The Learning Commons has compiled the following list of antiracism and inclusivity resources.
Commitment to Accessibility
Introduction
The College of DuPage (COD) Learning Commons fully supports the College’s Equity Statement. In addition to providing academic assistance, the Learning Commons staff seeks to articulate and affirm our dedication and commitment to providing a safe and equitable space.
In its mission statement, the COD Learning Commons states that its underlying purpose is to serve as a “comprehensive center that provides academic support to all College of DuPage students and staff . . .” The Learning Commons is comprised of Writing, Reading, Speech Assistance; Math Assistance; and Tutoring Services. Each area of the Learning Commons was founded with the goal of facilitating lively, collaborative discourse to assist students in developing skills and strategies. Learning Commons services are not only intended to assist students in their academic growth but in their societal development and awareness of accessibility for all.
Accessibility Commitments
Learning Commons staff members are dedicated to continuing to explore issues of accessibility and are committed to the following actions:
- We commit to fostering accessibility in our resources, sessions, staff training, and in our engagement with students in collaboration with our Accommodations Support Specialists.
- We are dedicated to listening to students with diverse abilities and meeting their needs and strive to foster an environment that is inclusive of students and employees alike.
- We acknowledge and adapt to the diverse and complex backgrounds and identities of students and employees. We will name and address issues of disability discrimination when we see it, as we adopt a no-tolerance discrimination policy that cultivates a safe space for all.
- We seek to hire qualified staff irrespective of their race, color, religion or creed, gender, sex, national origin, ancestry, culture, age, marital status, sexual orientation, citizenship status, or disability (if otherwise able to perform the essential functions of the job with reasonable accommodation).
- We encourage staff participation in professional development to facilitate the continuous process of learning accessibility.
- We commit to ongoing self-assessment, critical reflection, and adoption of new action steps as we learn accessibility principles.
- We encourage students to self-advocate and take ownership of their learning.
- We invite students to self-disclose if they are connected with the Center for Access and Accommodations in order to ensure they receive appropriate support.
- We leave the responsibility for work completion in students’ hands and remain responsive to where they are in their learning processes.
The Learning Commons will:
- Listen to students
- Learn continuously
- Leave work completion in students' hands
- Reaffirm a zero-tolerance policy for disability discrimination
- Reflect critically
- Encourage self-advocacy
- Invite self-disclosure of accommodations
- Foster accessibility in resources, training, and student engagement
Commitment to Antiracism
The College of DuPage (COD) Writing, Reading, Speech Assistance (WRSA) area fully supports the College’s vision and mission for diversity and inclusion. In addition to providing academic assistance to the subjects listed in the acronym, WRSA, our staff seeks to articulate and affirm our dedication and commitment to providing a space in which all students and staff feel Welcome, Respected, Safe, and Accepted.
In its mission statement, the COD Learning Commons states that its underlying purpose is to serve as a “comprehensive center that provides academic support to all College of DuPage students and staff . . .” WRSA is a subset of the Learning Commons and was founded with the goal of facilitating lively, collaborative discourse to assist students in developing strategies to become better writers, readers, and speakers. WRSA services are not only intended to assist students in their academic growth, but in their development as human beings and awareness of antiracism, as well.
We recognize that post-secondary education and, more specifically, the concept of “academic” writing and speaking perpetuated by these institutions can demonstrate oppressive standards for students of color. We also recognize that writing centers, as a training ground for postsecondary writers, readers, and thinkers, can do one of two things: remain complacent in these institutional ideals or challenge them. In WRSA, we choose to challenge the dominant narrative. We affirm that there is no singular English language and strive to contest the constraining notions of writing, analyzing, and speaking. Further, we aim to revise inequitable and outdated practices.
Our current staff includes a mix of multidisciplinary Academic Assistants from a myriad of backgrounds. Cultural, linguistic, and academic diversity provides the solid foundation for which WRSA prides itself. Through professional development, Safe Zone training, required modules focused on social injustice and discrimination as it relates to academic literacies, discussion, and research, WRSA coaches eagerly learn equitable pedagogies for coaching to ground their practices in antiracist philosophy and racial awareness. WRSA emphasizes student agency, critical literacy, and building writer awareness for all student populations. Through our practices, our mission is to provide the highest level of support for underrepresented groups based on an antiracism/race theory perspective.
A team of lifelong learners, WRSA coaches are dedicated to continuing to explore issues of antiracism and social justice and are committed, but not limited, to the following actions:
- We commit to ongoing critical reflection of past and current systems of oppression in efforts to play our role in the combat of such systems.
- We acknowledge that there is a standardized language of oppression that exists within academia and vow to continue educating ourselves and our students when presented with examples of oppressive language during appointments.
- We affirm that there are many ways to speak and write so as not to assume a default, universal, or discriminative form of the English language. To best serve our students, WRSA staff includes and learns from specialized ESL Consultants.
- We listen to students, reassure student agency, encourage self-advocacy, and fight for marginalized voices to be heard.
- We maintain scheduling policies to ensure availability of services for all student populations, as well as to avoid an over-reliance on coach assistance resulting in students’ loss of work ownership.
- We examine our own positionalities and implicit biases in order to foster lively engagement with students in a non-judgmental manner focused on student success.
- We will name racism when we see it, as we adopt a no-tolerance-for-racism policy in WRSA. Issues will be addressed as necessary.
- We work collaboratively with all members of the College of DuPage community, simultaneously leaving the authority of work in students’ hands and remaining sensitive to where they are in their learning.
- We will not turn students away and will serve experienced and inexperienced writers, readers, and speakers in any discipline at all stages of the writing, reading, and speech processes.
- We strive to provide a non-threatening environment and safe place for students and will act as allies for those that may benefit from additional College referrals in the forms of Financial Aid, Veterans Services, Access and Accommodations, Counseling and Advising, and information on resources for food insecurities and student diversity inclusion.
- We provide resources on “Tips to Avoid Oppressive Writing” on our web page.
- We look to hire qualified staff irrespective of their race, color, religion or creed, gender, sex, national origin, ancestry, age, marital status, sexual orientation, citizenship status, or physical or mental handicap or disability (if otherwise able to perform the essential functions of the job with reasonable accommodation).
- Our ultimate aim is to help students develop their voice, skills, and critical thinking. Rather than focusing on fixing, editing, or correcting a student’s rhetoric or language use, we celebrate opportunities to discuss a writer’s decisions, thought processes, stylistic choices, and understanding of assignment details as individual learners.
- We commit to ongoing assessment of our progress on the aforementioned items, as well as adopt new action steps as we continue to learn.
- We invite feedback on this document and welcome suggestions in our steps towards antiracism.
Writing, Reading, Speech Assistance aims to:
- Provide collaborative, lively disclosure
- To develop strategies to become better writers, readers, and speakers
- To support personal development and awareness of antiracism
Writing, Reading, Speech Assistance aims to acknowledge:
- That there is a standardized language of oppression that exists within academia.
