DEI: Faculty Resources
DEI: Faculty Resources

DEI: Faculty Resources

 

The Graduate School of Education and Human Development (GSEHD) is home to dedicated scholars, educators, and practitioners from around the world who are committed to fostering diversity, equity, and inclusion in their teaching, research, and service. Their expertise and passion for inclusivity and higher education accessibility fuel GSEHD’s mission to make a difference. Across disciplines, our faculty engage in meaningful scholarship, collaborate with communities, and mentor future leaders to create more just and equitable educational systems. Through their work, they strive to advance inclusive practices, challenge systemic inequities, and empower individuals from all backgrounds to thrive.

For questions or to get involved in GSEHD's DEI initiatives, contact gsehddiversity@gwu.edu.

 

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  Faculty Resources

 

Please note, we acknowledge the following is not be a comprehensive list of all related resources for faculty that foster equity, diversity, and inclusion, but it should be a great start to getting connected to the right area. GW and its departments are continuously growing and offering new resources to address the many needs of our diverse community, and we may have missed something below. If you have any suggestions or would like to request an addition to this growing list, please contact us at gsehddiversity@gwu.edu.

GW DEI Related Resources

Report a Bias-Related Act

GW community members who have been the target of, or who witness, a hate or bias incident should make the university aware of these incidents.

  • If the incident is an emergency or medical attention is required, call 911 immediately or report it directly to the GW Police Department at 202-994-6111.
  • Reports can be submitted online, via phone, or in person. Reports may be made on an anonymous basis. Depending on the type of incident, you might choose to report an incident directly to a specific department, such as the GW Title IX Office.

Submit a Report of a Bias Incident >
 

Support for Students who are Targets or Witnesses of Hate/Bias Incidents
Related Policies
Guide to Changing Name with University

There are two levels to the name change policy which includes (1) GWeb (Class Rosters and Blackboards), GWorld, and GWmail; and (2) transcripts, graduation papers, and other official documents. These processes are outlined below:

GWeb

  • Log onto GWeb and select “Student Record and Registration”
  • Click “Student Records Information Menu” and then select “View/Update Preferred First Name”
  • Add your preferred name and save

GWorld

  • Contact the GWorld Office and be sure to have your old GWorld available. Tell them you’d like to update your GWorld to match your preferred name. They will review with you the process from there.

GWMail

  • After the update has been made in GWeb, you can email GWIT via ithelp@gwu.edu and request your email account be updated to match your preferred name.

Transcripts, Diploma, and Employment Records

In order to change your name on your transcripts, diploma, or employment records, you must legally change your name. After a legal name change is documented, your name can be changed on all official documents. If you are an alumnus, you can also request an updated diploma with your current legal name. 

To change your name or gender, please submit a Biographical Update form with copies of appropriate documentation as indicated on the form. If you have recently applied to graduate and would like the change to be reflected on your diploma/certificate, be sure to follow up with registrar@gwu.edu to confirm the change.

Resources Related to Juneteenth

Juneteenth is the oldest nationally celebrated commemoration of the ending of slavery in the United States. It is commemorated each year on June 19th.

GW DEI Related Offices + Organizations

Multicultural Student Services Center

The Multicultural Student Services Center (MSSC) enhances the GW experience by preparing students for success in a diverse and global society. The MSSC leads university student diversity initiatives to ensure the same high quality university experience for all students, while contributing to an environment that promotes cultural competency, inclusion and social justice.

Office for Diversity, Equity and Community Engagement

The Office for Diversity, Equity and Community Engagement (ODECE) provides leadership, resources, and support to advance and sustain inclusive environments for faculty, staff, and students. ODECE and its units support the GW community’s diversity and inclusion efforts through training, lectures and events, surveys, recruitment, and more.

