Bias Response Protocol Process - **DRAFT**
Bias Response Protocol
12/1/16
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Bias Response Protocol Process - **DRAFT**
Table of Contents
I.
Opening Statement
II.
The Bias Response Protocol
pages 3-4
a. Purpose and Philosophy
page 5
b. How the BRP Works, Six Options for Action
page 5
c. Timeline for Potential Actions
page 6
III.
Bias Response Team Community Advocates / BRT(CA)
page 7
IV.
Bias Response Team (BRT)
page 8
V.
FAQs
pages 9-10
VI.
Description of Terms
pages 11-16
VII.
Appendix I – Organizational Responses
Separate Sheet
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Bias Response Protocol Process - **DRAFT**
Diversity & Inclusion at Simmons College
Simmons is committed to inclusive excellence in all aspects of an individual’s community experience.
Our values, vision and mission mandate that we strive to create an environment that is free from bias,
prejudice, discrimination and hurtful/hateful acts that can prevent each member from thriving in the
Simmons community.
Our Value Statement
We honor the humanity, dignity, and individuality of each member of our Simmons community.
Our Vision of Our Community
Simmons College will be a warm, welcoming, inclusive community that appreciates, values, and respects
the humanity, dignity, diversity, and contributions of all its members. We are committed to engaging
one another to address the dynamic, evolving issues of our community and our world.
Our Diversity & Inclusion Mission
We seek to extend to the entire Simmons College community opportunities for learning, growth,
success, and meaningful participation and to build a welcoming, diverse, and inclusive culture for our
community. To that end, we will engage in ongoing work to combat racism, bias, and all forms of
individual and institutional oppression.
We believe diversity is necessary in all aspects of an educational and residential environment to ensure
inclusive excellence. As an academic community, rich with varied life experiences, perspectives, and
values, we are uniquely positioned to facilitate the ongoing engagement and intellectual dialogue that
honors the inherent and unique characteristics of each member of our community. This includes, but is
not limited to, interrogating socially constructed concepts and addressing issues of power, phobia, isms,
or any other detractors to building and sustaining an equitable community.
Simmons will affirm diversity and inclusion by moving beyond tolerance and civility to a respect and
appreciation that recognizes the social positioning of underrepresented and marginalized segments of
the population.
Simmons values academic excellence, intellectual freedom, critical thinking, leadership, innovation,
respect for the dignity of all individuals, and continuous improvement. We adhere to policies and
practices that promote and support diversity and inclusion.
We prepare students to be well informed, open-minded, and sensitive to the values and diversity of
others. We strive to foster an atmosphere where students can become actively engaged leaders in a
changing, diverse society. We promote this goal through proactive and continual exchange of ideas
among students, faculty and the general college community.
To ensure that these goals are attained, Simmons College commits to the following principles.
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
We recognize, respect and honor the inherent individuality of all. We strive to ensure that all
decisions concerning the educational progress of students are based on considerations appropriate
to an academic institution and not on factors such as race, color, gender, gender identity and
expression, sexual orientation, religion, age, national origin, ancestry, disability, or veteran status.

All students are given equal access to the College's programs and resources. Admission to the
College's undergraduate baccalaureate program considers people who self-identify as women. The
College is committed to admitting qualified students of any race, color, gender, gender identity and
expression, sexual orientation, religion, age, national origin, ancestry, disability, or veteran status to
all programs and activities made generally available to students at the College, including scholarship
and loan programs, athletic programs, and other College-administered student services, and social,
educational and recreational programs.

We subscribe to the policies set forth in Section 504 of the Federal Rehabilitation Act of 1973, which
mandates equal opportunity for qualified persons with disabilities in educational programs and
activities.

