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EDI Blogs

03
Aug
EDI Blogs
GoodCourse partners with Culture Shift to create safer campuses 🙌

Is it just us here at GoodCourse, or does it sound like a pretty basic human right to be able to show up at work or university and expect not to have to face things like bullying, harassment or hate crimes?

Turns out we’re not alone, and our good friends over at Culture Shift are as passionate about creating positive change as we are. We announced recently that we’ve formalised our partnership with Culture Shift to deliver an end-to-end technology solution to organisations passionate about transforming their cultures for the better.

Why we’re partnering with Culture Shift

So here at GoodCourse we firmly believe in the power of education to change lives. We believe it can bring people closer together, it can enable us to understand one another better, and it can also provide us with the information we need to help keep us safe too. 

Our clients come to us to help educate their audiences on the topics that matter. Topics that can prevent problems like sexual harassment, racism and hate crimes. But the reality is, however engaging our content is, we’ll never be able to change the hearts and minds of everyone. 

When the worst does happen, students and staff alike need a voice. They need to be able to report what’s happened, and crucially they need to believe it won’t fall on deaf ears – they need to believe they will be supported. And that’s why we’re so proud to partner with Culture Shift.

Culture Shift

Culture Shift ensures everyone is heard. Through their online reporting platform, Culture Shift equips organisations with the insight they need to identify and respond to bullying, harassment and assault, and has been proven to increase reporting by almost 300%. The software allows users to report any incident safely and anonymously and access further support – enabling organisations to take a proactive and preventative approach to protecting their culture. 

By bringing together these next-generation technologies, organisations will not only be able to identify and diagnose problem hotspots, they will also be able to drive behaviour change at scale throughout the year, ultimately reducing incidents.

Contact Kitty Hadaway to hear about how GoodCourse is helping universities.

Chris Mansfield, GoodCourse co-founder, says:

“With institutions increasingly recognising their duty of care to their students and employees, this partnership aims to bring together the essential tools for leaders to tackle these problems proactively.

Given both businesses have deep roots in striving for positive change in Higher Education, we’ll be focussing our initial efforts on ensuring our universities are the safest and most inclusive spaces they can be.

Driving real progress on inclusion and student safety requires a wholly new and holistic approach that is proven to engage students on the issues and gives them confidence in their university — which is why we’re so excited to partner with Culture Shift.”

EDI Leaders Vodcast on LGBTQ+ inclusion with All Laville and Alex Prestage
by Omar Mughal


19
Jul
EDI Blogs
Top 10 Tips For A Career In DEI – US Edition

Here at GoodCourse, we’re fortunate to learn from some of the most driven and passionate leaders committed to creating positive change in universities across the USA.

With us, they share their personal experiences that led them to the diversity, equity and inclusion (DEI) field, the initiatives they are most proud to have implemented, and their pearls of wisdom on how exactly they affect positive change on campus. 

If you’re interested in becoming a DEI practitioner or just looking for some practical tips to keep you inspired on your DEI journey, then read on below 👇

Our Top 10 Tips

Here’s our round-up of some of the best advice from our US Interviewees. Enjoy!

#1: Don't Stop Believing 🍀

Just believe in yourself — much easier said than done, right? Though it can seem clichéd, it’s good practice to reflect on everything you were able to achieve in the past—especially those challenges that seemed insurmountable — to remind yourself of what you’re capable of. Dr Marsha Currin McGriff, Chief Diversity Officer, and Senior Advisor to the University of Florida’s President emphasizes the importance of not only keeping faith in the wider cause but also your power to do great work as an individual:

“Don’t stop believing in yourself and in the fact that change is possible.”
Marsha Currin McGriff
University of Florida

#2: Be Yourself 😊

Establishing a distinction between a work self and a home self is a challenge for many. Ultimately it’s about finding that balance between sharing your authentic self with others and not sacrificing so much that you lose your original passion. Alicia LaPolla, Associate Dean of Student Affairs at Brown University, shares how important it is to bring your whole self to work:

“There’s always more work to be done. The wins will be big and small and you can still make an impact without sacrificing yourself. It's also important to find an institution that not only aligns with your values, but also allows you to be your authentic self too.”
Alicia LaPolla
Brown University

