Certificate in Critical Consciousness and Anti-Oppressive Praxis
Develop an equitable future in research and society through education and subsequent continual practice
We are offering a Certificate in Critical Consciousness and Anti-Oppressive Praxis (CCC&AOP) to graduate students and postdocs, specifically targeted to those individuals in STEM.
In solidarity with Stanford University’s mission value of diversity and in recognition of the complexity in creating a just future, we offer a Certificate in Critical Consciousness and Anti-Oppressive Praxis. The goal of this certificate is to educate and prepare trainees with the tools necessary to navigate a dynamic future from a position of knowledge, empathy, and justice. We have generated a self-tailored curriculum to provide training in three main pedagogical areas:
1. Critical understanding of identity and positionality
2. Exploration of the current and historical oppressive infrastructures (external and internal) that have arrested progress towards a just future
3. Development of a culturally competent praxis to substantiate transformative and inclusive change.
This certificate program is a distinct departure from currently available certificates in diversity and inclusion. While many such programs simply describe the benefits of a diverse work environment, our framework requires that trainees immerse themselves in intergroup practica (to foster empathy and forge solidarity) and that they establish a praxis to support diversity and inclusion.
The application is now closed.
- This is a pilot year that has accepted 12 people for the initial cohort.
- Applicants were notified in early May about admission into the program. All decisions are final.
Office of Faculty Development and Diversity (OFDD)
Office of Postdoctoral Affairs (OPA)
Diversity and Inclusion Innovation Funds (DIF Funds)
Critical Consciousness and Anti-Oppressive Praxis Program Founders
Research & Program Officer in the Office of Faculty Development and Diversity (OFDD)
Brenda Flores is a Research and Program Officer in Stanford Medicine’s Office of Faculty Development and Diversity. In this role, she performs research on diversity issues in medicine, including development of a rank equity index for assessing faculty advancement in academic medical centers and an analysis of a schoolwide satisfaction and engagement survey of over 2,000 faculty. Additionally, she implements programs related to diversity, inclusion, and faculty professional development. For example, Brenda developed a leadership series for early career faculty encompassing self-advocacy, leading teams, and building inclusive organizations. Brenda obtained her BA in Psychology and a minor in Chinese from Stanford University. She plans to attend graduate school in the future.
Arnold O. Beckman Postdoctoral Fellow in Neurobiology
Jesse received his B.S. in Chemistry from Haverford College in 2004. After a brief stint teaching Chemistry with Peace Corps Tanzania, he worked with Dr. Ronald Collman at the University of Pennsylvania to define the cell and molecular mechanisms underlying HIV transmission and associated pathogenesis in the brain. In graduate school at the University of Pennsylvania, he changed focus to work with Dr. Michael Granato to determine the genetic pathways that guide nerves as they regenerate. In the Clandinin lab, Jesse has developed precision genetic tools to define the molecular mechanisms that stabilize neural circuit function. Jesse loves to teach and mentor, and he is an activist. In graduate school, he chaired GLIA, a student body government aimed at building professional development opportunities and outreach activities for graduate students to pass on their passion to the next generation of scientists. At Stanford, Jesse chaired the Stanford Postdoc Association and advocated for policy changes that ultimately led to a significant increase in minimum salary for all Stanford postdocs. Throughout his career, Jesse has fought for equity and inclusive practices in academic science, and he cofounded this certificate program to build a praxis of anti-oppressive action and reflection to guide him and other future leaders in this goal.
Taylor E Jones IV
Graduate Student in Chemistry
Taylor Jones is a graduate student in the Department of Chemistry, where he performs research with Dr. Bianxiao Cui using optogenetic tools to study mechanotransduction at the cell membrane. In 2014, he attended the Virginia Commonwealth University where he worked in the lab of Dr. Rima Franklin researching astrobiology and the microbial habitability of extraterrestrial environments. In 2016, Taylor worked as an Amgen Scholar at Stanford with Dr. John Pringle studying the genetic regulation of the actin cytoskeleton of green algae. Taylor received his BS in Chemistry with minors in biology and mathematics from Virginia Commonwealth University in 2017.
