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Include in title: Professor and Associate Dean for Diversity, Equity and Inclusio 1

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Message from Antoinette Y. Farmer, PhD, Professor and Associate Dean for Diversity, Equity, and Inclusion IIDEA Committee

IIDEA Committee Members and Chair Statement on Inclusion, Intersectionality, Diversity, Equity and Advancement Conceptual Framework Defining the Terms in IIDEA

What Has Happened at the School Related to IIDEA? President Jonathan Holloway Speaks at the School of Social Work Contributions by Faculty and Staff that Highlight IIDEA Transgender Day of Remembrance PTL Workshops on Anti-Racism DEI Events in Conjunction with IIDEA Continuing Education

o Challenging Racial Disparities o Webinars Highlighting Staff Initiatives Related to IIDEA

PhD Students’ Efforts Related to IIDEA

IIDEA Research Awards 17

Exemplary IIDEA Research Recognition Award Emerging Scholar IIDEA Research Award

Rutgers School of Social Work Strategic Plan 18 22

IIDEA Progress Report

University Diversity Strategic Plan Priorities Goals for IIDEA for the Academic Year 2021-2022

A Message from Antoinette Y. Farmer, PhD In September 2020, I became the inaugural Associate Dean for Diversity, Equity, and Inclusion at the School of Social Work. In this role, I am responsible for providing overall strategic leadership to advance diversity, equity, and inclusion, chairing and facilitating the School-wide Inclusion, Intersectionality, Diversity, Equity, and Advancement (IIDEA) Committee, and working collaboratively with the School’s senior leadership to set priorities and policies. The work of the IIDEA Committee is occurring when there is a racial reckoning, where anti-Asian violence and anti-Semitism are on the rise, and the cries for social and racial justice are growing louder because of the deaths of George Floyd, Breonna Taylor, and others. Of course, I would be remiss if I did not mention that the Committee’s work is also occurring during the COVID-19 pandemic. This pandemic has disproportionally affected Black, Brown, and Indigenous communities and has revealed the inequalities in our health care system. Members of the IIDEA Committee and I truly believe that in order to further the efforts of inclusion, intersectionality, diversity, equity, and advancement at the School of Social Work, we need to partner with students, faculty, staff, alumni, and others who have worked with us to carry out the School’s mission. So, we ask as you read this annual report to think about where you would like to partner with the IIDEA Committee to achieve its goals, and where you individually or collectively can further these efforts in your community and in society at large. In this inaugural annual report, we have detailed the accomplishments of the IIDEA Committee, and the upcoming goals for the academic year 2021-2022 have been identified as well. Additionally, included in this report is our progress report, which identifies the goals the IIDEA Committee have achieved, those that are currently being worked on, and those that will continuously be addressed. In closing, I would like for you to consider adopting this as your motto, which has been mine since I became the Associate Dean for Diversity, Equity, and Inclusion: Courage paves the pathway toward change. You must have courage to speak up when things are not what they should be. Courage to partner with others to take action, and courage to implement the programs and policies that make the necessary change. I look forward to partnering with you to further the efforts of IIDEA at Rutgers School of Social Work.

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 The IIDEA Committee is comprised of tenured, tenure track, and non-tenure track faculty and students representing the BASW, MSW, DSW, and PhD programs and staff. Forthcoming interviews of these individuals will be posted on the DEI website.

https://zoom.us/j/93260185509?pwd=SWxMbWdwQlp2U3VNSHhrUjcwRmI5Zz09

Edward Alessi, PhD

V. DuWayne Battle, PhD Sheila Borges Rajguru, PhD

Elsa Candelario, MSW

Associate Professor of Teaching, Director of Baccalaureate Program Faculty Representative

Research Development Specialist Staff Representative

Professor of Professional Practice Faculty Representative

Iris Cardenas, MSW

Brenda Codallos

Jacquelynn Duron, PhD

Antoinette Y. Farmer, PhD

PhD Student Representative

MSW Student Representative (Traditional Program)

Assistant Professor Faculty Representative

Professor and Associate Dean for Diversity, Equity and Inclusion Chair

Amos Koffa

Christine Morales, MSW

Kira O’Brien, MSW

BASW Student Representative

Assistant Director of Recruitment and Admissions, Assistant Professor of Teaching Faculty Representative

