Sheryllin White™ Publishing

Sheryllin White's

Diversity, Equity & Inclusion Statement

Copyright ©2021 - Sheryllin White.  All rights reserved.

DIVERSITY, EQUITY & INCLUSION STATEMENT 

STEWARDSHIP

As an African American woman, I have witnessed and experienced the marginalization of myself, people who look like me, as well as other people of color, and the broad stroke of the discriminatory pen; this has been a motivating factor in the microcosm and the diversity of the trajectory of my life’s pursuits.  It has been those hurdles, bumps, and bruises that have altered and changed my life’s path and redirected my course.  I have faced discrimination and seen its implications within far too many life experiences.  And, yet, we rise!   

My life has been a wondrous work-in-process, work-in-progress, and this self-discovery will continue throughout my life’s lateral and ascending steps, stages, opportunities, accomplishments, and growth.  I live within a continuous paradigm shift of learning, growing, analyzing, questioning, exposure, and discernment.  Academically, socially, culturally, and professionally, I have stepped into various arenas that have exposed me to the richness of the diversities that dwell within each gamut of the competitive pool of students, applicants, faculty, staff, employees, customers, or stakeholders.  

My life’s mission began as a quest for ascertaining:  What are my life’s passions, desires, beliefs, opinions, perspectives, goals, and aspirations?  What do I want, need, and desire?  What is the greatness that I am supposed to attribute to my community, country, and the world?  How much can I learn to make myself a catalyst for change?  Then, as I discovered my passions, my life became directed within my intentional focus:  to share God’s love with myself and with others, to appreciate that my life is about stewardship, and to engage in creating a world filled with diversity, inclusion, and equity opportunities, advantages, empathy, fairness, a level playing field for all that desire to experience the greatness that the universe has created for all to enjoy and to thrive within its vastness. 

My life has been about the values integral to my passionate pursuits of respect, accountability, integrity, service, and excellence.  

My values for diversity, inclusion and equity awareness began within the experiences of my childhood and my mother’s upbringing and values that have guided me along a mission to catalyze change. 

THE CULTIVATION OF MY VALUES, MORES, BELIEFS, 

PERSPECTIVES, AND OPINIONS 

REGARDING DIVERSITY, EQUITY, AND INCLUSION:

Diversity, Equity, and Inclusion awareness was an integral aspect of how my mother, a former educator and counselor, trained and empowered her daughters to experience and contribute to our life, living, and community.  

It was a constant and continuous education that began from her formative years growing up in New Orleans, Louisiana, her freshman year in Baton Rouge, Louisiana at Southern University in 1961, and her activism in the, now, historical sit-ins and marches that were taking place at that time within her life.  Soon afterward, she moved to attend Compton College until she was formally admitted to the University of California, Los Angeles where she received her bachelor’s degree in Social Sciences.  My mother continued her graduate-level studies by obtaining master’s degrees in education and counseling at California State University, Los Angeles. 

My mother’s life and experiences exposed her to the disparities that exist, from her Southern academic experiences, during the historical challenges of segregated and integrated communities, and her move to educate and influence the academic training and experiences of students within the city of Los Angeles in the state of California.  It garnered how she would consciously choose to educate her daughters. 

My mother served as an educator and counselor with the Los Angeles Unified School District for over thirty years.

My mother’s career as an educator was a family endeavor.  She encouraged my siblings and me to donate our time within the inner-city schools where she taught to expose the children to the vastly different educational advantages that my siblings and I experienced throughout the education that we received from schools within affluent neighborhoods and the extracurricular activities that my family engaged in our hobbies and passions.  

From my childhood to adulthood, within the inner-city schools where my mother was an educator, my siblings and I often volunteered and taught art, music theory, mathematics tutoring, reading awareness, science experiments, current events, and girl scout badge experiences and training.  Also, we provided exposure to the concepts of international cultural identities, farming and how things grow, boating skills, swimming, and its importance, national travel, international travel, and college and university awareness. 

As a public school educator and school counselor, my mother knew the importance of exposure to diversity, inclusion, and equity.  She invested in her daughters through numerous experiences and exposure to find ways to balance the playing field for our life choices and decisions.  

