WCDC's Diversity, Equity, Inclusion, Belonging Committee is our way of living our values.
The Waldo County Democratic Committee believes in increasing and honoring diversity, working toward equity, and becoming an inclusive group. To that end the Diversity, Equity, Inclusion, Belonging (DEIB) Committee, chaired by Laura Baker, seeks to foster real organizational change by including members and voices of social groups who have traditionally been marginalized, thereby engaging with diversity. The focus of the work is to make Waldo County and our state of Maine more equitable through legislation, personal interactions, environmental/geographic changes, attention to language, materials, policies, structures and representation. In order for this to occur, inequities must be recognized within the diverse populations and power redistributed. In addition, building a diverse community that fosters belonging and uses equitable and accessible structures and strategies creates the inclusion that we desire.
Given the context of Waldo County, we have work to recognize whose stories/voices/needs may be missing and bring them into our consciousness and our work. The U.S. Census Bureau information from 2010 and 2020 yields no surprise that Waldo County is predominantly white. In 2020 white non-Latino residents comprised 95.1, even slightly higher than all of Maine which was 92.5%. Native peoples, those here first, are only.5% of Waldo County’s population, compared with .7% statewide. There has been a slight increase in people of color in Waldo County since 2010, from 1.5% to 5.2% in 2020. Annual income data reveals a greater share of Waldo County residents in poverty in 2020 (13.1%) than in Maine (11.5%). In addition, the median annual income was $32,966 for Waldo County and $36,171 for Maine. Meanwhile, housing in Waldo County is expensive and beyond the reach of many residents, especially young people and those who work in the county. Waldo County does not have much racial diversity, but the census data is limited in describing other important ways in which we may or may not be diverse. Other sources might provide additional portraits of diversity, i.e. LGBTQ+ Resources | Department of Education (maine.gov) and Religion in Waldo County, Maine (bestplaces.net).
Below are the WCDC Bylaws establishing the DEIB Committee and a set of resources that include key definitions, guidelines for policies, interruption strategies, and groups with which to ally or intervene.
If you would like to be a part of the DEIB Committee please email info@waldocountydemocrats.com. We look forward to hearing from you!
WCDC Bylaws Article XVI Standing Committees
Diversity, Equity, Inclusion, Belonging Committee
- To bring questions, information, resources and recommendations to the County Committee for action including but not limited to:
a. Guidelines for including diverse voices, histories, language in policy development, committees and candidate recruitment, as well as interpersonal communication (intended and unintended consequences)
b. Evidence to counter misperceptions, bias, lies
c. Awareness of conscious and unconscious biases
d. Strategies and language to use in uncomfortable situations
e. Connections/alliances with other WCDC committees as well as outreach
f. Legislation and advocacy
2. To create process and structure to advance DEIB goals through:
a. Membership of at least 4, striving for representation from diverse groups, without tokenism
b. Facilitated process
c. A designated person from the DEIB Committee to serve as a voting Ex Officio member of the Executive Committee
d. Regular monthly meetings. Additional meetings may be called as needed.
3. To perform any other tasks as may be from time to time assigned by the County Committee.
Resources
- Definitions
- Guidelines for Policies
- Interruption Strategies
- Groups with which to Ally or Intervene
Definitions
The language used to discuss diversity, equity, and inclusion is constantly changing. To assist in our work, we offer explanations of the following terms for shared language and understanding. While we are providing general terms, often the best approach is to ask the community with whom we are working. This is a working document that will grow and change.
Diversity: A representation of the fact that people have individual, unique characteristics, and the practice of including or involving people from a range of these unique characteristics. These characteristics include legally protected classes such as race, color, ancestry, national origin, sex, sexual orientation, gender identity and expression, physical or mental disability, religion, age, marital status, and other categories in certain contexts. In addition, diversity in our county includes life experiences, ethnicity, language, geographic locations, history of incarceration, and socio-economic class.
Equity: The intentional redistribution of power through policies and practices that confront and address oppression in whatever form it presents. This includes providing access, support and services in the removal of barriers and the provision of information and resources to ensure fair treatment, equality of opportunity, and fairness.
Inclusion: The intentional, ongoing effort to ensure that diverse individuals fully participate in all aspects of organizational work, including decision-making processes. It also refers to the ways that diverse participants are valued as respected members of an organization and/or community.
Belonging: The feeling of the people when inclusion is successful. The state of belonging in which people often marginalized find their histories, cultures, and experiences embedded, integrated, and involved.
