The College of Education Diversity Committee invites you to the first annual Profiles in Diversity Panel on Tuesday, January 31, 2017 from 4-5:50 pm in Speight 203. In a conversational format, the 2015-2016 and 2016-2017 COE Profiles in Diversity Honorees will share their work and insights on cultural diversity and equity. There will be extensive time for questions and discussion. The Panel is a chance for the college community to engage in critical dialogue on diversity and gain new insights on how realize equity in our schools and communities. Light refreshments will be served.
Syntia Santos Dietz, PhD
Assistant Professor, Interdisciplinary Professions
Dr. Dietz’ scholarship is on cultural competence development, international education, counselor education, and school counseling. She uses the Multidimensional Model of Cultural Competence (MDCC) and Relational Cultural Theory (RCT) with a social justice lens to create opportunities for exposure and cultural competence development.
Benjamin Blaisdell, PhD
Teaching Associate Professor, Special Education, Foundations, and Research
Dr. Blaisdell’s scholarship examines racism in education from a critical race theory (CRT) perspective. He uses CRT to study the interplay between structural racism and teacher practice and to promote teacher agency. His most recent work focuses on racial spaces and redlining. He also serves as an equity coach to public schools in North Carolina.
Christopher J. Rivera, PhD
Assistant Professor, Special Education, Foundations, and Research
Dr. Rivera’s research focuses on diverse students with moderate and severe disabilities and on teacher preparation. With his work, he hopes to expand research on the needs of populations of students considered twice exceptional ( e.g., English language learner, moderate severe disability) and to support special educators who are often monolingual.
Caitlyn Law Ryan, PhD
Associate Professor, Literacy Studies, English Education and History Education
Dr. Ryan’s scholarship focuses on making literacy learning more equitable for traditionally marginalized elementary school students, including LGBTQ children, children of color, and children in poverty. She uses critical, queer, and sociocultural perspectives to examine how identity categories are constructed for and by children via texts and classroom practice.
Christina Tschida, PhD,
Assistant Professor, Elementary Education and Middle Grades Education