We are committed to creating an atmosphere where diversity is supported with understanding,
respect, and encouragement. The College does not tolerate unlawful or other harassment of
employees or students. Any discrimination or harassment by any member of the faculty, staff, or
student body against any other member of the community will be handled according to the process
articulated in the Bias Response Protocol, Title IX Policy, Faculty Policy Manual, Employee
Handbook, and other relevant Simmons policies.
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Simmons College Bias Response Protocol
Purpose and Philosophy of this Protocol
We are implementing this Bias Response Protocol to inform, instruct, and support those who have been
affected by bias. This includes offering resources and referrals as appropriate. Additionally, it is designed
to educate the offending party and to raise awareness in our community about bias and hate incidents
that detract from our desired goal of an inclusive community, affirming of all members.
Simmons strives to provide an educational learning, living, and work environment that is intolerant of
bias, harassment, discrimination and hate. We recognize the right to free speech and open expression,
but this does not justify discrimination, harassment or speech/behavior that is biased or hateful. We
believe that offending behavior should be addressed and, if appropriate, adjudicated through the proper
authorities.
Freedom of expression is not limitless at Simmons or elsewhere. Like other intellectual communities, we
are obligated to develop and deliver educational opportunities that raise awareness and facilitate the
elimination of biased activity. Simmons seeks to balance open discourse that involves diverse
perspectives with honoring our commitment to diversity and inclusion. These issues can be complicated
and complex. It is our goal to have policies, practices and protocols that play a role in helping to cultivate
an appreciation of diversity, active efforts of inclusion, an understanding of equity, civility, and respect –
all that we value as a community.
How the Protocol Works:

Individuals who believe they have experienced or encountered bias, harassment, or discrimination
are encouraged to contact:
o A Residence Life Professional Staff Member (resident student)
o Student Life (staff/student)
o Academic Dean (faculty/staff/student)
o Public Safety (faculty/staff/student)
o A member of the Bias Response Team Community Advocates (BRT(CA)) (faculty/staff/student)
o Anonymous reporting available through EthicsPoint (faculty/staff/students)

Here are six options for the affected person(s) to consider as a next step(s):
1. Request that the matter be referred up within the supervisory structure of the offending
party or agent.
2. Receive coaching so the affected person feels able to address the issue directly with the
offending party or agent.
3. Request a trained mediator to help facilitate a conversation between the affected person
and the offending party or agent.
4. Request additional support services/ resources.
5. Request that the incident be documented for the record. (Further action to address the
issue is at the discretion of the BRT in coordination with the appropriate home department.)
We will make every effort to respect the reporter’s privacy.
6. Anonymous report via EthicsPoint
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Here is the timeline for potential actions once a report has been made.

Individuals who receive a report of an incident of bias should document the incident and inform a
BRT (CA) member or their manager. (36 - 48hrs)

When a bias response incident is received by the Bias Response Team Community Advocates (BRT
(CA)), the incident will be reviewed to determine if specific identity factors (race, color, ethnicity,
religion, gender, marital status, sexual orientation, gender identity/expression, national origin,
disability, age, etc.) are present and if there is evidence, or information, pointing to possible bias.
(36 - 48hrs)

Upon review of the incident, a BRT(CA) member will reach out to the affected person(s) and work
with them to explore which action step(s) to take. (36 -72 hrs)

The BRT(CA) will convey the reported incident to the BRT and supervise timely implementation of
the next course of actions.

Once the BRT receives notice of a possible incident, it will coordinate an assessment of the incident
and make recommendations for any other actions which may, or may not, include an investigation.
(w/in two weeks)

See Appendix I for institutional responses.

If there is evidence or information pointing to a hate crime or unlawful harassment, the BRT(CA)
may refer the incident to the General Counsel and/or Public Safety who will commission an
investigation using a trained Simmons investigator. Or, in the case of a potential Title IX issue, a
referral will be made to the Title IX Coordinator.

The outcome of any investigation will be a written report of the incident to be shared with the
members of the BRT(CA) on a confidential basis to document resolution.

Additionally, the investigative reporter will record and track the outcome for both aggregate data
and instructive purposes in coordination with the BRT. (Ongoing)

The VP for Communications, Diversity, & Inclusion will determine appropriate internal
communication strategy.

