We affirm the contributions of all people in our community. Diversity and equity are at the core of our mission in the College of Education and Human Development.
We explicitly reject bias, discrimination, and exclusion on the basis of race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression.
We all are responsible for recognizing, confronting, and addressing bias and discrimination and diligently working for positive change in support of equity and diversity.
- Statement created and approved by CEHD Directors of Graduate Studies, Spring 2017; adopted by CEHD, Summer 2017.
We live in a time of great possibility, but that possibility cannot be realized until we all share the responsibility of creating an equitable and respectful climate. More than just an exercise in enrichment, we believe diversity is necessary to doing our best work and fostering our humanity. That's why the CEHD community is collectively dedicated to cultivating an inclusive and equitable environment. We aim to weave these core values into the work of each department and all of our administrative policies and practices.
CEHD is a distinctly urban campus - a rarity for a large research institution. We are deeply engaged with our surrounding community, and our students are encouraged and empowered to address inequities, inspire change, learn and grow personally, and prepare professionally to encounter and engage in systemic transformation.
Katie Johnston-Goodstar, an assistant professor in the School of Social Work, studies how school climate affects Native American youth. The Native Youth School Climate Study is a community-based, youth participatory action research project, involving student-researchers from public high schools and charter schools in the Twin Cities.
Representing different genders, tribes, and regions, the youth bring different school experiences to the project. The students, who refer to themselves as Native youth researchers, along with two adult researchers and Johnston-Goodstar, examined multiple national surveys on school climate.
If we’re going to change how Native kids experience school climate, we have to ask the right questions and look at how schools aren’t meeting their needs or reflecting their history.
Women’s sports, both professional and collegiate, have made enormous progress since Title IX (federal civil rights legislation designed to prohibit gender discrimination in educational institutions) was passed in 1972, but the gender gap underscoring large inequalities – and myths about women’s sports – still exist.
Our schools are more than just places where we teach facts and figures; they are the primary way that we socialize children – and impart powerful messages about culture. When children enter the classroom, they aren’t just learning math or science; they are learning about what culture and knowledge are valued.
For homeless youth, higher education is a way out and a way up. At the College of Education and Human Development (CEHD), we’re studying the challenges that homeless students face as they make the transition to college – and how our universities and institutions can better serve their needs.
If we are committed to helping our LGBTQ students, we need to make more thoughtful decisions about the messages that we send about sexual orientation and gender in the classroom. While our educational system has made attempts to be more inclusive of LGBTQ students in recent years, too often we are excluding them in the ways we frame our curriculum and messages – all part of the "hidden curriculum."
23% of CEHD's faculty identify as faculty of color, and as a college committed to creating a more equitable and just world, we have many other faculty members researching issues in equity and inclusion.