: A theory of action perspective, Addison Wesley, Reading, MA.

Youth Development

APLU champions diversity, educational equity and the preparation of individuals who can live and work effectively in an increasingly multicultural and interdependent world.

— M. Peter McPherson, President, Association of Public Land Grant Universities, March 24, 2010

Why is Diversity, Equity, and Inclusion important to Youth Development?

The 4- H System’s Access, Equity and Belonging Committee (AEBC) diligently provides resources to support this DEI publication. The purpose of the AEBC is to support the 4-H System to reach its National 4-H Grows: A Promise to America’s Kids Vision . In 2025, 4-H will reflect the population demographics, vulnerable populations, diverse needs and social conditions of the country. This vision has the elements of inclusion, caring adults, serving at minimum 1 in 5 youth, and the volunteers and staff reflect the diversity of the population. This Committee aims to increase the capacity of 4-H and the Cooperative Extension System to meet this opportunity and to create a more inclusive organizational culture. — Access, Equity, and Belonging Committee

https://youtu.be/iB3o9rrS1aE

AEBC Champion Groups

The Access, Equity and Belonging Committee is composed of the following Champion Groups:

Incarcerated Youth

•

Immigrant and Refugee Youth

•

LGBTQ + Youth / Community

•

Mental Health and Wellbeing

•

Youth Experiencing Homelessness

•

Youth in Foster Care

•

Youth with Disabilities

•

Youth Living in Poverty

•

Racial and Ethnic Youth: •

•

African American Youth

Asian / Pacific Islander Youth

•

Latino Advisory Committee

•

Native American Youth

•

Fe Moncloa,

Nia Imani Fields,

4-H Youth Development Advisor UCCE Santa Clara County

4-H Youth Development Specialist University of Maryland

Office: (408) 282-3107

Office: (301) 314-7317

R E S OU R C E S

ECOP encourages all Cooperative Extension programs to adhere to their Land- grant University nondiscrimination policy in the development and delivery of Extension efforts designed to engage all people.

— Chuck Hibberd, ECOP Chair, Dean/Director Nebraska Extension, University of Nebraska – Lincoln

This section contains a summary of the resources listed in the body of the this publication.

10 LGBTQ Resources for Mentors Jessica Cunningham, research assistant at the MENTOR/UMB Center for Evidence-Based Mentoring, compiled the following list of 10 LGBTQ-specific resources (listed in alphabetical order) to help mentors build their capacity as advocates. URL: https://www.evidencebasedmentoring.org/10-lgbtq-resources-for- mentors/?utm_source=Maryland+MENTOR&utm_campaign=a0dd2e0488- EMAIL_CAMPAIGN_2018_08_23_12_03_COPY_01&utm_medium=email&utm_term=0_b1531088ce- a0dd2e0488-221831177&mc_cid=a0dd2e0488&mc_eid=8974aa15 DEI Issue Type: Gender Awareness, Gender Identity, Sexual Orientation

2019 Kids Count Data Book State Trends in Child Well-Being This 30th edition of the Data Book examines how America’s child population has changed, demographically and geographically. Many of the contrasts are dramatic. URL : https://www.aecf.org/m/resourcedoc/aecf-2019kidscountdatabook-2019.pdf DEI Issue Type: Social Justice Development, Youth Development

4-H as a Catalyst to Enhance Quality of Life for Hispanic Individuals Improving the quality of life for all Americans by increasing economic opportunities is essential to maintaining a highly competitive agricultural system in a global economy. Because Hispanic individuals are one of the fastest growing groups of Americans, traditional youth development programs must begin to focus more on Hispanic youth development. This article outlines how 4-H Programs can serve as a catalyst to enhance quality of life for Hispanic youth and citizens in general. URL: https://archives.joe.org/joe/2013august/comm1.php DEI Issue Type: Culture, Ethnicity, Race