Research Scientist in Psychiatry and Behavioral Sciences - Child and Adolescent Psychiatry and Child Development
Debra (Deb) Karhson, PhD is a Basic Life Science Research Scientist in the Psychiatry and Behavioral Sciences Department - Division of Child and Adolescent Psychiatry and Child Development. As a member of the Autism and Developmental Disorders Research Program, Dr. Karhson work includes performing electrophysiological assessments and molecular investigations of endocannabinoid signaling in children with autism spectrum disorder. As a culmination of her experiences throughout training as a scientist, Dr. Karhson, in parallel to her postdoctoral training at Stanford University, deeply engaged in university-efforts to achieve equitable change (i.e., Long-Range Planning, 2017-2018 co-president of the Stanford Black Postdoctoral Association). Through her engagement Dr. Karhson seeks to provide better clarity on the complex experience as a marginalized trainee in STEM fields and provide greater infrastructure for dynamic change to take place with in academic institutions. Through development of this certificate Dr. Karhson hopes to provide the necessary tools for her peers and colleagues at all levels in academia to critically engage in the task of creating an equitable and just future. Dr. Karhson received her undergraduate degree in Biomedical Engineering from Drexel University in Philadelphia followed by a Ph.D. in Neuroscience from Tulane University in New Orleans, Louisiana. Dr. Karhson completed her postdoctoral training at Stanford University in the Department of Psychiatry and Behavioral Sciences.
Stanford School of Medicine Director of Culture and Inclusion in the Office of Faculty Development and Diversity (OFDD)
Shaila Kotadia, Ph.D., is the Director of Culture and Inclusion for the School of Medicine where she focuses on the integration of diversity and inclusion activities across all constituencies from students through faculty and implements school-wide diversity and inclusion strategy and planning. Prior to starting at Stanford, Dr. Kotadia led the STEM Equity & Inclusion Initiative at the University of California, Berkeley where she conducted an institutional assessment of STEM diversity programs and advanced partnerships in equity, inclusion, and diversity to ensure student and research success in STEM academic units. Dr. Kotadia received her undergraduate degree in Cell and Structural Biology with minors in Geography and Chemistry from the University of Illinois, Urbana-Champaign followed by a Ph.D. in Genetics and Development from the University of Texas Southwestern Medical Center. Her postdoctoral work at the University of California, Santa Cruz focused on cell division and chromosome segregation.
Stanford School of Medicine
Director of Culture and Inclusion
Office of Faculty Development and Diversity
Stanford School of Medicine
Research and Program Officer
Office of Faculty Development and Diversity
Certificate in Critical Consciousness and Anti-Oppressive Praxis Curriculum
1. Critical understanding of participant’s identity and positionality
2. Exploration of current and historical oppressive infrastructures
3. Development of a culturally competent praxis for transformative and inclusive change
Curriculum: the components below are required for certification
1. Workshop Series: required 6 workshops
•The program will hold 6 workshops utilizing an Intergroup Dialogue approach. Additional credit will be accepted for participation in outside workshops that fulfill a learning goal (see electives).
2. Journal Clubs: required 6 sessions
•6 journal clubs facilitated by the certificate team. During these meetings, participants will delve into more recent/cutting-edge social science papers. Papers will be organized in an accessible database (i.e. Mendeley).
3. Courses: minimum 3 units
•Take a minimum of 3 units from pre-approved course list (courses not on the list are open based on individual requests)
•Please click here to view the pre-approved course list
•Elective based, no course is specifically required
4. Electives: 7 hours worth of workshops/seminars/conferences
Option to attend Stanford or non-Stanford workshops, seminars, and/or conferences
5. Praxis project
A comprehensive praxis project idea will be developed throughout the workshop series. Some examples of potential projects include community engagement, high school outreach, culturally competent trainee mentoring, or a leadership role in one of the many number of Stanford organizations/groups that advocates for diversity. Click here for more details.
