Engage Anti-Racism, Diversity, Equity, and Inclusion (ADEI) in Practice
Competency three is a competency that has had a profound impact on my commitment to being a social worker. This competency is more than just a professional standard as it is a personal commitment to inclusion and addressing systemic impacts on our communities. I am dedicated to this competency by immersing myself into learning environments of anti-racist strategies and programs, remaining informed on issues pertaining to diversity, and incorporating best of inclusion practices at every level of my practice. One of the ways that I plan to do this is by implementing the principles of critical race theory (CRT) to examine how systemic racism operates within policies and institutions. By incorporating CRT into my assessments, I aim to highlight the racial and ethnic disparities that affect marginalized communities and advocate for policies that promote equitable access to resources and services. I am challenged by this competency in that this competency forces me to confront biases of many kinds, address oppressive systems, and learn policies that promote diversity and inclusion.
Evidences
3.1 Demonstrate leadership in advocating for human rights, social, economic and environmental justice
Field Evidence: Retention Analysis
In my role working on grant initiatives at Southern Adventist University, I critically analyzed the institutional retention data from the Fall 2021 cohort, identifying disparities that disproportionately affect male students of color. Through the ADEI lens, I recognized systemic inequities such as lower institutional aid, reduced engagement opportunities, and potential cultural disconnects that contribute to their placement in the lowest retention quartile. This data-driven analysis exemplifies the social work knowledge of assessing institutional structures and outcomes using an equity-focused framework.
Grounded in the values of social justice and inclusion, I questioned how existing campus support systems may unintentionally perpetuate inequities. By examining the impact of aid distribution, engagement patterns like vespers attendance, and the timing of major changes, I used both theoretical understanding such as critical race theory, ecological systems theory, and skills in data interpretation to assess where institutional supports may be failing specific populations.
This process also engaged the affective and cognitive domains, requiring me to reflect on how implicit biases and institutional norms may marginalize students of color, particularly men. It challenged me to move beyond surface-level observations and consider deeper structural influences. In response, I supported a proposal to develop a culturally responsive male mentoring LifeGroup, not only as an intervention but as a strategy for institutional transformation rooted in ADEI principles.
3.2 Design and implement social action strategies that demonstrate social, racial, economic; and environmental justice
Additional Evidence: IUSE Grant Focus Group
In my role as a graduate research assistant for the Office of Diversity and Strategic Planning, I demonstrated leadership in ADEI-informed strategies through my direct involvement in the Improving Undergraduate STEM Education (IUSE) STEM grant, a project aimed at improving educational experiences for Hispanic students in STEM at Southern Adventist University. One of my key responsibilities was creating a focus group invitation, designed to authentically engage Hispanic-identifying STEM students in sharing their perspectives on representation, classroom culture, and faculty support. This task reflects social work knowledge in inclusive communication and ethical community engagement practices.
Rooted in the profession’s values of dignity, worth of the person, and the importance of human relationships, I intentionally crafted language that centered student voices, emphasized psychological safety, and encouraged honest feedback. This invitation served as a bridge to a deeper intervention strategy by helping shape recommendations for culturally responsive faculty training and best practices that reflect anti-racist and equity-centered approaches.
The process required use of skills in cross-cultural communication and program implementation, and it drew upon theories of culturally responsive pedagogy and empowerment. It also engaged the affective and cognitive domains as I navigated both institutional structures and interpersonal dynamics to ensure Hispanic students felt respected, represented, and empowered to shape institutional change.
By leading this outreach component and participating in broader strategy discussions, I actively contributed to a systemic initiative that seeks to create a more just and inclusive academic environment; especially for populations that have historically been underrepresented in STEM fields.