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The Career Engagement Office embraces both the open exchange of ideas and learning from varying perspectives, inclusive of the beliefs and identities reflected within the community. We strive to embed these principles into our programming and events. United, we are committed to ensuring students, staff, faculty, alumni, employers, and community members each feel they belong here, unequivocally. We recognize that this work, rooted in our distinctive social justice mission, is challenging, ongoing, and essential to who we are and what we aspire to be.
Whether you’re new to allyship or a longtime advocate and accomplice, the path ahead will be filled with imperfection. Listening, learning, and improving will serve you well. It’s a long haul. Persevere.
We have curated these resources to empower each of us to learn more, speak out, and take action. It is for community members to review and use for their continued education around race and anti-racism. This page will be updated periodically as we acquire additional resources that will be of use to the community.
NOTE: This list is not all-encompassing and not a complete picture of the resource available for perusal. Also, while some of the resources are free, some may require additional purchases, so please bear this in mind as you review this page.
If there is a resource not listed that you would recommend that we add, we invite you to email us at careerengagement@seattleu.edu with recommendations.
A
Able-ism | The belief that disabled individuals are inferior to non-disabled individuals, leading to discrimination toward and oppression of individuals with disabilities and physical differences.
Accessibility | The extent to which a facility is readily approachable and usable by individuals with disabilities, particularly such areas as the residence halls, classrooms, and public areas.
Accomplice(s) | The actions of an accomplice are meant to directly challenge institutionalized racism, colonization, and white supremacy by blocking or impeding racist people, policies and structures. One must be willing to do more than listen; they must be willing to stand with those who are being attacked, excluded or otherwise mistreated, even if that means suffering personal or professional backlash. Being an accomplice means being willing to act with and for oppressed peoples and accepting the potential fallout from doing so.
Acculturation | The general phenomenon of persons learning the nuances of or being initiated into a culture. It may also carry a negative connotation when referring to the attempt by dominant cultural groups to acculturate members of other cultural groups into the dominant culture in an assimilation fashion.
Actor [Actions] | Do not disrupt the status quo, much the same as a spectator at a game, both have only a nominal effect in shifting an overall outcome.
Adult-ism | Prejudiced thoughts and discriminatory actions against young people, in favor of the older person(s).
Advocate | Someone who speaks up for themselves and members of their identity group; e.g. a person who lobbies for equal pay for a specific group.
Age-ism | Prejudiced thoughts and discriminatory actions based on differences in age; usually that of younger persons against older.
A-Gender | Not identifying with any gender, the feeling of having no gender.
Agent | The perpetrator of oppression and/or discrimination; usually a member of the dominant, non‐target identity group.
Ally | A person of one social identity group who stands up in support of members of another group. Typically, member of dominant group standing beside member(s) of targeted group; e.g., a male arguing for equal pay for women.
Androgyne | A person whose biological sex is not readily apparent, whether intentionally or unintentionally.
Androgynous | A person whose identity is between the two traditional genders.
Androgyny | A person who rejects gender roles entirely.
Androgynous | Someone who reflects an appearance that is both masculine and feminine, or who appears to be neither or both a male and a female.
Anti‐Semitism | The fear or hatred of Jews, Judaism, and related symbols.
A-Sexuality | Little or no romantic, emotional and/or sexual attraction toward other persons. Asexual could be described as non-sexual, but asexuality is different from celibacy, which is a choice to not engage in sexual behaviors with another person.
Assigned Sex | What a doctor determines to be your physical sex birth based on the appearance of one's primary sex characteristics.
Assimilation | A process by which outsiders (persons who are others by virtue of cultural heritage, gender, age, religious background, and so forth) are brought into, or made to take on the existing identity of the group into which they are being assimilated. The term has had a negative connotation in recent educational literature, imposing coercion and a failure to recognize and value diversity. It is also understood as a survival technique for individuals or groups.
B
Bias | Prejudice; an inclination or preference, especially one that interferes with impartial judgment.
Bigotry | An unreasonable or irrational attachment to negative stereotypes and prejudices.
Bi-Phobia | The fear or hatred of homosexuality (and other non‐heterosexual identities), and persons perceived to be bisexual.
Bi-Racial | A person who identifies as coming from two races. A person whose biological parents are of two different races.
Bi-Sexual | A romantic, sexual, or/and emotional attraction toward people of all sexes. A person who identifies as bisexual is understood to have attraction to male and female identified persons. However, it can also mean female attraction and non-binary, or other identifiers. It is not restricted to only CIS identifiers.
C
Categorization | The natural cognitive process of grouping and labeling people, things, etc. based on their similarities. Categorization becomes problematic when the groupings become oversimplified and rigid (e.g. stereotypes).
Cis-Gender | A person who identifies as the gender they were assigned at birth.
Cis-Sexism | Oppression based assumption that transgender identities and sex embodiments are less legitimate than cis-gender ones.