4-H Latino Youth Outreach: Best Practices Toolkit The 4-H Latino Youth Outreach: Best Practices Toolkit is a guide to help 4-H Cooperative Extension professionals become active catalysts and change agents for engaging Latino youth in 4-H high-quality positive youth development programs. The 4-H toolkit provides researched approaches, templates, checklists, and examples of best practices to help field staff develop a wide variety of strategies for successfully engaging Latino youth and their families in 4-H. URL: https://4-h.org/professionals/marketing-resources/latinooutreach/ DEI Issue Type: Culture A Bridge Between Two Worlds: Leadership Among Resettled Sudanese Youth in an American City This case study focuses on the Sudanese youth diaspora in the United States – specifically Portland, Maine – in an attempt to understand young refugees’ perspectives on their situation and their desire and ability to have a voice in the policies and institutions that shape their lives. This paper traces the thread that connects the individual experiences of young Sudanese refugees to the politics and history of their community in Portland. Focusing particularly on the cohort of “twenty -somet hings.” URL: https://www.unhcr.org/en-us/research/working/4e0dbe039/bridge-worlds-leadership-among- resettled-sudanese-youth-american-city-lacey.html?query=children20the%20run DEI Issue Type: Socioeconomic Status A Review of Services and Interventions for Runaway and Homeless Youth: Moving forward. Research focused on the impact of community-based services and treatment interventions designed to intervene in the lives of runaway and homeless youth has increased in the last two decades in the U.S. and internationally. In light of the tremendous need for identifying effective strategies to end homelessness and its associated problems among youth, this paper summarizes and critiques the findings of the extant literature including U.S., international, and qualitative studies. Thirty-two papers met criteria for inclusion in the review. Among the conclusions are that comprehensive interventions which target the varied and interconnected needs of these youth and families may be worthy of more study than studies that isolate the intervention focus on one problem. Also, more research incorporating design strategies that increase the reliability and validity of study findings is needed. Other preliminary conclusions and future directions are offered. URL: https://ideas.repec.org/a/eee/cysrev/v31y2009i7p732-742.html DEI Issue Type: Socioeconomic Status

A Snapshot of the Change Agent States for Diversity Project The Change Agent States for Diversity is a consortium of seven states dedicated to supporting greater cultural diversity in land-grant universities. The overall goal of the project is to build the capacity of land- grant universities to function inclusively and effectively in a multicultural world. The purpose of the study described here was to evaluate the progress of the project. This article reports selected findings from key administrator interviews and offers implications for increasing the movement of Extension toward a more inclusive system. URL: https://archives.joe.org/joe/2005february/a5.php DEI Issue Type: Culture, Freedom of Speech with Parameters, Geographical Location, Race A Social Justice Perspective on Youth and Community Development Theorizing the Processes and Outcomes of Participation This article draws upon a study of 88 justice-oriented, community-based United States youth programs to explore how youth development philosophies shape the processes and outcomes of participation. The programs in the study population score high on a six-item scale measuring youth development philosophies, from more conventional to more transformative in nature. Empirical findings from a survey of program directors reveal three processes of youth participation that fall along a continuum from personal to social change: social integration, at one end, civic activism, at the other, and community improvement positioned anywhere along the continuum. The specific participatory processes used by programs tend to both reflect their youth development philosophies and shape the outcomes they produce. Findings also reveal a disconnection between the more conventional youth development philosophies that dominate the field and participatory processes that engage youth as agents of change in tackling the inequitable conditions in their lives and communities. URL: https://www.jstor.org/stable/pdf/10.7721/chilyoutenvi.17.2.0616.pdf?refreqid=excelsior%3A3ccd0ace

d53977f66f37b70fed97dbb4 DEI Issue Type: Culture

Adolescent Mental Health: Neighborhood Stress and Emotional Distress The purpose of this article is to explore the role of neighborhood characteristics, specifically economic disadvantage/advantage, residential instability, and racial/ethnic heterogeneity on emotional distress (depressed affect, anxiety, hopelessness) among youth. Using a regional sample of adolescents and matching their data to census tracts, we use hierarchical linear modeling to examine the relationship of neighborhood spatial factors on distress while controlling for individual, family, peer, and school factors. Results show neighborhood effects for adolescent distress are consistent with a stress process model where economic disadvantage and residential instability are positively associated with emotional distress, and indicators of economic advantage are negatively related. Specifically, we find neighborhood unemployment and housing vacancy rates are associated with increased distress, while the percentage of college graduates

and foreign-born residents in the neighborhood is associated with reduced distress. We discuss the implications of our findings for ongoing research on neighborhood contextual effects and adolescent health. URL : https://journals.sagepub.com/doi/pdf/10.1177/0044118X13512335

