CEHD News Diversity

CEHD News Diversity

C&I’s Bic Ngo receives $1.75 million grant to increase opportunities and services for Asian American students

Bic Ngo, Associate Professor in the Department of Curriculum & Instruction is co-leading a grant to provide increased access and educational opportunities to Asian American students.
Bic Ngo, associate professor in the Department of Curriculum & Instruction, is co-leading a grant to provide increased access and educational opportunities to Asian American students.

Bic Ngo, associate professor in the Department of Curriculum & Instruction, and Josephine Lee of the College of Liberal Arts received a five-year grant from the U.S. Department of Education to increase services for Asian American students at the University of Minnesota Twin Cities (UMTC) campus. The $1.75 million grant is specifically aimed at providing “assistance to Asian American and Native American Pacific Islander-serving institutions to enable such institutions to improve and expand their capacity to serve Asian Americans and Native American Pacific Islanders and low-income individuals,” according to the award letter.

“The project seeks to provide our Asian American students with culturally relevant learning environments and programs in ways that nurture cultural integrity and academic success,” said Ngo.

The implementation of the grant at UMTC will be called the “Asian American College Excellence (AACE) Project.”

Ngo and Lee plan to roll out the AACE Project via several avenues, including a resource center (with computer lab and tutoring space), a teaching and learning library, an increased number of Asian American Studies classes, a speaker series, a youth summit, a teaching pathways program, and a tutoring and mentoring program among others.

One of the major tasks for the first year of the grant is to establish the resource center that will provide a place for many of the project activities as well as a dedicated space for the students to study, hang out, and build community.

Dr. Ngo is committed to analyzing issues relating to educational equity and cultural identity in immigrant students’ education. She teaches in the Ph.D. program for Culture & Teaching.


Thul receives grant for intergenerational physical activity program

Dr. Chelsey Thul
Dr. Chelsey Thul

A project titled “Impact of an East African Mother-Daughter Physical Activity Program and Co-Designed Activewear” received a $75,000 University of Minnesota Extension FY 2016-2018 Block Grant. The project is led by:

  • Chelsey Thul, Ph.D., Lecturer in the School of Kinesiology
  • Elizabeth Bye, Ph.D., Professor and Department Head of the Apparel Design Program in the College of Design at the University of Minnesota
  • Jennifer Weber, Behavior Specialist and Volunteer Coordinator/Athletic Director at the Cedar-Riverside Community School
  • Mary Marczak, Director of Urban Family Development and Evaluation at University of Minnesota Extension
The project aims to engage 10-15 urban, East African mother-daughter (in 2nd-5th grade) pairs in a two-year intergenerational physical activity program. The goal of the program is to increase physical activity opportunities through physical activity and healthy living education, practice and the co-design of culturally sensitive activewear. The study extends Bye, LaVoi, Thul & Hussein’s 2013-2015 culturally sensitive activewear co-design project with East African adolescent girls, which resulted in the design of a general physical activity garment and the first-ever sport uniform for adolescent Muslim girls in the U.S., to a wider range of girls and their mothers.

Tucker Center’s “Media Coverage and Female Athletes” video rebroadcast

Media Coverage and Female Athletes
Media Coverage & Female Athletes

The Tucker Center for Research on Girls & Women in Sport is proud to announce several new airings this month of its groundbreaking video, “Media Coverage and Female Athletes.”

tpt MN Channel 2.2
Friday, September 9, 2016 at 2:00 AM
Friday, September 9, 2016 at 8:00 AM
Friday, September 9, 2016 at 2:00 PM
Friday, September 9, 2016 at 8:00 PM

The video builds on a research-based examination of the amount and type of coverage given to female athletes with commentary from expert scholars and award winning coaches and athletes who discuss this timely issue from a variety of perspectives as they help dispel the common—but untrue—myths that “sex sells” women’s sport , and no one is interested in it anyway. Effective strategies for increasing media coverage and creating images which reflect the reality of women’s sports participation and why this is so important are also discussed.

To view the entire program online now, click here. For more information on upcoming broadcasts, click here.

FSOS to host reception prior to NCFR

The Department of Family Social Science will host a reception prior to the start of the NCFR national conference, being held in Minneapolis this year.

“The Great Family Social Science Get Together” is an opportunity  for departmental friends and colleagues to reconnect.

The reception will be held on Tuesday, November 1, 2016 from 5:00 to 7:00 PM, in Symphony Ballroom III, at the Hilton Hotel in downtown Minneapolis.

Learn more and RSVP for this event here.