#3: Stay Committed to the Cause 🌱

Work — just like life — is full of setbacks and disappointments. But it’s important to try and remember why you show up at work everyday, as you battle the daily trials and tribulations at hand. Danushi Fernando, Director of LGBTQ and Gender resources at Vassar College, never gives up and sees failure as an opportunity to reflect on the importance of staying committed to DEI work:

“Ask yourself why you want to work in DEI, and really hold onto the answer, because there will be times when you want to give up! Make sure that your personal values align with those of the institution you’re joining, because making progress in this area requires a lot of commitment and conviction.”
Danushi Fernando
Vassar College

#4: Adapt To Change ⚡

Rich DeCapua is used to juggling a lot at once — simultaneously holding down two roles as Senior Associate Dean of Students at Tufts University and as a board member of the Global Alliance for International Student Advancement (GAISA), a cross-institutional body that informs and advises higher education institutions on the specific needs of international students. But however experienced you are, always be prepared for things to change 👇

“Understand that Covid has changed the game around what students need and expect. We’re dealing with students that for almost two years now, haven’t had the type of social development other adolescents have had. We put an emphasis on how to socialize, and we’re patient with them. Know that it won’t always be an easy process!”
Rich DeCapua
Tufts University

#5: Remember Change Takes Time ⏰

Although we may feel personal anger at many of the injustices that continue to prevail in our institutions, just remember the old adage – Rome wasn’t built in a day. Just as Richard Harris, Associate Dean for Diversity, Equity and Inclusion at Northeastern shares, creating meaningful change isn’t something that happens overnight:

“Remember that change is a continual process, rather than a sudden thing. Your targets will change along with the DEI landscape, so it’s crucial to be flexible and keep appreciating the value of diversity in novel ways.”
Richard Harris
Northeastern University

#6: Resilience Is Key 💪

Striking a similar note, it’s important to not be demotivated when a project isn’t an overnight success. As brilliant as that would be when working within institutions as large and unwieldy as universities, steering the tanker isn’t always that easy. Wendy Maragh Taylor, Associate Dean of Vassar College’s Office for Student Growth and Engagement, advocates for staying the course, whatever setbacks are faced:

“Whatever the battle is, stay the course. Not everything has to be executed in the moment—it can be a process. Yesterday we held an event marking the opening of a garden on campus, which was dedicated to the celebration of Black lives. This was a year and a half in the making: we didn’t know if it was going to happen, but we stayed the course!”
Wendy Maragh Taylor
Vassar College

#7: Schedule Time To Reflect 💭

The work we produce is really only as good as ourselves and those around us. A crucial part of developing ourselves and our teams is reflecting on what is and isn’t working, and in turn, what can be done to fix those gaps in our skills and expertise. Nicolette Cagle, Associate Dean of DEI at Duke University, recommends diarizing time for personal reflection:

“It’s important to actually schedule in time to reflect—keep doing your own work, which includes reading widely and completing different training courses as they come up. It’s important that we all keep learning.”
Nicolette Cagle
Duke University

#8: Connect With Others 🔗

Working harmoniously with others is the mark of any great leader —particularly in a field as people-centered as higher education. Moreover, collaboration inside and outside of your institution is a brilliant opportunity to learn new skills and build diverse networks. Floyd Cheung, Vice President for the Office for Inclusion and Equity at Smith College, says:

“Stay curious, keep learning, and connect with a network of people in your desired field so that you can share resources and lift one another up. I have been privileged to find such networks among my colleagues at Smith and the Five Colleges, the Association for Asian American Studies, the Professional Organizational Developers Network, and the National Association of Diversity Officers in Higher Education.”
Floyd Cheung
Smith College

#9: Keep Reading 📚

As any university professional will know, education is a lifelong journey. The more you know, the more you don’t know, as the old adage goes. West Point’s LaKeysia Harvin highlights how crucial it is to stay up-to-date with the latest research in the sector, in order to implement the most forwarding-thinking DEI approaches:

