Two-Day Symposium | Part 2.

October 24, 2024

LAND ACKNOWLEDGEMENT

�Portland State University is located in the heart of downtown Portland, Oregon in Multnomah County. We honor the Indigenous people whose traditional and ancestral homelands we stand on, the Multnomah, Kathlamet, Clackamas, Tumwater, Watlala bands of the Chinook, the Tualatin Kalapuya and many other indigenous nations of the Columbia River. It is important to acknowledge the ancestors of this place and to recognize that we are here because of the sacrifices forced upon them. In remembering these communities, we honor their legacy, their lives, and their descendants.

SHARING OUR VISION OF A MAJORITY-BIPOC FUTURE

STUDENT VOICES

OUR VISION OF A MAJORITY-BIPOC FUTURE

TINA NGO

Pre-Health: General Science Major

First-Gen Student Action & Training Team Ambassador

OUR VISION OF A MAJORITY-BIPOC FUTURE

BRADY ROLAND

Public Health: Community Health Promotion Major

ASPSU President

OUR VISION OF A MAJORITY-BIPOC FUTURE

DAVINEEKAHT WHITE ELK

Indigenous Nations Studies & Environmental Science, �2024-2025 UISHE Coordinator

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BRYANNAH LOPEZ

Indigenous Healthcare and Anthropology

2024-2025 UISHE Coordinator

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OUR VISION OF A MAJORITY-BIPOC FUTURE

REGINELLE ANDERSON

Masters in Business Administration Major

First Gen Student Action & Training Team Ambassador

APPLICATION/ACTION FOCUS ON THE HOW AND WHAT TODAY

Adjustments based on feedback from day 1

• More focus on Staff and faculty
• Expansion of application/implementation pieces
• Three opportunities for application/tangible action items
• Crowdsourcing exercise
• Breakout groups
• Scenario
• Cheat sheets and best practices/action step lists

LOGISTICS FOR THE DAY

You can find copies of the Participant Guide at your table and can access a digital version of the guide using the QR code printed in the physical copies on the table. It includes:

• The event agenda and all information needed for the event.
• Where to find the breakout rooms to discuss implementing the Embracing our Majority BIPOC Future Model
• QR codes to share notes from your discussions with the GDI team and links for more information and data.

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THE NEUROSCIENCE OF THRIVING AND COLLECTIVIST ORIENTATIONS

Ame Lambert

Vice President, Global Diversity & Inclusion

COLLECTIVIST ORIENTATIONS

• Me and Mine
• Independent [distinct] from the larger group or community�
• Me in Ours
• in context of/dependent [interwoven] on family and community. I have a deep responsibility/obligation to community
• Multigenerational households. Reciprocal caring. Broader range of obligation
• All BIPOC Communities are collectivist to varying degrees

WAYS IT MIGHT IMPACT THE HIGHER EDUCATION JOURNEY

• The ability to “leave” and transition to an individualistic/self advocacy concept might vary
• Collaboration/teamwork and mutual success/lift the community/group more familiar and valued over competition
• High Touch (norms and modeling over rules/laws)
• Juggling responsibilities to family/community and expanded caring responsibilities

WAYS IT MIGHT IMPACT THE HIGHER EDUCATION JOURNEY

• Changing identities and loss and/or higher status/value and increased expectations
• Imposter? (first generation all the way through)
• Choosing a major that is viewed as valuable in the eyes of the community/major decisions influenced by community acceptance/approval
• Motivation influenced by community

THE NEUROSCIENCE OF THRIVING

Think about a time when you felt fully included, present and free to bring your whole self to the endeavor

HOW DID THAT FEEL?

• Does this ring true: When we are included, we feel alive, open, valued and welcomed?

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• Imagine the impact on our satisfaction, sense of belonging, productivity, engagement, organizational citizenship behavior, ability to learn, to consider new ideas, to receive feedback if people felt included more often

INCLUSION AS THE OPTIMAL BALANCE BETWEEN UNIQUENESS AND BELONGINGNESS (SHORE, 2009)

Conscious Feelings /�Desires /�Intentions /�Values

Actual Actions / Impact

THE FUNCTION OF OUR BRAINS

• Keep us safe/protect us
• Move us away from pain and towards pleasure
• Constantly scanning for friend or foe
• Multiple times a second (Redux: unconscious danger detector)
• The unfamiliar is threatening
• Fear/threat is a lot more powerful than hope especially when it is not recognized or named as fear/threat

• Mental models, categories and [deeply embedded] narratives (normative)
• [in milliseconds, recognize] skin color, perceived gender, height, weight, age (and respond to it)
• Make judgements/complete stories based on accents, field of study, career pathways, car a person drives, clothes we wear
• Low resolution data download (focused on efficiency/speed)
• Power of prior experiences, entrenched (cultural) narrative (shortcuts)
• Unconscious process
• What happens when you touch something hot? (Perfectly logical explanations)

A KEY POINT

Your brain perceives/processes and reacts to [perceived] social threat/pain the same way it does to physical threat/pain?

