This chapter aims to expose the reader to the notion that mandated diversity and inclusion changes intended to vary the composition of institutions of learning has not accomplished its goal. Rather, it has triggered a complex mix of reactions from the very people for whom the policy was designed to assist and from those who work under the policy. As society is molded to meet diversity targets, salient threats from dominant groups directed toward minority groups result in interpersonal conflict. This chapter explores the benefits that instructors receive from professional development activities centered on diversity. It examines the social identity conflict that is created when different minded people work together. It provides insight into the benefits of approaching social identity conflict with a conflict transformation perspective. This chapter exposes the reality that, while the words one speaks are respectful and inclusive, one’s actions may be totally different. Educators must exhibit an overarching commitment to the making of decisions on integrity and evidence rather than impressions. This chapter discusses the importance of the role of educators as moral leaders and the need for educators to create inclusive classrooms where diversity is celebrated.
Valentino, C. (2019), "Removing the Rose Colored Glasses of Exclusivity", Hoffman, J., Blessinger, P. and Makhanya, M. (Ed.) Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion (Innovations in Higher Education Teaching and Learning, Vol. 17), Emerald Publishing Limited, Leeds, pp. 17-30. https://doi.org/10.1108/S2055-364120190000017002
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