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The Diversity and Inclusion Science Initiative (DISI) is a signature initiative of the T. Denny Sanford School of Social and Family Dynamics. The DISI is dedicated to supporting those who are disadvantaged and underrepresented and represents the Sanford School's commitment to enhance the well-being of all children, youth and families in our diverse world.
Diversity and Inclusion Science involves consideration of the many qualities that reflect diversity including:
The end goal of the DISI's collective efforts is to:
The mission of the PROMISE Project is to develop and disseminate programs and materials that support educators, parents, organizations, and communities to create environments that are inclusive, safe, and equitable.
SUPER is a sequenced and highly structured 6-week research experience for rising ASU juniors and seniors from underrepresented groups (broadly defined) who show potential for success in research, but who may not be considering opportunities for a graduate program or career involving research. SUPER participants will engage in a series of workshops, seminars, and activities that guide them through each step of the research process, providing the support needed for participants to conduct a small research study using a previously identified secondary data set. In addition to engaging in the research experience, participants will have opportunities to learn about diversity-related issues in research, careers in social science, and develop career goals.
The DISI Graduate Student Research Conference is a research conference hosted by and for graduate students to share work related to diversity and inclusion across fields. The interdisciplinary conference will allow the next generation of scholars, researchers, and leaders to collaborate on tackling challenges regarding diversity and inclusion beyond their own expertise. The conference will take place in February, 2018, and will address three major themes: research regarding diversity and inclusion, incorporating diversity and inclusion into teaching and mentoring, and navigating personal identity.
Dr. Elizabeth Gershoff, Associate Professor of Human Development and Family Science at the University of Texas at Austin
Corporal punishment is legal in public schools in 19 U.S. states. In this talk, Dr. Gershoff presented data on disparities in use of corporal punishment by gender, race, and disability status and reviewed the known effects of corporal punishment on children. She discussed her involvement in efforts to prohibit school corporal punishment both in the U.S. and around the world.
Dr. Chavella T. Pittman, Associate Professor of Sociology at the Dominican University
This workshop highlighted the basic components of inclusive teaching, which is important to the retention and success of diverse students and furthers the learning of all students. The workshop detailed ways in which faculty can start to improve the inclusivity of their teaching methods by (1) introducing the four components of inclusive pedagogy, (2) including hands-on and interactive work for one of these components, and (3) suggesting next steps for furthering inclusive pedagogy.
The Clinton Global Initiative University selected students Larissa Gaias, Michelle Pasco, and Chanler Hilley to attend its 2017 session at Northeastern University in Boston, Massachusetts, on October 13–15, 2017. Along with three other Sanford School doctoral students, these students presented their Commitment to Action: planning and executing the inaugural DISI Graduate Research Conference regarding diversity and inclusion at ASU, to take place February 1–2, 2018. The students also received a Graduate and Professional Student Association group traveling grant award to attend the conference.
To build a higher education pipeline for underrepresented students, the DISI developed a multi-layered training program. Researcher collaborators conduct interdisciplinary research designed to foster knowledge that reflects the strengths and assets that result from contact with diverse groups. The 2017–2018 Research Fellows are as follows:
- Eduardo Contreras
- Kandice D. Marrero
- Abigail Gabriel
- Xiaoye Xu
Postdoctoral Research Associates
- Dr. Cassandra Cotton
- Dr. Jenny Padilla
- Dr. Megan Costa
The primary goal of this research-focused orientation was to introduce and welcome Sanford School transfer students. Students had the opportunity to meet with academic advisors and learned about available resources at ASU. An important part of this orientation was to introduce students to research opportunities within the Sanford School. The orientation also included a research panel with the Sanford School faculty and graduate students.
The DISI hosted Ariadna Aldarondo and Yaddira Molano—Clinical Psychologist (Psy.D.) students from Albizu University, Puerto Rico campus—for a summer research internship. Both students participated in research projects with Sanford School faculty: Drs. Carol Martin, Laura Hanish, Dawn Delay, and Tracy Spinrad.
The goal of the PROMISE Project is to promote inclusive and safe environments in and outside of schools. PROMISE team members Cindy Faith Miller, Richard Fabes, Carol Lynn Martin, Laura Hanish, Anissa Rasheta, Arlyn Moreno, Janna Juvonen (UCLA), and Christia Spears Brown (University of Kentucky) participated in a one-day retreat to catalyze this exciting new initiative. The retreat enabled team members to outline the project’s mission and vision, develop goals and plans, and identify strategies for developing partnerships with community members.