- That there are many ways to speak and write.
and vow to
- Continue educating ourselves and our students when presented with examples of oppressive language
- Reject assumptions of a default, universal, or discriminative form of the English Language
In WRSA, students should feel:
- Welcome
- Respected
- Safe
- Accepted
WRSA coaches are committed to:
- Examining implicit bias
- Listening to students
- Welcoming feedback
- Inclusive diverse staffing
- encourage self-advocacy
- Providing a non-threatening environment
- Student ownership of work
- Supporting writers' choices
- availability and accessibility of resources, services, and programs
Diverse Images
International Writing Centers Association (IWCA)
- IWCA Position Statements on Disability & Writing Centers (2006), Racism, Anti-Immigration,
and Linguistic Intolerance (2010), and The Use of the Singular They (2019)
Conference on College Composition and Communication (CCCC)
- CCCC Statement on Second Language Writing and Multilingual Writers (Revised 2020)
- CCCC Guideline on the National Language Policy (Updated 2015)
- CCCC This Ain’t Another Statement! This is a DEMAND for Black Linguistic Justice! (2020)
National Association of the Teachers of English (NCTE)
- Position Statement on Gender and Language (Revised 2018)
- Statement on Anti-Racism to Support Teaching and Learning
Modern Language Association (MLA)
American Psychological Association (APA)
National Communication Association (NCA)
Writing Resources
Find tips on using inclusive language:
Why? To accurately respect intersectionality and represent differences within groups of people.
| Example of Language that May Not Be Inclusive | Why it May Feel Noninclusive | Suggested Revision to be More Inclusive |
|---|---|---|
| “Those of you in the audience who are women know that using low-quality makeup can lead to skin irritation…” | Not all women wear makeup, and audience members who aren’t women might wear makeup. Individuals have preferences outside the generalizations of their group. | “Those of you in the audience who wear makeup know that using low-quality products can lead to skin irritation…” |
| “Americans don’t like learning new languages.” | Sweeping generalizations like this exclude people they don’t apply to—for example, there are plenty of Americans who enjoy learning new languages. | “Many Americans struggle with learning a new language because it tends to be very difficult at the beginning stage… |
| “Middle-aged people are stressed about their marriages and raising their children.” | Different people, even in the same demographic—e.g. age group—have different values, goals, and concerns. Focus more on trends (with sources) than sweeping generalizations. | One possible revision: “Interpersonal relationships often become more important as people age and can even become a source of stress.” |
| “Lots of illegals get jobs in agriculture in the U.S.” |
When statements like these discuss exclusively Latin American immigrants as a whole, it shows the author assumes that all Latin American immigrants immigrate illegally with criminal intent, which is bothuntrue and unfair to Latin Americans. The effect is even worse if it is done throughout an essay instead of one isolated instance. [Also see “Use Appropriate Labels”] |
“Many undocumented workers are hired to work in agriculture in the U.S.” |
| Example of Language that May Not Be Inclusive | Why it May Feel Noninclusive | Suggested Revision to be More Inclusive |
|---|---|---|
| “Developing countries also need to do their part to limit carbon emissions and help stop global warming.” | Phrases such as “Third World” and “developing countries” are problematic because they assume a standard of “civilization” or “modernity” that some societies have yet to reach— standards that usually reflect Western biases. |
“[Countries X, Y and Z] can play a part in the global effort to limit carbon emissions and reduce global warming.” A step further: “Countries that have been colonized by Western countries and are struggling with the aftermath of that domination can play a part in the global effort to limit carbon emissions and reduce global warming, too.” |
| “Tribal communities around the world are losing their land and food sources, so we should work harder on helping them to modernize.” | Historically speaking, “modernize” has been used synonymously with “Westernize,” and while this statement displays a degree of empathy with tribal peoples, it still assumes that “they” should adopt “our” ways. |
“Tribal communities around the world are losing their land and food sources, so non-tribal people should work harder on helping these communities to maintain their resources and to adapt in their own ways for the future.” A step further: “Tribal communities around the world are losing their land and food sources, so nontribal people should work harder on helping these communities to adapt in their own ways to the scarcity that non-tribal people are responsible for.” |
“Imperialism: Crash Course World History #35.” YouTube, uploaded by Crash Course, 20 Sept. 2012, https://youtu.be/alJaltUmrGo.
Silver, Marc. “Memo To People Of Earth: 'Third World' Is An Offensive Term!” NPR, NPR, 8 Jan. 2021, https://www.npr.org/sections/goatsandsoda/2021/01/08/954820328/memo-topeople-of-earth-third-world-is-an-offensive-term
Why? Because oppression IS current and ongoing, and refusing to acknowledge this may alienate readers who have experienced oppression.
| Example of Language that May Not Be Inclusive | Why it May Feel Noninclusive | Suggested Revision to be More Inclusive |
|---|---|---|
| “The Civil Rights Movement in the 1960s solved racism in the United States.” “The United States became a postracial society when Barack Obama was elected president.” | While racism has changed form over time, it still persists in the present. Readers who are aware of this will feel ignored and dismissed. | “The Civil Rights Movement was an important development in the United States’ continuous fight against racism.” |
| “Sexism was a bad problem in the past.” | Sexism is also still a problem. Statements like these dismiss the enduring nature of bigotry which people continue to endure. | “Some common identifiers of sexism throughout history have been…” “Sexism is a constantly-evolving problem…” |
| “Things were better in the good old days . . .” | Better for who? Better how? Cliches about the past hide many things that were worse. | Avoid phrases like these. |
| “Never again will we allow such hateful acts in our country to go unpunished.” |
When discussing current events, such statements seem hopeful but can also do harm. It provides the writer a “safe” distance from which to compartmentalize these acts as “history,” something separate and finished, instead of allowing the writer to take an active stance on the matter. Similar to the first example. [Also see “Consider the Audience”] |
State/argue specifically what should be done to hold the perpetrators of the hateful acts accountable instead of using vague sentiments. “The U.S. legal system needs to make clearer guidelines on what counts as a hate crime so that . . .” |
Brown, Shan-Estelle and Mandy Suhr-Sytsma. Addressing the Everyday Language of Oppression in the Writing Center. Weblog. 21 Oct. 2008. Web. 25 May 2011.
Debczak, Michele. “Merriam-Webster Is Updating Its Definition of Racism to Emphasize Systemic Prejudice.” Mental Floss, Microsoft News, 16 June 2020,
Why? To make sure that you don’t misrepresent the source’s author or imply that you support biased views.
| Example of Language that May Not Be Inclusive | Why it May Feel Noninclusive | Suggested Revision to be More Inclusive |
|---|---|---|
| “Cameron Larkov from Fancy News discusses growing unrest in the Middle East . . .” | Statements like these are innocent on the surface, but what if we do some digging and discover that Fancy News is a heavily biased news site? What if a quick Google search reveals it’s dedicated to spreading Islamophobia or that Cameron Larkov has no authority to talk about the subject? Your evidence from this source could be biased, and you run the risk of representing people or places inaccurately or insensitively. | Do some research on the background of your source and author. Consider what makes the source credible; perform the CRAAP test (Currency, Relevance, Authority, Accuracy, and Purpose) on it. |
| “According to Janelle Jones, the Chinese manufactured the Coronavirus.” [Jones’s actual article just discusses other people’s belief that the Chinese manufactured the Coronavirus as a factor in the rise of Anti-Asian hate.] | Is the author arguing for a belief or talking about someone else’s belief? Be careful not to misrepresent your author’s actual argument. Failure to distinguish the author’s argument from background information they are discussing could lead to the wrong conclusion. That wrong conclusion could support non-inclusive beliefs that the author didn’t intend. | “According to Janelle Jones, some Americans believe that Chinese scientists manufactured the Coronavirus.” |
Brown, Shan-Estelle and Mandy Suhr-Sytsma. Addressing the Everyday Language of Oppression in the Writing Center. Weblog. 21 Oct. 2008. Web. 25 May 2011.
“Digital Media Literacy.” GCFGlobal, Goodwill Community Foundation, https://edu.gcfglobal.org/en/digital-media-literacy/.
“Do Your Sources Pass the CRAAP Test?” YouTube, uploaded by C.O.D. Library, 22 May 2017, https://www.youtube.com/watch?v=ZnsI_sFNXQU.
