Realizing Inclusion, Diversity and Equity (RIDE)

Wake Forest University is committed to being a learning community that values and upholds the humanity of all people.  Through our intentionally inclusive practices and policies, we will continue to actualize our vision of Realizing Inclusion, Diversity, and Equity.  As an institution, we have adopted the RIDE Framework as our guidepost for Inclusive Excellence.  Through our individual commitments, departmental and organizational actions, and institutional accountability, we move forward into a better and more inclusive Wake Forest University.

*This is a dynamic and evolving resource.  Please check back regularly for updates.

How do we get started?

As an individual:

  1. Take time to familiarize yourself with the levels and targets included in the RIDE Framework. Watch the “Getting Ready to R.I.D.E.: Inclusive Excellence at WFU” video.
  2. Do your own work to understand the identities you hold, your personal biases, and ways that you uphold patterns of exclusion.
  3. Use your voice, your actions, and your influence to ensure actionable equity and inclusion in your sphere of influence.

As an organizational, departmental, or institutional leader:

  1. Take time to familiarize yourself with the levels and targets included in the RIDE Framework.  Watch the “Getting Ready to R.I.D.E.: Inclusive Excellence at WFU” video.
  2. Sign up for “Inclusive Excellence for Leaders: Realizing Inclusion, Diversity, and Equity”

    This is a 90-minute session and the second in our RIDE workshop series. This workshop is intended for leaders and those with responsibility for leading diversity, inclusion, and equity efforts within their organization or department. Our first workshop, “Getting Ready to R.I.D.E.: Inclusive Excellence at WFU” is not required, but viewing is strongly encouraged prior to attending this workshop.

    You can register for the second workshop here:

    Inclusive Excellence for Student Leaders: Realizing Inclusion, Diversity, and Equity

    Inclusive Excellence for Faculty/Staff Leaders: Realizing Inclusion, Diversity, and Equity

  3. Use the guiding questions to have open, honest, and vulnerable conversations with your team/group.
  4. Review the tools and resources associated with your targets of interest.
  5. Use the RIDE ACTION PLAN TEMPLATE to map out specific, measurable, actionable, realistic, and time-bound next steps for your group.  What are you going to do?  Who is  responsible for getting it done?  By when will you get it done?  How will you know when it is done?  How will you know that it is done well? How will you communicate your progress to the team?
  6. If needed, consult with a member of the Office of Diversity and Inclusion team to support you in planning and creating change. (Please check back with us to access the consultation request process.)

What does the RIDE Framework include?

Please watch this video to learn more about the RIDE Framework!  Complete this brief survey after watching.

Getting Ready to R.I.D.E.: Inclusive Excellence at WFU

 

 

At an Individual Level:

Indiviual level of impact

  • Knowledge & Awareness

    1. How do I define key concepts? (e.g. inclusion, diversity, equity, unconscious bias, intersectionality, etc.)

    2. How do I increase my self-awareness of the identities I hold and how I may have internalized notions of superiority or inferiority (often unconsciously) and how that impacts my relationships with others?

    3. How do I understand the identities of others?

    4. How do I affirm the identities of others? (e.g. using names and pronouns, gender identity, etc.)

    5. How do I enhance my personal knowledge of the history, ideology, and current manifestations of systemic inequalities and how they reinforce each other?

    Resources

  • Empathy & Understanding

    1. How do I demonstrate understanding and empathy for the identity experiences of others?

    2. How do I understand the complexity of terms related to the identity of others?

    3. How do I actively seek out opportunities to understand by engaging in dialogue with people who are different than me about social identities, diversity, equity, and inclusion?

    Resources

  • Sense of Belonging

    1. How do I feel respected, valued, accepted, cared for, included, and that I matter at Wake Forest University?

    Resources

  • Beliefs and Attitudes

    1. What beliefs do I hold about students from different backgrounds being able to succeed in my course(s)?

    2. What personal biases do I hold?

    3. How do my personal biases affect the way that I engage with others?

    4. How do I value and appreciate ways of being, doing, and thinking other than my own?

    Resources

     

  • Effective Bystanding

    1. How am I able to/do I safely intervene in situations that can cause harm to others sense of inclusion and equity? (e.g. speaking against the telling of a racist joke)

    2. How do I use my identities of privilege for effective bystanding or allyship for under-represented or marginalized identities?