During my junior high school through my graduate-level years of study and beyond, my mother opened our childhood home to international high school and university students.  My mother desired for her daughters to have a global perspective, awareness, and understanding.   

At the dinner table and throughout our camping excursions, the conversations with our exchange students broadened our perspectives, opinions, identity, knowledgeability, and understanding about racism, sexism, harassment, and retaliation that were taking place around the world.  It was to enrich our perspectives about the opportunities, advances, experiences, and passions existing beyond the scope of the community and national perspectives.  It was to model and mold our desire for continuously learning and our quest for self-discovery.   

The international cultural opinions, values, and perspectives that enhanced our parental home were from Japan, Thailand, Germany, and Spain.  Each experience with the international students was vastly different.  Through each program, the students were from varying political, religious, and economic aspects of the countries’ culture.  

Within my childhood home, we hosted cousins, friends, and other distant relatives.  My family was affected by my maternal and paternal great-grandparents’ lineage.

Throughout my life, the national influences were from the diversity of opinions, beliefs, and perspectives from the richness of my large extended kinfolk community, the kinfolk churches, church camps, girl scout camps, camping excursions, family reunions, our schools, and neighborhood community.  My extended family is located throughout the United States and very diverse.  It is a thriving rainbow coalition of perspectives, opinions, beliefs, cultures, and ethnicities.  And to enrich my multicultural awareness, the neighborhood where I grew up was multicultural with diverse cultural perspectives, opinions, and beliefs. 

The collectivity of my experiences was empowering, enlightening and impactful on the trajectory of my life.   

MY PAST …

Consciously, throughout my life, I have searched for knowledge, awareness, understanding, self-discovery, and ways to build my skills and talents.

Within my past and my present, the academic institutions that I attended or where I worked, as well as the businesses where employed, including the companies I founded, have broadened my perspectives, enlightened my worldview, demonstrated my diversity/equity/inclusion experiences, and empowered me to strategically appreciate my knowledgeability and creativity to catalyze diversity/equity/inclusion changes.  I desire for a diverse, equitable, and inclusive world to thrive and embrace.  

I have attended schools and universities and served as an educator within school districts that encompass a vast array of communities from culturally, socially, economically, ethnically, religiously, and philosophically diverse perspectives, opinions, and identities.  

MY EDUCATIONAL BACKGROUND 

My educational background includes a Master of Science degree in Educational Administration and a Bachelor of Arts degree in Social Sciences.  I have completed over sixty graduate-level units in Educational Administration courses, forty graduate-level units in Business Administration courses, fifty-seven graduate-level units in Education, and twenty-one graduate-level units in African and African American Studies.  I have completed over one hundred eighty graduate-level units and one hundred ninety-eight undergraduate-level units to enhance my exceptionalism, wisdom, perspectives, expertise, skills, talents, and understanding.  I have invested a wealth of time self-learning, developing, and building my computer technologies, communications, and writing skills. 

Also, I have completed fifty-seven (57) graduate-level units in Education to obtain the Professional Clear Multiple Subject Teaching Credential.  The completed graduate-level education courses were entitled:  foundation in educational practice; health education for teachers; curriculum and instruction 1 & 2; student teaching 1 & 2; exceptional children in the classroom; human development and learning; computer-based technology in the classroom; methodology for language development in the first and second language; the methodology for language arts; and the teaching of reading.  

At the University of California, Irvine, my obtained bachelor’s degree was a Bachelor of Arts in Social Sciences with extensive courses to train me in multicultural, equity, diversity, and inclusion awareness within society.

My K thru 12 academic experiences include Pacific Palisades High School, Paul Revere Junior High, Corinne Seeds Elementary School (UCLA Lab School), and Twenty-Fourth Street Elementary School. 

MY PAST RESEARCH & STUDIES IN DIVERSITY, EQUITY AND INCLUSION 

Within my academic educational pursuits, I have attended large universities, an historically black university (HBCU), a private catholic college, and a community college.  I witnessed the perplexities of how many institutions handle or do not handle diversity, equity, and inclusion issues.  I have seen what works and what does not work. 

