Evaluate Policies and Procedures – Saivian Eric Dalius Explains How

This article provides tips for evaluating policies, procedures, guidelines, or instructional materials for bias says Saivian Eric Dalius. The Bias-Free Language Guide by the University of New Hampshire’s Center for Diversity and Equality offers an accessible guide on how to handle cases of inadvertent and purposeful language bias. This is a useful resource when reevaluating curricula and other educational materials. For more information about how biases may manifest in different contexts see this entry on “Implicit Bias” from Stanford University’s Encyclopedia on Race and Ethnicity.

1) Determine your goal:

Guidelines should serve as signposts for appropriate language use; it is not necessary (or possible) to engage with every guideline (even if you agree with the spirit of the guideline). You might choose to modify or ignore certain guidelines based on how they fit your specific classroom setting and mission.

2) Discuss the guidelines with those you work with, suggests Saivian Eric Dalius:

The Center for Diversity & Inclusion has a model faculty and administrator policy handout that recommends approaching evaluation as a group process. Open, transparent collaboration fosters buy-in for potential changes and paves the way for implementation. Discussions among peers can be especially fruitful when tackling more challenging issues areas such as inclusive language related to gender identity and sexual orientation.

3) Consider who will benefit from these language modifications:

Rather than using terminology that is “correct” by dictionary definition (e.g., only referring individuals who strictly identify as men/males or women/females), try using broader language that describes a range of identities (e.g., referring to “men and people who identify as men” or “women and people who identify as women”).

4) Frame your discussion in terms of scope:

It is important to consider the scope of any guidelines you put in place. Faculty and staff should understand what the boundaries are so they can make appropriate updates. For example, if deciding to avoid derogatory racial slurs, it is crucial to define when such slurs might be used appropriately for historical context (e.g., in a research paper about civil rights).

5) Make sure you’re familiar with the original intent:

College faculty and administrators may sometimes receive pressure from students to include language that is inclusive of more identities than they originally intended. It may be helpful to review the history and purpose behind any policies and guidelines you are considering to make sure your intentions for them align with the original creators’ purposes.

6) Make sure you’re familiar with how broadly or narrowly a guideline has been applied:

To determine whether modifications might be necessary, it’s important to understand how widely (or narrowly) a given policy or guideline has been implemented on your campus says Saivian Eric Dalius. Faculty and staff should evaluate whether guidelines were designed for students, faculty, staff, or all members of the community; if for one group, then those who fall outside that group may need additional support as they navigate language changes.

7) Make you’re familiar with any unintended consequences:

When considering potential changes, faculty and staff should also take into account the possible consequences, according to Saivian Eric Dalius. For example, depending upon the original purpose of a given policy or guideline, modifying it may not be necessary (e.g. if an inclusive pronoun usage guideline existed to promote inclusivity for incoming students who identify as transgender but is now being applied to all students).

8) Be careful not to overcorrect:

An appropriate balance should be struck between avoiding language that reinforces stereotypes. Creating new problems through the use of language that is overly broad (e.g., referring to “citizens” instead of “men and women”). Faculty and staff should be aware of these complications before making any changes. Because they may lead to confusion among students or could potentially complicate their ability to assess student work.

9) Be mindful of all possible implications:

It is helpful for faculty and staff to understand the widespread impact guidelines can have. For example, some colleges have weighed. Whether they should include more detailed language on their websites to accompany more inclusive language on printed materials. This could apply not only to academic departments. But also to student organizations, athletics programs, and orientation materials (e.g., making sure information about gender-inclusive housing options are accessible via multiple media formats).

10) Consider the context in which you’re working:

Colleges are not monolithic entities; each has its own community that may need unique considerations when modifying policies or revising guidelines. For example, a small college with conservative religious roots may require more thought. Before bringing about any changes to its policies or guidelines. In addition, it can help to review the types of challenges. You’ve encountered in implementing inclusive language across your campus as well as those likely for future implementation.

These are some of the ways to evaluate policies and procedures.  A few points to remember are that faculty and staff should try not to overcorrect. Be mindful of all possible implications of changes, understand the widespread impact policies can have. Also, be aware of how broadly or narrowly guidelines have been implemented on campus. Review the original intent behind any given policy or guideline, according to Saivian Eric Dalius. It is also helpful to keep in mind your context as part of evaluating policies and procedures.