What does this mean?

• What happens when you are exposed to physical threat or pain?
• What happens when you stub your toe?

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WHEN OUR THREAT RESPONSE IS ACTIVATED?

• Narrowed vision
• Limited ability to see possibilities
• Blame prone (externalize)
• No capacity for self reflection or critical thinking
• Increased confidence you are right (righteous)
• Makes sense from a physical threat perspective
• No time to wonder: “what if the rustling is not a snake? “I don’t want to offend”
• Great for keeping you alive, not so much for dealing with human complexity
• This has obvious consequences for thriving, performing, learning, working together and engaging across differences

• Epidemic of dysregulation/permanently having your threat response activated
• Hypervigilance, hyper reactivity
• Battery drain
• Health impacts, performance impacts
• Think about what this means for our students and colleagues
• The power of safe places, and people (attunement, someone who gets it)
• Cross cultural/identity engagement often happening across triggered states and biased mental models
• Seeing inaccurately/incompletely
• Positionality/power differences complicates things
• Power also impacts the brain (more abstract, more optimistic)

• Come up with one idea per table about how we can apply the concepts (Collectivist Orientations or Neuroscience)

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• Please discuss the topic at your table. You are welcome to switch tables

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• Please submit your idea using the form you can access through the QR code

APPLICATION DISCUSSION

YOUR IDEAS

2 groups per theme

TIP SHEET

• Seek multiple identities
• Micro-affirmations
• Help people find time to recover or retreat when micro-aggressed
• A Tale of O: You will remember more about the O [the person who stands out/doesn’t fit]

EMPLOYEE DATA AND EQUITY GAPS

EMPLOYEE REPRESENTATION

CURRENT EQUITY GAP AND DATA

OVERALL

BIPOC Employees are:

• 34.9% of all employees
• 27.1% of the Faculty
• 22.4% of Staff
• 41.3% of Graduate Assistants
• 48.0% of Student Employees

FURTHER DISAGGREGATION

FURTHER DISAGGREGATION CONTINUED

INTERSECTIONALITY

VETERANS

• 2.3% of all employees are veterans
• 2.7% of faculty, 3.2% of staff, 1.7% of GAs and 1.6% of student employees
• 31.9% of all veteran employees are BIPOC
• 27.7% of Veteran employees are women
• 32.6% of veteran faculty are BIPOC
• 55.6% of Veteran graduate assistants are BIPOC
• 35.0% of veteran student employees are BIPOC

PEOPLE WITH DISABILITIES

• 7% of employees have identified as having a disability
• 31.3% of all employees with disabilities are BIPOC
• 26.7% of faculty with disabilities are BIPOC
• 28.1% of staff with Disabilities are BIPOC
• 32.1% of graduate assistants with disabilities are BIPOC
• 38.4% of student employees with disabilities are BIPOC

QUEER AND TRANS

• 17.2% of employees identify as part of the LGBTQ Community
• 8% of faculty, 11% of staff, 24% of GAs and 30% of Student employees
• 35.4% of Queer and Trans Employees are BIPOC
• 29.5% of Queer and Trans faculty are BIPOC
• 29.9% of Queer and Trans Staff are BIPOC
• 38.6% of Queer and Trans Graduate Assistants are BIPOC
• 38.5% of Queer and Trans Student Employees are BIPOC

QUEER AND TRANS REPRESENTATION BY GROUP

Employees Students

Native 23.7% 36.9%

White (827/4075) 20.3% 34.6%

Latine 22.4% 24.1%

Black/African American 17.6% 20.4%

Asian 11.8% 18%

NHPI 23.8%

BIPOC FOLKS ARE PART OF EVERY GROUP

BIPOC TOUCHES EVERY GROUP

Exposure Therapy

CURRENT EQUITY GAPS

0.9 or less

RETENTION

First Year Students Transfer Students (all above .9)

Black .87

Native .89

GRADUATION RATES

First Year Students Transfer Students

Pacific Islander:78 .87

Native .81 .84

Black .87 .82

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INTERSECTIONS OF CONCERN FOR RETENTION