Parents today spending more time with their kids

Professor Bill DohertyWCCO recently featured Department of Family Social Science professor Bill Doherty in a segment about how much time parents spend with their children.

According to the “Good Question” segment with Heather Brown, moms are spending about four hours a week more with their kids than they did 40 – 50 years ago. Dads are also spending more time with their kids.

“The big thing is interacting with them compared with just being around,” said Doherty.

He said there is no magic formula, but the key is being intentional with your time, and balancing quantity and quality of time.

Read the WCCO article and see the video here.

Learn more about Bill Doherty and his research interests here.

Spontaneous activities important for making family memories

Professor Bill DohertyDepartment of Family Social Science professor Bill Doherty was recently quoted in a Wall Street Journal  article about the importance of doing spontaneous things as a family.

The author of the article tells the story of how she listened to her 10-year old son when he said he wanted to go from Pittsburgh to Cleveland to see the victory parade for the Cleveland Cavaliers, who won the 2016 NBA Championship.

Despite the crowds, booked hotel rooms, and the heat, the family took an impromptu road trip from Philadelphia to Cleveland for one reason: it would be memorable.

While parenting is often about structure and setting limits, “sometimes it’s good to say ‘what the heck’, and break out of what we normally do,” Doherty said.

He also said, “The thing about spontaneous family events is that they are a bit over the top. That is what makes them memorable.”

Read the Wall Street Journal article here.

Learn more about Bill Doherty and his research interests here.


It’s OK for “tweens” to be bored during summer

Dworkin-StrackJ-2003In a recent Star Tribune article about how kids spend their summers, Family Social Science associate professor Jodi Dworkin says it’s okay for kids to be bored.

Every year, parents in Minnesota face the quandary of what to do with their children during the summer, when school is not in session, according to a recent Star Tribune article.

For parents of young children there are many options, like day care or summer camp, but for parents of “tweens” (ages approximately from 12 to 15), summer can be a challenge. Tweens are too old for day care, but too young to work.

As a result, parents try to fill summers with activities for tweens, which are often expensive, to keep them active, off their phones, and out of trouble.

However, Dworkin says despite the pressure parents feel to fill up their kids’ summers with enriching activities, it’s OK for them to be bored, too.

“Allowing your children to be bored not only gives them a chance to be creative, it also gives them a chance to refresh and get ready for another school year,” she said.

Read the Star Tribune article here.

Learn more about Jodi Dworkin and her research interests here.



Weiler awarded Hennepin-University Collaborative Grant

Lindsey WeilerDepartment of Family Social Science assistant professor Lindsey Weiler is part of a team researching homeless youth in Hennepin County, which has been awarded the Hennepin-University Collaborative Grant.

The project investigates homeless youth’s perceptions of their education and employment interests, needs, and potential interventions. This award will bring together the Office to End Homelessness (OEH) and FSOS to give voice to youth interests and desires.

Read more about Lindsey’s research interests on her profile page.

Read more about the Office to End Homelessness on the Hennepin County website.

Read more about Hennepin-University Partnerships on their website.

Professor Lesa Clarkson receives award for inspiring women in STEM education

lesa clarkson
Lesa Clarkson, associate professor in mathematics education

Lesa Clarkson, associate professor of mathematics education in the Department of Curriculum & Instruction, was honored with the INSIGHT into Diversity 2016 Inspiring Women in STEM Award and will be featured in the September issue of INSIGHT into Diversity magazine. The award honors “remarkable women in STEM professions who continue to make a significant difference through mentoring and teaching, research, successful programs and initiatives, and other efforts worthy of national recognition.”

Clarkson’s research agenda focuses on mathematics in the urban classroom, specifically identifying successful strategies that increase student achievement primarily among underrepresented student groups. She focuses on African-American students, specifically, because this group of students historically has the lowest scores on the national and state assessments. Clarkson believes, “The color of a student’s skin is not correlated to their achievement in mathematics.”

Clarkson’s research aims to find best practices that will provide all students with engaging mathematics experiences in addition to the basic “tools” that are essential for students.

J.B. Mayo, Jr. Receives Research Award for “Uncovering Queer Spaces in the Harlem Renaissance”

Jazz singer, Ethel Waters
Jazz singer, Ethel Waters

Each year, the  Institute on Diversity, Equity and Advocacy grants Multicultural Research Awards that “transform the University by enhancing the visibility and advancing the productivity of an interdisciplinary group of faculty and community scholars whose expertise in equity, diversity, and underrepresented populations will lead to innovative scholarship and teaching that addresses urgent social issues.”  Associate Professor in Curriculum & Instruction, J.B. Mayo, Jr., received one of the prestigious grants for his proposal to integrate LGBTQ history into the social studies curriculum that covers the Harlem Renaissance.

