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Faculty Directory
Dian Squire, PhD
Title/s: Associate Professor;
Associate Dean for Inclusive Excellence
Specialty Area: Anti-racism, equity, social justice, diversity, sense of belonging
Office #: Lake Shore Campus, BVM Room 1003
Phone: 773.508.3263
Email: dsquire@luc.edu
CV Link: 2021 Dian Squire CV
About
Dian Squire, Ph.D. is Associate Professor and Inaugural Associate Dean for Inclusive Excellence in the Marcella Niehoff School of Nursing. He completed his Ph.D. in Higher Education at Loyola University Chicago, his Master’s in Educational Leadership and Policy Studies at the University of Maryland College Park, and his B.S. in Secondary English Education at Florida State University.
Squire has 17 years of administrative and academic experience. His career started at the University of Maryland College Park where he was the Assistant Director of Orientation and New Student Programs and created the country’s first LGBTQIA+ first-year experience program. He has also been a postdoctoral fellow at the University of Denver’s Interdisciplinary Research Incubator for the Study of (in)Equality (IRISE), a visiting Assistant Professor at Iowa State University in the Higher Education and Student Affairs program, and Assistant Professor and Program Coordinator of the Counseling-Student Affairs program at Northern Arizona University.
Squire has served professional organizations in the fields of Higher Education and Students Affairs in leadership roles such as the Director of Equity for ACPA-College Student Educators International’s governing board, and in various roles for the Association for the Study of Higher Education, among others.
Research Interests
Squire is a critical and decolonial scholar guided by a belief that structural oppressions must be scrutinized, understood, and addressed if institutions are to realize their commonly held missions as places for personal development and service to the public good. Therefore, he is dedicated to pursuing interdisciplinary anti-oppressive scholarship for the purposes of socially just institutional transformation. Drawing on critical qualitative approaches, he addresses organizational theory and behavior, the experiences of marginalized campus communities, including access and success, and teaching and learning. In essence, his work examines how intersectional conceptualizations of race and racism inform institutional organization and practice and influence the life potentials of their constituent communities.
His current nursing-related research examines how racially marginalized students experience depression and anxiety because of racial discrimination, how whiteness influences nursing faculty anti-racist teaching, and how sense of belonging impacts racially marginalized student success.
