Intersections: Diversity Certificate Program Newsletter Fall 2014

2014

Since the late 1990s, diversity requirements have become a ubiquitous feature of undergraduate education in this country. In 2000, the American Association of Colleges and Universities reported that 63 % of colleges and universities have either a diversity requirement in place or are in the process of developing one. Studies have suggested that diversity course

Research Library Issues, 2015

ecent social and political events throughout the United States have given rise to intense discourse on the topic of racial and ethnic inequalities. In the higher education realm, court cases such as Fisher v. University of Texas at Austin and Michigan's Schuette v. Coalition to Defend Affirmative Action have led to a nationwide debate regarding the value of considering race and ethnicity in college admissions. As libraries in the US and Canada strive to reflect demographic trends in those countries in their staffing, programs, and collections, many libraries identify diversity and inclusion as guiding principles that will increase their relevance to the communities they serve and will lead to organizational excellence. In "Pipelines and Partnerships in Diversity at the National Library of Medicine [NLM]," Kathel Dunn and Joyce Backus of NLM outline a multi-pronged strategy for ensuring that NLM remains engaged in diversity initiatives and contributes to diversification of the medical and health sciences libraries workforce. On the topic of workplace climate and organizational health, Michael Crumpton of the University of North Carolina at Greensboro (UNCG) Libraries writes about UNCG Libraries' implementation of the ClimateQUAL protocol. In "Strategically Focusing on Focus Groups to Improve Organizational Climate," Crumpton describes the UNCG Libraries' analysis of the survey data and the process they employed to create improvement strategies based on staff feedback collected from this tool. The goal of these strategies is to improve workplace climate, ensuring improved organizational health. In the accessibility arena, the Technology, Equality, and Accessibility in College and Higher Education Act, or TEACH Act, has ignited significant debate in the US about the degree to which institutions of higher learning should accommodate persons with disabilities as they attempt to fully engage in research and pedagogy that is increasingly reliant on technology. Best practices for accommodating patrons and employees with disabilities have long been informed, in the US, by interpretations of both the Americans with Disabilities Act (ADA) revised in 2010, as well as Section 508 of the Rehabilitation Act of 1973 (simply called Section 508). Similarly, Canadian provincial authorities have legislation ensuring that persons with disabilities are fully integrated into the higher education environment. In "Developing Inclusive Research Libraries for Patrons and Staff of All Abilities," Darlene Nichols and Anna Ercoli Schnitzer of the University of

1997

The emerging philosophy of the Multicultural and Diversity Committee is that excellence in education cannot be achieved without educational equity for all who enter our schools. This includes (but is not limited to) females, males, people of color, people who live in poverty, people who live alternative lifestyles, people with disabilities, people with a language background other than English, people of all ages, and people who have recently immigrated to the United States. Educational equity is defined by processes that work against marginalization and foster knowledge of and respect for the diverse nature of our population. A curriculum reflecting educational equity focuses on providing every individual with the sense that he or she is situated within a school community that values his or her current and potential contributions. Such a curriculum also reinforces the historical and contemporary role of people from diverse backgrounds, including multiple perspectives in relation to the teaching of core subject areas. *We invite comment on our Mission Statement. The committee views this as a dynamic Mission Statement that can and will change over time.

Many Voices One Community, 2010

World Federation of Occupational Therapists Bulletin, 2018

2015

Considerable attention has been paid to the matter of diversity in higher education in recent years. Yet, the discourse around this critically important phenomenon has typically failed to include experiences regarding the diversity agenda at historically Black colleges and universities (HBCUs), serving as yet another example of how these historic institutions continue rigorous journey to completion. Indeed, this idea definitely applies to my situation, considering that I started the Individual PhD program at the University of Washington in September 2001 while serving as a full-time sociology instructor at Highline College. Despite a series of starts and stops, ups and downs, and professional and personal twists and turns, I am humbled, relieved, and excited to finally complete this last stage in the marathon. My late father, Jerry Greenfield, always pushed me to finish this degree, and I made a pledge to him in his final days that I would walk the stage. For his passionate support of his children and celebration of the power of education, I make the first dedication of this dissertation to my father. My mother, Maxene Greenfield, has never wavered in her encouragement of a son who marches to a slightly different beat. She was present when I received my first doctoral degree from Cape Peninsula University of Technology in South Africa, and I cannot wait to see her face after I receive the doctoral hood. Thank you for being great parents and role models. My brothers, David Greenfield and Jeffrey Greenfield, as well as their spouses, Susan Greenfield and Johanna Greenfield, have continued to offer support and guidance. A host of wonderful friends, colleagues, and mentors have served as invaluable sources of inspiration and insight throughout my life. Most notably, I am blessed that the following individuals in academia and social justice have been so present and helpful during this journey:

2019

SRCD embraces a commitment to and support for diversity in all its forms. SRCD's Commitment to Diversity and Inclusion Child development is inextricably linked to, and shaped by, the diversity of human biology, experience, society, and culture. Understanding and investigating this diversity is essential to building a comprehensive knowledge base in the developmental sciences. Integrative developmental science must reflect diversity in the individuals and communities it studies, in the policies and practices it addresses, and in the scientific workforce it engages and trains. SRCD embraces a commitment to and support for diversity in all its forms. Learn more about SRCD's Anti-Racism Task Force. SRCD Caucuses Caucuses of SRCD support the goal of integrating diversity in the broader society, as outlined in Goal 3 of SRCD's Strategic Plan. Caucuses serve the purpose of providing support, networking opportunities, and dissemination venues for research by and about members of groups underrepresented in the study of child development. The Caucuses also advise about and advocate for diverse and inclusive representation on SRCD's Governing Council, Committees, Editorial Boards, Review Panels, and Task Forces.

2006

In complying with the letter and spirit of applicable laws and pursuing its own goals of diversity, the University System shall not discriminate on the grounds of race, color, religion, sex, sexual orientation, including transgender status or gender expression, national origin, citizenship status, age, disability, or veteran status in employment, education, and all other areas of the University System. The University provides reasonable accommodations to qualified individuals with disabilities upon request. The University will regard freedom from discriminatory harassment as an individual employee and student right, which will be safeguarded as a matter of policy. Any employee or student will be subject to disciplinary action for violation of this policy. Retaliation against anyone who makes a complaint of discrimination or harassment or who is involved in a complaint process will not be tolerated. Questions should be directed to the Executive Director of Equal Opportunity and Diversity,