Session 5 (Thursday 9:45-11:00)

  • Cultivate and Sustain Diversity and Equity Through Collaboration and Interdisciplinary Learning



    Comprehensive, constituency-led design and implementation of online and in-person diversity and equity interdisciplinary professional and community development provides the critical reflection necessary to incite a long-lasting systemic shift toward equity. An intersectional, decolonizing pedagogical lens means leaders and stakeholders can arrive and participate in tact, inspiring awareness and understanding of biases and strengths, making conflict and difference valuable and transformational.

  • Furthering Girls' Math Identity: Increasing Equity in STEM



    This workshop will focus on girl’s math identity – the belief that you can do math and the belief that you belong – as a gateway to their participation in STEM education and careers. It will look at barriers and reasons why there aren’t more girls or women in STEM, as well as possible solutions – effective approaches, practices, tools and strategies to foster girls’ interest and engagement. Many of which are applicable to other underrepresented students/populations.

  • Shifting a Culture: Overrepresentation of African American Males in “Negative” Educational Experiences



    Research shows that negative school experiences that include suspensions, enrollment in lower level courses, poor peer and adult interactions and low academic attainment exacerbates poor adult experiences and promotes linkage from the School to Prison Pipeline. During this session, participants will understand how placement on the Cultural Proficiency Continuum can alleviate or lessen these negative experiences.




    This presentation will focus on the implementation of the EE-STEM II Grant Project at River Parishes Community College.

  • The Minority Male Initiative: From Injustice to Equity



    Our instincts and experience informed us, our data and research confirmed it. Minority male students were simply not achieving on par with all other students. This was not acceptable. Like other colleagues at other colleges, where and how do we start? We began by listening to our students’ voices – using Appreciative Inquiry. They trusted us to tell their stories – about abandonment, bonding dysfunction, their personal experiences with multitudes of life setbacks.

  • Paper Thin Diplomas: How States Can Shape Policy and Practice that Leads to Equity and Accuracy in High School Graduation Rates



    Of the nearly 100 different types of high school diplomas that are awarded across all fifty states and the District of Columbia, less than half prepare students for success in college and career. This session will highlight the gaps in college and career preparation across states, the impact on historically underserved students, and highlight best practices that policymakers and education leaders can implement to ensure all students graduate from high school college and career ready.