My academic past includes attending the following colleges and universities:  University of Southern California, National University, Clark Atlanta University, College of Notre Dame (Notre Dame de Namur University), Santa Monica College, and the University of California, Irvine.  I have attended these schools at different levels of my academic studies, either undergraduate-level or graduate-level.  And there were specific academic courses that assisted in my Diversity, Equity and Inclusion (DEI) Awareness. 

At the University of Southern California, I took the below listed graduate-level courses that specifically assisted in my academic training in diversity, equity and inclusion:

• Educational Policy, Planning and Administration 519 – Current Issues in Governance and Educational Policy (Ed.D. course); and Educational Policy, Planning and Administration 613 – Laws and Politics of Education (Ed.D. course)

At National University, I took the below listed graduate-level courses that specifically assisted in my academic training in diversity, equity and inclusion:

MBA - Graduate-level DEI courses - 

• Human Resources Management 640, Managing Human Resources in Multicultural Environments; Management 601, Leadership in a Global Environment); Marketing 602, Marketing Management for Global Competitiveness. 

M.S. Ed. Adm. - Graduate-level DEI courses - 

• Education 614A, Theories, Assessment, and Application of Educational Leadership; Education 615A, School - Community Relations in a Diverse Society; Education 616A, Management of Educational Personnel:  Social, Political and Policy Issues; Education 617, Philosophy, Theory, and Governance of Educational Leadership; Education 620A, Schools as Organizations:  Development and Resource Management; Education 624, Supervision of Instruction:  Curricula, Evaluation, and Staff Development; Instructional Leadership 602, Applications of Instructional Theory; Instructional Leadership 603, Curriculum Alignment and Evaluation; Instructional Leadership 680, Research in Education; and Education 620B, Preliminary Administrative Field Experience.

Professional Clear Multiple Subject Teaching Credential - 

Graduate-level DEI courses -  

• Education 545, Foundational/Educational Practice; Education 501, Health Education for Teachers; Education 546A, Curriculum & Instruction I; Education 546B, Curriculum & Instruction II; Education 547B, Reading Methodology, Multiple Subject; Education 530C/D, Student Teaching; Education 625, Exceptional Children in the Class; Education 511C, Human Development & Learning; Cross-Cultural Language and Academic Development (CLD) 621A - Methodology for Language Development in 1st and 2nd Language; and Cross-Cultural Language and Academic Development (CLD) 621B, Methodology for Language Arts and the Teaching of Reading. 

At Clark Atlanta University, I took the below listed graduate-level courses that specifically assisted in my academic training in diversity, equity and inclusion: 

• AAS 501, Africa and African Diaspora; HIS 603, Seminar in African American History; HIS 680, Survey of African History; HIS 604, Seminar in African American History; HIS 681, History of Africa Since 1800; EDF 557, Education and Global Development; FRE 405, French for Graduate Students; and STA 101, Fundamental of Speech. 

PAST EXTRACURRICULAR ACTIVITIES:  

Throughout my professional career, I have engaged in extracurricular activities to serve as a Diversity, Equity and Inclusion catalyst for change, including:  

Summer Youth Employment & Training Program - 

Site-Administrator/ Instructor - Summer 1997

• During the Summer of 1997, as an employee with the Los Angeles Unified School District, I served as a site administrator and facilitator to supervise, advise, and empower the Summer Youth Employment & Training Program’s at-risk student participants (ages 14 to 21) to engage in cooperative learning and working environments at two sites:  The Parents of Watts and the Pueblo del Rio Housing Projects - two facilities in Los Angeles, California.
• During this professional position, I created an enriching academic, social, and professional six-week lesson plan that would best prepare the students academically, socially, and professionally by using the Imaginitis Learning System’s Imaginomics project.  This program “develops workplace readiness competencies and communication skills for learners of all ages” to assist in the curriculum and instructional program. (Imaginits, 1997)  
• Also, I empowered the at-risk student participants with the necessary marketable skills to build their competitiveness; demonstrated strong human capital management, racial equity, diversity, and inclusion expertise; supervised and trained students on how to use Microsoft Works word processing and how to access the Internet to search for employment opportunities within the Parents of Watts computer laboratory; participated in an Imaginits Learning System’s Imaginomics training workshop; advocated for students; advised students and their parents; handled diverse and conflicting students’ issues and concerns; created, cultivated, and managed critical relationships with the students in teams; created and developed teaching/training plans by strategically developing and implementing instructional materials and lessons that met the specific needs of each student; and managed, provided, supported, and monitored compliance with the program, district, and California State Board of Education.