    Resources

     

  • Culturally Fluid Behaviors

    1. How do I engage in ways that demonstrate understanding and respect for cultural differences and how they manifest in the Wake Forest University environment?

    2. How do I engage in behaviors that demonstrate fairness, respect, dignity, and generosity to all people?

    3. How do I demonstrate understanding for cross-cultural differences in engagement? (e.g. time, eye contact, and direct communication, tone and volume of speech, etc.)

    4. How do I create space for values and beliefs that are different from my own?

    5. How do I hold myself accountable to ongoing self-development, including self-education, self-reflection, and personal change?

    Resources

  • Experiences

    1. How do I experience Wake Forest University in a way that aligns with a value for inclusion, diversity, and equity?

    2. How often and in what ways do I experience or witness acts of bias or discrimination related to race, ethnicity, gender, sexual orientation, age, ability, religion, national origin, socioeconomic status, etc.?

    Resources

     


At a Departmental/Organizational Level:

Departmental level of impact

  • Representation*

    1. How diverse is the membership of my organization or department? (e.g. racially, ethnically,gender identity and expression, sexual orientation hierarchically, language, ability, religion, age, etc.)

    2. How are diverse individuals represented across the levels of my organization or department? (hierarchical, tenured vs non-tenured, senior administration vs. lower or middle level, etc.)

    3. How are diverse voices and experiences lifted as relevant in my curriculum?

    4. How does my department of organization support pipelines for diverse leadership?

    Resources

  • Resource Allocation*

    1. How does my organization or department prioritize or create space for training, professional development, dialogue, or other opportunities that support inclusion, diversity, and equity? (e.g. professional development funds, time off/flexible schedule, scholarships, etc.)

    2. How does my organization or department make decisions to stop the efforts that aren’t working or supportive of an inclusive environment?

    Resources

  • Recruitment and Retention*

    1. How does my organization or department create a diverse prospective member/applicant pool?

    2. How are diverse voices leveraged in hiring decisions?

    3. How does the culture of my organization or department create space for longevity for people across diverse identities? (e.g. retention planning for URMs)

    4. How do individuals with diverse identities sustain engagement with my organization or department?

    5. How does my organization or department connect inclusive practice to merit or opportunities for advancement?

    Resources

  • Access: Criteria/Resources for Engagement*

    1. What is differentially necessary for individuals from diverse backgrounds to access the opportunities or experiences offered by my organization or department? (e.g. financially, language, etc.)

    2. What is required to ensure diverse faculty opportunities for promotion?

    3. How do “unofficial” meeting spaces create inequitable access to opportunities? (e.g. job offerings based upon who you know, invitations to social gathering with power brokers, etc.)

    Resources

  • Transparency in Processes, Communication, and Data*

    1. How does my organization or department engage the broader body in visioning and decision-making?

    2. How does my organization or department communicate direction and decisions, as well as their rationale, to the broader body? (e.g. hiring, organizational processes, resource availability, etc.)

    3. How does my department/organization transparently use data to impact DEI direction and efforts?

    4. How do we regularly and accurately receive feedback about our departmental or organizational processes, practices, and climate?

    Resources

  • Traditions and Practices*

    1. How do the traditions and practices that are observed in my organization or department deferentially impact those with diverse identities? (e.g. birthday celebrations, toilet papering the Quad, etc.)

    Resources

  • Equitable accountability*

    1. How are members of my organization or department, particularly across hierarchy or identity, held to the same expectations and level of accountability?

    2. How does my department or organization prioritize or integrate DEI into how we operate?

    3. How does my department or organization attempt to screen out implicit bias in our practices and policies?

    Resources

     

  • Promotion and Tenure; Positional Power*

    1. How do individuals with diverse identities, namely URMs, understand the criteria for advancement?

    2. How are individuals with diverse identities assessed in their performance relative to majority individuals?

    3. How are individuals with different academic goals valued equally? (e.g. tenure vs non-tenure track, those doing DEI or community-engaged work, etc.)

