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DIVERSITY, INCLUSION, JUSTICE, & EQUITY

dije

The Marsal Family School of Education is proud to be a leader in the campus-wide initiative promoting Diversity, Inclusion, and Equity. Adding "Justice" to these values underscores the role of educators in the creation of just societies. Through research, public scholarship, community building, and the preparation of education practitioners and policymakers, we articulate and advance our dije agenda.

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A Statement of Institutional Commitments

At the Marsal Family School of Education, our effort to study and improve educational practice is inseparable from our determination to develop more effective and socially just systems of education. This mission is grounded in our commitment to promote diversity and to advance equity and inclusion.

Students at Graduation

As an organization, we value and seek to increase diversity along many dimensions, including race and ethnicity, gender and gender expression, socioeconomic status, sexual orientation, language, national origin, U.S. resident status, religious commitment, age, and (dis)ability status. We recognize the history in the United States of racial, ethnic, and gender discrimination and the intergenerational effects of poverty, and we commit to work assiduously to promote and extend opportunities and outcomes for members of those groups that have been historically marginalized by these profound inequalities. It is central to that mission to ensure that each member of our community has full opportunity to thrive in our environment, for we believe that diversity is key both to individual flourishing and to the advancement of knowledge. We know that without a vibrant community of people who identify as members of these groups, we cannot progress as a school. We also recognize that without building critical mass of these groups among our students, staff, and faculty, difference can be isolating rather than productive.

We commit to developing the institutional mechanisms and social norms necessary to ensure that differences are respected, welcomed, and used to support individuals’ flourishing and to advance our collective aims. The pursuit of equity entails institutionalizing policies and practices that facilitate the School’s ability to recruit a highly qualified and robustly diverse community of students, faculty, and staff. The pursuit of inclusion entails both removing barriers to, and providing support and encouragement for, full participation of all community members in our collective work.

Principles of Diversity, Equity, and Inclusion

The following principles guide the Marsal School's efforts to promote diversity, equity, and inclusion:

  • the diversity of our faculty, students, and staff should reflect the character and contours of our demographically diverse society and should be leveraged to develop the knowledge, interventions, and teaching and learning practices necessary for challenging entrenched educational and social inequalities;
  • each member of our community (students, faculty, staff) should be recognized both as an individual with distinct talents, perspectives, and insights, and as a member of social groups who have benefited from or been disadvantaged by historical and contemporary power inequalities;
  • our practices and policies must ensure the full inclusion and empowerment of persons who identify as members of historically disenfranchised groups, and must also cultivate among all community members shared competencies, sensitivities, and habits of mind fundamental to building an equitable and inclusive school environment;
  • diversity of identity, culture, perspective, language, and mode of expression should be protected and actively cultivated in our research, curricular, pedagogical, and work activities;
  • informal and professional interactions within the school or in relation to school business should enable courageous, respectful, and civil discourse across differences in opinion, perspective, identity, and power status;
  • our institutional responsibility to enact these principles of diversity, equity, and inclusion requires that each of us—individual faculty, staff, and students—contribute to an environment that supports the learning and interactions necessary for the effective, socially-just education that we seek.
Land Acknowledgement

Please see the Land Acknowledgment drafted by the dije Office. The Land Acknowledgment includes the following:

  • A detailed history of the treaties involved in establishing the University
  • Our action-oriented commitments to educational access
  • Resources on creating and using your own land acknowledgment
  • Information on the Michigan Indian Tuition Waiver ("MITW") and other resources

Strategic Plan

The purpose of the Marsal Family School of Education’s Diversity, Equity, and Inclusion Strategic Plan is to provide faculty, staff, and students with a framework and charge to prioritize, develop, and implement actions necessary to realize the commitments outlined in the school’s diversity, equity, and inclusion statement.

dije 1.0 Strategic Plan
dije 2.0 Strategic Plan
Strategic Objectives

Objective (1): Where we have control over recruitment/admission, improve recruitment and retention of undergraduate students who are from diverse racially minoritized, LGBTQIA+, disability, economically disadvantaged, first generation, undocumented, and international communities.

Objective (2): Continue to improve recruitment and retention of graduate students who are from diverse racially minoritized, LGBTQIA+, disability, economically disadvantaged, first generation, undocumented, and international communities.