During the academic school year from 1995 to 1996, as an employee with the Lynwood Unified School District, I led and served within the following Diversity, Equity, and Inclusion (DEI) extracurricular activities: 

Reception Coordinator - 1996

• As the Reception Coordinator, I strategically planned, developed, organized, facilitated, and supervised a reception to foster community camaraderie and involvement in recognizing the sixth-grade graduates and their parents; and solicited through fundraising and financial assistance from community businesses the funding to finance the reception. 

Chairperson - School-Site Standard English Program(SEP) 

• As the Chairperson of the School-Site Standard English Program(SEP), I strategically planned, developed, organized, facilitated, and coordinated the School-Site Standard English Program (SEP) Oratorical Contest (1996); and solicited the support of community leaders and members to serve as judges for the event.  

Coordinator - 4th-6th Grade Science Fair

• As the Coordinator of the 4th-6th Grade Science Fair (1996), I strategically planned, developed, organized, facilitated, and coordinated a school-wide upper-grade Science Fair; and supervised the school’s Science Fair winners at the district competition. 

Co-Chairperson - Asian Pacific Awareness Week Assembly

• As the Co-Chairperson of the Asian Pacific Awareness Week Assembly (1996), I strategically planned, developed, organized, and facilitated a program to enhance the cultural awareness, recognition, and respect for the multifaceted cultures that exist in the Asian Pacific communities within the school community. 

Coordinator - X-Track End-of-Year Field Trip

• As the Coordinator of the X-Track End-of-Year Field Trip (1996), I strategically planned, developed, organized, and facilitated several extracurricular activities to promote camaraderie and cohesiveness among X-track fifth and sixth-grade students, including field trips, walking excursions, and many additional extracurricular activities.

During the academic school years from 1991 to 1994, as a graduate-level student at Clark Atlanta University, I led and served within the following Diversity, Equity, and Inclusion (DEI) extracurricular activities:

Graduate Student - African American Studies

• While attending Clark Atlanta University’s African American Studies graduate-level program, I successfully completed twenty-four (24) graduate-level African and African American studies courses in Africa and the African Diaspora; Seminar in African American History - Part 1 & 2; Survey of African History; History of Africa Since 1800; Education and Global Development; French for Graduate Students; and Fundamentals of Speech.
• As a graduate student, I led diversity and inclusion cultural awareness activities; demonstrated human capital management expertise; reviewed and revised policies and procedures to improve and create equity, equality, uniformity, and consistency; strategically worked autonomously or in teams; and collaborated with diverse colleagues. 

Founder/ President - African World Studies Association 

• At Clark Atlanta University, I created, supervised, led, strategically planned, and organized the African World Studies Association (1993-1994) to unite the students within the African and African American Studies master’s degree program; provided strong human capital management expertise; created a data bank of internships, fellowships, grants, and scholarships; facilitated group meetings and workshops; stimulated unity among the students through fundraisers, social activities, events, and historical field trips; organized mentor/mentee networking opportunities with the Alumni of the African American Studies program to establish relationships and foster guidance on job opportunities, thesis assistance, and comprehensive exam preparation; and organized networking opportunities with the alumni of the African American Studies program to establish mentor/mentee relationships and to foster mentors’ assistance with job opportunities, thesis assistance and comprehensive examination preparation for the mentees/members. 

Director of Female Housing - Upward Bound Program 

• While employed as the Director of Female Housing with the Upward Bound Program, during the summer 1983, at Clark Atlanta University, I strategically planned and developed dormitory rules and regulations and mediated student conflicts; led, trained and supervised four (4) resident advisors; supervised forty (40) at-risk female high school and college freshman in an on-campus residential facility; instructed diverse students in methods to promote success in their academic studies; counseled and advised students regarding tutorial assistance, career planning and placement, conflict resolution, diversity and inclusion, financial aid and cultural awareness; and provided strong human capital management expertise.  The program was designed to help level the playing field for disadvantaged students through equity and inclusion activities, projects, and programs.  