    Resources

  • Departmental/Organizational Climate*

    1. How do individuals across diverse identities experience incidents of harassment based upon their identity?

    2. What is the organizational or departmental culture and attitudes towards members of diverse groups?

    3. What are the intergroup relations and behaviors within the organization or department?

    4. How has the organization made an expressed commitment to DEI?

    5. How is DEI authorized in organizational policy?

    Resources

  • Inclusive Community Engagement*

    1. How do we partner or engage with the broader Winston-Salem community in a manner that respects mutual benefit, power sharing, shared priority setting, resource sharing, and sustainability?

    Resources


At an Institutional Level:

Institutional level of impact

  • Representation

    1. How diverse is the senior leadership of the institution and governing bodies? (e.g. racially, ethnically,gender identity and expression, sexual orientation hierarchically, language, ability, religion, age, etc.)

    2. How are diverse individuals represented across the levels of the institution? (Board of Trustees, Divisional and departmental leadership, mid-level, service industries, etc.)

    3. How are diverse voices and experiences lifted as relevant in institutional discourse?

    4. How does the institution support pipelines for diverse leaders at senior levels of leadership?

    Resources

  • Resource Allocation

    1. How does my organization or department prioritize or create space for training, professional development, dialogue, or other opportunities that support inclusion, diversity, and equity? (e.g. professional development funds, time off/flexible schedule, scholarships, etc.)

    2. How does the institution make decisions to stop the efforts that aren’t working or supportive of an inclusive environment?

    Resources

  • Access: Criteria/Resources for Engagement

    1. What is differentially necessary for individuals from diverse backgrounds to access “membership” in the WFU community? (e.g. financially, language, connection to alum, etc.)

    Resources

  • Recruitment and Retention

    1. How are we intentionally recruiting students, faculty, and staff with diverse identities? (e.g. race/ethnicity, socioeconomic status, language, place of origin, gender, sexual orientation, religion, etc.)

    2. How are we intentionally retaining students, faculty, and staff with diverse identities? (e.g. race/ethnicity, socioeconomic status, language, place of origin, gender, sexual orientation, religion, etc.)

    Resources

  • Transparency in Processes, Communication, and Data

    1. How does WFU engage students, faculty, and staff in visioning and decision-making? (e.g. Review of the Student Code of Conduct, selection of senior leadership, etc.)

    2. How does WFU communicate institutional direction and decisions, as well as their rationale, to the broader body? (e.g. hiring, institutional processes, resource availability, etc.)

    3. How does WFU demonstrate clear and transparent policies and procedures that govern how we conduct business?

    4. How do we regularly and accurately receive feedback about our institutional processes, practices, and climate?

    Resources

  • Traditions and Practices

    1. How do the traditions and practices that are observed by the institution differentially impact those with diverse identities?

    2. How are diverse identities represented in institutional traditions and practices? (e.g. Founder’s Day, etc.)

    Resources

  • Equitable Accountability

    1. How are institutional leaders, particularly across hierarchy or identity, held to the same expectations and accountabilities? (e.g. support of DEI initiatives, fiscal management, work conditions, etc.)

    Resources

  • Prioritization of DEI scholarship and initiatives

    1. How does the institution support the development and proliferation of DEI scholarship, incubators, community, and strategic leadership? (e.g. personnel, fiscal support, institutional visibility, authority vs. influence, etc.)

    2. How are institutional leadership positions prioritizing DEI?

    3. How are positions that prioritize DEI positioned, prioritized, and resourced within the institution?

    Resources

  • Campus Climate

    1. How do individuals across diverse identities experience incidents of harassment based upon their identity?

    2. What is the institutional culture and attitudes towards members of diverse groups?

    3. What are the intergroup relations and behaviors within the institution?

    Resources

  • Inclusive Community Engagement

    1. How do we partner or engage with the broader Winston-Salem community in a manner that respects mutual benefit, power sharing, shared priority setting, resource sharing, and sustainability? (e.g. supplier diversity, etc.)

    2. How does the institution support community engagement initiatives? (e.g. fiscal, staffing, positionality, etc.)

    3. How do university community engagement initiatives support equitable community development? (e.g. supporting under-resourced areas, partnering with local or URM businesses, etc.)

    Resources

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