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Committed to Diversity

We are committed to creating a welcoming and inclusive learning, teaching, and working environment in the School of Education. We value and affirm the voices and experiences of diverse students, faculty, staff, and community members.

Professor with a student looking at a computer
A stack of books by RISE scholars
two female students with child

Teaching

This is a sampling of School of Education courses with DEIJ content.

EDHE 661 - Inclusive University - Susana Muñoz

The primary purpose of this seminar is to sustain and strengthen a supportive network of graduate students and faculty in the School of Education who are particularly interested in research, pedagogy, and activism around issues of equity, social justice and inclusion. It is designed to enhance the preparation of doctoral students to fulfill their current and future educational roles, including serving as diversity researchers, educators, and allies.

Susana Muñoz

EDRM 700 - Quantitative Research Methods - Kari Dockendorff

In quantitative methods, I use a Critical Quantitative approach throughout the class to focus on learning quantitative methods in a way that align with critical paradigms. We use data to represent educational processes and outcomes to reveal systematic inequities. Students learn how to critically examine research to question what is being studied, and how constructs are measured, and to question who is being included or excluded within educational datasets.

Kari Dockendorff

EDRM 700 - Quantitative Research Methods - DaeSeok Chai

From a DEISJ perspective, I always strive to create a safe learning environment that encourages participation and inclusion of all students. For example, I seek to embed and introduce diverse perspectives in my courses (e.g., using gender neutral examples, including international/global aspects, inviting virtual guest lectures). I also implement is diversifying the types of assignments to meet students’ diverse learning modes (e.g., reading, visual, auditory, or kinesthetic).

Day Seok Chai

EDHE 773 – Students in the Collegiate Context – Susana Muñoz

To promote a DEISJ perspectives for this course, the instructor:

  1. Integrates cultural knowledge with specific and relevant diverse issues on campus.
  2. Assesses and address one’s own awareness of EDI, and articulate one’s own differences and similarities with others.
  3. Demonstrates personal skills associated with EDI by participating in activities that challenge one’s beliefs.
  4. Interacts with diverse individuals and implement programs, services, and activities that reflect an understanding and appreciation of cultural and human differences.
  5. Recognizes the intersectionality of diverse identities possessed by an individual.
  6. Recognizes social systems and their influence on people of diverse backgrounds.
  7. Articulates a foundational understanding of social justice and the role of higher education, the institution, the department, the unit, and the individual in furthering its goals.
  8. Demonstrates fair treatment to all individuals and change aspects of the environment that do not promote fair treatment.

Outreach

We work to engage the community in social justice issues on both the local and national level.

Caminos is a transformative educational and career readiness pathway program for Latinx and Indigenous high school students to attend and graduate from higher education institutions. The Caminos program began in late spring of 2015 as a partnership between Fort Collins High School, Colorado State University’s School of Education, and the El Centro Cultural Center. The goal of the Caminos program is to address specific Latinx and Indigenous academic needs and provide access to understanding higher education opportunities while affirming cultural and racial assets. Currently, the program serves about 200 students at FCHS, Linton Elementary and Boltz Middle School.

Counseling Client Outcomes and Counselors’ Multicultural Competence

Exploring client progress in counseling, the therapeutic relationship, and counselors multicultural competence is a primary goal for counselor educators; however, gaps in empirical research exist related to the relationship between these areas. This is a follow up study, longitudinally exploring the relationship between the effects of multicultural competence and the therapeutic relationship on client outcomes from both client and counselor-in-training perspectives. Preliminary results are being analyzed and implications for providing counseling to college students and community members will be provided.

Jessica Gonzalez-Voller

Research

Our faculty are examining a wide array of social justice issues in their research and scholarship.

Susan C. Faircloth (Coharie), Professor and Director, School of Education, chairs the technical review panel for the National Indian Education Study sponsored by the U.S. Department of Education in collaboration with the National Center for Education Statistics and the Educational Testing Service. The NIES is the only nationally representative study of American Indian and Alaska Native education in the United States. Findings from the 2019 administration of the NIES, along with a “setting the context” document, are available online at the following links:

Susana Muñoz, Funding Source, American College Personnel Association. The purpose of this research is to conduct a case study examination of a community college, (Community College of Denver) in the state of Colorado to illuminate the localized impact of the Trump Effect, contextualized by state and institutional policies. The research questions guiding this study are:

  1. In what ways has the anti-immigration rhetoric from the 2016 election cycle and current political environments influenced undocumented students’ perception of their campus climate campus
  2. How are institutional actors at community colleges cultivating “undocufriendly” campus climates

Findings will inform how community college institutional actors can better support undocumented and DACA students in their educational trajectories give the current sociopolitical environment.

Mental and Behavioral Health of International Students in U.S. Higher Education

DaeSeok Chai, assistant professor, through funding from the Office of International Programs and the CHHS, have examined the relationships among multiple resources (e.g., coping strategies, community support) for international students, their adjustment, engagement, and mental/behavioral health at U.S. universities. International students have been consistently underrepresented and consistently reported great difficulty integrating both academically and socially, which significantly influences their mental and behavioral health. The results will enable university administrators to make informed decisions about how to strategically prioritize and implement resources to address the unique needs of international students.

Day Seok Chai

Daniel Birmingham and his co-authors — Angela Calabrese Barton, from the University of Michigan, and Edna Tan, from the University of North Carolina at Greensboro — are being recognized for their article sharing ways that teachers can more equitably engage students from lower income communities of color. Their article titled “Rethinking High-Leverage Practices in Justice-Orientated Ways” has been awarded the 2021 Journal of Teacher Education Outstanding Article Award by the American Association of Colleges for Teacher Education.

With over half of victims of human trafficking in the United States believed to be minors, a high percentage of those victims being of marginalized identities, and many survivors reporting having been trafficked while in school, there is a clear importance for promoting human trafficking education in schools. Congruently, a number of U.S. states have introduced laws that address human trafficking education in schools. Additionally, more and more schools are providing HTE to students and related training and resources to educators. Unfortunately, the field continues to be plagued by a lack of accurate statistics of perpetrators and victims. This, in conjunction with the frequent inaccurate media portrayals of stereotypes of ideal victims and typical perpetrators, has made its way into the development of HTE curricular material. Vincent Basile, Brooke Jones, and Lumina Albert, with support from the Center for Ethics and Human Rights, are using critical race theory to examine these patterns and effects.

Get Involved

We value and encourage participation by students of diverse backgrounds in our school activities. Check out these opportunities for ways you can get involved.

BITOC is a mentoring and support program for students in CSU’s teacher preparation program and local teachers who identify as Black, Indigenous, and/or people of color.

Addressing the academic and cultural needs of bilingual LatinX and Indigenous high school students. In Spanish, “caminos” means “pathways” and by fostering positive relationships with CSU student mentors and professionals, the Caminos program helps students plan their future pathways, be it high school graduation, a career, or a college degree.

The School of Education Committee on Justice, Equity, Diversity, and Inclusion (S-JEDI) is currently seeking a student representative.  For more information, please contact Associate Professor, Antonette Aragon.

Explore College and University Resources

Rising Up Against Anti-Blackness and Racial Violence

We join CSU Leadership in issuing a statement of support and solidarity for Black members of our communities in response to continued systematic violence and oppression against Black Americans.

Protesters hold a sign that reads, `Our lives begin to end the day we become silent about the things that matter -MLK`
  • 34% Racially Minoritized Students
  • 4% Student Veterans
  • 3% International Students

SOE Diversity News

DIVERSITY, EQUITY, INCLUSION, AND JUSTICE Upcoming Events