Why? Individualism is a common value in the United States that says people should focus more on the efforts of the individual than the group, but that consensus doesn’t make the value universally true.
| Example of Language that May Not Be Inclusive | Why it May Feel Noninclusive | Suggested Revision to be More Inclusive |
|---|---|---|
| “If everybody just took responsibility for their own actions and really tried to pursue happiness, the government would not have to interfere with the market and it could really be free.” | This statement voices a way of thinking that assumes individuals are completely responsible for their economic situation and that social forces and public remedies do not play a significant role. | “If more Americans took responsibility for their own actions and acknowledged history’s role in economic inequality, the US government’s intervention in the free market would be less controversial, and more people might have a fairer shot at pursuing happiness.” |
| “The recent incidents of police brutality are due to corrupt cops who do not empathize with the communities they are sworn to protect. We will never feel safe and peaceful until they are punished, and justice is done.” | Another common expression of individualism is to focus on the “few bad apples” (or “a few corrupt cops”) explanation for social problems. This approach is problematic because it ignores the social, systemic factors that make economically challenged communities, especially nonwhite ones, vulnerable to aggressive over-policing. | “The recent incidents of police brutality are due to corrupt cops who do not empathize with the communities they are sworn to protect, to the unions who protect those cops, and to the economic impact of systemic racism. We will never feel safe and peaceful until they are punished, the system is changed, and justice is done.” |
“Individualism: Is It a Good or Bad Thing?” YouTube, uploaded by BBC Ideas, 18 June 2019, https://youtu.be/LZVRl0D2DPU.
“Philosophies of Self: East-West Distinctions.” YouTube, uploaded by Big Think, 12 March 2017, https://youtu.be/mabjJJDqjFM
Why? To be accurate and specific (and therefore respectful) when writing about people.
| Example of Language that May Not Be Inclusive | Why it May Feel Noninclusive | Suggested Revision to be More Inclusive |
|---|---|---|
| “A lot of African Americans are in the medical schools in the Ukraine because the schools are very cheap.” | This statement paints African Americans as opportunistic without explaining why | Research the issue and use source materials to make and defend a more accurate claim. |
| “Chinese parents are naturally strict.” | This statement lumps all Chinese parents into the same category—whether it’s seen/intended to be positive or negative, it’s still a sweeping stereotype that assumes all Chinese people have this same trait. |
“Chinese parents tend to be strict.” “Parenting practices that seem unusually strict to Westerners seem normal in Chinese culture. “In general, the tradition of parenting in Chinese and Chinese-American cultures is stricter than in U.S. culture.” |
| “Immigrant parents shame their children into feeling like they have to master the English language to be successful in their new country because their parents sacrificed a lot to move here.” | This example stereotypes and generalizes immigrant parents as strict or cruel. Stereotypes are oppressive and are not reliable sources of evidence. Stereotypes will weaken an argument as well as perpetuate stereotypes against marginalized communities. |
“Many immigrant parents pressure their children to master the English language. They want their children to become successful because the parents gave up their stability in their home countries to start fresh in the United States; here, they hope their children can fulfill their dreams.” |
| “Women love Starbucks.” | All women ever? Doubtful. Use evidence to discuss trends, but avoid making blanket statements about entire groups. |
“According to [credible source], Starbucks is popular among [these specific demographics] . . .” |
Brown, Shan-Estelle and Mandy Suhr-Sytsma. Addressing the Everyday Language of Oppression in the Writing Center. Weblog. 21 Oct. 2008. Web. 25 May 2011.
Why? One should question one’s own beliefs to better understand how one’s judgments are relative to a particular cultural background and not based on universal, absolute standards of what is “normal,” “natural,” or “good.”
| Example of Language that May Not Be Inclusive | Why it May Feel Noninclusive | Suggested Revision to be More Inclusive |
|---|---|---|
| “Japanese culture is full of so many strange and beautiful rituals that can come off as weird.” | This statement frames a nonWestern culture as “strange” and “weird” and assumes that Western cultures are “normal” and “natural” by comparison. | “Japan’s intricate and complicated history has led to the development of rituals that outsiders may find both beautiful and difficult to understand.” |
| “The breakdown of the nuclear family is responsible for the rise of crime rates in urban communities.” | The idea that the “nuclear family” is the norm reflects patriarchal assumptions about what defines “family”: something ruled by the male leader, or patriarch. Historical research and analysis reveal a wide variety of existing family structures around the world. |
“The nuclear family is one of several strong family structures, and the decline of the nuclear family in urban communities may reflect an underlying problem that is leading to a rise in crime.” A step further: “Claiming that the decline of the nuclear family in urban communities is the reason for rising crime rates assumes that the nuclear family is the only familial structure that can cope with the economic factors that lead to increases in crimes.” |
“Orientalism and Power: When Will We Stop Stereotyping people?” YouTube, uploaded by BBC Ideas, 30 Apr. 2017, https://youtu.be/ZST6qnRR1mY.
“What is Patriarchy?” YouTube, uploaded by Choices Program, 24 March 2020, https://youtu.be/R0LXAC2PXuU.
“Where Does the Nuclear Family Come From?” YouTube, uploaded by Origin of Everything PBS, 21 Nov. 2017, https://youtu.be/-T6v3DhGhTc.
Why? To avoid accidentally basing your argument on biased or unfounded views.
| Example of Language that May Not Be Inclusive | Why it May Feel Non-inclusive | Suggested Revision to be More Inclusive |
|---|---|---|
| “Professors assign more classwork to Asians than African Americans.” | The writer seems to imply that professors might think that Asian students are smarter or more capable of African American students. Is that really what the writer wanted? Don’t assume your reader will follow your same line of reasoning—make your assertions clear and back them up with evidence. | “According to [credible source], some professors may assign different workloads to Asian than African American students because…” |
| “The people in that area were very poor.” | The writer has cast judgment upon that area rather than making an observation based on facts. | “I saw several people in the area who were homeless or without food.” |
Brown, Shan-Estelle and Mandy Suhr-Sytsma. Addressing the Everyday Language of Oppression in the Writing Center. Weblog. 21 Oct. 2008. Web. 25 May 2011.
Why? To help you make sure you aren’t alienating your readers.
| Example of Language that May Not Be Inclusive | Why it May Feel Noninclusive | Suggested Revision to be More Inclusive |
|---|---|---|
| “Society,” “culture,” “all of humanity,” “Today/these days . . .” | A writer may have an instinctive feeling for what they mean by these words, but without a clear definition, their vagueness can be problematic. If “society is addicted to social media,” then are people who can’t afford the technology to access social media to begin with not part of society? Are “current times” the last ten days or ten years? | “Those with steady access to social media sites are likely to get addicted to them, according to [credible source].” “In the last ten years . . .” |
| “Other countries are doing their part to fight climate change, so we need to do our part, too.” | Who are “we”? Who are “they”? “Us vs. them” statements assume that the audience is part of the same group as the writer, but this might not be so. It may also exoticize or “other” people in the “them” group. | “As one of the major sources of global pollution, the United States needs to take action against climate change along with [name other countries in consideration].” |
| “Life is a lot better for us now thanks to advancements in technology.” | Again, who counts as “us”? Technology, which is a vague enough term by itself, has not helped everyone equally, with some “advancements” coming at the cost of other people’s lives, homes, etc. Consider counterarguments someone might point out— your audience might not agree with you. |
“Upgrades in motorized wheelchairs have improved the quality of life for many disabled people.” “While the Transcontinental Railroad improved transportation in America, it also helped lead to overhunting and the near extinction of the bison that were a source of food for many First Nations.” |
Brown, Shan-Estelle and Mandy Suhr-Sytsma. Addressing the Everyday Language of Oppression in the Writing Center. Weblog. 21 Oct. 2008. Web. 25 May 2011.
