Cecilia Orphan, Ph.D., a Higher Education Assistant Professor at the Morgridge College of Education, has partnered with the Campus Compact of the Mountain West (CCMW) in a yearlong Collective Impact initiative. Dr. Orphan will lead the project—a collaboration with Colorado State University-Pueblo, the University of Colorado Denver, and the University of Northern Colorado—which is focused on assessing the institutions’ contributions to civic health and equity in their regions. The initiative is phase one of a higher education civic health and equity initiative.

The project was made possible through a Public Good grant provided by The University of Denver’s Center for Community Engagement and Service Learning. The Collective Impact project builds on the work of the Colorado Civic Health Network—an initiative founded after the 2014 publication of the Colorado Civic Health Index—which includes increasing volunteerism, voter engagement, civic health in minority communities, and student engagement. Dr. Orphan has focused her career on institutional civic engagement, and has previously served as the National Manager at the American Democracy Project.

With the Collective Impact Project, Dr. Orphan says that institutions are working to foster reciprocal partnerships with organizations in their communities, and that the information collected will be leveraged to create matrices as a framework for additional institutions—on a local, regional, and national scale—to participate in similar projects in the future. In the long term, participant institutions have the goal of translating the data collected from assessment and research into policy briefs for the state legislature, helping policymakers better understand the public impact of higher education and to drive future policy in higher education.

The University of Denver Office of Graduate Studies recently featured the advice of Morgridge College of Education (MCE)  faculty member Dr. Cecilia Orphan. A recent hire in MCE’s Department of Higher Education, Dr. Orphan knows how competitive the academic job market can be. Below, Dr. Orphan offers CV/cover letter advice and interview strategies for the academic job seeker.

Given the vanishing nature of tenure track jobs, a job as a professor is becoming more and more of an elusive brass ring. With careful preparation and practice, you can become a competitive applicant. What follows are a list of tips for your job search including advice about preparing your CV and cover letter and nailing the job interviews.

CV Prep

Curriculum Vitae is Latin for the “course of my life.” Remembering the etymology for this part of the application is important. A CV is much longer than a resume because it shows the academic journey you have taken since undergrad. There are a plethora of resources online that describe CVs, so I won’t be redundant and repeat the good advice of scholars much further along in their careers than me. That said, I have three pieces of advice:

  1. Imitate: Ask to see the CVs of faculty members you work with and students who are further ahead in your program or who have recently landed jobs. When you do this you’ll notice that there are a variety of different ways to construct a CV. If you see a format you like, ask the person if you can borrow their style. Also ask to trade CVs with 3-4 of your friends and say that you’ll edits theirs and give advice about it if they’ll do the same for you. The more eyes you can get on this document, the better.
  2. Proofread: There is absolutely no excuse for typos, spelling or grammatical errors in a CV. Your materials are going to be in a pile of hundreds of applicants and reviewers are looking for any reason to thin that stack. A typo or inconsistent formatting (ex: periods at the end of some but not all items on a bulleted list, italics in some places and bolding in others, etc.) can move your materials from the “look into further” pile into the “reject” pile. A piece of advice I received was to read my CV backwards, from the bottom to the top, so I could look strictly for typos and formatting inconsistencies.
  3. Tailor the Format: Depending on the emphasis of the job application, change the order of items in your CV. If you are applying for a job that emphasizes research, put your publications and research experience first. If you are applying for a teaching gig, put your teaching experience first. This re-ordering will signal to reviewers that you are serious about and understand the goals of the program and position.
Cover Letter Tip

Again, there is a bevy of advice out there on how to write a cover letter but I’ll chime in with the following advice: similar to the CV, your cover letter should tell a story about you as a scholar. The best way to do this is in a narrative format. How has your work, academic and personal experience culminated in your wanting to be a professor? How have your experiences influenced the research you do and the way you teach? How do all these pieces of your life fit together? Constructing a narrative is particularly important if you followed a nontraditional trajectory in your academic career.

