CITY COUNCIL
Staff Report
CA Review CKM
Meeting Date: March 15, 2022
To: Mayor and City Council
From: Scott Chadwick, City Manager
Staff Contact: Nancy Magpusao Burke, Sr. Program Manager, Diversity, Equity and Inclusion
[email protected], 442-359-6212
Lori Shonley, Human Resources Manager
[email protected], 442-303-2971
Judy von Kalinowski, Human Resources Director
[email protected], 760-473-4670
Subject: Diversity, Equity and Inclusion Work Plan
Districts: All
Recommended Action
Adopt a resolution approving the two-year Diversity, Equity and Inclusion Work Plan.
Executive Summary
The City of Carlsbad is committed to the values of diversity, equity, and inclusion for its employees and for all members of the community. In the budget for the current fiscal year, the City Council approved the addition of a program manager who would be focused on ensuring the organization fosters an environment that respects people of differing and intersecting identities including and not limited to ability, age, beliefs, class, ethnicity, gender identity, immigration background, sex and sexual orientation and that treats everyone equitably. Staff are now asking the City Council to approve the work plan that will guide these efforts.
Discussion
Amid the contentious period of pandemic uncertainty at the start of 2020, a call for action to address matters of diversity, equity and inclusion matters became evident at both the national and local level. The need was compounded by an increase of social turmoil, racial tensions, violence, intolerance and xenophobia. Along with those issues came a loss of income for many people, as well as concerns that COVID-19 was disproportionately impacting vulnerable people of color with limited resources. These intense social conditions created the impetus for communities to self-reflect and to actively reinforce the values of diversity, equity and inclusion.
March 15, 2022 Item #8 Page 1 of 34
The goals and strategies in the City of Carlsbad's Diversity, Equity and Inclusion Work Plan are:
•Systemic in dismantling structural barriers to achieving diversity, equity and inclusion •Intentional in both creating a sense of belonging and amplifying marginalized voices within the organization
•Scalable and sustainable over time with variable resources These goals and strategies connect to the City of Carlsbad's Community and Organizational Values of character, innovation, stewardship, excellence, empowerment and communication.
With the support of the City Council, efforts to address diversity, equity and inclusion in the City of Carlsbad are underway.
These efforts take into account the responses gathered in the Diversity, Equity and Inclusion Employment Survey in September 2020. City employees who took part in the survey described these areas for growth for the organization:
•All employees feel like they belong within the city organization •City leadership models and enforces diversity, equity and inclusion policies and practices •Diverse individual perspectives and/or opinions are invited and included in decision making
•Employees feel encouraged and empowered to voice a contrary opinion without fear of negative consequences
•City leadership is diverse and representative of city employee demographics The City Council expressed its support for the efforts in June 2021 by approving the funding for a senior program manager dedicated to developing and overseeing a diversity, equity and inclusion program. The position was filled in September 2021. This staffer will work to achieve the diversity, equity and inclusion goals and strategies detailed in the work plan. In February 2021, the city announced a Diversity, Equity and Inclusion Committee made up of Carlsbad employees representing diverse sectors of the city's workforce who dedicate their time, energy, and efforts to further inclusive and accessible practices. •From August through November 2021, the Diversity, Equity and Inclusion Committee met with members of the Diversity, Equity and Inclusion Steering Committee and developed the proposed Diversity, Equity and Inclusion Work Plan. It is intended to promote and sustain the equitable practices that a diverse environment can bring continuous innovation, critical thinking, strategic approaches and inclusive excellence.
The work plan has been reviewed by the City Attorney's Office. Additional legal review of individual work plan items will occur as the items are developed. •The Employee Engagement Survey launched Jan. 11, 2022, was modified to include diversity, equity and inclusion-related questions. The responses to those questions will help further shape the direction of initiatives.
March 15, 2022 Item #8 Page 2 of 34
The Diversity, Equity and Inclusion Work Plan lists actionable items that are to be implemented as early as the first quarter of 2022. These deliverable action items include:
•Support of ongoing and expansion of critical educational opportunities and professional development that engage employees and the community in matters of diversity, equity, and inclusion
o Start first quarter 2022
o Continue creating a welcoming, accessible space for educational workshops and trainings on the state of diverse, equitable and inclusive practices •Acknowledgement of culturally relevant holidays in the City of Carlsbad to align with U.S. presidential and governor proclamations spanning 2014-2021 o Examples of acknowledgement may include announcements on City of Carlsbad's website, official documents, newsletters and other communications promoting educational awareness and visibility
o Holidays to be acknowledged annually beginning: March 2022 for Cesar Chavez Day (acknowledge as currently unpaid), June 2022 for Juneteenth Day of Observance (acknowledge as currently unpaid) and Oct. 12, 2022 for Indigenous Peoples' Day (acknowledge as official paid holiday on second Monday of October, historically observed as Columbus Day)
•Employee-wide invitation to include gender pronoun use and affirm gender identities as an option in written, spoken, symbolic forms, such as email signatures and introductions (See Pronouns Matter, Exhibit 3, for additional information.) o Formal announcement to be delivered in first quarter 2022 •Awareness and acknowledgement of the land, local and cultural heritage as outlined in the City of Carlsbad's Community and Organizational Values highlighting connectedness, the natural environment, access to recreation, healthy lifestyles, history and cultural resources, high quality education and community design
o Collaborate and consult with members of local indigenous communities for educational awareness of indigenous heritage and to construct proper land acknowledgement (Exhibit 2 is a sample land acknowledgement toolkit.) o Promote educational opportunities of land acknowledgement to be included in City of Carlsbad website, media, community and engagement activities o Model practices of land acknowledgement in spoken, written or symbolic form at events or before presentations
Measures will be in put in place to assess effectiveness, areas of growth and employee input.
Options
Staff provide the following options for the City Council's consideration:
1. Approve the initiatives of the Diversity, Equity and Inclusion Work Plan to align with community input and to keep current with best practices Pros
March 15, 2022 Item #8 Page 3 of 34
•Implementation of the work plan would continue the city's efforts to deliver resources, services and reinforce Diversity, Equity and Inclusion values Cons
•Delay in providing resources and services
2. Temporarily postpone the approval of the proposed Diversity, Equity and Inclusion Work Plan if the City Council wishes to revise recommended elements. Staff would then work with the Diversity, Equity and Inclusion Committee to incorporate the City Council's feedback.
Pros
•Provides the City Council the opportunity to make revisions to the work plan Cons
•Would delay implementation of the proposed diversity, equity and inclusion initiatives
Fiscal Analysis
No additional costs are explicitly associated with the approval of the Diversity, Equity and Inclusion Work Plan. Recommendations listed within the Diversity, Equity and Inclusion Work Plan can be executed without the need for any additional funding in FY 2021-22. Should any of the recommendations within the work plan require additional resources in the future, these resource requests will be made during the annual budget process.