The research project entitled “Uncovering Queer Spaces During the Harlem Renaissance” is aimed at breaking the silence within social studies education about LGBT people, themes, and histories. Mayo plans to engage intersectional realities that include race, gender, and sexual orientation while helping teachers to be more inclusive of LGBT people, themes, and histories within their social studies classes.

Another goal of Mayo’s research is to allow LGBT students, and particularly queer students of color, to see themselves positively represented. He plans to conduct intensive archival research this summer in Harlem’s Schomburg Center for Black Culture to find the stories of gay artists of color working during the Harlem Renaissance. He will then co-create an LGBTQ-inclusive curriculum with local social studies teachers that center on the chosen artists’ work and identities. The finished curriculum will be field tested in area social studies classes. Mayo plans to observe the lessons as they are taught and follow-up with interviews with the participating teachers and selected students to discuss their impressions and to gather their perceptions of the impact of these lessons, which are aimed at not only changing young people’s views of history, but diminishing homophobia within communities of color and in society more generally.

Find out more about the Department of Curriculum & Instruction’s commitment to diversity and social justice and the research degree in social studies education.





CEHD student services staff present on microaggressions at advising conference

Tracey Hammell and Don Riley, academic advisers in CEHD student services, presented this month at the National Academic Advising Association (NACADA) Region 6 Conference in Omaha. Their presentation — “Microaggressions: Did that just really happen?” — examined what steps can be taken to understand and limit microaggressions in our own way of being as well as creating awareness of microaggressions with others.

School psychology student accepts fellowship with STAY!

Hannah JacobsHannah Jacobs, a master’s student in the school psychology program, has accepted a Minority Fellowship Program Fellowship in Services for Transition Age Youth (STAY)! with the American Psychological Association (APA). Through this fellowship, Hannah will receive a $6,000 stipend for one year in addition to trainings, professional development, mentoring, and lifetime access to the APA’s network of over 1,700 fellows.

Now in its third year, the MFP STAY! Fellowship is awarded through a federal grant to the APA form the Substance Abuse and Mental Health Services Administration (SAMHSA).

FSOS dept. head met second lady on trip to DC


FSOS department head, Lynne Borden, recently traveled to Washington, D.C. for an event with Joining Forces.

As part of the event titled, “Operation Educate the Educators: Sharing Successes and Setting Sights for the Future,” Dr. Borden met Dr. Jill Biden.

Joining Forces is an organization that works on behalf of military families. In addition to her duties as department head, Dr. Borden also runs the REACH lab, which also focuses on helping military families.

Learn more about REACH here.

Learn more about Joining Forces here.

Play is based on research about African American grandmother caregivers and school suspensions

School of Social Work Professor Priscilla Gibson’s research into African American grandmothers as caregivers has been turned into a play that will be performed Friday, Feb. 26, 2016, at the University of Minnesota’s Rarig Center.

The play, titled Saplings, deals with the role of stress, health and education in the lives of African American youth.  The first part of the play is based on Gibson’s research about African American grandmother caregivers and how they are affected when the grandchildren they are raising are suspended from school. The second part features the experiences of parents of African American children and is based on the research of Sonya S. Brady, associate professor in the University of Minnesota School of Public Health, into factors that affect the well-being and future success of African American youth.

University faculty, students and teaching artists used Gibson and Brady’s research findings to craft the “scripted facilitation” play which raises issues about race, school suspensions, and relationships between families and school staff. Organizers hope that Friday’s performance will be viewed by many social work and education students and professionals who will participate in a discussion afterward. The goal of the discussion is to generate respectful dialogue about school discipline policies and to create opportunities to bridge the gaps between institutions of learning and the communities that they serve.

The play and discussion are scheduled from 6 to 8 p.m. at the Nolte Experimental Theatre in Rarig. Parking vouchers will be offered and food and refreshments will be provided after the performance. Audience members who participate in the discussions after the performance will receive a $25 gift card. Please RSVP  here. 

Other organizations involved in the project are the African American Resource Center in collaboration with the University’s Institute for Advanced Study and the Imagine Fund.

Serido helps students and families make better decisions about financing higher education

Professor Joyce SeridoDepartment of Family Social Science associate Professor Joyce Serido teamed up with Extension educators across the state to create a pilot program that helps students and families make better choices about financing higher education.