Being able to tell your story in a narrative format also humanizes you to the reviewers and makes for a memorable and compelling application. Echoing the advice I gave regarding the CV, depending on the emphasis of the application, you’ll want to highlight either research or teaching within the text of the cover letter. This means that in a 2-page cover letter for a posting for a Research 1 institution, you’ll spend 3-4 paragraphs talking about your research and the second-to-last paragraph briefly talking about your approach to teaching. In your last paragraph, you need to write convincingly about how XYZ State University is the absolute perfect place for you to continue your academic journey.

Interviewing Advice

Once you get an interview (or interviews), celebrate! This is a huge accomplishment followed by what will have likely been dozens of applications you submitted and heard nothing about. After you celebrate, it’s time to get to work. Nowadays search committees conduct a Skype (or phone) interview with candidates first before deciding to bring the top three candidates to campus for a day and half long marathon interview. What follows is my advice about both steps in the interview process.

The Skype or Phone Interview

  • Find the Perfect Spot: If it’s a Skype interview, find a quiet place that has the semblance of an office. This will take some creativity because as grad students, you don’t have access to scholarly-looking-rooms you can take over and use for an interview. I conducted mine in my bedroom in front of a bookcase and I told my roommate that she had to be absolutely silent for 30 minutes.
  • Dress the Part: You should be in interview clothes whether or not the search committee can see you. Stepping into interview clothes (preferably a suit – it’s better to be overdressed than underdressed in these situations) helps you get into the mindset of an interview.
  • Prepare for Questioning: Come up with a list of 8-10 questions that you think they’ll ask you and practice answering these with a friend. Write down points that you want to cover and put them on sticky notes attached to your monitor. This way you can discretely glance at them during the interview if you get stuck.
  • Create Some Queries: There will typically be 20 minutes of questions that they ask you and 10 minutes of questions that you ask them. Your questions for them are probably the most important part of the Skype/phone interview. Your questions should not be about salary or benefits but instead about the work of the department, the strategic direction of the department, and how the department fits into the larger institutional context. Asking questions like this shows that you have a keen interest in the department and more importantly, that you have done your homework.
On-campus Job Interview

The on-campus job interview is in a word: intense. You will be meeting with people who are far more powerful than you (senior administrators) as well as people who are more senior than you in terms of rank. These people are trying to figure out if you would be a good colleague for them. Every aspect of this process is a job interview – everything from walking in the halls between “meetings” (mini interviews) to dinner the night before to breakfast the morning of. You will be watched closely during the entire time you are on campus and need to be on your game 100%. The hardest part for me was shifting my perspective and self-view from that of a grad student to that of a professor. Here are some tips to help you do that.