Next Steps
If the Diversity, Equity and Inclusion Work Plan is approved, staff will collaborate with the Diversity, Equity and Inclusion Committee and city departments to begin work on implementing the Diversity, Equity and Inclusion Work Plan.
Staff will continue to expand and enhance current and best practices such as diversity, equity and inclusion educational workshops and trainings.
Environmental Evaluation
This action does not constitute a "project" within the meaning of the California Environmental Quality Act under California Public Resources Code Section 21065 in that it has no potential to cause either a direct physical change in the environment or a reasonably foreseeable indirect physical change in the environment.
Public Notification
This item was noticed in keeping with the state's Ralph M. Brown Act and it was available for public viewing and review at least 72 hours before the scheduled meeting date.
Exhibits
1.City Council resolution
2.Land Acknowledgement Toolkit, California State University, San Marcos
3.Pronouns Matter, pronouns.org
March 15, 2022 Item #8 Page 4 of 34
c.
MATT HALL: Mayor
RESOLUTION NO. 2022-071
A RESOLUTION OF THE CITY COUNCIL OF THE CITY OF CARLSBAD,
CALIFORNIA, APPROVING THE DIVERSITY, EQUITY AND INCLUSION WORK PLAN
WHEREAS, the City Council of the City of Carlsbad, California has determined that reinforcing the values of Diversity, Equity and Inclusion are foundational to the City of Carlsbad Community and Organizational Values; and
WHEREAS, the City Council of the City of Carlsbad offered support in June 2020 to provide the resources necessary to hire a Senior Program Manager dedicated to develop and oversee a Diversity, Equity and Inclusion program; and
WHEREAS, the City Council of the City of Carlsbad, California has determined that the Diversity, Equity and Inclusion Work Plan supports areas of growth from the Diversity, Equity and Inclusion Survey Report.
NOW, THEREFORE, BE IT RESOLVED by the City Council of the City of Carlsbad, California, as follows:
1.That the above recitations are true and correct
2.That the Diversity, Equity and Work Plan (Attachment A) is approved.
PASSED, APPROVED AND ADOPTED at a Regular Meeting of the City Council of the City of Carlsbad on the 15th day of March 2022, by the following vote, to wit:
AYES: Hall, Blackburn, Bhat-Patel, Acosta, Norby.
NAYS: None.
ABSENT: None.
4 —
-AV FAVIOLA MEDINA, City Clerk Services Manager
(SEAL)
Attachment A
Diversity, Equity and Inclusion Proposed Work Plan
During its spring 2021 goal setting process, the City Council established diversity, equity and inclusion as foundational to all city work plans. Developed by the city's Diversity, Equity and Inclusion (DEI) Committee, this Work Plan reflects the mission and purpose of the Committee as articulated in the adopted DEI Committee Charter. The Work Plan incorporates feedback from the DEI Employee Survey (September 2020), the DEI citywide MS Teams Channel and DEI Committee members and applies best practices from the International City/County Management Association (ICMA) Equity and Inclusion Toolkit and the Government Alliance on Race and Equality Racial Equity Action Plan Guide. The goals and strategies described in this proposed Work Plan are:
•Systemic in dismantling structural barriers to achieving DEI •Intentional in both creating a sense of belonging and amplifying marginalized voices within the organization
•Scalable and sustainable over time with variable resources The Work Plan strives to achieve the following outcomes by improving on areas identified in the DEI Employee Survey:
•The city organization continues to make progress with diversity, equity, and inclusion initiatives.
•All employees feel like they belong within the city organization. •City leadership models and enforces diversity, equity, and inclusion policies and practices.
•Diverse individual perspectives and/or opinions are invited and included in decision making.
•Employees feel encouraged and empowered to voice a contrary opinion without fear of negative consequences.
•City leadership is diverse and representative of city employee demographics.
This initial Work Plan is intended to cover a time frame of approximately two years with timelines to be set toward achieving goals and meeting accountability measures. The Work Plan is to align with the term of service of current DEI Committee members, per the adopted DEI Committee Charter. Additional resources needed for implementation will be requested during the city's regular budget cycle, or as prioritized by the DEI Steering Committee. Continuous improvement will be measured through formal evaluation of the Work Plan through development of performance metrics that will be reported on in a DEI Annual Report compiled by the DEI Committee.
Successful implementation of this Work Plan will ensure DEI remains an underlying value that guides every decision that is made in the city, from budgeting to staffing to programming.
December 1, 2021
March 15, 2022 Item #8 Page 6 of 34
Goal 1— Organizational Assessment and Readiness
1.1 Assess current state of DEI in the city organization •Establish a data collection task force to collect baseline data related to DEI. •Determine current status of DEI efforts by applying an existing assessment tool appropriate for local government.
1.2 Collect research on best practices from the field and assess applicability to Carlsbad •Create central location and establish a curator role to collect best practices and research accessible to all city employees on the city intranet.
1.3 Build internal capacity to implement DEI initiatives •Establish a mandatory DEI training curriculum to begin with city leadership and management focused on addressing implicit bias, having difficult/challenging conversations and creating a sense of belonging.
•Identify opportunities to incorporate DEI concepts into existing mandatory trainings for all employees, when feasible.
•Develop and implement a communications plan to increase all employees' awareness of DEI goals, expectations, roles and performance measurement. Include strategies for communicating with leadership, employees, and the community on a regular basis about the purpose of this process, updates, results, and indicating points of contact for anyone with questions.
•Establish and define roles for DEI Champions/Change Teams in each city department.
December 1, 2021
March 15, 2022 Item #8 Page 7 of 34
Goal 2 - Diverse workforce
2.1 Recruit and retain a workforce that reflects the values of diversity, equity and inclusion •Recommend process improvements to eliminate bias in the application screening process.
•Provide guidance to hiring panels on avoiding implicit bias and recommend process improvements to diversify selection of hiring panels.
•Continue to diversify recruitment outlets.
•Continue to develop and refine strategies for retention, including mentorship, pathways to career succession, advancement and professional development opportunities. •Expand multilingual pay to include additional languages such as American Sign Language for all employee bargaining units and non-represented employees (ex.
Management, part-time).
2.2 Develop skill sets for working in an inclusive and respectful manner with one another and with the community
•Create a roster of available multilingual and American Sign Language proficient employees who can assist with customers and service needs that is available to all city employees, and a way for customers to easily identify multilingual employees. Train all city employees on how to obtain multilingual assistance. •Incorporate strategies for effectively defining, addressing and stopping microaggressions into the existing mandatory Respectful Workplace training for all employees.
