2021-2022 IIDEA Committee Annual Report

Table of Contents

Page Section Title

IIDEA Committee

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Statement on Inclusion, Intersectionality, Diversity, Equity and Advancement

Conceptual Framework

Defining the Terms in IIDEA 11

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Progress Report Documenting IIDEA Accomplishments 2021 2022

School of Social Work DEI Plan 13

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Integrating Liberatory Consciousness Framework in the School of Social Work

Training by Transgender Institute for Faculty and Staff

Sexual Orientation, Gender Identity, and Expression (SOGIE) Training for Field Instructors

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Resolution in Support of Students Identifying as Transgender, Nonbinary, and Other Gender Identities 14

Development of New Courses: Anti Black Racism and Spanish for Social Workers

Latina/o/x Initiatives, Service Training, and Assessment (LISTA) Initiatives

Huamin Research Center

Center for Research on Ending Violence

Strengths, Weaknesses, Opportunities, Challenges (SWOC) Analysis

Activities that Further IIDEA

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New Jersey Inclusive Healthy Communities Evaluation 17

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Continuing Education Events Related to IIDEA 20 Faculty Research and Dissemination Efforts Related to IIDEA 21 Highlighting Staff Initiatives Related to IIDEA 24 PhD Students’ Efforts Related to IIDEA 25

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Emerging Scholar IIDEA Research Award

A Message from Antoinette Y. Farmer, PhD

It is hard to believe that a year has passed since the inaugural intersectionality, inclusion, diversity, equity, and advancement (IIDEA) Committee annual report was published. It is also hard to believe that we are still in a pandemic. Within the midst of this pandemic, important work is still being done to address inequities in the various systems where social workers are serving the most vulnerable. I commend each of you for doing this important work.

In this year’s report we start with an update on the goals for academic year 2021 2022, and then provide concrete examples of what has happened at the School to further IIDEA.

The School’s focus on IIDEA inspired faculty members Professor Emily Greenfield and Assistant Professor of Teaching Christine Morales to advocate for change in university policies as they related to individuals identifying as transgender, nonbinary, and other gender identities. Monica Sanagustin, MSW Student Representative, Traditional Program, was inspired to advocate for change in how individuals are portrayed in images in course shells. I applaud these individuals as they are the embodiment of my motto “Courage paves the pathway towards change.”

This year, we finalized the School’s Diversity, Equity, and Inclusion Strategic Plan, which documents the strategic priorities and action steps which will be used to achieve these priorities. The School’s strategic priorities are intentionally aligned with the University’s priorities.

Furthering the principles of IIDEA needs to be constantly in the forefront of our minds. To do this work, it must be intentional, impactful, and transformational. It is my hope, and that of the IIDEA Committee, that everyone who reads this annual report thinks about the ways in which they can further the principles of IIDEA. Once you have thought about what you can do, you must act. If each of us does our part, we will truly be agents of change.

As always, I look forward to partnering with you to further the principles of IIDEA.

Antoinette Y. Farmer, PhD

Professor and Associate Dean for Diversity, Equity, and Inclusion

IIDEA Committee

Based on the School of Social Work’s strategic plan, the IIDEA Committee was established in Fall 2020. Dean Cathryn C. Potter charged the committee with the following:

1. In partnership with the Office of Academic Affairs, advance a conceptual/theoretical framework that undergirds the initiatives that further inclusion, intersectionality, diversity, equity, and advancement (IIDEA) for social justice for the School, and for agencies that partner with the School, in order to carry out the core mission of Rutgers School of Social Work.

2. In partnership with multiple School of Social Work entities, including the curriculum faculty and the staff council, lead development and implementation oversight of a comprehensive, evolving, multi year plan that advances IIDEA within the School and agencies that partner with the School; and

3. Identify areas where inclusion, intersectionality, diversity, equity, and advancement need to be addressed and make recommendations to the Dean, administration, and faculty to address the identified areas.

IIDEA Committee Members and

Chair

Thomas E. Benjamin Research Project Assistant Center for Research on Ending Violence Staff Representative

The IIDEA Committee is comprised of tenured, tenure track, and non tenure track faculty, students representing the BASW, MSW, DSW, and PhD programs, and staff

V. DuWayne Battle, PhD Professor of Teaching, Director of Baccalaureate Program Faculty Representative

Edward Alessi, PhD Associate Professor and Chancellor’s Scholar of LGBTQ Mental Health, Trauma, and Resilience Faculty Representative

Elsa Candelario, MSW Professor of Professional Practice and Director of Latina/o/x Initiatives for Service, Training, and Assessment Faculty Representative

Iris Cardenas, MSW PhD Student Representative

Tangela Dockery-Sawyerr, LMSW DSW Student Representative

Jacquelynn Duron, PhD Associate Professor Faculty Representative

Antoinette Y. Farmer, PhD Professor and Associate Dean for Diversity, Equity and Inclusion Chair

Christine Morales, MSW Assistant Professor of Teaching Faculty Representative

Monica Grace Sanagustin MSW Student Representative (Traditional Program)

Cathy Thompson Fix, M.Div Program Coordinator, Institute for Families Staff Representative