Race: A socially created and poorly defined categorization of people into groups on the basis of real or perceived physical characteristics used to divide, blame, and separate.
Structural racism: The intentional and unintentional interplay of policies, practices, and programs of governments, organizations, institutions and groups which leads to adverse outcomes and conditions for communities of color.
Ethnicity: A common identity assigned or self-chosen based on some of the following: ancestry, history, language/culture, religion, beliefs and customs or nationality. migration or colonization. May or may not be tied to skin color or relate to migration or colonization.
Culture: A shared set of traditions, history, beliefs, language, arts, etc.
Unconscious Bias: The attributes quickly assigned to people based on social categories which exist without realizing it.
Other areas that may be added are:
Anti-racism:
Decolonization:
Guidelines for Policies - An Assessment of Our Thinking
Purpose: This tool is meant to facilitate a systematic examination of how a proposed policy will likely impact targeted groups and provide guidance to apply an equity lens to policy development and revision.
Step 1: Policy Analysis. Understand the role, purpose, history, and structure of the policy. Identify existing policy gaps, gather necessary data, and engage stakeholders.
1. Identify Policy Gaps. Did we…
a. Consider language, culture, ethnicity, race, gender, socio-economic status (SES), digital inequity, LGBTQ+ status, (dis)ability, employment status, immigration status, education level, geography, environment, religious beliefs, history of incarceration, etc. (See definition of diversity)?
b. Clarify what the policy seeks to accomplish?
c. Identify adverse impacts or unintended consequences which could result from this policy? Determine which targeted groups could be negatively affected?
2. Gather Existing Data. Did we…
a. Determine if there are disparate outcomes?
b. Identify the decision points where inequities appear?
3. Identify & Engage Stakeholders. Did we…
a. Consider the views of communities of color by engaging diverse representation?
b. Involve stakeholders from protected classes or groups, especially those most impacted, in meaningful and authentic representation in the development of policy? Notice who is missing and plan for their engagement?
Step 2: Fill Policy Gaps. Consider what opportunities exist to improve upon policy, procedure, and practice. Did we…
1. Consider diversity (see 1a) as opportunities in policy and procedural content are changed to improve equitable outcomes?
2. Expand upon existing content to explicitly encompass diversity (i.e. racial, ethnic, cultural needs, identities and experiences, et. al.)?
3. Reflect upon how one’s own personal beliefs and biases impacts how they receive information?
Step 3: Evaluate Impact. Determine how the process and product will be accountable to the responsibility of the committee and be evaluated. Did we…
1. Evaluate and report impact on racial equity over time?
2. Track data to monitor progress and desired outcomes?
3. Retain stakeholder participation and ensure internal and public accountability.
Interruption Strategies
Clarify — Hmm… can you explain that?
Create space — How do others feel about
that? Are there people who agree?
Disagree? Let’s talk.
Challenge — I have heard people say…
However,…
Tatum 3F method =
Felt. I used to feel that
Found. Then I found out
Feel. Now I feel
Second voice
Engage with the person being hurt — just be there or have a conversation about anything
STOP —- keep self from being triggered
S: Stop. Whatever you’re doing, just pause momentarily.
T: Take a breath. Re-connect with your breath. The breath is an anchor to the present moment.
O: Observe. Notice what is happening. What is happening inside you, and outside of you? Where has your mind gone? What do you feel? What are you doing?
P: Proceed. Continue doing what you were doing. Or don’t: Use the information gained during this check-in to change course. Whatever you do, do it mindfully.
Pause, Paraphrase, reflect
Sources:
https://www.colorado.edu/studentaffairs/2021/09/16/how-be-buff-interrupting-racism
http://newsite.karenhousecw.org/wp-content/uploads/2014/08/interrupting-racist-comments.pdf
https://diversity.tufts.edu/resources/interrupting-bias-calling-out-vs-calling-in/
https://www.youtube.com/watch?v=QO15S3WC9pg (Ta-Nehisi Coates on words not for you)
Interrupting Bias: Calling Out vs. Calling In
Calling out:
● When we need to let someone know that their words or actions are unacceptable and will not be tolerated
● When we need to interrupt in order to prevent further harm
● Will likely feel hard and uncomfortable, but necessary
● Allows us to hit the “pause” button and break the momentum
I’m curious. What was your intention when you said that? | How might the impact of your words/actions differ from your intent? | What sort of impact do you think your decision/comment/action might have? |
How might someone else see this differently? Is it possible that someone might misinterpret your words/actions?