The Cesar E. Chavez Leadership Institute is a one-week residential camp for high school seniors and juniors that focuses on leadership, education, and community and civic engagement. Established in 1995, the program originally offered leadership opportunities for Latino students contemplating college at a time when few such options existed. In 2011, the program opened to students from all backgrounds. At the 2017 summer institute, Larissa Gaias, Michelle Pasco, and Arlyn Moreno Luna offered a workshop on diversity and inclusion to 60 teens with diverse mix of ethnic backgrounds and socio-economic levels from around Arizona. Students defined diversity, inclusion, and equity in small groups and participated in “Circles of My Multicultural Self,” which helps participants identify what they consider the most important dimensions of their own identity.
Dr. Kristina Schmid Callina, Research Assistant Professor of the Institute for Applied Research in Youth Development at Tufts University
As part of the DISI, the Sanford School is collaborating with Kids at Hope to form a new center at ASU: the Center for the Advanced Study and Practice of Hope. The Center’s mission will be to explore the basic and applied science of hope and its relation to positive youth and community development. Team members participated in a full-day retreat led by Dr. Kristina Schmid Callina to learn more about the current state of hope-related research and areas of investigation needed to advance the field.
Committee members from the Hope Project (Tashia Abry, Casey Sechler, Crystal Bryce, Manuela Jimenez, Brittany Alexander, and Arlyn Moreno Luna) attended the 2017 Youth Development Master’s Institute. Erin Gruwell, inspiration for the film Freedom Writers, served as the Honorary Dean and Keynote Speaker. In addition, Dr. Richard Fabes gave a Hope2 Talk: “Breaking Down Barriers to Hope in a Diverse World.”
Presentation: Culture and the Development of Intergroup Gender Attitudes
Dr. May Ling Halim, Assistant Professor of Psychology at the California State University Long Beach
Gender inequality persists globally, driven by historical and current gender intergroup attitudes and stereotypes that devalue or differentiate individuals based on gender. Dr. Halim presented results from three studies based on ethnically diverse communities across New York, Arizona, and California. In the first, she focused on normative social cognitive developments, such as the emergence of gender identity, as possible contributors to biased gender attitudes in early childhood. Dr. Halim summarized research finding ethnic variation in gender attitudes among 5- to 11-year-olds across sites. Next, she examined whether family socialization influences emerging adults’ gender attitudes. Lastly, Dr. Halim offered possible solutions to improve children’s gender attitudes and relationships based on these findings.
Dr. Onnie Rogers, Assistant Professor of Psychology at the Northwestern University
Dr. Rogers presented findings on the relative importance and meaning of race and gender during middle childhood and discussed preliminary findings from a qualitative analysis of their racial and gender narratives. Data gathered from Black, White, and Mixed-Race children in racially diverse public schools explored children’s interpretations of their racial and gender identities. Dr. Rogers discussed group- and age-related differences and proposed that children, like adolescents, negotiate their social identities in response to broader cultural narratives about their social groups.
Doctoral students in Family and Human Development conducted focus groups with graduate students from a variety of academic disciplines with the goal of learning about graduate students’ understanding of diversity and inclusion in the context of a large research university, as well as learning about graduate students’ experiences navigating their identities in academia. Ultimately, the outcomes factored into the planning for the first DISI Graduate Research Conference.
Dr. Cynthia Garcia Coll, Associate Director of Institutional Center of Scientific Research at Albizu University
Developmental and social scientists have established how early and pervasive out-group biases are established. Some of these processes start on the first year of life and solidly established by the preschool years. Dr. Garcia Coll discussed the ways in which we can work towards inclusion and acceptance of cultural/racial/ethnic/religious/socioeconomic/sexual orientation differences in educational settings while recognizing how early prejudices in these areas are established.
Dr. Richard M. Lerner, Bergstrom Chair in Applied Developmental Science Institute for Applied Research in Youth Development, Tufts University
How can developmental scientists, youth development practitioners, and policy professionals use theory and research to improve the lives of the diverse youth, families, and communities they seek to understand and to serve? In contemporary developmental science, a philosophical orientation—termed relational developmental systems (RDS) metatheory—serves as the cutting-edge frame for theoretical models of development. Dr. Lerner discussed the philosophical foundations of RDS metatheory, explained the ideas of relative plasticity and individual agency in RDS-based models, and illustrated the use of RDS-based ideas for understanding the contributions of biology, including evolutionary biology and epigenetics, to the development of individuals across the life span. Dr. Lerner argued that RDS-based theory and research elevate social justice as a superordinate lens for judging the success of developmental science to enhance thriving among the diverse youth, families, and communities of our nation and world.
