NASPA Online Learning Community

Equity, Inclusion, and Social Justice Learning Bundle

  • Registration Closed

The current political, social, and legal environment, social and racial justice issues, and equity and inclusion significantly impact our campus environments and the development of our students and colleagues. Resources here focus on these issues and support continued growth and movement toward a more just and equitable society. With over a $750 value, this package will take your professional development to the next level. 

Webinar Package Pricing

Members: $99

Non-members: $349

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    Learn more about social class and socioeconomic status, various forms of capital, class identities, and implications in student affairs. The presenters offer information from research and literature while also allowing participants to reflect on and assess how class identity does and might show up in higher education and student affairs.

    Learn more about social class and socioeconomic status, various forms of capital, class identities, and implications in student affairs. This program is sponsored by Socioeconomic and Class Issues in Higher Education Knowledge Community leadership team members.

    This program offers participants an overview of class identity and its corresponding forms of capital (Bourdieu, 1986; Yosso, 2005). The presenters offer information from research and literature while also allowing participants to reflect on and assess how class identity does and might show up in higher education and student affairs. The three content categories of the session include: 1) Defining Class, 2) Types of Capital, 3) Interactions Between Class Identity and Student Affairs. 

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    This program will help student affairs professionals understand who is considered homeless under various federal laws; how to make the case for supporting homeless students on campus; where to get started or to build upon existing efforts; and legislative efforts to support students experiencing homelessness in higher education.

    Homelessness among college students is a significant problem. Many young people experiencing homelessness recognize education as a primary pathway toward living wages and healthy, self-sufficient lives, yet they confront tremendous barriers to accessing and completing post-secondary education. This program will help student affairs professionals understand who is considered homeless under various federal laws; how to make the case for supporting homeless students on campus; where to get started or to build upon existing efforts; and legislative efforts to support students experiencing homelessness in higher education.

    Student homelessness is a large and growing problem in both K-12 and higher education. At the post-secondary level, a 2016 study found that 8.7% of the California State University student population (approximately 41,170 students) experience homelessness at any given time. A national study found that at least 14% of community college students experience homelessness. These students face incredible barriers to accessing and completing post-secondary education, including lack of adult support, housing, health care, and food, as well as histories of trauma, abuse, and neglect.

    Learning Outcomes

    As a result of participating in this program, participants will be able to:

    • understand the education and the housing definitions of homelessness;
    • make the case for specific campus outreach and supports for homeless students;
    • identify and locate key partners on and off campus to meet the needs of homeless students; 
    • take first steps, or build on existing efforts, to improve services and supports for homeless students; and
    • understand specific federal and state legislative efforts to remove barriers and create opportunities for students experiencing homelessness.
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    Higher education, an institution founded on inequity, has long harbored institutional racism making it difficult for Black male administrators to achieve equitable outcomes with their White peers. This program highlights results from a dissertation study investigating how Black male administrators navigate racism in higher education. Results from this dissertation study are used to inform a new theory and concepts about navigating racism in higher education.

    Higher education, an institution founded on inequity, has long harbored institutional racism making it difficult for Black male administrators to achieve equitable outcomes with their White peers. This program highlights results from a dissertation study investigating how Black male administrators navigate racism in higher education. Results from this dissertation study are used to inform a new theory and concepts about navigating racism in higher education.

  • Contains 2 Component(s)

    This program is intended to provide participants with insight into nonmonosexual/BPFQ student experiences at large, public institutions; related inclusive and affirmative language, and best practices, tools, and knowledge for supporting students holding these identities.

    This program is intended to provide participants with insight into nonmonosexual/BPFQ student experiences at large, public institutions; related inclusive and affirmative language, and best practices, tools, and knowledge for supporting students holding these identities.

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    Participants of this program will gain knowledge of asexuality and the need to build ally curriculum at their own institutions.​

    In 2014, the Asexual Visibility and Education Network (AVEN) conducted a census of the asexual community, receiving over 14,000 responses. Results showed that the most common age of self-recognition of an asexual identity is 17 years old. Further, 25.1% of asexual people have never come out, and for the 74.9% of those who have, the most common age of first disclosure is 19. These two statistics show that asexual individuals are first recognizing their asexual identity and coming out to others (if they come out at all) during a time that they will possibility be attending higher education institutions. This makes it crucial for asexual representation and understanding within identity-based departments and organizations of higher education. Participants of this program will gain knowledge of asexuality and the need to build ally curriculum at their own institutions.

  • Contains 2 Component(s)

    This program focuses on spiritual wellbeing--an often forgotten, yet extraordinarily important, area for college students.

    When student affairs professionals discuss wellbeing, we often consider financial wellbeing, physical wellbeing, emotional wellbeing and social wellbeing. But often forgotten is the importance of spiritual wellbeing, an element highlighted extensively in the 2003-2005 UCLA Study of Spirituality in Higher Education. Follow up work to this seminal study by Dr. Jenny Small and others have found that this area of wellbeing may be extraordinarily important for college students. Yet, the data finds that marginalized religious students may be missing out on these benefits due to environmental conditions present on the college campus. Learn more in this program.