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

DSW Student Representative

Vimmi Surti MSW Student Representative (Hybrid Programs)

4 Cathy Thompson-Fix, M.Div.

Emmy Tiderington, PhD

Program Coordinator, Institute for Families Staff Representative

Assistant Professor Faculty Representative

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 IIDEA Conceptual Framework Subcommittee was charged with developing a conceptual/theoretical framework that undergirds the initiatives that further IIDEA for social justice for the School, and for agencies that partner with the School, in order to carry out the core mission of the School of Social Work. Prior to identifying the conceptual framework, the subcommittee reviewed the National Association of Social Workers (NASW) code of ethics, Council on Social Work Education (CSWE)prescribed competencies, the Grand Challenges for Social Work, and strategic planning documents (School of Social Work strategic plan) from Rutgers University and the School of Social Work. The subcommittee reviewed each of these artifacts to ensure that the context in which an IIDEA framework would be implemented was taken into consideration. On Monday, May 10, the School of Social Work faculty voted to adopt 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, accountability, and action/allyship. Each member of our community is invited to develop a capacity to notice; to think critically about what is noticed, why it is happening, and what needs to be done; to identify our individual roles in redressing oppression and steps that should be taken; and to take steps toward justice and to support each other in this pursuit.

The information in the table below was taken from Dr. Barbara Love’s website. Developing a Liberatory Consciousness Liberatory Consciousness is a framework used to maintain an awareness of the dynamics of oppression characterizing society without giving in to despair and hopelessness about the condition and enabling us to practice intentionality about changing systems of oppression. Awareness

Analysis

Accountability

Action/Allyship

Developing the capacity to notice what is going on in the world around us, and continually interrogating our observations from a liberatory perspective.

Interrogating what we see happening in the world around us from a liberatory perspective. It means asking whether the reality that we can name moves toward deliberation or away from it. If it moves away from liberation, what needs to happen to put it on track toward liberation

Asking what, if anything, needs to happen to move the reality that we are witnessing or experiencing on a path toward liberation, and what our role should be in that movement.

Refers to the support that we provide each other in mirroring our liberatory intentions back to each other, and the assistance we provide to each other in adjusting our perspective, language, and behavior in the course of our work, and the pursuit of liberation.

(Love, 2010) This conceptual framework will be used to guide our teaching, research, and service with our community partners. The framework requires us to ask questions as it relates to teaching, for example, what are the knowledge, values, and skills students need to have related to inclusion, intersectionality, diversity, equity and advancement? As it relates to research, a key question is what research will we engage in that promotes inclusion, intersectionality, diversity, equity and advancement? In terms of service, how should our community collaborations promote inclusion, intersectionality, diversity, equity, and advancement?

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. 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’ Rutgers’ Universitywide Diversity Strategic Plan. Intersectionality refers to the acknowledgement of the interconnected nature of social categorizations such as race, ethnicity, gender identity, age, religion, language, ability 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, ability status, sexual orientation, and socioeconomic status Source: Adapted from Rutgers’ Universitywide Diversity Strategic Plan. 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’ Universitywide 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, ability status, sexual orientation, and socioeconomic status. Source: Adapted from NAACP Mission. 1We

realize that the meanings of these terms are fluid and the way we understand them changes over time. 2 Identities 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) Antiracism is “a powerful collection of antiracist policies that lead to racial equity and are substantiated by antiracist” (Kendi, 2019, p.21) Citation: Kendi, I. X. (2019). How to be an antiracist. One world.

Anti-racist social work, as defined by British author Lena Dominelli (2017), “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 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.