  • Practice, Practice, Practice Your Job Talk: I wrote a script of my talk and rehearsed it probably 30 times. This is a huge time investment because your talk should be about 40-45 minutes, but it is so important. Also, see if you can convene a group of folks (with strong faculty representation) to watch you run through your job talk. Get their feedback, implement it and … keep practicing.
  • Create a Narrative: Surprise, surprise, your job talk should be a narrative of sorts. I included an “impetus” slide in my job talks that described the impetus for my research. This helped my audience get to know me and also helped them see the trajectory of my work.
  • Select the Right Person: When it’s time for questions, call on the oldest person in the room. Also, pay attention to the person other people seem to defer to and really listen to. This person is likely someone with a ton of informal power who will make or break your interview. Make sure you establish a connection with this person.
  • Get to Know Everyone: Remember that you’re interviewing them just as much as they are interviewing you. Try to think of it as an opportunity to get to know new colleagues you will see at conferences for the rest of your life, and not as a do-or-die interview.
  • Approach Student Interviewing Earnestly: If the search committee has students interview you, take this very seriously. Students will report back to their faculty colleagues about how serious you took the interview.
  • Make Meaningful Connections: Read the last 3-5 articles written by every person in the department and think through ways your work compliments but is also distinct from theirs. Then be able to speak to these points of connection and areas in which you would add something new but related to their department.
  • Implement Mnemonic Devices: Print pictures of people and memorize them on the plane. Keep a cheat sheet in your brief case during the day. Calling folks by their names is extremely important. Do this in group interviews, “That’s a very interesting question, Cecilia … blah blah blah.” People like to hear their names. Calling folks by their name also shows that you have an interest in them as individuals.
  • Nix the Caffeine: Don’t drink too much coffee (unless you are exhausted). Your nerves are already going to be in overdrive. Coffee can exacerbate this. And for god’s sake, do not get drunk at dinner! I suggest ordering a glass of wine or a beer and sipping it throughout dinner.
  • Personalize the Follow-Up Email: Take notes about each person and send personalized thank you notes. If there is a question that you don’t know the answer to, say, “That’s an interesting and important question. I don’t know the answer to it now but I’ll think about it and get back to you.” Then follow up with that person through email and answer the question. Doing this shows that you are thoughtful and interested in ongoing scholarly engagement. If you wish that you had answered a question differently, after the interview email the person who asked and tell them how your thinking has changed or evolved since interview day.
  • Conduct Background Research: Take time to familiarize yourself with the mission and history of the university and come prepared with questions about how that larger mission informs the department.
  • Scrap Salary Talk: Don’t ask any questions about salary and benefits during the interview. This will happen in your negotiations with the dean if you get an offer.
  • Be Ready to Discuss Your Scholarship: Be prepared to talk through 2-3 concrete research ideas you will tackle in your first few years as a professor. A search committee is going to want to know that you’ll be able to stand on your own two feet after you leave the nest of your advisor’s mentorship. Having research ideas in mind will help with this.

My final piece of advice is to be yourself. Be exactly who you are. Authenticity is important for obvious human reasons but also important because a search committee is going to meet other interviewees who are trying to be who they think the department wants. That doesn’t land a job. Being yourself does.

For more information, check out the Academic Job Search Handbook. This is an amazing resource that will walk you through each step of the process.

NOTE: This blog post is being featured from the official blog of the University of Denver’s Office of Graduate Studies. View the original post here.

The Association for the Study of Higher Education (ASHE) held their 40th Annual Conference right here in the mile high city from November 5-7. We are excited to announce that 12 University of Denver faculty and students participated and shared their research on institutional change. These movers and shakers’ research covered a broad range of important issues that are sure to advance the conversation of inequality in Higher Education and stimulate collaboration among researchers and decision makers. We took some time this month to visit with these individuals and discover what their scholarship is all about.

Post Doctoral Fellow

Dian Squire

Dian Squire

Dian Squire, PhD Loyola University, Higher Education: Dian Squire is the postdoctoral fellow in the Interdisciplinary Research Incubator for the Study of (in)Equality. His research examines diversity, equity, and justice in higher education.  His current research focuses on the experiences of graduate students of color.

Presentation: 

  • Graduate Student Session: Conversations with Newly Minted PhD’s.  
Doctoral Students

Meseret Hailu

Meseret Hailu

Meseret Hailu, PhD student, Higher Education: Meseret’s research interests are grounded in comparative international education, with a special emphasis on gender issues in STEM programs in Ethiopian higher education. Methodologically, she aims to craft a mixed-methods research agenda.

Presentations: 

  • Examining the role of Girl Hub in Shaping College-­‐going Culture for Women in Ethiopia
  • Understanding Diaspora women’s Experiences in Ethiopian STEM Higher Education

Delma

Delma Ramos

Delma Ramos, PhD student, Higher Education: Delma’s research interests include access, retention, and graduation from higher education institutions, with an emphasis on underserved populations. Additionally, she focuses on the evaluation and assessment of programs with similar foci and on issues pertaining to educational quality in postsecondary education.