  • Signature Event: The annual GW Diversity Summit features keynote speakers, and the GW community is invited to submit proposals for workshops, panels, poster presentations, or other scholarly presentations of current research, best practices, or innovative ideas centered around the chosen theme.
  • Informational Resources: Their online resources page provides articles, books, and videos about particular topics related to diversity, inclusion, equity, and justice. Resource topics include:
    • Allyship
    • Anti-Semitism
    • Disability
    • Other Cultures and Experiences by Demographics
    • Gender & Sexuality
    • Race & Anti-Racism
    • Safely Protesting
    • Wellness
    • and more.
  • Education and Training: ODECE offers trainings and speakers to equip our community members with the necessary skills to promote acceptance, inclusion and celebration of our differences in the variety of environments they engage in. Topics include but are not limited to race, ethnicity, culture, sexuality, gender, religion, intersectionality, civic service, inclusive classrooms, (dis)ability and sexual violence prevention. Education and learning opportunities are available upon request. Learn more and request training >
Disability Support Services

Disability Support Services (DSS) is the university’s central resource for students with disabilities. The team assists or connects registered students with resources to help with academic support, career development, arranging accommodations (including on Study Abroad experiences), and more. Accommodations are offered in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act. DSS awards several scholarships to currently enrolled, degree-seeking students.

Get involved:

  • The student group, Disabled Students Collective, welcomes both disabled individuals and non-disabled allies to join in weekly meetings and additional events focused on advocacy, creating community, providing support, and fostering pride in disability culture and identity.
International Services Office

The International Services Office (ISO) is the first stop for the GW international community and will help eliminate administrative challenges when studying in the US. ISO Advisors host a variety of special events that highlight our diverse international student population. ISO supports incoming/new students and current students. Access their handy list of resources to assist with your transition to living in the US.

  • GW International Students Association (GWISA) is a student-led organization with a focus on the holistic international students’ experience for adjustment and engagement. With close collaborations with school departments, GWISA acts as a bridge to shorten the distance between university services, official departments, and students through an average of 10 events a semester ranging professional to social activities.
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   See How GSEHD Faculty Are Making a Difference in DEI

 

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   Related Faculty Contributions to Research

 

Related Faculty Contributions to Research

Faculty at GSEHD actively publish their research and studies on the experience of marginalized groups in education. These contributions serve as a way to pinpoint diversity gaps and inspire others in the field of education to become agents of change.

Counseling and Human Development

Maureen McGuire-Kuletz   

*McGuire-Kuletz, M. (2018). Achieving Independence for Virginians with Disabilities through Career Pathways

*McGuire-Kuletz, M. (2017). Community Based Participatory Research:: Applications for Enhancing Employment Outcomes

Delishia M. Pittman   

Pittman, D. M., Brooks, J. J., Kaur, P., & Obasi, E. M. (2017). The cost of minority stress: Risky alcohol use and coping-motivated drinking behavior in African American college students. Journal of ethnicity in substance abuse, 1-22.

*Pittman, D. M. (2016). Addressing xenophobia in working with immigrants and international students.

Pittman, D. M. (2014). African American: An ethnic rather than racial distinction. The Encyclopedia of Diversity and Social Justice.

Curriculum and Pedagogy

Colin Green   

Burns, J., & Green, C. (2017). Gender, Process, and Praxis: Re-Politicizing Education in an Era of Neoliberalism, Instrumentalism, and “Big Data.” In D. Loveless, P. Sullivan, & K. Dredger (Eds). Deconstructing the Education-Industrial Complex in the Digital Age, 24-54. Hershey, PA: IGI Global.

Educational Leadership

Michael D. Corry   

Corry, M., Dardick, W., & Stella, J. (2017). An examination of dropout rates for Hispanic or Latino students enrolled in online K-12 schools. Education and Information Technologies, 22(5), 2001-2012.

Stella, J., & Corry, M. (2017). A capability approach for online primary and secondary students with disabilities. British Journal of Special Education, 44(4), 448-464.

Corry, M. (2016). Hispanic or Latino student success in online schools. The International Review of Research in Open and Distributed Learning, 17(3).

Sharon A. Dannels   

Magrane, D. M., Morahan, P. S., Ambrose, S., & Dannels, S. A. (2018). Institutional matchmakers, sponsors, and strategists: Roles of academic STEM executives in developing the next generation of leaders. Open Journal of Leadership, 7(02),168.

*Dannels, S. (2018). Developing a more diverse workforce for academic STEM: Executive leader perceptions.

Magrane, D., Morahan, P., Ambrose, S., & Dannels, S. (2018). Competencies and Practices in Academic Engineering Leadership Development: Lessons from a National Survey. Social Sciences, 7(10), 171.