•Reinforce how to create a sense of belonging by offering training to all employees on key topics such as inclusion frameworks and strategies, effective bystander training, addressing implicit bias and having challenging conversations. •Continue to implement strategies to remove barriers and improve accessibility on how to provide superior customer service and accessibility for persons with disabilities.
December 1, 2021
March 15, 2022 Item #8 Page 8 of 34
Goal 3 - Equity in service delivery
3.1 Apply an "equity lens" approach
•Develop a DEI Lens/Impact Assessment rubric that proactively identifies barriers and opportunities in policies, plans, practices, programs and services, and a framework for applying the rubric to key decisions to ensure DEI is considered in all areas of city operations.
3.2 Ensure accessibility to city services for all
•Develop a list of ways to improve inclusivity and accessibility for everyone to be considered when developing materials for employees and the public. •Evaluate existing training materials for city employees to ensure they are inclusive, such as offering various languages, addressing accessibility and other potential barriers to comprehension. Recommend a plan for making necessary adjustments. •Recommend ways to provide forms and materials in other languages city-wide that are distributed to the public.
•Evaluate all communications from the city, such as e-mail and website, to consider inclusivity and accessibility for everyone such as offering accurate translations in various languages and eliminating other potential barriers to comprehension.
3.3 Diversify procurement and contracting
•Review and update existing Council policies, Administrative Orders and municipal code provisions, and professional services agreement templates on procurement and contracting as applicable to ensure systemic incorporation of DEI in existing policies and practices.
•Benchmark organizations in the region to ensure the city improves upon current best practices.
December 1, 2021
March 15, 2022 Item #8 Page 9 of 34
Goal 4 - Environment of inclusion that welcomes and respects everyone
4.1 Develop and implement policies that reinforce DEI as a value •Formally adopt diversity, equity and inclusion as organizational values and promote them on public platforms such as the city website.
•Create a DEI Statement to be included on all recruitment materials.
4.2 Encourage diverse representation throughout the city •Continue to support the ability for employees to add pronouns to official city email signatures, business cards and employee name tags/ID badges. •Evaluate all current city holidays, such as Columbus Day, and apply a DEI lens to ensure all recognized city holidays are respectfully inclusive, i.e. Indigenous Peoples' Day, Juneteenth, Cesar Chavez Day.
•Pending future City Council action, enhance the City Council's efforts to support the I.GBTQIA+ community by displaying the Rainbow Flag during Pride Month. Pursue additional opportunities for representation and allyship practices. •Define and develop a Native American land acknowledgement statement that can be used as appropriate to recognize past and present regional culture while showing promise towards a shared, inclusive future.
•Evaluate images and photography on current city communications materials and recommend opportunities to respectfully model diversity and inclusion. •Organize, support and participate in city-sponsored activities and events for employees and the public that celebrate cultural diversity, amplify marginalized voices in the community and create a sense of belonging.
4.3 Create a welcoming, non-judgmental environment for people to share their stories •Schedule recurring roundtable for employees throughout the organization to share open dialogue with leadership about DEI issues.
•Continue to encourage citywide employee participation in the MS Teams DEI Channel. •Host listening circles on a regular basis in various formats for employees to respectfully share thoughts and ideas on DEI at all levels of the organization.
4.4 Recognize and Celebrate Successes
•Create an Intranet page for the DEI Committee to gather input and share updates, results and points of contact.
•Highlight articles and stories celebrating DEI within the organization by establishing a regular DEI Column in the employee newsletter.
December 1, 2021
AMERICAN INDIAN STUDIES 'Our existen-e s o,Jr. starce Item a Page 11 of 34 March 15, 2022
The purpose of this toolkit is to encourage
all academic staff, students, administrators
to acknowledge the original nations on whose
land we live, learn, and work. We approach
our work through an indigenous
epistemology, committed to the core values
of the California Indian Culture and
Sovereignty Center (CICSC) and American
Indian Studies (AIS):
Responsibility
0 Reciprocity
0 Respect
0 Relationships
PALOMAR COLLEGE'
Learning for Success
Southern C.7 tlifbrnia Tribz I Chairmen's Assoc!.
77 !tern #8 Page 12 of 34
The creation of this toolkit was a
collaborative process from the outset, as
California Indian Culture and Sovereignty
Center and American Indian Studies does not
see itself as the designated entity to
determine land claims. We perceive ourselves
as accountable to the sovereign tribal nations
of our region. This land acknowledgement
was developed in partnership with Palomar
College American Indian Studies department
with comprehensive tribal consultation and
approval by Southern California Tribal
Chairrw fA 5M§pciation on June 28, 2019.
We acknowledge that the land on which we gather is the traditional territory of the Luiserio/Payomkawichum people. Today, the meeting place of CSUSM and its surrounding areas is still home to the six federally recognized bands of the La Jolla, Pala, Pauma, Pechanga, Rincon, Soboba Luisefio/Payomkawichum people. It is also important to acknowledge that this land remains the shared space among the Kuupangaxwichem/Cuperio and Kumeyaay and 1pai peoples.
A Land Acknowledgement is a formal statement
that recognizes and respects the indigenous
peoples as traditional stewards of this land, the
enduring relationship that exists between
indigenous peoples and their traditional lands.
This is an act of conciliation that makes a
statement recognizing the traditional land of
the indigenous people who have called and still
call the land home before and after the arrival
of settlers.
To recognize the land is an expression of
gratitude and appreciation to those whose
homelands you reside on and a recognition of
the original people who have been Living and
working on the land from time immemorial. It
is important to realize the longstanding history
that has brought you to reside on the lands and
to seek to appreciate your place within that
history. Land acknowledgements do not exist in
past tense or outside historical context.
Colonialism is an ongoing process and we need
to build our mindfulness of our present
participation. The use of a land
acknowledgement statement also encourages
individuals to think about what it means to
occupy space on indigenous lands.
WHAT IS L4 D
ACKNOWLEDGEMENT?
WHY DO WE
RECOGNIZE THE
LAND?
March 15, 2022 Item #8 Page 13 of 34
WHY DO WE
RECOGNIZE THE
LAND?
The acknowledgment of indigenous lands
ultimately provides exposure and a learning
opportunity for individuals who may have never
heard the names of the tribes that have and
continue to live and learn from the land
they are standing on. It is also worth noting
that acknowledging the land is
indigenous/tribal protocol and the practice
establishes a respectful routine and habit of
supporting reconciliation.
Acknowledging the land is a transformative act
that works to undo the intentional erasure of
indigenous peoples is the first step in
decolonizing land relations.
1 "We acknowledge that we are on the
traditional territory and homelands of the
Luiselio/Payamkawichum people."
