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Our Model for Advancing Diversity Education (MADE) framework is built upon four guiding theoretical models: Alberta Bandura’s social cognitive theory1, Earley and Ang’s cultural intelligence model2, Kezar, Holcombe, Vigil, and Dizon’s shared equity leadership3, and social constructivism4–which all support our belief of centering education, reflection, awareness, and engagement as central in an individual’s personal journey that shapes and is shaped by our surrounding culture of values and practices. Our goal is to provide you with many educational opportunities to facilitate your personal journey.
Core Components of the Charlotte MADE Framework:
Personal Journey (layer):
Educational opportunities create pathways for participants to explore their identity, engage in periods of reflection, and learn from others through sharing. The goal is to facilitate self-inquiry to drive intentionality in our ability to think, learn, strategize, build confidence, remain persistent, align personal values, and adapt our behavior--if necessary--to inclusive excellence.
Values are the beliefs and ideals that connect us as individuals or groups in an effort to define and support community wellbeing.
The ongoing, regular activities that we perform both individually and collectively reflect the application or use of our values.
Reciprocal and Social Constructivist Learning (bi-directional arrows):
Learning is an interactional process that provides a reciprocal interaction between the person, environment, and actions. Thus, our personal journey shapes and is shaped by our values and practices.
1 Bandura, A. 1986. Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice Hall.
2 Earley, P.C., Ang, S., 2003. Cultural Intelligence: Individual Interactions across Cultures. Stanford University Press, Palo Alto, CA.
3 Kezar, Adrianna, Elizabeth Holcombe, Darsella Vigil, and Jude Paul Mathias Dizon. 2021. Shared Equity Leadership: Making Equity Everyone’s Work. Washington, DC: American Council on Education; Los Angeles: University of Southern California, Pullias Center for Higher Education.
4McKinley, J. (2015). "Critical Argument and Writer Identity: Social Constructivism as a Theoretical Framework for EFL Academic Writing" (PDF). Critical Inquiry in Language Studies. 12 (3): 184–207.
Learn Through Engagement
Located in Canvas, this online suite of diversity, equity, and inclusion course offerings are available to all of UNC Charlotte's faculty, staff, and students. The courses use current social science research in academic settings to introduce learners to skills for engaging with differences on campus; reinforce the skills and knowledge they already possess; expand options for engaging with diversity; and inform rather than direct decisions. Separate courses are available, which allows for each participant to learn personal, everyday skills relevant to their roles as well as foundational DEI knowledge. Participation is voluntary, though highly encouraged.