The fully online Diversity, Equity, Inclusion, and Justice Leadership certificate is designed to quickly familiarize you with the key concepts and important tools you need to successfully lead strategic organizational change. From courses on academic leadership to law and policy, the program is designed to get you up to speed on current issues related to diversity, equity, and inclusion.
Some current certificate students and certificate program graduates choose to continue their education by applying to the MA in Diversity, Equity, Inclusion, and Justice Leadership, which is available in both online and residential formats.
Graduates of the Diversity, Equity, Inclusion, and Justice Leadership certificate learn key concepts and important tools to advance positive change in the areas of diversity, equity, and inclusion. After completing the certificate, students can apply to the master's degree program, as the credits earned towards this certificate will be automatically counted toward earning the MA in Diversity, Equity, Inclusion, and Justice Leadership.
The Diversity, Equity, Inclusion, and Justice Leadership program is committed to holistically reviewing all applications. This means that each application will undergo a balanced review across all components to assess the student's fit with the program.
See Tuition and Financial Aid information for GSAS Programs. Note: This program is not eligible for federal loans or Tufts tuition scholarships.
Research/Areas of Interest: Social Cognition, Stereotyping, Prejudice, Discrimination
Research/Areas of Interest: Sustainability policy and planning; environmental and food justice; intercultural cities
Research/Areas of Interest: Organizational Leadership Lived Experiences of CDOs
Research/Areas of Interest: Linda's research interests include developing effective partnerships between higher education and public schools, training teachers to teach in urban settings, and integrating technology into classroom teaching. Her articles and book reviews have been published in Childhood Education, International Journal of Qualitative Studies in Education, The Newslink, Helping Young Children Learn, and Massachusetts Department of Education publications.
Research/Areas of Interest: Animal Cognition and Learning
Research/Areas of Interest: Environmental health; occupational health; economic analysis
Research/Areas of Interest: Org Leadership; International DEI; Adult Learning; Executive Coaching
Research/Areas of Interest: • Solidarity economy movements and economic democracy • Community land trusts • Popular education, social movements, community organizing • Community and climate resilience.
Research/Areas of Interest: Families and children in challenging circumstances; parenting and family functioning among diverse families; ethnic-racial socialization processes; cultural and contextual influences; child and youth outcomes; adoption and foster care
Research/Areas of Interest: I approach my research through a lens of reflexivity, with an understanding that my own experiences and positions in the world have shaped the focus of my work. It is perhaps unsurprising, then, that as the effeminate child of a single mother, raised by a network of powerful women, with aspirations to raise children and in daycare throughout childhood, I was driven to study clinical and developmental psychology, as well as to deepen my studies of gender. I've always been fascinated by children and the relationships they co-construct with adults. For eight years I mostly focused on studying those raised outside of the context of a "traditional" family using (developmental) psychology lenses. My previous research projects demystified and reimagined Attachment Theory. We assessed the quality of Mexican public daycare settings -becoming the first study in Latin America that used the q-sort methodology to describe professional secondary caregiver-child interactions-; described parental sensitivity and attachment security in lesbian and gay parented families -an avant-garde project in testing the universality and the sensitivity hypothesis with other than heterosexual parents-, and centered the experiences of Black and Brown scholars to push the attachment field toward anti-racism. I lead a research team that analyzed the pedagogical function of legal protections of LGB individuals for promoting social changes, specifically the role of contact and comfort in shaping attitudes toward same-sex parenting in 15 countries. I also lead another group that examined parenting aspiration among folks with diverse sexual orientations and gender identities, and its association with internalized homo/transnegativity and community connectedness to the LGBTQ community -the first world-wide study including trans and plurisexual participants-. In Fall 2021, I joined the Eliot-Pearson Department of Child Study and Human Development at Tufts University as an Assistant Professor. I dedicated my first months in the U.S. to wrap up ongoing projects in Latin America. In 2022, Dr. Ellen Pinderhughes asked me to conduct further analysis on their pioneering "Gay Fathers" dataset and lead an article. I decided to focus on Latinx gay fathers' pathways to parenthood, social stigma, helpfulness of social relationships and comfort being out (manuscript in progress). Now I had the resources to book an eye examination and renew my prescription. It turns out that my near vision ([developmental] psychology) was okay but I needed to correct my farsightedness. Since my times in my beloved Mexico City, I've been thinking that psychology is often a frustratingly narrow discipline which tends to privatize, individualize, and depoliticize the phenomena it studies (Kitzinger, 1995). Don't get me wrong, is not that we don't have top Optometrists in the Majority World, but now I had the privilege to be covered by an elite health insurance that allows me to choose a provider. Via by my Faculty Research Funds, and the Summer Scholars Program 2022, Office of the Provost, I led the project "How Do Children Identifying Beyond the Gender Binary and Their Parents Understand Gender?" To the best of my knowledge, no research team had directly asked 5-8 y/o non-binary (enby) children about what being enby means to them (i.e., a child-centered approach which prioritizes their experiences over adult–centric narratives). When recruiting for the aforementioned project, I learned about Trans formative Schools (TfS) and my life transformed. TfS is a new, progressive education initiative centering transness and social justice. We are a community of students, educators, and families whose collective mission is to support trans futures. To trans is a way of seeing and knowing; an epistemological position to produce dissident forms of knowledge (i.e., brand new prescription lenses). Our mission of transing education embodies the work of liberation through rigorous academics, joyful connections, identity exploration, and progressive practice. TfS seeks to move toward societal systemic change, equipping our students with the scaffolding to challenge racist, ableist, transphobic, transmisogynistic, and other white supremacist systems of oppression. TfS co-founder Alaina Daniels and I co-constructed a longitudinal research proposal to facilitate trans-led ways of building, identifying, and testing evidence in order to trans education by centering and uplifting trans people in the design, execution, and application of research as the practice of education is fundamentally a relational one. We will apply a Youth Participatory Action Research-mixed-methods approach to explore how a middle school, designed toward subverting the cis-supremacist systems that govern educational practice, impacts the belongingness, health, wellness, and learning outcomes of trans students and communities. Through this condensed overview of my past, present, and future as a researcher I intend to illustrate not only how my vision has changed and will keep changing, but my commitment to investigate how historical and contemporary structural inequalities disproportionately shape outcomes for marginalized folks, families, communities, and institutions that serve them.
Research/Areas of Interest: Special Education, human development, teaching and learning, adolescence, gender, equity in education, qualitative research methods, child and adolescent literature and literacy, writing
Research/Areas of Interest: Memory and Aging