| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 46.07 |
| Liaison | Michelle McCollum |
| Submission Date | April 30, 2020 |
George Brown College
PA-7: Support for Underrepresented Groups
| Status | Score | Responsible Party |
|---|---|---|
|
2.83 / 3.00 |
Terry
McQuaid Director, Diversity, Equity & Human Rights Services Human Resources |
Does the institution have a publicly posted non-discrimination statement? :
The non-discrimination statement, including the website URL where the policy is publicly accessible:
Does the institution have a discrimination response protocol or committee (sometimes called a bias response team)?:
A brief description of the institution’s discrimination response protocol or team:
Over the past two years the College has taken time to hear feedback, and to review and revise its Human Rights, Discrimination and Harassment policy such that there is a clear, consistent process for addressing concerns under this policy. The Complaints Resolution Process is aligned with both the Student Code of Community Behaviour and Community Standards, and the Employee Code of Conduct. In this process the College community has been advised there are designated Human Rights Advisors (HRA) to support members of the community (students, employees, guests) when they have experienced or witnessed discrimination or harassment with taking complaints, offering supports and services and connecting affected people with resources and accommodations. Given the nature of the complainant, an informal or formal investigation may be identified through either an internal or external investigator. Investigators have been appropriately trained in culturally appropriate, and trauma-informed investigations. Investigations are completed by either internal or external Investigators, and are conducted in a confidential and impartial manner, with an opportunity for the parties to share their perspective on the incident. A formal gathering of documentation and evidence leads to a consultation on the most appropriate sanction, including penalties, education and prevention.
Does the institution have programs specifically designed to recruit students from underrepresented groups?:
Does the institution have programs specifically designed to recruit academic staff from underrepresented groups?:
Does the institution have programs designed specifically to recruit non-academic staff from underrepresented groups?:
A brief description of the institution’s programs to recruit students, academic staff, and/or non-academic staff from underrepresented groups:
The School to College to Work Initiative (SCWI) programs are emblematic of George Brown College’s decade-long commitment to helping at-risk and disengaged students re-connect with their studies and make a successful transition to post-secondary education. First launched at George Brown in 2007, the SCWI’s Dual Credit program is targeted at grade 11 and 12 students in danger of not graduating from secondary school. We actively recruit students for the SCWI by promoting it through our Liaison and Recruitment team. Participants take one or more courses at George Brown, earning both high school credits toward their Ontario Secondary School Diploma and college credits. And in partnership with the Toronto District School Board, we developed the School Within A College (SWAC), a more intensive take on the Dual Credit model. Secondary School students spend an entire semester at George Brown, taking two college-level general education credit courses taught by a college professor, while completing up to six additional high-school credits. The SCWI programs have served more 6000 students as a recruitment tool of under-represented groups into the college.
The Occupation-specific Language Training Program (OSLT) targets immigrants and eligible refugees (i.e., convention refugees), providing workplace- focused language training at no cost to individuals with background and experience in the fields of health care and business who want to continue their careers in Canada. It is a non-post secondary program that maximizes flexibility for students in a blended in- class and online format (currently online only). OSLT is fully funded by the federal department of Immigrants, Refugees and Citizenship Canada (IRCC). GBC has offered OSLT for the past 10 years and has a well-established reputation in the GTA and across the province for this training. The program is widely promoted through various channels to actively recruit students, and is listed by third parties who support newcomers (see for example https://www.jvstoronto.org/find-a-job/newcomer-employment-services/).
Does the institution have mentoring, counseling, peer support, academic support, or other programs designed specifically to support students from underrepresented groups on campus?:
Does the institution have mentoring, counseling, peer support or other programs designed specifically to support academic staff from underrepresented groups on campus?:
Does the institution have mentoring, counseling, peer support or other programs to support non-academic staff from underrepresented groups on campus?:
A brief description of the institution’s programs designed specifically to support students, academic staff, and/or non-academic staff from underrepresented groups:
Support for students:
The Black Student Success Network (BSSN) is a community of black students, faculty and staff dedicated to encouraging the success of black students at George Brown and beyond. BSSN provides a safe space in which to meet, share, socialize and learn from black community members and allies.https://www.georgebrown.ca/bssn/
Free to Pee Campaign: raising awareness of issues facing transsexual students on our campus and washroom use concerns. The “Free to Pee Campaign" on all campuses is a coalition of many offices at GBC attempting to raise awareness about transgender needs for safe spaces for washroom usage. We are compiling a publicly accessible map of washrooms for transgender and other uses.
What I Love About Being Queer Book produced by the Diversity, Equity and Human Rights office. Sale of this book which has been national as well as international has raised $11,000 towards student awards for LGBT students at GBC.
College has specific spaces designated for our Aboriginal Students (Centers) at both St. James and Casa Loma. We also have an Aboriginal Elder who works with our aboriginal students; she is on staff at our college.
This year we produced the Seamless Service Report that examined systemic barriers to students requiring accommodations in the classroom; a number of recommendations out of this report have been implemented by the Disability Office in Student Affairs.
Support for academic and non-academic staff:
The college will support the Black Employee Network to come together to socialize and share their experiences in a safe space and offer a place for members of this community to support and mentor other colleagues in their roles. This group will be comprised of volunteer members of the Black employee community, and offer monthly opportunities to engage in community conversations and social activities.
See Black Employee Network under https://www.georgebrown.ca/employees/anti-racism
Support for everyone:
The Positive Space Campaign is a reflection of George Brown's commitment to welcome and include all members of the community and to create a college community that is free of discrimination and harassment based on gender and sexual identity. The Positive Space Campaign brings visibility and support to lesbian, gay, bisexual, trans, two-spirit and queer/questioning communities at George Brown College. Trained Resource Persons display the Positive Space Logo at the entrance of their work area, indicating that they are queer-positive and able to provide information and referrals. The presence of the Positive Space Ribbons raises awareness of the differences that exists on campus and sensitizes others to both subtle and overt forms of heterosexism, homophobia and transphobia.
Does the institution have training and development programs, teaching fellowships and/or other programs that specifically aim to support and prepare students from underrepresented groups for careers as faculty members?:
A brief description of the institution’s programs to support and prepare students from underrepresented groups for careers as faculty members:
An Aboriginal internship program that finds six month positions for job-ready aboriginal candidates to work at our college and gain experience so they can apply for full time positions, which can include faculty positions.
Does the institution produce a publicly accessible inventory of gender-neutral bathrooms on campus?:
Does the institution offer housing options to accommodate the special needs of transgender and transitioning students?:
Website URL where information about the institution’s support for underrepresented groups is available:
Additional documentation to support the submission:
Data source(s) and notes about the submission:
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.