To develop more inclusive programs, Extension professionals should attend to self-awareness, communication, and program structure. We suggest engaging in reflection and examining word choices and program decisions to make programs more welcoming to all members of the communities we serve. Extension professionals should incorporate these practices in their work to meet the needs of increasingly diverse communities

Bruce, Jacklyn A.

McKee, Katherine E.

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Clemson University: TigerPrints

Journal of Extension Volume 57 Number 6 Article 26 12-2019 Creating Inclusive Extension Programs Katherine E. McKee North Carolina State University Jacklyn A. Bruce This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. Recommended Citation McKee, K. E., & Bruce, J. A. (2019). Creating Inclusive Extension Programs. Journal of Extension, 57(6). Retrieved from https://tigerprints.clemson.edu/joe/vol57/iss6/26 This Commentary is brought to you for free and open access by TigerPrints. It has been accepted for inclusion in Journal of Extension by an authorized editor of TigerPrints. For more information, please contact kokeefe@clemson.edu. December 2019Volume 57Number 6Article # 6COM1CommentaryCommentaries conform to JOE submission standards and provide an opportunity for Extension professionals toexchange perspectives and ideas.Creating Inclusive Extension ProgramsAbstractTo develop more inclusive programs, Extension professionals should attend to self-awareness, communication,and program structure. We suggest engaging in reflection and examining word choices and program decisions tomake programs more welcoming to all members of the communities we serve. Extension professionals shouldincorporate these practices in their work to meet the needs of increasingly diverse communities.Keywords: inclusive, reflection, self-awareness, diversity  When we remove participation barriers in Extension programs, we enable access to new learning, fosterconsensus in our communities, and develop positive environments for all learners (Rayner, 2009). To respectand value all potential participants in our communities, we must prioritize developing inclusive educationalspaces. It is easy to articulate inclusion as a value. However, it is challenging to implement inclusive practices.An organized approach to developing more inclusive Extension programs can be achieved through attending toself-awareness, communication, and program structure. Educators must communicate that they valueeveryone's presence through all their program choices because participants cannot separate identity-formingcues in the noncurricular components of a program from intended curriculum (hooks, 1994; Wortham, 2006).Historically, Cooperative Extension and land-grant universities have fallen short regarding their intent toprovide education and research findings to all populations (Fields & Nathaniel, 2015). In missing segments ofthe population that should be participating in Extension programs, we perpetuate legacies and systems ofinjustice (McCrary, 1994). Thus, it is imperative on Extension professionals to identify and change practicesand structures that limit outreach in order to meet the needs of our entire population (Fields & Nathaniel,2015).An Organized Approach to Implementing Inclusive PracticesOn the basis of our experience with the topic of inclusivity in Extension programming, we identify herein threepractices that will assist Extension professionals in reaching the goal of meeting the needs of all potentialparticipants.Katherine E. McKeeAssistant Professorkemckee@ncsu.eduJacklyn A. BruceAssociate Professorjackie_bruce@ncsu.eduNorth Carolina StateUniversityRaleigh, NorthCarolinaAttending to Self-AwarenessExtension professionals must engage in reflection to uncover their biases and reveal how those biasesinterfere with intentions to be inclusive. We suggest the use of journaling to answer prompts such as, "Whoare my participants? Who is missing? Why?" and "What do I assume about my participants? Nonparticipants?"These questions can help identify assumptions about participants and implicit and explicit messagesparticipants are receiving from Extension professionals and their programming. Uncovering, confronting, andaddressing biases ensures that communication is in line with inclusive intentions by making people aware ofthe biases they communicate unintentionally.Communicating Inclusive IntentionsReflective practice helps Extension professionals become more comfortable thinking and talking about theirintentions for inclusion. It is essential that Extension professionals have open lines of communication directedat meeting the needs of all people (Schauber & Castania, 2001). Communicating expectations and availablesupports before programming begins alleviates participants' concerns and conveys that obstacles forparticipation have been considered.Asking people to share the names and pronouns they use celebrates each unique individual. Although doingthis can feel awkward, Extension professionals can open the door for participants to share such information byincluding in their first email about a program a statement such as this: "I invite those who go by a name notlisted on your registration to email me and let me know. For example, I'm listed as Emerald, but I go byEmmy." Sharing pronouns also invites participants to do the same. Continuing the "Emmy" example, sharingone's pronouns can be accomplished through adding content such as this: "and my pronouns areshe/her/hers." Moreover, Extension professionals should include their pronouns in their email signatures tofurther communicate openness to participants' sharing theirs.Extension professionals can use language in other ways to communicate openness as well. The use ofnongendered pronouns such as "they," "them," and "theirs" reinforces inclusive intentions, as does the use ofgender-inclusive language in greetings, such as "Dear 4-H'ers/Master Gardeners" versus "Dear Boys