Class-ism | Prejudiced thoughts and discriminatory actions based on a difference in socioeconomic status, income, class; usually by upper classes against lower.
Coalition | A collection of different people or groups, working toward a common goal.
Codification | The capture and expression of a complex concept in a simple symbol, sign or prop; for example, symbolizing “community” (equity, connection, unity) with a circle.
Collusion | Willing participation in the discrimination against and/or oppression of one’s own group (e.g., a woman who enforces dominant body ideals through her comments and actions).
Colonization | The action or process of settling among and establishing control over the indigenous people of an area. The action of appropriating a place or domain for one's own use.
Color Blind | The belief in treating everyone “equally” by treating everyone the same; based on the presumption that differences are by definition bad or problematic, and therefore best ignored (i.e., “I don’t see race, gender, etc.”).
Color-ism | A form of prejudice or discrimination in which people are treated differently based on the social meanings attached to skin color.
Co-Option | A process of appointing members to a group, or an act of absorbing or assimilating.
Co-Optation | Various processes by which members of the dominant cultures or groups assimilate members of target groups, reward them, and hold them up as models for other members of the target groups. Tokenism is a form of co-optation.
Conscious Bias (Explicit Bias) | Refers to the attitudes and beliefs we have about a person or group on a conscious level. Much of the time, these biases and their expression arise as the direct result of a perceived threat. When people feel threatened, they are more likely to draw group boundaries to distinguish themselves from others.
Critical Race Theory | Critical race theory in education challenges the dominant discourse on race and racism as they relate to education by examining how educational theory, policy, and practice are used to subordinate certain racial and ethnic groups. There are at least five themes that form the basic perspectives, research methods, and pedagogy of critical race theory in education:
Culture | Culture is the pattern of daily life learned consciously and unconsciously by a group of people. These patterns can be seen in language, governing practices, arts, customs, holiday celebrations, food, religion, dating rituals, and clothing.
Cultural Appropriation | The adoption or theft of icons, rituals, aesthetic standards, and behavior from one culture or subculture by another. It is generally applied when the subject culture is a minority culture or somehow subordinate in social, political, economic, or military status to appropriating culture. This “appropriation” often occurs without any real understanding of why the original culture took part in these activities, often converting culturally significant artifacts, practices, and beliefs into “meaningless” pop-culture or giving them a significance that is completely different/less nuanced than they would originally have had.
Culturally Responsive Pedagogy | Culturally responsive pedagogy facilitates and supports the achievement of all students. In a culturally responsive classroom, reflective teaching and learning occur in a culturally supported, learner-centered context, whereby the strengths students bring to school are identified, nurtured and utilized to promote student achievement.
D
D.A.C.A (Deferred Action for Childhood Arrivals) | An American immigration policy that allows some individuals who were brought to the United States without inspection as children to receive a renewable two-year period of deferred action from deportation and become eligible for a work permit in the U.S.
Drag Queen / King | A man or woman dressed as the opposite gender, usually for the purpose of performance or entertainment. Many times, overdone or outrageous and may present a “stereotyped image.”
Dialogue | "Communication that creates and recreates multiple understandings” (Wink, 1997). It is bi-directional, not zero‐sum and may or may not end in agreement. It can be emotional and uncomfortable, but is safe, respectful and has greater understanding as its goal.
Disability | An impairment that may be cognitive, developmental, intellectual, mental, physical, sensory, or some combination of these. It substantially affects a person's life activities and may be present from birth or occur during a person's lifetime.
Discrimination | The denial of justice and fair treatment by both individuals and institutions in many areas, including employment, education, housing, banking, and political rights. Discrimination is an action that can follow prejudiced thinking.
Diversity | The wide variety of shared and different personal and group characteristics among human beings.
Domestic Partner | Either member of an unmarried, cohabiting, straight and same-sex couple that seeks benefits usually available only to spouses.
Dominant Culture | The cultural values, beliefs, and practices that are assumed to be the most common and influential within a given society.
Engaged Employer Symposium 2020
Facing Forward: Let's Build a Future of Multi-Ethnic, Inclusive and Anti-Racist Workplaces
Monday, August 10, 2020 | 10 am PST
Engaged Employer Symposium 2020 Program Guide
Thank you to all the speakers for your thought leadership. Thank you to all the guests for your open minds, and eagerness to listen and learn. While this year’s Symposium was a virtual event, it was still an engaging and powerful experience that addressed issues of diversity, equity, inclusion, belonging, and social justice in the workplace.
Important read: The Emancipation of Corporate America by David Jackson Ed.D (Fireside Chat panelist)
*Agenda is subject to change and there will be breaks throughout the day.
Thank you to PEMCO Insurance! PEMCO has incredibly rewarding and purpose-driven careers for IT, marketing, finance, human resources, and legal professionals. Make a difference in the lives of customers, coworkers, and community. Read more about student and recent graduate Internship opportunities and the Gateway Program at www.pemco.com/careers