Certificate in Critical Consciousness and Anti-Oppressive Praxis
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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, equity, and inclusion, 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 aware 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, equity, and inclusion.
Check out the CCC&AOP instagram account here.
Interested in having a CCC&AOP program in your insitution, school, department, etc.? Contact Shaila Kotadia at email@example.com and Brenda Flores at firstname.lastname@example.org for a program manual and consultation.
Interested in the outcomes of the program? Access 2019-20 participant Eamon Byrne's portfolio.
Interested in writing a strong equity statement for faculty and job positions? One outcome of the program is writing a statement using the CCC&AOP Equity Statement Guide.
The application for the 2020-1 academic year is now closed. A cohort of ~12 individuals will be selected. Applicants will be notified when selections are made. All decisions are final.
Office of Faculty Development and Diversity
Office of Graduate Education
Office of Postdoctoral Affairs
Stanford Humanities & Sciences
Stanford School of Engineering
Diversity and Inclusion Innovation Funds, Office of the Vice Provost for Graduate Education
Critical Consciousness and Anti-Oppressive Praxis Program Core Administrative Team
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.
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.
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. Electives/Coursework: minimum 6 hours
- Electives such as workshops, seminars, conferences, etc. See examples at Stanford on the calendars listed here.
- Take a minimum of 1 unit from pre-approved course list (courses not on the list are open based on individual requests)
4. Praxis Project
- A praxis project idea will be developed throughout the workshop series and shared during the journal clubs. During the summer quarter, a 1:1 meeting will be held to delve deeper. Click here for more details.
Winter 2021: Introductory Workshop + 6 Workshops
Introductory Workshop: January 6, 2021, 1 - 3pm
January 13, 2021
1 - 3pm
January 27, 2021
1 - 3pm
February 10, 2021
1 - 3pm
February 24, 2021
1 - 3pm
March 10, 2021
1 - 3pm
March 17, 2021
1 - 3pm
Spring 2021: 6 Journal Clubs
Journal Club 1:
Journal Club 2:
Journal Club 3:
Journal Club 4:
Journal Club 5:
Journal Club 6:
Spring/Summer 2021: Electives/Coursework
Summer 2021: Praxis Project
CCC & AOP ― 2020-1 Timeline
Once the program is completed, participants produce a portfolio that serves as a completion of the Certificate, including:
1. Workshops, journal clubs, and electives/coursework completed and reflections on fulfilling the learning goals
2. Praxis project reflections and symposium presentation
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. Access the CCC&AOP equity statement guide here.
Download an example portfolio from 2019-20 cohort participant Eamon Byrne. Please note that in future cohorts, the number of deliverables and the lenght of the program will be adjusted.
Praxis Project Guiding Principles and Framework
"When I dare to be powerful, to use my strength in the service of my vision, then it becomes less and less important whether I am afraid." -Audre Lorde
"All that you touch / You change. / All that you change / Changes you." -Octavia Butler
“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 quotes above, Lorde, Butler, and Freire indicate that the path to subvert oppression and move towards liberation is praxis. Through the workshops and journal clubs, participants will learn a historical and current account of the oppressive frameworks that scaffold our society. Additionally, praxis requires 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. During journal clubs, participants will share their praxis ideas for feedback from the cohort. After the journal clubs, each participant will meet individually with the core administrative team to finalize their praxis.
While praxis is a continual ongoing learning that should continue beyond the length of the certificate program, participants are expected to report reflections of their specific praxis project throughout the program in written reflection forms and a presentation at the an end of the program symposium.
Praxis Questions to Ask Yourself
1. What are the dominant narratives or hegemonic views you hold and how have they kept you from seeing other’s full humanity?
2. What are the skills/talents and power/privileges you have?
3. What community are you seeking to be a part of and why?
4. How and whom in the community have you been in conversation with regarding community needs? Please include three to five of the community-stated needs.
5. How does your praxis project integrate with (and enhance) the community-level work already in existence and the community’s stated needs?
6. What is the potential sustainable impact/benefit of this project will have on the community and how could your power/privilege/talents contribute to sustainability?
7. How might you benefit from doing this project and how is this work you are doing transform the reality you and the oppressed are in?
8. Do the benefits to the community outweigh the benefits you glean from performing praxis? Please detail the benefit-balance in your answer.
Praxis Project Examples (from 2019-20 cohort)
Creating a sustainable link between the school’s PTA and families of San Miguel Elementary School by working to determine effective platforms for engagement and increasing diverse representation on the PTA.
Despite facing many inequities, marginalized communities contribute greatly to our academic spaces, making it possible for us all to thrive. However, these inequities and contributions often go unrecognized. An acknowledgement statement was created and disseminated in order to make these contributions and inequities more visible on a day-to-day basis. See example portfolio.
