Diversity Consulting
I have years of experience in diversity research, training, teaching, policy-making, and consulting as well as a doctorate in cultural psychology.
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I've helped Public Ivy universities, non-profits, and corporations.    |
Diversity Statement
On the first day of my cultural psychology class, I wait to introduce myself. First, I ask students what they did before coming to class. “I chose to wake up” is usually the first step. Already, we see the influence of culture, in this case, the American tendency to see choices everywhere. The rest of the day is similarly colored by culture, from breakfast to transportation to how students shuffle into the room and patiently wait for me to start class.
Culture also affects perceptions of other people. Next up on the first day of class, I ask students to introduce me. “Looking at me now, what do you think you know?” At first, the kid gloves are firmly on. “You’re the instructor.” “You’re dressed nicely.” “This is a safe space,” I challenge them, “just say what you know about me.” “You’re a man.” “You’re White.” “You’re intelligent.” Soon, the floodgates open. Students yell out a host of positive stereotypes of people who look like me. And so I introduce privilege before I introduce myself – let alone why I deserve to be teaching a college class.
I’ve been extremely fortunate to receive my educational and other opportunities. Part of this fortune, I’m sure, comes from so many people giving me the same benefit of the doubt my students give me at the start of every class. A few years ago, I wondered whether this realization, this “power cognizance”, affected my behavior – and the behavior of other people like me. Soon, it was clear that power cognizance is vitally important for pro-diversity behavior. Taking my research to heart, I poured myself into social justice work to try to educate others and give people of all backgrounds the same opportunities I’ve received.
I began my research and my contributions to diversity as a student of Drs. Victoria Plaut and Kecia Thomas at the University of Georgia. In a series of projects, we found that power cognizance and a multicultural mindset among members of privileged groups predict more positive intergroup attitudes, engagement in more pro-diversity behaviors, and a better climate for their peers of color. After I transferred to UC Berkeley, I joined the labs of Jack Glaser and Rodolfo Mendoza-Denton. While continuing my work on power-cognizance and multiculturalism, I dedicated more attention to multicultural education projects. One on-going project, in partnership with international police forces, is reforming how officers interact with African American and Latino suspects. Another is the largest and most comprehensive multicultural education meta-analysis to date.
Due to their focus on diversity, my research labs have attracted undergraduates diverse in regards to race, gender, age, ability status, country of origin, and career pursuits. We are dedicated to challenging our students. Within a few months, everyone is trained to run participants, code data, and edit manuscripts. We also frequently partner with undergraduate mentoring programs to encourage students from all backgrounds to conduct senior thesis projects. With our guidance, our students have run award-winning research studies and presented their research at national conferences. We also help our students meet their career goals by helping them with the application process. Dozens of them are now graduate students at prestigious universities or professionals promoting social justice.
Most of my teaching experience is similarly focused on diversity: I have taught stigma and prejudice, social psychology, and cultural psychology, in addition to guest lecturing on diversity about a dozen times. I discuss social issues in all of my classes, as illustrated by the final project in my research analysis course where I ask students to assess whether women at an organization are the target of employment discrimination.
I also try to promote a positive climate for diversity as a member of numerous department and campus service organizations. As a member of the University of Georgia’s Research and Engagement in Diversity Group, I presented my lab’s research to the greater community and obtained funding for my undergraduates’ projects. I also worked for more research opportunities for students from underrepresented groups as the president of Georgia’ Psi Chi chapter, successfully winning a grant to expand our annual conference to include local colleges that traditionally serve these students.
In multiple committees at both Georgia and Berkeley, I lobbied for more inclusive mentoring and admissions policies for both undergraduate and graduate students. I have also been on the front lines at recruitment events and in mentoring programs that focus on women and people of color. In the last year, I have increased my efforts to promote financial justice by serving on policy committees, advising individual students, consulting instructors, and teaching financial education courses.
I also have contributed to social and financial justice outside of academia as a consultant. At UC Berkeley and at two additional organizations, I assisted with diversity climate assessments and offered recommendations for successful diversity management and diversity training. Soon, my co-authors and I will make the data from my ongoing diversity training meta-analysis public, giving researchers and practitioners a wealth of knowledge to inform best practices. Currently, I am consulting with three financial education organizations and an organization dedicated to improving education for African American men in the Bay Area.