HOW DO WE
ACKNOWLEDGE
THE LAND? •Luisefio (Loo-sin-yo)
•PayOmkawichurn (Pie-yom-ko-wi-shum)
- I .1= agrQi7c,,
IMPORTANT THINGS TO KNOW
ABOUT ACKNOWLEDGEMENT
evririkif
WHY
The way acknowledgment is delivered matters. It
should not be a formulaic recitation. It is important to understand that the land was not given away to
settlers. This is unceded land and this requires
respect in the acknowledgement at the very least.
A land acknowledgment is not something you "just do"
before an event. Rather it is a reflective process in
which you build mindfulness and intention before
walking into whatever gathering you are having.
HOW
O The person giving the acknowledgement should be
the host of the event or meeting themselves.
However, we encourage that the group collectively
read aloud together the land acknowledgement,
when possible.
O Include a formal thank you to the host nation
whenever making a presentation or holding a
meeting, whether or not indigenous individuals are
part of the meeting or gathering.
4, If you do not know the name of the Nation on
whose land you are on, ask The California Indian
Culture and Sovereignty Center, Office of Tribal
Liaison for help and pronunciation.
O Be respectful and practice saying the name out
loud.
Item #8 Page 15 of 34
RESPONSIBILITY
IMPORTANT THINGS TO KNOW
ABOUT ACKNOWLEDGEMENT
WHEN
•The opening of each campus video
•First day of class
•Before a special meeting or event
•Campus-wide events
•Graduation
•Academic Senate
•Sporting events
•ASI events
WHERE
•At all on campus activities and events, however, it is recommended when students, staff and faculty are at
conferences or events representing CSUSM that they
acknowledge whose land the campus sits on.
•When off campus, if you do not know the name of the
Tribal Nation on whose land you are on, ask The
California Indian Culture and Sovereignty Center,
Office of Tribal Liaison for help and pronunciation or
you can reach out to your event host when away.
•Place it in your syllabus. EXAMPLE: We acknowledge
that the land on which we gather is the traditional
territory of the Luiselio/Payomkawichum people.
Today, the meeting place of CSUSM and its surrounding
areas is still home to the six federally recognized bands of the La Jolla, Pala, Pauma, Pechanga, Rincon, Soboba
Luiseno/Payomkawichum people. It is also important to
acknowledge that this land remains the shared space
among the Kuupangaxwichemi Cupeno and Kumeyaay
and Ipai peoples or a shorter version with a link.
•Consider developing an assignment to have your
students read and learn the tool kit. EXAMPLE:
Develop a syllabus quiz at the beginning of the
semester and create questions that have to be
answered only after the toolkit is read.
keallarml
Item #8 Page 16 of 34
RESPONSIBILITY
IMPORTANT THINGS TO KNOW
Annuiir ACKNMITLEDCEAENT
WHERE
•"We acknowledge that we are on the traditional
territory and homelands of the people." This would
be the short version with the link to the larger
explanation at www.csusm.eduicicsc .
0 Campus email signature: EXAMPLE: A guest on
traditional, unceded Luisetio/Payomkawichum
land.
EXAMPLE:
Joely (Luisefio/Pay6mkawichum)
Joely Proudfit, Ph.D. I Director, California Indian
Culture & Sovereignty Center
Department Chair and Professor, American Indian
Studies
Office: 760-750-3535 I Direct: 760-750-4619
Email: jproudfi©csusm.edu
Website: www.csusm.eduicicsc
"We acknowledge that we are on the traditional
territory and homelands of the
Luisefio/Payeimkawichurn people." For more
information please go to www.csusm.edu/cicsc .
Joe Smith, Ph.D., Assistant Professor
Department of Sociology
Office: 760-555-5555
Email: XXXXXXXXXX
A guest on traditional, unceded
Luisefio/Payomkawichum land. For more information
please go to www.csusm.edu/cicsc .
Item #8 Page 17 of 34
RTANTIF J C!) TO KNOW
rfL3 1-7,:_,'NNO'n7LEDGENI ENT
WHERE
VIRTUAL LAND ACKNOWLEDGEMENTEXAMPLE:
Virtual Land Acknowledgment: (Faculty)
We acknowledge that this Virtual Classroom is taking place throughout the unceded territory of California home to
nearly 200 tribal nations. As we begin this event, we
acknowledge and honor the original inhabitants of our
various regions. A land acknowledgement is a critical step towards working with native communities to secure
meaningful partnership and inclusion in the stewardship and protection of their cultural resources and homelands.
Let's take a moment to honor these ancestral grounds that we are collectively gathered upon and support the
resilience and strength that all Indigenous people have shown worldwide. I am currently teaching online from my home in xxxxx which is on the traditional unceded territory of the xxxxxxxxxxxx.
Virtual Land Acknowledgment: (Student)
We acknowledge that this Virtual Classroom is taking place throughout the unceded territory of California home to
nearly 200 tribal nations. I acknowledge and honor the
original inhabitants of our various regions. A land
acknowledgement is a critical step towards working with native communities to secure meaningful partnership and inclusion in the stewardship and protection of their
cultural resources and homelands. I recognize and honor these ancestral grounds that I reside and learn upon and support the resilience and strength that all Indigenous people have shown worldwide. I am currently learning
on from my home in xxxxx which is on the traditional
unceded territory of the xxxxxxxxxxxx.
Item #8 Page 18 of 34
MOVENG VOND
ACKNOWLEDGEMENT
Although it is important to acknowledge the land,
this acknowledgement is only a first step. This is
about relationships and supportive association. It is
a lifelong process of building relationships based on
trust, consistency, and accountability with American
Indian peoples and tribal nations.
Some of the terminology that one needs to be aware
of when thinking about allyship with California
Indian nations and peoples is found below.
If you are not indigenous to Payamkawichum
territory, you are a settler or a guest, and are
accountable to the land and Payamkawichum people
as beneficiaries of the violence that make it possible
for you to be here. AlLyship is a continuous process;
it is also not a label one can give one's self, but one you earn from your actions and commitment to
standing in solidarity by respecting American Indian
nations.
Moving beyond land acknowledgments means
asking difficult questions; how can you be in a
balanced relationship with American Indian nations
and citizens with the ecology around you? Please
don't presume or assume. Poor atlyship is speaking
over Native people by taking credit and receiving
recognition for arguments that the Native people
have been making for their entire lives.
Allies must continually engage in self-reflection and • should consistently work at being an ally (through
learning, acting in a de-colonial manner, and
sustaining relationships with American Indian nations
and peoples, etc.)
NOTE: Being a good ally does not mean you have to
be us to support us. In other words, intentionally
identifying as a Native American without any
connection is not appreciated or recommended.