Fall 2019: 6 Workshops (one workshop every other Thursday)
Fall quarter: 9/23/19-12/13/19
September 26, 2019
9am - 11am
October 10, 2019
9am - 11am
October 24, 2019
9am - 11am
November 7, 2019
9am - 11am
November 21, 2019
9am - 11am
December 5, 2019
9am - 11am
Winter 2020: 6 Journal Clubs
Winter quarter: 1/6/20-3/20/20
Journal Club 1:
Journal Club 2:
Journal Club 3:
Journal Club 4:
Journal Club 5:
Journal Club 6:
Spring 2020, Summer 2020: Courses and Electives, Praxis project completion
CCC & AOP ― Timeline
Once the program is completed, participants produce a portfolio that serves as a completion of the Certificate, including:
1. Workshops, journal clubs, courses, and electives completed and statements on how each fulfills a learning goal
2. Praxis project summary, outcomes, and reflection
3. Professional equity statement: While future employers may expect a basic statement on diversity and inclusion from most candidates, equity statements from Certificate recipients will demonstrate their rich pedagogical instruction as well as their lived-experiences for a nuanced engagement on issues of justice.
Praxis Project Guiding Principles and Framework
“Functionally, oppression is domesticating. To no longer be prey to its force, one must emerge from it and turn upon it. This can be done only by means of the praxis: reflection and action upon the world in order to transform it.”
– Paulo Freire
In the quote above, Freire indicates that the path to subvert oppression and move towards liberation is praxis. Through the workshops, journal clubs, and curriculum, participants will learn a historical and current account of the oppressive frameworks that scaffold our society. However, Freire describes praxis as requiring two components: critical reflection and action with the people. There is no way to have just reflection or just action, both must occur in pursuit of justice, equity, and liberation. The skills to support reflection and critical consciousness can be applied during the “praxis project” of the certificate. Guiding principles for the praxis project are:
Transformative change that confronts dominant narratives, balances systems of privilege, and challenges unjust power dynamics.
The action is not performed “for”, but “with” the community.
One must not employ methods of dehumanization but rather center the communities’ needs in true praxis.
Reflection that follows this action should help you deeply discover yourself, the commonalities you share, and motivates continual action beyond certificate completion.
Participants will walk through the process of creating a praxis project throughout the workshop series evolving ideas as they apply critical reflection on systems of oppression. While praxis is a continual ongoing learning that should continue beyond the length of the certificate program, participants are expected to report outcomes and reflections of their specific praxis project in the Fall 2020 quarter in written (portfolio submissions) and presentation (an end of the program formal presentation) forms.
Praxis Project Examples
- Consider participating in programs at Stanford to mentor an undergraduate or high school student from a different cultural background than your own, for example SRRP or FAST.
- Consider partnering within Stanford: your School or department, community or ethnic centers, voluntary student organizations, research centers (e.g. SPARQ, CCSRE), and academic departments that offer undergrad degrees and masters but do not have PhD programs (e.g. African and African American studies).
- Create a mini-course, with a faculty member sponsor, on intergroup dialogue.
- Take the CSRE146B: Approaching Research in the Community: Design and Methods (URBANST 123B) course and conduct a community engagement project. Other similar courses to develop project ideas include the Expanding Engineering Limits course and the EARTH203 Diversity & Inclusion in the Geosciences course.
- Volunteer or partner with a local community organization that helps marginalized populations in the Bay Area.
- Take on a leadership role for an affinity group student or trainee organization at Stanford, for example BioAIMS, SBPA, SLPA, Hermanas in STEM, etc.
- Develop a conference, workshop, or session that connects Stanford affinity group student or trainee organizations to work thoughtfully and collectively.
- Consider your research, what groups/communities will your research impact – how else can you share the burden of their concerns? How else can you meet these groups/communities where they are?
- Past Diversity Innovation Fund projects are great examples of symposia, student/trainee groups, and outreach.
- We are also open and flexible to participants' ideas.