Emmy Tiderington, PhD Associate Professor Faculty Representative

Angela Jones

MSW Student Representative (Online MSW Program)

Vimmi Surti MSW Student Representative (Hybrid Program)

Statement on Inclusion, Intersectionality, Diversity, Equity and Advancement

Rutgers School of Social Work embraces inclusion, intersectionality, diversity, equity, and advancement (IIDEA) as core principles for our curriculum, our community engagement, our research portfolios and our faculty, student, and staff community. In partnership with the Office of Academic Affairs and the Curriculum and Executive Committees, we present a contextual/conceptual/theoretical framework that undergirds the School’s initiatives that further IIDEA. We will apply IIDEA using a Liberatory Consciousness framework (Love, 2010) that allows collaborative development of content and processes across various initiatives. Using a Liberatory Consciousness Framework (LCF; Love 2010), the principles and values of IIDEA will be used to further IIDEA for social justice at the School, and for agencies that partner with the School, in order to carry out the core mission of the School of Social Work

Conceptual Framework

The conceptual framework is Dr. Barbara Love’s Liberatory Consciousness Framework. Liberatory Consciousness is an awareness of oppression and an intentionality about changing systems of oppression (Love, 2010). The process for developing a liberatory consciousness includes four components: awareness, analysis, action, and accountability/allyship. Each member of our community is invited to: develop a capacity to notice; think critically about what is noticed, why it is happening, and what needs to be done; identify our individual roles in redressing oppression and steps that should be taken; and take steps toward justice and support each other in this pursuit.

Developing a liberatory consciousness framework is an ongoing process. It is not linear. The point is that action is best done after awareness and analysis. New awareness leads to new analysis and the possibility of new action and accountability/allyship. We enter liberatory consciousness at different stages, and we continue to evolve in an ongoing commitment to liberatory consciousness and actions that results in liberation, equity, and social justice for individuals, families, groups, organizations, and communities.

The underlying assumptions of the liberatory consciousness framework are as follows: (1) it is not a linear process, (2) it does not have a finite end point, (3) we all start at different places in the process, (4) we can go back to a particular point in the process, (5) one should not feel compelled to complete the process, and (6) one must be willing to engage in the process.

Defining the Terms in IIDEA1

The IIDEA Definitions and Statement Subcommittee was charged with defining the terms used in the acronym IIDEA and other terms that are frequently used in social work.

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Inclusion refers to a characteristic of environments in which individuals and groups feel welcomed, respected, valued, and supported through the elimination of practices and behaviors that result in marginalization. An inclusive climate embraces difference and offers respect in words and actions, so that all people can fully participate in the University’s opportunities.

Source: Adapted from Rutgers’ University-wide Diversity Strategic Plan. 

Intersectionality refers to the acknowledgement of the interconnected nature of social categorizations such as race, ethnicity, gender identity, age, religion, language, disability status, sexual orientation, and socioeconomic status as they apply to a given individual or group, and how systems of oppression overlap to create distinct experiences of stigma, discrimination, and marginalization for people with multiple identities.

Source: Adapted from Kimberlé Crenshaw’s On Intersectionality: Essential Writings. 

Diversity refers to the presence and respect for the variety of personal experiences, values, and worldviews that arise from differences of culture and circumstance. Such differences include, but are not limited to, race, ethnicity, gender identity, age, religion, language, disability status, sexual orientation, socioeconomic status, and geographic region.2

Source: Adapted from Rutgers’ University-wide Diversity Strategic Plan.

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Equity refers to the identification and elimination of barriers that prevent full participation of students, faculty, and staff in every stage of education and career development. Attention to equity involves ensuring access, opportunity, and advancement for all students, faculty, and staff in every stage of education and career development and redressing the exclusion of historically underrepresented and underserved groups in higher education.

Source: Adapted from Rutgers’ University-wide Diversity Strategic Plan. 

Advancement refers to the act of ensuring a society in which all individuals have equal rights without discrimination based on race, ethnicity, gender identity, age, religion, language, disability status, sexual orientation, and socioeconomic status.

Source: Adapted from the NAACP mission.

1We realize that the meanings of these terms are fluid and the way we understand them changes over time.

2Identities or social locations are not ranked or listed in any particular order of importance.

Definitions of Antiracist/Anti-racism

An anti racist is “one who is supporting an antiracist policy through their actions or expressing an antiracist idea” (Kendi, 2019, p.14).

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Antiracism is “a powerful collection of antiracist policies that lead to racial equity and are substantiated by antiracist ideas” (Kendi, 2019, p.21)

Citation: Kendi, I. X. (2019). How to Be an Antiracist. One world.

Anti-racist Social Work

Lena Dominelli (2017), a British author, explains that “anti racist social work is a form of practice that takes as its starting point racialised social relations that depict ‘black’ people as inferior. It aims to eradicate racist social relations and dynamics from the profession and society. In realising this, white people are encouraged to tackle racist practices at the personal and collective levels in organisations and institutions; learn about black perspectives; and build alliances with black people by agreeing on common objectives to eradicate racism and create egalitarian partnerships. Black people have their own expectations and demands for these alliances and engage with white people to achieve mutually acceptable ways forward (Bishop, 2002). These also address other forms of oppression that intersect with racist social relations, e.g., sexism, classism. Focusing on racism alone is but a starting point for the anti oppressive anti-racist journey” (p. 10).