Item #8 Page 19 of 34
ALLYSHIP
March 15, 2022
HERE ARE SOME SIMPLE
WAYS YOU CAN BEGIN THE
ONGOING AND CONTINUAL
PROCESS OF ACTING IN
SOLIDARITY WITH AMERICAG,
RIMMANS:
LEARN
About oppression and privilege.
a About the history of colonization.
a About California Indian peoples and
cultures.
About the land you live on.
There are many books, blogs,
documentaries, tribal nation websites,
plays, and songs that California Indian
people have written and performed that
are great places to start learning.
Native Land website ( http://native-
land.cal) offers an online platform
where uses can interact with maps of
Indigenous lands, treaties and
languages.
However, there are many questions one
still needs to address when using such
maps; like shared spaces, time periods,
it's incomplete and in development, and
territories overlap. Therefore, it is
always important to work with the
California Indian Culture and
Sovereignty Center to make sure.
March 15, 2022
-AE .RE ARE SOME SIMPLE
WAY'S YOU CAN BEGIN THE
ONGOING AND CONTINUAL
PROCESS OF ACTINIC; IN
SOLIDARITY W17E-1 A ER RCA JAI
N S
BUILD RELATIONSHIPS
Building relationships is a very
important aspect of standing in
solidarity. A great place to start on
campus is going to the California Indian
Culture and Sovereignty Center located
at SBSB 1118. We hold numerous
outreach, cultural, and educational
events throughout the year that are
open to everyone. In addition, consider
taking an American Indian Studies
course. Follow the CICSC and AIS on
Facebook, social media sites, and sign
up for our newsletters.
ACT
Act by being accountable towards
American Indian people and
communities by supporting what they
are saying is important, aligning oneself
with the struggle, and speaking up when
something problematic is said.
ASK
Don't presume or assume. Contact the
California Indian Culture and
Sovereignty Center at cicscgcsusm.edu
or (760) 750-3535.
March 15, 2022
Below is excerpted from the Anti Oppression Network, revised to frame within the settler colonialism context ( https://theantioppressionnetwork.com/allyshipP •aLtyship is not an identity—it is a lifelong process of building relationships based on trust, consistency, and accountability with marginalized individuals and/or groups of people
•allyship is not self-defined—our work and our efforts must be recognized by the people we seek to ally ourselves with
it is important to be intentional in how we frame the work we do, i.e. we are showing support for..., we are showing our commitment to ending to system of oppression/ by..., we are using our privilege to help by...
Responsibilities:
We are not acting out of guilt, but rather out of responsibility we actively acknowledge our privilege and power and openly discuss them: we recognize that as recipients of privilege we wilt always be capable of perpetuating systems of oppression from which our privilege came. Privilege in this sense means the privilege of living on lands not of your own heritage of origin, acquired through processes of historical injustice.
•we listen more and speak less: we hold back on our ideas, opinions, and ideologies, and resist the urge to "save" the people we seek to work with; with adequate resources and support, they will figure out their own solutions that meet their needs, •we do our work with integrity and direct communication; we take guidance and direction from the people we seek to work with (not the other way around), and we keep our word
•we do not expect to be educated by others: we continuously do our own research on the oppressions experienced by the people we seek to work with, including herstory/history, current news, and what realities created by systems of oppression look, feet, smell, taste and sound like.
•we build our capacity to receive criticism, to be honest and accountable with our mistakes, and recognize that being called out for making a mistake is a gift—that it is an honor of trust to receive a chance to be a better person, to learn, to grow, and to do things differently
•we embrace the emotions that come out of the process of allyship, understanding that building atlyships is messy work and it is inevitable that we will feel uncomfortable, challenged and hurt.
•our needs are secondary to the people we seek to work with: we are responsible for our self-care and recognize that part of the privilege of our identity is that we have a choice about whether or not to resist oppression; we do not expect the; seek to work with to provide emotional support (and we're grateful if th' s, not expect awards or special recognition for confronting issues that people have live with every day and redirect attention to the groups we are supporting, and issues they face, whenil
Item 4ct8 Page 22 of 34
Below is excerpted from the Anti Oppression Network, revised to frame within the settler colonialism context (https:iltheantioppressionnetwork.com/allyshipP Roles:
We act out of a genuine interest in challenging larger oppressive power structures •we are here to support and make use of our privilege and power for the people we seek to work with
•we turn the spotlight we are given away from ourselves and towards the voices of those who are continuously marginalized, silenced, and ignored; we give credit where credit is due
•we use opportunities to engage people with whom we share identity and privilege in conversations about oppression experienced by those we seek to work with It is important to talk about allyship in this way, as much confusion has come out of problematic ideas of "being an ally". These may be well-meaning, but they often recreate the same oppressions or perpetuate new ones.
Allyship is greatly valued and a huge step towards challenging oppression, however, we must understand possible feelings of resentment, bitterness, and even resistance towards us from the people we seek to work with. These feelings are not personal to us, but are reflective of peoples' experiences with atlyship with others like us (past and present). Building trust takes time, so we must recognize that what we can offer may not always be immediately needed or accepted.
In the meantime, we have opportunities to practice atlyship every day:
•How much space are we taking up in conversations? In rooms? In organizing? •How do we actively improve access to our meetings? Our actions? •How are our identities taking up space? Physically? Verbally? •How much do we know about the people we seek to work with? What are our assumptions and from where did they originate?
•How aware are we of microaggressions specific to American Indian people? •Who are we leaving behind?
In particular to colonization, take special effort to acknowledge the original peoples of the area/region/location in which you live, play, and do your work, and connect with your local Indigenous communities to involve them from the start, including elders, hereditary chiefs, and youth.
ar6 Item #13' Page 23 of 34
Settler colonialism is both a root and result
of racism and capitalism. California Indians
have survived waves of genocide by multiple
colonizing forces (Catholic Missions, Mexican
period, gold rush, and government sanctioned
militias) of land, resources, disease and
indentured servitude. Those who stayed, and
their descendants, are settlers because people
whose heritage originates somewhere else
cannot become indigenous.
Colonialism is a root cause of many other
"isms" and injustices.
•Colonization is at the root of racism.
Colonizers justified land theft and genocide
by asserting that they were a religiously,
culturally, and scientifically superior class of
human beings.
•Colonization by white Europeans introduced
a strict Christianity-backed patriarchy that
created and enforces gender roles and binary
with the use of violence, indentured
servitude with the mission system and gold
rush period, sexual violence.
COLONIALISM
DEFINED
Decolonization (excerpted from link below with slight revisions) https//opentextbc.ca/indigenizationfrontlineworkersichapter/decoloniz ation-and-indigenization/
Decolonization is the process of deconstructing colonial ideologies of the superiority and privilege of Western thought and approaches.