I am excited to continue my long history of contributing to diversity as an instructor, researcher, mentor, and consultant.
Culture also affects perceptions of other people. Next up on the first day of class, I ask students to introduce me. “Looking at me now, what do you think you know?” At first, the kid gloves are firmly on. “You’re the instructor.” “You’re dressed nicely.” “This is a safe space,” I challenge them, “just say what you know about me.” “You’re a man.” “You’re White.” “You’re intelligent.” Soon, the floodgates open. Students yell out a host of positive stereotypes of people who look like me. And so I introduce privilege before I introduce myself – let alone why I deserve to be teaching a college class.
I’ve been extremely fortunate to receive my educational and other opportunities. Part of this fortune, I’m sure, comes from so many people giving me the same benefit of the doubt my students give me at the start of every class. A few years ago, I wondered whether this realization, this “power cognizance”, affected my behavior – and the behavior of other people like me. Soon, it was clear that power cognizance is vitally important for pro-diversity behavior. Taking my research to heart, I poured myself into social justice work to try to educate others and give people of all backgrounds the same opportunities I’ve received.
I began my research and my contributions to diversity as a student of Drs. Victoria Plaut and Kecia Thomas at the University of Georgia. In a series of projects, we found that power cognizance and a multicultural mindset among members of privileged groups predict more positive intergroup attitudes, engagement in more pro-diversity behaviors, and a better climate for their peers of color. After I transferred to UC Berkeley, I joined the labs of Jack Glaser and Rodolfo Mendoza-Denton. While continuing my work on power-cognizance and multiculturalism, I dedicated more attention to multicultural education projects. One on-going project, in partnership with international police forces, is reforming how officers interact with African American and Latino suspects. Another is the largest and most comprehensive multicultural education meta-analysis to date.
Due to their focus on diversity, my research labs have attracted undergraduates diverse in regards to race, gender, age, ability status, country of origin, and career pursuits. We are dedicated to challenging our students. Within a few months, everyone is trained to run participants, code data, and edit manuscripts. We also frequently partner with undergraduate mentoring programs to encourage students from all backgrounds to conduct senior thesis projects. With our guidance, our students have run award-winning research studies and presented their research at national conferences. We also help our students meet their career goals by helping them with the application process. Dozens of them are now graduate students at prestigious universities or professionals promoting social justice.
Most of my teaching experience is similarly focused on diversity: I have taught stigma and prejudice, social psychology, and cultural psychology, in addition to guest lecturing on diversity about a dozen times. I discuss social issues in all of my classes, as illustrated by the final project in my research analysis course where I ask students to assess whether women at an organization are the target of employment discrimination.
I also try to promote a positive climate for diversity as a member of numerous department and campus service organizations. As a member of the University of Georgia’s Research and Engagement in Diversity Group, I presented my lab’s research to the greater community and obtained funding for my undergraduates’ projects. I also worked for more research opportunities for students from underrepresented groups as the president of Georgia’ Psi Chi chapter, successfully winning a grant to expand our annual conference to include local colleges that traditionally serve these students.
In multiple committees at both Georgia and Berkeley, I lobbied for more inclusive mentoring and admissions policies for both undergraduate and graduate students. I have also been on the front lines at recruitment events and in mentoring programs that focus on women and people of color. In the last year, I have increased my efforts to promote financial justice by serving on policy committees, advising individual students, consulting instructors, and teaching financial education courses.
I also have contributed to social and financial justice outside of academia as a consultant. At UC Berkeley and at two additional organizations, I assisted with diversity climate assessments and offered recommendations for successful diversity management and diversity training. Soon, my co-authors and I will make the data from my ongoing diversity training meta-analysis public, giving researchers and practitioners a wealth of knowledge to inform best practices. Currently, I am consulting with three financial education organizations and an organization dedicated to improving education for African American men in the Bay Area.
I am excited to continue my long history of contributing to diversity as an instructor, researcher, mentor, and consultant.
