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she would be an advocate for social justice – even if, as she said, “I didn’t know the language [of social justice] yet.” PLU helped her figure that out. As a diversity advocate, Pierce played a primary role in coordinating the Students of Color Retreat, which is in its seventh year at PLU. It is a chance for students to come together and talk about their experiences with identity development. As a student who struggled with some of the same issues, Pierce wanted to make sure there was a safe

parents, Robert Treuer, an Austrian Jew and Holocaust survivor and Margaret Seelye Treuer, a tribal court judge. Treuer’s lecture will build upon an article he published in the New York Times in July 2022. He will address his experience navigating the space between his parents’ vastly different backgrounds, and how his mixed cultural identity has influenced his perception of the United States. Truer is the recipient of a Pushcart Prize, two Minnesota Book Awards, and fellowships from the NEH, Bush

application by Friday, October 21, 2022 and join us on Saturday, October 29, from 1 pm to 5 pm EDT for a virtual program. This program is directly trying to address the lack of diversity in STEM and, in particular, physics Ph.D. programs due to racial, ethnic, or gender identity. As such, when we mention under-represented minority groups, there is a special focus on Black, Hispanic, and indigenous peoples communities,  female and female-identifying students, and other gender minorities, but members of

means to be a first-generation college student. Additionally, they will explore how their first-generation identity intersects with other identities, as well as how their identity affects their college experience. Read Previous Makaela Whalen ’23 pursues newly launched pre-law minor Read Next Despite pandemic challenges, transfer student finds community at PLU LATEST POSTS PLU Scores 4.5 out of 5 on Campus Pride Index: What does that mean? November 21, 2024 YouTube Short: A quick campus tour and

-white institution and Eurocentric curriculum had damaged her own cultural understanding due to lack of representation within textbooks or classroom leadership.“In middle school, I disassociated with being Asian. In high school, I had to work harder to be confident in my cultural identity,” Chan says. “I reflected on what I’d been through, the microaggressions that piled up.” Students asked if she ate dogs; a teacher asked her to contribute thoughts on China. The language arts curriculum presented

middle school, I disassociated with being Asian. In high school, I had to work harder to be confident in my cultural identity,” Chan says. “I reflected on what I’d been through, the microaggressions that piled up.” Students asked if she ate dogs; a teacher asked her to contribute thoughts on China. The language arts curriculum presented just two books for her Asian identity, more specifically her Chinese culture — through “Joy Luck Club” and “Born Chinese” — but in-depth classroom discussions on