The advisory board is an entity that advises the Certificate in Critical Consciousness and Anti-Oppressive Praxis (CCC&AOP) team. Advisory board members hold different academic backgrounds and represent various constituencies (staff, administrators, postdocs, and graduate students).
Bridget F.B. Algee-Hewitt
Senior Research Scientist at the Center for Comparative Studies in Race and Ethnicity (CCSRE)
Bridget F.B. Algee-Hewitt is a biological anthropologist who studies skeletal and genetic trait variation in modern humans. Her research combines data analytic and hands-on laboratory approaches to the estimation of the personal identity parameters – like sex, ancestry, stature, and age – that are essential components of the biological profile used in forensic identification of unknown human remains and for the paleodemographic reconstruction of past population histories in bioarchaeology. Concerns for social justice, human rights, and issues of group disparities underlie much of her work. As a practicing forensic anthropologist and geneticist, she provides forensic casework consultation to the medico-legal community.
Associate Director at the Queer Student Resources (QSR) center
Danny Alvarez has been working at Stanford since 2016 working for Residence Education, the Diversity First-Gen office, and currently is the Associate Director of Queer Student Resources. In this role, Danny supports queer and trans students with navigating finding resources, supporting student initiatives, and designing curriculum for LEAD—the leadership through social justice program through the centers for Equity, Community, and Leadership. Previously Danny worked at the University of Michigan for The Program on Intergroup Relations where they managed a social justice education workshop program, taught undergraduate classes on facilitating intergroup dialogues, and taught graduate courses at the School of Social Work. From facilitating corporate workshops on Transgender Inclusivity in the workplace, to helping design and build the website socialjusticetoolbox.com to make social justice activities more accessible to facilitators, Danny has spent 10+ years in circles of facilitators practicing and teaching effective facilitation skills. As a facilitator and consultant Danny works with groups on strategic planning, strengthening teams, group dynamics, and facilitation training, through the lens of social identities, power, and social change.
Postdoctoral Scholar in Pathology
Gabriela (Gaby) Fernandez-Cuervo earned her B.S. in Chemistry from the University of Puerto Rico, Rio Piedras. In 2013, Gaby started her Ph.D. work in Pharmaceutical Sciences at the University of Arizona. She worked in the Pagel Group funded by the Biological Chemistry Program NIH training grant and the HHMI Gilliam Fellowship. Gaby’s thesis work focused on the design, synthesis and evaluation of enzyme activated MRI contrast agents. She was awarded her Ph.D. in 2017 and then joined Stanford as a postdoc in the Bogyo Group. Her scientific interests are to develop and apply chemical tools to better understand biological questions. Furthermore, Gaby is passionate about mentoring and education equality. Throughout her training she has had the opportunity to mentor other young scientists and has been involved with different initiatives focused on recruiting and retaining individuals from underrepresented groups in STEM fields. Gaby recently started taking sailing classes in her free time. She also dances ballet and enjoys spending time outdoors, camping and climbing.
Assistant Vice Provost at the Vice Provost for Graduate Education (VPGE)
Anika Green joined the VPGE office in 2008 where she serves as Assistant Vice Provost for Graduate Education. She develops and leads a variety of programs to support students’ academic success and enrich their experience at Stanford, works to advance graduate student diversity, and directs the DARE (Diversifying Academia, Recruiting Excellence) Doctoral Fellowship Program for advanced doctoral students who want to prepare for academic careers and whose presence will help diversify the professoriate.
Anika began her Stanford career in 2004 as Assistant Dean for Graduate Education and Director of Biosciences Diversity Programs in the School of Medicine. Prior to Stanford, Anika was Associate Director of the Meyerhoff Program at the University of Maryland, Baltimore County (UMBC) where she began her professional career in 1997. She has a BA from Hampton University and an MA from Towson University.
Led by her desire to support, encourage, and advocate for graduate students, Anika believes that people are not an interruption of our work; they are our work.
A Bay Area native, Anika enjoys spending time with her large extended family, being in nature, and adventures like skydiving, zip lining, and white water rafting.
