UBC Faculty of Education StEAR Projects

UBC StEAR Enhancement Fund

The Strategic Equity and Anti-Racism (StEAR) Enhancement Fund provides funding for student, faculty and staff-led initiatives that seek to advance racial equity, disability equity and equity in relation to sexual and gender identity — with consideration of intersectionality. Established in 2023, the fund is aligned with UBC’s StEAR Framework and Roadmap for Change, planning tools developed to guide UBC’s approach to implementation of equity and anti-racism priorities and evaluation of progress.

UBC Faculty of Education StEAR Matching Fund

The Faculty of Education offered matching funds to faculty, staff and students who were successful applicants to the University-wide StEAR Enhancement Fund. This funding opportunity was intended to support the Faculty of Education’s equity priorities, plans and actions.

UBC Faculty of Education StEAR Projects

Community-based Research and Knowledge Equity Institute in the Downtown Eastside

Applicants: Dr. Michelle Stack (EDST) and Dr. Katherine Cheng

Project description: Residents of the Downtown Eastside (DTES) are often said to be over-researched and under-served. The proposed two-day workshop leverages the collective strengths of artists, advocates, students and academics to move from knowledge to community impact. The workshop will be a collaborative effort that includes DTES community organizations and UBC units. Participants will develop plans to leverage collective knowledge for policy impact. The project will impact participants from the DTES and UBC.

Developing Multi-layered Resources to Support the Diverse Learners in Higher Education

Applicants: Dr. Anusha Kassan (ECPS), Dr. Melanie Nelson (ECPS), Kate Rho, Linnea Kalchos, Aisha Ghani, Hira Peracha, and Debopriya Sen

Project description: The proposed project is being put forth by the Committee for Critical Social Justice in the School of Applied Child Psychology. Each year, the committee prioritizes an area of social justice, with ableism being its most recent area of focus. Through this StEAR initiative, the aim is to develop resources to highlight the needs and experiences of diverse learners in higher education. This will include a series of infographics geared to faculty, staff and students, as well as, a scholarly manuscript for publication.

Kickstart – A peer network support for ECED IBPOC students in Year One of Graduate Studies

Applicants: Karen D’Souza (ECED), Jihye Kim, Shirina Aktar, Chatsy Gabriela Fernandes and Negar Khodarahmi

Project description: The project proposes to create a peer network for incoming IBPOC students within the Early Childhood Education (ECED) and Human Development, Learning and Culture (HDLC) programs in the Faculty of Education with the primary goal of enabling them to navigate university life. Research shows that peer mentorship for graduate students contributes to academic success, social bonds, psychological well-being and future career prospects (Lorenzetti et al., 2019). The project intends to combat barriers such as a lack of knowledge and experience of institutional systems, academic expectations and living in a new environment.

Learning about Histories of Discrimination and Racism in the Lives of Indigenous Peoples through Connection with Local Communities

Applicants: Dr. Melanie Nelson (ECPS), Dr. Anusha Kassan (ECPS), Kate Rho, Linnea Kalchos, Aisha Ghani, Hira Peracha and Debopriya Sen

Project description: The project will address anti-racism and promote inclusivity in the context of Truth and Reconciliation in Canada. The key objective is to enhance understandings of discrimination in the everyday lives of the Indigenous peoples. This will be accomplished by connecting with Elders from local Indigenous communities. In this way, this project will raise awareness about the impacts of systemic racism and the role of critical social justice for Indigenous peoples.

Sensory-friendly Spaces for Students and Staff in the Neville Scarfe Building

Applicants: Lu Tian (TEO) and Shruti Asokan (DNSO)

Project description: The project aims to repurpose existing rooms in the Scarfe building into sensory-sensitive spaces for students and staff without private offices. Tailored for those on the autism spectrum, neurodivergent individuals and those with anxiety, post-traumatic stress disorder or head injury issues, the primary goal is to provide a quiet and safe environment for decompression. If two spaces are possible, one will serve as a private area for nursing mothers to pump or breastfeed and for individuals awaiting medical services to rest.



To learn more, read the Equity and Inclusion Office’s announcement.