Objective (3): Continue to improve recruitment and retention of faculty who are from diverse racially minoritized, LGBTQIA+, disability, and international communities.

Objective (4): Improve recruitment and retention of staff who are from diverse racially minoritized, LGBTQIA+, disability, economically disadvantaged, and international communities.

Objective (5): Improve physical and digital accessibility throughout the Marsal School.

Objective (6): Build skills and tools so that we are all better prepared and equipped to intervene to prevent and disrupt exclusionary moments and practices in our respective spheres of influence.

Objective (7): Reduce the burden of responsibility on, and increase rewards and recognition for, Marsal students whose work makes the school more inclusive and equitable.

Objective (8): Reduce the burden of responsibility on, and increase rewards and recognition for, staff whose work makes the Marsal School more inclusive and equitable.

Objective (9): Reduce the burden of responsibility on, and increase rewards and recognition for, faculty whose work makes the Marsal School more inclusive and equitable.

Objective (10): Continue to improve inclusion of courses that address theory and research on antiracism, anti-Blackness, Indigenous epistemologies, LGBTQIA+ studies, disability studies, and/or the intersection of these fields.

Objective (11): Support and value public engagement and scholarship by Marsal School faculty.

Objective (12): Establish and integrate dije fundraising priorities within our overall Marsal strategic development priorities.

