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Office of Equity, Social Justice and Muliticultural Education

Our programs

Get Involved!

Equity Core Teams (ECT)

Student Equity Advocacy Leadership Training

State Equity Initiatives

High Impact Practices Seminars and Speakers Series

Trainings and Certificates

Cultural Humility


Equity Professional Development

Equity Action Council (EAC)


Jean Miller Resource Room for Women, Genders, and Sexuality

Equity Officer Representatives

Room Reservation Request

Conference and Summits

Equity Partners In Learning (formally Partners In Learning)

Intersectionality & Student Success Conference (Formally Queer & Now)

Equity Leadership Summit (AKA: Linkages Institute)

Allies Retreat

Training programsEquity Core Teams

Diversity Dialogue Groups

Cultural Humility Certificate

Equity In Education Student Leadership Certificate

WAIT! For Equity (White And Invested Teachers)

Equity visionConceptual Framework

Ways We Serve

Guiding Assumptions and Core Values

Visual Tools

campus Equity PlanningResources for Equity Planning

Resources for Deans

Resources for Chairs



The Art of Change Exhibit

Past Newsletters

Event Galleries


LGBTQ Resources

Lending Library 


Faculty (Full and Part-time)

Classified and Certified Professionals

Department Chairs

Manages and Deans

Multicultural EducationWhat is Multicultural Education?

Overview and History of Heritage Months

Heritage Month Events

Equity Pedagogy

Culturally Responsive Teaching




Office of Equity, Social Justice and
Multicultural Education

Terms and Concepts That Guide Our Work

The Office of Equity, Social Justice and Multicultural Education is committed to moving our efforts beyond “diversity sensitivity” to a much deeper systemic approach to educational change and social transformation.

We accomplish this through a commitment to intentional practices, guided by the principles of equity, social justice and multicultural education. First, in order to create an institutional dialogue that shifts the discourse to one of equity, social justice and multicultural education, we must define our terms and create shared understanding of our conceptual framework.

Thus, we have provided below a review of the concepts that guide our practices, which are as follows:

Equity || Social Justice || Multicultural Education || Cultural Humility as a Conceptual Framework


Equality refers to quantity, whereas equity refers to quality. Our commitment is to creating a quality working and learning community for every student, faculty member, classified professional and administrator. Equity is not about fairness or the idea of sameness. Rather, it is much more complex, requiring more critical analysis and systems change in an effort to meet each person where they are in an effort to support the uniqueness that they bring to our institution.

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Social Justice

The Center for Economic and Social Justice provides the following definition for social justice, which guides our work in the Equity Office. Social justice is the virtue that guides us in creating those organized human interactions we call institutions. In turn, social institutions, when justly organized, provide us with access to what is good for the person, both individually and in our associations with others. Social justice also imposes on each of us a personal responsibility to work with others to design and continually perfect our institutions as tools for personal and social development. Social justice encompasses economic justice.

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Multicultural Education

Multicultural education has been broadly defined by various scholars and practitioners in the fields of early childhood through higher education. The following is a summary provided by National Association of Multicultural Education (NAME) to explain this critical approach and how it can be applied regardless of the institution of education. What’s more, this explanation should serve as a starting place for deeper understanding as well as one that most closely informs the theoretical underpinnings of the De Anza College Equity Office.

“Multicultural education is a process that permeates all aspects of our campus practices, policies and organization as a means to ensure the highest levels of academic achievement for all students. It helps students develop a positive self-concept by providing knowledge about the histories, cultures, and contributions of diverse groups. It prepares all students to work actively toward structural equality in organizations and institutions by providing the knowledge, dispositions, and skills for the redistribution of power and income among diverse groups. Thus, school curriculum must directly address issues of racism, sexism, classism, linguicism, ablism, ageism, heterosexism, religious intolerance and xenophobia.

Multicultural education advocates the belief that students and their life histories and experiences should be placed at the center of the teaching and learning process and that pedagogy should occur in a context that is familiar to students and that addresses multiple ways of thinking. In addition, teachers and students must critically analyze oppression and power relations in their communities, society and the world.

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Cultural Humility as a Conceptual Framework for Enhancing Equity Work

Cultural humility is part of the guiding philosophy and approach of the Equity Office for engendering equity, social justice and multicultural education at De Anza College. Diversity alone does not result in equity or inclusion.

Read more: What is Cultural Humility?


Normal is in the eye of the beholder.

                         – Whoopi Goldberg, actor


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Building: MLC 250

MLC Floor Layout

Adriana Garcia


Last Updated: 6/18/14