Presentations:

  • The Uphill Battle: An Analysis of Race and Gender Struggles in the Academic Pathways of Doctoral Women of Color
  • Limiting Levels of Involvement of Low-Income, First-Generation, Families of Color through Controlling Images
  •  Inequity in Workforce Outcomes of College-­educated Immigrants of Color: Human Capital Transferability and Job Mismatch

MSarubbi headshot

Molly Sarubbi

Molly Sarubbi, PhD student, Higher Education: Molly crafted a 3-day, embedded conference experience for local Indigenous practitioners and Tribal College Presidents in which they could have participated in various conference presentations, events, and community building sessions. In an effort to further celebrate the Indigenous cultures of expression, she also scheduled local spirit leaders to lead the group in opening and closing ceremonies. Local artists also were invited to showcase their cultural works.


Raquel Headshot

Raquel Wright-Mair


Raquel Wright-Mair, PhD student, Higher Education: 
Raquel’s research is grounded in social justice and focuses on issues of access and equity, as well as the identification of ways to create inclusive campus environments for underrepresented populations. Her research agenda includes looking at the experiences of students, faculty, and administrators of color on college campuses and examining structures, policies, and systems necessary for their growth, development, and success.


Bryan Hubain

Bryan Hubain

Bryan Hubain, PhD candidate, Higher Education: Bryan’s research is multifaceted and mutually informing. He focuses on the intersections of identities and how specific intersections of marginalized identities influence someone’s personal experiences and perceptions. His current dissertation research agenda focuses on a queer and intersectional analysis of the narratives of Black gay international students and racism in LGBTQ communities.

Presentation: 

  • Dialoguing the improvisation of risk: Critically addressing racial inequality and racial incidents in higher education 

Varaxy

Varaxy Yi-Borromeo

Varaxy Yi-Borromeo, PhD student, Higher Education: Varaxy’s research focuses on historically underrepresented and marginalized populations in higher education. Specifically, she is interested in Southeast Asian American college student success.  Varaxy is also interested in graduate student support, especially for graduate students of color.

Presentations: 

  • The Uphill Battle: An Analysis of Race and Gender Struggles in the Academic Pathways of Doctoral Women of Color
  • Understanding the Experiences of Faculty Engaging in Culturally Relevant Pedagogy and Curriculum in the Classroom
  • The Impact of Culturally Engaging Campus Environments on Sense of
    Belonging among White Students and Students of Color
  • Navigating Two Worlds: Educational Resilience of Burmese and Bhutanese Refugee Youth
Master’s Students

Jeffrey Mariano

Jeffrey Mariano

Jeffrey Mariano, Master’s student, Higher Education : Jeff’s research uses the Culturally Engaging Campus Environments (CECE) model as a means to explore how faculty members across various disciplines (STEM, professional fields, arts and humanities, and social sciences) incorporate culturally relevant pedagogy and curriculum into their classrooms. Specifically, this study highlights the ways these faculty engage the cultural backgrounds and knowledge of their students and the barriers and challenges they face.

Presentations: 

  • Understanding the Experiences of Faculty Engaging in Culturally Relevant Pedagogy and Curriculum in the Classroom
Faculty

NickCutforth-150x150-e1425592954469

Dr. Nick Cutforth

Dr. Nick Cutforth, Research Methods and Statistics: Dr. Cutforth’s research and teaching interests include school health and physical activity environments, qualitative research, physical activity and youth development, university/community partnerships, and community-based research. His current research involves school-based intervention studies related to physical activity and healthy eating among K-12 students in the San Luis Valley in rural Colorado.

Presentations:

  • The Civic Engagement Movement: A Symposium and Participatory History
  • Exploring the Power and Potential of Community-Based Research to Address Educational Inequality

Ryan Gildersleeve

Dr. Ryan Everly Gildersleeve

Dr. Ryan Everly Gildersleeve, Higher Education: Dr. Gildersleeve’s research agenda critically investigates the social and political contexts of educational opportunity for historically marginalized communities. He pursues this agenda in three inter-related braided lines of inquiry: critical policy studies, cultural analyses of higher education institutions, and poststructural philosophy/critical qualitative inquiry. Cumulatively, he hopes to contribute new tools for the study of inequality and the role(s) of postsecondary education in affirming social opportunities for non-dominant youth.