Action Items

Select options and filter
Strategic Objectives
Focus
Initiative Area
Responsible Parties
Status
Current filters:
Objective Sort descending Area Focus Action Item Responsible Status
dije 2.0 Strategic Plan Action Items
Objective 1
  • People
  • Undergraduate Students
Identify and build innovative recruitment strategies that leverage resources in terms of people, time, and funding found within our institution, as well as within our community partnerships, to reach beyond our current application pool for EPP (Teacher Education), in particular.
  • AD for Undergraduate Education & Educator Preparation
  • Director of Recruitment
  • Director of LEAPS Program
  • Not started
Objective 1
  • People
  • Undergraduate Students
As a collaboration of the offices of admissions, financial aid, and dije, develop a list of experiences and activities that may help identify applicants' enactments of their commitment to dije and/or develop a question on the application form that points to this.
  • Director of Recruitment
  • Not started
Objective 1
  • People
  • Undergraduate Students
In consultation with the Office of General Counsel, all undergraduate programs (EdMinor, EPP, LEAPS) will outline key strategies to enhance the number of applications and matriculations of students from diverse racially minoritized, LGBTQIA+, disability, economically disadvantaged, first generation, and international communities.
  • AD for Undergraduate Education & Educator Preparation
  • Director of Recruitment
  • Director of LEAPS Program
  • In development
Objective 1
  • People
  • Undergraduate Students
Beginning in Y1, all undergraduate academic programs (EdMinor, EPP, LEAPS) will implement at minimum 1-2 best practices/strategies to enhance the number of applications and matriculations of students from diverse racially minoritized, LGBTQIA+, disability, economically disadvantaged, first generation, and international communities.
  • AD for Undergraduate Education & Educator Preparation
  • Director of Recruitment
  • Director of LEAPS Program
  • In development
Objective 1
  • People
  • Undergraduate Students
Track number and quantity of scholarships that are need-based and those that are designated to rewarding applicants’ enactments of their commitment to dije.
  • Director of Recruitment
  • In development
Objective 1
  • People
  • Undergraduate Students
The Detroit-based LEAPS Program will engage in focused recruitment to attract undergraduate students who are first-generation college students, those who have a deep commitment to community-engaged work and racial justice, and who live in Detroit.
  • AD for Undergraduate Education & Educator Preparation
  • Director of Recruitment
  • Director of LEAPS Program
  • In progress
Objective 1
  • People
  • Undergraduate Students
Design and implement an inclusive, community-informed census of self-reported social identity experiences represented in the Marsal School to fill in the gaps of information not available via university administrative records.
  • Dean
  • Chief of Staff
  • AD for dije
  • dije Office
  • EDAC
  • Ongoing
Objective 1
  • People
  • Undergraduate Students
Develop and implement dije onboarding for staff and faculty involved in student recruitment that explicitly attends to experiences of racially minoritized, LGBTQIA+, disability, economically disadvantaged, and international communities as well as anti-Blackness, heterosexism, cisgenderism, and ableism, specifically.
  • dije Office staff
  • HR
  • Ongoing
Objective 2
  • People
  • Graduate Students
In consultation with the Office of General Counsel, each graduate program will outline strategies to enhance the number of applications and matriculations of students from diverse racially minoritized, LGBTQIA+, disability, economically disadvantaged, and international communities.
  • AD for Research & Graduate Studies
  • Director of Recruitment
  • Not started
Objective 2
  • People
  • Graduate Students
As a collaboration of the offices of admissions, financial aid, and dije, develop a list of experiences and activities that may help identify applicants' enactments of their commitment to dije and/or develop a question on the application form that points to this.
  • Director of Recruitment
  • Not started
Objective 2
  • People
  • Graduate Students
Beginning Y1, each graduate program will implement at minimum 1-2 best practices/strategies to enhance the number of applications and matriculations of students from diverse racially minoritized, LGBTQIA+, disability, economically disadvantaged, first generation, undocumented, and international communities. They will revise their approach as needed.
  • AD for Research & Graduate Studies
  • Director of Recruitment
  • In development
Objective 2
  • People
  • Graduate Students
Track number and quantity of scholarships that are need-based and those that are designated to rewarding applicants’ enactments of their commitment to dije.
  • Director of Recruitment
  • In development
Objective 2
  • People
  • Graduate Students
All graduate programs will identify and implement at minimum 1 key professional development and/or other strategy to address any inequities in quality of advising and mentorship.
  • AD for Research & Graduate Studies
  • AD for dije
  • In progress
Objective 2
  • People
  • Graduate Students
Design and implement an inclusive, community-informed census of self-reported social identity experiences represented in the Marsal School to fill in the gaps of information not available via university administrative records.