What Has Happened at the School Related to IIDEA? President Jonathan Holloway Speaks at the School of Social Work On February 3, 2021 Rutgers School of Social Work hosted a presentation by Jonathan Holloway, President of Rutgers University, on the contributions of E. Franklin Frazier to social work education. Over 200 faculty, staff, students, and alumni were in attendance. “By presenting Frazier’s contributions to social work, I hoped to shed a light on the depth of his impact on the trajectory of social work education,” said President Holloway. “Frazier’s resolve to work towards racial equality made a lasting mark on the field of social work, reminding us that this vital profession has always been rooted in the longstanding fight for social justice.” An American sociologist and author, E. Franklin Frazier is noted for influence on institutions and practices to accept the demands by African Americans for economic, political, and social equality in American life. His publication, The Negro Family in the United States (1939), analyzed the historical forces that shaped the development of the African American family from slavery to the mid-1930s. In 1940, the book was awarded the Anisfield-Wolf Book Award for the most significant work in the field of race relations. “We are grateful to President Holloway for bringing our attention to this important figure whose impact has historically been forgotten,” said Rutgers School of Social Work Dean and Distinguished Professor Cathryn C. Potter. “Frazier’s significance as a pioneer in social work education cannot be overstated, especially as we continue to grapple with our country’s history rooted in racism and injustice.” President Holloway, a U.S. historian, took office as the 21st president of Rutgers on July 1, 2020. He also serves as a University Professor and Distinguished Professor. Prior to accepting the presidency of Rutgers, Dr. Holloway was provost of Northwestern University from 2017 to 2020 and a member of the faculty of Yale University from 1999 to 2017. At Yale, he served as Dean of Yale College and the Edmund S. Morgan Professor of African American Studies, History, and American Studies. He is also the author of The Cause of Freedom: A Concise History of African Americans and Jim Crow Wisdom: Memory and Identity in Black America Since 1940. He edited Ralph Bunche’s A Brief and Tentative Analysis of Negro Leadership and coedited Black Scholars on the Line: Race, Social Science, and American Thought in the Twentieth Century. He wrote the introduction for the 2015 edition of W.E.B. Du Bois’ Souls of Black Folk, and is working on a new book, A History of Absence: Race and the Making of the Modern World.

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 27, 2020 Filipino Heritage Month: Social Worker Josefa Llanes Escoda by Christine Morales, MSW, Assistant Director of Recruitment and Admission, Assistant Professor of Teaching This article is about Josefa Llanes Escoda’s contributions to advancing social justice. Escoda fought for women’s involvement in the Philippine government, and is featured as one of two women on the 1000 Philippine peso. Read the full article here. January 12, 2021 Human Trafficking Prevention Month: Ways in Which We Can Raise Awareness and Prevent It From Occurring by Rupa Khetarpal, Assistant Professor of Teaching, Coordinator for the Center on Violence Against Women and Children (VAWC) Certificate Program, MA, MSW, LCSW & Amber Berkowitz, B.S. Psychology, Field Intern at VAWC Human trafficking is one of the most underreported crimes and can be difficult to detect. The Rutgers Center on Violence Against Women and Children is an entity at the School with a focus on raising awareness and prevention of human trafficking. Read the full article here. January 21, 2021 Protecting Children from Violence: A Human Rights-Based Approach to Child Protection by Rebecca Davis, MSW, PhD, Associate Professor of Professional Practice and Director, Office of Global Social Work Programs Every year, approximately 1 billion children worldwide experience some form of physical, sexual, and/or psychological violence. This article is aligned with the theme Recover Better – Stand Up for Human Rights! for International Human Rights Day. Read the full article here. February 11, 2021 Black History Month: William M. Ashby – New Jersey’s First Black Social Worker by V. DuWayne Battle, PhD, MSW, Associate Professor of Teaching, Director of the Baccalaureate Program Black social workers are counted among the hidden figures when recalling what many students are exposed to during their study of the history of social work. William M. Ashby has been recognized as New Jersey’s first Black social worker. Although he lived a rich and full life dedicated to social work and social justice, his journey was fraught with the prejudice, discrimination, and racial injustice that is still so ingrained in the systems and structures in American society. Read the full article here.

Transgender Day of Remembrance On November 20, 2020, Rutgers School of Social Work's Social Workers Advocating for GLBTQA and Gender-nonconforming Equal Rights (SWAGGER) and the IIDEA Committee hosted an event to commemorate Transgender Day of Remembrance. Transgender Day of Remembrance is an annual observance on November 20th that honors the memory of the transgender people whose lives were lost in acts of anti-transgender violence (GLAAD.org). Speakers included: Jackie Baras, MSN, MBA, RN, Director of LGBT Program at Robert Wood Johnson University Hospital. Jackie Baras established the first LGBTQIA hospital-based primary care clinic in New Jersey – PROUD Family Health at RWJ Somerset. Recently, she has launched the PROUD Gender Center of New Jersey in New Brunswick. This center is the first of its kind in the state and offers a broad and comprehensive range of services and experts specializing in LGBTQIA care in a centralized location.