Why? Critical thinkers research unfamiliar cultures to better understand how concepts and practices are perceived from different cultural perspectives.
| Example of Language that May Not Be Inclusive | Why it May Feel Noninclusive | Suggested Revision to be More Inclusive |
|---|---|---|
| “The hijab is a symbol of female oppression, a tradition that needs to end if Middle Eastern countries are going to join the modern world.” | Sweeping statements about traditions that some consider controversial present issues in overly simplistic terms. Here, for example, the statement assumes one view of the hijab when the tradition is much more complex. There are many Muslim women who find the hijab liberating—a vital expression of their faith. | “In the West, the hijab is often seen as a symbol of female oppression and can be viewed as a tradition that needs to end if Middle Eastern countries are going to join the modern world. But the issue of wearing a hijab is much more complex than that.” |
| “Access to cheaper, but still effective, computer technology will help Third World countries advance at a faster pace and catch up to the modern world.” | Phrases such as “Third World” and “developing countries” are problematic because they assume a standard of “civilization” or “modernity” that some societies have yet to reach— standards that usually reflect Western biases. The idea that these regions need to “develop” and “catch up” ignores the reasons why they are “behind” in the first place: the negative effects of Western colonialism. |
“Access to cheaper, but still effective, computer technology will help countries like X continue to develop economically.” A step further: “Access to cheaper, but still effective, computer technology will help countries that have been damaged by Western colonialism to recover from that damage.” |
“Imperialism: Crash Course World History #35.” YouTube, uploaded by Crash Course PBS, 20 Sept. 2012, https://youtu.be/alJaltUmrGo.
“Ethnocentrism.” Wikipedia, Wikipedia Foundation, accessed 20 July 2021, https://en.wikipedia.org/wiki/Ethnocentrism
“Orientalism and Power: When Will We Stop Stereotyping People?” YouTube, uploaded by BBC Ideas, 30 Apr 2017, https://youtu.be/ZST6qnRR1mY.
Silver, Marc. “Memo To People of Earth: 'Third World' Is an Offensive Term!” NPR, NPR, 8 Jan. 2021, https://www.npr.org/sections/goatsandsoda/2021/01/08/954820328/memo-topeople-of-earth-third-world-is-an-offensive-term
Why? To address sensitive topics respectfully rather than fearfully avoiding a necessary element
| Example of Language that May Not Be Inclusive | Why it May Feel Noninclusive | Suggested Revision to be More Inclusive |
|---|---|---|
| “Sandra Martinez endured many hardships but was able to succeed through her perseverance . . .” [Gender played a large role in Martinez’s hardships] | Writers may feel pressured to avoid naming gender, race, religion, sexuality, or other identifiers. Often, this is because writers don’t want to appear biased (sexist, racist, etc.). However, if the source/text/story is heavily influenced by the subject’s or author’s identifier, then avoiding all discussion of it would be disrespectful. Differences aren’t inherently good or bad; they just need to be discussed respectfully. | “As a woman, Sandra Martinez endured many hardships but was able to succeed through her perseverance . . .” [Mentioning the role gender played in Martinez’s experience throughout the analysis] |
| Avoiding mentioning the races of the characters in a literary analysis when race plays an important role in the story; e.g., an essay about James Baldwin’s “A Stranger in the Village.” | See above. | Acknowledge these differences and discuss them with respect. |
Brown, Shan-Estelle and Mandy Suhr-Sytsma. Addressing the Everyday Language of Oppression in the Writing Center. Weblog. 21 Oct. 2008. Web. 25 May 2011.
CODARAI. “Tools and Resources for Talking About Race.” Google Doc. https://bit.ly/COD-race.
Why? To make sure that your language doesn’t exclude people of different gender identities.
| Example of Language that May Not Be Inclusive | Why it May Feel Noninclusive | Suggested Revision to be More Inclusive |
|---|---|---|
| “Ever since the dawn of mankind . . .” “Man-made fabrics . . .” | Using “man” as a default to describe general human activity suggests men are the superior representative of everybody else, which isn’t so. | “Ever since the dawn of humanity . . .” “Synthetic fabrics . . .” |
| “Fireman,” “Postman,” “Waitress,” “Maid” | Making an occupational title gender-specific puts the focus on the gender rather than the occupation and excludes the fact that people may work in that field who are not that gender. | “Fire fighter,” “Postal worker,” “server,” “cleaner” |
| “Hardworking men and women . . .” | This excludes people who don’t identify as men or women. | “Hardworking people . . .” “Hardworking adults . . .” “Hardworking laborers . . .” |
| “A writer may revise his work five or six times before submitting it.” | “His” suggests the generalized writer is male, and not all writers are male. “Their” is the accepted gender-neutral version. | “A writer may revise their work five or six times before submitting it.” |
| “Each student should remain in his or her seat until the bell rings.” | Again, “his or her” suggests male and female, and we don’t know whether anyone in this group falls outside of those categories, so “their” would be more inclusive. | “Each student should remain in their seat until the bell rings” or “Each student should remain seated until the bell rings.” |
| “The author’s experience makes her argument more credible.” | When referring to a source’s author, unless their gender is expressly stated and/or important to the subject matter (see “Name the Elephant in the Room”), you can’t always “guess” someone’s gender by their name alone, so it’s better to avoid gendered pronouns. | “The author’s experience makes the argument more credible.” |
Brown, Shan-Estelle and Mandy Suhr-Sytsma. Addressing the Everyday Language of Oppression in the Writing Center. Weblog. 21 Oct. 2008. Web. 25 May 2011.
“Singular ‘They’.” APA Style, American Psychological Association, Sept. 2019, https://apastyle.apa.org/style-grammar-guidelines/grammar/singular-they.
University of Texas at Austin University Writing Center Resources – Writing Guides – Writing About People Respectfully: https://uwc.utexas.edu/services/resources/.
Why? By not thinking critically about potentially oppressive dominant standards, the roles that other cultures have played in world history and their cultural influences may be overlooked and underappreciated by readers.
| Example of Language that May Not Be Inclusive | Why it May Feel Noninclusive | Suggested Revision to be More Inclusive |
|---|---|---|
| “Since the Greeks, philosophers have been trying to answer life’s deepest questions and have come up with some profound results.” | This reflects a tendency to see the Greeks and Romans as the origin of everything of cultural importance to the West while ignoring the nonEuropean cultures who influenced them, for example, the Egyptians, along with people whose influence was less direct but whose accomplishments in intellectual and artistic fields were just as (if not more) remarkable, for example, the Ancient Chinese. | “For thousands of years, humans have been wrestling with life’s deepest questions, and some, including ancient Greek philosophers, have come up with influential answers.” |
| “The Renaissance happened because Italians in the 14th Century brought back classical thinking, which had been lost for nearly 1000 years.” | This is a “Western-centric” statement that overlooks broader historical contributions and influences, in this case, the Muslim scholars who preserved and improved ancient GrecoRoman writings during the Islamic Golden Age (700s1250s CE), without which there might not have been a “Renaissance” or an “Enlightenment.” | “The Renaissance resulted, in part, from 14th Century Italian scholars’ renewed interests in classical thinking, much of which had been preserved and improved upon by Muslim scholars for centuries.” |
“Orientalism and Power: When Will We Stop Stereotyping people?” YouTube, uploaded by BBC Ideas, 30 Apr. 2017, https://youtu.be/ZST6qnRR1mY.
Van Norden, Bryan W. “Why the Western Philosophical Canon Is Xenophobic and Racist: Aeon Essays.” Aeon Magazine, aeon.co/essays/why-the-western-philosophical-canon-isxenophobic-and-racist. Accessed 28, July, 2021.