The BRT will consider the impact of a behavior, spoken or written expression, on the campus
community, as well as on particular identity groups or individuals. If it is determined that there is a
community bias-related incident or a pervasive climate issue, the BRT will address the matter. This
response will include coordinated educational effort/series that addresses the pervasive issue in a
manner that promotes respect, civility, and inclusion. (W/in a week of the incident and as needed
thereafter)
__________________________________________________________________________________
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Bias Response Team Community Advocates/ BRT(CA) & the Bias Response Team (BRT)
This work of the Bias Response Protocol will be led by two teams - the Bias Response Team Community
Advocates (BRT(CA)) & the Bias Response Team (BRT) (which includes all members of the BRT(CA)).
Each team is charged with aspects of supervision and implementation of the College’s Bias Response
Protocol.
The Bias Response Team Community Advocates (“BRT(CA)” or “advocate/s”) are members of the larger
BRT who conduct initial conversations with the affected person. As an initial point of contact, the
advocate will offer support to the affected person and allow an opportunity for the individual to process
the incident and empower them to determine what next steps would be helpful to them. The advocate
will remain in contact with the reporter as needed until the matter is addressed, answering any
questions and making any appropriate referrals.
A: The BRT(CA) (Bias Response Team Community Advocates) will:
 Act as the College’s “first response” team when dealing with reported bias incidents of
community impact (these may or may not involve an individual target).
o In some cases of bias-related action, there is not a clear reporter and respondent.
 Supervise the process set out in the Bias Response Protocol of the College.
 Ensure timely response to reported incidents of bias, discrimination, and harassment.
 Work with the College’s designated investigator who will gather and track data on incidents and
outcomes.
 Assess incidents and refer to other departments, if applicable.
 Notify other offices/departments, as appropriate.
 Identify students, groups or other members of the community who may be affected by the
incident and need assistance (friends, family, faculty).
 Provide or facilitate follow up support and identify resources as needed.
 Evaluate the impact of services and assistance provided on an ongoing basis.
 Follow up with all affected persons no later than the end of the semester.
 Meet monthly or more frequently on an as needed basis.
Proposed Bias Response Team Community Advocates (BRT(CA))
 AVP for Diversity& Inclusion, Team Coordinator (Lisa Smith-McQueenie)
 VP for Communications, Diversity & Inclusion (Cheryl Howard)
 Dean for Student Life (Susan Antonelli)
 Assistant Director of Residence Life, (Amelia McConnell)
 Executive Director of Undergraduate Advising (Roland Davis)
 DIAC Faculty (Gary Bailey)
 Chief, Public Safety (Marjorie Pike)*
 Academic Deans (from each school)*
 Deputy Provost *
* While not a part of the standing subcommittee of community advocates these individuals serve
as an extension of this group and may be the “first responder” by virtue of their role at the
college or based on the choice of the affected person who is reporting.
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The Bias Response Team is primarily responsible for both the assessment of incidents and the design
and implementation of appropriate community responses. The BRT is not responsible for investigating
or adjudicating alleged incidents of bias or hate crimes. Public Safety and/or General Counsel will
determine the nature of the investigative work warranted and coordinate/direct that work with the
appropriate investigator(s).