TJ Barganski, author of She, He, and Finding Me. A retired firefighter/EMT, TJ is a transgender advocate, speaker, and educator who helps behavioral science students, families, and those living with gender dysphoria to better understand the issues faced by transgender people. He has appeared on television shows and makes public appearances to raise awareness and acceptance of those who share his path.

Amos Koffa, spoken word artist and BASW Student. Amos (aim-us) Koffa (cough-uh), who uses the pronouns they/them/their, is a current senior at Rutgers School of Social Work. They are a Poetry Out Loud national finalist, NAACP ACT-SO awardwinning playwright, and has been recognized nationally by GLSEN for their LGBTQ+ advocacy. Amos uses their voice to bring awareness to social injustices through written and spoken-word poetry. Studying to become a social worker, Amos truly has the goal of changing the world one word at a time.

PTL Workshops on Anti-Racism In response to the death of George Floyd, two anti-racist trainings were organized in the beginning of the academic year for all faculty and PTLs. This year, the theme for these workshops and the Annual PTL Conference was “Pursuing Truth and Justice: Keeping the Conversation Alive.” The full list of workshops and the list of conference presenters can be found in the table below. Part I: August 25, 2020 Anti-Racist Teaching Across the Curriculum o Antoinette Y. Farmer, PhD (research) o Laura Curran, PhD (policy) o Edward Alessi, PhD (practice) o V. DuWayne Battle, PhD (diversity and oppression)

Part II: September 8, 2020 Managing Microaggression and Implicit Bias in the Classroom o Willard Ashley, DMIN, NCPSYA, SCP A Solution-Focused Approach to managing Challenging Classroom Discussions o Samuel C. Jones, DSW, MSW o Alison Grant, MSW, LCSW

Annual PTL Conference: January 15, 2021 The Practice of Decolonizing HBSE in Social Work o Jemel Aguilar, PhD, Associate Professor, Southern Connecticut State University Ethical Reflexivity for Anti-Racist and Anti-Oppressive Social Work Practice o David Byers, PhD, Assistant Professor, Graduate School of Social Work and Social Research at Bryn Mawr College Adding Flipped Tools to our Pedagogical Toolbox o Christina Bifulco, PhD, Center for Teaching Advancement and Assessment Research (CTAAR) Staff, Associate Director for Teaching and Learning Analytics o Chris Drue, EdD, CTAAR Staff, Associate Director for Teaching Evaluation DEI Events in Conjunction with IIDEA, co-sponsored with NASW-NJ March 10, 2021: Making Justice More Healing & Transformative A conversation about the underlying philosophy related to how the United States sentences and treats people who are incarcerated – from the legal system to imprisonment. The speakers covered topics such as restorative justice, the high rates of mental health and substance abuse issues during incarceration, and the importance of incorporating mental health services into jails and prisons. March 29, 2021: The Criminalization of Race in America The United States has the highest incarceration rate in the world. With white Americans making up the majority of citizens, there is a disproportionate number of Black and Brown people in the criminal justice system. Speakers discussed the history of race and the intersectionality of the criminal justice system in America, the policies that enable this, and how this affects the current landscape, with particular attention to immigration and detention.