Why? To maintain good academic credibility and show you’ve done your research well.
| Example of Language that May Not Be Inclusive | Why it May Feel Noninclusive | Suggested Revision to be More Inclusive |
|---|---|---|
| “In her article, Sandra talked about the importance of reflection.” | Out of respect, refer to someone by their full name the first time you mention them in an essay and by only their last name each time after that. Some writers make the mistake of referring to female authors by their first names, which suggests they are inferior. |
“In her article, Sandra Martinez talked about the importance of reflection.” “In her article, Martinez talked about the importance of reflection.” |
|
Brown and Suhr-Systema describe an instance of students being non-inclusive: “[Instead of analyzing specific material from either text] The students cast both authors into simple type: Conrad, the white canonical author of unquestionable merit; and Achebe, the whining African making too big a fuss over racism of the past” (31-32). |
The student writers in this case didn’t take the time to consider and respectfully represent the views of an author from a different cultural background. It doesn’t matter that they disagreed with Achebe; the point is that they represented his views as inherently less worthy than those of Conrad, who was already well-established in the predominantly white canon of “good literature.” | The student writers should have focused on analyzing the materials instead of discussing their opinions on the authors and the authors’ identities. |
“AP Style Names.” Writing Explained, writingexplained.org/ap-style/ap-style-names.
Brown, Shan-Estelle and Mandy Suhr-Sytsma. Addressing the Everyday Language of Oppression in the Writing Center. Weblog. 21 Oct. 2008. Web. 25 May 2011.
Why? To avoid mislabeling and offending people.
| Example of Language that May Not Be Inclusive | Why it May Feel Noninclusive | Suggested Revision to be More Inclusive |
|---|---|---|
| “Hispanic” | “Hispanic” and “Latino/Latina/Latinx” are often used to mean the same thing but are slightly different, and different people have different preferences. Do your research and make sure you are representing whoever you’re talking about with the labels they prefer. Try to be specific, if possible. | Maybe “Latino/a/x”; maybe no revision; maybe “Guatemalan” or “Cuban” |
| “Redneck” |
While the term may have had positive origins, it holds negative connotations and could be read as insulting by several demographics. Avoid using such terms without discussing their nuance. Who are you really trying to describe? Working-class people from the South? Use a more specific, neutral term. |
“Working-class person from the South” |
| “Crazy/insane,” “dumb,” “lame,” “mentally retarded” | Words like these were popularized to disrespect and perpetuate negative sentiments towards people with physical and mental disabilities. These words are ableist: they are harmful because they mark people with disabilities as inferior to people without disabilities. Avoid terms like these. | “Ridiculous,” “illogical,” “out of control,” “uncool,” “person with an intellectual disability” |
Brown, Shan-Estelle and Mandy Suhr-Sytsma. Addressing the Everyday Language of Oppression in the Writing Center. Weblog. 21 Oct. 2008. Web. 25 May 2011.
Noe-Bustamante, Luis, Lauren Mora, and Mark Hugo Lopez. “About One-in-Four U.S. Hispanics Have Heard of Latinx, but Just 3% Use It.” Pew Research, Pew Research Center, 11 Aug. 2020,
Ravishankar, Rakshitha Arni. “Why You Need to Stop Using These Words and Phrases.” Harvard Business Review, Harvard Business Publishing, 15 Dec. 2020, hbr.org/2020/12/why-you-need-to-stopusing-these-words-and-phrases
Smith, Stephen, Wilma Lee Steele and Tina Russell. “We are proud to be 'rednecks'. It's time to reclaim that term.” The Guardian, Guardian News & Media, 14 Apr. 2018,
“The Language of Disability.” ACE Disability, ACE Disability Network, www.acedisability.org.au/information-for-providers/language-disability.php.
Additional Inclusive Resources
- LGBTQIA + Community Resources
- LGBTQIA+ Terms You Should Know
- Inclusive Language Guide
- Heterosexism
- Speaking Mindfully
WRSA Inclusivity Community Quilt
The Community Quilt was created to focus on diversity, equity, inclusion and antiracism.
Inclusivity Community Quilt
Acknowledgements
Writing, Reading, Speech Assistance (WRSA) would like to acknowledge the individuals that contributed to and inspired the creation of the WRSA Inclusivity Community Quilt. Throughout our collective, community focus on diversity, equity, inclusion, and antiracism, the following individuals invited us to participate in practices, thinking, questioning, and research to make WRSA a more welcoming, respectful, safe, and accepting space for all.
We would like to extend our gratitude to WRSA Coach, Janice Lark, for leading staff in a 21-Day Challenge for Racial Equity and Social Justice. Janice’s provision of resources, an organized timeline, and reflective prompts jumpstarted opening our minds to interrogate implicit and explicit biases and, further, explore antiracism in the writing center and in our own lives.
A debt of gratitude is owed to College of DuPage Reference Librarian, Jenn Kelley, for her continual support of WRSA’s mission and collaboration on initiatives. As the driving force behind the COD Anti-Racism Action Initiative (CODARAI), Jenn’s invitations and warm welcome into the CODARAI family has allowed WRSA staff members to engage in conversations within the broader COD community about race, racism, and oppression.
In addition to sharing knowledge on accessibility and inclusivity for students with accommodations, special thanks are owed to Michael Duggan, COD Counselor for Students with Disabilities and Chair of the Safe Zone Committee, for his course “Best Practices for Instructing and Supporting Students with Disabilities” and to the entire Safe Zone Training team for providing COD staff with tips and recommendations on how to best support our LGBTQ+ student population.
This remarkable quilt could not have been possible without the participation of WRSA staff members who made the commitment to learn, reflect, and grow in the spring of 2020 and saw the inclusivity quilt through to its completion in fall 2021.
The guidance and care of WRSA Coordinator, Margaret Hernandez, and Interim Manager of Learning Support Services, Jane Schubert, were integral in the creation of this beautiful quilt. Together, these incredible leaders not only supplied WRSA staff with the necessary resources to aid professional and personal growth, but they also provided the ongoing encouragement and strength required to embrace new ideas and promote positive change.
Lastly, nobody has been more instrumental in the creation of this project than the wildly creative and talented Kate Balogh. Without Kate and her enthusiasm, the WRSA Inclusivity Community Quilt simply would not exist, and for her gifts and dedication, we are eternally grateful.
Introduction
This book serves as a written and photographic record of the creation of the WRSA Inclusivity Community Quilt.
It tells the collaborative story of the quilt, with blocks designed by coaches engaged in inclusivity, accessibility, anti-racist, and social justice work and their written artist statements explaining each unique block.
It is also deeply embedded in the values of WRSA as a workspace in the service of students. You will see processes in these pages: drafts and revisions. You will also see and hear individual voices through distinct artistic styles, carefully planned designs, and the artists’ narrative statements.
The quilt, like an essay submitted to an instructor, is finished, but the work that inspired it, the critical thought in each piece of fabric, and the reflection in each measured stitch will continue–for the coach-writer-makers, for the students they support, and for those who view it in WRSA.
Block Topic
Accessibility of visual resources and presentations for students and readers with colorblindness or low vision,
Why is this issue/topic important to you?
In the summer of 2021, I took Michael Duggan’s class “Best Practices for Working with Students with Disabilities” and while there were any number of issues/topics from the class that I could explore further, I became very interested in ways to make visual media more accessible to a broader audience. Because of my continued work with and focus on infographics, I have been thinking critically about colors, layouts, and other elements of design that have unintentionally marginalized or excluded students and viewers.
What elements of your design convey that importance?
The glasses and the ACCESS use an inaccessible palette for people with red-green colorblindness. In the right lens, the red letters are presented as brown with little contrast with the background to simulate how the perception of the colors would be affected by colorblindness.
The purple F and the orange R in FOR against the white background use a “colorblind friendly” palette and provide a higher contrast ratio. The O in the center of the word is the accepted symbol for web accessibility.
Finally, ALL uses all blue fabrics with pattern or texture. Blue is the color associated with the international symbol of access. The patterns and textures are used because they are a recommended strategy for creating contrast and increased visibility independent of color.