Graduate Student in the Immunology program
Carlos Medina is a PhD Candidate in the Immunology Program at Stanford University. His research focuses on allergic airway inflammation and asthma. His work utilizes extracellular matrix components to enhance the effects of anti-inflammatory cytokines, such as interleukin-10, and to promote tissue-resident memory regulatory T cells. At Stanford, Carlos has served as a core member of the Diversity Advocacy Committee, social chair and recruitment chair of the Immunology Program, and financial officer, vice president, and president of the Biomedical Association for the Interest of Minority Students (BioAIMS). He is a New York City native and holds a B.S. in biology from Tufts University.
Assistant Dean & Managing Director at the Diversity & First-Gen Office (DGen)
Mohammed Soriano-Bilal is probably best known as the voice of reason on MTV's Real World San Francisco. He is an accomplished Diversity & Inclusion consultant, a strategist, a poet, and an award-winning producer of both music and film. As a facilitator of hundreds of Diversity & Inclusion presentations and workshops - with clients that include Nokia, EventBrite, Progressive Corporation, Campbell Ewald, and the US Treasury - Mohammed works to help organizations remove the blockages that stand in the way of growth.
As a multi-disciplinarian artist-- Mohammed has collaborated with Santana, Public Enemy, Ben Harper, De La Soul, Danny Glover and Mos Def; his music has been featured on NBC, the CW, and the Sundance Film Festival; he wrote a weekly column for the San Francisco Bay Guardian; and his film work includes If I Were President, an election campaign that helped register 200,000 first-time voters of color and Vocabulary of Change, a conversation between Angela Davis and Tim Wise.
As executive director of the African American Art & Culture Complex, one of San Francisco city's six cultural centers, Mohammed led a strategic shift resulting in a 21% increase in revenue. Currently, Mohammed serves as Assistant Dean & Managing Director of Diversity & Inclusion Programs at Stanford University, where he oversees a team of world-class facilitators and explores his scholarly passion for the confluence of equity, art, and innovation.
Former Advisory Board Members
Veronica Brand is a Science & Engineering Education Fellow (SEEF) in the Bioengineering Department at Stanford University. She completed her B.S. in Biological Sciences and both an M.S. and a Ph.D. in Civil and Environmental Engineering at Stanford University. Her doctoral work focused on examining the ecology of environmental microbes in wastewater treatment. After some teaching experience in her doctoral program, she began pursuing an interest in education which has led to her current position. Veronica is excited about supportive, inclusive teaching practices that allow for more effective student learning.
Eamon is a postdoctoral research fellow working with Professor Karl Deisseroth in the Bioengineering Department. His research focuses on understanding the molecular structures of proteins that are able to activate or silence the activity of neurons in response to light. These protein tools are used to study the activity of neuronal circuits, which underpin all functions of the brain. His previous research used a technique called x-ray crystallography to determine the molecular structure of a membrane protein that is involved in cell-to-cell signalling and is essential for tissue patterning in the developing embryo and is also implicated in cancer.
Before leaving Australia to pursue his PhD at the University of Oxford, Eamon was part of the leadership team who set up Teachabout (now "Titjimbat Gija"), a not-for-profit organisation that facilitates educational school holiday programs for kids in remote communities. The populations of these communities consist almost entirely of Indigenous Australians. The Titjimbat Gija program is highly collaborative and consultative and seeks to build capacity by engaging closely with local community members.
In his spare time, Eamon enjoys bouldering, baking bread, reading/watching sci-fi and playing the double bass.
Earvin is a PhD candidate in the department of philosophy. His main interests lie in moral and political philosophy, though he also holds strong interests in the history of ethics and political thought. Before coming to Stanford in 2018, Earvin received his B.A. in philosophy from UC Berkeley. In between Stanford and UC Berkeley, he spent a year as a pre-doctoral fellow in the Department of Politics at Princeton University. Besides doing philosophy, Earvin likes to read, journal, and listen to music.