Dr. Kristina Olson, Director of the TransYouth Project, Associate Professor of Psychology at the University of Washington
While the study of how we come to understand our own gender and the influence gender has on our lives has been central to the study of human psychology for decades, nearly all research to date has focused on people who experience “typical” gender identity (gender identity that aligns with one's sex). In this talk, Dr. Olson talked about her recent work exploring gender representation, gender development, and mental health in an increasingly visible group of children—transgender youth—for whom gender and sex collide. She discussed how her findings influence existing conceptualizations of childhood gender development as well as larger political discussions concerning transgender youth.
The School of Social and Family Dynamics has launched a new and innovative initiative in Diversity and Inclusion Science, https://thesanfordschool.asu.edu/disi, and we are inviting applications for up to 2 full-time postdoctoral research fellows to join us in this effort. The Diversity and Inclusion Science Initiative (DISI) is a signature initiative of the School that includes the study of the many qualities that reflect diversity; race/ethnicity, gender, socio-economic status, religion, disabilities, sexual orientation, culture, and language to name a few. DISI collaborators conduct interdisciplinary research designed to build knowledge that reflects the strengths and assets that result from contact with diverse groups. The DISI focuses on topics related to inequities, intergroup relations, social identity, and adjustment. The end goal of the DISI's collective efforts is the advancement of evidence-based/informed solutions that enhance equity, compassion, social action, and empowerment and that reduce prejudice, stereotyping, and exclusion.
We are seeking up to two postdoctoral fellows whose work and interests reflect the goals of the DISI. Anticipated start date will be August 16, 2018. Subsequent annual renewal on a fiscal year basis is expected contingent upon performance, the needs of the project and university, and the availability of resources. By time of appointment, successful candidates must have a PhD or equivalent in Human Development/Family Sciences, Psychology, Sociology, Education, or related field and have substantive and/or methodological training in research. Successful candidates must be able to articulate how their research reflects the mission of the DISI. Evidence of expertise in advanced quantitative methods and working with complex data sets is preferred. Responsibilities include collecting and analyzing data, writing and contributing to manuscripts and grant applications, and assisting in both ongoing and emerging research initiatives. DISI postdoctoral fellows also will be involved in teaching and will participate in DISI training seminars, meetings, and activities.
Initial review of applications will begin on January 15, 2018 and continue every week thereafter until the positions are filled. To apply, please send (1) a personal statement describing your research interests and background and fit with this position – be sure to indicate how your research and future goals relate to the DISI and identify two potential faculty mentors (see https://thesanfordschool.asu.edu/disi/mentors), (2) a curriculum vitae, (3) a writing sample or publication, and (4) names of two letter writers to Brandon Yoo at DISIpostdoc@gmail.com (all materials must be submitted electronically). Background check is required for employment. Arizona State University is a VEVRAA Federal Contractor and an Equal Opportunity/Affirmative Action Employer. All qualified applicants will be considered without regard to race, color, sex, religion, national origin, disability, protected veteran status, or any other basis protected by law. https://www.asu.edu/aad/manuals/acd/acd401.html https://www.asu.edu/titleIX/
Arlyn Moreno Luna
The DISI includes faculty, staff, and students from the Sanford School with planning committees led by Drs. Laura Hanish and Richard Fabes taking place beforehand. The DISI focuses on three central pillars: diversity and inclusion research, evidence-informed solutions, and creation of caring communities.
DISI researchers conduct interdisciplinary research designed to build cutting edge knowledge that reflects the strengths and assets of diverse children, youth, and families and that result from contact with diverse groups. DISI collaborators focus on topics related to disparities, inequities in access to resources, intergroup relations, social identity, and adjustment across the lifespan and social contexts.
Central to DISI's collective efforts is the translation of knowledge, in the form of evidence-informed and evidence-based solutions. Solutions are designed with the needs of practitioners in mind. They are intended to build capacity among those who have contact with diverse children, youth, and families and to directly benefit children, youth, and families themselves.
Creating Caring Communities
An important goal of the DISI is to raise awareness of the benefits of diversity in the ASU and local communities and beyond. DISI efforts are devoted to promoting empathy, caring, and compassion for those who are disadvantaged or oppressed, to enhancing kindness toward others, and to generating mindfulness about relationships with others.