B: The Bias Response Team (BRT) will:
 Develop and facilitate the implementation of timely and appropriate responses to campus climate
incidents. Such responses will include:
o Structured support for and response to those affected.
o Educational opportunities for the Simmons community to practice appropriate behavior in
order to learn to eliminate biased attitudes, behaviors, and actions.
 Play an educational role in fostering an inclusive campus climate that is supportive of targeted
and/or (marginalized) individuals/groups.
 Prepare an annual report describing the number, type, and response to reported bias incidents
reported.
 Receive, record and analyze data that will inform future practice, policies and procedures.
 Coordinate with the VP for C, D&I to communicate reports, or summaries of reports, to the campus
community, as appropriate.
 Protect individuals’ right to privacy to the best of its ability.
o In the case where there is a community “need to know”; formulate a process to safeguard
said privacy.
o Recommend or initiate action to address problematic behavior that warrants action at the
discretion of the BRT and home department.
 Meet at least once each semester and more often if warranted.
Proposed BRT Members:
 AVP for Diversity& Inclusion, Team Coordinator (Lisa Smith-McQueenie)
 VP for Communications, Diversity & Inclusion (Cheryl Howard)
 Dean for Student Life (Susan Antonelli)
 Assistant Director of Residence Life, (Amelia McConnell)
 Executive Director of Undergraduate Advising (Roland Davis)
 DIAC Faculty (Gary Bailey)
 Chief, Public Safety (Honey Pike)
 Academic Deans (from each school)
 Deputy Provost (Stefan Krug)
 Dean of Undergraduate Programs (Catherine Paden)
 Spiritual Life Director (Bonnie-Jeanne Casey)
 Counseling Services Director (Sherri Ettinger)
 Assistant General Counsel (Gretchen Groggel Ralston)
 SGA VP/Diversity Officer (Sinai Sampson-Hill)
 Violence Prevention Coordinator (Gina Capra)
 Faculty/Faculty Senate Representative (TBD)
 Staff/Staff Council Representative (TBD)
 Graduate Student Representative (TBD)
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Frequently Asked Questions
1. What is a bias incident? What are examples of bias incidents?
A bias incident is conduct, speech or expression motivated, in whole or in part, by bias or
prejudice; treating some negatively based on their actual or perceived identity groups. Examples
include: stereotyped jokes, name-calling, offensive graffiti, racial slurs, etc.
2. What is a hate crime? What are examples of hate crimes?
A hate crime is a crime motivated by the actual or perceived race, color, religion, national origin,
ethnicity, gender, disability, or sexual orientation of any person. Examples of hate crimes include:
assaults, criminal damage, murder, harassment, etc.
3. Is a bias incident the same as a hate incident?
A bias incident is an offensive act that is not criminal. A hate crime involves an offense that is
criminal.
4. I’m not sure if what I experiences/witnessed would be considered bias, but I think it might be.
Should I still report it?
Simmons strives to be a welcoming and inclusive environment. Reporting a bias incident helps to
ensure our community addresses issues that impact our ability to cultivate the trust and cultural
humility that are essential components of community building and learning at Simmons.
Reporting bias incidents also ensures that members of our community receive necessary support
resources. Finally, this information provides the university with a record of current issues on
campus and enables the community to track trends.
5. What can I do if I face, or witness, bias, harassment or discrimination?
You may report your experience to any of the below-mentioned persons or seek other support in
order to do so.
6. Who can I report an incident of bias to? Can I report a bias incident anonymously?
You may report an incident of bias to:






A Residence Life Professional Staff Member (resident student)
Student Life (staff/student)
Academic Dean (faculty/staff/student))
Public Safety (faculty/staff/student)
A member of the Bias Response Team Community Advocates (BRT(CA))
(faculty/staff/student)
Anonymous report via EthicsPoint (faculty/staff/student)
7. What happens when an incident is reported? Is it confidential?
A reported incident will be assessed by the Bias Response Team to determine appropriate next
steps. We will protect an individual’s privacy rights to the best of our ability.
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8. What is the Bias Response Team (BRT)?
The Bias Response Team is primarily responsible for both the assessment of incidents and the
design and implementation of appropriate community responses. The BRT is not responsible for
investigating or adjudicating alleged incidents of bias or hate crimes. Public Safety and/or
General Counsel will determine the nature of the investigative work warranted and
coordinate/direct that work with the appropriate investigator(s).
9. Who are the Bias Response Team Community Advocates (BRT(CA))?
The Bias Response Team Community Advocates (“BRT(CA)” or “advocate/s”) are the members of
the larger BRT who conduct the initial conversations with the affected person. As an initial point
of contact, the advocate will offer support to the affected person and allow an opportunity for
the individual to process the incident and empower them to determine what next steps to take
which would be helpful to them.
10. What can I expect when I meet with a member of BRT?
Given that these incidents can be complex, complicated and sometimes confusing. A Bias
Response Team Community Advocate can help to assess the experience and provide support and
resources. The advocate will remain in contact with the reporter as needed until the matter is
addressed, answering any questions and making any appropriate referrals.
11. Can I report anonymously?
You may report anonymously on EthicsPoint but it will mean we will not know how to reach you
to work through the issues with you. If you report through the BRP, members of the Bias
Response Community Advocates Team will discuss with you the implications and impact of
keeping the report anonymous.
12. How can I learn more about bias?
Web Resources for Bias Reducing Activities:
The Harvard IAT Demonstration Website: Implicit Association Tests
Tolerance.Org: A resource for all ages
Understanding Prejudice: A resource for readings and research
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Term Descriptions
This is not intended to be an exhaustive list but offers some common language for our conversations
regarding diversity, inclusion, and equity. This language is evolving and may change over time adding
richness to our ongoing discussions.
ABLEISM: Prejudiced thoughts and discriminatory actions based on differences in physical, mental,
and/or emotional ability; usually that of able‐bodied / minded persons against people with illness,
disabilities, or less developed skills / talents.
ADVOCATE: (noun) (1) a person who actively works to end intolerance, educate others, and support
social equity for a marginalized group. (verb) (2) to actively support/plea in favor of a particular cause,
the action of working to end intolerance, educate others, etc. (For the purposes of the BRP, the term
“advocate” refers to a Bias Response Team Community Advocate – “BRT(CA)”, a member of the larger
BRT who conducts the initial conversations with reporter when an incident is reported.)
AFFIRMATIVE ACTION: Programs and policies used to address institutional bias. Groups lagging in key
social indicators are given an opportunity to be considered for admission or a job if their qualifications
merit such consideration.
AGENT: The offending party or agent or perpetuator of oppression and/or discrimination; usually a
member of the dominant, non‐target identity group.
ALLY: Describes someone who supports a group other than one's own (in terms of racial identity,
gender, faith identity, sexual orientation, etc.) Allies acknowledge disadvantage and oppression of other
groups than their own; take risks and supportive action on their behalf; commit to reducing their own
complicity or collusion in oppression of those groups and invest in strengthening their own knowledge
and awareness of oppression.
BIAS: A preference for or tendency toward a particular viewpoint or outcome. Bias stems from the
internalization and institutionalization of particular values, beliefs, and assumptions. Not to be confused
with bigotry, which is motivated by ill-intent, bias can co-exist unconsciously with good intentions, but
nevertheless result in outcomes that are inclined to favor some groups over others.
BIAS INCIDENT: A bias incident is conduct, speech or expression motivated, in whole or in part, by bias
or prejudice.
BIAS-RELATED HARASSMENT: conduct that has the purpose or effect of unreasonably interfering with
an individual’s or group’s performance or environment or creating an intimidating, hostile or offensive
working, learning or living environment. Bias-related harassment is based on an individual’s or group’s
religion, ethnicity, race, color, nationality, sex, sexual orientation, disability, age or other social group
membership.
BIGOTRY: intolerance toward those who hold different opinions from oneself.