Margaret is a Ph.D. candidate in Environmental Fluid Mechanics. She studies hydrodynamics in kelp forests and how kelp forests create microclimates for marine organisms. She works closely with local fisherman on islands in Baja California, Mexico. She is also president of Stanford Women in Fluid Dynamics (SWiFD). In her free time, Margaret enjoys SCUBA diving, hiking, and cooking.
Leslie is a postdoctoral fellow here at Stanford, in the lab of Tadashi Fukami focused on investigating community ecology. Broadly, Leslie is interested in the influence of plant chemistry on ecological interactions under future environmental conditions. Leslie arrived at Stanford in summer 2018 and hopes to study the effects of environmental change on nectar microbial communities and consequent pollinator visitation. Leslie finished her PhD at the University of Michigan with Mark Hunter, where she studied the chemical ecology of the monarch butterfly in the context of environmental change.
Stephen Galdi is a PhD candidate in the Department of Civil and Environmental Engineering, advised by Professor Richard Luthy. His research focuses on energy and water recovery from municipal wastewater using mainstream anaerobic technologies under development in the National Science Foundation Engineering Research Center for Reinventing the Nation’s Urban Water Infrastructure (ReNUWIt). Stephen began his graduate work as a master’s student at Stanford in 2016, after receiving his BS in Environmental Engineering from Cornell University. During his master’s degree he interned with MWH Global, an environmental consulting firm. At Stanford he has served on the ReNUWIt Student Leadership Council and will be joining the ReNUWIt Student and Postdoc Committee on Diversity and Inclusion in the coming year.
Avery studied Cognitive Neuroscience as well as Science, Technology, and Society at the University of Pennsylvania in Philadelphia. His scientific career started in David Brainard’s lab studying human color perception. He later deepened his neuroscience interests with Greg DeAngelis at the university of Rochester during his investigation of visual and vestibular integration. He went on to attend Stanford’s PhD program in Neuroscience. Initially, Avery investigated cortical proprioception (how the brain knows where the body is) in primates with Krishna Shenoy. Now he works with Tom Clandinin, studying fruit fly brains to understand computations integrating sensory information throughout the brain and across various neural states.
Avery served as Stanford BioAIMS’ Advocacy chair in 2018, starting recurring events such as the Diversity Roundtable which brought together individuals and groups across campus to tackle issues of diversity and representation in the academic environment. He also helped run a seminar series dedicated to critically assessing psychology and sociology research titled “Inequality in STEM: A Dive into the Data”.
When not in lab, Avery can usually be found wandering art museums, moshing in concert venues, and hiking throughout national parks, mercilessly taking photographs along the way.
Caroline is a doctoral student in the Emmett Interdisciplinary Program in Environment & Resources.
Stephanie Robillard is a second year doctoral student, studying Race Inequality and Language in Education with a focus on English Teacher Education. Her years spent teaching in education has shaped her research interests, which center on the ways in which teachers are prepared to work with diverse populations, particularly when the teacher’s life experiences do not match those of her students. She is also interested in learning ways in which community-based research is conducted collaboratively, benefiting all involved. Prior to attending Stanford, Stephanie served as a middle school librarian and also as a lecturer in the School of Education at UC Berkeley, where she earned her Master’s Degree.
Dr. Springfield’s research focuses on gaining a more in-depth understanding of the factors that contribute to poor dietary and physical activity outcomes in African American women. She is currently working on projects that include studies to understand individual and community level predictors of resilience and examine its relationship with CVD-related health behaviors, including diet quality. Her previous research examined socio-demographic and psychosocial predictors of dietary quality in African American breast cancer survivors enrolled in a community-based randomized weight loss intervention trial.
Dr. Springfield completed her doctoral training in Kinesiology, Nutrition, and Rehabilitation at the University of Illinois at Chicago. She is a former pre-doctoral fellow of the NIH R25T Cancer Education Career Development Program. She received her undergraduate degree in Chemistry/Biology with a minor in Computer Science from Grambling State University, a historically black college and university (HBCU).
Fun facts: Dr. Springfield loves going to the beach, hiking, Zumba, and cooking vegetarian dishes, particularly for non-vegetarians.