Volunteer Instructor - Freshman Orientation Program

• As a Volunteer Instructor with the Clark Atlanta University’s Freshman Orientation Program (1991), I instructed diverse college freshman and transfer students in methods to promote success in their undergraduate studies; counseled and advised students regarding tutorial assistance, career planning and placement, conflict resolution, financial aid, and cultural awareness; volunteered as a Substitute Instructor to fill-in for absent Instructors; and provided strong human capital management expertise.  The activities that I created were to assist in leveling the playing field for the students, especially those who were first-generation university students, through equity and inclusion activities, projects, and programs.  

During the academic school year from 1987 to 1991, as an employee with the Los Angeles Unified School District, I served within the following Diversity, Equity, and Inclusion (DEI) extracurricular activities:

Faculty Chairperson 

• At Twenty-Fourth Street Elementary School, I led and served as a Faculty Chairperson - a liaison between the faculty, school administrators, and district administrators; demonstrated and provided strong human capital management, diversity, and inclusion expertise; and trained and assisted in the performance evaluations of assistants, volunteers, and new teachers.

At-Risk Camp Facilitator

• I supervised, counseled, and advised 40 inner-city, at-risk fifth-grade students during a week-long marine biology camp in San Pedro, California; as the At-Risk Camp Facilitator for Twenty-Fourth Street Elementary School within the Los Angeles Unified School District.  Within this At-Risk Camp Facilitator position (July-August 1991), I mediated student conflicts; instructed students in methods to promote success in their studies; and counseled and advised students regarding tutorial assistance, career planning and placement, conflict resolution, financial aid, pursuits of postsecondary education, diversity and inclusion and cultural awareness.

ESL Instructor

• As an ESL Instructor at Twenty-Fourth Street Elementary School with the Los Angeles Unified School District (1987-1989), I strategically planned, developed, and implemented educational lessons to encourage, motivate, and empower the learning of ESL Students; taught basic English skills to non-English speakers; and taught two intercession ESL courses for non-English speakers during their off-track session in a year-round school.

Founder/ Instructor - Umoja Club  

• As a former teacher at Twenty-Fourth Street Elementary School with the Los Angeles Unified School District, I created and developed “Umoja” an after-school program for students interested in learning more about African and African American history (1989 - 1991).  I taught African and African American history to students in an after-school program; created instructional programs to motivate, stimulate, and increase the self-esteem, confidence, and respect of all students; and taught multicultural awareness, diversity and inclusion, and team-building skills.

During the academic school year from 1984 to 1987, as a graduate-level student with the University of California, Irvine, I served and led within the following Diversity, Equity, and Inclusion (DEI) extracurricular activities:

President & Co-Founder - Ladies Academic Careers  

• As the President & Co-Founder of the Ladies Academic Careers for Excellence (1985-1987), a student organization at the University of California, Irvine, I co-created, strategically planned, developed, implemented, and supervised an on-campus women’s organization to support UC students; organized fundraisers to generate funds for academic scholarships and to provide emergency loans for members; created a data bank of internships, fellowships, grants, and available scholarships; organized career development, study skills, financial aid, and cultural awareness workshops; maintained the organization’s budget; and provided human capital management expertise.

Chairperson - Black Awards Banquet

• As a former undergraduate student at the University of California, Irvine, I served as the Publicity Chairperson for the Black Awards Banquet (1985) and as a liaison between the banquet committee and the University’s publication and print shop department.  I created and developed invitations, certifications, awards, and posters to advertise and use during the annual awards banquet.

TEACHING: 

As a former elementary school educator, there is something powerful about serving as a teacher within the public education system for over eight years and additional years with special projects and programs serving students from 14 to 21 years old within diverse (cultural, social, and economic) backgrounds, their parents, and stakeholders, my expertise in human capital management, diversity and inclusion awareness, communications skills (oral, written, and presentation), community relations, leadership, project and program development, strategic planning, coaching, teaching, training, motivating, encouraging, building enthusiasm, and empowering others, and my skills became honed and perfected.  Those past academic institutions and programs are a microcosm of what exists within communities, organizations, businesses, colleges, and universities.  