andGirls/Ladies and Gentlemen." Further, the use of "family" instead of "mom and dad" and "partner" instead of"girlfriend/boyfriend" or "husband/wife" communicates a more inclusive mind-set.Like certain language, dress codes can unintentionally communicate a less inclusive environment. Extensionprofessionals should eliminate descriptors such as "church clothes" or "Sunday best" when slacks or a skirtand a collared shirt are required. Moreover, there is no need to separate dress codes into those for men/malesand those for women/females. Instead, listing acceptable clothing items and allowing people to choose forthemselves is an appropriate approach. Additionally, it is important to consider whether a dress code isnecessary and, if it is, how to assist those for whom applicable types of clothing are cost prohibitive. Forexample, a 4-H program may provide county polo shirts or keep a closet of appropriate donated clothes.Extension professionals hold their programs in accessible places, and they should communicate thisaccessibility to potential participants. Providing information about public transportation and the availability ofaccessible parking spaces, amplification systems, interpreters, and large-print or braille materials can putpeople at ease about accessibility.Commentary Creating Inclusive Extension Programs JOE 57(6)©2019 Extension Journal Inc. 1Considering Structural Aspects of ProgramsOften overlooked structural components of programs that can exclude certain groups or individuals includeprogram schedules and locations.Extension professionals should look beyond traditional calendars when scheduling programming. They shouldtake action to become aware of various cultural events, including non-Christian-faith traditions or holidays,and examine how the worship practices of marginalized faith communities might coincide with programsessions.Schools, libraries, parks, and town halls often are safe, accessible places that can be easier to reach for peoplewho struggle to get to a county Extension office. Further, holding summer youth programs at elementaryschools may provide participants and families access to free lunch programs. Extension professionals shouldbring their programming to the people rather than the people to their programming by having programs in avariety of locations throughout their counties.Discussion/ImplicationsParticipants in our workshops rooted in this work have reported success in integration of reflective practice,communication of inclusive intentions, and alterations to program structure. For example, one Extensionprofessional reported intentionally changing language from "you guys" to "you all." Additionally, to meetpeople where they are, she added classes at housing centers for limited-resource individuals and collaboratedwith faith centers to build community gardens. The classes filled, and the community gardens are ongoing,multiyear successes. She also reported that now 90% of her programming is with people who differ from herracially and economically. Another participant reported that thinking through being more inclusive led to herbeing more mindful and aware of and feeling better able to address gaps in her programming. Further, sheindicated having carried these practices through to her role as a county director and attributed newcommunity partnerships to the more inclusive environment she has created.To serve the people in their communities and meet the needs of the whole Extension audience, Extensionprofessionals must engage in intentionally inclusive programming through self-awareness, communication ofinclusive intentions, and alterations to program structure. Creating an environment of inclusion within ourprograms removes barriers for potential participants so that we can fulfill the land-grant mission.AcknowledgmentsWe would like to thank Coleman Simpson for his work in ensuring that our manuscript met requirements forpublication. Further, we wish to thank participants in previous workshops related to the material presentedherein who were generous in providing feedback and sharing impacts.ReferencesFields, N. I., & Nathaniel, K. C. (2015). Our role in and responsibility toward social justice, Journal ofExtension, 53(5), Article 5COM2. Available at: https://joe.org/joe/2015october/comm2.phphooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York, NY: Taylor &Francis Group.Commentary Creating Inclusive Extension Programs JOE 57(6)©2019 Extension Journal Inc. 2McCrary, J. (1994). Challenges to diversity from an African-American perspective. Journal of Extension, 32(1),Article 1FEA3. Available at: http://www.joe.org/joe/1994june/a3.phpRayner, S. (2009). Educational diversity and learning leadership: A proposition, some principles, and a modelof inclusive leadership. Education Review, 61(4), 433–447.Schauber, A. C., & Castania, K. (2001). Facing issues of diversity: Rebirthing the Extension service. Journal ofExtension, 39(6), Article 6COM2. Available at: http://joe.org/joe/2001december/comm2.phpWortham, S. (2006). Learning identity: The joint emergence of social identification and academic learning.New York, NY: Cambridge University Press.The Discussion Forum for this Commentary can be found at:https://joe.org/joe/output/2019december/comm1.php#discussionCopyright © by Extension Journal, Inc. ISSN 1077-5315. Articles appearing in the Journal become the propertyof the Journal. Single copies of articles may be reproduced in electronic or print form for use in educational ortraining activities. Inclusion of articles in other publications, electronic sources, or systematic large-scaledistribution may be done only with prior electronic or written permission of the Journal Editorial Office, joe-ed@joe.org.If you have difficulties viewing or printing this page, please contact JOE Technical SupportCommentary Creating Inclusive Extension Programs JOE 57(6)©2019 Extension Journal Inc. 3

Creating Inclusive Extension Programs

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