“Continue to read widely and stay up to date with new ideas and terminologies. This is a big bonus when it comes to working with other DEI professionals and communicating your ideas. Be sure to celebrate the small wins, so that you can keep chipping away at your big goals—and make sure that you have a mentor who can inspire and guide you through difficult periods.”
LaKeysia Harvin
US Military Academy at West Point

#10: Get Involved 👪

Take inspiration from the kid that’s always putting their hand up in class — the people getting involved in extra work are also the ones learning skills and developing professionally. Dan Solworth, Vice-Chancellor of Wellness and Student Success at Northeastern University, agrees:

“Raise your hand to be involved in committee work, projects, and task forces. Make sure you’re working across boundaries and cross-faculty units to gain a broad range of experience in the academy.”
Dan Solworth
University of Nottingham

There we have it – a wealth of thoughtful, inspiring and astute advice from some of the most impressive change-makers in the higher education sector. If you’d like to delve more into our interview series, click on the links below!

Previous
Next
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Chatting to leaders in the student experience and DEI spheres is always an enjoyable experience for us – you can probably tell from Kitty, our University Lead’s smile below! If you’re a higher education professional who’d like to feature as part of our Interview series, don’t hesitate to get in touch. 

EDI Leaders Roundtable, Imogeen Denton and Binna Kandola discuss furthering inclusion on campus.
by Rachel Weatherley


12
Jul
EDI Blogs
Top 10 Tips For A Career In EDI – UK Edition

Here at GoodCourse, we’re fortunate enough to speak with some of the most influential and inspiring change-makers in the Higher Education sector every day. 

With us, they share their professional journeys, the key triumphs and challenges of their work, and everything they’re doing on and off campus to make every student’s university experience the best it can be.

Our Top 10 Tips

It probably comes as no surprise that our interviewees have plenty of wisdom to share. We’ve rounded up our top ten pieces of advice from our Interview series, where we speak to some of the most impressive change-makers in the higher education sector, below. Enjoy!

#1: Connect With Others 🤝

Collaboration – inside and outside of your institution – is a great opportunity to learn new skills, enhance initiatives and build diverse networks. Sharon Handley, Pro Vice-Chancellor (PVC) of Culture and Community at Manchester Metropolitan University was keen to emphasise how important collaboration with her local community was to the success of her language-sharing programme, Mother to Other Tongue.

“Connecting is also important. We don’t achieve as much on our own as when we work in partnership. Build networks and work within them, because networks can amplify everything you do”.
Sharon Handley
Manchester Metropolitan University

#2: Align With Your Morals 💚

A strong set of principles can not only guide decision-making, but also sets apart a good leader from a brilliant one. Moreover, the most impactful work is done by those that have an unrelenting belief in their vision and values. The advice of Caroline McDonald, Director of Access and Engagement at Birkbeck reflects this:

“Organisational mission and vision is everything – so find a job at an institution that aligns with your personal morals and aims, and stay committed to the power of education. I put so much of myself into what I do, and that’s why I enjoy it so much.”
Caroline McDonald
Birkbeck, University of London

#3: Don't Stop Growing 🌱

Higher education professionals with a relentless drive for personal development can achieve remarkable things in their professional environments. For Andrew Ireland, PVC for Students and Teaching at the University of Central Lancashire, working in higher education wasn’t his original plan. He started his career in TV production, but took a chance on an opportunity to bring his vocational passion to the classroom:

“Look for opportunities and hold onto them – and always challenge yourself to keep growing. If you’re lacking opportunities, remember that you can make your own!”
Andrew Ireland
University of Central Lancashire

#4: Find A Role Model 👯

Psychologists the world over have stressed the importance of role models for a child’s development – but it’s important to remember that there are lifelong benefits to having a ‘future you’ to look up to. Melanie-Marie Haywood, Director of Education Development at Birmingham City University, explained how as a Woman of Colour, having somebody to emulate has been essential to her professional development:

“Find someone you want to emulate – someone who looks like you or that you relate to on a personal level, especially if you’re a Person of Colour. People you admire who are in later stages of their career will always be willing to give you their time, because they’ve been in your shoes before and know how it feels.”
Melanie-Marie Haywood
Birmingham City University