Black males .70

Native Pell. 75

Non Binary .73

Black pell .80

Also seen a recent dip in Latinos, but still in a good place

OTHER AREAS OF CONCERN/NOTE (Unduplicated Counts)

DFW Rates: Native, Black, Pacific Islander

Holds: Black, Native, Pacific Islander

Sense of belonging: Black, Asian, White, Multiracial

EMPLOYEE ATTRITION (UNDUPLICATED COUNTS)

August 2023-2024

Overall campus attrition=9:3%

Native:10%

Black: 18%

Latine:10%

Multiracial: 14%

Pacific Islander: 7.1%

White: 8.9%

Asian: 6.5%

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October 2023-2024

Overall Attrition rate: 9.1%

Native:10%

Black: 15.2%

Latine:10.4 %

Multiracial: 14.4%

Pacific Islander: 7.1%

White: 8.6%

Asian: 6.7%

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SPEAKER SERIES HIGHLIGHT VIDEOS

THE EMBRACING OUR �MAJORITY-BIPOC FUTURE MODEL

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National Institute for Transformation & Equity. (n.d.). The CECE Model. �from https://nite-education.org/the-cece-model/

National Institute for Transformation & Equity. (n.d.). The CECE Model. �from https://nite-education.org/the-cece-model/

FOUNDATIONAL SUPPORTS

Smith Ballroom

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MSI DESIGNATIONS

Smith Room 327

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CLOSING THE GAP

Smith Room 328/329

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GROUNDED IN PLACE, HISTORY AND POSSIBILITY

Smith Room 238 (MENASA)

BREAKOUTS

REPORTS

LUNCH TIME

Regroup at 1:00pm

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Please also connect and read your scenario.

10 MINUTES REMAINING

Regroup at 1:00pm

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Please also connect and read your scenario.

READ THE SCENARIO

SCENARIO DISCUSSION

• Tables 1-11: Cultural
• Tables: 12-22: Individual/Personal
• Tables: 23-32: Societal

You have 25 or so minutes

• 1:05-1:15: Using your cheat sheet, identify the [Cultural, personal or societal] factors at play�
• 1:15-1:25: How could an understanding of these factors help avert this disaster?�
• 1:25-1:30: Select the key points you want to Present in a 2 minute report and select a presenter

REPORT OUTS�

Cultural

Personal

Societal

TAKEAWAYS

• Good intentions are not enough. We need to increase our capacity to engage across difference
• It’s not enough to recruit. We have to retain. Beyond that, we want to support thriving
• Diversity is better, but it is harder, takes longer, will challenges the status quo and will create discomfort
• [Cultural, Personal and Societal] Differences matter, and are having an impact in every interaction. We need to make room for them (how?)
• It is hard to be our best when our threat response is activated (Regression)
• Not everyone who leaves has to or should
• Think of all that we miss when we don’t harness our diversity/don’t make room for the diversity to actually have a positive or constructive impact

CRITICAL POINT

• The Message is NOT do not hold minoritized people accountable and/or Minoritized people never have room for growth or should never be fired.

THE MESSAGE:

�MAKE ROOM FOR OTHER FACTORS AT PLAY

NEXT STEPS

• Meaning making of the outputs
• Monthly Communication: ASK GDI
• Two drop ins per term: answering submitted questions, making room for new questions and allowing folks to share best practices
• February: Mark the end of the Time to Act plan and look ahead by focusing on the building capacity area of the model

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THE HALLMARK OF AN MSI/MBSI SHOULD BE FLUENCY

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Please take a few minutes to complete the form��

SCAN ME >

CLOSING REMARKS

Ann Cudd

President

Check In >

One word or Phrase that describes what you are walking away with and/or how you are feeling at the end of our time today?

SPECIAL THANKS

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WOULD ALL THOSE WHO WORKED HARD TO MAKE THIS DAY HAPPEN STAND UP TO BE RECOGNIZED

THANK YOU FOR COMING

GDI SENIOR LEADERSHIP TEAM

Dr. Ame Lambert

Vice President

Global Diversity & Inclusion

Araceli Cruz

Assistant Vice President

Global Diversity & Inclusion

Albert Roberson

Assistant Vice President

Equity & Compliance

Perla Pinedo

Executive Director

Multicultural Student Services

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Vanelda Hopes

Executive Director

Strategic Diversity Initiatives

Embracing Our Majority-BIPOC Future Symposium / GLOBAL DIVERSITY & INCLUSION