Continuing Education Events Challenging Racial Disparities Conference The mission of the Challenging Racial Disparities Conference, now in its fifth year, is to empower social workers to better address issues concerning race and racism in their work. One of the guiding ethical principles of social work is to challenge social injustice; this conference is an attempt to embody that principle. Living up to this principle is not always easy for social workers, as it is too easy to step back from antiracist work due to feeling uncomfortable or not knowing how to address issues as they arise in practice. The conference is designed to highlight thought leaders who provide practical knowledge and skills to help social workers be proactive in antiracist work. It is also designed to help fill gaps in knowledge for professionals who earned their social work degree when issues of privilege, oppression, and racism were addressed via a “cultural competence” approach – which we now know falls short in many ways. The response from the social work community to the conference has been thankfully strong, with the event selling out when held in person and drawing hundreds in its current virtual format. Past keynote speakers include Jelani Cobb, PhD, Carl Hart, PhD and Derald Wing Sue, PhD. In 2020, the conference keynote speaker was Robin DiAngelo, PhD, author of the bestselling book White Fragility: Why It's So Hard for White People to Talk About Racism. In 2021, the two keynote speakers are Catherine Lee, PhD, presenting Confronting the Legacy of Asian Exclusion and Anti-Asian Racism and Dorothy Roberts, JD - author of the book Killing the Black Body: Race, Reproduction, and the Meaning of Liberty. Her keynote is titled, “Black Women and Reproductive Justice: Anti-Racist Lessons for Social Work”. Selected Webinars Working with Undocumented Clients: Addressing the Myths and Understanding the Challenges School to Prison Pipeline: Understanding the Relationship Between School Discipline, Dropout, and Incarceration Refugees and Humanitarian Migrants in New Jersey: Strengths and Challenges Social Justice in Social Work Practice The Culturally Woke Social Worker Understanding the Impact of Trauma and Community Violence Multicultural Perspectives in Developmental Disabilities The Role of Diversity in Trauma Treatment: Overcoming Barriers and Empowering Ethnic Identity Dear Black Males... Incorporating Cultural Competence into Ethical Decision Making Looking Through Invisible Borders: A Cross-Cultural Response to Trauma Survivors Human Trafficking: Protecting the Most Vulnerable Fundamentals of Race and Racism Developing Cultural Competence in a Multicultural Society Clinical Work with LGBTQ Youth Environmental Justice: A Social Work Perspective LGBT Issues and the Law Cultural Competence and Equity in LGBT Health Care: Strategies for Medical and Mental Health Providers The Impact of White Culture on Social Work Practice

Highlighting Staff Initiatives Related to IIDEA In accordance with the School of Social Work strategic plan, a Staff Advisory Council was created to bring recommendations to the Dean and Associate Dean for Administration and Finance. Samantha Michaele, BA, Director of Business Services, is the Chair of the Staff Council and liaison to the IIDEA Committee. The Staff Council used the data derived from the staff forum as a baseline for creating action items in Academic Year 2021. Additional action items will be developed as the Council continues to work on DEI initiatives. Action item #1: Created an anonymous suggestion box that gives staff a safe and confidential venue to provide anonymous feedback/comments/suggestions to the Council and allows the Council to respond to the comments anonymously. Action Item #2: Created a DEI Subgroup to focus solely on DEI related activities and ensure the practices are infused across all activities. o Members are: Ciji Carr-McManus, Samantha Michaele, and Nicole Oceanak Action Item #3: Created 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 #4: Planned and implemented an SSW All Staff Meeting focusing on DEI issue Cathy Thompson-Fix, M.Div., Program Coordinator at the Institute for Families, is the Staff Representative to the IIDEA Committee. The Institute for Families Diversity, Equity, and Inclusion Workgroup is charged with facilitating change for people of color and persons who experience discrimination because of their identity. This is accomplished by affirming, educating, and highlighting individual experiences, 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. The Workgroup is made up of three subcommittees: Training and Education, Staff Engagement and Outreach, and Integration and Alignment. The Training and Education subcommittee identifies opportunities to increase one’s knowledge and greater awareness of issues related to diversity, equity, and inclusion. They have started to develop workshops on anti-racism. The Staff Engagement and Outreach subcommittee focuses on communication and is developing recognition awards for persons who are contributing to diversity, equity, and inclusion efforts. The Integration and Alignment subcommittee focuses on ensuring that the efforts of the workgroup align with the School of Social Work and University’s diversity, equity, and inclusion initiatives.

