DIVERSITY AND EQUITY ATTRIBUTE
At the University of Arizona, we are a Hispanic Serving, land-grant institution, positioned on the homelands of the Tohono O’odham and Pascua Yaqui Nations. In alignment with this identity and the core values of our institution, diversity and equity is therefore central to our General Education program. In these courses, teachers help students to:
one or more marginalized populations in the course content, including, but not limited to: racial/ethnic minorities, women, LGBTQIA+ people, economically marginalized communities, and disabled people.
the historical developments, causes, and consequences of structured inequality.
how power, privilege, and positionality shape systems related to the discipline of the course and how knowledge is constructed.
As a Wildcat community, we are working toward promoting greater social equity in our communities through intentional instructional focus. By forefronting the exploration of diversity and equity both within the US context and across the globe, we are intentionally preparing students to be members of a socially responsible local and global community.
Required Student Learning Outcome:
Students will demonstrate knowledge of how historical and contemporary populations* have experienced inequality, considering diversity, power, and equity through disciplinary perspectives to reflect upon how various communities experience privilege and/or oppression/marginalization and theorize how to create a more equitable society.
*populations including, but not limited to: people from racial/ethnic minorities, women, LGBTQIA+ people, disabled people, people from marginalized communities and societies, socioeconomically disadvantaged communities and/or people from colonized societies.
Choose one of two contexts:
All D&E Attribute courses will fall within one of two contexts: a US-Context or an International/Comparative Context. One context must be selected and centered in each course carrying the attribute.
The primary focus of courses in this category will be within the United States context. For example, centering issues of power, privilege or historical/structural inequity within the context of the United States, either historical or contemporary.
The primary focus of courses in this category will be outside of the US context and/or the course will compare the experiences of people across national or geographic boundaries. The international/comparative context can include a comparison within a US-based group of peoples.