Commitment to Diversity Statement

I am a Black transnational feminist scholar of Afro-Caribbean descent. My scholarly praxis is grounded in an ethics of care. My work is guided by the work and scholarship of Black feminists who have paved the way for young women of color to understand the longevity and uniqueness of our struggle. My work in the academy is about centering the experiences and scholarship of Black and minoritized people, creating a space where students are uplifted, validated and gain the confidence to actualize their scholarly dreams.
I have worked with students from marginalized groups in several different settings. At Virginia Tech as an instructor I have mentored Black, Asian and Latine students as well as students living with disabilities, particularly those coping with mental health and learning disabilities. I was the graduate teaching assistant for the Introduction to African American Studies course in the Ujima Living Learning Community, a residential program for undergraduates that emphasizes understanding the unique experiences of Black people/African-Americans in society, and the experiences of Black students in college. Ujima focuses on academic excellence and cultural engagement and provides learning opportunities outside the classroom on topics focused on the African American/Black experience, of which I have led two sessions.
As a lecturer at the University of the West Indies, St. Augustine, in Trinidad and Tobago, I supervised postgraduate students who worked with disadvantaged people from the community and students of underrepresented communities. Representation does indeed matter, and it is important that they see people in leadership roles that look like them. Beyond simply being a presence, I try to have conversations with students that honor the uniqueness of their experiences and give guidance that helps to bridge the divide that so many underrepresented and marginalized students experience.
As faculty I plan to serve a student body that is diverse not simply by racial or ethnic identity, but also diversity of thought, disability status, sexual orientation, gender identity and experience. We often talk about diversity and inclusion; however, beyond creating a technicolor array of students who possess different identities, we achieve better learning environments through accessible pedagogy. Creating intellectual spaces of innovation and critical thought; working to repair past inequities; incorporating diverse methods of knowledge creation; being willing to unlearn harmful and oppressive stances that have shaped academia in the past are methods for improving access. As academics it is imperative that we make room for diversity of thought, experience and orientation; that we understand the histories of marginalization; and create space for traditionally marginalized groups to be treated with dignity and respect, and receive equitable access.
In my teaching practice diverse, restorative and equitable learning spaces begin with the representation of courses and course materials that reflect those groups that have not traditionally been welcomed or respected in the academy, for instance including indigenous knowledge, or incorporating disability theories or frameworks. This means aiming for courses that put marginalized groups’ knowledge at the forefront, and including the type of course materials that reflect underrepresented students. It also means facilitating accessibility in the layout and presentation of course materials, accessible learning resources, diverse forms of assessment and evaluation, interdisciplinary approaches to studying course topics, and uplifting student voices as we engage in problem-based learning.
I have tried to minimize the expense of learning and mitigate the economic impact of higher education by including high-quality, free textbooks, e-books and journal articles in my courses; added video content available through the university library system, and publicly accessible resources. I set a tone of inclusivity and talk openly with students early about how we treat each other with dignity and respect. I create a safe space by clearly and openly discussing how language, labels and ways we address people matter, talking about respectful and appropriate communication, and allowing my students to speak in class, or in confidence if necessary. I believe it is important to establish and maintain clear boundaries, to acknowledge the power differential between students and instructors, but also to embody kindness, compassion and approachability.
As a graduate student I was president of the Sociology Graduate Students Organization, a volunteer on the department’s executive committee, and a graduate student mentor. I know what it is like to enter an environment where hardly anyone looks like you and they do not have a frame of reference for the things you need to navigate the space and to survive. I have also served as a volunteer for the Women’s and Gender Studies Program Research symposium and a judge for the symposium’s graduate student essay competition. In service to the broader university community I have participated in programming with the Women’s Center at Virginia Tech, integrating the activism of Black and minoritized people in my courses.
As a peer reviewer and a speaker in the community I have brought my professional expertise and ideas about diversity, equity and inclusion to research methodology and practice. Equitable, inclusive public scholarship, through the inclusion of feminist or Native epistemologies, the sharing of resources with community and respecting the needs and values of those outside the university are strategies I seek to consistently uphold.
Students come to the classroom with diverse forms of knowledge, skills and abilities, and worldviews. In traditional academic environments many students are still in the dynamic stages of cognitive and emotional development of late adolescence/ young adulthood. As a professor I will honor the developmental needs of young adult learners, and create safe spaces and an accessible path for non-traditional students by listening, communicating, innovating, and being flexible. This means understanding that under-represented and marginalized students may not — because of systemic oppression — have the resources to move through the academy as easily. Therefore, my pedagogy includes consideration of the financial demands of attending college that may limit students’ interaction or participation. Helping students access resources, having proactive conversations with my mentees about applying for funding, ensuring they have the knowledge and confidence to seek out and apply for support are essential to inclusive pedagogy.
My intention is to continually create intellectual spaces where we can critically engage with ideas that place diversity, equity and inclusion at the forefront of pedagogy.