COLOR BLIND: the belief in treating everyone “equally” by treating everyone the same; based in the
presumption that differences are by definition bad or problematic, and therefore best ignored (i.e., “ I
don’t see race, gender, etc.”). A colorblind perspective is not limited to race but applies to the use of any
group characteristic in decision-making.
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DENIAL: Refusal to acknowledge the societal privileges (see the term "privilege") that are granted or
denied based on an individual's ethnicity or other grouping. Those who are in a stage of denial tend to
believe, "People are people. We are all alike regardless of the color of our skin." In this way, the
existence of a hierarchical system or privileges based on ethnicity or race can be ignored.
DISCRIMINATION: 1) negative behaviors directed against a person because of their membership in a
particular social group. Occurs when individuals are treated differently, and usually more negatively,
because of their membership in a negatively valued group. Discrimination may result from actions of
individuals or the differentials application of laws, social policies, or institutional practices. 2) the
behavioral manifestation of prejudice involving the limitation of opportunities and options based on
particular criteria (e.g., race, sex, age, class).
DIVERSITY: difference among social groups such as ethnic heritage, class, age, gender, sexuality, ability,
religion, and nationality. These differences are reflected in historical experiences, language, cultural
practice, and tradition that ought to be affirmed and respected
EQUITY: The proportional distribution or parity of desirable outcomes across groups. Sometimes
confused with equality, equity refers to outcomes, while equality connotes equal treatment. Where
individuals or groups are dissimilarly situated, equal treatment may be insufficient for or even
detrimental to equitable outcomes.
EXPLICIT BIAS: Preference for or against a social group that a person is aware of and consciously
controls. It can be expressed as an attitude, an evaluation, or a behavior.
GENDER EXPRESSION: (noun) the external display of one’s gender, through a combination of dress,
demeanor, social behavior, and other factors, generally measured on scales of masculinity and
femininity. Also referred to as “gender presentation”.
GENDER FLUID: (adj) gender fluid is a gender identity best described as a dynamic mix of boy and girl. A
person who is gender fluid may always feel like a mix of the two traditional genders, but may feel more
man some days, and more woman other days.
GENDER VARIANT: (adj) someone who either by nature or by choice does not conform to gender-based
expectations of society (e.g. transgender, transsexual, intersex, gender-queer, cross-dresser, etc.).
HARASSMENT: the act of systematic and/or continued unwanted and annoying actions of one party or
group, including threats and demands. Harassment is a form of illegal discrimination defined as
unwelcome conduct that is based on race, color, sex, religion, national origin, disability, and/or age.
Harassment becomes unlawful where 1) enduring the offensive conduct becomes a condition of
continued employment, or 2) the conduct is severe or pervasive enough to create a work environment
that a reasonable person would consider intimidating, hostile, or abusive.
HATE CRIME: a crime motivated by the actual or perceived race, color, religion, national origin,
ethnicity, gender, disability, or sexual orientation of any person.
HATE SPEECH: speech that offends, threatens, or insults groups, based on race, color, religion, national
origin, sexual orientation, disability, or other traits.
IMPLICIT BIAS: Preference for or against a social group that a person may be unaware of and thus
cannot consciously control. They may be expressed in one’s attitudes, evaluations, or behaviors.
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INCLUSION: refers to intentional policies and practices that promote the full participation and sense of
belonging of every member of the organization. Inclusion authentically brings traditionally excluded
individuals and/or groups into processes, activities and decision/policy making.
INDIVIDUAL RACISM: The beliefs, attitudes and actions of individuals that support or perpetuate racism.
Individual racism can occur at both a conscious and unconscious level and can be both active and
passive. Examples include telling a racist joke, using a racial epithet or believing in the inherent
superiority of whites.
INSTITUTIONAL BIAS: institutional practices that favor some groups over others. The causes of
institutional bias are not always obvious and may occur without intention; thus it is expressed as implicit
bias.
INSTITUTIONAL RACISM: Institutional racism refers specifically to the ways in which institutional policies
and practices create different outcomes for different racial groups. The institutional policies may never
mention any racial group, but their effect is to create advantages for whites and oppression and
disadvantage for people from groups classified as non-white.
INTERSECTIONALITY: concept referring to the complex interactions that exist for each person, among
the various social identities they hold and social roles they occupy in a society.