Promoting gender equality at sea through work with Comunidad y Biodiversidad A.C. (COBI) to raise money for requested support supplies and helped to create blog posts on gender equality in the Community Leaders Program. Work continues with collaborations between COBI the Consortium for Ocean Leadership.
To create an inclusive community despite social distance, this project will focus on leading participants through recipes representative of the wide range of backgrounds of the trainees from the Civil and Environmental Engineering Department.
To increase visibility of marginalized science and create readymade social content for diversity-based affinity organizations, this project will introduce the research of Stanford marginalized scientists via a music playlist and short bio.
Acting as an ally to the Disability Justice Culture Club (DJCC) COVID mutual aid network, this project is all about answering the call to be an active member to serve those in need at this unprecedented time. It also includes active participation in the Crip Camp online seminar series.
Fulfilling book requests with added annotations to maximize engagement and interactive fun, while also providing information from the local library about summer programming.
A digital onboarding package for incoming Stanford black women and potentially other women of color postdocs organized by year and includes well-being resources found on and around the Stanford University campus. The package aims at solidifying the support system for success available to the incoming black women postdocs.
Help spearhead the creation of a COVID19 Mutual Aid effort for Stanford’s community. The effort will continue by creating a student-initiated resource-runner pipeline that will help ensure resources procurement, for example distribution from the Second Harvest Food Bank.
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.
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.
Marriage and Family Therapist, Stanford University Faculty Staff Help Center
Mary Foston-English is a dually licensed Marriage & Family therapist by the states of California and Texas, a Certified Employee Assistance Professional (EAPA) and a Certified Mental Performance Consultant (AASP).
Diversity, Inclusion and Belonging initiatives are Mary’s passions and are at the forefront of her personal and professional life. She developed and trained educators during her daughter’s school years and bridged this work into her professional life. Mary develops and provides diversity and inclusion training to educational institutions, organizations, and corporations. During her 25+ years at Stanford, she has developed and presented workshops for Stanford Health Care, Lucile Packard Children’s Hospital, SLAC, Bing Nursery School, and numerous other Stanford entities across campus. Mary uses her training and skills as a therapist to advocate for her clients with DEI concerns and her training/facilitation skills to promote conversations about diversity and equity.
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.
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.
*Jesse was a founding member of the CCC & AOP program.
Barbara Rangel da Silva
Barbara received her Master’s and PhD degrees in Biological Sciences, with focus in Neuroscience, at the Federal University of Rio de Janeiro, Brazil, her home country. During her PhD she received a fellowship to do part of her research as a visiting scholar at Harvard University. Barbara recently joined Stanford as a postdoctoral fellow at the Ophthalmology Department where she conducts translational research aimed at understanding and treating human conditions that cause degeneration of retinal ganglion cells, leading to blindness. Alongside her scientific research, Barbara hopes to leverage her own personal experience to participate and contribute to the dialogue regarding diversity and inclusion at Stanford University.
Associate Director of the Office for Inclusion, Belonging, and Intergroup Communication (IBIC)
Erika Roach (She/Her) is Associate Director of the Office for Inclusion, Belonging, and Intergroup Communication (IBIC) at Stanford University. At Stanford, she teaches courses in Psychology (here) and facilitates campus-wide workshops on topics including intergroup dialogue, identity, and bias. Previously, Erika worked at the Stanford Center for Youth Mental Health and Wellbeing in the Department of Psychiatry & Behavioral Sciences, where she managed several community workgroups and helped launch the Mental Health Technology and Innovation Hub. Erika received both her M.A. in Psychology and her B.A. in Psychology & Human Biology from Stanford University. Erika’s professional and research interests include identity, intergroup interactions, stress, belonging, and mental health. In her free time, you can find her dancing, museum hopping, playing with dogs, traveling, or baking oatmeal chocolate chip walnut cookies (her favorite) to share with family and friends.
Ankita came to Stanford in 2012 after working at other universities in California, Texas, and Ohio. Ankita holds a master's degree in higher education and student affairs from The Ohio State University and a bachelor's degree in child development with honors and a Spanish minor from Vanderbilt University. Throughout her career in higher education Ankita has led various D&I initiatives including facilitation, programming, learning and development, and speaking engagements. As the Assistant Dean of Student Support in the Office of Inclusion, Community, and Integrative Learning, Ankita manages the bias incident reporting for the University and provides specialized support for both the international and DACAmented/undocumented student communities.
PhD Candidate, Graduate School of Education
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.
*Stephanie was a 2019-20 CCC&AOP participant.
