About Us

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Established at Lehigh in 1991, the Center for Gender Equity continues to provide students a space for education and activism around women's and gender issues. Located in the hub of the University Center ,our dynamic student staff collaborates with several departments and study organizations, including the Office of Multicultural Affairs and the Pride Center. Focusing on transferable skills and content, student staff dream up, develop, implement and assess 90% of the Center for Gender Equity's programs and initiatives. 
 
Mission:  To create a gender equitable campus that exposes today’s systemic and social gender-related barriers to inclusive excellence and to prepare students, staff, and faculty for a socially just tomorrow.
 
Vision:  Lehigh University stands as a model campus for gender equity.
 
Approach:  Grounded in feminist praxis, we follow a three part approach: Inform. Engage. Act.
 
What's in a name? 
From the Women's Center to the Center for Gender Equity. Learn more about the change here!
 
 
Learn more about us and hear about our student staff members’ experiences in this short video, produced by our fabulous staff members!
You can also learn more about us via our History & Archives page!

 

Why should we be gender inclusive?

Why does being gender inclusive matter?
-National (indeed, perhaps international) trends of a “calling-out” rather than “calling-in” culture
-Reports of academic departments becoming less collegial, nationally and through Lehigh Climate Survey data
-Research and leaders purporting men and women hesitate being in meetings with persons of the opposite sex
-Tweets, trolling, and online bursts of hate and anger rather than conversation
-Increase in recruitment and retention of folks that are not part of the “Mythical Norm” (Lorde describes this space as White, straight, Christian, upper-class man)
How does being gender inclusive benefit staff?
-Methods for creating an inclusive and collaborative workplace and department 
-Creating skills for being with others whose views may be in direct opposition to one’s own
-Skills for supervisors to hear and inspire supervisees
-Skills for supervisees to make needs clear to and gain insights from supervisors
-Techniques for working with colleagues who are in academic affairs
-Techniques for working with colleagues of different ages, regions, and skills sets
-Techniques for working with constituents who are not part of higher education
How does being gender inclusive benefit faculty?
-Methods for creating a Department that fosters collaborative research, teaching, and service
-Methods for creating a Department and College ready to take risks on understanding the creative power in implementing different evaluative criteria for tenure and promotion
-Skills to become collaborative colleagues with Staff
-Skills for being with others whose views may be in direct opposition to one’s own
-Skills for sharing knowledge to people and agencies outside of the Department and academic community
-Skills for building an inclusive classroom
How does being gender inclusive benefit students?
-Learning to meet, live and work with, and develop long term relationships with people vastly different from or new to them (e. g. coming from different nations, areas within a nation, different race or sexual identity)
-Creating skills for being with others whose views may be in direct opposition to one’s own
-Developing skills for communicating with professors and administrators
-Practicing skills for developing non-hierarchical friendships and or romantic relationships