three elementary students of color in a classroom

Diversity, Equity, and Inclusion at SOE

LMU School of Education trains future teachers, administrators, counselors, school psychologists, and other professionals to deliver an excellent educational experience at any type of school to all students, regardless of race, ethnic identity, gender, ability, socio-economic standing, sexual orientation, and other factors. Diversity, equity, and inclusion (DEI) aren't just buzzwords to us—they form the very foundation of our identity.

Our Diversity, Equity, and Inclusion Action Committee (DAC)

composite shot of LMU SOE professors William Parham and Maia Hoskin

Hello and Welcome!

Diversity, equity, and inclusion (DEI) are at the heart of all social justice work and are inextricably linked to the mission and vision of LMU and SOE. Our DAC is leading, designing, and coordinating SOE’s systematic DEI efforts in collaboration with all its stakeholders.

Formed in Fall 2020, DAC’s initial focus is on disrupting anti-Black racism and honoring Black lives, as articulated by President Timothy Law Snyder in his June 2020 message Beyond Words.

We are Dr. William D. Parham and Dr. Maia Hoskin, 2023 co-chairs of LMU School of Education’s Diversity, Equity, and Inclusion Action Committee (DAC). Our past co-chairs were Dr. William Perez and Dr. Emily Fisher.

Click the button below to learn more about our DAC.

Visit the DAC Website

Our Diversity, Equity, Inclusion, Anti-Racism, and Justice Framework

picture of person holding open an old old newspaper

LMU School of Education is grounded in the Jesuit and Marymount tradition of social justice. Social justice is our collective responsibility for each other in our global society, recognizing the people and communities that have historically been oppressed and marginalized along with recognizing those who have historically been privileged and provided power. Social justice requires us to co-create equitable systems of access and support by critically examining the distribution of opportunities, resources, and social capital (distributive justice; Tyler, 2000). Further, social justice must be co-constructed/co-created with those who experience inequity, centering their voices, ideas, and perspectives on their material realities, for equitable outcomes, and in decision-making (procedural justice; Tyler, 2000).

We recognize that social justice has its basis in anti-racism, diversity, equity, and inclusion: dismantling and transforming racist beliefs and practices; valuing human diversity in all its forms; promoting equitable access to resources and capital; and creating inclusive environments where those who have been systematically oppressed and marginalized are included in decision-making. Social justice work can be uncomfortable, takes strength and courage, and requires taking risks, including risking privilege and capital. This ongoing work requires us to:

  • Critically engage in developing culturally responsive curriculum in all our programs
  • Examine policies, practices, systems, and structures in the School of Education that perpetuate racist views, oppression, and marginalization
  • Develop a transparent, shared decision-making model
  • Develop specific metrics to ensure accountability at the individual and organizational levels

Click the button below to read the full text of our framework, as well as our DAC’s mission and goals.

Read framework AND MORE


composite image of seven new faculty members at LMU SOE

School of Education Welcomes Seven New Faculty in 2022-23

Together, they encompass a broad range of expertise and share the school’s commitment to equity and social justice

photo of a Black man with long hair and a beard in front of computer monitors

Reimagining Education for High-Risk Students in L.A.

Native Angeleno Erin Whalen, M.A. ’20 leads an innovative high school for vulnerable youth

composite image of four Black scholars and educators

Spring 2021 Guest Speakers Challenged Anti-Blackness

Four renowned Black scholars spoke to the SOE community on fighting anti-Black racism and all its detrimental effects

Addressing Concerns and Demands

graphic of three people coming up with an idea

In LMU SOE, we recognize our individual and collective responsibility to change. As individuals, it means learning, struggling, and growing together in authentic ways that have meaning and integrity in order to educate students for their futures. As part of LMU’s DEI Action Committee, it means examining our structures, processes, programs, and operations and expanding our awareness through reflection and professional learning.

We have created an area of this site that is dedicated to providing updates and ongoing responses to DEIAJ-related issues raised by various affinity groups at SOE and LMU. Its structure and content are reminiscent of LMU's Addressing Demands site on these matters. Visit SOE's Addressing Concerns and Demands page to get more details about how SOE is taking actionable steps toward a new, better, and anti-racist future.