The Diversity Incident Response and Education Collaborative Team (DIRECT) is committed to maintaining an environment that is safe, welcoming, and responsive to unlawful discrimination or harassment. DIRECT encourages students, staff, faculty, volunteers, and visitors to make a report so that the university can respond to incidents, assess the campus climate, and provide educational initiatives as needed.
Bias incidents are actions committed against a person or group that are motivated in whole or in part, by bias against the person’s or group’s sex, gender identity, sexual orientation, national origin, race, religion, or disability or other protected class. Bias incidents may or may not be hate crimes. Hate crimes are criminal offenses motivated in whole or in part, by bias against the person’s protected class. All hate crimes are bias incidents, but not all bias incidents are hate crimes.
Any conduct (verbal, written, nonverbal) that is threatening, harassing, intimidating, discriminatory, hostile, unwelcoming, exclusionary, demeaning, degrading or derogatory based on a person’s real or perceived identity or group affiliation in a protected class recognized by law including, but not limited to, race/ethnicity, age, disability status, gender, gender identity/expression, national origin, sexual orientation, veteran status or religion.
Examples include acts of vandalism, telling jokes based on stereotypes, posting offensive language about someone based on identity on social media/bulletin boards/white boards. A bias incident can occur intentionally or unintentionally. Speech or expression that is consistent with academic freedom does not constitute a bias incident.
When an individual suffers an adverse consequence based on membership in a legally protected category.
An incident or incidents of verbal, written, visual or physical conduct based on or motivated by a student or employees actual or perceived race, creed, color, national origin, marital status, sex, sexual orientation, gender identity, age or disability that undermines, detracts from or interferes with an individual’s academic or work performance or creates an intimidating, hostile or offensive environment.
Under Massachusetts law, Chapter 22C, Section 32, a hate crime is “any criminal act coupled with overt actions motivated by bigotry and bias including, but not limited to, a threatened attempted or completed overt act motivated at least in part by racial, religious, ethnic, handicap, gender, gender identity or sexual orientation prejudice, or which otherwise deprives another person of his constitutional rights by threats, intimidation, coercion, or which seek to interfere with or disrupt a person’s exercise of constitutional rights through harassment or intimidation.”
Examples include verbal threats of violence, physical attacks, property damage, etc., against a protected class of people.
Catholic Charities of Boston Refugee and Immigration Services offers legal services and assistance. Services are offered in Arabic, Armenian, Cantonese Chinese, English, Haitian Creole, Russian, Spanish and Vietnamese. To schedule an appointment, call 617.464.8100.
Racial and ethnic minorities are underrepresented in science, technology, engineering, and mathematics (STEM) fields in the United States. This library guide seeks to center the voices and lived experiences of people of color (POC) in STEM.
Equity-mindedness requires that practitioners pay attention to patterns of inequity that impact student success. Equity-minded practitioners are aware of the social and historical contexts of exclusion in American higher education, and how these affect marginalized students.
In this essay, Peggy McIntosh discusses how she was taught to see racism as only individual acts of meanness, not as invisible systems conferring dominance on her group. She helps the reader see white privilege as an invisible package of unearned assets that one can count on cashing in each day, but about which one was "meant" to remain oblivious.
Teaching in Racially Diverse College Classrooms: Developed by the Harvard Derek Bok Center for Teaching and Learning, this site discusses ways to teach in racially diverse classrooms.
Creating Inclusive College Classrooms: Developed by the University of Michigan's Center for Research on Learning and Teaching, this provides information on building an inclusive classroom (including reviewing course content.)
Teaching Students with Disabilities: Developed by Vanderbilt's Center for Teaching, this provides information on how accommodations and considerations for all learning abilities is possible.
This resource presents multiple ways to keep Universal Design in mind, when developing all presentations.
Pronouns in the Classroom: The use of pronouns can seem confusing. This guide presents ways to respect someone’s gender identity which can create a welcoming, safe, and responsive environment for transgender and gender nonconforming individuals.
Serving LGBT Students in Catholic Schools: This article examines how Catholic schools can strive to educate the complete human person, and as such, welcome all students while working within the religious mission and values of the school.
Ezra, Cornell University’s quarterly magazine, explores the varying conceptions that Cornelians have of diversity. Like Regis, Cornell encourages an awareness of differences and seeks to ensure equity and access for all.
It is incorrect to use gender and sex interchangeably. Biological sex and gender are different, as gender is neither inherently nor solely connected to one’s physical anatomy. This article explores the spectrum of gender.
Lavender Health is a Resource Center for reliable LGBTQ+ health information and resources for health care professionals, educators, policy-makers and consumers.
The intersectionality that race, sexual orientation, and gender, bring for LGBTQ people of color creates specific challenges that white LGBTQ people may not face. This document lays out some of the specific challenges and strengths that come from the intersection of LGBTQ and ethnic identities.