PhD Students’ Efforts related to IIDEA An interview with PhD Students Camille McKenzie and Emilie Mankopf, as written by MSW student Hannah Loffman. Q: Can you tell us about your PhD research interests? A: (Camille, PhD expected 2023) I have had previous experience in healthcare and managing insurance/patient choices. I always took interest in intersectionality and wanted to hear from faculty, which was part of the impetus for the PhD Student Planning Group. My research is focused on health equity, health care access and utilization, health insurance literacy, and using intersectional approaches to validate people’s experiences. (Emilie, PhD expected 2023) My prior and current work and research experience in the fields of substance use, harm reduction, and sexual wellbeing motivated me to find ways to provide people with safe approaches to engaging in their daily activities. We often blame people experiencing the problem when the root causes are racism, misogyny, ableism, genderism, etc. Through my research, I am trying to figure out how persons are able to engage in drug use and engage in sexual activity in a healthy manner. Q: What inspired you to begin the PhD Student Planning Group on AntiRacism? A: We wanted to do something that would give students resources and ideas about how to incorporate critical race theory into their research. We surveyed students to find out what they wanted to learn and what should be the focus of the seminars. Dr. Antoinette Y. Farmer, Professor and Associate Dean for Diversity, Equity, and Inclusion and Dr. Allison Zippay, Director of the PhD program, offered guidance and resources as to how we could best structure the seminars. The goal of the seminar was to create something informal where students could come and learn as well as share their thoughts related to anti-racist practices within the PhD program. We also were inspired by PhD student Alicia Mendez’s CSWE letter campaign, which stated that schools of social work need to have a focus in their programs on anti-racist pedagogy with an emphasis on addressing anti-Black racism, and such content should be stressed in CSWE’s educational policy and accreditation standards. Q: What are your hopes for continuing these seminars? A: The goal is not to accomplish something by hosting the seminars. Rather, we want to make sure the information is available for students to access and ask questions of faculty and other students engaged in anti-racist work. We have found that there is a core group of students interested in doing the work, but we believe anti-racism and anti-oppressive methodologies need to be better incorporated into our research practices. Right now, in order to sustain this, we need the next cohort of students to take this on and offer ideas for seminars they can lead. Our hope is that this will become a part of the culture at Rutgers School of Social Work, and that faculty and students will feel committed to anti-racist work in all areas of social work. Q: What are the seminars you hosted? A: The complete list of seminars can be found in the table below. 1

Wednesday, October 21, 2020

Wednesday, November 11, 2020

Wednesday, March 24, 2021

Wednesday, April 21, 2021

Thinking About Research from an Anti-Racist Perspective by Antoinette Y. Farmer, PhD, Professor and Associate Dean for Diversity, Equity, and Inclusion.

Liberating Research & Practice: What and How? by Alexis Jemal, MSW, PhD, JD, Assistant Professor, CUNY, Hunter College.

PhD Student Planning Group on Anti-Racism Opportunities for Social Work PhD Students to Engage in Anti-Racist Action by V. DuWayne Battle, PhD, Associate Professor of Teaching, Director of BASW Program, Sara-Beth Plummer, PhD, Assistant Professor of Teaching, Assistant Director of BASW Program, and Alicia Mendez, PhD Candidate.

PhD Student Planning Group on Anti-Racism: The Importance of Language in Anti-Racist/Anti-Oppression Research, a conversation for PhD social work students facilitated by PhD students Camille McKenzie and Emilie Mankopf.

IIDEA Research Awards In conjunction with the Research Advisory Committee and IIDEA Committee, we have established the IIDEA Research Awards. The recipients of these awards were announced at the School of Social Work convocation on May 17, 2021. The 2021 award winners were Assistant Professor Abigail Williams-Butler (Exemplary IIDEA Research Recognition Award) and PhD student Iris Cardenas (Emerging Scholar IIDEA Research Award). Exemplary IIDEA Research Recognition Award

Emerging Scholar IIDEA Research 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.

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.

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 $2,000 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 by completing the online 2021 RUSSW IIDEA Research Awards – Nomination Form. Individuals who are nominated by others will be contacted to confirm that they accept the nomination. We will request the following materials: 1. Full Name of Nominee 2. Other Team Members’ Full Names (if applicable) 3. Nominee Contact Information 4. Materials demonstrating contributions: Abbreviated CV(s), relevant publications 5. Maximum of 1-page, single-spaced document outlining the nominee's enduring commitment as well as outstanding and innovative contributions to IIDEA research.

Eligibility: All RUSSW students from all academic levels (bachelors, masters, doctoral) 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 or dissertation work. Award: One total award will be made, consisting of $2,000 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 by completing the online 2021 RUSSW IIDEA Research Awards – Nomination Form. Individuals who are nominated by others will be contacted to confirm that they accept the nomination. We will request the following materials: 1. 2. 3. 4.

Full Name of Nominee Other Team Members’ Full Names (if applicable) Nominee Contact Information Materials demonstrating contributions: Abbreviated CV(s), relevant publications 5. Maximum of 1-page, single-spaced document outlining the nominee's enduring commitment as well as outstanding and innovative contributions to IIDEA research.

Rutgers School of Social Work Strategic Plan 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.