Block Topic
Hidden Curriculums & Glass Walls
Why is this issue/topic important to you?
12 October: When thinking about possible topics for the quilt block, I jotted down: language – learning – the shape of learning – and about the hidden curriculum(s) students of color, first gen students, and underprepared students often face when entering college. But, no images/shapes/colors came to mind for these abstract ideas.
13 October: As I was entering the building early on Wednesday, I found the fifth bird dead from running into the large glass windows facing south, and an idea for the block began to form from the idea of birds flying into what they cannot see.
14 October: I took some scratch paper and sketched a dead bird from memory. I was thinking about how to connect this bird with my larger thoughts about hidden curriculums and the walls students run into without being aware they are there. We assume they can see many of them, but they do not—they see their goal on the other side but not the one inch of insulated glass between. The words “When the glass walls of language reflect the trees” popped into my head. I distilled it down to: “When the glass wall reflects the trees.” This fits birds and students.
25 October: At home, I have faux orb weaver spider webs on the insides of some windows to warn off birds. What kinds of things can I do to help students avoid the walls they cannot see and do not know to look for?
8 December: Finally finished after adding a line of trees in the background and a fallen leaf in the foreground. I have revised the words to “when glass reflects trees” for the top (above the trees) and “the damage of what is hidden” to follow the contour of the bird’s back.
What elements of your design convey that importance?
The most important element is the bird as a bird and as a metaphor for students running into invisible and costly barriers. It is a colorful bird—we can still see the beauty and potential that has been stopped short. There is nothing to be done about this bird—it is all the others to come that we need to think about—birds hitting the southern windows and students walking through the doors at COD.
Block Topic
A by-product of systemic racism, attempts at voter suppression have not gone away.
Why is this issue/topic important to you?
While participating in WRSA’s 21 Day Challenge, I was shocked by the level of racism ingrained into the U.S. justice system throughout history and how it continues to this day. The more I learned, the more upset I felt for not being aware of the degree of injustice carried out “legally” in the courts throughout U.S. history. I wanted to show how White privilege has been ingrained into our laws for hundreds of years, and any progress made has been inexcusably slow. When thinking of a way to show this in a quilt square, I thought of voter suppression in the last presidential election and how citizens and government representatives attempted to disqualify votes that were legally cast.
What elements of your design convey that importance?
Originally, I intended to have Voting Rights Act of 1965 at the top and Jan. 6 Insurrection placed at the bottom of the square to represent no progress in laws ensuring every U.S. citizen’s right to vote and be counted. As with many other race-related violations of civil rights, whether laws exist to protect against them or not, too many people have forever been denied what has been granted to them by law. I ditched the original text idea and chose to only use graphics, focusing on an hourglass on its side to show a lack of progress. When sand cannot travel through the hourglass, the stopping of time is symbolized in the same way as a broken clock. By placing this hourglass on the scales of justice, the message becomes justice not being blind but being stalled in our courts. The broken gavel represents the broken legal system in the U.S.
Block Topic
The raised fist–a symbol of fighting oppression.
Why is this issue/topic important to you?
I have some background in oppression and activism, mostly due to my undergraduate and graduate studies. However, besides Ally training, the places I’ve worked for have ignored these issues.
This is why I’m so grateful to WRSA for recognizing the importance of these topics and helping us learn more, act on, and be a part of the continuing conversation. I’m proud that the issues important to me are also important to my employer.
What elements of your design convey that importance?
I wanted to convey my identity and beliefs without words, and the raised fist has long been a symbol of resistance since the early 20th century. It has been used to show solidarity with the labor movement, anti-facism, Black Power, socialism, feminism, and other social movements. I chose the three that are most important to me–feminism, Black Power/Black Lives Matter, and LGBTQ+ equality. I put the feminist fist in the middle because, for me (anti-racist, intersectional, anti-capitalist) feminism provides the solution for oppression.
Block Topic
Violence against women of color (in particular, Latinas; Indigenous women; Black/African-American women)
Why is this issue/topic important to you?
This issue is important to me because I identify as a woman of color and have experienced violence due to my racial/ethnic background and gender and also witnessed oppression and violence against other women of color.
Additionally, there is not enough awareness of how many women and girls of color have gone missing, have been assaulted and murdered, and whose lives have been overlooked or dismissed by the American system of justice. I’d like to be an agent of that awareness and ideally, the change that needs to be enacted to protect the rights of women of color.
What elements of your design convey that importance?
The red handprint across a woman’s mouth has become the visual symbol for awareness of and solidarity with missing and murdered Indigenous women and girls in North America. The movement has adopted the acronym MMIW to inform and bring awareness, action, and change to the violence that Indigenous women face in the United States and Canada.
The Black women holding signs are representative of the “#Say Her Name” slogan/movement that seeks to bring awareness to the disproportionate number of Black women who are killed by racial injustice, especially at the hands of law enforcement.
The pink cross (often seen with the slogan “Ni Una Más”) has become a symbol for awareness of and solidarity with missing and murdered Mexican women and girls, primarily at the U.S.-Mexico border, but also, throughout the Americas.
Block Topic
Understanding someone’s racial anger or aggressive stance. When we look further, we see that often anger and violence are the result of someone feeling trapped, desperate, or violated.
Why is this issue/topic important to you?
It has been difficult for me to understand the riots that stemmed from BLM and other protests of the past—especially when rioters destroy their own neighborhood. What causes a person to lash out at businesses in their own community, businesses who meant them no harm, who may be on their side, who are owned or managed by neighbors, who employ neighbors? I want to understand the anger behind those who moved from peaceful marchers to rioters.
When I found the following observation by meditation teacher, psychologist and author Tara Brach, PhD., I began to understand:
Imagine you are walking in the woods and you see a dog sitting by a tree. As you approach it, it suddenly lunges at you, teeth bared. You are frightened and angry. But then you notice that one of its legs is caught in a trap. Immediately your mood shifts from anger to concern: You see that the dog's aggression is coming from a place of vulnerability and pain. This applies to all of us. When we behave in hurtful ways, it is because we are caught in some kind of trap. The more we look through the eyes of wisdom at ourselves and one another, the more we cultivate a compassionate heart.
The angry human, lashing out through violence, rioting, and angry words is much like the dog trapped in a painful existence that may not, at first, be visible. My piece reminds me that when I wonder why someone is so angry, that anger is probably an expression of built-up frustration or the result of generational oppression.
We do not understand when we don’t see the whole story.
What elements of your design convey that importance?
I wanted to make Brach’s mental image visual, but I did not want to use a human trying to reach out to a hurt dog because I wanted the two characters to be of equal status. So, I used two dogs—one who doesn’t see the reason for the other’s anger, and the other caught in a trap. The two dogs are layered atop the traditional quilted friendship star in the background.
Block Topic
Use of the plural pronoun “they” with the singular verb “is.”
Why is this issue/topic important to you?
I was drawn to this topic when I was reviewing the universal access statements on this subject on our Antiracism and Inclusivity Resources webpage from the International Writing Centers Association (IWCA), Modern Language Association (MLA), and the American Psychological Association (APA). It became more important after a student told a Writing, Reading, Speech Assistance (WRSA) coach that his teacher told him his use of “They is” was incorrect subject-verb agreement. In this situation, the student was an advanced non-native speaker. Most likely, the teacher’s intent was to ensure that the student was aware of “standard English.” It became clear that these conversations surrounding this topic need to change in writing centers, the classroom, on the street, and in our homes. National writing center associations take the position that the choice to use “They is” is acceptable grammar. So, BOTH forms are correct.
Ultimately, it is up to the writer to decide which subject and verb to choose. But, saying that this choice is “incorrect” could have a disastrous impact on trans and non-binary people—particularly those who deal with misgendering and incorrect pronoun usage on a daily basis. Who are we to assume that non-native speakers do not identify with the pronoun “they?”
