Director of Diversity, Equity and Inclusion, The Dalton School
Domonic is the Director of Diversity, Equity and Inclusion (DEI) at The Dalton School located in New York City. In this role, Domonic provides leadership and oversight to develop a comprehensive diversity, equity and inclusion strategy that supports the fundamental Dalton principle that diverse beliefs, ethnicities, cultures, and lifestyles are a critical underpinning of a successful education in today’s global society. At The Dalton School, Domonic provides direction for committees and affinity groups charged with DEI work; collaborate with the K-12 teachers and academic leaders to institute a culturally relevant equity pedagogy in the classrooms and; serve as a mentor for faculty, staff, students, and parents on issues of social justice, diversity, equity, and inclusiveness.
In his former role as the Inaugural Senior Diversity and Inclusion Officer at Harvard Graduate School of Education, 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 PhD 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. His current research focuses on issues of interpersonal dynamics across social identity differences, structural barriers to inclusive environments, social justice training in education, and pathways to senior leadership for minoritized education administrators. He also focuses on communication and outreach beyond HGSE. He blogs, speaks to education practitioners, and facilitates essential conversations about identity, equity, and inclusion to a broader audience of educators, parents, and students.
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