IIDEA PROGRESS REPORT Updated April 2021 GOAL 1: DEVELOP A SHARED DEFINITION OF IIDEA Objective

Action

Responsibility

Timeline

A. Creating an IIDEA standing committee in the RUSSW bylaws.

1. Chaired by the Associate Dean for Diversity, Equity and Inclusion,

Dean

September 2, 2020 present

2. Including elected and appointed members of the faculty, staff and students,

Dean

October 7, 2020 present

3. Whose Chair serves as diversity champion for the larger Rutgers-New Brunswick and University-wide diversity and inclusion efforts 1. Working with faculty to create a statement on diversity and inclusion that is codified into RUSSW by-laws and policies,

Associate Dean for Diversity, Equity, and Inclusion

September 2, 2020 present

Appointed by the Dean

IIDEA Subcommittee: Definitions and IIDEA Statement

October 2, 2020 – present

Statement was discussed at the April 2021 Faculty Meeting. Will be voted on at the May 2021 Faculty Meeting.

2. In partnership with the Office of Academic Affairs and the Curriculum and Executive Committees, develop a conceptual/theoretical framework that undergirds the School’s initiatives that further inclusion, intersectionality, diversity, equity, and advancement, 3. In partnership with multiple RU-SSW entities, leading the development and implementation oversight of a comprehensive evolving, multiyear plan that advances IIDEA within the School and its community partners,

IIDEA Subcommittee: Conceptual Framework

November 11, 2020 – present

IIDEA Committee

Always being addressed

Met with Senior Associate Dean for Academic Affairs, BASW, PhD, and DSW program directors, and Executive Director of Field Education in March. In April meeting with the BASW and MSW Curriculum Committees and the DSW and PhD Executive Committees. Data derived from the organizational assessment conducted by Dr. Kenneth Hardy in Fall 2021 will inform this process.

B. Charging the IIDEA Committee with the creation and implementation of a constantly evolving diversity and inclusion action plan for the School, including items such as:

Progress

Notes

4. Identifying areas where inclusion, intersectionality, diversity, equity, and advancement need to be addressed and making recommendations to the Dean, administration, and faculty to address the identified areas, 5. Coordinating with search committees to deliver/support Rutgers-New Brunswick diversity-related faculty and staff hiring protocols, 6. Coordinating with all committees, program directors and administrators to support the infusion of IIDEA objectives into yearly work plans, including curriculum consideration, 7. Coordinating with the Associate Dean for Academic Affairs to add IIDEA specific questions to existing student and alumni surveys, 8. Developing an ongoing IIDEA survey/assessment process for faculty, staff and

9. Identifying other key priorities determined by the IIDEA committee.

IIDEA Committee

Always being addressed

IIDEA Committee

Always being addressed

IIDEA Committee

Always being addressed

During the month of April, program directors and administrators will be involved in a SOCW Analysis.

IIDEA Committee, Senior Associate Dean for Academic Affairs, and Assessment Committee IIDEA Subcommittee: IIDEA Survey Development

In-progress

Items related to DEI have been included on the Field Progress and Implicit Curriculum Surveys.

TBD

Subcommittee to be chaired by Sheila Borges Rajguru. Data derived from the organizational assessment conducted by Dr. Kenneth Hardy in Fall 2021 will inform this process.

IIDEA Committee

Always being addressed

GOAL 2: CREATE MECHANISMS TO INFUSE IIDEA PRACTICES ACROSS THE CURRICULUM AND OUR COMMUNITIES

Objective

Action

Responsibility

Timeline

A. Specifically moving forward recommendations from a) the 2018-2019 Diversity & Inclusion Task Force, which focused on the student experience, and b) the subsequent faculty discussion of key priorities, including:

1. Creating a standing committee

Progress

Dean

September 2, 2020 – present

2. Supporting the Office of Academic Affairs and the Curriculum Committees to create and deliver skill-based training for all faculty (TT, NTT, PTL) in inclusive pedagogies, for both formal and co-curricular

IIDEA Committee, Office of Academic Affairs, and Curriculum Committees

In-progress

Notes

The Office of Academic Affairs is in the process of developing such skill-based training.

learning experiences. See School’s strategic plan. 3. Developing skill-based instruction for all students re: micro-aggressions, ensuring focus on field settings. See curriculum recommendations in School’s strategic plan. 4. Supporting the Field Education team to improve fieldrelated IIDEA training for field instructors and mechanisms for identifying and responding to field based, negative IIDEA experiences, 5. Conducting a full review of the SIRS course evaluation process and bring recommendations for designing additional questions for student evaluations, and practice language for syllabi related to student and instructor bias.