#5: Own Your Career Advancement 💥

Owning one’s career advancement sometimes means moving sideways, rather than upwards, to acquire new skills and experience. Jill Stevenson’s remit is impressive – holding down both the title of Dean of Equity, Diversity and Inclusion (EDI) at the University of Stirling, and Director of Student Services and Chair of AMOSSHE. The amazing work Jill has accomplished is in no small part due to her dedication to career advancement, as well as her willingness to try new things: 

“Be honest about the gaps in your experience and knowledge, and try to address these gaps and develop your own pathway and skills as best you can. Continue to be curious and read a lot, as it’s a fast-moving and complex area. It can be overwhelming to keep up with debates, but if you want to pursue an EDI career you have to remain open-minded and curious.”
Jill Stevenson
University of Stirling

#6: Set Long Term Goals 🎯

Savvy leaders know that thoughtful planning is foundational to progress. Not only does this allow for the development for strategies that accurately reflect the issues at hand – it also helps everybody in a team execute positive change quickly and effectively. Sam Grogan, PVC for Student Experience at Salford University, recommends setting aside time to reflect and revise established goals as they develop:

“It’s easy to overestimate how much you can do in a month or a year, and underestimate how much you can do in a decade – so try to think in the long term and set time aside for reflection. This is a difficult balancing act and I’m not sure I have ever managed this with total success!”
Sam Grogan
Salford University

#7: Embrace Every Opportunity 💫

A confident mindset allows a lot of opportunity to experiment, grow and develop as a higher education leader. Short and simple, Jo Midgley, PVC at the University of the West of England proposes a just-say-yes approach:

“Embrace every opportunity that comes your way, because you never know where they might lead.”
Jo Midgley
University of the West of England

#8: Find Your Own Meaning 😌

It’s essential to approach work in the higher education sector with a true belief in the benefits that are being brought to the lives of students through your work. Head of EDI at the University of Southampton, Camilla Gibson, reminds us that successful initiatives are best implemented by inspired and driven higher education practitioners:

“It’s important to work out what motivates you and how to find meaning and purpose in your work. Being able to bring lived experience with you is fantastic, but it’s also important to know when to bring that in and when a different approach is going to be better.”
Camilla Gibson
University of Southampton

#9: Define The Problem 🤔

The first step on the path towards positive change is acknowledging and confronting the issues at hand. Professor Udy Archibong, PVC for EDI at the University of Bradford recognises that a problem can’t be solved unless it is clearly defined. Ensuring everybody in your organisation has a deep understanding of the challenges faced by marginalised students and staff is crucial to change-making:

“Until there is an organisational diagnosis of a structural problem, it’s often too difficult for people to understand how to tackle it. The role of an EDI professional is often to work closely with leading figures in different institutions, and show them how there is a problem, and that they can begin to dismantle structural inequality and optimise inclusion.”
Udy Archibong
University of Bradford

#10: Share Your Lived Experience 🍃

Most of us have experienced marginalisation, isolation or lack of confidence in personal and professional contexts. Striking a more personal note, Katherine Linehan, PVC for EDI at the University of Nottingham, drew our attention to the value of discussing the nuances of one’s own protected characteristics:

“Don’t be frightened to be open about who you are and your own lived experience. Be proud of your protected characteristics and feel confident to discuss them – if not for yourself, then for others, so that they know it’s okay for them to be their authentic self.”
Katherine Linehan
University of Nottingham

There we have it – a wealth of thoughtful, inspiring and astute advice from some of the most impressive change-makers in the higher education sector. If you’d like to delve more into our interview series, click on the links below!

Previous
Next
***

Chatting to leaders in the student experience and EDI spheres is always an enjoyable experience for us – you can probably tell from the smiles of GoodCourse’s Kitty Hadaway and Northumbria University’s Maureen McLaughlin below. If you’re a higher education professional who’d like to feature as part of our Interview series, don’t hesitate to get in touch! 

EDI Leaders Roundtable, Imogeen Denton and Binna Kandola discuss furthering inclusion on campus.
by Rachel Weatherley


06
Apr
Woman holding up a we need a change banner.
EDI Blogs
Students don’t feel safe on campus – what should universities do?