Presentations

  • Ritual Culture and Latino Students in American Higher Education
  • Exploring Posthumanism in Higher Education: Methods, Contexts, and Implications

Judy Kiyama

Judy Marquez Kiyama

Dr. Judy Marquez Kiyama, Higher Education: Dr. Kiyama’s research examines the structures that shape educational opportunities for underserved groups through an asset-based lens to better understand the collective knowledge and resources drawn upon to confront, negotiate, and (re)shape such structures. Dr. Kiyama’s current projects focus on the high school to college transition experiences of first-generation, and low-income, and families of color and their role in serving as sources of cultural support for their college-aged students.

Presentations: 

  • Limiting Levels of Involvement of Low-­‐Income, First-­Generation, Families of Color through Controlling Images
  • Presidential Session: Reflections on Connecting Research and Practice in College Access and Success Programs
  • Presidential Session: Culturally Relevant Research in Higher Education
  • Exploring the Power and Potential of Community-Based Research to Address Educational Inequality

Frank Tuitt

Dr. Frank Tuitt

Dr. Frank Tuitt, Center for Multicultural Excellence: Dr. Tuitt’s research explores topics related to access and equity in higher education; teaching and learning in racially diverse college classrooms; and diversity and organizational transformation. Dr. Tuitt is a co-editor and contributing author of the books Race and Higher Education: Rethinking Pedagogy in Diverse College Classrooms, and Contesting the myth of a post-racial era: The continued significance of race in U.S. education.

Presentations: 

  • Dialoguing the improvisation of risk: Critically addressing racial inequality and racial incidents in higher education
  • The (un)intended consequences of campus racial climate on university faculty
  •  The Black Womanist Manifesto: Navigating Media Influences in Higher Education

NOTE: This blog post is being featured from the official blog of the University of Denver’s Office of Graduate Studies. View the original post here.

Dr. Frank Tuitt is devoted to the examination and exploration of topics related to access and equity in higher education, including issues of race, Inclusive Excellence, and diversity in and outside the classroom from the purview of both faculty and students. As Senior Advisor to the Chancellor, Provost for Diversity and Inclusion, and Associate Professor of Higher Education at the Morgridge College of Education, his studies are centered on teaching and learning in racially diverse college classrooms, diversity, and organizational transformation.

On Tuesday, July 21, 201Dr. Frank Tuitt. Exemplifies Inclusive Excellence5, the American Council on Education released the report, Race, Class, and College Access: Achieving Diversity in a Shifting Legal Landscape at a release convening in Washington, D.C. As a member of the research oversight committee for the report, Dr. Tuitt contributed to a panel discussion at the event for a conversation on the report findings. During the final session of the day, focused on the connection between admissions and student success, he commented, “ We recognize our students, faculty, and staff come to us with a variety of experiences that are assets—not something that should be checked at the door—but that are valuable resources that will help them be successful and we find ways to help them leverage those rich assets to support their overall success.”

The report fosters a much-needed dialogue on how institutions can best respond to a shifting policy and legal landscape at a time when access to postsecondary education has never been more vital and our citizenry never so diverse. The researchers examine contemporary admission practices at four-year colleges and universities across a wide range of selectivity in the context of recent legal challenges to race-conscious admissions, including the pending U.S. Supreme Court case Fisher v. University of Texas at Austin. Among other findings, the authors examine the most widely used and effective diversity strategies; changes in admissions factors after the 2013 Fisher ruling and statewide bans on race-conscious admissions; and, the most sought after research and guidance given the current legal and political landscape.

plight of invisibility

The Plight of Invisibility: A Community-Based Approach to Understanding the Educational Experiences of Urban Latina/os

Dr. Judy Marquez Kiyama, Associate Professor in the Higher Education department at Morgridge College of Education, was featured in the Association for the Study of Higher Education’s (ASHE) June 2015 podcast. Dr. Kiyama spoke about her recent book, “The Plight of Invisibility: A Community-Based Approach to Understanding the Educational Experiences of Urban Latina/os” and on how her research which is related to communities, families, and college access, offers examples of collective action and systemic change. Dr. Kiyama reflected on how her work aligns with the 2015 ASHE conference theme, Inequality and Higher Education.