Advancing Methods in Research on Asian American Children and Youth This article provides guidance for research methods in three areas: (a) conceptualizing and assessing migration-related factors, (b) assessing ethnicity and national origin, and (c) using culturally and contextually relevant measures. Methodological recommendations are made for each area, with attention to small-scale studies with community samples as well as large-scale data sets. In addition, this article recommends researchers attend to within-group variations (i.e., intersections of ethnicity, generational status, gender, class,sexuality), the embeddedness of individual development in context, and specificity of developmental periods. URL : https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.12576 DEI Issue Type: Culture, Ethnicity, Race Afterschool Matters Fall 2018 This issue includes a peer-reviewed article and a refl ective essay by two “graduates” of the fellowship, Jocelyn Wiedow and Sonia Toledo. Both focus on the very thing that has been Ellen’s passion: empowering youth workers to do and be their best for the young people in their program. Afterschool practitioners who do their best can nurture vital skills and abilities in the young people they serve. Practitioners who are their best build caring and trusting relationships. As Ellen has taught us, the quality of these relationships is the key to growing young adults who can make positive contributions to their families, their communities, and our world. URL: https://www.niost.org/images/afterschoolmatters/asm_2018_fall/ASM_Fall2018.pdf Agents of Change Youth Development & Social Justice Activism To understand how youth and their adult allies engage in resisting systematic social inequalities. This dissertation explores non-profit agencies that support Social Justice Youth Development (SJYD). Utilizing qualitative methods, investigating how nine youth workers from three different non-profit organizations, located in one urban community, engaged youth in social justice activism. URL: https://digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1727&context=oa_diss

Agribusiness Small Farm Diversity Equality for all opportunities for small farmers. URL: https://www.kysu.edu/academics/college-acs/school-of-ace/college-of-agriculture-community-and- the-environment-website-map.php DEI Issue Type: Culture, Developmental and Acquired Disabilities, Ethnicity, Language, Race, Socioeconomic Status America After 3PM Special Report: Afterschool in Communities of Concentrated Poverty Afterschool programs have come to be recognized as critical partners in helping to ensure that all children are afforded the opportunities that will help them thrive and meet their full potential. Afterschool programs can enact meaningful change by encouraging children to explore different interest areas to find their passion, finding new and creative ways to keep kids excited about learning, offering academic help to students who are struggling with their school day lessons, and helping keep their students from hunger by providing nutritious foods. In particular, afterschool programs have the ability to help address some of the inequalities facing families living in communities of concentrated poverty, including existing disparities in segments of the population that that are more likely to live in these high-poverty areas, such as African- American and Hispanic families. Findings from America After 3PM document the role that afterschool programs play in supporting families living in high-poverty areas by answering questions about what afterschool program participation looks like, what the demand for afterschool programs is, what is preventing parents from taking advantage of and children from participating in afterschool programs, and what the afterschool program experience is like for families in communities of concentrated poverty. URL: http://afterschoolalliance.org/AA3PM/Concentrated_Poverty.pdf DEI Issue Type: Socioeconomic Status America’s Children: Key National Indicators of Well-Being, 2018 The Federal Interagency Forum on Child and Family Statistics (Forum) was chartered in 1997 by the authority of Executive Order No. 13045. The Forum fosters collaboration among 23 Federal agencies that (1) produce and/or use statistical data on children, and (2) seek to improve Federal data on those children. Each year, the Forum publishes a report on the well-being of children. This series of reports, entitled America’s Children, provides accessible comp ilations of well-being indicators drawn from the most reliable Federal statistics. A goal of the series is to make Federal data on children available in a nontechnical, easy-to-use format to stimulate discussion among data providers, policymakers, and the public. The Forum alternates publishing a detailed report, America’s Children: Key National Indicators of Well- Being, with a shorter report, America’s Children in Brief. In some years, America’s Children in Brief highlights selected indicators while other editions focus on a particular topic and measures

of child well- being not featured in the detailed report. America’s C URL : https://www.childstats.gov/pdf/ac2018/ac_18.pdf

