DIVERSITY MATTERS

Diversity and the Statement of Student Rights and Responsibilities
Responding to Discriminatory Harassment
Cultural Competency in Conflict Resolution
Related Links

Diversity and the Statement of Student Rights and Responsibilities

“The University of Michigan-Ann Arbor (the University) is dedicated to supporting and maintaining a scholarly community. As its central purpose, this community promotes intellectual inquiry through vigorous discourse. Values which undergird this purpose include civility, dignity, diversity, education, equality, freedom, honesty, and safety.”
—The Statement’s Introduction

“Students have the right to be treated fairly and with dignity regardless of age, color, creed, disability, gender identity, marital status, national origin or ancestry, race, religion, sex, sexual orientation, or veteran status. The University has a long-standing tradition of commitment to pluralistic education. Accordingly, the University, through this Statement, will not discriminate on the basis of group status.”
—Student Rights under The Statement

“It is expected that each student government will appoint a diverse pool of students to serve as panelists.”
—The Statement’s discussion of “Selection of Mediators, Student Panelists, and Resolution Officers”

Responding to Discriminatory Harassment

Discriminatory Harassment contradicts the values of the University community and is subject to action under The Statement of Student Rights and Responsibilities.

More information on specific violations of the Statement

More information on how to file a harassment complaint

Cultural Competency in Conflict Resolution

We believe that effective conflict resolution requires that facilitators account for the complexities of social identity and how identity impacts the conflict resolution process.

We also believe that administrators working in conflict resolution can play a pivotal role in improving climate by actively practicing cultural competence and working to address oppression. We are committed to working to create a climate conducive to learning that supports the success of all students.

See Wing, Leah, and Janet Rifkin, “Racial Identity Development and the Mediation of Conflicts” in New Perspectives on Racial Identity Development: A Theoretical and Practical Anthology, ed. Charmaine L. Wijeyesinghe & Bailey W. Jackson III. New York University Press, New York, NY: 182, 2001.