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Current College Diversity Initiatives

Students and faculty participate in the following initiatives, specifically devoted to encouraging cultural and social sensitivity among prospective professional educators and clinicians:

Diversity in Education Curriculum Focus

The UO College of Education provides core graduate level courses and course components that address diversity and multiculturalism in education. Philosophically, the curriculum is designed to enhance students’ cognitive awareness of their personal values, beliefs, and biases around issues of diversity and culture; it also provides a framework for students to create more inclusive learning environments in their professional settings. The goal is to achieve attitudinal awareness of personal and organizational cultural competency rather than learning simple prescriptions for interacting with culturally unfamiliar groups.

Student Diversity Affairs Committee (SDAC)

SDAC is a student run organization devoted to bringing to light issues of diversity for students, faculty, and staff in the College of Education. SDAC works to plan and organize educational opportunities to spread awareness to students, faculty, and staff of ethnic and culturally diverse backgrounds, international students, veterans, non-traditional students, students with disabilities, and the LGBTQ population among others. SDAC strives to promote the strengths within our diverse student body among programs in the College of Education and in the community.

LGBTQ Research Institute

The Queer Research Institute (QRI) was created to focus on issues related to LGBTQ people. The current mission of QRI is to provide an inclusive environment that allows and promotes research, education, advocacy and discussion of LGBTQ issues and issues that affect LGBTQ people, to embrace LGBTQ cultures and provide a safe, supportive environment for members to explore their own cultural identities as members of both marginalized and majority cultures, and to promote, support and recognize all facets of LGBTQ people’s identities.

Ethnic, Racial Diversity Graduate Community Research Award

Counseling Psychology and Human Services Area graduate students conducting research with ethnic and racial minority communities are eligible for diversity research stipends for costs associated with conducting a graduate research project .

Race and Social Class Differences in Young Children’s Cognitive Growth

As one part of an ongoing project examining race and social class in children’s educational experiences, children’s learning rates during kindergarten and first grade are being compared to those during the intervening summer months. The work addresses three main questions: 1) What is the observed pattern of social difference as children enter kindergarten?  2) Do these initial differences change as children move through school?  3) If so, to what extent are differential learning rates explained by school exposure, children’s entering abilities, their personal background characteristics, and their school contexts?

Sapsik’ʷalá (Teacher) Program

The University of Oregon, in consortium with nine federally-recognized tribes of the Pacific Northwest, initiated the Sapsik’ʷalá program, a comprehensive model for the recruitment, support, pre-service training, and induction mentorship of American Indian teachers serving American Indian communities. As part of the UO Native American Initiative, the goal of the program is to prepare American Indian teachers whose knowledge, skills, and cultural sensitivity will bring about long-term, much needed improvements in the elementary, middle, and high school educational experiences of American Indian youth.

The Institute for Leadership and Diversity in Education (ILDE)

The Institute for Leadership and Diversity in Education was established to provide a setting to sustain ongoing dialogue and actions to address the diversity issues and challenges facing our schools and communities. The Institute provides university faculty, staff, and students along with public school administrators various opportunities to strengthen their leadership by identifying and examining the critical features of success in creating climates of respect and cultures of belonging in our colleges and public schools.
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