Citation: Dominelli, L. (2017). Anti Racist Social Work. Macmillan International Higher Education.

Goals for Academic Year 2021-2022

The Rutgers School of Social Work Strategic Plan identified several areas for the IIDEA Committee to focus on, which are outlined in the IIDEA Progress Report where you can see the status of each goal. For Academic Year 2021 2022, the IIDEA Committee worked on the following goals as outlined in the IIDEA Progress Report:

IIDEA Progress Report

Goals for Academic Year 2022-2023

• Coordinating with the Senior Associate Dean for Academic Affairs to add IIDEA specific questions to existing student and alumni surveys;

• In partnership with the multiple RU SSW entities, leading the development and implementation oversight of a comprehensive evolving, multi-year plan that advances IIDEA within the School and its community partners; and

• Implement the goals and action steps outlined in the School’s Diversity, Equity, and Inclusion Strategic Plan.

School of Social Work Diversity, Equity, and Inclusion Strategic Plan

In addition to the School of Social Work’s IIDEA efforts, the School has developed its Diversity Equity, and Inclusion Strategic Plan. The goals and action steps in the plan have been developed to achieve the University’s five priorities in its Diversity Strategic Plan: 

Recruit, retain, and develop a diverse community

Promote inclusive scholarship and teaching

Define sustainable and substantive community engagement

Build the capacity of leaders to create inclusive climates

Develop an infrastructure to drive change You are encouraged to read the School’s DEI Strategic Plan, and the University Diversity Strategic Plan | Diversity Equity and Inclusion (rutgers.edu).

IIDEA Committee Impact Beyond the School of Social Work

Resolution in Support of Students Identifying as Transgender, Nonbinary, and Other Gender Identities

Professor Emily Greenfield and Assistant Professor of Teaching Christine Morales led the New Brunswick Faculty Council (NBFC) to develop and pass the Resolution in Support of Students Identifying as Transgender, Nonbinary, and Other Gender Identities in April of 2021. This development resulted from Rutgers School of Social Work’s IIDEA initiative. Months before the resolution’s adoption, the School had several students speak at a faculty meeting about their experiences and concerns regarding gender identities in the classroom and within the broader University. As a follow up action to this meeting, Professor Emily Greenfield, who was then the School’s Representative to the NBFC, raised the concerns discussed at the faculty meeting to the Council’s Student Affairs Committee. The Committee then invited several of the students to share their perspectives with them, leading to the development of a Council resolution. Dr. Greenfield consulted with several scholarly experts on gender identity within the School’s faculty, as well as the students, in drafting the resolution. The resolution emphasizes the University’s responsibility to uphold human rights and dignity through mechanisms and procedures that enhance student experiences. Since its passage, Assistant Professor of Teaching Christine Morales, a current School representative to the Council, has led efforts to help the Council continue to learn in this area. As an example, speakers from the Rutgers University Equity and Inclusion Office recently presented to the full Council, highlighting resources such as faculty training on gender identities and student support services. School Representatives will continue to voice to the Council opportunities for more equitable and inclusive University programs, practices, and policies to benefit the greater University and society.

What Has Happened at the School Related to IIDEA?

Integrating Liberatory Consciousness Framework in the School of Social Work by Patricia Findley, DrPH, MSW, Professor and MSW Director

The specialized competencies based on the Liberatory Consciousness Framework were developed by the clinical and MAP curriculum subgroups, then were approved by the MSW Curriculum Committee. Those specialized competencies were approved by the full faculty in late March. The MSW Curriculum Committee will give the charge to the faculty/course coordinators in April to use these competencies to update syllabi to include the Liberatory Consciousness framework and other diversity, equity, and inclusion components. The updated syllabi will be gathered in early Fall 2022.

Training by Transgender Institute for Faculty and Staff by Laura Curran, MSW, PhD, Associate Professor and Senior Associate Dean for Academic Affairs All faculty and part-time lecturers took part in a two-part training hosted by the Transgender Training Institute. The training addressed current issues impacting the transgender community, inclusive pedagogical practices for faculty and lecturers, and broader practices to help create an inclusive educational environment and community for our trans, non binary, and gender diverse students.

Sexual Orientation, Gender Identity, and Expression (SOGIE) Training for Field Instructors by Mark W. Lamar, MSW, MBA, Associate Professor of Professional Practice Executive Director, Office of Field Education

In October 2021, the Office of Field Education hosted over 300 agencies and field instructors for a SOGIE training, provided by the HiTops Organization of Princeton, NJ.

HiTops is a field placement agency that has been providing sexual, gender orientation, gender identity, and gender expression training, education, and direct services in Princeton and central NJ for over 40 years. Many of their clients are area corporations seeking to improve the readiness of their workforces.

Two HiTops trainers led the session, which was coordinated by School of Social Work field education faculty The impetus for the training derived from feedback from students who, over the past year, had indicated on field process surveys and anecdotally that their field agencies and field instructors were in need of SOGIE information and training.