Often, this acquired expertise surpasses the adult level human capital training skills because the K-12th student and parent stakeholders are ungoverned by the prospect of receiving a personal income; the value of an exceptional educational program is intrinsic.  The measure of an educator’s successes with their stakeholders are conducive to rallying the interest, passions, and desires of students, many of whom do not realize the importance of their academic studies, nor appreciate the lessons taught to them, nor have they developed skills and talents to exercise the restraints of maintaining professionalism, decorum, dedication, and passion throughout each day.  I was highly successful at motivating, encouraging, leading, and managing the students, staff, parents, faculty, administrators, human resources, and all stakeholders to contribute effectively to the community, schools, and the districts.

Within the three School Districts where I was formerly employed, I worked with disadvantaged students and students from affluent families.  I became well aware of the disparities between the two academic extreme polarities.  My previous teaching experiences included working as an elementary school teacher within the Los Angeles Unified School District at Shenandoah Street Elementary School and Twenty-Fourth Street Elementary School; I served as an elementary school teacher within the Lynwood Unified School District at Will Rogers Elementary School.  And I worked as an Instructional Assistant with the Beverly Hills Unified School District’s Continuation High School.  Also, I served as a substitute teacher with the Los Angeles Unified School District and the Lynwood Unified School District.  

As an educator, for each student, I designed, developed, and implemented curriculum and instruction programs and projects using various learning modalities/styles; engaged in pedagogies that addressed educationally disadvantaged individualized learning programs.  I cultivated diversity, inclusion, equity, and multicultural awareness; taught knowledge about their cultural history and heritage; encouraged passion pursuits; mediated conflicts; empathized with struggles; accommodated students with additional equity experiences; leveled out students’ faced imbalances; and enriched the opportunities for broadening the scope on what is accomplishable.   

As a teacher within inner-city schools with disadvantaged and diverse students, I strategically planned and presented instructional materials to elementary school students; composed reports, parent letters, lesson plans, multicultural instructional units, curriculum, and other correspondence; created classroom policies, procedures, and guidelines; advocated and advised students and their parents; handled diverse and conflicting students’ needs; managed and provided support to monitor compliance with the district and state; engaged in strategic oversight; planned community outreach and engagement activities; oriented, trained and assisted in the evaluation of the performance of assistants, volunteers, and new teachers; and demonstrated working knowledge of K-12 public school system, research, and educational policy.

Also, I provided updates to administrators and parents; led in a fair, equitable, and courteous manner with personal and professional integrity; maintained confidentiality and performed effectively in a fast-paced environment; and handled multiple projects simultaneously and met deadlines and timeframes.

As a public school educator, I learned and demonstrated the diversity, equity, and inclusion aspects of teaching within the following engagements and activities:  

• Exceptionally, encouraged and empowered students to discover their internal and external attributes, characteristics, life intentions, goals, and aspirations.
• Created, cultivated, and managed critical relationships with the community’s students, parents, staff, faculty, administrators, and local businesses - demonstrated human capital management, diversity, and inclusion expertise.
• Conducted parental meetings/workshops/open-houses and other avenues to advocate for students and their parents and build community relations.
• Collaborated with diverse colleagues of different backgrounds.
• Empowered the student participants with the necessary skills to make them marketable in a competitive society.
• Created, cultivated, and managed critical relationships with the students in teams.
• Extensive training and practice in how to create classroom policies, procedures, and guidelines; instructional programs; learning modalities; teaching reading; diversity and inclusion/multicultural awareness;  human capital management; to provide updates to administrators and parents; and to improve and create uniformity, consistency, and fairness.
• Highly organized and self-motivated with demonstrated initiative and creativity. 

