Stiner-Jones, L. (2018, June), Promoting an Inclusive Culture: Outcomes from Active Bystander Training  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30904

\bibitem{asee_peer_30904}
  Stiner-Jones, L. (2018, June), \emph{Promoting an Inclusive Culture: Outcomes from Active Bystander Training}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--30904

La'Tonia Stiner-Jones.  "Promoting an Inclusive Culture: Outcomes from Active Bystander Training".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/30904 Internet.  16 Apr, 2024

\bibitem{asee_peer_30904}
  La'Tonia Stiner-Jones.
  "Promoting an Inclusive Culture: Outcomes from Active Bystander Training".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/30904 Internet.  16 Apr, 2024

@INPROCEEDINGS{asee_peer_30904
author = "La'Tonia Stiner-Jones"
title = "Promoting an Inclusive Culture: Outcomes from Active Bystander Training"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/30904}
number = {10.18260/1-2--30904}
}

TY  - CPAPER
AB  - All too often graduate students have indicated being the recipient of biased or inappropriate language when talking to faculty, staff or other students within their program or the college.  Despite the fact that promoting an inclusive culture is a priority for many institutions across the country and is seen as an important component for supporting the retention of graduate and undergraduate students and faculty and staff alike, many colleges still struggle with this issue.  Based on conversations with graduate students experiencing this issue we developed Active Bystander training.  The training is aimed at educating participants about implicit bias and how to interrupt it in the course of conversation without causing defensiveness. We invited faculty, staff and students to participate so that everyone could benefit.  We collected pre-and post-survey data to assess the prevalence of bias and impact of the training on participants.  The results of the pre-survey show over 70% of respondents experienced or observed some form of bias in the 2-month period prior to the training with a similar percentage of respondents indicating they did not intervene.  The major reason given for why they did not intervene was “not knowing what to do or say”.  These data highlight the prevalence of bias and necessity of providing the tools to interrupt it.  After the training nearly 90% of respondents indicated they felt better equipped to respond in these situations and nearly all were motivated and committed to doing so. This study is a step forward in supporting inclusion and retention of our graduate students.  At the request of the training participants, we will host opportunities to practice what they learned and will periodically survey our graduate students to assess the impact of the training. 
AU  - La'Tonia Stiner-Jones
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Promoting an Inclusive Culture: Outcomes from Active Bystander Training
UR  - https://peer.asee.org/30904
DO  - 10.18260/1-2--30904
ER  -