Skip to Main Content
It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.
University of Illinois Links
Office of the Vice-Chancellor for Diversity, Equity, & Inclusion
The mission of the Office of the Vice Chancellor for Diversity, Equity & Inclusion (OVCDEI) is to use the transformational power of our university to lead our campus toward an increasingly diverse and inclusive community that is open, just, and welcoming for all.
Core to this mission are three goals: lead and foster collaborations that substantively increase inclusivity in all areas of university life, facilitate access to our university’s knowledge and resources through synergies that benefit both the local community and the state, and fulfill the university’s mandated compliance responsibilities. At the heart of who we are is a commitment to dialogue and positive social change, and core to our efforts is the acknowledgement of Native peoples and the land on which this university was founded.
The units of OVCDEI include the Office for Access & Equity, the Title IX Office, Office of Academic Inclusive Excellence, and the Office for Business, Community & Economic Development.
Selected readings in DEI
As More Women Enter Science, It’s Time to Redefine Mentorship
In STEM fields, female students often can’t find an adviser who looks like them. It’s important to talk about what they need from a mentor.
Communities of Transformation and their Work Scaling STEM Reform
The findings from an NSF-funded study examining four STEM communities in order to better understand the roles of these communities in advancing the goals of scaling STEM education reform.
Dismantling Racism Works web workbook
This web-based workbook was originally designed to support the Dismantling Racism Works 2-day basic workshop.
Diversity, equity, and inclusion in librarianship, STEM, and higher education
This Zotero bibliography is maintained by Laura Barnes, ISTC's Sustainability Information Curator.
“If you aren’t White, Asian or Indian, you aren’t an engineer”: racial microaggressions in STEM education
Race and gender disparities remain a challenge in science, technology, engineering, and mathematics (STEM) education. We introduce campus racial climate as a framework for conceptualizing the role of racial microaggressions (RMAs) as a contributing factor to the lack of representation of domestic students of color in STEM programs on college campuses. We analyze the experiences of students of color in STEM majors who have faced RMAs at the campus, academic, and peer levels. We draw from an online survey of more than 4800 students of color attending a large public university in the USA. The researchers are from the University of Illinois.
Land acknowledgments meant to honor Indigenous people too often do the opposite – erasing American Indians and sanitizing history instead
Land acknowledgments state that activities are taking place on land previously owned by Indigenous peoples. They’re popular – but they may harm more than they heal, say three anthropologists.
Links from U of I System Human Resources
Includes webinars, articles, movies, books, and podcasts.
Racial Equity Tools
Offers tools, research, tips, curricula, and ideas for people who want to increase their own understanding and to help those working for racial justice at every level – in systems, organizations, communities, and the culture at large.
Sense of belonging helps high school students engage with STEM
A new study from North Carolina State University finds that one key to promoting STEM education, and to making students feel capable of working on STEM subjects outside of the classroom, is to find ways to make classrooms feel more inclusive.
The role of inclusion, discrimination, and belonging for adolescent Science, Technology, Engineering and Math engagement in and out of school
Women and ethnic minoritized individuals are underrepresented in science, technology, engineering, and mathematics (STEM) domains in postsecondary education and in the workforce. The aim of the current study was to examine whether adolescents' perceptions of inclusivity, belonging, and discrimination in high school STEM classes are related to their STEM class engagement in and outside of school. (Journal of Research in Science Teaching, 1– 18 (2022)).
Courageous Conversations About Race: a Field Guide for Achieving Equity in Schools by
Create a systemwide plan for transforming the district office, schools, and classrooms into places that support ALL students. This updated edition continues to explain the need for candid conversations about race so that educators may understand why achievement inequality persists and learn how they can develop a curriculum that promotes educational equity and excellence.
Publication Date: 2015