Inclusion, Institutional Racism, Intersectionality, Gatekeeper, Ally, Cultural Competence, Racial Justice, Anti-Racism, Power Institutional, Microaggressions, Diversity, Implicit Bias, Privilege, White Privilege, Structural Racism, Equity
Across
2. Also known as unconscious or hidden biases, it held negative associations about any given social group. It undercuts conscious commitments to inclusion and fairness.
6. A multiplicity of races, genders, sexual orientations, classes, ages, countries of origin, educational status, religions, physical, or cognitive abilities, documentation status, etc. within a community, organization or grouping of some kind.
13. Fairness and justice in policy, practice and opportunity consciously designed to address the distinct challenges of non-dominant social groups, with an eye to equitable outcomes. See also: Racial Equity.
14. The work of eliminating racial disparities born of individual, institutional and structural racism.
15. Fairness and justice in policy, practice and opportunity consciously designed to address the impacts of historic racial discrimination and inequity, with an eye to equitable outcomes.
16. Being included within a grouping or structure with an authentic sense of belonging. Organizationally, expressed through practices and policies that empower employees across the board.
17. A member of a dominant or privileged (race, gender, class, citizenship, etc.) social group who works for justice and equitywith members of non-dominant social groups for those with less privilege within a social grouping. Pop wisdom: the social group of less privilege that you work with might label you "an ally" but it is bad form for you to claim the label for yourself.
Down
1. Historical and contemporary unearned advantages that enable white people to collectively have easier and better access to quality healthcare and education, wealth-building opportunities, political power, etc. (Peggy Macintosh, "Unpacking the Invisible Knapsack").
3. Advantages and benefits systemically bestowed, often by default, to a person or group. This is best understood as intersectionality because colorism, documentation, status, economic class, and education, for example, can all grant distinct privilege within racial and ethnic groups. See also: White privilege.
4. Actively opposing institutional or structural racism by advancing changes in political, economic and social policies.
5. Used most frequently in the context of healthcare and education and is loosely defined as organizational practices that are responsive to the cultural beliefs, language, interpersonal styles, etc., of those receiving services as well as of those providing them.
7. Public policies, institutional practices, cultural representations, and societal conventions that individually and collectively reinforce racial inequity and codify the advantage of "whiteness".
8. Commonplace verbal, behavioral or situational actions --intentional or unintentional—that show or produce evince hostility or are insulting and/or derogatory toward people with less privilege.
9. Social, political and economic access to resources and decision makers, and the ability to influence others via this access. Pop wisdom: Social media, for all its ills, has somewhat reshaped the ability to influence.
10. Institutional racism refers to organizational policies and practices--based on explicit and/or implicit biases --that produce outcomes consistently advantaging or disadvantaging one racial group.
11. A term coined by Black lawyer and scholar Kimberle Williams Crenshaw to describe how race, class, gender, and other aspects of identity intersect and inform social inequities and are experienced by individuals or groups of people.
12. Anyone in a position of power that can grant or deny access to institutional resources.
Read Equity, Diversity, & Inclusion's
December newsletter.
This month's Putnam City Equity, Diversity, & Inclusion project:
Human Rights Day, created by the United Nations, promotes awareness of the importance of Human Rights issues around the world. On this date in 1948, the UN General Assembly adopted the Universal Declaration of Human Rights. December 10th is an opportunity to reaffirm the importance of human rights. Do your part to build interconnectedness and to foster shared humanity for others.Have courageous conversations about the following statement: Human rights is something we can easily take for granted in the United States. Please share your thoughts with us at #pcstarttheconversation
Read Equity, Diversity, & Inclusion's newsletters from the archives:
Hiland Dairy is announcing a recall of the one-half pint (236 mL)1% low fat chocolate milk. Some of the products may contain food-grade sanitizers, which could cause illness if consumed. Please dispose of all products that meet the criteria below.
Consumers with questions may contact Hiland Dairy seven days a week from 8 a.m. to 5 p.m. CST via email at https://www.hilanddairy.com/contact-us or call all 800-641-4022.
Putnam City Schools is using site-based COVID-19 data to make site- based decisions. Individual site reports are a better data representation for decisions because they pinpoint what is happening at the specific site. Due to this, it is imperative that students report if they are COVID positive to the COVID Reporting Line at 470-3902.
The District is on an A/B schedule; however, site data will supersede the District plan. The determination for a site to transition either classrooms, part of a site, or the full site to Distance Learning will be based on a high number of reported positive COVID cases, inadequate teaching staff available, or insufficient staff to sanitize facilities. This decision will be made with the consultation of district administration and health department officials. The OCCHD gives guidance on these transitions.
OCCHD also advises a quarantine for international travel. Upon returning from international travel, staff and students will require a quarantine of up to 14 days. Students are asked to call their school nurse prior to traveling to find out quarantine requirements.
The District’s goal is a five-day in-person schedule beginning after Spring Break through the end of the second semester. We continue to follow CDC and OCCHD protocol to mitigate the spread, always working toward the goal and hope of our students safely returning.
