Growing up in a poor, rural and conservative village in Vietnam, I often saw my parents teased by their peers with saying like “one son is worth ten daughters” because they had three daughters and no son. I was frequently reminded to “know my place” in the kitchen. As a ten-year-old girl, I did not understand what diversity and inclusion (DEI) meant, nor how to respond to those comments. I only knew that they hurt, and many times I wished I were a boy. These childhood experiences have deeply shaped my understanding of how gender inequality and structural bias affect lives and opportunities. My commitment to promoting diversity and inclusion is set forth by these personal experiences and years of learning in an international setting. I grew up in Vietnam, got a master’s degree in New Zealand, and now teaching in the United States. I am committed to making DEI core values in my academic and professional journey.

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In Vietnam, DEI concepts barely exist. Terms like race, discrimination, religion and sexual orientation are never discussed in the traditional education setting. Approximately 90% of the population is Kinh ethnicity, and the rest 53 ethnic minorities live in marginalized remote mountainous areas. They are treated as backward communities with little voice in the country’s development. I knew very little about their lives and cultures until I had the opportunity to study abroad and look back to my home country from a different perspective. As the only Asian in a classroom of all white New Zealand students, I suddenly found myself in the minority. This experience brought many challenges, yet also valuable opportunities to learn and grow. I was challenged to question my understanding of diversity, and approach differences with respect.

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My teaching experience also taught me the challenges and opportunities of managing diverse classrooms. In educational setting, fostering diversity and inclusion begins with recognizing differences. Creating an inclusive space also requires instructors to make deliberate efforts to accommodate various learning styles and needs. I’ve learned that conversations about sensitive topics, such as white supremacy, could quicky go off track without mindful facilitation. This had led me to critically examine my own teaching practices – questioning whether I unintentionally reinforce implicit bias, if my course content includes different voices, and if it opens space for questions and critique. I strive to create a safe space for students to express their opinions on difficult subjects. I incorporated participatory approaches and various examples so that students from different backgrounds can relate to. I believe that communication and mutual understanding can help reduce discrimination and inequality. As we live in an increasingly diverse environment, my goal is to help students become informed, responsible, and compassionate citizens who value social justice and equity.

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As a researcher in public affairs, I have had opportunities to study many issues related to diversity and inclusion, and I wish to continue this career path. My research interests focus on topics such as underrepresentation, gender wage gap in the public sector, board diversity, and generational differences in the nonprofit sector. I contributed a book chapter that examines the impact of the COVID-19 pandemic on women through intersectional lenses and the implications for human resource management. Additionally, some of my working manuscripts investigate how public policies and funding, along with e-government initiatives, can reduce or exacerbate inequity. I also proactively participate in activities to promote diversity and inclusion. For example, I dedicated Southern’s Minority Recruitment and Retention Grant to organize Women and Gender Studies Conference in 2024. In 2019, I was recognized as Graduate Diversity Scholar by the Association for Research on Nonprofit Organizations and Voluntary Action (ARNOVA). I chaired the monthly Ph.D. Lunch and Learn seminar in 2021-2022 to foster network and knowledge exchange among doctoral students in public affairs. My long-term goal is to become a diversity scholar, educator, and mentor.

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To me, diversity and inclusion are not just titles to include in a course; they represent an ongoing journey that requires continuous effort. As the graduate coordinator of Southern’s Master of Public Administration (MPA), I have been teaching and advising students from diverse backgrounds. The values of DEI and social justice are embedded in everyday conversations and interactions with students. At Southern, I wish to continue my commitment to DEI by incorporating diversity-related topics into my syllabus and fostering students’ understanding of DEI and how to incorporate inclusive practices in their works. I also aspire to build up a rigorous  MPA program that encourages diversity and acceptance.