Associate Dean & Director for Inclusion, Belonging and Intergroup Communication (IBIC)
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
Clare Abreu is a postdoctoral scholar working with Dmitri Petrov in the biology department. Her work focuses on eco-evolutionary dynamics in yeast communities. Before obtaining her Ph.D. in physics, Clare earned a B.A. in English literature and worked as an online news producer. She studied math and physics part-time at Glendale Community College before receiving the RISE fellowship from California State University- Los Angeles, which allowed her to complete her M.S. in physics and apply to Ph.D. programs. She is enthusiastic about making the field of scientific research more inclusive of students with non-traditional backgrounds and who have been underserved and excluded.
Brian is a postdoctoral scholar in the Department of Anesthesiology, Pain, and Perioperative Medicine in the lab of Dr. Creed Stary. He earned his BA/MA in Psychology at Humboldt State University in Northern California working on the stress response of larval zebrafish. He earned his PhD in the Developmental and Brain Sciences program from the University of Massachusetts Boston studying glucocorticoid receptor regulation of non-coding RNA in hippocampus. His Postdoctoral work at Stanford explores the role microRNAs play in response to brain injury, and the role they can play in hippocampal injury prevention and recovery. His three favorite non-science activities are writing short stories, sewing, and cooking.
Tim (he/him) is a 2nd year Ph.D. student in Theater and Performance Studies with intersecting research interests in race, sexuality, aesthetics of risk, socio-political choreographies, performance ethnography, visual culture, and memory. He is primarily interested in the Black male body in undervalued movement and performance practices. Prior to studying at Stanford, Tim earned an MFA in Theatre Management and Producing from Columbia University, as well as a BA in English and a BA in Drama from Morehouse College. Outside of his academic work, Tim is involved in homeless and foster care advocacy. Additionally, as a former senior-level administrator for the NHPS, Tim was responsible for creating the Co-Op Arts Mobile Unit, which brought free art performances and performance-making workshops into the Greater New Haven Community. He also founded the Connecticut Regional August Wilson Monologue Competition (now managed by Long Wharf Theatre & Yale Repertory Theatre at Yale University), which invites high school students from all over Connecticut to learn and perform the works of famed American playwright August Wilson.
Tina received her Ph.D. in Neuroscience at Stanford in 2017, and she is now a postdoctoral researcher with Professor Alice Ting in the Department of Genetics. Her research focuses on the development of molecular tools to study the architecture and function of neural circuits in the mouse brain. Tina is passionate about supporting young women in STEM, particularly those from minoritized backgrounds. At Stanford, she has served as a mentor in the First Generation and/or Low Income program, and has participated in the Women in Science and Engineering program. To decompress, Tina enjoys adventuring outdoors with her dog, rock climbing, and building things around the house.
Sreela Kodali is a PhD student in the department of electrical engineering. She cares about improving health and access and is interested in developing next-generation neural prostheses. With the Stanford Artificial Retina Project, she works on system-level design for brain computer interfaces and focuses on optimizing hardware and algorithms in context of a biological system. Sreela is active in the Stanford community as the Womxn in Electrical Engineering Advocacy Chair and a WCC Women in STEM mentor. Prior to Stanford, she graduated from Princeton University with a B.S.E in electrical engineering where she worked as a STEM mentor, educator, and peer health adviser. In her free time, Sreela enjoys dancing, analyzing movies and TV shows, and playing soccer.
Eric Reynolds Brubaker
Eric Reynolds Brubaker is a PhD student in Mechanical Engineering and MA student in Education. He studies how design engineers learn to see and work across group boundaries when addressing complex challenges (e.g., global energy insecurity). He is also an educator and education researcher studying participation and equity in engineering communities of practice, campus-community partnerships, and informal learning environments that foster belonging and becoming. Previously, Eric was an instructor and program manager at MIT D-Lab, program coordinator in Zambia, and engineer at Battelle. A proud Buckeye, he was raised and went to college in Ohio.
Suzanne Ou is a PhD Candidate in Ecology and Evolution. She studies the feedbacks between aboveground trees and belowground microbes. She conducts fieldwork in the tropics, particularly in her home of South-East Asia, where it is important for her to engage with the communities and their needs. She earned a B.S. in Biology and Environmental Policy at Duke University and worked as a research assistant at UCLA. When not staring at her computer, she enjoys falling off surfboards, skateboards, and snowboards.
Alexa is a sixth-year PhD candidate in Bioengineering and just completed a joint master's degree in the Graduate School of Education. For her dissertation research, she works with Dr. Joseph Wu to study cardiovascular diseases through both primary cell and induced pluripotent stem cell models. Alexa also currently works as a Graduate Teaching Consultant for Stanford's Center for Teaching and Learning and hopes to pursue a career in teaching or educational development. She is particularly interested in the impact of equitable educational practices both within and beyond the classroom. Outside of teaching and research, Alexa loves to dance, play video games, bake, and play with her pet rats.
