DIVERSITY STATEMENT

I cannot write about diversity and inclusion without first recognizing my own privilege. Though I have had my own share of obstacles to overcome as a woman with mental illnesses, I have never been overlooked or declined based on my race, economic background, sexuality, or disability. I acknowledge that I am living on stolen land, that I am benefitting from the culture of colonialism, that I am able-bodied, that I am cis-gendered, and that I am living in a white-centric world where the color of my skin helps rather than hinders me. I recognize that it is my duty to work within this paradigm to create a culture shift that this privilege may no longer exist. It is imperative to become an ally and build equity rather than just equality, and I work tirelessly to ensure there is equity in my classroom.

As a professor in a diverse classroom, discussions of equity and social justice are paramount. I have a policy of anti-racism, an active rather than passive approach, by “avoiding tokenism, addressing biases, [and] decentering whiteness” as mentioned by Kaleena Sales in her essay in Extra Bold. It is necessary for every teacher, especially those in the arts, to decant their own biases and allow for true expression by cultivating safe, diverse spaces.

Equity is put into practice by ensuring each student is prepared and has access to everything they would need to be successful inside and outside of class. I prepare accessible PDFs and discuss openly the accessibility options available to students. When students confide in me a special need, I am discreet and provide for them emotionally while also taking an active role in their success.

My personal experience with mental illness and the crippling effects of depression, bipolar, PTSD, OCD, anxiety, and ADHD lead me to be an empathetic ear and, at times, an understanding confidant. I discuss these mood disorders openly and focus on them, specifically suicidal ideation, in my research. I work to become a safe space for all students, and have even had conversations and interventions with them to help get them to a safe place when they are in crisis. I am ever vigilant.

I work to speak, design, and teach inclusively. I will forever better myself by researching, having difficult conversations, and nurturing my beliefs and practices to align with that of a true ally in diversity, equity, social justice, disability justice, and inclusion. Working in marginalized communities to develop them through the language of art and design has provided perspective into the needs of these communities instead of the “perceived needs” I can only see through the lens of my own privileges. It is my privilege to be able to actively unpack this privilege and give space to the marginalized voices in our community and classroom.