Equity, Justice and Well-Being related to productivity during COVID-19
DEI Prof-spectives
DEI
01 May 2020
The impacts of the coronavirus are being felt across the world, and in all aspects of our lives, from physical and mental health, to job security, housing, and family life. Systematic existing inequalities are becoming more prominent than ever, with the burdens of the crisis falling on some much more than others. Our previous DEI Prof-spectives posts have the explored the ways in which marginalized populations are further impacted by the current national pandemic, COVID-19 Crushing Black Communities, and Equity and Inclusion during COVID-19.
Roxie Patton, Director of the Office of Social Justice, Equity and Inclusion created a video to further visualize and empathize the various impacts of COVID-19 in relation to equity, justice, and well – being during COVID-19, below:
How big is your plate? What is it made of? How much more can it hold? In recognizing the systemic inequities individuals face during this time, how do we further support faculty, staff, and students during the pandemic?
Equity
The current virus highlights the previous and reoccurring inequities that already existed in our society. Consider the vulnerability of the elderly, those who face injustices in prison, jails or detention centers, or those who experience intimate partner violence. The current virus perpetuates these inequities. Here are some more equity considerations:
Families have different levels of access to resources, a reality exacerbated in times of crisis. We can’t assume all families have the resources needed to engage in distance learning. This is not a reflection of a lack of desire or gaps in how they value education, but a reflection of income and wealth inequality.
Access to computers and the Internet is not distributed equally. Some may not have a stable internet access, others might have access only to lower-speed networks, not conducive to streaming or video conferencing. Design learning and working experiences with this in mind.
Some have suggested to find a quiet space to work or log in, or to keep your camera on, however, this advice does not take into account the different levels of access to resources or the varied home circumstances. Some may be coping with a stressful home environment, multiple and draining responsibilities on their plate, or inadequate space in their home. Consider offering flexibility to how an individual decides to show up in the online world.
Research shows that white, middle-class-and-wealthier, college-educated workers are most likely to be able to work at home while economically marginalized people of color without a college degree are least likely.
Bias, bullying, and inequities that students of color, students experiencing poverty, LGBTQ+ students, women, and others experience in person can be replicated online. In some ways the move to online learning could open more avenues for bullying, harassment, oppression, and bias. We must be attentive to, and prepared to address, this.
Individuals with hidden and physical disabilities, who may not have the resources at home to complete work and/or course work at home.
Many parents and caretakers are coping with significant stressors, and that these stressors are elevated for families of color, families that are economically marginalized, and families coping with other forms of oppression. We need to be careful not to expect that all parents and caretakers will have the time or energy to actively engage in their student’s learning, or their personal work. Another consideration are Rowan students who are also primary parents and caretakers.
Justice
When we consider the complex, multi-faceted and systematic inequities during this time, we need to further take action towards providing our communities equitable access to the necessary health, resources, and services. Here are some suggestions for advocacy and justice:
Start with YOU! Educate yourself on systems of inequity and challenge yourself towards activism. Activism can look like reading a book from someone outside your own identities, having difficult dialogues surrounding power and privilege, or reflecting upon the ways in which you show up in the world.
Advocate for the protection and increase in funding for safety net programs like Supplemental Nutrition Assistance Program (SNAP), the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) and the Supplemental Security Income (SSI).
Address unequal access to technology, hardware and software. Ask students/employees about their level of access to technology. Use that information to inform the technology choices for your courses. For employees, consider offering loaner laptops or assisting with access to internet service.
Share supplies and resources as you are able to, to donate to The Shop at Rowan, please contact email TheSHOP@rowan.edu or call The SHOP @ (856)256-6333 to coordinate delivery details during the scheduled hours of operation.
