Diversity and Inclusion at Gillings
At UNC-Gillings, we cultivate a diverse and inclusive environment to better prepare our students for the diverse world that awaits them – a world that seeks culturally competent people to serve as its leaders.
When we embrace the socioeconomic, physical, cultural, racial and ethnic differences of our students, faculty and staff, we enrich the quality of coursework, classroom discussions, research and practice within the School and beyond.
Explore UNC-Gillings, and you will find this ethos visible in our:
Diversity and inclusion are central to our mission to improve public health, promote individual well-being and eliminate health disparities across North Carolina and around the world. Find out more about our School’s commitment to diversity, including: Diversity statement (2011). SPH2020: Our strategic plan (2010). Diversity and Inclusion Taskforce report (2011). At UNC Gillings, we train a diverse group of dedicated students to become world-class leaders and researchers. Discover more about the research we do, the training we offer, and the outreach we engage in to overcome disparities: At UNC-Gillings, you will find a commitment to:
Diversity and inclusion are central to our mission to improve public health, promote individual well-being and eliminate health disparities across North Carolina and around the world.
Find out more about our School’s commitment to diversity, including:
Diversity statement (2011).
SPH2020: Our strategic plan (2010).
Diversity and Inclusion Taskforce report (2011).
At UNC Gillings, we train a diverse group of dedicated students to become world-class leaders and researchers.
Discover more about the research we do, the training we offer, and the outreach we engage in to overcome disparities:
At UNC-Gillings, you will find a commitment to:
From 1940 to Today: A legacy of diversity and inclusion
Our legacy of diversity and inclusion. “Since the School’s inception almost 75 years ago, our faculty, students and staff have pushed themselves to make UNC-Gillings a diverse and inclusive environment, even as they worked to create the social and physical conditions to support health for all.
This legacy, upheld and reaffirmed across decades, was one reason I was so honored to be appointed dean in 2008 and to lead the School in extending those achievements. All around me I have found willing partners in this effort.
SPH2020, a renewed commitment to diversity and inclusion. In 2010, our School’s leadership engaged in a strategic planning process, SPH2020, in which we asked faculty, staff, students, and alumni from across the School to weigh in about their vision for UNC-Gillings in 2020. Hundreds shared their thoughts.
I was humbled and profoundly gratified by the desire – expressed by stakeholders from all departments and across all ranks– to enhance the diversity and inclusiveness of our School. This commitment:
Read on to discover more about how we embrace this vision, including how you, too, can participate and make a difference.”
–Barbara K. Rimer, DrPH, Dean and Alumni Distinguished Professor
Interested in hearing directly from students about their experience at UNC-Gillings? Contact us! We will pair you a student enrolled in one of our programs.
Leadership and Dedication
“Serving as co-chairs of the School’s 2014 Minority Health Conference has been an unparalleled opportunity. We have:
We both believe that the experience of being co-chairs of this annual conference – the oldest student-run conference in the U.S. — has shaped us in ways we don’t even know yet; what we have learned will serve us throughout our professional lives. Almost more than anything, we’ve had the experience of making a difference right now, as students.“
–Charla Hodges and Maryka Lier
Advocacy and Commitment
Opportunities to shape the School’s environment. “As doctoral candidates at UNC-Gillings, we both had the pleasure of developing and teaching a course in lesbian, gay, bisexual, and transgender health (LGBT Health: A population perspective). This graduate seminar, listed in both Health Behavior (HB) and Health Policy and Management (HPM), was reflective of the perspective that health and health inequities experienced by LGBT populations are systematic, the result of social structures, and can be alleviated through altering the environment through research-based intervention and policy change.”
Getting the course underway. Valuing the work of the School’s Diversity and Inclusion Task Force (2011), we expressed the need for the School’s academic mission to directly reflect that commitment. To that end, the Health Sciences LGBTQ Alliance, spearheaded by Derrick, developed a report summarizing where the School was and could be with respect to integrating LGBT health into its formal educational programs. Dio used this report to lobby both the Diversity and Inclusion Committee in HPM and the school-wide Diversity and Inclusion Task Force, regarding the need for, and potential of, this course. With the help of students, faculty, UNC’s Center for Faculty Excellence, and The Fenway Institute, we were able to draft a syllabus. The course underwent rigorous formal review by both HPM and HB, and several faculty “champions” helped move the process forward.
Both of us learned valuable skills in developing a new course as PhD students and were able to refine our skills as instructors as well. Additionally, we were able to learn from our students. Ours was the first jointly-offered course by HPM and HB, exemplifying productive collaboration already occurring among faculty and students across the School. Finally, we were able to apply much of what we learn in public health on a smaller scale: how to effectively build partnerships, advocate for change, and work to make it happen. For both of us, teaching this course was a phenomenal way to culminate our doctoral experiences.
-Dio Kavalieratos and Derrick Matthews
The richness that diversity brings to everyone's learning experience cannot be captured with numbers alone. We know that. Our students bring widely differing perspectives to the table. This incredible wealth of diversity means our students teach each other as much as we teach them.
We value these contributions. They help shape our research questions and make us better practitioners.
At UNC-Gillings, transparency about where we are with diversity is part of who we are.
Here is a snapshot of a few of the ways we are diverse. You can help us capture more by describing, in your application statement, how you would bring diversity to our programs and School.
Seventy percent of our students, and 52% of our faculty are women; ten percent of our student body is international.