Student Effort Leads to Change of Image in the Research II Course Shell by Monica Sanagustin

One of my classmates in my Research II class brought to my attention the image in our course shell. I looked at the picture, and my initial thought was, “How long has this image been used in this course,” and “Has no one said anything?” The first thing I noticed about the picture was that all the females were white, and a couple of men in the picture were white. That night, I emailed Dr. Farmer regarding my concern, asked who I could I contact about this picture.

I attached the photo to the email I sent Dr. Farmer. Dr. Farmer immediately emailed me and told me to contact Dr. Patricia Findley, the director of the MSW program.

I emailed Dr. Findley, included the picture, letting her know that this picture went against the University's efforts for diversity and inclusion and asked how it could be changed. Dr. Findley responded to me promptly, stating that they would remove it, and after a few days, the photo was removed from the canvas shell.

Forums Lead to Anti-Black Racism Course

Following the deaths of Ahmaud Arbery, Breonna Taylor, and George Floyd, a volcano of national and global protests erupted with the demand for an end to anti Black racism and police violence in minoritized communities. Sadly, this scenario had played out before with the deaths of Eric Garner, Michael Brown, Tamir Rice, and many others. Rutgers School of Social Work has provided a space for students, faculty, and staff to share their concerns and renew their commitments to do more to promote racial justice. Promoting racial justice is a primary concern for both the National Association of Social Workers and the Council on Social Work Education and eliminating racism has been added as one of the Grand Challenges for Social Work. During our student faculty forums, students demanded that we do more to prepare them to confront anti Black racism. Already underway was an effort to establish an antiracist framework for our BASW program, and a new course was developed entitled, "Confronting Anti-Black Racism.” Centering Black writers from various disciplines, including social work, students explore ways to disrupt anti Black racism actively and daily. Guided by the readings, advocacy efforts, and social justice actions to promote racial justice, students choose a social action project focusing on eliminating anti Black racism.

Development of New Course: Spanish for Social Workers

This multi-level language and culture online course is designed for current or pre service social workers who want to learn or improve their Spanish for the professional setting and learn more about the culture of the Spanish speaking countries. It combines language learning practice with awareness of language and cultural diversity. Students will have the opportunity to (a) focus on the learning/practice of linguistic functions needed in the field and (b) reflect on cultural practices and perspectives to better understand the Spanish speaking community in the US. Critical reflection of cultural practices and their implementation in language activities are emphasized. In addition, students will explore the role of technology to attain this goal and apply their knowledge by creating activities and tasks that are appropriate when engaging with the community.

Latina/o/x Initiatives, Service Training, and Assessment (LISTA) Initiatives

• Established Community Advisory Board for LISTA Certificate Program.

• Developed LISTA Links Mentoring program for students in LISTA Certificate Program.

Huamin Research Center

The Huamin Research Center (HRC) conducts research in the areas of social work, social policy, and philanthropy in China and the United States. In the last year, HRC has conducted two surveys in China. The first survey, in collaboration with 12 colleges and universities in China, collected data from 1,800 youth regarding their childhood experience, current mental health and behaviors, and philanthropic activities during the COVID 19 pandemic. The second survey, in partnership with four universities in China, collected data from about 1,900 employees, including social workers, foundation employees, and delivery drivers, on their job demands and resources, mental health, and well being. The research teams are comprised of faculty and five doctoral and MSW students at Rutgers School of Social Work, and two of them are international students from China. The team closely worked with their faculty and student counterparts in partnered universities in China. From this partnership, six peer reviewed papers have been published and another four manuscripts are under review.

This collaboration provides research and exchange opportunities for both domestic and international students who are interested in international social policy and social welfare research. In particular, given the research’s focus on China, these projects offer international students from China to be a part of the Rutgers community at the School of Social Work, and they align with IIDEA’s principles of inclusion.

Center for Research on Ending Violence

The Center for Research on Ending Violence (REV) officially changed its name in January 2022 (formerly the Center on Violence Against Women and Children). The name change was intended to better reflect not only the work we encompass but also the inclusivity we strive to achieve and encourage. While violence against women and children is pervasive in our society, so is violence against men and boys, against specific racial and ethnic groups, against the LGBTQ+ community, against gender non-binary individuals, and so many others. Starting in late 2019, we made it a strategic priority to consider a new and more aligned name for the Center’s research and our vision for a violence free future. Over a two year process, we engaged in a thoughtful and rigorous process to land at this decision that involved gathering feedback from many internal and external partners. The goals set by Rutgers School of Social Work's Committee for Inclusion, Intersectionality, Diversity, Equity and Advancement (IIDEA) aligned with our intention to change our name, and engaging in the Strengths, Weaknesses, Opportunities, and Challenges (SWOC) analysis encouraged us to move forward with the transition and consider how to best communicate the reasons behind it.

Strengths, Weaknesses, Opportunities, and Challenges (SWOC) Analysis

All units of in the School engaged in a Strengths, Weakness, Opportunities, and Challenges (SWOC) analysis. The purpose of the analysis was to determine the strengths, weakness, opportunities, and challenges related to IIDEA. The results of the analysis will be used to develop goals and action steps to address areas of weakness, opportunities, and challenges.