William R. Dardick   

Tuckwiller, B., & Dardick, W. R. (2018). Mindset, Grit, Optimism, Pessimism, and Life Satisfaction in University Students With and Without Anxiety and/or Depression. Journal of Interdisciplinary Studies in Education, 6(2), 32-48.

Corry, M., Dardick, W., & Stella, J. (2017). An examination of dropout rates for Hispanic or Latino students enrolled in online K-12 schools. Education and Information Technologies, 22(5), 2001-2012.

Tuckwiller, B. D., Dardick, W. R., & Kutscher, E. L. (2017). Profiles of and correlations among mindset, grit, and optimism in adolescents with learning disabilities: A pilot study. Journal of Interdisciplinary Studies in Education, 6(1), 43-62.

Laura C. Engel   

Engel, L. C., Gibson, H., Boothby, R. C., & Fundalinksi, J. (2018). DCPS goes global: Research on the District of Columbia Public Schools study abroad program, 2017 cohort. Washington, DC: The George Washington University Graduate School of Education and Human Development.

Engel, L. C. (2017). Underrepresented students in study abroad: Investigating impacts. Washington, DC: Institute of International Education.

Engel, L. C., Fundalinski, J., Gatalica, K., Gibson, H., & Ireland, K. (2017). Global Citizenship Education for Every Student: The Washington, DC Public Schools' Study Abroad Program. Childhood Education, 93(6), 516-524.

Joshua L. Glazer   

Glazer, Joshua L.; Massell, Diane; Winchell Lenhoff, Sarah; Larbi-Cherif, Adrian; Egan, Cori; Taylor, James E.; Ison, Ashley; Deleveaux, Joelle; and Millington, Zachary. (2020). District-led School Turnaround: Aiming for Ambitious and Equitable Instruction in Shelby County’s iZone. CPRE Research Reports.

Glazer, J. L., & Egan, C. (2018). The Ties That Bind: Building Civic Capacity for the Tennessee Achievement School District. American Educational Research Journal, 0002831218763088.

Rotberg, I. C., & Glazer, J. L. (Eds.). (2018). Choosing Charters: Better Schools Or More Segregation?. New York, NY: Teachers College Press.

Lionel C. Howard   

Chan, C. D., & Howard, L. C. (2018). When Queerness Meets Intersectional Thinking: Revolutionizing Parallels, Histories, and Contestations. Journal of homosexuality, 1-21.

Howard, L. C., & Ali, A. I. (2016). (Critical) Educational Ethnography: Methodological Premise and Pedagogical Objectives. In R. Hopson, W. Rodick, & A. Kaul (Eds)., New Directions in Educational Ethnography: Shifts, Problems, and Reconstruction (pp. 141-163). Bingley, UK: Emerald Group Publishing Limited.

Howard, L. C (2019). Disentangling the Complexities of Queer Theory and Intersectionality Theory: Research Paradigms and Insights for Social Justice. Research Methods for Social Justice and Equity in Education (pp.59-70).

Natalie B. Milman   

Baker, L. L., Liu, L. B., & Milman, N. B. (2017). International Conceptualizations of Diversity in Multi- Cultural Teacher Preparation: A Review of the Literature 2006-2015. In Discrimination and Diversity: Concepts, Methodologies, Tools, and Applications (pp. 1908-1928). IGI Global.

*Milman, N. B. (2017). Multicultural teacher preparation and technology: A review of the literature 2010 – 2016

Milman, N. B., Posey, L., Pintz, C., Wright, K., & Zhou, P. (2015). Online Master's Students' Perceptions of Institutional Supports and Resources: Initial Survey Results. Online Learning, 19(4), n4.

Christine W. Nganga   

Beck, M., & Nganga, C. (2016). Narratives of Foreign- Born International Teachers: Implications for Dialogic Leadership for Social Justice. Special Issue Editors, 58.

Douglas, T. R. M., & Nganga, C. W. (2015). Radical Loving, Radical Leading: Negotiating Complex Identities, Positionalities, and Pedagogies in Social Justice Work. In Living the Work: Promoting Social Justice and Equity Work in Schools around the World (pp. 59-85). Emerald Group Publishing Limited.

