Diversity, Equity, & Inclusion

Guided by our Jesuit ideals and social justice mission, we strive to foster a culture that is diverse, inclusive, and equitable. The Lynch School functions as a tight-knit community where students, faculty, and staff feel welcome and enjoy equal access to resources and opportunities.

Care and compassion characterize our teaching and mentorship, and we actively apply research to disrupt the oppressive forces that marginalize. Through our curriculum, placements, programs, and service trips, students learn how to apply culturally sensitive practices that empower diverse populations to thrive.

The architecture of diversity and difference enables us as faculty to advance a broader, richer, and deeper understanding of how professionals in education and applied psychology can create a more just and compassionate world. Our diverse identities and experiences shape our inquiries and the meaning we make of our conclusions, allowing us to compose a more complete understanding of the public good.
Ana M. Martínez Alemán, Associate Dean for Faculty

Meet Our Faculty

Lynch School faculty examine the issues challenging diversity, inclusion, and justice across America and throughout the world. Read more about their work.

Current Initiatives

The Lynch School of Education and Human Development is home to a variety of centers and community initiatives focused on serving our communities. By developing new models of student support, reshaping achievement standards, and advancing human rights, our research centers and initiatives offer students opportunities to make an impact. 

Institute for the Study and Promotion of Race and Culture

Championing race and culture as assets and addressing the societal conflicts associated with them.


Center for Optimized Student Support

Focused on studying and addressing the out-of-school factors that impact student success.


Center for the Study of Testing, Evaluation, and Educational Policy

CSTEEP strengthens school assessment practice and policy with research, engagement, and advocacy.


Center for Human Rights and International Justice

A multidisciplinary center nurturing leaders who improve global human rights through service and scholarship.


Community Justice and Engaged Pedagogy

Creating transformative learning opportunities within and beyond prison walls and convening dialogues and research about critical issues through the lens of community justice and engaged pedagogy.


The Campus School at Boston College

Providing personalized educational and therapeutic services to students ages 3–21 who face complex challenges and have unique learning needs.


Urban Outreach Initiatives

Creating a more just world through training transformational educators who prioritize social justice and equity in classrooms and organizations.

Addressing Oppression and Diversity in Our Pedagogy and Practices

During the 2018-2019 academic year, the Lynch School organized a Faculty Seminar titled Addressing Oppression and Diversity in Our Pedagogy and Practices, focusing on anti-racism. Ongoing work incorporating learning from this seminar into every day pedagogy is carried on by the Undoing Oppression committee. 

 

Syllabi Assessment Project

Faculty were invited by the LSEHD Educational Policy Council (EPC) to participate in a project designed to help faculty assess the extent to which their course syllabi address diversity, equity, and inclusion topics. The EPC, working with the Dean’s Office, provided faculty desiring this support with a syllabi review and consultation. The review used the “Race, Ethnicity and Inter-Cultural Understanding Curriculum Map” tool developed by the Teachers College at Columbia University. More information about this tool is available here.

First Year Experience Course Review

In 2019 a curricular and pedagogical revision of the first-year course, Experience, Reflection, & Action (ERA), was undertaken to offer a more academically robust and substantive program than previous iterations of the course.

First Year Experience Course Review

Diversity Doctoral Fellows

Graduate Student Services at the Lynch School oversees a Diversity Doctoral Fellows program. Students that participate in this program receive mentorship from current faculty and programming centered on current issues.

 

Restorative and Transformational Justice Minor 

 The minor is designed to advance understanding of Restorative and Transformational Justice as a critical important tool. Students will explore Restorative and Transformational Justice topics as they relate to Education, Applied Psychology, and Human Development, select electives from different departments and engage in social impact action project or Senior Thesis. 

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Certificate in Social Justice Leadership

This certificate helps school leaders develop and enact a theory of change to boldly advance equity in schools.  Through a series of fours courses, participants discern organizational impediments to students’ opportunities to learn, then envision and enact a systemic response to confront these barriers.

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The Ronald E. McNair Post-Baccalaureate Achievement Program

The Ronald E. McNair Post-Baccalaureate Achievement Program (McNair Program) is a graduate school preparation program for Boston College undergraduates who are low-income, first-generation college students or undergraduate students from underrepresented backgrounds interested in furthering their education and are committed to pursuing an advance degree. 

Funded by the U.S. Department of Education, the McNair program prepares undergraduates from underrepresented backgrounds to pursue and attain an advanced degree to enter careers in research and academia. Students are paired with faculty mentors and are provided with academic advising, research opportunities and workshops tailored to the graduate school experience and application process. 

Lynch School faculty and deans have mentored over 30 Ronald E. McNari Fellowship Scholars since 2007.

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Undoing Oppression Committee

Created as a subcommittee of the Lynch Educational Policy Committee (EPC) the The Undoing Oppression Committee is a voluntary group of interested faculty and staff who have come together to take action toward more closely living the social justice aspirations of our community. The committee has created a Canvas site with resources for current faculty and staff, and puts on workshops and Brown Bag events throughout the academic year.

 

Faculty Search Committee Training

In order to implement best practices for equity and inclusion in academic searches and implicit biases in academic searches training before beginning the search, the Lynch School initiated training for all faculty engaged in search committee duties. 

 

Faculty Speaker Series

Every semester the Lynch School's Dean's Office brings in leading scholars across the country to discuss their research on current issues across education and human development.

October 5: Germán Cadenas, Critically Agentic Coping: Undocumented Immigrant Students Resisting Ethno- Racial Discrimination and Preserving Mental Health

October 7: Limarys Caraballo, Cypher as Pedagogy(ies): Centering Participatory Epistemologies in Education for Justice

October 21: Alex Pieterse, Knowns and Unknowns of Racial Trauma: Considerations for Research, Training and Practice

October 28: Oscar Jimenez-Castellanos, Critically Examining Funding for English Learners: Towards an Anti-Racist and Anti-Xenophobic School Funding System

November 2: Oscar Rojas Perez, Tu Bienestar es Mi Bienestar: A Latinx Understanding of Well-being

Lynch School Graduate Programs

Donovan Urban Teaching Scholars

The Charles F. Donovan Urban Teaching Scholars program is an intensive one-year Masters in Education, M.Ed., program leading to teacher licensure, that seeks to prepare K-12 teachers to work effectively with students and families in urban schools throughout the country. The program offers interactive urban education seminars, critical inquiry research, social justice education, and community building that is responsive to the academic and socio-cultural needs of urban youth and their families.

Urban Catholic Teaching Corps

Founded in 1997, the Urban Catholic Teacher Corps (UCTC) actively engages in the ministry of teaching in the schools of the Archdiocese of Boston. UCTC provides an academically rigorous and experientially rich urban Catholic teacher preparation based on the 500-year-old Jesuit tradition of formative education. 

Being a great leader isn't about speaking up for the ‘voiceless’. It's about creating spaces where ‘voiceless’ doesn't exist.
Donovan Alum '13

College Bound at BC

College Bound is a pre-collegiate enrichment and support program offered to a diverse group of 50-60 students in 7th through 12th grade. The mission of the College Bound Program is to empower students to become positive change agents in their schools and communities. Through a S.T.E.A.M (Science, Technology, Engineering, Arts and Mathematics) lens, students learn about a variety of important issues impacting their communities.

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