New

Jersey

Inclusive

Healthy Communities Evaluation by Patricia Findley, DrPH, MSW, Professor and MSW Director and Emily Greenfield, PhD, Professor

The Inclusive Healthy Communities (IHC) Grant Program in New Jersey supports organizations in capacity development and implementation activities toward enhancing access to the benefits of healthy communities among people with disabilities. Unique to the program is a focus on policy, systems, and environmental changes that have potential for widespread and sustainable population health impact. This emphasis complements longer standing approaches in the field of disabilities, which traditionally have oriented to individual and group service delivery. To read more about the evaluation report, please click here.

Activities that Further IIDEA

Contributions by Faculty and Staff that Highlight IIDEA

These are a few of the stories written by faculty and staff and are based on observances found in the diversity calendar, which can be viewed on the DEI website. To read additional articles by faculty and staff, go to socialwork.rutgers.edu.

October 29, 2021

LGBT History Month: Q&A with Elizabeth Salerno as told to Hannah Loffman by Elizabeth Salerno, MSW, Teaching Instructor and Coordinator of Field Education

Many people forget that October is LGBTQ+ History Month since the Pride parades typically occur during the summer and gain so much attention. Read the full article here.

December 1, 2021

Observe through Action: December 1 is World AIDS Day by Mary Beth Ali, Teaching Instructor and Coordinator of Field Education What does December 1 mean to you? Those who lived during the last two decades of the 20th century may know it as World AIDS Day, a day dedicated to recognizing HIV and its effects globally. Read the full article here.

January 27, 2022

Honoring International Holocaust Remembrance Day by Stephen Sidorsky, LCSW

Taking time to recall [the Holocaust] and honor those who were lost, as well as all of those who were affected and continue to be affected, enables

us to consider the lessons that may be learned to ensure that such a social/political disaster –an unthinkable event – will never happen again.

Read the full article here.

February 23, 2022

Celebrating Black History Month: An Interview with Dr. Tawanda Hubbard by Tawanda Hubbard [Black History Month] is a time to celebrate the Black community and learn exactly what the Black experience is in America, and what the Black experience has been like in the United States. It is important to take time to learn the whole story and get a “balance of stories.”

Read the full article here.

April 1, 2022

April is National Stress Awareness Month by Bernardo Hiraldo, MSW, Teaching Instructor and Associate Director of Field Education The purpose of this month is to make us aware of the negative impact that stress can have on each of us. The effects can lead to mental, emotional, and physical symptoms. An individual experiencing stress can feel anxious, depressed, or irritable and may find themselves not behaving in productive ways.

Read the full article here.

Activities Focused on Enhancing Instruction

This year, members of the faculty organized three teaching circles. Each had a different focus. For example, one of the teaching circles focused on the implications of the liberatory consciousness framework for pedagogy at the School of Social Work. The School held its fourth annual part time lecturer (PTL) conference on January 14, 2022. This year’s theme was “Inclusive Pedagogy: What about Neurodiversity?” Speakers were Christopher Manente, PhD., Executive Director of the Rutgers Center for Adult Autism Services, who spoke on neurodiversity. The other speaker was PTL Ivan Page, PhD, who spoke about engaging in scholarship and dissemination while working full time and teaching as a PTL.

DEI Events in Conjunction with IIDEA

• September 20, 2021: Celebrate Hispanic Heritage Month: Panel on Immigration Presenters were Nedia Morsy, Lead Organizer, Make the Road New Jersey; Yamika Mena, MPA, Director of Immigration Initiatives, Hispanic Federation; Xiomara Guevarra, JD, Vice President for Legal Affairs and Deputy Chief Operation Officer, Greater Bergen Community Action Center.

• October 19, 2021: Identifying Microaggressions and Intervening When They Occur with Babe Kawaii Bogue, BA, MA, MSW, MS, PhD

Microaggressions have a detrimental effect on one’s physical and psychological health. Because of this, it is important that students know when they or their peers

experience a microaggression and how to effectively respond to the person who did the microaggression.

• April 1, 2022: The Time is Right for Social Work: Ally to Co conspirator Maxine Davis, PhD, Assistant Professor, Rutgers, The State University, School of Social Work, Kaysie Getty, MSW, Senior Program Analyst for the Center for the Study of Social Policy, Jeff Brooks, Rahway City Councilman, Co Chairperson of Rahway Social Justice Commission, and Kenneth Bourne, MSW, Bourne Anew, LLC. The title of this event was inspired by the theme for Social Work Month and focused on the importance of being an ally to becoming a co conspirator.

Continuing Education Events Related to IIDEA

6th Annual Challenging Racial Disparities Conference: A Call to Action Designed with the practitioner in mind, this livestreamed webinar provided social workers and allied professionals with a meaningful learning opportunity on the topic of racial disparities. Attendees gained new skills and ideas to address issues of race in their practice with clients, organizations, and communities. This conference took placed on June 1, 2022.