One in five female students have experienced sexual violence while at university, and full-time students are more likely to experience sexual assault than people in any other occupation. 

Even when students don’t have personal experience with sexual violence, they are aware of how big the problem is – and understandably it’s a worry.

A 2021 study by Endsleigh and the NUS found that a massive 70% of female students worry about their safety on campus – as do so many male and non-binary students. 

The issue is complicated. While most cases of sexual violence happen between people who already know each other, students are also very likely to experience sexual harassment from strangers on nights out and in other social settings. 

Every university is different – there isn’t a one-size-fits-all solution to the problem of campus sexual violence. But we think that there are a few things all universities should try in order to make students feel safer and more supported. Here are our top evidence-based suggestions.

Good reporting procedures

As the Office for Students has pointed out, every university needs to have a clear and rigorous reporting procedure in place. According to one study, 94% of students don’t disclose sexual harassment or violence to their universities. Why? Because the procedures in place can seem lengthy, complicated and even hostile to the students who need them.

There are signs that things are already moving in the right direction: the BBC reported in 2019 that universities they contacted had recorded 1,436 allegations of sexual harassment or assault in that academic year, as opposed to 476 in 2016-17. 

While this might look bad on paper, these statistics reflect increased rates of reporting, rather than an increased incidence of sexual violence – which is positive, because it shows that trust in these institutions is growing.

However, the Office for Students’ new guidance on reporting procedures puts an emphasis on discipline and compensation. This overlooks what many students really want from making a complaint: to protect other students from harm and to move on with their academic lives and careers.

Lots of students are concerned about their own safety, but the research shows that they are also concerned about the safety of others. Building reporting procedures that reflect the needs of students will help universities to get a better idea of the scale of the problem, and enable students to look out for each other.

Contact Kitty Hadaway to hear about how GoodCourse is helping universities.

"Get home safe" schemes

A survey by The Tab last year found that 80% of students don’t feel safe walking home alone, with 77% feeling unsafe on public transport.

At Cardiff University, students can get taxis home from a trusted provider for free by quoting “Cardiff University Safe Taxi Scheme”. Universities in Edinburgh and Kent both have “walking taxi” schemes where volunteers or members of security staff can escort students to their accommodation when they feel unsafe.

In 2019, Wolverhampton Council launched a Get Home Safe campaign aimed at the 4,500 new university students arriving in the city every year. This campaign set out tips and advice about using taxis to get home from nights out safely.

The campaign was so successful that Wolverhampton Council chose to roll it out to the entire local area last year. Having clear, easily accessible information on how to get home safely helps students to know their options and make safer decisions.

In London, some universities – including London Metropolitan University and the University of Greenwich – have signed up to join Sadiq Khan’s Women’s Night Safety Charter.

Organisations that commit to being part of this charter pledge to nominate a women’s safety champion, encourage reporting of harassment, and train staff to handle all reports of sexual harassment appropriately. 

Universities don’t need to restrict students’ social lives to keep them safe – but it is crucial for universities to work closely with councils and other local organisations to put safety measures in place.

Image of students in a nightclub setting.

Consent education

More than half of the students surveyed in one government study agree that all university students should be taught about sexual consent in freshers’ week – and that this training should be compulsory.

Over two-thirds of universities already offer consent training to students, even if it isn’t mandatory. Making consent courses mandatory is a simple way for universities to make their students feel safer on campus – but just offering this training is a great place to start.

However, some consent courses are out of touch with what it’s like to be a student today. The same study also found that very few universities teach students how to have “safe intimate and sexual relations online”.

And on top of this, it’s easy for consent training to make students feel patronised – or even offended. Some students have argued that hours-long in-person consent workshops just point out the obvious facts about consent, and make male students feel like they’re assumed to be predators.

But universities are communities as well as places of education. As Winchester SU trustee Jim Dickinson argues, consent courses should be just one part of introducing students to the behaviours expected of them, with topics like race and LGBTQ+ rights discussed in freshers’ week too.

Consent education already plays an important part in most universities’ efforts to make students feel safer on campus – but the kind of training available matters just as much as whether or not students receive it at all. 