An Annotated Bibliography on Structural Racism Present in the U.S. Food System, Sixth Edition This annotated bibliography provides current research and outreach on structural racism in the U.S. food system for the food system practitioner, researcher, and educator. This resource identifies literature that links the social construction of whiteness and its intentional or consequential impact on structural racism within the United States’ local food movement. It is focused on recent peer -reviewed and gray literature* materials that are national, regional, and local in scope that included significant references.

The sixth edition contains 18 videos and 41 new citations.

Click Link Below of PDF File: Annotated-Bibliography-on-Structural-Racism-in-the-US-Food-System-Sixth-Edition URL : https://www.canr.msu.edu/resources/structural_racism_in_us_food_system DEI Issue Type: Culture, Ethnicity, Geographical Location, Language, Race, Socioeconomic Status

An Integrated Conceptual Framework for the Development of Asian American Children and Youth This article addresses the challenge by offering an integrated conceptual framework based on three broad questions: (a) What are theory-predicated specifications of contexts that are pertinent for the development of Asian American children? (b) What are the domains of development and socialization that are particularly relevant? (c) How can culture as meaning-making processes be integrated in conceptualizations of development? The heuristic value of the conceptual model is illustrated by research on Asian American children and youth that examines the interconnected nature of specific features of context, pertinent aspects of development, and interpretive processes. URL : https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.12577 DEI Issue Type: Culture, Ethnicity, Race

Anti-Racist Organizational Change: Resources & Tools for Nonprofits Many nonprofit organizations talk about the importance of diversity, inclusion, and equity, but many find it difficult to truly integrate these concepts into their work and how they operate.

In March 2016, CommunityWise Resource Centre started a process of Anti-Racist Organizational Change (AROC). With AROC, we have been using anti-racism as an approach to strengthen our commitment to diversity, inclusion, and equity.

In this resource, we share the story of how the AROC process unfolded. Why This Resource?

The purpose of this resource booklet is to:

• Tell the story of how our anti-racist organizational change project started.

• Share some of the resources we’ve found and developed along the way.

• Provide guidance on how other nonprofits can start their own process.

URL : http://communitywise.net/wp-content/uploads/2017/10/AROC-Resources-and- Tools_web.pdf?utm_source=FSLN+Members&utm_campaign=82fe656206- EMAIL_CAMPAIGN_2019_01_30_04_47_COPY_01&utm_medium=email&utm_term=0_fb89bf5877- 82fe656206-194241 DEI Issue Type: Culture, Ethnicity, Language, Race

Asian American Youth Language Use: Perspectives Across Schools and Communities Recent studies of Asian American youth language practices have presented compelling insights about the identities and migration experiences of young people of Asian descent. This chapter offers a detailed examination of the relationship between language use and select issues concerning Asian American youth,

including social life, schooling, acculturation, and intergenerational relationships. URL : https://journals.sagepub.com/doi/pdf/10.3102/0091732X10383213 DEI Issue Type: Ethnicity, Race

Assessment of Anxiety and Depression in Asian American Youth This article reviews the current state of research on the assessment of anxiety and depression in Asian American children and adolescents. Contrary to lay perceptions of Asian Americans as a “model minority,” research indicates that rates of depression and anxiety among Asian American adults are comparable to those found among European American populations. Given that Asian American populations also under- utilize mental health services, the need to assess and treat anxiety and depression in Asian American youth is critical. This commentary includes directions for future research as well as clinical intervention. URL: https://www.tandfonline.com/doi/pdf/10.1207/s15374424jccp3302_7?needAccess=true

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