The Student Center for Inclusion and Culture strives to facilitate a culture of inclusion on Drexel’s campus through work that prioritizes education to promote understanding, individual identity clarification to achieve pride, advocacy to prevent marginalization and civility to encourage dignity amongst all. These goals support campus-wide efforts to be a welcoming, inclusive, respectful and engaging University.
The Student Center for Inclusion and Culture staff teaches and model methods that promote respectful and open communication and provide students with opportunities to engage in civil discourse to shape an environment positioned for social justice work.
The Student Center for Inclusion and Culture staff provides advocacy for those who are marginalized, educates to the importance of collective responsibility and civility in order to heighten awareness and enact social justice for all.
The Student Center for Inclusion and Culture staff provides opportunities for students to expand their understanding of other cultures and identities to help them develop multicultural competencies to prepare them for richer work, life and learning experiences.
Our words defined
The state or fact of being diverse, difference, unlikeness
- Variety, multiformity
- A point of difference
The state or condition of being multicultural
- The preservation of different cultures or cultural identities within a unified society, as a state or nation.
The Student Center for Inclusion and Culture defines multiculturalism as including, but not limited to, race, color, ethnicity, geographic origin, language, socioeconomic class background, sex, gender, gender identity, sexual orientation, physical, developmental or psychological ability/disability, traditionally marginalized and underrepresented communities, religious or spiritual affiliation, creed, age, generation, physical appearance, environmental concern, marital status, family configuration, employment status, political affiliation and multifaceted identities. Our roles as a multicultural educators is to develop programs that create awareness, create a safe and respectful space so students will be part of the process and dialoguing can be productive, we can challenge opinions, teach and learn from faculty, staff, and student so we can be educators and advocates for each other.
Adams, Bell and Griffin (1997) define social justice as both a process and a goal. "The goal of social justice education is full and equal participation of all groups in a society that is mutually shaped to meet their needs. Social justice includes a vision of society that is equitable and all members are physically and psychologically safe and secure." Our goal is that someday we will get to live and grow in this kind of equitable society.