Decolonization involves dismantling structures that perpetuate the status quo and addressing unbalanced power dynamics. For us decolonization involves valuing and revitalizing Indigenous knowledge and approaches and weeding out settler biases or assumptions that have impacted Indigenous ways of being. For non-Indigenous people, decolonization is the process of examining your beliefs about indigenous peoples and culture by learning about yourself in relationship to the communities where you live and the people with whom you interact.
We work in systems that perpetuate colonial ideals and privilege Western ways of doing. For example, many institutional protocols use forms and procedures instead of first initiating relationships with students Decolonization is an ongoing process that requires all of us to be collectively involved and responsible. Decolonizing our institutions means we create spaces that are inclusive respectful, and honor Indigenous Peoples.
HISTORMAL
TRAUMA
Understanding historical trauma helps explain
the current problems facing many California
Indians today. American Indians are
experiencing historical loss symptoms (e.g.,
depression, substance dependence, diabetes,
dysfunctional parenting, and unemployment) as
a result of the cross-generational transmission
of trauma from historical losses (e.g., loss of
population, family, community, language loss,
land, boarding school and culture).
The teaching of U.S. history, in schools,
museums, and the media, has left out the
voices of the original nations and peoples.
California native people have endured colonial
efforts to erase their existence, cultures,
religions, languages and connections to
ancestral territories. Despite the influx of the
mission system and a "war of extermination"
during California statehood, native people have
maintained their presence in and stewardship
of their homelands. California is home to
nearly two hundred tribes, both (109) federally
recognized and (80+) federally unrecognized.
Had the 18 original treaties with California
Indian tribes been honored by the state and
federal government, California Indian tribes
would possess over 7.5 million acres of
!and. Today, California tribes collectively
possess about 7% of their unratified treaty
territory. Despite federal and state efforts to
erode ownership, control, and visibility
California Indian people remain actively
engaged in cultural revitalization, resource
protection and self-determination within every
region of California. Systematic denial of
indigenous knowledge, cultural authority, and
historical experiences perpetuates the colonial
structure of oppression.
March 15, 2022 Item #8 Page 26 of 34
The people who lived in a place prior to colonial
contact are indigenous. American Indians who
live in the territories of other Native people are
there because of the violent disruptions to their
own communities; they are still indigenous but
are also accountable to the peoples of the
homelands they reside in
California tribal nations are the original nations
of California. This includes both federally and
state recognized tribes. Please see information
about tribal definitions
http://www.narf.orefrequently-asked-
questions/
INDIGENOUS
DEFINED
CALIFORNIA INDIANS
DEFINED
'March 15, 2022
The following is excerpted from the article "Settler Fragility: Why Settler Privilege is So Hard to Talk About" by Dina Gilio-Whitaker. https://www.beaconbroadside.com/broadside/201 8/1 1 /settler-fragility- why-settler-privilege-is-so-hard-to-talk-about.html
Settler Fragility
"Settler fragility stems from settler privilege, which is similar to white privilege in that it is systemic, structural, and based on white supremacy making it difficult to identify. Only in some ways, settler privilege is far more covert and cunning. The reason is because of the ubiquitous ways the US is normalized; that is, the US settler state is the "water we swim in," US citizens of all races and ethnic groups have been indoctrinated their entire lives with messages designed to foster a sense of national pride and belonging in the making of what has been called an"imagined community," which always occurs on Indigenous lands., Their citizenship and their very identity are taken for granted without critical consciousness about the US's contradictory foundational structures and narratives.
Settler privilege simultaneously implicates and is beyond racism, which is one reason why, paradoxically, even non-Native people of color can experience a type of privilege and fragility. Fragility stems from the need to distance oneself from complicity in settler colonialism, in what some scholars have called "settler moves to innocence." The good-bad binary is part of this distancing impulse, because like racism, nobody wants to be associated with genocide and injustice, especially in a country that touts its democracy and equality, and especially for people who have been oppressed by it in other ways. But compared to white privilege, this is what makes settler privilege so much more beguiling and difficult: it cuts to the core of American identity in all its iterations, subtly calling into question the legitimacy of the US and the sense of belongirig on the land.
In the middle we se
The following is excerpted from the article "Settler Fragility: Why Settler Privilege is So Hard to Talk About" by Dina Gilio-Whitaker https://www . beaconbroadside.comibroadside/201 8/1 1 /settler-fragility-why- settler-privilege-is-so-hard-to-talk-about.html
Here are some of the ways settler fragility can be seen in all ranges of the pot itical spectrum. On the liberal end we see;
1."I love Indians and Indian culture, I believe I have Native ancestry somewhere in my family tree" (I have been oppressed, too„ even though I'm white)
2."Even though the Indians didn't deserve what we did to them, the damage is done and there is nothing we can do to right the wrongs that have been done to them" (We should all move on and forget the past and Indians should get beyond their victimization).
3."We are all one people now' (The settler state and all its attendant privileges must prevail).
4."I am a person of color and am subject to racism, so I don't have settler privilege" have no reason to be accountable to settler colonialism since I am oppressed, too). 5 "Since I am poor and don't own any land, I don't have settler privilege."
1. "Neither I or my ancestors killed anyone to be here" (rny people are not to blame).
2."We can't apply the standards of today to the behavior of our (European) ancestors" (evasion of accountability).
3."Most Native American people have white ancestry" (that means they are complicit in settler colonialism, too; if everyone is to blame, then no one is to blame).
On the right end of the spectrum:
1."Indians were all killing each other anyway when Europeans got uncivilized savages anyway).
2."1"nn a 'native American because was born here (American Indian history is irrelevant, and the settler state prevails).
It's important to emphasize that like white privilege, settler privilege is systemic, so just denying that one doesn't possess it doesn't mean one isn't complicit in it. This is about deeply questioning ail the assumptions we have been raised with in a society built on imperialism, private property (which includes slavery), and capitalism. Even for Native people who don't live in their ancestral homelands, the questions need to be asked: who are the original people of the place where I live, and what are my responsibilities to them?
.1.4M 0,/%2ENIMM,
Finally, Land Acknowledgment by itself is a small gesture. It becomes meaningful when coupled with authentic relationship building, Community Participatory Based Research Practices (CPBR), and informed intentional action.
Institutions, and the individuals that work and learn within their walls, have an obligation to native peoples to educate themselves in a thoughtful, responsible and respectful way. Most importantly, they have an obligation to be respectful and kind to our original nations by not perpetuating erasure, not presenting obstacles to our pedagogicalsovereignty (e.g. American Indian studies curriculum, epistemology, and faculty and student representation on campus, etc.).