B. Ensuring that staff policies and protocols are aligned with the committee’s recommendations to create a school climate that is supportive of all.

1. Convening a Staff Advisory Council to bring recommendations to the Dean and Associate Dean for Administration and Finance, whose chair serves on the Dean's Advisory Committee 2. Making resources available to support training and activities that contribute to IIDEA practices in the workplace.

IIDEA Committee, Student Advisors, and Executive Director of Field Education

Fall 2021

IIDEA Committee, SWAGGER, Office of Academic Affairs, and Executive Director of Field Education

Always being addressed

IIDEA Subcommittee to be appointed and Office of Academic Affairs

April 2021

Dean

October 2021

Dean

Always being addressed

The Transgender Training Institute will be providing training to help educators and social workers work with and support transgender and nonbinary students in both the classroom and field settings. Conducting a full review of the SIRS course evaluation process to add more items will not begin to after the conceptual framework has been adopted. Christine Morales has agreed to chair this subcommittee. The Senior Associate Dean for Academic Affairs is in the process of written an IIDEA statement to be included on all syllabi. The Associate Dean for Diversity and Inclusion has reviewed the statement and made modifications. Samantha Michaele from the Business Office was appointed chair of the Staff Council.

GOAL 3: ENSURE RECRUITMENT AND RETENTION OF FACULTY AND STAFF THAT ADVANCE IIDEA GOALS Objective

Action

Responsibility

Timeline

A. Building and enacting a robust full-time faculty hiring model to meet IIDEA goals, including:

1. Continuing to help build larger university mechanisms to support IIDEA hiring.

Progress

Dean, IIDEA Committee, and Search Committees

Always being addressed

2. Strengthening our internal IIDEA hiring mechanisms,

Dean, IIDEA Committee, and Search Committees

Always being addressed

Notes

B. Ensuring that our Part-time Lecturer (PTL) faculty mirror the diversity of our student body.

C. Ensuring that our staff hiring and promotion practices correspond to our IIDEA goals.

3. Working strategically toward the goal of a faculty composition that matches our student composition, and that of our state. 1. Strengthening our hiring processes to ensure strong IIDEA practices,

Dean, IIDEA Committee, and Search Committees

Always being addressed

Dean, IIDEA Committee, and Search Committees

Always being addressed

2. Developing a system to monitor and report progress in these practices.

Dean and Associate Dean for Administration and Finance Dean and Associate Dean for Administration and Finance

TBD

Dean, Associate Dean for Administration and Finance, Associate Dean for Faculty Development

Always being addressed

1. Strengthening our HR processes to advance IIDEA hiring with an eye to, ensuring that our staff composition correspond to the demographics of our state, 2. Monitoring and reporting progress in our IIDEA hiring and promotion outcomes.

Always being addressed

University Diversity Strategic Plan In addition to the School of Social Work’s IIDEA efforts, the IIDEA Committee will lead the University’s diversity planning process within the School. On January 28, Rutgers launched its University-wide diversity strategic planning process. Building on the University Equity Audit, Rutgers will assess and align its efforts across the Chancellor-led units and the central administration recognizing that diversity, equity, and inclusion lead us to excellence. Read the full Rutgers University Equity Audit. There are five priorities in the University 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 institutional infrastructure to drive change To read more, refer to the University’s Strategic Planning Toolkit at diversity.rutgers.edu.

Goals for Academic Year 2021-2022 For Academic Year 2021-2022, the IIDEA Committee will be working on the following goals: Goal 1: Implementation of Liberatory Consciousness Framework Goal 2: Develop workshops for students related to microaggressions Goal 3: Develop DEI workshop events in collaboration with Student Affairs Goal 4: Develop a comprehensive, evolving, multi-year plan that advances IIDEA within the School and agencies that partner with the School Goal 5: Work with Dr. Kenneth V. Hardy, Clinical and Organizational Consultant, Director of The Eikenberg Institute for Relationships, President of The Eikenberg Academy for Social Justice, on an organizational assessment. Data from this organization assessment will help the IIDEA Committee achieve Goal 4. To see the status of the progress on these goals, click here.