“ISMS”: A way of describing any attitude, action or institutional structure that subordinates (oppresses)
a person or group because of their target group, color (racism), gender (sexism), economic status
(classism), older age (ageism), religion (e.g., anti-Semitism), sexual orientation (heterosexism),
language/immigrant status (xenophobism), etc.
MARGINALIZATION: The experience of groups who are denied political, economic and social equity in
society, and hence, relegated to its margins. It can also refer to an individual who is rendered voiceless
or irrelevant in a particular social context.
MARGINALIZED: Excluded, ignored, or relegated to the outer edge of a group/society/community.
MICROAGRESSION: everyday, typically rather subtle but hurtful, form of discrimination that is
experienced quite frequently by members of a targeted group.
MULTICULTURAL: Arising from or informed by cultural heterogeneity. As a description of pedagogical
practices, it encompasses classroom strategies, content inclusion, institutional policies, as well as values
that challenge some or all aspects of monocultural educational environments. Goals for multicultural
education vary along a continuum that includes demographic inclusion, student empowerment,
intergroup understanding, educational equity, and social transformation.
OPPRESSION: A system of individual, institutional, and cultural beliefs and practices that privilege a
dominant group at the expense of the subordinate groups. Results from the use of institutional power
and privilege where one person or group benefits at the expense of another. Oppression is the use of
power and the effects of domination.
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PEOPLE OF COLOR: The term of color embraces Black, Asian, Latino, and indigenous peoples both within
the U.S. and transnationally.
PREJUDICE: A pre-judgment or unjustifiable, and usually negative, attitude of one type of individual or
groups toward another group and its members. Such negative attitudes are typically based on
unsupported generalizations (or stereotypes) that deny the right of individual members of certain
groups to be recognized and treated as individuals with individual characteristics.
PRIVILEGE: A right that only some people have access or availability to because of their social group
memberships (dominants). Because hierarchies of privilege exist, even within the same group, people
who are part of the group in power (white/Caucasian people with respect to people of color, men with
respect to women, heterosexuals with respect to homosexuals, adults with respect to children, and rich
people with respect to poor people) often deny they have privilege even when evidence of differential
benefit is obvious.
RACIAL EQUITY: Racial equity is the condition that would be achieved if one's racial identity no longer
predicted, in a statistical sense, how one fares. When we use the term, we are thinking about racial
equity as one part of racial justice, and thus we also include work to address root causes of inequities,
not just their manifestation. This includes elimination of policies, practices, attitudes and cultural
messages that reinforce differential outcomes by race or fail to eliminate them.
RACIALIZE: To assign human worth and value and structure benefits on the basis of a racial taxonomy.
RACISM: 1) A complex system of beliefs and behaviors, grounded in a presumed superiority of the white
race. These beliefs and behaviors are conscious and unconscious; personal and institutional; and result
in the oppression of people of color and benefit the dominant group, whites. A simpler definition is
racial prejudice + power = racism; 2) Prejudice and discrimination based on a person’s perceived racial
group membership; 3) the systematic oppression of people of color; occurs at the individual,
internalized, interpersonal, institutional, and/or cultural levels; may be overt or covert, intentional or
unintentional
SEXUAL ASSAULT: unwanted physical contact of a sexual nature whether by an acquaintance or a
stranger. Conduct is unwanted when it occurs without effective consent or by force. There are many
degrees and forms of sexual assault, which are defined below.
1. Non-Consensual Sexual Contact is:
 Any intentional sexual touching; However slight; With any object; By a person upon another
person; Without consent or upon a person unable to consent as defined below.
 Sexual contact with a person who is incapacitated or unable to give consent is always
considered non-consensual.
2. Non-Consensual Sexual Intercourse or Penetration IS
 Any sexual intercourse or penetration of the anus, mouth or vagina; However slight; With
any object; By a person upon another person; Without consent or upon a person who is
unable to give effective consent, as defined below.
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SEXUAL EXPLOITATION: occurs when an individual takes non-consensual, unfair, or abusive advantage
of another person sexually for the purpose of one’s own sexual gratification, financial gain, personal
benefit or advantage, or any other non-legitimate purpose. (See Simmons Policy)
SEXUAL HARASSMENT: a form of sexual misconduct. Sexual harassment is any unwelcome sexual
advance, request for sexual favors, or other unwanted/unwelcome verbal or physical conduct of a
sexual nature, when one of the following conditions is present: (See Simmons Policy)