Dr. Kiyama’s current research examines the structures that shape educational opportunities for under-served groups through an asset-based lens to better understand the collective knowledge and resources drawn upon to confront, negotiate, and (re)shape such structures. Her research is organized in three interconnected areas: the role of parents and families; equity and power in educational research; and under-served groups as collective networks of change. Her current projects focus on the high school to college transition experiences of first-generation, and low-income, and families of color and their role in serving as sources of cultural support for their college-aged students.

Her recent book, The Plight of Invisibility, offers her unique contributions that inform the use of a community-based research approach that examines educational issues identified by urban, Latina/o communities. Through her research, Dr. Kiyama offers a new lens  from which to understand the circumstances of Latina/o students in schools as they navigate in social systems that are in opposition to them.

The University of Denver Morgridge College of Education was well represented at the 2015 American Educational Research Association (AERA) Annual Meeting. This year’s AERA meeting was held April 16-20, in Chicago, IL, with the theme: Toward Justice—Culture, Language, and Heritage in Education Research and Praxis.

With faculty from Child, Family, and School Psychology (CFSP), Higher Education (HED), and Curriculum Studies and Teaching (CST), as well as HED doctoral student Kristin Deal and Project Director at the Kennedy Institute for Educational Success, Doug Van Dine, at the conference, MCE made a great impression on Chicago.  Below is a list of the MCE faculty presentations:

HED Presentations:

  • Weaving Scholarship and Policy Making to Promote Inclusive Excellence in Traditionally White Higher Education Institutions Dr. Frank Tuitt, Kristin Deal, et al.

 CI Presentations:

  • Black Girls and School Discipline: The Complexities of Being Overrepresented and Understudied Nicole M. Joseph, et al.
  • Blacks’ Mathematics Education before Brown: An Examination of Mathematics Curriculum in Industrial Schools in the Segregated South, 1854 – 1954 — Nicole M. Joseph
  • Which kindergarten Common Core domains are most predictive of later mathematics achievement — Dr. Douglas H. Clements, Dr. Julie Sarama, et al.

CFSP Presentation:

  • Preschool Teachers’ Perceptions of Shared Book Reading Strategies that Promote Content Vocabulary Learning in DLL Children Sharolyn D. Pollard-Durodola, et al.

Dr. Ryan Evely Gildersleeve exemplifies Inclusive Excellence through his scholarly work, investigating the social and political contexts of educational opportunity for historically marginalized communities. Specifically, his research focuses on college access and success, higher education policy and critical qualitative inquiry. Dr. Gildersleeve is an Associate Professor and the Program Coordinator in the Higher Education (HED) Program.  He is an alumnus of Occidental College, and after, received his M.A. in Higher Education and Organizational Change and Ph.D. in Education from UCLA.

Currently, Dr. Gildersleeve is embarking on research that explores Latino graduation ceremonies. On a previous project, Los Estudiantes Migrantes y Educación (LEME), Gildersleeve worked with 12 migrant youth and their families, in California, over an eight year period. During this time all but two of the youth graduated from college and invited him back to attend their graduations. Of those 10 students, nine participated in Latino graduation ceremonies, preferring Gildersleeve to attend the Latino specific ceremony over the institutional commencement ceremony. His notion of the graduation ceremony was reimagined. Gildersleeve explained, “I noticed they were somewhat different than the institutional commencement ceremonies that I had become accustomed to; there was something really interesting in how the Latino ceremonies focused on students and families.” This is where his focus on Latino graduation ceremonies began, “One of these students from LEME was on a graduation committee, and he invited me to be the keynote speaker. That was really the beginning of the project for me.”

