This year, we’re on the lookout for department members who are working to help us support our commitment to change by seeking equity, social justice, and anti-racism.

We asked Jessie Kember, lecturer in the school psychology program in the Department of Educational Psychology, about her decision to join the Diversity Committee and take on the role of co-chair this year.

Q: How long have you been on the Diversity Committee?

I joined the Diversity Committee during the fall of 2019.

Q: What made you decide to join the group?

In all honesty, when asked about which committee I would be most interested in serving on, my answer was easy: the Diversity Committee. I developed a passion for equity, diversity, and social justice over a decade ago, when I first met with Annie Hansen-Burke for my interview as a prospective graduate student in the UMN School Psychology program.

Q: How has the focus shifted since you started?

Our committee was jolted by the murder of George Floyd in May of 2020. Like those around us, many of us have asked: What can we do? I can identify with other White individuals who have felt embarrassment, guilt, and shame with respect to perhaps being in the early stages of anti-racist work. While I cannot change my past behaviors or actions, I can maintain commitment from here on out. Part of that commitment is serving on a committee working towards enacting practices and policies that eradicate white supremacy in higher education, and beyond. Our committee is focused on meaningful, anti-racist action.   

Q: What have you most enjoyed about the work?

Serving on this committee has given me the opportunity to meet some of the most hardworking and passionate educators at the UMN. These committee members are stretched thin across teaching, advising, and research responsibilities. Despite this, activities and tasks related to this committee come first for this team. I am fortunate to be surrounded by individuals that hold me accountable.

Q: What’s been challenging?

It’s challenging to feel like you need to have the answers during what many individuals have called America’s racial reckoning. I know that I don’t have those answers. Some days, you’re exhausted and feel as though you have nothing more to give towards meaningful (and much needed) change. But every once in a while, small, incremental changes can be seen, heard and felt.

Q: You’ve volunteered to co-chair the committee with Sherri Turner this year. What (besides encouragement from your fellow group members) motivated you to take a leadership role?

I want that push to keep wanting more. I want more for my colleagues, for our students…really, for everyone. I’m not here to settle for the racist, white supremacist status quo. I’m here to work for something more.

Q: What are you most excited about in relation to the future of the committee?

I’m excited for the committee to contribute to exposing and eradicating the harmful white norms, practices, policies, and values currently protected in higher education (and beyond). I’m excited to contribute to changes that can challenge the way that people think. 

Q: Finally lately, you’ve been involved in a lot of anti-racist initiatives in the school psychology program this year as well. Could you share a bit about that work and what makes the school psychology program particularly well suited for it?

I am probably no different than the many White people in the world that “woke” up when George Floyd was murdered this past May. However, I am not going to contribute to the overwhelming tendency of White people to read, tweet, and listen for a few months, and forget. Our program is developing both short (i.e., meaningful changes to de-colonize our curriculum) and long-term goals (i.e., related to the recruitment and retention of students) to help advance department-wide anti-racist work. We are creating spaces for reflection, communication, and most importantly, action (i.e., book clubs and community forums). Finally, we are implementing changes around our upcoming admissions process for the 2021-2022 academic year, specifically through an equity and trauma-informed lens.