The conference opening keynote presentation was by Diana T. Sanchez, PhD, Full Professor in the Rutgers University Psychology Department and a Faculty Fellow in the Social and Behavioral Sciences Division Dean's Office Dr. Sanchez discussed “Expanding Our Understanding of Stigma & Inclusion Efforts Through the Lens of Generalized Prejudice ” The main keynote was delivered by Michael Eric Dyson, PhD. Dr. Dyson is a Vanderbilt University Centennial Chair and University Distinguished Professor of African American and Diaspora Studies, University Distinguished Professor of Ethics and Society, a New York Times contributing opinion writer, a political analyst for MSNBC, and a contributing editor of The New Republic. Dr. Dyson is the recipient of two NAACP Image Awards and the 2020 Langston Hughes Festival Medallion.

Select Continuing Education Webinars

• Working with Undocumented Clients: Addressing the Myths and Understanding the Challenges

• Dear Black Males…

• Multicultural Perspectives in Developmental Disabilities

• Developing Cultural Competence in a Multicultural Society

• Improving Cultural Competence: Addressing Implicit Bias, Bias and Microaggressions

• Clinical Work with LGBTQ Youth

• Cognitive Behavior Therapy with Latino Populations

• Sexual and Relationship Violence on College Campuses

• Legal & Ethical Issues in Working with Trans Youth

Faculty Research and Dissemination Efforts Related to IIDEA

These are a few of the faculty who have been highlighted this year for their research or dissemination efforts related to IIDEA. To read about additional faculty whose research focuses on IIDEA, go to socialwork.rutgers.edu.

Edward Alessi’s Research

Edward Alessi is an associate professor at Rutgers School of Social Work and Chancellor’s Scholar of LGBTQ Mental Health, Trauma, and Resilience. Dr. Alessi's research and scholarly interests include lesbian, gay, bisexual, transgender, and queer (LGBTQ) mental health issues and clinical social work practice, and his research aims to improve (a) understanding of stress and trauma among sexual and gender minority (SGM) populations, and (b) enhance clinical practice with SGM and other marginalized populations. Dr. Alessi gives a glimpse into some of the research relating to Inclusion, Intersectionality, Diversity, Equity and Advancement (IIDEA) that he’s recently conducted. To read more about his research related to IIDEA, click on this link

Karun K. Singh’s Research

Karun K. Singh is a professor of teaching at Rutgers School of Social Work. His teaching, research, and scholarly interests focus on multidisciplinary nonprofit and public human services management, collaborative strategic planning, fundraising and marketing, social entrepreneurship, and microaggressions prevention. He is the co chair of the New Jersey and the New York City Chapters of the Network for Social Work Management (NSWM). He also serves as an editorial advisory board member of Human Service Organizations: Management, Leadership, & Governance, currently the only social work journal focused on improving the capacity and performance of human service and health care organizations worldwide through high level research. Dr. Singh teaches advanced level courses in the Management and Policy (MAP) specialization such as Management, Practice, and Theory, Program Development and Strategic Planning, and Fundraising and Marketing, as well as Diversity and Oppression, a foundation-level course. He is a faculty affiliate at the Center for Leadership and Management. To read more about his research related to IIDEA, click on this link.

Gabriel Robles’ Research

Dr. Gabriel Robles (he/él) is a clinical social worker, assistant professor at the School of Social Work, and the Chancellor’s Scholar for Inclusive Excellence in Sexual and Gender Minority Health at Rutgers. Dr. Robles conducts research focused on substance use prevention and sexual health among sexual and gender minorities (SGM) with a strong interest in addressing health inequities among Latinx SGM populations. He examines how cultural values, institutional and interpersonal support, and intersecting identities can serve as resiliency factors in mitigating negative health outcomes. Dr. Robles additionally examines the role that family and romantic/sexual partners play in the health and wellbeing of sexual and gender minorities. To read more about his research related to IIDEA, click on this link.

Natalie Moore-Bembry’s Dissemination Efforts

Dr. Natalie Moore Bembry is an assistant professor of teaching and director of student affairs at Rutgers School of Social Work. Her scholarly and dissemination work is focused on cultural humility, micro aggressions, racial trauma, eliminating racial discrimination, and related DEI issues. She is a very active presenter in local, state, and national venues and has been asked to provide training and technical assistance to many organizations, including the School of Social Work and other Rutgers schools and divisions. Dr. Moore Bembry gives a glimpse into some of the work relating to IIDEA that she’s recently conducted.

To read more about her research related to IIDEA, click on this link.

To read more about faculty research related to IIDEA, click a research newsletter below

Highlighting Staff Initiatives Related to IIDEA

In accordance with the School of Social Work strategic plan, a Staff Council was created to bring recommendations to the Dean and Associate Dean for Administration and Finance. This year was the second year of the Council’s term, which allowed for a more structured training schedule and increased programming.

The Council continues to use data derived from the staff forum as well as direct and anonymous feedback from the staff community as a baseline for creating action items in Academic Year 2021 2022.

Members: Sheribel Aguilar, Elizbeth Binstein (Jul. ‘21 – Mar. ‘22), Ciji Carr, Kathleen Gilbert, Bijal Jobanputra, Samantha Michaele (Chair), Nicole Oceanak, and Jennifer Waddell

• Action item #1: Secured continued approval for our fully anonymous suggestion box, which gives staff a safe and confidential venue to provide anonymous feedback/comments/suggestion to the Council and allows the Council to respond to the comments anonymously. The feedback received is provided to SSW senior leadership on a quarterly basis.

