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 The College of Education strives to meet ECU's Diversity Goal

ECU will cultivate an inclusive, respectful working, living and learning environment; provide culturally and academically rich educational experiences; prepare our students to lead in a global multicultural society; and engage the region through inclusive social and economic opportunities.
East Carolina University is committed to equality of educational opportunity and does not discriminate against applicants, students, or employees based on race, color, national origin, religion, gender, sexual orientation, age, or disability.

East Carolina University supports the protections available to members of its community under all applicable federal laws, including Titles VI and VII of the Civil Rights Act of 1964; Title IX of the Education Amendments of 1972; Section 799A and 845 of the Public Health Service Act; the Equal Pay Act; the Age Discrimination Act of 1975; the Rehabilitation Act of 1973, as amended by the Rehabilitation Act Amendments of 1974; the Vietnam Era Veteran's Readjustment Assistance Act of 1974; the Americans with Disabilities Act of 1992; and Executive Order 11246 as amended by Executive Order 11375.

In compliance with Section 504 of the Rehabilitation Act of 1973, as amended, and the Americans with Disabilities Act of 1992, accommodations of the disabled extend to student programs, employment practices, elimination of physical barriers, and special assistance to disabled students and employees within the university.[1]

Disability Support Services see http://www.ecu.edu/dss/

The Office for Equity and Diversity provides leadership to the university's efforts to foster a welcoming and inclusive environment. The Office promotes equity in educational opportunity, programming, and employment and promotes an environment of diversity, respect, and inclusion for all members of the university community.

Diversity News

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A Critical Analysis of Rural Poverty

Imagine being a child, having to stand at the bus stop in 5am darkness, take an hour and a half long bus ride on an empty stomach, and come to school having to fully focus in the classroom?  Where would the child focus his or her attention when in the classroom?  According to Maslow’s Hierarchy of Needs, the most fundamental basis to attend to is one’s physiological needs, if not, the human body cannot function effectively.  Children living in rural poverty often face food and Continue reading →

Dialogues

ECU reading education faculty member works with veterans, families & WWII survivors in Saipan

Dr. Anne Ticknor, ECU associate professor in reading education, completed a second trip to Saipan to implement a second series of the discussion program, War in the Pacific: A Difficult Heritage. This program, funded by the National Endowment for the Humanities Standing Together initiative, is unique in that it targets a poorly represented and supported veteran community – Indigenous Pacific Islanders. According to the U.S. Census there are 27, 469 Native Hawaiian and Pacific Islander veterans living in the United States, and 685 in Saipan. Continue reading →