Dean’s Lecture Series


Details about the 2021–22 series will be available in August. Please check back.
 

2021–22 THEME: EQUITY AND EDUCATION

GSE is committed to creating an equitable, diverse, inclusive and just community where all feel welcomed, included, supported and empowered. It is crucial our communities have equal access to supports, services and opportunities that ensure learning and success.

Invited speakers were selected by a committee of junior faculty who also picked the theme. Their topics reflect a range of perspectives on the theme, representing the various departments within GSE.

Jessica Chandras.

JESSICA CHANDRAS
Visiting Professor
Wake Forest University

“The Sociolinguistics of Caste and Class Privilege in Education in India”

This talk presents a model of the intersection of language and social privilege in education as applied to a broader issue of educational equity in India. Based on research conducted from 2016 to 2018 in schools in Pune, an educational hub in the western Indian state of Maharashtra, the central question asks: How are multilingual practices in education in India used to keep education largely segregated by socioeconomic class and caste? In this talk, I will explore examples of classroom discourse, language socialization, and language ideologies collected using ethnographic and sociolinguistic methods to illuminate language as social action through privilege and its impacts on structural inequalities in education. Speaking against a narrative of social stratification in education in India amounting to economic capital and socioeconomic class differences, this discussion prompts a critical rethinking of the relationship between language, social status, and pedagogical structures within the socially stratified cultural context of urban India.

Frederick Leong.

FREDERICK LEONG
Retired Professor of Psychology and Psychiatry
Michigan State University

“Desiderata: Diversity Mindsets”

This talk will describe a diversity mindset measure (DMM) based on the diversified portfolio model (DPM; Chandra and Leong 2016). The DMM captures the degree to which an individual’s mindset predisposes them to engaging in diverse roles and experiences, thereby engendering psychologically relevant diversification. A diversity mindset consists of a set of beliefs regarding the nature and consequences of diversity in life. These multidimensional beliefs pertain to the biological, psychological and social aspects of life. These beliefs also pertain to ideas, experiences, relationships and life roles.  The Diversity Mindset Measure postulates that individuals develop a higher level of the diversity mindset by seeking out diversity in life which in turn reinforces the diversified portfolio. In addition to describing the Diversified Portfolio Model and the development of the Diversity Mindset Measure, future research directions and practical applications of the DMM will also be discussed in this presentation. Given the current attention to BIPOC populations and their experiences, the DMM can serve as an important measure and tool to aid in the exploration of the psychological mindsets underlying racism, stereotyping, prejudice and discrimination.

Roderick Carey.

RODERICK CAREY
Assistant Professor
College of Education and Human Development, University of Delaware

“How Black Boys Perceived Their Mattering During the ‘Dual Pandemics’: Race, Schooling, and Adolescents’ (In)Significance Throughout Health and Racial Crises”

Over two years, the “dual pandemics”—COVID-19 and anti-Black extrajudicial police violence—wrought peril on the Black community. These pandemics and the accompanying Black Lives Matter movements also awakened Black youth to systemic challenges they navigate in society and school and mechanisms that prove their (in)significance, (un)importance, or (non)-mattering. Carey will reveal how his research team currently explores this concept qualitatively with a group of 16 adolescent Black boys in one urban high school through The Black Boy Mattering Project. Carey will reveal data from sub-set of participants (N=5) captured during four focus group interviews captured over two school years (2019–2021) to explore how they made meaning of the dual pandemics. This inquiry, grounded in critical consciousness, and Carey’s racialized formulations of mattering (e.g., inferred importance and significance) reveals the interplay between their school’s response to the dual pandemics, the boys perceived school mattering and their visions for change.