What elements of your design convey that importance?
While we don’t all need to understand it or agree with it, we do need to respect trans and non-binary people’s lived experiences. Words can isolate and hurt our students. We can show kindness, support, and inclusivity to our trans and non-binary students and staff by knowing that “They is” is correct, sharing scholarly resources that support it, encouraging the student that they are empowered to choose what they write, and supporting them in whatever decision they make.
Block Topic
Reclaiming voice
Why is this issue/topic important to you?
As an editor, I was trained to “correct improper English.” Then, as an educator, I struggled to have students write in their own voice. Now, as a coach committed to antiracism and inclusion, my goal is to encourage those who have been told they can’t write because they aren’t using “proper English” to break through linguistic barriers and be authentic in their message, whether it be incorporating their native language, including vernacular language, or finding alternative ways to share their messages.
What elements of your design convey that importance?
I used the brick wall fabric to symbolize people being blocked from using their native language.
I used the fabric with matches underneath the wall to symbolize burning down people’s oppression.
I used the pencil fabric to symbolize having the power to use your voice in writing.
The “I” in “Reclaim” and “Voice” was shared to symbolize reclaiming YOU through your written voice.
Block Topic
Inherent language bias in Microsoft Word.
Why is this issue/topic important to you?
This year, I learned about a setting in Microsoft Word that highlights gendered language in documents, helpfully recommending gender-neutral alternatives. I started to pay more attention to how Microsoft Word’s very code treats language regarding bias. I’ve discovered that many Autocorrect suggestions amount to language bias and even a sort of microaggression. Word will think it’s an error if you talk about someone’s “mothers” in the plural, for example, excluding the existence of two women raising children together. Word will automatically correct “themself” to “themselves.” The thing is, it will often do this even if it recognizes that “themself” is a word. Some people who use “they/them” pronouns use “themself” as the reflexive form of the pronoun rather than “themselves” because they don’t feel that “themselves” represents them as a single person. This bias is still written into the very code of our word processors. These are the encounters I’ve had with bias in word processors themselves.
This is important to me because I’m a writer who often uses Microsoft Word and because I myself use they/them pronouns in personal settings. These issues also come into play as I try to write more respectfully about others. And yet, when I try to write in diverse ways, there are rules built in place to gatekeep what’s “acceptable” language usage, which often manifests in these troublesome Autocorrect suggestions.
What elements of your design convey that importance?
The Autocorrect symbol looming in the background and the purple squiggly line under the text represent features of Microsoft Word’s correcting system. The more traditional color is blue, but the purple along with the yellow lightning bolt, black text, and white background show the colors of the nonbinary flag since nonbinary people may often use they/them pronouns and therefore the reflexive pronoun “themself.” The text, “Let them express themself,” identifies a bias inherent in Autocorrect that may exclude queer subjects, though ultimately, I’m more still exploring the extent of this bias rather than declaring or demanding anything yet.
Block Topic
In the U.S., Illinois has the highest percentage of K-12 funding from local property taxes and the lowest percentage from state-level taxes. This has created de facto segregation.
Why is this issue/topic important to you?
Years ago, I heard that, late in the second term of Illinois Governor Jim Edgar in the late 1990s, Illinois was one vote away from switching from a primarily local-property-tax-funding model for K-12 education to one relying more on state-level taxes. While I was taking a Political Science class at COD a few years ago, I decided to find out if what I had heard was true. I couldn't find that out, but, in the process, I learned about Illinois' K-12 educational funding. In general, each state gets about 12 percent of its K-12 funding from the federal government, and the other 88% comes from a mix of state-level and local property taxes. For fiscal year 2010, Hawaii was at one end of a spectrum: 81.6% of its funding was from state-level taxes, and 3.5% was from local property taxes, the highest disparity percentage-wise between the two in the country. At the other end of the spectrum was Illinois, with 28.4% of its funding from state-level taxes and 59.2% from local property taxes. In 2014, out of 92 school districts in the north, northwest, and western suburbs of Chicago, Aurora 131 had the lowest property taxes-per-student measure at $2,816. Right next door, Indian Prairie "Naperville" 204 spent $9,378 per student, 333% higher than Aurora 131. At the other end of the spectrum from Aurora 131, an elementary school district in Lake Forest in the northern suburbs collected $30,381 per student. These disparities had not always been the case. In 1975, Illinois K-12 funding was 45% from local property taxes and 48% from state-level taxes. For the 2015-16 school year, Illinois was down to 24% funding from state-level taxes and up to 67% from local property taxes, still leading the country for the highest percentage from local property taxes and the lowest percentage from state-level taxes. Because there is a stubborn historical connection between income and race, the way Illinois funds K-12 education has created de facto segregation over the past 45 years.
What elements of your design convey that importance?
The color of my dark-brown piece, in the shape of the Aurora 131 school district, represents the percentage of black and Hispanic students in the district, which is 95%. The color of my light tan piece, in the shape of the Naperville 204 school district, represents the percentage of black and Hispanic students in the district, which is 22%. The percent of low income students for each district is to communicate the stubborn historical connection between race and income. The way Illinois funds its K-12 education not only does not promote inclusivity, but it promotes exclusivity on the variables of income and race. The red line between the two districts represents the lack of inclusivity present, even though the districts border one another.
Block Topic
judgment free zone
Why is this issue/topic important to you?
With a lot of changes happening at the same time, people process the new reality at different paces. It is especially important to remember when working with students coming from different cultures. They bring their own set of views and stereotypes. Their understanding of what is acceptable and appropriate may differ from what we are used to. Sometimes, it is easy to get into the judging mode and try to change a student's perception of the world in one appointment, dismissing their thoughts and approaches along the way because they do not fit our picture of reality.
What elements of your design convey that importance?
Megaphone: sometimes we do not take enough time to listen and process but jump at every opportunity to voice our views, loud and clear, like we have all the answers in the world.
Harsh judgmental words: wrong, no, bad: using judgmental words and words of dismissal does not help communication. Students close up and prefer to keep their thoughts/questions to themselves. And we lose the opportunity of a productive dialogue.
Diagonal life crossing the circle: there should be no judgment if we want to have a safe space where students and coaches can feel free to share and discuss their differences.
Block Topic
Hold space for Native languages in Illinois
Why is this issue/topic important to you?
I wanted to create space for the topic of Native languages in Illinois in the WRSA inclusivity quilt to widen the discussion about inclusivity at WRSA to include Native languages and people; to call attention to the role that teaching English has had in the suppression and erasure of Native languages and culture; to encourage students and staff to learn about Native history/languages in Illinois and connect with local Native organizations; to raise awareness of the urgency of the loss of Native language speakers; and to create interest in respectfully supporting and engaging in Native language revitalization efforts.
While I am from Illinois, I recently spent two years in Sitka, Alaska, where Native language and culture revitalization are important and valued parts of daily life. Returning to work at College of DuPage, I felt that it was important, as a white person invested in anti-racist and decolonial work, to consider more deeply how coaches can create and hold space for Native writers and speakers at WRSA as well as consider the history of the land we live on as it relates to Native languages and people. The state of Illinois is on the homelands of the Kiikaapoii (Kickapoo), Peoria, Kaskaskia, Bodwéwadmi (Potawatomi) , Myaamia (Miami), Hoocąk (Ho-chunk), and Očhéthi Šakówiŋ (People of Seven Council Fires). The U.S. Census Bureau reports that in 2020 about 96,498 people in Illinois (about the seating capacity of the Rose Bowl) identify as American Indian or Alaska Native alone. Looking more locally, in DuPage County, that number is 5,154. At College of DuPage, the Department of Research and Analytics reports that between fall 2017 – fall 2021, the student body has included anywhere between 19 to 55 students who identify as American Indian or Alaska Native.