Bernhard T. Streitwieser   

Streitwieser, B. Duffy-Jaeger, & Roche, J. (In press). Comparing the Responses of U.S. Higher Education Institutions Toward International and Undocumented Students in the Trump Era. Comparative Education Review.

Arar, K., Kondakci, Y. & Streitwieser, B. (2020). Higher Education for Forcibly Displaced Migrants, Refugees and Asylum Seekers. Higher Education Policy, 33(2), 195-202.

Streitwieser, B. Duffy-Jaeger, K. & Roche, J. (2020). Included yet Excluded: The Higher Education Paradox for Resettled Refugees in the United States of America. Higher Education Policy, 33(2), 203-221.

Unangst, L., & Streitwieser, B. (2018). Inclusive Practices in Response to the German Refugee Influx: Support Structures and Rationales Described by University Administrators. In European Higher Education Area: The Impact of Past and Future Policies (pp. 277-292).

Springer, Cham. Streitwieser, B., Schmidt, M. A., Brueck, L., & Gläsener, K. M. Not a Crisis But a Coping Challenge: How Berlin Universities Responded to the Refugee Influx.

Susan Swayze   

Swayze, S., & Calvin, J. R. (2016). The Johns Hopkins university leadership development program for multicultural and multinational leaders: A graduate certificate program focused on developing cross- culturally competent leaders. Organization Development Journal, 34(1), 109-118.

Swayze, S. Facilitating Discussions of Diversity in the Classroom Environment. Helen Cannaday, 64.

Abebayehu A. Tekleselassie   

Tekleselassie, A., Mallery, C., & Choi, J. (2013). Unpacking the gender gap in postsecondary participation among African Americans and Caucasians using hierarchical generalized linear modeling. The Journal of Negro Education, 82(2), 139-156.

Rebecca A. Thessin   

Allen, J. G., & Thessin, R. A. (2017). The Extent to Which the School Leader Makes Efforts to Close Black Male Achievement Gaps that Promote Reconciliation of Value Differences within the School Organization (Doctoral dissertation, The George Washington University).

Thessin, R. A., Scully-Russ, E., & Lieberman, D. S. (2017). Critical Success Factors in a High School Healthcare Education Program. Journal of Career and Technical Education, 32(1), 51-72.

James H. Williams   

Bellino, M. J., & Williams, J. H. (Eds.). (2017). (Re) constructing memory: education, identity, and conflict. Springer.

Human and Organizational Learning

Maria Cseh   

*Cseh, M. (2018). Coaching urban public charter school principals: Implications for human resource development. Proceedings of the 2018 Academy of Human Resource Development International Research Conference in the Americas.

*Cseh, M. (2017). Global stewardship: The role of human resource development in fostering openness to the other. Proceedings of the 18th International Conference on Human Resource Development across Europe, Lisbon, Portugal.

Shaista E. Khilji   

Khilji, S. E., & Schuler, R. S. (2017). Talent Management in the Global Context. The Oxford Handbook of Talent Management, 399.

Khilji, S. E., Keilson, B., Shakir, F. Y., & Shrestha, B. K. (2015). Self, follower, organization and the context–a cross cultural view of authentic leadership. South Asian Journal of Global Business Research, 4(1), 2-26.

Yoshie Tomozumi Nakamura   

*Nakamura, Y.T. (2018). Women’s authentic leadership development: A case study

Nakamura, Y.T. (2017). Women’s leadership in Japan. In Cho, Y., Ghosh, R., Sun, J., & McLean, G. N. Current perspectives on Asian women in leadership. Cham, Switzerland: Springer Nature.

Ellen Scully-Russ   

Thessin, R. A., Scully-Russ, E., & Lieberman, D. S. (2017). Critical Success Factors in a High School Healthcare Education Program. Journal of Career and Technical Education, 32(1), 51-72.

Julia Storberg- Walker   

Storberg-Walker, J., & Gardiner, R. A. (2017). Authentic Leadership in HRD—Identity Matters! Critical Explorations on Leading Authentically. Advances in Developing Human Resources, 19(4), 350-361.

Storberg-Walker, J. & Haber-Curran, P. (Eds.). (2017). Theorizing Women & Leadership: New Insights & Contributions from Multiple Perspectives. Charlotte, NC: IAP.