• Action Item #2: Our DEI Subgroup worked with the Council and SSW Leadership to establish a Training Series for all staff. This series is the result of collaborating with SSW Faculty and SSW Staff Trainers, who identified four areas to be included in the series Cultural Humility (Natalie Moore Bembry, MSW, MA, Ed.D., Assistant Professor of Teaching and Director of Student Affairs, Rutgers School of Social Work), What are Microaggressions (Kaylin Padovano, LMSW, Staff and Faculty Training Coordinator –

September 2021 October 2021

Enhancing Victim Services, Center for Research on Ending Violence), ICARE (in partnership with the Institute for Families Elizabeth Salerno, MSW, LSW, Training Coordinator and David Rosen, BS, MSW, DBH, Clinical Director of Programs, Hudson Pride Connections Center), and a training by the Transgender Training Institute.

• Action Item #3: Created monthly “Lunch and Learn” sessions designed to bring an expert to discuss a specific topic or just gather a group of staff members together for an open forum. Topics include human resources, transparency around policy and process, staff benefits, team tips and tricks, and more.

• Action Item #4: Established quarterly Coffee with Council sessions to provide an open forum for all staff to communicate concerns and hear updates from the Council.

• Action Item #5: Developed a pre- and post training survey tool that the Council uses at all trainings and events to gauge effectiveness of content and gather feedback for future sessions.

• Action Item #6: Continued a monthly Staff Council bulletin to highlight not only University and School level news, but also to spotlight staff members of the month and other relevant information for staff.

• Action Item #7: Re released the SSW staff recognition form on our website to provide colleagues, managers, faculty, and staff the opportunity to recognize a staff member who provided exceptional service and dedication to the SSW and our mission.

• Action Item #8: Introduced a standing in solidarity communication that has been infused into a Teams channel available to all staff. This communication will include anniversaries such as George Floyd Remembrance Day, Orlando Pulse Shooting, Juneteenth, current events, and thoughts and notes of support from our staff community. We recognize that words may not be enough, but we want to have a space to acknowledge injustices that impact our community, provide educational resources, and opportunities for staff to provide support.

• Action Item #9: Planned and implemented an SSW all staff meeting this Spring 2022 that held a DEI-focused working session to bring feedback to senior leadership about Dr. Hardy’s focus groups.

• Action Item #10: Checking in regularly with research centers and staff to make sure their DEI activities are aligned with those of the Staff Council and are not duplicated. All activities are coordinated by the Council.

• Action Item #11: Working with Associate Dean Sharon Fortin, we are continuing to focus on all DEI related issues with a concentration on staff.

Institute for Families DEI Efforts

DEI Workgroup Charge: To facilitate change for people of color and persons who experience discrimination because of their identity by affirming, educating, and enlightening individual experiences and responsibilities, encouraging dialogue in a professional, safe, understanding, open environment, and building protocols to ensure a more just, equitable work environment free of bias, racism, and discrimination.

Members: Ciji Carr McManus (DEI Team Leader), LaToya Dawkins, Amy Esposito, Yolanda Glover, Sonia Gonzalez, Marlene Hooper Perkins, Gabrielle Kissi, Ronda Marrimon, Spencer Nitkey, Liz Salerno, Pamela Simone, Amanda Suskin Santarelli, Cathy Thompson Fix (DEI Team Leader & IIDEA Staff Representative), Angela Watson

Subcommittee Focus:

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Training and Education Subcommittee: Identifying opportunities to empower with knowledge and greater awareness.

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Staff Engagement & Outreach Subcommittee: Assessing how our communication and culture as an Institute community improves DEI efforts.

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Integration & Alignment Subcommittee: Aligning the workgroup with SSW and University DEI initiatives.

Accomplishments:

• Created a Teams channel for regular communication of updates, materials, articles, and topics of interest, etc.

• Hosted a DEI training titled “Power Hour: Exploring Personal Experiences of Racism" using a fishbowl format.

• Started planning for the development of professional workshops based on the 4 As of the Liberatory Consciousness Framework.

The Center for Research on Ending Violence (REV): DEI Efforts

REV DEI Committee Members: Rachel Connor Hunt, Rupa Khetarpal, Kaylin Padovano, and Simone Snyder

Beginning formally in 2021, The Center for Research on Ending Violence’s (REV) DEI Committee began working to intentionally move the Center, formerly The Center on Violence Against Women and Children (VAWC), toward providing a holistic educational, professional and inclusive experience. This Committee aims to develop, strengthen, and promote strategies and best practices within the realms of racial, social, sexual, and gender diversity. One of the first accomplishments was formerly changing the Center’s name to not only reflect the diverse communities with which we work but to demonstrate our commitment to addressing a wider range of violence. We have also created an inclusive language guide for REV. Our onboarding process was revised to support a climate were all REV members feel welcomed and supported and our Culture Club provides opportunities for intentional and inclusive community building. Through quarterly meetings the Committee has worked on recruitment, a DEI newsletter, and developing a strategic plan highlighting DEI initiatives.