  • Dean
  • Chief of Staff
  • AD for dije
  • dije Office
  • EDAC
  • Ongoing
Objective 2
  • People
  • Graduate Students
Develop and implement dije onboarding for staff and faculty involved in student recruitment that explicitly attends to experiences of diverse racially minoritized, LGBTQIA+, disability, economically disadvantaged, and international communities as well as anti-Blackness, heterosexism, cisgenderism, and ableism, specifically.
  • dije Office staff
  • HR
  • Ongoing
Objective 3
  • People
  • Faculty
Develop and implement a mentorship initiative for faculty in the Associate Professor rank.
  • AD for dije
  • In development
Objective 3
  • People
  • Faculty
Explore new models of mentorship that, though open to all faculty, are designed to support people of marginalized identities in learning from one another, continuing to grow, and challenging an oppressive system with their dignity intact.
  • AD for dije
  • dije Office
  • In development
Objective 3
  • People
  • Faculty
Encourage academic programs to consider how Indigenous, LGBTQIA+, and disability studies may intersect with program hiring needs as they prepare hiring proposals.
  • Dean
  • In progress
Objective 3
  • People
  • Faculty
Design and implement an inclusive, community-informed census of self-reported social identity experiences represented in the Marsal School to fill in the gaps of information not available via university administrative records.
  • Dean
  • Chief of Staff
  • AD for dije
  • dije Office
  • EDAC
  • Ongoing
Objective 3
  • People
  • Faculty
Develop and implement dije onboarding for staff and faculty involved in faculty hiring that explicitly attends to experiences of diverse racially minoritized, LGBTQIA+, disability, economically disadvantaged, and international communities as well as anti-Blackness, heterosexism, cisgenderism, and ableism, specifically.
  • dije Office staff
  • HR
  • Ongoing
Objective 3
  • People
  • Faculty
Conduct analysis of participation in internal service, awards/recognitions, and compensation across faculty from diverse racially minoritized, LGBTQIA+, disability, and international communities.
  • dije Office
  • AD for dije
  • Ongoing
Objective 3
  • People
  • Faculty
Continue to consult with U-M’s Office of General Counsel to identify and implement strategies to overcome barriers to recruitment of faculty from diverse racially minoritized, LGBTQIA+, disability, economically disadvantaged, and international communities.
  • Dean
  • Chief of Staff
  • AD for dije
  • dije Office
  • Ongoing
Objective 3
  • People
  • Faculty
Continue to consult with ADVANCE and CRLT to identify professional development opportunities for Marsal School faculty focused on racism, sexism, ableism, and other forms of marginalization.
  • AD for dije
  • dije Office
  • Ongoing
Objective 3
  • People
  • Faculty
In consultation with Academic HR and the Office of General Counsel, continue to implement dije-related faculty hiring practices in open and person-specific searches.
  • AD for dije
  • HR
  • Ongoing
Objective 3
  • People
  • Faculty
Continue to implement first-year faculty mentorship (LAUNCH) program with all first-year assistant professors, including clinical faculty.
  • AD for dije
  • Ongoing
Objective 3
  • People
  • Faculty
Continue to partner with Provost Office and Vice Provost for Equity & Inclusion to cultivate resources to retain faculty who advance dije at the school.
  • Dean
  • Ongoing
Objective 4
  • People
  • Staff
Consult with U-M’s Central HR to identify barriers and implement strategies to overcome barriers to recruitment of staff from diverse racially minoritized, LGBTQIA+, disability, economically disadvantaged, and international communities.
  • AD for dije
  • Chief of Staff
  • HR
  • Not started
Objective 4
  • People
  • Staff
Implement staff peer mentorship program with particular attention to the needs of marginalized groups where possible.
  • Chief of Staff
  • HR
  • Not started
Objective 4
  • People
  • Staff
Develop standardized protocols for nominations of staff for internal awards/recognitions.
  • AD for dije
  • Chief of Staff
  • HR
  • Not started
Objective 4
  • People
  • Staff
Develop and implement dije onboarding for staff and faculty involved in staff hiring that explicitly attends to experiences of diverse racially minoritized, LGBTQIA+, disability, economically disadvantaged, and international communities as well as anti-Blackness, heterosexism, cisgenderism, and ableism, specifically.
  • dije Office staff
  • HR
  • In development
Objective 4
  • People
  • Staff
Conduct analysis of staff participation in internal service, awards/recognitions, and compensation across social identity groups.
  • AD for dije
  • Chief of Staff
  • HR
  • In development
Objective 4
  • People
  • Staff
In consultation with Staff HR and the Office of General Counsel, continue to implement dije-related staff hiring practices.
  • Chief of Staff
  • HR
  • Ongoing
Objective 4
  • People
  • Staff
Continue to consult with Organizational Learning and other university entities to identify professional development opportunities for staff focused on racism, sexism, ableism, and other forms of marginalization.
  • Chief of Staff
  • HR
  • dije Office staff
  • Ongoing
Objective 4
  • People
  • Staff
Design and implement an inclusive, community-informed census of self-reported social identity experiences represented in the Marsal School to fill in the gaps of information not available via university administrative records.
  • Dean
