Changing U.S. demographics, diversity-focused health care systems and persistent health inequities — both domestic and international — are the forces that spurred an initiative accelerating and expanding our diversity, equity and inclusion efforts.
Led by Assistant Dean for Diversity, Equity and Inclusion Sandra Davis, our strategic and evaluation plans are centered on the themes of diversity, equity, inclusion and social justice and are tailored to focus on four areas: leadership and accountability; recruitment and retention; social transformation; and education, research, scholarship and service.
We cultivate excellence in teaching and learning, research and service through equal access to resources, opportunities and advancement for all members of our community. We foster a culture in which we acknowledge, discuss and address privilege to increase success among marginalized people. Our community commits to engaging in the dynamic process of promoting equity and social justice.
Assistant Dean for Diversity, Equity and Inclusion
- Erin Athey
- Karen Dawn
- Adriana Glenn
- Hannah Hahn
- Karen Kesten
- Jackie Wavelet
Clinical Education Instructor
- Karen Wyche
- David Keepnews
Program Director; DNP in Health Policy
- Ken Schapelle
Director of Marketing and Communications
- Sydnae Law
Director, Community Engagement & Partnership Operations
- Isabelle Shepard
Alumni, DNP class of 2018
- GWU Office of Diversity, Equity and Community Engagement
- GWU School of Nursing Global Initiatives
- Rodham Institute Community Collaboration Exchange
- American Assembly for Men in Nursing
- Asian American / Pacific Islander Nurses Association, Inc.
- The National Alaska Native American Indian Nurses Association (NANAINA)
- National Association of Hispanic Nurses
- National Black Nurses Association, Inc.
- National Coalition of Ethnic Minority Nurse Associations (NCEMNA)
- Philippine Nurses Association Of America, INC.
- GLMA: Health Professionals Advancing LGBTQ Equality
Acquaviva, K., and Mintz, M. (2010). Are we teaching racial profiling?: The dangers of subjective determinations of race and ethnicity in case presentations. Academic Medicine, 85 (4): 702-705. https://www.ncbi.nlm.nih.gov/m/pubmed/20354391/
Davis, S. & Chapa, D. (2015). Social determinants of health: Knowledge to effective action for change. The Journal for Nurse Practitioners, 11(4), 424-429. http://www.npjournal.org/article/S1555-4155(15)00100-2/abstract
Wyche, K. F., & Miles-Cohen, S. (in press). SES, social class, subjective social status and subjective well-being: Examples of women’s appraisals of their health and work. In C. Travis & J. White (Eds). Handbook of the psychology of women. Washington, DC: American Psychological Association
The Social Determinants of a Heart Healthy Community: A Photovoice Project
The overall goal of this project was to engage middle-school students in a participatory action project to provide them with an early understanding of the connections between the social environment, policy and a heart health community. Social and environmental factors, such as education, housing, places to exercise and healthy places to eat all matter when it comes to heart disease and risk factors for heart disease. Underserved and underrepresented populations, especially African Americans, suffer a disproportionate burden of heart disease morbidity and mortality. Heart disease is preventable yet, it prevails as the leading cause of death in the United States.
Nineteen middle-school students enrolled in the AnBryce Saturday Institute, held at the Thurgood Marshall Public Charter School in Southeast, D.C. (Ward 8), participated in the project. With the George Washington University Accelerated Bachelors of Arts (ABSN) students as teachers and facilitators, the middle-school students learned about social determinants of health, risk factors for heart disease and heart disease prevention. The students received cameras, went into their neighborhoods and photographed the facilitators and barriers to a heart healthy community. Through photography, critical group dialogue and collaborative analysis the middle-school students were able to reflect on their community’s strengths and concerns by identifying the social determinants that promote or hinder a heart healthy community. In addition, students learned that they can and should have a voice in influencing policy and what happens in their communities by writing letters to their local and state policy makers.
The Photovoice Project will be on display at the Smithsonian National Museum of African American History and Culture in May 2019.
Principal Investigator: Sandra Davis, PhD, DPM, ACNP-BC
Co-Investigators: Karen Dawn, DNP, PHCNS-BC, CDE and Adriana Glenn, PhD, FNP-BC