Active bystander training

Active bystander training empowers students by showing them what they can do to prevent sexual violence on campus. It also makes students feel safer by showing them that their peers are able to recognise warning signs. 

Research has found that male students at universities where bystander intervention programmes are offered are less likely to commit sexual harassment or assault, and are especially unlikely to perpetrate the worst kinds of offences. 

After completing different kinds of bystander intervention training, students rate themselves as more likely to intervene when witnessing sexual harassment or assault, and report having more empathy for people who experience it. 

Lots of UK universities are starting to catch on to the benefits of active bystander training: UCL, Imperial, Warwick, Manchester and Durham are just a handful of the institutions that offer it to students. 

The benefits of active bystander training are clear, and good active bystander training always involves tips and tricks that students can start applying straight away.

Conclusions

The prevalence of campus sexual violence is a really complicated problem that will take a lot of work, effort and goodwill to solve – from staff and students alike.

But there are still lots of things that universities can do to make students feel safer around campus and in their university towns and cities.

In The Interview, our series of conversations with leaders at different UK universities, the topic of sexual violence and student safety often comes up. 

Two of our interviewees – David Ingram from the University of Edinburgh, and Rachel Schaaf from Bath Spa University – have highlighted the benefits of working with Student Unions and student activists.

Universities have to make plans and find solutions that fit specific problems. The best way for them to do this is by listening to students about what they say they need to feel safe.

EDI Leaders Vodcast on LGBTQ+ inclusion with All Laville and Alex Prestage
by Lauren Shirreff


07
Feb
Micro-aggressions are typically more hidden than overt displays of racism - it's important to understand how the prevalence of micro-aggressions on campus affect marginalised students.
EDI Blogs
Microaggressions on campus

Overt racism has been once again making the headlines on UK campuses. It’s not long since Prof David Richardson, chair of Universities UK’s advisory group, labelled UK universities as institutionally racist, and the raft of students sharing their harrowing experiences on campus – such as ex-Lancaster student Sa’ad Mustafa on TikTok – continues to flood in.

It’s easy for most of us to understand that these blatant forms of prejudice are completely unacceptable, and we could never imagine it being something we would do. 

But there’s a hidden, more complicated manifestation of modern prejudice – that of the prevalence and impact of microaggressions – which is a cause for considerable debate on UK campuses today.

What are microaggressions?

It’s likely you’ve heard of the term microaggressions by now. It’s a fairly old phrase coined back in the 1970s by Harvard University professor, Chester M. Pierce.

Microaggressions are subtle – but offensive – comments or actions directed at a minority or other non-dominant group. In many cases, they can be delivered unintentionally but more often than not, they reinforce a negative stereotype associated with a marginalised group.

They’re different from overt aggression. Microaggressions are often subconsciously delivered in the form of backhanded compliments, well-meaning advice, innocuous jokes and racial segregation.

The renewed embrace of the concept has aggravated some who think “microaggressions” simply describe situations in which people are being overly sensitive, or too “woke”.

But microaggressions are more than just harmless, insensitive comments or innocuous bad behaviour.

They’re something very specific: the kinds of remarks, questions, or actions that are particularly painful because they’re targeted at a person’s membership in a group that’s discriminated against.

Microaggressions on campus

While microaggressions can happen anywhere, they’re widespread in higher education. A study by Epigram found that a quarter of staff and students at a single UK university had experienced microaggressions while on campus.

One thing that can be common with microaggressions is that they’re in a sense ambiguous, and can on the surface even sound like compliments. For instance:

  • Saying to someone in your halls, “I don’t even think of you as Muslim!”
  • Translation: What you’re saying is “You’re not like the Muslim people I’ve seen on TV!”  – or, seeing you as a Muslim person would somehow be less desirable.
  • Saying to a Black classmate, “You’re so well-spoken!”
  • Translation: We’re sending the not-so-subtle message that this person is from a group we did not expect to be articulate.
  • A lecturer saying, “Oh sorry, wrong person!”
  • Translation: Under-represented minorities are all the same, there’s no point in learning their names.
  • Asking a student, “But where are you really from?”
  • Translation: If you’re on the receiving end of that question time and time again it can imply you don’t truly belong, just because of your appearance.