  • Chief of Staff
  • AD for dije
  • dije Office
  • EDAC
  • Ongoing
Objective 5
  • Processes
  • All Students, Faculty, & Staff
Explore feasibility of partnering with another unit (e.g., SSW) to share a Disability Navigator staff member based on LSA’s model, or of alternative options such as reapportioning current staff members’ time to this work.
  • Dean
  • Chief of Staff
  • AD for dije
  • dije Office
  • Not started
Objective 5
  • Processes
  • All Students, Faculty, & Staff
Work with SSD to obtain a primary liaison.
  • Dean
  • Chief of Staff
  • AD for dije
  • dije Office
  • Not started
Objective 5
  • Processes
  • All Students, Faculty, & Staff
Partner with entities such as the Council for Disability Concerns to conduct accessibility audits of Marsal School’s physical environment.
  • AD for dije
  • dije Office
  • Facilities
  • Not started
Objective 5
  • Processes
  • All Students, Faculty, & Staff
Consult with IT, CRLT, and other external partners at U-M (e.g., library’s Digital Scholarship and Digital Accessibility) to develop a digital accessibility guide.
  • Chief of Staff
  • IT
  • Program Chairs
  • AD for dije
  • dije Office
  • Not started
Objective 5
  • Processes
  • All Students, Faculty, & Staff
As part of Standard Operating Procedures, establish and implement centrally housed, school-wide planning tool for events and course planning purposes that raise awareness of accessibility, religious holidays, and other considerations.
  • dije Office
  • In development
Objective 5
  • Processes
  • All Students, Faculty, & Staff
Partner with IT to conduct accessibility audits of instructional technology available at the Marsal School.
  • Chief of Staff
  • IT
  • Program Chairs
  • AD for dije
  • dije Office
  • In development
Objective 5
  • Processes
  • All Students, Faculty, & Staff
By Y3, conduct feasibility study for updating current elevator and/or addition of a second elevator to the building.
  • AD for dije
  • dije Office
  • Facilities
  • Completed
Objective 5
  • Processes
  • All Students, Faculty, & Staff
Request that central facilities add ADA push buttons to all exterior entry/exit and internal hallway/fire doors that do not have them.
  • AD for dije
  • dije Office
  • Facilities
  • Ongoing
Objective 5
  • Processes
  • All Students, Faculty, & Staff
Monthly review of placement of tables/areas designated as wheelchair accessible within all classrooms.
  • AD for dije
  • dije Office
  • Facilities
  • Ongoing
Objective 5
  • Processes
  • All Students, Faculty, & Staff
Execute plan to construct accessible, multi-user gender inclusive restroom on 2nd floor.
  • Dean
  • Chief of Staff
  • AD for dije
  • Ongoing
Objective 6
  • Processes
  • All Students, Faculty, & Staff
As part of Standard Operating Procedures, establish and implement centrally-housed, school-wide planning tool for events (and courses) that raise awareness of accessibility, religious holidays, and other considerations.
  • dije Office
  • In development
Objective 6
  • Processes
  • All Students, Faculty, & Staff
Collaboratively develop—with the partnership of the dije Student Advisory Board, HR, Executive Committee, Marsal School student, staff, and faculty ombuds, and other university partners—a climate support team and process that is not grounded in a carceral logic of surveillance and punishment (and might thus be weaponized) but is instead aimed at restoring community trust and wellbeing.
  • AD for dije
  • dije Office
  • Chief of Staff
  • HR
  • EDAC
  • Completed
Objective 6
  • Processes
  • All Students, Faculty, & Staff
Provide resources to support professional learning activities focused on recognizing and intervening on microaggressions as well as how to proactively engage in microaffirmations.
  • AD for dije
  • dije Office
  • Ongoing
Objective 6
  • Processes
  • All Students, Faculty, & Staff
Provide resources to support the development of grassroots communities of practice focused on intervening on microaggressions as well as proactively engaging in microaffirmations.
  • AD for dije
  • dije Office
  • Ongoing
Objective 7
  • Processes
  • All Students
Establish guidelines for compensating student involvement in dije-related committee work (e.g., EDAC, SAB) in the Marsal School.
  • AD for dije
  • In development
Objective 7
  • Processes
  • All Students
Establish baseline funding for university-designated student organizations in the Marsal School that focus on dije-related issues.
  • AD for dije
  • EDAC
  • In development

dije Team

Student Program Assistant
dije Instructional Support and Professional Learning Specialist
Assistant Dean
Assistant Dean for K–12 Recruitment and Special Projects; Instructor, Marsal Family School of Education
(734) 764-9567
Student Program Assistant
Student Program Assistant
Associate Dean
Associate Dean for Diversity, Inclusion, Justice, and Equity, Marsal Family School of Education; Stephanie J. Rowley Collegiate Professor; Professor of Psychology, College of Literature, Science, and the Arts
(734) 647-0614
dije Student Support Specialist

Student Advisory Board

Current Members
2023–24 Student Advisory Board Members
NameProgram
Masa BaghalSecondary Education; Bachelors
Jess BautistaEducational Studies; Doctorate
Toby ChanTeacher Education Preferred Admit; Bachelors
Xintian GaoEducational Studies; Masters
Gina MeimannCenter for the Study of Higher and Postsecondary Education; Masters
Briana ScottCombined Program in Education and Psychology; Doctorate
Kyle SmithEducational Studies; Doctorate

Calendar of Events