Remember: unless your ancestors came here in chains, you are here because you have unearned privilege from the history of genocide and land theft perpetuated by generations of aggressive settlement and ongoing systemic, structural genocide.
Together we can effect change beyond our institutional walls and the walls in our minds, but it requires a brutally honest assessment of the reality of U.S. society.
Our land acknowledgment offers our gratitude and privilege for those that came before us, the Luiselio/Payomkawichum people and who never left. We are more than a chicken ranch, so please stop referring to the history of CSUSM as beginning with the chicken ranch. Indigenous peoples have been here since time immemorial, as opposed to the comparatively short moment all others have been on the land.
o www.csusm.edu/air
• www.csusm.edukicsc
• http://native-land.ca/
• http://www.narforg/frequently-asked-
questions/
*How make 6:
o Mac: Hold down OPTION key and
then press "e",
then type the letter you want
to accent, like 6
o PC: Hold Alt and type 162
Allyship. (2017, November 28). Retrieved
August 21, 2019, from https://theanti
oppressionnetwork.com/allyship/
Cull, I., Hancock, R. L., McKeown, S.,
Pidgeon, M., & Vedan, A. (n.d.). Pulling
Together: A Guide for Front-Line Staff,
Student Services, and Advisors. Retrieved
August 21, 2019, from https://opentextbc.ca/
indigenizationfrontLineworkers/chapter/
decolonization-and-indigenization/
Gilio-Whitaker, D. (2018, November 14).
Settler Fragility: Why Settler Privilege Is
So Hard to Talk About. Retrieved August
21, 2019, from https://www.beacon
broadside.com/broadside/ 2018/11/
settler-fragility-why-settler-privilege-is-
so-hard-to-talk-ab90,0fItipl Page 31 of 34
Exhibit 3
MyPronouns.org
Resources on Personal Pronouns
From Pronouns Matter
MyPronouns.org
What and Why
WHAT ARE PERSONAL PRONOUNS AND WHY DO THEY MATTER?
In English, whether we realize it or not, people frequently refer to us using pronouns when speaking about us. Often, when speaking of a singular human in the third person, these pronouns have a gender implied -- such as "he" to refer to a man/boy or "she" to refer to a woman/girl. These associations are not always accurate or helpful.
Often, people make assumptions about the gender of another person based on the person's appearance or name. These assumptions aren't always correct, and the act of making an assumption (even if correct) sends a potentially harmful message -- that people have to look a certain way to demonstrate the gender that they are or are not.
Using someone's correct personal pronouns is a way to respect them and create an inclusive environment, just as using a person's name can be a way to respect them. Just as it can be offensive or even harassing to make up a nickname for someone and call them that nickname against their will, it can be offensive or harassing to guess at someone's pronouns and refer to them using those pronouns if that is not how that person wants to be known. Or, worse, actively choosing to ignore the pronouns someone has stated that they go by could imply the oppressive notion that intersex, transgender, nonbinary, and gender nonconforming people do not or should not exist.
When we refer to "personal" pronouns, we don't mean that these pronouns are necessarily private information (generally they are not), we mean that they are pronouns referring to a unique and individual person.
Hopefully, you now have a fundamental understanding about why pronouns matter. If you'd like to know more and to hear stories from trans and gender nonconforming people about their lived experiences with pronouns, please check out some of the videos and links in the resources section of this website. Once you understand what we're talking about and why, let's learn about how to use personal pronouns.
How
HOW DO I USE PERSONAL PRONOUNS?
When a person shares their pronouns, they are naming the pronouns that they want to be referred to by in the singular third person (when referring to that person while talking to March 15, 2022 Item #8 Page 32 of 34
someone else). Singular pronouns in the first person (when referring to yourself) or second person (when referring to a person when talking to that same person) do not vary. For reference, however, we have included examples of singular first person and second person pronouns, as well third person pronouns.
Singular first person pronouns (that you should continue to use, as is):
"I am a writer and wrote that book myself. Those ideas are mine. Do you like both me and my ideas?"
Singular second person pronouns (that you should continue to use, as is):
"You are a writer and wrote that book yourself. Those ideas are yours. I like both you and your ideas."
Singular third person pronouns (that you should use as appropriate based on the pronouns the person being referred to goes by):
Each of the following sets of pronouns may be the sets that certain people indicate should be used to refer to them. Below, they are presented in the forms of most common usage.
Usually, the "they/them" pronouns set is acceptable to use when you don't yet know if a person goes by another set or sets of pronouns. You can learn more about the centuries of history behind the singular "they" pronoun to refer to an individual in the resources section. It is also possible to avoid pronouns, as demonstrated below under "no pronouns." Just because a person goes by a certain set or sets of pronouns is not indicative of that person's gender. A person could be transgender or not transgender (also called "cisgender" - the vast majority of the population is cisgender) and might share the pronouns they go by. A person could be a man or a woman or both or neither and share any number of these sets of pronouns as the correct ones to use for them, but which set they go by is not necessarily indicative of their gender, even though for most people there is an association between the pronouns they go by and the gender they are.
She/Her: "She is a writer and wrote that book herself. Those ideas are hers. I like both her and her ideas."
He/Him: "He is a writer and wrote that book himself. Those ideas are his. I like both him and his ideas."
They/Them: "They are a writer and wrote that book themself. Those ideas are theirs. I like both them and their ideas." Please note that although "they" pronouns here are singular and refer to an individual, the verbs are conjugated the same as with the plural "they" (e.g. "they are").
March 15, 2022 Item #8 Page 33 of 34
Also note that in this singular pronoun set many use "themself" rather than "themselves," although both are typically acceptable.
Ze/Hir: "Ze is a writer and wrote that book hirself. Those ideas are hirs. I like both hir and hir ideas." Please note that "ze" is usually pronounced with a long "e" and that "hir" and its forms are usually pronounced like the English word "here." Some people instead go by "ze/zir" pronouns because of the more consistent pronunciation and spelling - see the resources section for more pronouns sets.
No Pronouns - Use My Nome (example for someone whose name is "Lan"): "Lan is a writer and wrote that book. Those ideas are Lan's. I like both Lan and Ian's ideas." If the reflexive component was important to communicate a message, you could use alternative language such as "Lan wrote that book unassisted" or "Lan was the sole author of that book." Some might simply say "Lan wrote the book Ian's self."
There are additional sets of pronouns that some people might use (e.g. ze/zir, per/pers, ey/em, xe/xem, etc.). Please check with the person who goes by those pronouns and/or look for online resources to determine the proper ways to utilize them. Some people go by multiple sets of pronouns, and usually that means that it is okay to use any of the sets they go by. Some people ask that others vary the pronouns that are used within certain sets of pronouns. If in doubt about what that means for someone or to request examples of how to do that in practice, let the person know you want to be supportive and ask the person for more information or examples so that you can get it right.