Caleb Zerger is a fifth year doctoral student in the Applied Physics department, where he uses scanning tunneling microscopy to study the properties of two dimensional and topological materials at the nanoscale. He is particularly interested in the ways quantum mechanics manifests at the mesoscale, and hopes to help elucidate this relationship through novel highly local probes and manipulation. Before attending Stanford, he studied Math and Physics at the University of Michigan. When he's not in the lab, Caleb is usually hiking, cooking, and playing as much soccer as he can.
This is a continuously growing list of resources that exist outside of the certificate program where individuals can find opportunities to engage with anti-oppressive, equity, and social justice work. The list was not compiled by Stanford University and it therefore does not promote or endorse any resource listed.
1. Pedagogy of the Oppressed – Paulo Freire
2. Sister Outsider - Audre Lorde
3. Eloquent Rage - Brittney Cooper
4. Racism without Racists:Color-Blind Racism and the Persistence of Racial Inequality in America - Eduardo Bonilla-Silva (5th Edition)
5. How We Get Free: Black Feminism and the Combahee River Collective - Keeanga-Yamahtta Taylor
6. Intersectionality (Key Concepts) - Patricia Hill Collins and Sirma Bilge
7. Bad Feminist - Roxane Gay
8. I'm Judging You: The Do-Better Manual - Luvvie Ajayi
9. Mapping the Margins: Intersectionality, Identity Politics and Violence Against Women of Color - Kimberlé Crenshaw
10. Black on Both Sides: A Racial History of Trans Identity - C. Riley Snorto
1. Hoodrat to Headwrap: A Decolonized Podcast by iHartEricka
2. Still Processing
4. Death, Sex, Money
6. Mash-Up Americans
7. The Disability Visibility Project
8. Bitter Brown Femmes
9. Cabronas y Chingonas
10. Code Switch
5. NOS Magazine
3. MTV Decoded
1. People’s Institute for Survival and Beyond
2. Audre Lorde Project
3. Schomburg Center
4. Wind River Native Advocacy Center
5. Teen Vogue - News and Politics
This is a list of courses currently or recently offered at Stanford that fulfill the course requirement for the Certificate program. This is a continuously expanding list. If you would like to take a course to fulfill the requirement that is not on this list, please contact CCC&AOP team members Shaila Kotadia: firstname.lastname@example.org or Brenda Flores: email@example.com for approval.
|COURSE #||COURSE NAME||UNITS|
|AFRICAAM 10A||Introduction to Identity, Diversity, and Aesthetics: Arts, Culture, and Pedagogy||1|
|AFRICAAM 189||Black Life and Death in the Neoliberal Era||5|
|AFRICAAM 226||Mixed-Race Politics and Culture||5|
|AFRICAST 111||Education for All? The Global and Local in Public Policy Making in Africa||3-5|
|AMSTUD 101||Black and White Race Relations in American Fiction & Film||3-5|
|ANTHRO 30Q||The Big Shift||4|
|ASNAMST 144||Transforming Self and Systems: Crossing Borders of Race, Nation, Gender, Sexuality, and Class||5|
|BIO 52||I, Biologist: Diversity Improves the Science of Biology||1|
|BIOS 225||Diversity and Inclusion in Science||1|
|CHILATST 177A||Well-Being in Immigrant Children & Youth: A Service Learning Course||4|
|CSRE 103||Intergroup Communication||3|
|CSRE 103B||Race, Ethnicity, and Linguistic Diversity in Classrooms: Sociocultural Theory and Practices||3-5|
|CSRE 108||Introduction to Feminist, Gender, and Sexuality Studies||4-5|
|CSRE 10SC||Inequality and Poverty in the United States||2|
|CSRE 129B||Literature and Global Health||3-5|