What elements of your design convey that importance?
The quilt square invites viewers to consider the estimated geographic ranges of the different Native languages spoken in Illinois before and during colonization. Each color represents a different native language: Bodwéwadmi (Potawatomi) is yellow; Hoocąk (Ho-Chunk) is blue; Myaamia (Miami) is green; Illinois is purple; Dakota (both Eastern and Western dialects) is pink.
Notice where many languages overlap in the area covered which shows the faint overlay of the current borders of the state of Illinois.
Block Topic
Empathy
Why is this issue/topic important to you?
Empathy is important to me as it is the place where understanding begins. It is the road (hence the mountains with the word “empathy” traveling up and down) for me to understand another’s perspective and life experiences. Empathy is taking a “step” beyond sympathy and the willingness to put aside preconceived stereotypes or biases to understand the heart and soul of another person. Empathy says, “Listen, learn, walk alongside a person who is experiencing life differently than you. Then don’t leave- stay, listen, learn and keep walking with them.”
What elements of your design convey that importance?
The shoe is representing “walking a mile in another person’s shoes” whether the shoe fits or not. Another’s shoes may be too big, too small, not my particular style, but necessary to wear for the empathy journey. Empathy is colorful, much like the shoe in my quilt square, coming in many different ways in my life day to day. I have found when I take off my sympathy shoes and put on the empathy shoes (someone else’s shoes), I am a vulnerable learner, and I am lamenting my part in the proliferation of social injustice and racism. When I am empathetic, I am in awe of the courage, strength and beauty of another person’s journey
Block Topic
The 5 D's of Bystander Intervention
Why is this issue/topic important to you?
When faced with an uncomfortable or hostile situation, it can often be difficult to determine how to respond in a helpful, safe, and supportive manner. As a person who dislikes and tries to avoid confrontation, this topic resonates with me because it provides a framework of how I can respond to acts of oppression, injustice, or harm that may happen around me. Over the past two years, I have become more attuned to examples of racism, oppression, prejudice, and inequity occurring in everyday life. However, I now feel more comfortable knowing the possible ways to help and respond in these instances, which will allow me less "I wish I would have said this ..." or,"I wish I would have done that ..." moments after the fact.
The 5 D's of bystander intervention provide options to best guide how you might respond if you witness harassment towards others, whether it is done intentionally or unintentionally. These options include distract, delegate, document, delay, and direct. Intervening when in the presence of harassment is important because it could be the response that helps de-escalate a situation, shows support when someone needs it most, and creates a safer environment for all in Writing, Reading, Speech Assistance; the Learning Commons; all College of DuPage campuses, and beyond.
What elements of your design convey that importance?
The large "5 D's" image in the middle of the quilt panel serves as a reminder that bystanders have options when in the presence of harassment, all equally important. The concept of "5 D's" can be used as a mnemonic device to recall the five words that make up bystander intervention, which surround the main "5 D's" focal point. These five words (distract, delegate, document, delay, and direct) convey that there is no sequential order or prescribed solution to responding to witnessed harassment, but rather multiple responses to choose from depending on the surroundings, safety/threat of harm, and victim's wellbeing. Additionally, the words are stitched in bright, various colors symbolic of the rainbow flag to show support, equity, and acceptance of diversity. The images under each word provide visual cues to create association with each possible action. Lastly, the image of two holding hands of different skin colors, under the words "Bystander Intervention," is a message of unity, care, and support for one another.
Block Topic
Overcoming adversity
Why is this issue/topic important to you?
This issue/topic is important to me because our study of inclusivity has shown me that we grow through challenge and that the innate goodness of humanity will ultimately prevail against inequities. Studies of the racial history of the United States reveal how the struggle for equality has been long and hard. Yet, so many people, ranging from abolitionists to civil rights workers to Black Lives Matter advocates, have been brave enough to meet the challenge. Even though racial injustices continue to permeate the fabric of our everyday lives and impact the welfare of marginalized populations, many people work tirelessly to end these inequalities.
What elements of your design convey that importance?
The elements of my design that are important are the images of the flowers, the colors of the design, and the action of the flowers growing through the sidewalk. I chose to feature dandelions in this design because they are so common and can spring up in the most unexpected places. These features of the dandelions show that all people have the ability to stand for justice and affect a change of heart. The colors that I chose for the design are all earth colors because I wanted them to reflect how all the world's inhabitants are part of nature. As brothers and sisters in this world, they are connected by a shared human condition.
I selected the various hues of yellow because I wanted to give viewers the impression of brightness and optimism. The color green is the color of nature and living things; in my design it supports the flowers, which symbolize the ideal of hope. Three of the flowers have already risen triumphantly from the sidewalk, while several others are breaking through concrete sidewalk. I created this design to show that the forces of justice rise up against oppression and will one day prevail in an inclusive society that respects the rights of each individual and embraces diversity. The flowers and the piece of the background diamond shape point upward to show that humanity seeks to rise above the prejudices that divide them.
Balance was also a key facet of my design because I want to show that creation should be a place of harmony. When society marginalizes certain groups of people, both internal and external harmonies are disrupted; however, in a world where the innate worth of each person is celebrated, balance can be achieved. Like the yellow flowers in this design, those who embrace freedom rise up confident in their belief that all people deserve to live in a world that protects their safety, promotes inclusivity and celebrates acceptance.
WRSA Inclusivity Community Quilt Project Timeline
After the events leading to the death of George Floyd in 2020, Writing, Reading, Speech Assistance (WRSA) staff embarked on a quest to learn, reflect, and grow in our awareness of antiracism, equity, and social justice issues. We took a two-year, deep dive to interrogate our own biases, explore antiracist writing center pedagogy, and ensure that all students and staff feel welcomed, respected, safe, and accepted in WRSA.
One of the ways in which we did this was by creating what we call “Coaches Training Modules.” We created these training modules for each other on a wide range of topics designed to help us further develop our coaching practices and work with students. These are just some of them.
- Personal Pronouns and Preferred Names
- Language Matters: Helping Students Write About Issues of Diversity and Social Justice
- Raising Racists
- Children's Books Featuring Protagonists of Color
- Protest Arts and Quilting
- Using Decoloniality and Activity Theory to Critique Oppressive Language in Writing Center Consultations
- Anti-Heterosexism Tool Kit
- "Racial Reconciliation Should Star with Stories" - An Oral History of Racism
- Increasing Cultural Awareness During Conversation Appointments
- Defining Whiteness
- Stereotypes and Preconceived Ideas about ESL Students
- Disparity in Expectations of Formal Languages.
- Examining Our Biases, Building Learning Partnerships
WRSA Coach, Kate Balogh, used her gift for quilting to develop a training module that discussed the marriage between Art Literacy and Social Justice topics. She then took the lead in creating a WRSA Inclusivity Community Quilt. She invited everyone interested to contribute one quilt square and guided us through the process of designing and creating these squares to be joined together into one quilt that celebrates our journey towards being a more antiracist and inclusive community.
It started with pencil and paper drafts and notations on how to develop 11-inch squares on topics that resonated in our work and journeys.
Quilt square designs were collaboratively revised and fabric was cut and glued to a blank background square.
Artists’ statements were drafted by participating WRSA staff describing the issue they chose and how it was embodied in their design: tying Social Justice and Art Literacy together.
After revisions, final drafts were submitted to accompany quilt panels.
Quilt squares and Artists’ Statements were finalized in December of 2021.
For the next eight months, based on the draft drawings and consultation with the quilt square artists, the quilt blocks were finished using raw-edge applique, free-motion quilting, and hand embroidery.
Contact Information
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Email: wrsa@cod.edu
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Email: tutoring@cod.edu