Diversity, Equity and Inclusivity

Equity, Diversity, and Inclusion Statement

As a person from an underrepresented group, my experiences have shaped my empathetic view of life. Instead of judging, I listen; instead of criticizing, I ask questions; instead of ignoring, I take a step back and reflect. I reflect on how I have felt when I am judged, how my morale has been deflated when I have been criticized, and how dejected I feel when I am ignored. These experiences have prompted me to be active in my community and speak up for underrepresented groups.

When I moved to Canada in 2017, I was excited to harness the opportunities I was presented with. One of the first groups I joined to help me learn more about equity, diversity, and inclusion (EDI) is the University of Saskatchewan women in Chemistry (Usask-WIC). During my time as an active member of this group, I realized that the group had no website and as a result, we didn’t have a portfolio to efficiently document our goals, vision, mission and activities. I volunteered to design a website (www.usask-wic.com) and maintained the website for one year before passing the management to another member of the group. We also organized a conference in Quebec in 2019 called Leaders Overcoming Gender Inequalities in Chemistry (LOGIC). The conference saw over 100 participants from all backgrounds and other provinces and territories in the country attend to discuss how we can overcome the disparity between male and female researchers in science. My time with Usask-WIC was vastly educative as I listened to some of the most prominent female scientists share their stories about the hurdles they have had to overcome to achieve their goals. Even as a black man, I understood the privilege I had in certain areas such as career in science.

My experience with Usask-wic was life changing. What did I learn? I learnt that in order for me to contribute to the development of a community or classroom that accepts people from diverse backgrounds, I have to listen to people share their stories without judging. It is their story and experience and not mine. I understand better that despite being marginalized in certain areas of life, I am also privileged in certain areas. The “Golden Rule: Do unto others as you would have them do unto you” resonates with me more than ever.

As an educator, I have the responsibility to create an inclusive class that permits every student to feel safe and motivated to learn. I intend to share power by listening with care to students, asking questions to guide and not judge, giving feedback that builds and not destroys, receive feedback with grace. I also acknowledge that my life experiences can influence my decision making and cause bias that might be favorable to some and unfavorable to others. I keep a reflective journal to remind myself daily of my commitment to not allow my experiences impede on someone else’s experience.

I believe we can learn more about diversity and inclusion in the classroom by developing the ability to listen actively to others. I will be creating group activities for students to work together and facilitate the process of active learning while practicing active listening.

Everyone deserves to be heard, everyone deserves to hear, and everyone deserves to heal. We should speak, listen, and care for others. For us to progress and learn as a community, a safe space is paramount and the classroom is one of the foundations in the community for creating a safe space.

My name is Omozojie Paul Aigbogun, this is my experience and I would like to hear yours.