Our Educational Approach

UNC charlotte made framework

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.  

Charlotte MADE Framework

Personal Journey: 
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: 
Values are the beliefs and ideals that connect us as individuals or groups in an effort to define and support community wellbeing.

Practices:
The ongoing, regluar activities that we perform both individually and collectivley which reflects the application or use of our values.

Reciprocal and Social Constructivist Learning: 
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.

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.