Loyola University Chicago

Conference on Diversity & Equity 2014


June 11-13, 2014: Loyola University Chicago... See you soon!

The 2014 Conference on Diversity & Equity, hosted by Loyola University Chicago, concluded on June 13.  Thanks to our outstanding presenters, speakers, and guests!

Click the titles below for descriptions.  And, coming soon, links to presentations in PDF.

By Art Munin, DePaul University

Traditional diversity education focuses on the roles of perpetrator and victim as it relates to discrimination. However, we will more often be bystanders during such instances and too few of us have the skills to effectively and safely intercede. This workshop seeks to empower bystanders to assist others in dangerous and harmful situations. We will explore where the "bystander effect" comes from, how we can overcome it, and what skills are necessary to become engaged bystanders.

Laura Bohorquez, United We Dream Network

During this session a team from the United We Dream Network’s DREAM Educational Empowerment Program (DEEP) will utilize higher education research and case studies based on real scenarios to identify strategies that support the needs and development of undocumented immigrant students on Jesuit college campuses. Furthermore DEEP leadership will discuss the development of DREAM Resource Centers that target the holistic needs of undocumented immigrant students and help participants develop strategies to create or change policies in their communities.

By Corinne Maekawa Kodama, Loyola University Chicago

Asian American students are a rapidly growing yet often misunderstood student population. Existing higher education paradigms and theoretical orientations often do not fit Asian American college experiences, and demographics are changing quickly so practitioners may not feel prepared to meet their needs. This session will draw on research and practice to engage participants in developing strategies to become better educators of and advocates for Asian American students, regardless of functional area or type of institution.

By Maria Cabrera, Misericordia University

Comparable to the belief that the U.S. has reached a “post-racial” point as it pertains to issues of race and racism, some would argue the same has occurred with issues of gender and gender inequality. The “old” wave of feminism is dated and doesn’t apply to the needs and experiences of today’s woman. The discourse became deafening after Beyoncé Knowles-Carter described herself in an article as a “modern day feminist” a woman who can do and has it all--the husband, career and children all while looking FLAWLESS!
This session explores the evolution of feminism and asks the questions: Is "modern day feminism" an aspiration or a trend? How do we as higher education professionals link the true values of feminism with the current concept of “modern day feminism” in a time where gender inequality is seen as a thing of the past in the millennial generation?

Patrick Fina & Jenn Kosciw, Loyola University Chicago

The White Identity Development Team (WIDT) is a cohort-based workshop series at Loyola University Chicago that works to engage White students with understanding their privilege as they work toward the ideal of social justice. WIDT evolved from materials and information that existed in the Department of Student Diversity and Multicultural Affairs, along with guidance and passion from professional staff in the Department of Residence Life. This program will share the design, implementation, and outcomes of WIDT piloted in Spring 2014.

April Gutierrez and Susan Haarman, Loyola University Chicago

As we work with students who are developing an understanding of their own identities and how they intersect, Ignatian Spirituality and Jesuit Pedagogy can provide invaluable tools and insights for our approach to this work. We'll examine how these principles support individuals with intersecting identities and strengthen our own approaches.

T.J. Jourian, Loyola University Chicago

The visibility of LGBTQ students, staff, and faculty on U.S. campuses, including Jesuit institutions of higher education, is increasingly welcomed, celebrated, and even commonplace. However, LGBTQ students, staff, and faculty continue to report a chilly campus climate, evidenced through harassment, discrimination, exclusion, and a lack of appropriate resources, and services. Informed by tenets of Ignatian pedagogy, this session examines the current state of LGBTQ-affirming policies at Jesuit institutions, and suggests key practices that center and empower LGBTQ members of our community.

Jesse M. Bernal, Santa Clara University

Based on an extensive review the research literature and institutional practice at over 100 college campuses since 1989, including direct participation in assessments at 15 locations, the presenter will provide university practitioners with: (I) a review of best practices in action-oriented campus climate assessments; (II) tools and techniques to influence decision-making to conduct a study; and, (III) practice using campus climate data to inform action. Participants will engage in an interactive exercise using assessment data to develop hypothetical campus climate actions.

Purvi Patel, Loyola University Maryland

Often identified, categorized, and defined as low SES or low income, students from lower social class backgrounds experience the college setting and environment differently than their peers. These differences go beyond tuition and include cultural and personal values incongruencies. How are these experiences supported or exacerbated at Jesuit institutions? Are institutions honoring our commitment to diversity and justice for these students? What are the implications for students from a lower social class who also hold additional marginalized identities?

Proposal Information

Our conference theme, Committing to Faith, Justice, and Action: Advancing the Movement, inspires us to move beyond ideas and towards sustainable action. There is no better place than Loyola University Chicago and our bustling city, to develop and implement an action plan for advancing diversity and inclusion at our respective campuses. Using the conference theme as a guide, we sought proposals that encourage us to more actively engage our shared values of diversity, inclusion, and social justice. Special consideration was given to program proposals that offer innovative, stimulating, and scholarly approaches to promoting diversity/equity in a manner that produces institutional transformation. We encouraged submissions that include interactive methods of presenting and learning.

Program Proposal deadline was March 7th, 2014.


Whether focused on students, faculty, administrators, or our communities, the Programming Committee welcomed proposals that address the following topics:

  • Academic Enrichment
  • Policy Development
  • Student Formation & Development
  • Outreach & Access
  • Retention & Persistence
  • Diversity Education
  • Social Identities (i.e., Race, Class, Gender, Sexual Orientation, and Disability)
  • Intersections of Identity and Multiple Identities
  • Student Life and Engagement