The impact of microaggressions

While microaggressions are often unintentional, that doesn’t make them any less harmful. In fact, they can have a profound effect on their recipients. People who experience them often feel isolated and lonely, and their mental health can severely suffer too.

They’re particularly harmful because of the cumulative impact they carry. The effect of being on the receiving end of them day in and day out has been likened to a “death by a thousand cuts”. Microaggressions may be brief, but their effects can last a long time.

The impact of cumulative trauma is real and can be anything but “micro”. The University of Edinburgh cites some of the known effects, such as:

  • Low self-esteem and feelings of exhaustion
  • Mistrust of peers, staff and the institution
  • Decrease in participation and the ability to study
  • Students dropping out of University
Building sign with the words all we have is words all we have is worlds.

Words Matter

Many of us who commit microaggressions are probably well-meaning and good-hearted people. But to victims of microaggressions, the impact of our words and actions matter more than the intent. It is all too easy to hurt and insult others without exercising vigilance in interacting with those whose lived experiences are different from our own.

This particularly matters in the context of universities. Universities are charged with providing education in an environment in which everyone feels welcome. Asking people to consider their language more thoroughly is rooted in empathy, not a desire to criticise.

Far from limiting academic freedom, people who advocate for more empathy towards microaggressions, invite students to think more critically and engage with different ideas in smarter and more complex ways. 

Contact Kitty Hadaway to hear about how GoodCourse is helping universities.
by Omar Mughal


07
Feb
EDI Blogs
How active bystanders can reduce gender-based violence

Gender-based violence at universities is a big problem. Last year, 119 universities were named on Everyone’s Invited, a website that catalogues instances of sexual harassment and violence in educational settings. 

Higher Education Institutions are working hard to tackle the issue: the majority of universities now have a specific anti-sexual violence policy, and many of them also have dedicated harassment support services and healthy relationship advocates. 

Fighting gender-based violence is a priority for everyone in the Higher Education ecosystem. Student Unions work closely with universities by providing students with items like drinks covers and personal alarms, and encouraging nightlife venues to put in place safety initiatives like ‘Ask for Angela’.

But progress can be slow, and student activist groups still feel that their universities aren’t doing enough to combat gender-based violence head-on. So what can Higher Education Institutions do to make sure that their hard work makes the biggest impact possible?

What is gender-based violence?

Gender-based violence is a broad term covering a range of negative behaviours that are directed towards people because of their gender. This can relate to a person’s gender identity – such as being a woman or non-binary – or to their physical characteristics. 

Some acts of gender-based violence, like serious sexual assault, are crimes that can come with heavy consequences for perpetrators. But the instances of gender-based violence that we are most likely to witness in our day-to-day lives, like verbal harassment or inappropriate touching, often stand in a legal grey area. This means that damaging behaviour regularly goes unchallenged, in universities and other spaces.

People are more likely to experience serious gender-based violence at university than at any other time in their lives. In fact, figures from the Office for National Statistics show that full-time students are more than three times as likely to experience sexual assault than people in any other occupation. 

The reasons for this are complicated and can be difficult for universities to grapple with, but the available evidence suggests that gender-based violence often has the same causes across institutions.

Sexism and ‘lad culture’

Studies show that a person’s attitude towards women is a strong indicator of their likelihood to perpetrate gender-based violence. In cultures where sexism is normalised, violence against women is more common, even if sexism in that space is casual or implicit.

The majority of female students interviewed by the NUS report that sexism and ‘lad culture’ has a noticeable – and detrimental – impact on their university experiences, in academic as well as social settings. 

Some female students reported verbal and physical harassment from male students on nights out. They also noted that sexist behaviour became more extreme and upsetting when it came from groups of male friends, such as sports teams.

Universities have been trying to tackle campus sexism and gender-based violence by addressing male students directly. Some universities have worked with a non-profit organisation called Beyond Equality to deliver ‘good lad’ workshops directly to all-male sports teams.

Beyond Equality provides ‘positive masculinity’ workshops that encourage male students to play an active role in changing sexist cultures. Feedback from Good Lad workshops indicates that participants developed a better understanding of why sexist behaviour is wrong after completing the programme and rated themselves as more likely to stand up for women in future. 