The program began in January, and Serido will meet with Extension educators in February to fine tune the program to make it accessible to various groups statewide.

Read more about Serido’s work in Source Magazine.

Learn more about Serido’s research on her profile page.

Learn more about personal finance and financial education resources.

McGuire says the earlier gender is addressed with children, the better

Professor Jenifer McGuire In a MinnPost article, Department of Family Social Science associate professor Jenifer McGuire stressed the importance of an inclusive approach when it comes to gender, and said the sooner we can talk to children regarding gender, the better.

Read the article here.

Learn more about McGuire and her research interests here.

Diversity Event: Responding to Racism on Campus

Responding to Racism on Campus

The  Center for the Study of Race and Equity in Education at the University of Pennsylvania is home to  Penn Summit, a series of daylong professional development experiences for educators and educational leaders.
Over the past decade, Center researchers have conducted dozens of campus racial climate studies at predominantly white postsecondary institutions across the United States. In response to recent college student protests, the Center is offering a special four-part Virtual Penn Summitthat will help higher education administrators and faculty better understand and respond more effectively to racism on their campuses. Educators can register for a single online module or for the full series.
Professor Shaun R. Harper, founder and executive director of the Center, will lead these four modules in the Virtual Penn Summit:

December 7 – MODULE 1: HOW PEOPLE OF COLOR EXPERIENCE RACISM ON CAMPUS – Center researchers will present data from campus racial climate studies we have conducted with students, faculty, and staff members of color at predominantly white institutions across the nation. Specific examples of people’s routine encounters with racial microaggressions and overt forms of racism on a wide range of campuses will be furnished. We will also help Penn Summit participants understand the persistence, pervasiveness, and undercurrents of racial problems that students of color are presently protesting.

December 9 – MODULE 2: RACE-CONSCIOUS INSTITUTIONAL LEADERSHIP– This module will focus on what campus leaders must do to more effectively respond to racism on campus. Emphasis will be placed on listening to and feeling what people of color say about their racialized experiences; reflecting on one’s own racial identity and prior racial socialization; and understanding what race-conscious institutional leadership entails. Leaders holding themselves and colleagues with whom they work more accountable for actualizing institutional missions and fostering inclusive campus environments will also be emphasized.

December 14 – MODULE 3: RACE-CONSCIOUSNESS IN CLASSROOMS AND CURRICULA: STRATEGIES FOR COLLEGE FACULTY – Topics in this module will include: creating inclusive classroom environments for students from all racial and ethnic groups; productively raising race questions and seemingly difficult topics in class discussions; making good educational use of racial tensions that arise between students in classroom conversations and in group work; and thoughtfully integrating racial topics and scholars of color into curricula across academic fields. Attention will also be paid to being more self-reflective and race-conscious in one’s approaches to teaching and learning.

December 16 – MODULE 4: STRATEGICALLY IMPROVING CAMPUS RACIAL CLIMATES – In this module, strategies will be presented for assessing and proactively addressing racial climate problems before they erupt in protest, or lead to marginalization and high attrition rates among students and employees of color. Presenters will engage participants in a strategic planning exercise focused on three levels: individual self, organizational unit (e.g., office, department/division, academic school), and the larger college/university campus. This planning exercise will help participants identify immediate and longer-term strategic actions for their specific contexts.

Content for each virtual module will be delivered live via Google Hangout . To bolster engagement, participants will be encouraged to pose questions through Facebook, Twitter, and Google Hangout. Presenters will periodically read and respond aloud to questions posed by persons tuned into the live broadcast.
There is no registration deadline. Please be sure to purchase a ticket for each module in which you intend to participate. Because the Institute is virtual, a webcam is required for participation. Please direct all inquiries about the Penn Summit on Responding to Racism on College and University Campuses to equity@gse.upenn.edu or (215) 898-7820.

Commentary: Jamar Clark…I’m not sure what to say

Dear CEHD:

There is no perfect way to craft this note to you and be free from all critique, the appearance of unnecessary bias, or the possibility of offending. Ironically, the quest to be correct, neutral, and safe in our current context requires the falsifying of premises that are very painful to accept as truth. Trying to wait to find that perfect voice, the perfect words or a perfect time to say ANYTHING is implicitly agreeing to take a biased and potentially offending stance. Given the complexity of human cognition and emotion and the varied impact thoughts and feelings can have on affect and behavior, continuing to endorse being silent borders on neglect.