Dan received his PhD in neuroscience in 2017 at Stanford and is currently a postdoctoral scholar working with Dr. Krishna Shenoy. He develops experimental and computational tools to decipher the neural dynamics of motor control, and aims to understand neural computations both in health and in neurological disease. He is passionate about the impact of one-on-one mentorship, outreach, and fully-funded research opportunities in increasing diversity and inclusion within science and engineering. While at Stanford, he led the neuroscience institute of the Stanford Institutes of Medicine Summer Research Program (SIMR), taught elementary school students via Science is Elementary, and has mentored several EE undergraduates through the departmental REU program. Outside of the lab, Dan enjoys hiking, bouldering, sour beers, and punishingly hilly runs through San Francisco.
Michelle Tigchelaar is a postdoctoral researcher with the Stanford Center for Ocean Solutions, where she studies the climate vulnerability of food systems and the role of aquatic foods in a healthy and sustainable future of food. Michelle originally hails from the Netherlands, and made her way to the Bay Area via Hawaii and Seattle. She is passionate about unions, climate justice, and feeding her friends baked goods.
Ilana is a third year PhD student in the Neurosciences IDP program at Stanford studying under Dr. Thomas Clandinin. In the lab, she is interested in the evolution of the visual system and the role it plays in decision making, particularly in the context of social behavior. Before coming to Stanford she studied neuroscience & behavior at Barnard College where she researched therapeutic targets of schizophrenia as well as stress and social behavior in chacma baboons. After graduating, she pursued a curiosity for the underlying molecular mechanisms of the brain through investigation of the regulation of neuron-specific RNA binding proteins as they relate to human disease. Outside the lab she moonlights as a huge sci-fi/fantasy nerd and can often be found waxing poetically about the truly superior pizza and bagels in New York.
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. Sister Outsider - Audre Lorde
2. How We Get Free: Black Feminism and the Combahee River Collective - Keeanga-Yamahtta Taylor
3. Pedagogy of the Oppressed – Paulo Freire
4. Emergent Strategy: Shaping Change, Changing Worlds - adrienne maree brown
5. Racism without Racists:Color-Blind Racism and the Persistence of Racial Inequality in America - Eduardo Bonilla-Silva (5th Edition)
6. Intersectionality (Key Concepts) - Patricia Hill Collins and Sirma Bilge
7. Bad Feminist - Roxane Gay
8. Disability Visibility - Alice Wong
10. Black on Both Sides: A Racial History of Trans Identity - C. Riley Snorto
|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|
Testimonials from Program Participants
“I am very thankful for the opportunity to dig deeper into my own critical consciousness through this program. There is nothing else explicitly like this at Stanford, and it is sorely needed. I greatly appreciate the thoughtfulness and intentionality around the meetings, the curriculum and the group formation. It is amazing to have a safe space to interrogate our own beliefs and biases as well as learn from others who are further ahead in the process of eliminating racist and oppressive ideologies. As a woman of color, I find the space to be refreshing and sustaining in helping me to understand how I can uncover my own biases and oppressive beliefs as well as adding it to my toolkit for being able to speak to others in ways that are encouraging without being condemning.”
-Stephanie Robillard, PhD Candidate, Education
“Participating in the CCC has been extremely beneficial for my personal growth. I feel more informed on everything from my personal identity to positionality to systematic oppression to effective communication to available resources at Stanford and in literature. I'm far more self-aware, and now know frameworks and mindsets that I will take with me far beyond the reaches of CCC. I also got to know and love the members of my cohort and leadership. It is inspiring and eye opening to see the perspective, struggles, and life through the lens of each and every one of my peers.”
-Margaret Daly, PhD Candidate, Environmental Fluid Mechanics
“The CCC & AOP program provided me with communication strategies to discuss historical and contemporary oppressive infrastructures. Through course dialogue, I had the opportunity to form personal connections with people from diverse academic backgrounds. My experience has encouraged me to pursue more interdisciplinary collaborations in my research.”
-Sparkle Springfield, Postdoctoral Scholar, Stanford Prevention Research Center
“This certificate feels like it has given a direction and context to my education that were previously absent in the proverbial ivory tower of Stanford. While I learned many skills necessary for leadership before this program, only now am I acquiring the sufficient social context to affect just and sustained change.”
-Stephen Galdi, PhD Candidate, Civil and Environmental Engineering
“The CCC&AOP program is the first time in my training in which the emphasis shifted from just enumerating the myriad of issues facing our society towards a targeted, sustainable set of actions. With amazing facilitation and a supportive cohort at my side, I have been empowered to grapple with topics that I previously felt loomed too large and unassailable. As I venture out into the world, there are constant opportunities to deploy the cycle of action and reflection (praxis) to dismantle the oppression so pervasive in our world.”
-Avery Krieger, PhD Candidate, Neuroscience