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Submission to or rejection of such conduct is an explicit or implicit condition of an individual’s
employment, evaluation of academic work, or participation in social, co- or extra-curricular
activities (e.g., power differentials); or
Submission to or rejection of such conduct is used as the basis for decisions affecting that
individual (e.g., retaliation); or
Such conduct has the purpose or effect of interfering with an individual’s work or academic
performance by creating an intimidating, hostile, humiliating, demeaning, or sexually offensive
working, academic, or social environment. The purpose or effect will be evaluated based on the
perspective of a reasonable person in the position of a complainant.
SEXUAL MISCONDUCT: an umbrella term used to identify a number of forms of unwelcome behavior, of
a sexual nature, that are prohibited by law and Simmons Policy. The term sexual misconduct includes,
but is not limited to, behaviors often described as sexual harassment, sexual assault, rape, stalking,
sexual exploitation, and intimate partner or relationship violence. These behaviors violate our
community standards and are inconsistent with mutual respect, dignity and personal integrity. (See
Simmons Policy)
SEXISM: prejudice and discrimination based on a person’s perceived gender. Also referred to as sex
discrimination or gender bias
Social Construction-when differences between group do exist, but they are mainly rooted in
social and cultural adaptations and circumstances rather than biological or innate factor
SOCIAL JUSTICE: Social justice includes a vision of society in which the distribution of resources is
equitable and all members are physically and psychologically safe and secure. Social justice involves
social actors who have a sense of their own agency as well as a sense of social responsibility toward and
with others and the society as a whole.
STALKING: is defined as a course of conduct which causes a person to feel alarm, annoyance, emotional
distress, and/or fear. The feared harm or injury may be physical, emotional, or psychological. The fear
may be beyond her/his/hirs own safety and can include fear for the safety of family members or pets.
Stalking can occur for several days or months and can impact a person’s family, friends, and/or coworkers. (See Simmons Policy)
STEREOTYPE: Blanket beliefs and expectations about members of certain groups that present an
oversimplified opinion, prejudiced attitude, or uncritical judgment. They go beyond necessary and useful
categorizations and generalizations in that they are typically negative, are based on little information,
and are highly generalized.
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Bias Response Protocol Process - **DRAFT**
SYSTEM OF OPPRESSION: Conscious and unconscious, non‐random, and organized harassment,
discrimination, exploitation, discrimination, prejudice and other forms of unequal treatment that impact
different groups.
UNLAWFUL HARASSMENT
Unlawful harassment is offensive, unwelcome conduct concerning protected categories that is so severe
or pervasive it affects terms and/or conditions of employment. To be unlawful, it must be all of the
following:
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Related to a protected category.
Unwelcome.
Offensive to a reasonable person in the recipient's position.
Severe or pervasive.
UNLAWFUL DISCRIMINATION
Discrimination is unequal treatment of similarly situated groups or individuals. To be unlawful,
discrimination must affect a term or condition of employment and be based on membership in a
protected category.
WHITE PRIVILEGE: Refers to the unquestioned and unearned set of advantages, entitlements, benefits
and choices bestowed on people solely because they are white. Generally white people who experience
such privilege do so without being conscious of it.
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http://www.xavier.edu/diversity/Glossary-of-Diversity-Terminology.cfm#L
https://www.uml.edu/docs/Glossary_tcm18-55041.pdf
http://thesafezoneproject.com/activity/vocabulary-extravaganza-2-0/
http://www.racialequityresourceguide.org/about/glossary#
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(DRAFT BIAS RESPONSE PROTOCOL) BIAS OFFENSE CATEGORIES AND INSTITUTIONAL RESPONSE FLOW CHART These categories provide a general descrip2on of the circumstances surrounding a par2cular act or acts, specifically the amount of informa2on Educa&onal Opportuni&es: these are the wide available at the 2me of ini2al report and subsequent response: range of ac@on/responses available for all categories Category II: Category III: but more relevant to categories II and III. Category I: Report with Pa:erned/Repe88ve Anonymous Report ID Informa8on 1.  Consulta2on/Mentoring or Severe Offense •  If offending party is … •  No or limited ac@on •  No iden@fying informa@on •  Track category of offense Educa2onal Opportunity: Campus/Community awareness and programming if appropriate •  Par@al iden@fying informa@on •  BRT(CA) assessment •  Named offending party •  Full BRT assessment •  TCHS no@fica@on •  Addi@onal considera@ons/
ques@ons: 1.  Alignment with faculty policy manual 2.  Considera@on of informa@on during tenure and promo@on process 3.  Inclusion in the evalua@ve process, performance review or student record o  Student, consult with student life staff member o  Staff, consult with DIAC member or peer mentor o  Faculty, refer to CET (confiden@al) 2. Educa2onal/Support Resource list provided •  may be electronic/hard copy/referral 3. Professional Coaching •  If applicable and at the discre@on of the BRT, dean, and/or manager 4. TCHS Ac2on (in consulta2on with manager) •  Performance improvement plan •  Final leXer of warning 5. Legal Response •  In the event of a criminal act which warrants public safety, local law enforcement and general counsel