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5/4/2021

Last weekend, a casino shooting rocked the Oneida Nation in Green Bay, Wisconsin. While motives for this most recent event are not clear, indigenous communities in the United States are suffering from higher mortality rates from COVID and ongoing violence including disappearances and murders of indigenous women. As incidents of violence against Black Americans, Muslim Americans, Asian Americans and Pacific Islanders, and Hispanic Americans have been widely and justly denounced across the nation, incidents affecting Native communities have often been less visible in our media. 

The UCCS Departments of Anthropology and Sociology and the Women’s and Ethnic Studies Program stand in solidarity with the Oneida Nation as tribal members grieve the violence committed on Saturday. We further support our student Lanice Powless, a member of the Oneida tribe, in raising awareness of these issues and encouraging our community to participate in the National Day of Awareness for Missing and Murdered Indigenous Women rally Wednesday, May 5 at 5 pm.

3/19/2021

The Department of Sociology, the Women’s and Ethnic Studies Program, the Department of Anthropology, and the Department of History at UCCS stand firm in denouncing the recent rise of anti-Asian harassment, hate, and violence. We also condemn willfully ignorant statements that draw upon stereotypes of Asians/Asian Americans and minimize the ongoing violence directed at them, such as those made by Captain Jay Baker of the Cherokee County Sheriff’s Office insinuating that the Atlanta mass shooting that killed eight people, six of whom were Asian women, were the actions of a sex addict simply having a “bad day.”As scholars dedicated to the study of race, inequality, and social justice, we want to be clear that acts of xenophobia and racism of any kind have no place in our classrooms, workplaces, or communities.

• Interdisciplinary approach: understanding history, culture and society from a range of perspectives, including those emanating from communities whose stories and lives have been marginalized.
• Scholarly sophistication: writing autobiographical, analytical, and research papers; creating artistic work; and expressing oneself with clarity and confidence.
• Developing knowledge: becoming well versed in the rapidly increasing scholarship on women and racial/ethnic groups with special focus on transnational studies; literary and artistic achievements; historical, social, political and economic conditions; and families and communities.
• Engaged teaching and learning: excelling in classes that allow students to claim an education that values their contributions, and that challenge and spark students’ intellectual imaginations.
• Community: developing a sense of belonging to an intellectual field and community that is innovative, multiracial, and inclusive; learning to work with integrity and openness with people from diverse backgrounds; building bridges across race, class, gender, sexuality, nationality, age, disability, and religion and apply this knowledge to other disciplines and communities; and to see a link between theory and practice.
• Social change: to develop skills to shape our collective future in ways that foster diversity and equity. To gain the preparation needed to earn graduate degrees and/or gain employment in WEST-related fields, and to work with people from a range of backgrounds.