Our ongoing goals include:

• Expanding research projects to incorporate intersectional identities and experiences of harm, oppression and violence as well as recognizing resilience.

• Administration of staff/faculty survey to ask about experiences related to diversity, equity and inclusion at REV.

• Reviewing and updating syllabi of all of our certificate courses to incorporate the liberatory conscious framework.

• Provide mentoring and opportunities for all members of REV to consider their academic and professional careers.

PhD Students’ Efforts Related to IIDEA

As shared by PhD Program Director Allison Zippay, MSW, PhD

The PhD Student Planning Group on Antiracism and Oppression organized two sessions per semester called the “Let’s Talk” series. The sessions were facilitated and attended by students. A more detailed discussion of each session is shared by Camille McKenzie below.

Initial conversations regarding the Liberatory Consciousness Framework and its applications were held with the PhD Executive Committee and PhD faculty and students. PhD course instructors continue to review and revise syllabi regarding DEI content, approaches, and frameworks PhD students are active in leadership at the national level (Society for Social Work Education [SSWR] and the Group for the Association of Doctoral Education [GADE]) regarding discussions and actions pertaining to DEI in doctoral education The PhD director and faculty have continued involvement in national forums and conversations facilitated by GADE regarding DEI and doctoral curricula and education and revision of GADE Quality Guidelines to incorporate content on DEI.

As shared by Co-Coordinator of the PhD Student Planning Committee on Antiracism Camille McKenzie, MSW, LCSW

This year, the Student Planning Committee on Antiracism (SPCA) facilitated four student-led “Let’s Talk” discussion sessions on varying topics ranging from research, policy, and practice

• The War on Critical Race Theory (CRT) & Its Implication for Education Policy in the United States session dissected the highly politicized debate concerning teaching CRT in public schools and higher education.

• In the Intersectionality Theory session, we discussed the methodological debates, challenges, and trade-offs associated with conducting and publishing anti-racist intersectional scholarship. Examples of quantitative studies employing an intersectional life course perspective were presented for a more robust discussion.

• PhD candidates with extensive graduate teaching experience shared their strategies for navigating classroom dynamics concerning diversity and oppression related topics in Pivoting the Challenges in Fostering an Inclusive Classroom Environment session.

• Our final session, Intersectionality Theory & Diversifying the Asian Experience in Research, explored inequities behind data representation and #StopAsianHate. Guest co facilitators included Addam Reynolds, Huiying Jin, Lorraine Howard, Rupa Khetarpal, Yafan Chen, and Yuhan Wei.

SPCA’s goal this academic year was to provide a space to center and learn from the diversifying experiences and talents of our very own RUSSW PhD students.

IIDEA Research Awards

In conjunction with the Research Advisory Committee and the IIDEA Committee , the School of Social Work established the IIDEA Research Awards. The recipients of these awards were announced at the School of Social Work convocation on May 1 6, 202 2. The Exemplary IIDEA Research Recognition Award winner was Gabriel Robles Alberto, and the Emerging Scholar IIDEA Research Award winner was Roxanna Shayesteh Ast.

Exemplary IIDEA Research Recognition Award

Purpose: This award is to recognize RUSSW faculty and staff who have made outstanding and innovative contributions to IIDEA research initiatives. The individual or team recognized with this award will serve as a model for how IIDEA perspectives can permeate our research portfolio.

Eligibility: All RUSSW faculty or staff are eligible for nomination.

Criteria for Selection: The Research Advisory and IIDEA Committees will review applications based on the following criteria: Commitment and contributions to advancing IIDEA research efforts.

Award: One total award will be made, consisting of $1,000 in research or professional development support. Awardee(s) will be recognized during the RUSSW Convocation.

Nomination Guidelines: Candidates may self-nominate or be nominated for the award. Individuals who are nominated by others will be contacted to confirm that they accept the nomination. We will request the following materials:

• Full Name of Nominee

• Other Team Members’ Full Names (if applicable)

• Nominee Contact Information

• Materials demonstrating contributions: Abbreviated CV(s), relevant publications

• Maximum of 1-page, single-spaced document outlining the nominee’s enduring commitment as well as outstanding and innovative contributions to IIDEA research.

Emerging Scholar IIDEA Research Award

Purpose: This award is to recognize RUSSW students who have made outstanding and innovative contributions to IIDEA research initiatives. The individual(s) recognized with this award will serve as a model for how IIDEA perspectives can permeate students’ research or dissertation work.

Criteria for Selection: The Research Advisory and IIDEA Committees will review applications based on the following criteria: Commitment and contributions to advancing IIDEA through research or dissertation work.

Award: One total award will be made, consisting of $1,000 in research or professional development support. Awardee(s) will be recognized during the RUSSW Convocation.

Nomination Guidelines: Candidates may self-nominate or be nominated for the award. Individuals who are nominated by others will be contacted to confirm that they accept the nomination. We will request the following materials:

• Full Name of Nominee

• Other Team Members’ Full Names (if applicable)

• Nominee Contact Information

• Materials demonstrating contributions: Abbreviated CV(s), relevant publications

• Maximum of 1-page, single-spaced document outlining the nominee's enduring commitment as well as outstanding and innovative contributions to IIDEA research.