A week ago, I watched the national nightly news with my 7th grade son.   The coverage of the Jamar Clark shooting in North Minneapolis began to fill our home.  My son was only partially attending to the news until he heard, “North Minneapolis.”  I’ll never forget the next sequence of events as his eyes widened while they simultaneously focused on this local, national news story.  My son slowly turned to me with a confused, yet subtly critical question for me, “Is this happening now?” He already knew the answer to that question, but what he respectfully and maturely embedded in that confused, critical question was, “Why aren’t we talking about this one?”  Over time, we’ve talked about, Trayvon Martin, Tamir Rice, I Can’t Breathe, Ferguson, Charleston and the Missouri Football team. We’ve talked about Paris, Syria and even the change in U.S./Cuba diplomatic relationships.  Yet, on this particular local, national story, I was embarrassingly silent.

Was it because I was afraid he would ask why I’m not a part of the 4th precinct protests and my answer would weaken his trust in me as reliable social commentator?  Was it because I didn’t want to land too firmly on one side just in case a new fact could weaken my stance? Was it because it’s easier to be vocal when it’s happening to a neighbor’s house, but less so when it’s my own backyard?  I finally presented the facts like a good fair and balanced reporter. His first response was, “So they shot him in the head?” We proceeded to have the all too normal, deeper conversation. Perhaps it doesn’t really matter the reason why I was silent.  Because in my silence, I neglected to see my son as an affected, connected and important person who needed to hear my voice long before he heard it first on the national news. I assumed or maybe hoped my silence would go unnoticed.

A college-aged black male was shot and killed by a person sworn to protect and serve.  Witnesses said Jamar Clark was handcuffed when shot. The president of the Police Officers Federation of Minneapolis challenged the witnesses to repeat their statements under a federal investigation. As a black male, I’m worried that those who are concerned about blanket accusations made against all police officers will want to minimize the facts or construct an explanation that is safer to process.  I feel as though if I’m shot and killed by a police officer, too many will search for a reason to justify the homicide to avoid engaging in the possibility that deadly force was not the best option in my death. As a father of six black males, I’m worried that those who are uncomfortable or annoyed with the Black Lives Matter movement will take their frustrations out on my sons if any of them express an opinion that appears to align with black lives mattering.

There are students, staff, and faculty in our college who are being directly impacted by an understandably overwhelming series of local, national and global events. We encourage you to find time to be supportive and caring, to be incorrect, to be biased and to even take risks in connecting with others to share your voices as we imperfectly find the appropriate way to not neglect this current…………messiness. Hopefully, we can perfect the art of becoming comfortable imperfectly addressing when policing, passion, prejudice, protection, patriotism and politics intersect with varying degrees of apathy.

Kodak Portra 800


Diversity and Equity Events (Nov. 18 – Nov. 30)


Dialogues in Dis/Ability: Disability Activism in Minnesota
11:00 AM
155 Blegen Hall

Incorporating Equity & Diversity into the Job Performance
1:00 PM
McNamara Alumni Center

Sensory-Friendly Saturday
8:00 AM
Bell Museum of Natural History

The Complexity of the Struggle of African Descendants in Cuba Today
1:00 PM
Sabathani Community Center (310 E 38th St, Minneapolis)

6:00 PM
Nicholson Hall 125


My Children! My Africa!
Every Wed., Thu., Fri., Sat. until November 29
7:30 p.m., Park Square Theatre (20 W. 7th Pl. St. Paul)

Tanya Tagaq – Nanook of the North
7:30 p.m. daily from November 19 until November 20
Walker Art Center (1750 Hennepin Ave. Minneapolis)

Yuya Negishi: Fluidity
Every Thu., Fri., Sat. until November 21
Gamut Gallery (717 S. 10th St, Minneapolis)

Difficult Conversations: Confronting Oppression with Friends & Family
November 18th
7:00pm – 8:30pm
Anderson Student Center 112
Hamline University

Trans Ally Training
Monday, November 30
Wescott Library (Eagan)

CEHD student services staff present at Overcoming Racism conference

CEHD Student Services advisers Faustina Cuevas and Tracey Hammell presented at the 2015 Overcoming Racism: Vigilance Now! conference at Metropolitan State University in St. Paul. Cuevas and Hammell’s presentation — “Microaggressions: Did that just really happen?” — examined microaggressions’ role in society and their effect on people. Cuevas and Hammell discussed what steps can be taken to understand and limit microaggressions in our own way of being as well as creating awareness of microaggressions with others. Using case studies and lived experiences, they also facilitated a discussion with attendees to engage in a meaningful dialogue.