WELCOME TO DIAL
The Dialogue for Inclusion, Advocacy, and Learning (DIAL) program provides campus-wide, peer-led workshops by and for undergraduate students at CSU. This program offers opportunities for students to engage across differences and to increase their awareness, understanding, and skills on topics of diversity, identity, bias, and social justice.
The program utilizes theories and experimental learning rooted in Intergroup Dialogue (IGD) from a foundation in Indigenous and settler colonial framework. IGD is an educational model that aims to create a setting for students to engage in constructive dialogue concerning issues of conflict and community, inequality, and intergroup relations, with awareness of broader societal inequalities and intersecting systems of privilege and oppression (Gurin, Nagda, & Zúñiga, 2013; Lopez & Zúñiga, 2010; Zúñiga, Lopez, & Ford, 2014). By centering Indigenous epistemologies and ontologies, such as relational accountability, we acknowledge dialogic practices and skills that have been and continue to be a part of Indigenous practices (Tuck & Yang, 2012; Wolfe, 2006).
Mission
We provide peer-led workshops to engage undergraduate students at CSU in critical dialogues across differences to further their knowledge around topics on diversity, equity, and inclusion.
Vision
We aim to facilitate difficult conversations with students across differences to increase students’ understanding of multicultural and cross-cultural issues, shift campus culture, and foster a more inclusive campus and community.
Values
Inclusion: We foster and uphold spaces that value diversity of people and recognize the perspectives and ideas of our team and those who participate in our programs.
Leadership: We strive to be agents of change that facilitate shifts on campus and beyond
Accountability: We hold ourselves responsible for our statements and actions, while encouraging growth.
Social Justice: We believe in access, equity, participation, and human rights for all
DEI Competencies
The following is a list of research-informed competencies which seek to develop knowledge areas within three domains for student trainings: 1. Within Myself, 2. Within my Community, and 3. Within my Organization
Within Myself: Refers to intrapersonal competency development within oneself
- Demonstrates a willingness to examine one’s own biases, assumptions, and attitudes.
- Demonstrates awareness of one’s own social identities (e.g. race, gender, disability status, religion, etc.) and their relevance in the workplace.
- Engages in on-going self-reflection and continues to advance their knowledge and skills related to diversity, equity and inclusion.
- Recognizes and addresses one’s own explicit and implicit bias and takes steps to mitigate and change personal biases which negatively impact others.
Within my Community: Refers to interpersonal competencies needed when working with others and promoting inclusive culture.
- Demonstrates awareness of others’ social identities (e.g. race, gender, disability status, religion, etc.) and their relationship to individual, social, and institutional interactions.
- Resolves cross-cultural conflicts effectively.
- Promotes a respectful, collaborative, diverse, equitable and inclusive environment that considering multiple perspectives
- Recognizes and addresses incidents of personal and institutional explicit and implicit bias.
Within my Organization (including department, student organizations, clubs, etc): Refers to competencies needed to understand structures which promote diversity, equity, and inclusion (DEI).
- Articulates importance of DEI
- Educates others