State and local leaders are taking immediate steps to support low-income and marginalized communities by deploying their emergency powers in novel ways and repurposing routine authorities to rise to new challenges. At a minimum, authorities can immediately expand paid leave and other employment protections for workers, freeze evictions and utility shut-offs, provide safe and healthy housing, protect people who are experiencing homelessness, and increase nutritional supports in low-income communities. To contact your state officials to advocate for these resources go to : https://www.usa.gov/elected-officials
Reject racism, sexism, xenophobia and all hateful or intolerant speech, both in person and online. Be an “up-stander,” and discourage others from engaging in such behavior. To report an act of bias or discrimination, contact the Office of Student Equity and Compliance (OSEC), https://sites.rowan.edu/diversity-equity-inclusion/departments/osec/index.html
Build community through virtual coffee/tea hours with colleagues, office-mates, students and faculty.
Furthermore, remember to practice self-care! Recognize your own stress, manage yourself before managing others, and make time for your physical and emotional needs.
Wellness
Rowan Thrive focuses on the six dimensions of well-being– physical, social, emotional, community, purpose and financial. Rowan thrive is an very intentional strategy to encourage the University community to try to establish and maintain a culture of well-being. Vist the Rowan Thrive website and read their newsletter for helpful wellness tips, engagement, activities and resources. It is also important to note that during the current pandemic, the words like thrive, success, happiness, joy and other positive terms may seem so distant that it may derive feelings of hopelessness, sadness, and potential mental health relapse or crisis. If you are feeling these emotions, know that they are completely valid, and that there are resources to assist you.
Visit the Wellness Center, Monday – Friday from 9:00 AM – 3:00 PM, students can call 856 – 256 – 4333 to make an appointment.
It is crucial that we all sustain our physical and mental health. Well – being looks different for everyone, some may enjoy an afternoon walk, whereas others may enjoy an afternoon nap. Although the process of well-being looks different for us all, we can create a supportive environment for students, faculty and staff to accommodate their well – being. Here are some suggestions:
Financial well-being is a current significant reason for academic and career challenges. This could include the lack of summer employment for college students during the pandemic, to necessary side hustles or jobs to supplement the full-time employment income that may be compromised. Additionally some marginalized populations may feel the burden to support financially and even emotionally relatives/parents who may be struggling financially (loss of job).
Note that when a dimension (Physical, Emotional, Social, Community, Financial, and Purpose) is significantly impacted negatively by COVID-19, that it many times also plummets other dimensions, which could potentially cause long-term harm.
Check in with your colleagues, faculty, students, and staff on needs for support and offering to assist where possible.
Have flexible policies: Review your syllabus/policy and consider what changes might be needed to your grading/employee assessment, late policies and other course policies in order to accommodate this transition. For instance, instead of requiring all participants in a Zoom call to have their video on, offer flexibility and individual autonomy in decision making regarding how they chose to participate.
Think about alternative ways that students/employees can engage with your course/work (flexible activities)
Think about alternative ways that students can show you what they have learned, or the work that an employee has done (flexible assessments)
Continue to recognize and highlight employees and students exceptional efforts.
Have discussions on setting boundaries around work and non-work spaces, times, and devices. Some employees may need clarity, reassurance, and guidance on creating work “zones” and defining clear start and end times to work days as well as appropriate lunchtimes and breaks.
Sharing ways your department or classroom has discovered to stay focused in an online setting
Remind staff members to keep in contact via phone, email, FaceTime, Skype, and other virtual methods with family, social groups, faith communities, and other support systems.
Thank you to Kevin George, Director of Campus Recreation for providing resources and commentary on well-being during COVID-19. Kevin George can be reached at georgek@rowan.edu
Reframing Our conversations: Questions for Reflection:
Consider engaging in dialogue with your colleagues, students, or peers around the following questions:
In considering equity, justice and well – being, how can we challenge the notion of productivity during this time?
How do equity, justice and well-being influence how we think about working during COVID-19?
What equity issues can we identify in the way we talk about productivity with our students and colleagues?
How can we support our students, faculty, staff and ourselves in ways that ensure equity?