But as the information and norms young people are exposed to change, so does the kind of sexism female students encounter. This is why violence prevention techniques need to address everyone, regardless of their interests and outward behaviour. 

How can we make a change?

Behavioural psychologists believe that the most impactful way to prevent gender-based violence is to educate people about what they can do when they witness it. Empowering people to act on behaviour that they know is wrong, means that cultures can be changed from the inside out, with lasting effects.

People who intervene to help others in difficult situations are often referred to as active bystanders. In the context of gender-based violence, an active bystander might intervene by telling a friend that his sexist joke isn’t funny, or by asking a female friend who has just been catcalled if she is okay. 

We know that gender-based violence can happen in any place, and at any time. This is why the role of the active bystander is so important. 

Some studies have found that a person’s willingness to intervene in a situation is more closely related to their understanding of what constitutes ‘normal’ behaviour, than it is to the strength of their own attitudes towards gender-based violence.

This means that people who see active bystanders intervene are more likely to act in difficult situations in the future. Active bystanders don’t just help the people around them when they see gender-based violence happen – they prevent it from happening in their communities and social circles later on, making life easier for people they will never even meet. 

With the right active bystander training programmes, universities can harness the power of social influence to reduce the prevalence of gender-based violence on campus.

The evidence

Since 2013, US universities have been mandated to include bystander intervention training components in their anti-sexual violence initiatives. A 2014 review commissioned by the White House found that bystander intervention training was among the most promising of prevention strategies for universities to employ, based on outcomes within that year.

The review found that after completing different kinds of bystander intervention training, students felt significantly more confident in their ability to intervene in difficult situations. Students also rated themselves as more likely to intervene if they were to witness gender-based violence, and reported having more empathy for the women who experience it first-hand.

On top of this, male students were shown to be made less likely to perpetrate gender-based violence themselves as a result of completing active bystander training. By helping men to see themselves as potential helpers rather than as potential offenders, active bystander training can turn difficult and uncomfortable conversations about consent into a positive outcome.

Contact Kitty Hadaway to hear about how GoodCourse is helping universities.

The UK landscape

Universities in the UK are starting to catch up with the US. The Intervention Initiative, a gender-based violence prevention toolkit funded by Public Health England, has active bystander training at its core. A study of its impact on first-year law students found that participants became significantly more confident in their intervention abilities and significantly less likely to deny that the problem of gender-based violence exists in university settings.

What’s more, the students involved in the pilot enjoyed learning about how to become active bystanders, giving the course exceptionally good ratings across the board in their post-session feedback. 

However, the Intervention Initiative is expensive and lengthy for universities to run. Delivered through eight hour-long classroom sessions, the Intervention Initiative requires consistent long-term engagement from students to be effective, as well as the appropriate staff to present it.

The group session model of active bystander training also poses the issue that some participants will have personal experience of gender-based violence. This can put them in difficult situations when they are upset by the course content or by other students’ comments. 

Reaching and engaging audiences at scale

Queen’s University Belfast has piloted GoodCourse’s platform to enrol students in active bystander training, providing students with the information they need without demanding hours of their time or putting them in situations that could be upsetting. 

Hyper accessible and engaging training was delivered direct to students’ phones, allowing them to learn active bystander intervention techniques in a way that fits into their schedules and keeps their privacy intact. 

Active bystander interventions start chain reactions within social groups – these simple techniques have the power to change campus culture from the inside out. 

What next?

The process of becoming an active bystander can seem intimidating at first. For most people, stepping in to help someone at risk feels doable in theory, but impossible in practice. 

Often we want to act when we see or hear something that we know is wrong, but we might feel like it’s none of our business, or that we aren’t the right person to get involved. We might even be scared of getting hurt ourselves or of being laughed at by other people in the room.

This fear is natural. But as our pilot at Queen’s University Belfast shows, students are keen to learn how to become active bystanders and prevent other people from being harmed. 

Once we’re armed with the right knowledge, we can all start to reduce gender-based violence in our communities. 

EDI Leaders Vodcast on LGBTQ+ inclusion with All Laville and Alex Prestage
by Lauren Shirreff




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