/ Center for Diversity and Inclusion

C.L.A.S.S. Framework for Diversity and Inclusion

class framework 

Overview

The mission of Hope College is to prepare students for lives of leadership and service in a global society through academic and co-curricular programs of recognized excellence in liberal arts within the Christian context. In 2015 Hope College launched “Hope for the World: 2025,” a 10-year strategic plan. This strategic plan positions Hope College to enlarge its national and international stature as a leader in higher education by providing an unsurpassed educational experience through intellectual engagement, faithful leadership, inclusive excellence, global engagement and developmental resources. In efforts to live more fully into the college’s mission and strategic vision, the Office of Multicultural Education was renamed the “Center for Diversity and Inclusion” (CDI) in August 2016.   

Diversity, equity and inclusion is defined in a broad context to include: socio-economic status, religion, disabilities, race, ethnicity,  gender, sexual orientation, perspectives and geography. The Center for Diversity and Inclusion promotes the intersection of identities and believes that through an increase in racial/ethnic diversity among our students, faculty, staff and administrators, diversity in every other category is strengthened.

The primary focus of CDI is to support students in their sense of belonging and purpose that empowers them to flourish at Hope College and throughout their future (engagement, retention and achievement). Our commitment to diversity, equity, and inclusion is infused into every aspect of the college. In doing so, we understand that it takes an empowered and educated village of faculty, staff, administrators and student organizations to build a diverse, equitable and inclusive campus community aimed at preparing all students for lives of leadership and service in a diverse and global world. As such, we work in partnership with the greater Hope College community to support the holistic needs and experiences of students. The framework for CDI is C.L.A.S.S. (Cultural competence, Leadership development, Advocacy, Sense of belonging, and Student success).

Cultural Competence

Utilizing the Cultural Competence for Social Justice model by Dr. Diane J. Goodman, CDI provides a range of opportunities to build:

  • Self-awareness
  • Understanding and valuing of others
  • Understanding of societal inequities in all aspects of diversity, as well as institutional and systemic oppression
  • Skills to develop relationships and interact effectively with people from diverse backgrounds, experiences and perspectives
  • Skills to foster diversity, equity and inclusion
Leadership Development

Utilizing the Collaborative Leadership Model, the CDI works in collaboration with the Career Development Center, Human Resources, Residential Life, the Center for Leadership, Campus Ministries and academic divisions to provide students, faculty and staff with professional and leadership development opportunities to develop the vital skills needed to work effectively in diverse, cooperative and team-oriented environments.

The core tenets of the collaborative leadership model are:

  • Self leadership
  • Relational intelligence
  • Team orchestration
  • Networking
  • Trust and responsibility
Advocacy

Utilizing the Nine Components of Advocacy outlined in the University of Kansas Community Toolbox, the CDI will use institutional data and national trends to support and advocate for diversity, equity and inclusion on campus.

Nine Components of Advocacy:

  • Research: Context and essential facts
  • Clear goals and objectives
  • Advocacy strategies: Research, education, action, media
  • Identity resources and assets
  • Identify and engage potential allies
  • Identify and counteract opposition
  • Develop implementation plan of the advocacy effort
  • Develop assessment and evaluation process
  • Review and revise as deemed necessary
Sense of Belonging

Utilizing Chickering's Seven Vectors, the CDI provides individual and group opportunities to support students’ in their sense of identity and belonging to create a culture of success.

Chickering's Seven Vectors:

  • Developing competence
  • Managing emotions
  • Movement through autonomy toward interdependence
  • Mature interpersonal relationships
  • Establishment of identity
  • Developing purpose
  • Development of integrity
Student Success

Utilizing the research of Dr. Shaun Harper, the CDI supports the holistic development of students both in their academic obligations as well as their social and co-curricular endeavors.

Four strategies:

    • Providing safe and validating campus spaces
    • Intentional opportunities to explore identity
    • Peer learning/mentoring
    • Experiences with faculty