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    The NASPA community has been critically engaged to understand the impacts of recent restrictive and discriminatory state legislation. NASPA recently released a responserelating to anti-DEI legislation and created a resource hub to support student affairs professionals in understanding the issues, gathering and sharing best practices, and mindfully activating changemaking and civic engagement efforts where possible. To deepen our understanding around national narratives, NASPA conducted research from the summer to the fall of 2022 as described in our recent report “Student Affairs Perspectives on Anti-Critical Race Theory State Policies and National Narratives.” In this briefing, NASPA staff will contextualize the report in the current landscape of Anti-DEI legislation and discuss relevant findings.

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    “Neurodiversity” is both a biological and a cultural phenomenon. Learning about the culture of neurodiversity will widen your perspective for those whose brains function in ways different from the neurotypical mainstream. This strengths-based, positive approach will alter your view of "outside-the-box" thinkers. Learn how proper niche construction can mold the future for neurodivergent students and how you can provide a community of acceptance for your campus.


    “Neurodiversity” is both a biological and a cultural phenomenon. Learning about the culture of neurodiversity will widen your perspective for those whose brains function in ways different from the neurotypical mainstream. This strengths-based, positive approach will alter your view of "outside-the-box" thinkers. Learn how proper niche construction can mold the future for neurodivergent students and how you can provide a community of acceptance for your campus.

    Lori Henehan

    Accommodations Coordinator - Student Access and Accommodation

    Illinois State University

    Lori Henehan, Accommodations Coordinator for Student Access and Accommodation Services at Illinois State University, has 20 years of experience providing accommodations and transition support to students with various disabilities and chronic medical and/or mental health conditions. She has served two terms as Secretary for the Illinois-Iowa Association of Higher Education and Disability. She has given several presentations on suicide prevention, mental health, and autism within her local affiliate. She is a member of the Autism Training and Technical Assistance Project - a grant-funded program to issue autism resources. She supports to professionals and families involved in postsecondary education, secondary education and employment. She has also served the Association of Higher Education and Disability as a peer reviewer for proposals for their annual conference. Lori is passionate about neurodivergent student success in their studies and future employment.

    Charles Titus Boudreaux

    Staff Psychologist - Student Counseling Services

    Illinois State University


    For over 20 years, Charles Titus Boudreaux has been a Staff Psychologist at Student Counseling Services, Illinois State University. Dr. Boudreaux is passionate about group work, individual counseling, and clinical supervision. Throughout his career, Dr. Boudreaux has had the privilege of assisting neurodiverse clients with navigating college alongside the neurotypical majority. He has watched individuals cope with Autistic Spectrum Disorder, Attention Deficit/Hyperactivity Disorder, and other related difficulties. Dr. Boudreaux has learned to recognize not only such persons’ struggles and hurts, but their gifts. He offers clinical wisdom drawn from both group and individual counseling, in particular highlighting ways in which groups can be helpful to people with autism.

    Jason Stalides

    Program Director - TRIO Student Support Services

    Augustana College

    Dimitrios Jason Stalides is the Director of the TRIO Student Support Services program at Augustana College, a program that provides in-depth and individualized support and guidance to low-income, first-generation, and disabled students. He has worked with disabled students in TRIO and other programs for over ten years, as well as disabled veterans with PTSD and other mental health issues in both the college and clinical settings. As an autistic person himself, support and advocacy work for disabled students is a work of personal passion for him and a budding area of research expertise. The doctoral dissertation he is working on for the Higher Education Administration program at Illinois State University explores the unique strengths and challenges of neurodiverse leaders in higher education and how neurodivergent leaders can help foster a more inclusive and accessible environment that better meets the needs of not only disabled students but also underrepresented students in general.

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    Like many across the country, members of the University of Memphis community were saddened and outraged by the murders of George Floyd, Breonna Taylor, Ahmaud Arbery and too many others. These tragic deaths and the ensuing civil unrest, compounded by the impact of the COVID crisis, shined a spotlight on systemic racism that continues to inflict trauma and violence on communities of color. In June 2020, UofM President M. David Rudd announced in an email to the campus community a reform and change initiative designed to target the Eradication of Systemic Racism and Promotion of Social Justice within the University and larger community. In this briefing, Cory Major, who served as co-lead of the Closing Gaps Workgroup, provides an overview of the initiative and how it involved and impacted all major levels of university programming, alumni, and community engagement.

    Like many across the country, members of the University of Memphis community were saddened and outraged by the murders of George Floyd, Breonna Taylor, Ahmaud Arbery and too many others. These tragic deaths and the ensuing civil unrest, compounded by the impact of the COVID crisis, shined a spotlight on systemic racism that continues to inflict trauma and violence on communities of color. In June 2020, UofM President M. David Rudd announced in an email to the campus community a reform and change initiative designed to target the Eradication of Systemic Racism and Promotion of Social Justice within the University and larger community. In this briefing, Cory Major, who served as co-lead of the Closing Gaps Workgroup, provides an overview of the initiative and how it involved and impacted all major levels of university programming, alumni, and community engagement.

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    In this NASPA live briefing, the presenter shares new thinking around the Leadership for Liberation framework—notably, embedding theories of madness and ideas around speculative practices. The presenter also extends the Leadership for Liberation framework for higher education/student affairs professionals in an effort to better prepare them for collective action toward liberation and all the meanings and feelings that come with it.