Learn the impact that students across different socioeconomic backgrounds have on their overall collegiate experience.
As faculty and staff, it’s essential to be aware of the dynamics that we create on our campuses and how that impacts our students across different socioeconomic backgrounds. Oftentimes, students with diverse SES or class backgrounds are not considered when developing programs, norms, or other collegiate experiences, which then perpetuate inequitable experiences for them. If we can shift the conditions and climate for our students so there are not any assumptions about class status, then we can allow our students to access any experience similarly regardless of their social capital.
This course will take a foundational approach to help you:
- Define SES/Class and intersectionality,
- Understand SES/Class in the context of higher education,
- Understand implications for not considering SES/Class in your work,
- Debunk myths about SES/Class,
- Shift your thinking about SES/Class and,
- Reflect on your own SES/Class identities.
This course is designed for anyone interested in learning about socioeconomic/class status within a higher education setting. This course is most beneficial to anyone unfamiliar with the impact that SES/class status has within the context of higher education.
This course is part of our foundational Diversity, Equity, and Inclusion series––an intentional collection of personal development and skill building trainings––which provide education and awareness-building, self-reflection, and next steps.
The following lessons are included with this course.
- 27 mins
- 9 short videos
- 1 printable reflection worksheet
- Valued at $395. Free for members.
Domonic Rollins, Ph.D.
Consultant & Coach | Organizational Change & Diversity, Equity, and Inclusion
Domonic is an expert facilitator of inclusive organizational change. With a specific focus on creating the conditions where marginalized people can thrive, Domonic aids leaders and organizations in engaging in difficult conversations about race, identity, and difference. He has served as the inaugural Director of Diversity, Equity, and Inclusion (DEI) at The Dalton School located in New York City. In this role, Domonic provided leadership and oversight to develop a comprehensive diversity, equity, and inclusion strategy to support the fundamental Dalton principle that diverse beliefs, ethnicities, cultures, and lifestyles are a critical underpinning of a successful education in today’s global society.
He also served as the inaugural Senior Diversity and Inclusion Officer at Harvard Graduate School of Education. In that role, Domonic provided leadership and vision for advancing diversity, equity, and inclusion at HGSE, in alignment with school-wide priorities. Domonic executed a broad range of strategic and tactical activities related to the identification, development, and delivery of diversity and inclusion initiatives for faculty, students, and staff. A hallmark of his work there and presently is translating big ideas about diversity and inclusion into practical solutions and considerations for organizations and interpersonal relationships.
Prior to joining HGSE, Domonic was the senior education and training specialist in the Office of Diversity and Inclusion at the University of Maryland. He earned his Ph.D. in Higher Education, Student Affairs, and International Education Policy from the University of Maryland–College Park, where his dissertation research investigated how Black male administrators navigate racism in higher education.
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