Diversity, Equity, and Inclusion Task Force
The Diversity, Equity, and Inclusion Task Force is a group of students, staff, and faculty working to strengthen diversity, equity, and inclusion in the School of Social Work community. The DEI Task force reviews and revives the SSW DEI strategic plan, including the creation of the School’s vision and goals for anti-racism and anti-oppression in teaching, research, and service. In addition, the task force uplifts the voices of students. The task force work was established to prioritize student demands, indentify concerns, make recommendations for future accountability mechanisms, and develop goals for Years 6-10 of the DEI strategic plan to incorporate the demands.
The DEI Task Force would like to acknowledge although the School has been working for some time on diversity, equity, and inclusion, there is still much more to be done. The SSW School and Community needs to work on different, more inclusive ways with students to truly become an anti-racist School.
December 2020 DEI Task Force Update
Contact: [email protected]
Co-Chairs
Larry M. Gant
Professor of Social Work, School of Social Work and Professor of Art and Design, Penny W Stamps School of Art and Design
Lorraine M. Gutiérrez
Edith A Lewis Collegiate Professor Emerita of Social Work, Arthur F Thurnau Professor Emerita, Professor Emerita of Social Work, School of Social Work and Professor of Psychology Emerita, College of Literature, Science, and the Arts
Members
Da'Chelle Burnett
MSW Student
Bailey Castillo
MSW Student
Abigail H. Eiler
Clinical Associate Professor of Social Work, and Director of Undergraduate Minor Programs, School of Social Work
Trey Gates
MSW Student
Jaclynn M. Hawkins
Associate Professor of Social Work, Director, Vivian A. and James L. Curtis Center, School of Social Work, and Associate Professor of Learning Health Sciences, Medical School
Sierra Hendrix-Williams
MSW Student
Joel Lucio
MSW Intern
Jamie Simmons
Alumni
Related My SSW Sections
Intranet resources for students, faculty, and staff.