“I noticed they were somewhat different than the institutional commencement ceremonies that I had become accustomed to; there was something really interesting in how the Latino ceremonies focused on students and families.”

For Dr. Gildersleeve, part of why it’s important to examine Latino graduation ceremonies is that “ceremonies produce and reflect changing power structures in the purposes and values of higher education. Particularly, as we see the demographics of the United States changing rapidly, and an ascendancy of a stronger Latino middle class.” Morgridge HED students Darsella Vigil and Ben Clark are aiding Gildersleeve throughout the project. As Gildersleeve’s research gets underway, he will be visiting with student organizers of Latino graduation ceremonies and attending a number of these ceremonies throughout the spring of 2015. We look forward to the findings of his research and his continued dedication to inclusive excellence!

Our Ryan Evely Gildersleeve , an associate professor of higher education at Morgridge College of Education at the University of Denver was recently interviewed by Matthew Lynch from Diverse Education. Ryan discusses the current and possible future trends of higher education and why they are so important to higher education professionals.

To view Article, view here: http://diverseeducation.com/article/66148/

Dr. William Cross Jr. is a leading theorist and researcher in the psychology and identity development of minorities. His book, “Shade of Black”, is considered a classic in the field of racial identity. He is the President-Elect of American Psychological Association’s Division 45 (Society for the Psychological Study of Ethnic Minority Issues), an Elder of 2013 National Multicultural Conference, a CUNY Professor Emeritus, and a Distinguished Lecturer at Georgia Southern University.

Cross began his academic career at the University of Denver, graduating in 1963 with a Bachelor of Arts in Psychology. He became heavily involved with the social movements of the 60’s and 70’s and pursued a PhD from Princeton in Psychology with the focus on African American Studies, which has been at the heart of his research and career for the past 40 years. Cross’s most noted contribution to the field was the development of the Nigresence Theory in 1971, distinguishing the different stages of a person’s life as they explore their identity as it relates to their race and the race of others around them. Cross’s Nigresence Theory on identity development has been adapted to apply to both racial and social minority groups.

As the President-Elect of the Division 45, Dr. William Cross Jr. leads the American Psychological Association group to “encourage research on ethnic minority issues and [apply] psychological knowledge to ethnic minority issues”. At the upcoming 2014 American Psychological Association’s Annual Convention in Washington D.C., Cross plans on driving the agenda to highlighting two key topics: the incarceration of people of color and the lived experience of LGBT people of color. Cross and the rest of Division 45 are also drawing attention to the role of women, gay and lesbians, and people with disabilities within the American Psychological Association, as these minority groups are often underrepresented within the organization.

Cross blends his passion with scholarship to educate others and bring awareness to minority issues both nationally and locally. Later this month, Cross will be giving an important talk to students at the University of Texas at Austin to encourage scholars to continue to research the Nigresence Theory. “There are things about the Nigresence Theory that haven’t been researched enough, I want to push scholars to explore new areas of the theory and new directions in research,” Cross explains.

Over the course of his career, Dr. William Cross Jr. has come full circle, back to the University of Denver, where it all began. He currently serves a clinical professor at DU’s Morgridge College of Education in the Counseling Psychology and Higher Education programs. On the DU campus, Cross has worked with the Center for Multicultural Excellence (CME), supporting inclusive excellence and speaking at CME events on multicultural issues. In efforts to cultivate leadership and emphasize college access among young black males, Cross also participated in CME’s 2013 Black Male Initiative Summit.

Cross comments, “I feel very fortunate to have lived the life I’ve led. I’ve been married for over 40 years, with a daughter who lives in Denver; so moving to Denver has reunited our family.” Cross and his daughter have written two pieces together, one on self-concept and the other exploring racial identity development from a life span perspective. Cross and his daughter are also thinking about writing a third piece about the role of spirituality and personality development. “At 73, I’m still going pretty strong,” he adds.


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