| How might your own comfort level, assumptions, expectations, prior experiences be influencing your beliefs, decisions, process?
| How is ___ different from ____ What is the connection between ___ and ___? |
What criteria are you using to measure/assess etc? |
How did you decide, determine, conclude…
| What would have to change in order for ____?
|
What do you assume to be true about ____? | Why is this the best way to proceed? What other approaches have you considered? |
What is making you the most fearful, nervous, uncomfortable or worried? |
Why do you think that is the case? Why do you believe that to be true? | Why do you think others have/haven’t moved in that direction?
| How do you know it’s working?
|
Why did the result or response cause a problem for you?
| What would other stakeholders say/think/feel?
| In your opinion, what is the best case scenario?
|
Think: How might we call out the behavior, while calling in the person? | ||
Adapted from Oregon Center for Educational Equity: What Did You Just Say? Responses to Racist Comments Collected from the Field rebecca@seedtheway.com|www.seedtheway.com
Calling In:
● When there is an opportunity to explore deeper, make meaning together, and find a mutual sense of understanding across difference
● When we are seeking to understand or learn more
● When we want to help imagine different perspectives, possibilities, or outcomes
● Provides for multiple perspectives and encourages paradigm shifts
● Focused on reflection, not reaction
● Is not just a suggestion with an uptick (Don’t you think you should…?)
I’m curious. What was your intention when you said that? | How might the impact of your words/actions differ from your intent? | What sort of impact do you think your decision/comment/action might have? |
How might someone else see this differently? Is it possible that someone might misinterpret your words/actions?
| How might your own comfort level, assumptions, expectations, prior experiences be influencing your beliefs, decisions, process?
| How is ___ different from ____ What is the connection between ___ and ___? |
What criteria are you using to measure/assess etc? |
How did you decide, determine, conclude…
| What would have to change in order for ____?
|
What do you assume to be true about ____? | Why is this the best way to proceed? What other approaches have you considered? |
What is making you the most fearful, nervous, uncomfortable or worried? |
Why do you think that is the case? Why do you believe that to be true? | Why do you think others have/haven’t moved in that direction?
| How do you know it’s working?
|
Why did the result or response cause a problem for you?
| What would other stakeholders say/think/feel?
| In your opinion, what is the best case scenario?
|
Think: How might we call out the behavior, while calling in the person? | ||
Adapted from the School Reform Initiative Pocket Guide to Probing Questions rebecca@seedtheway.com|www.seedtheway.com
Groups with which to Ally or Intervene
https://www.blackownedmaine.com/
Black Owned Maine (BOM) is a non-profit organization. It is an online directory of Black owned businesses, non-profits, professionals, services, and groups. In addition to hosting the online directory, BOM hosts cultural and education events and offers marketing support.
https://www.wabanakireach.org/
Wabanaki REACH is a non-profit organization supporting the self-determination of Wabanaki people. They provide: educational programming regarding Wabanaki/Maine history and the generational harms done; work in the Maine prison system, have a food sovereignty programs, and host wellness programs in Wabanaki communities.
https://visitmaine.com/ (tourism site)
A website dedicated to encourage people to travel in and to Maine. The site helps plan your visit and features things such as: what to do in Maine, where to stay, where to dine, and arts and cultural events.
https://www.liveandworkinmaine.com/ (job listing site)
Live and Work in Maine in a not-for-profit organization designed to increase awareness about career opportunities in Maine as well as the quality of life. They provide information regarding job opportunities, living in Maine, and promote the benefits of living and working in Maine.
In Her Presence is a non-profit organization led by immigrant women living in Maine who strive to bring together immigrant woman to ensure Maine’s economic agenda includes the aspirations and needs of immigrant women. They offer programming supports such as: helping with careers, professional development, cultural bridging, basic needs, childcare, and wellbeing.
https://www.mainechamber.org/initiatives.html
The Maine State Chamber of Commerce is Maine’s largest business association. They work to ensure members can compete successfully in marketplaces and promote a positive business climate in Maine. They assist with workforce development, health insurance, voter education, and economic development.
https://imyourneighborbooks.org
A non-profit organization in Portland that builds welcoming communities for new arrivals and New Americans through the use of children’s literature. They partner with schools, libraries, and organizations to create conversation on belonging.