Please note that there are also nonbinary, gender-neutral titles (e.g. "Mx." usually pronounced like "mix" instead of "Mr." or "Ms.") and nonbinary, gender-neutral language that can be used for everyone (e.g. "friends and guests" instead of "ladies and gentlemen"). While this website is focused on pronouns, you can find more information about gender-neutral language through our resources page.
You can also find more information about some of the more common pronouns sets through these links, which can also be used as a way to point others towards information about that pronoun set:
• http://mypronouns.orashe
• http://mvPronouns.org/he
• http://mvpronouns.org/thev
• http://mvpronouns.oraze
• http://mvPronouns.org/neopronouns
March 15, 2022 Item #8 Page 34 of 34
Diversity, Equity and
Inclusion Work Plan
Nancy Magpusao Burke (she/her), Senior Program Manager DEI Andrea Hilliard (she/her), Principal Librarian
Esther Lan (she/her), Transportation Management Analyst March 15, 2022
TODAY’S PRESENTATION
•Background
•Summary of Work Plan
•Recommended Action
ITEM 8: Diversity, Equity and Inclusion Work Plan
RECOMMENDED ACTION
Adopt a resolution approving the two-year
Diversity, Equity and Inclusion Work Plan
ITEM 8: Diversity, Equity and Inclusion Work Plan
VOICES OF CITY EMPLOYEES ITEM 8: Diversity, Equity and Inclusion Work Plan
DIVERSITY, EQUITY AND INCLUSION
COMMITTEE
Andrea Hilliard:Library & Cultural Arts
Ayinde Smith: Streets Maintenance
Barney Dresman: Facilities
Cassidy McCarthy: Construction Management
Craddock Stropes: Public Works
Curtis Jackson: Community Services
Esther Lan: Transportation
Hannah Nelson: Library & Cultural Arts
*Kasia Trojanowska: Parks & Recreation
Malcolm Warfield: Juvenile Justice Police
Rosario Aranda: Finance
Sandra Riggins: Library & Cultural Arts
Stephan Tashoff :Police
Taylor Larsen: Fire
*Tracy Stayton: Parks & Recreation
*Former committee member
REGIONAL CONTEXT: DEI EFFORTS
STAFFING ORGANIZATIONAL
STRUCTURE
COMMUNITY
COLLABORATIONChief Race and Equity Officer
Director Equity and Racial Justice
Diversity and Equity Director
Community equity committees
Diversity/Equity Offices
Police De-escalation Policy
DEI Regional consortium
Government Alliance on Race and Equity
2020
June 2021
City Council
Approves DEI
Position
Sep 2020
Diversity, Equity and
Inclusion Employee Survey
Jan 2022
Employee Engagement
Survey Launch, DEI
elements added
Dec 2021
DEI Proposed Work
Plan Finalized March 2022
DEI Work Plan
Presentation City
Council
2022
March 2020
Pandemic Quarantine
Losses, Hate Crimes Up
2021
DEI MILESTONES
2022
Implementation of
DEI InitiativesFeb 2021
DEI Committee
Announced
DEMOGRAPHIC DATA
WORK PLAN PURPOSE
Intentional in creating a sense of belonging and
amplifying marginalized voices within the organization
Systemic in dismantling structural barriers to achieving DEI Ongoing, iterative process over time
Scalable and sustainable over time with variable resources ITEM 8: Diversity, Equity and Inclusion Work Plan
GOAL 1: Organizational
Assessment and Readiness
1.1 Assess current state of DEI in the city organization
1.2 Collect research on best practices from the field and assess applicability to Carlsbad
1.3 Build internal capacity to implement DEI initiatives ITEM8: Diversity, Equity and Inclusion Work Plan
GOAL 2: Diverse Workforce
2.1 Recruit and retain a workforce that reflects the values of diversity, equity and inclusion
2.2 Develop skill sets for working in an inclusive and respectful manner with one another and with the community
ITEM 8: Diversity, Equity and Inclusion Work Plan
GOAL 3: Equity in Service Delivery
3.1 Apply an “equity lens” approach
3.2 Ensure accessibility to city services for all
3.3 Diversify procurement and contracting
ITEM 8: Diversity, Equity and Inclusion Work Plan
GOAL 4: Environment of Inclusion that
Welcomes and Respects Everyone
ITEM 8: Diversity, Equity and Inclusion Work Plan
4.1 Develop and implement policies that reinforce DEI as a value
4.2 Encourage diverse representation throughout the city
4.3 Create a welcoming, non-judgmental environment for
people to share their stories
4.4 Recognize and celebrate successes
Native American Awareness, Relations, Land
ACKNOWLEDGEMENT OF HOLIDAYS
WITH CULTURAL RELEVANCE
AFFIRMATION AND OPTIONAL USE OF GENDER
PRONOUNS
SHORT-TERM ACTIONSDIVERSITY, EQUITY AND INCLUSION
EDUCATIONAL TRAININGS
NATIVE AMERICAN AWARENESS, RELATIONS, LAND
TRAININGS
Apply diverse, equitable, inclusive framework
Facilitate accessibility for all employees
Promote dialogue
Culture of respect and inclusivity
ITEM 8: Diversity, Equity and Inclusion Work Plan
HOLIDAYS
Indigenous Peoples Day, October 8
César Chávez Day,March 31
Juneteenth, June 19
Updated proclamations
ITEM 8: Diversity, Equity and Inclusion Work Plan
GENDER PRONOUNS
Gender identity is self-determining
Invitation for employees to optionally share
pronouns
California Senate Bill 179, Gender Recognition Act:
enacted Jan 2019
Gender pronoun practices
ITEM 8: Diversity, Equity and Inclusion Work Plan
NATIVE AMERICAN RELATIONS
San Diego County home to the most federally
recognized reservations in U.S. -18
Develop cultural and land awareness
Model respectful relations
Regional examples
ITEM 8: Diversity, Equity and Inclusion Work Plan
WORK PLAN IMPLEMENTATION
TIME FRAME BUDGET AND
RESOURCES
MEASUREMENT
STEERING COMMITTEE
Scott Chadwick, City Manager
Paz Gomez, Deputy City Manager, Public Works
Michael Calderwood,Chief, Fire Department
Laura Rocha, Deputy City Manager, Administrative Services Judy von Kalinowski, Director,Human Resources
RECOMMENDED ACTION
Adopt a resolution approving the two-year
Diversity, Equity and Inclusion Work Plan
ITEM 8: Diversity, Equity and Inclusion Work Plan
THANK YOU
ITEM 8: Diversity, Equity and Inclusion Work Plan