|CSRE 138||Medical Ethics in a Global World: Examining Race, Difference and Power in the Research Enterprise||5|
|CSRE 146||Community Matters: Research and Service with Community Organizations||3-4|
|CSRE 196C||Introduction to Comparitive Studies in Race and Ethnicity||5|
|CSRE 201||From Confederate Monuments to Wikipedia: The Politics of Remembering the Past||5|
|CSRE 245||Understanding Racial and Ethnic Identity Development||3-5|
|CSRE 255D||Racial Identity in the American Imagination||4-5|
|CSRE 260||California's Minority-Majority Cities||4-5|
|CSRE 268C||Poverty in America||4-5|
|CSRE 29SI||Migration is Beautiful: Histories, Realities, and Policies of Immigrant Justice||1|
|CSRE 51Q||Comparative Fictions of Ethnicity||4|
|CSRE 54N||African American Women's Lives||3|
|CSRE 63N||The Feminist Critique: The History and Politics of Gender Equality||3-4|
|ECON 22N||Causes and Consequences of the Rise in Inequality||3|
|EDUC 102||Examining Social Structures, Power, and Educational Access||2-4|
|EDUC 114N||Growing Up Bilingual||3|
|EDUC 207||Education and Inequality: Big Data for Large-Scale Problems||3-5|
|EDUC 216||Education, Race, and Inequality in African American History, 1880-1990||3-5|
|EDUC 222||Resource Allocation||4-5|
|EDUC 232||Culture, Learning, and Poverty||2-3|
|EDUC 249||Theory and Issues in the Study of Bilingualism||3-5|
|EDUC 265||History of Higher Education in the U.S.||3-5|
|EDUC 277||Education of Immigrant Students: Psychological Perspective||4|
|EDUC 299||Equity and Schooling||3|
|EDUC 314||Funkentelechy: Technologies, Social Justice and Blk Vernacular Culture||3-5|
|EDUC 322||Community-based Research as a Tool for Social Change: Discourses of Equity in Communities & Classrooms||3-5|
|EDUC 337||Race, Ethnicity and Linguistic Diversity in Classrooms: Sociocultural Theory and Practices||3-5|
|EDUC 341||Counterstory and Narrative Inquiry in Literature and Education||3|
|EDUC 381||Multicultural Issues in Higher Education||4|
|EDUC 389A||Race, Ethnicity, and Language: Racial, Ethnic, and Linguistic Formations||3-5|
|EDUC 389B||Race, Ethnicity, and Language: Writing Race in Ethnography||3-4|
|EDUC 389C||Race, Ethnicity, and Language: Pedagogical Possibilities||3-4|
|FEMGEN 203||Feminist and Queer Theories and Methods Across the Disciplines||2-5|
|FEMGEN 217||Expanding Engineering Limits: Culture, Diversity, and Gender||2-3|
|FEMGEN 261||Personal Narratives in Feminist, Gender, and Sexuality Studies||4-5|
|FEMGEN 297||Gender and Education in Global and Comparative Perspectives||4|
|FEMGEN 314||Performing Identities||4|
|HISTORY 257C||LGBT/Queer Life in the United States||4-5|
|HRP 212||Cross Cultural Medicine||3|
|HUMBIO 121E||Ethnicity and Medicine||1-3|
|HUMBIO 122S||Social Class, Race, Ethnicity, and Health||4|
|HUMBIO 129||Critical Issues in International Women's Health||4|
|LINGUIST 156||Language and Gender||3-5|
|LINGUIST 265||African American Vernacular English||3-5|
|PEDS 222||Beyond Health Care: the effects of social policies on health||3|
|PEDS 250||Social and Environmental Determinants of Health||3|
|POLISCI 147P||The Politics of Inequality||5|
|POLISCI 220||Place-Making Policies||5|
|SOC 14N||Inequality in American Society||4|
|SOC 179N||The Science of Diverse Communities||3|
|SOC 229X||Urban Education||3-5|
|SOC 230||Education and Society||4-5|
|SOC 235||Poverty, Inequality, and Social Policy in the United States||4|
|SOC 45Q||Understanding Race and Ethnicity in American Society||4|
|URBANST 114||Urban Culture in Global Perspective||5|