Special Education

Doran Virginist Gresham   

Gresham, D.V. (2015). Why the sun rises. Bloomington, IN: Author House.

Karen Hudson Ihrig   

*Ihrig, K.H. Girls with emotional-behavioral disabilities: caregivers' recommendations for educators.

Elisabeth Kathryn Rice   

Rice, E.K. (2017). Including students with emotional and behavioral disorders. In Classrooms: Practices, Assessment and Improvement Strategies.

* Denotes conference papers

 

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   Related Faculty Features on the EdFix Podcast 

 

EdFix is GSEHD’s official podcast hosted by Dean Michael Feuer. EdFix aims to open the conversation about the practice and promise of education, as well as tackle some of education’s most complex issues through discussions with researchers, practitioners, policymakers. Amongst regular guests on EdFix are GSEHD faculty who are using their research and classrooms to work towards positive and inclusive changes in the realm of education.

The Power and Potential of Positive Psychology for Students with Disabilities

Is it possible to teach students to develop traits such as optimism, growth mindset, hope, perseverance, and resilience to help improve well-being and educational outcomes? Dr. Beth Tuckwiller and Dr. William Dardick talk about their joint research into the field of positive psychology--its potential for changing students' experiences in the classroom and the challenges of measuring its subjective factors.

Listen to Episode 3 >

The Charter School Debate

In the United States, approximately 5% of children attend charter schools. So why are these schools such a hot topic among educators, advocates, policy makers, politicians, and parents? Dr. Iris Rotberg and Dr. Joshua Glazer, editors of the book Choosing Charters - Better Schools or More Segregation?, discuss the goals, challenges, and outcomes of the charter movement from different perspectives based on their research in the field.

Listen to Episode 7 >

International Education, Globally Speaking

"Global education” builds cultural competencies, encourages the exchange of ideas and people, and develops human capital. Could the policies and practices of other countries shed light on ways to improve our own schools and colleges, especially in the neediest communities? Drs. James Williams and Laura Engel discuss lessons learned from abroad, how the U.S. is faring compared to other countries, and whether the rise of nationalism is leading to the end of the golden age of internationalization in education.

Listsen to Episode 13 >

Racial Disparities in College Student Health

Heterosexual Black women have the 2nd highest rate of HIV infection as a group; however, Black women in college are nearly ignored in the HIV literature. Dr. Delishia Pittman discusses her research on the shared and unique risk factors of this population, whether online dating has increased the risks, and ongoing racial and ethnic disparities in health outcomes.

Listen to Episode 14 >

Ed Tech, Online Learning and the Digital Access Divide

In today’s world of instructional design, there are more tools available than ever before. Educational technology is incorporated across all learning environments, from K-12 and higher education to corporate, government, and military training. So how can teachers design quality instruction using technology to meet a variety of learners’ needs? Drs. Michael Corry and Natalie Milman discuss new information delivery methods, artificial intelligence tools, and whether the use of technology in schools has actually lessened the “digital access divide.”

Listen to Episode 15 >

Rehabilitation Counseling - Fostering a Better Quality of Life for People with Disabilities

Rehabilitation counselors provide independent living support and job readiness training, empowering people with disabilities to integrate more fully into the community. According to Drs. Maureen McGuire-Kuletz and Kenneth Hergenrather, directors of the Center for Rehabilitation Counseling Research and Education, there is a pressing need for more rehabilitation professionals as a generation of counselors prepares to retire. They discuss the intersection of disability and poverty, why this population has been disproportionately affected by the COVID-19 pandemic, and what can be done to address these challenges.

Listen to Episode 20 >

Reflecting on Black-Jewish Relations in America

In recent years, both racially motivated hate crimes and antisemitism have been on the rise. But does the experience of common oppression necessarily lead to coalition? And can we better prepare teachers for conversations that fight bigotry? Dr. Dwayne Wright, Director of DEI Initiatives for GSEHD and GW Assistant Professor of Higher Education Administration, and Dr. Benjamin M. Jacobs, GW Associate Research Professor of Experiential Jewish Education, talk about intersectionality, inclusion, and the complex nature of Black-Jewish relations.

Listen to Episode 29 >