Diversity Competencies

HGSE Diversity Competencies

The HGSE Faculty has endorsed the following statement of the competencies that are important for HGSE students to develop to be effective educational leaders at the nexus of practice, policy, and research.

If HGSE students work to develop:

  • An understanding of how class, culture, disability, ethnicity, gender, language, national origin, political affiliation, race, age, religion, and sexual identity shape the environment in which they live and work, affect each of their personal identities, and impact the lives and opportunities of students and teachers;
  • Personal skills and habits of mind to understand their own cultural identities, their personal triggers, and biases and take the next developmental steps in their identity development and leadership journey;
  • Analytic skills to understand the implications of research and appreciate multiple points of view through active and careful listening, to be willing to confront views that impede/counter equity and diversity while honoring the dignity of those holding them;
  • Professional skills to be able to enter any organization, read and interpret the current dynamics, help the organization identify the next developmental steps toward being an organization with a clear vision of equity and social justice, and mobilize for improvement, using, among other skills, an explicit understanding of adult learning and skills in holding difficult conversations and creating a climate for learning about equity and inequity;
  • vision of how their role as educational leaders can promote equity for all students, marshaling the resources of learning and teaching, of data driven decision making, and of connections to the community, especially in communities other than their own;
  • Courage, commitment, and persistence to act on all of the above, to be transformative change agents, and to develop networks and support structures that sustain them in this work,

And if students continually engage in this work, by articulating their understandings and visions and by practicing their personal and professional skills in a diverse, ongoing group of peers during their course of study,

Then, upon graduation from the Harvard Graduate School of Education, they will contribute to creating and sustaining organizations of equity that will lead to high quality learning for ALL students.