Diversity & Inclusion at the Trachtenberg School
Trachtenberg School Diversity and Inclusion Statement
The Trachtenberg School of Public Policy and Public Administration recognizes, values and actively promotes the vital importance of developing public service professionals who can successfully operate and create results in a diverse and inclusive twenty-first century environment. Governance within the United States and abroad requires intentional engagement with issues of individual, social, economic, geographic and historical differences. The school pledges to:
Sustain an inclusive atmosphere through the recruitment and retention of students, faculty and staff from diverse and historically underrepresented populations
Develop a curriculum that actively engages with the differential impact of public policy on various cultures and groups
Foster an academic environment that promotes informed, honest and respectful dialogue on challenging policy and administrative issues.
The Trachtenberg School is dedicated to developing public policy leaders and public administrators who understand and influence domestic and international affairs by actively promoting diversity and inclusion within the academic environment, the workplace and public policy decision-making.
In accordance with the George Washington University, the Trachtenberg School is guided by the following definitions of diversity and inclusion:
Diversity: The term diversity is used to describe individual differences (e.g. life experiences, learning and working styles, personality types) and group/social differences (e.g. race, socio-economic status, class, gender, sexual orientation, country of origin, ability, intellectual traditions and perspectives, as well as cultural, political, religious and other affiliations) that can be engaged to achieve excellence in teaching, learning, research, scholarship and administrative and support services.
Inclusion: The term inclusion is used to describe the active, intentional and ongoing engagement with diversity -- in people, in the curriculum, in the co-curriculum and in communities (e.g. intellectual, social, cultural, geographic) with which individuals might connect.