PROPERTY MANAGER JOB

As a property manager, I learned and demonstrated the diversity, equity, and inclusion aspects of housing and tenant selection and contract agreements, within the following engagements and activities:  

• Complied with the rules and regulations of the Fair Employment Practices Commission of the State of California concerning rental practices and with the Fire, Health, and Safety departments of the City and County of Los Angeles.
• Confidentially processed rental applications, reviewed Applicant’s sensitive information, rendered decisions considering the laws that govern violations of discrimination.
• Successfully interacted and managed individuals and families expressing various social, cultural, economic, and educational backgrounds as prospective or current tenants; and demonstrated human capital management expertise. 
• Led, managed and operated fairly and equitably with personal and professional integrity; and reviewed and revised policies and procedures to improve and create uniformity.
• Created and cultivated productive working relationships with tenants; handled diverse and conflicting needs of the tenants; used discretion and sound judgment and tact in dealing with confidential materials and information; and provided management and operational support to monitor all aspects of the business.
• Strong written communication skills to review and revise policies and procedures to improve and create uniformity, consistency, and fairness; generate high-level correspondence and produce letters.
• Excellent oral presentation skills to collaborate, manage and grow partnerships: prepared and presented professional meetings; communicated effectively; engaged in fact-finding; conveyed information clearly and accurately; clarified conceptual issues and policy matters or related residential-issues; and interpreted, applied, and explained residential rules, regulations, policies, and procedures.

MY PRESENT … 

MY WEBSITE … 

SHERYLLINWHITE.COM and Sheryllin White Publishing

Sheryllin White Publishing is a company on a growth ascension with projects in the works that I am bringing to fruition.  “As we publish, we desire that you stay connected to ensure that you are abreast of what we are doing next.”  

I, Sheryllin White, created the Sheryllin White Publishing business and the SheryllinWhite.com website to share my wealth of knowledge and expertise with others.  I love curling up with a good book, writing, self-publishing, creating and designing jewelry, watching YouTube computer technology skill-building videos, photography, painting, building my website/social media platforms, exploring the wonders of my environment, and holding court with my exceptional gift for storytelling.  As an intuitive, introspective, and extrovert, as well as a well-educated, adventurous, and spontaneous outdoors-person, my hobbies include talking, writing, self-publishing, storytelling, and motivating the youth of my extended kinfolk community, as well as all interested parties.  

The SheryllinWhite.com and Sheryllin White Publishing began as an activist action to share information with my extended kinfolk community’s youth, university students, those within their professional pursuits and/or considering their passions, as well as those determining how to transition and transform their lives.   

I encourage my kinfolk to strategically plan how to best align their academic and professional life intentions with their passions, interest, desires, purpose, skills, and talents.  I enjoy advising the kinfolk students and their parents on an individual basis regarding academic and career issues, strategic planning for their success, job search methods, resume preparations, internships, job placement, and related matters. 

Both entities were created from the perspective of Diversity, Equity, and Inclusion Awareness, “To create a ‘portal’ for creating intuitive thought, stimulating world changes, exposing others to opinions and perspectives that vary from their own and/or support what they have always believed.” 

We invite others, as well, to “Come to Sheryllin White Publishing to find some answers to your questions, to listen for some solutions, to change yourself into your best self, to find a sounding board for healing, to invest in your community, and the improvement of the human conditions.” 

Sheryllin White Publishing encourages all to, “Climb right out of the box of complacency, routine, stagnation, mediocracy, … and live your life differently!  Create within you a better passion-filled life where you believe that you are on your best Godly purposed life path and journey.  Your transformation may begin with college and university pursuits or getting connected to national organizations.  Think Outside the Box & Run to Your Better!”

The impetus is “to create a community of writers, authors, poets, historians, essayists, artists, and other professionals who have a repertoire of successful works of creative literature, poetic expressions, historical references, medical advancements, spiritual enlightenment, advocacy, nutritional healing, visual artistry, … “ to engage in candid, lively and thoughtful criticisms: to encourage, support and empower.” 

In addition, “At Sheryllin White Publishing, it is our ‘Activist Action’ to change the world: We know that it is the mindset, actions, reactions, expectations, preparation, time management skills, values, expertise, knowledge, available resources, networking, … and pure determination of the parents that will change the successfulness of each and every child from generation to generation; and, We desire to assist in parental involvement training.  Sheryllin White Publishing’s Founder, Sheryllin White, has created our Parenting 100s Guide to start the process.”

It all began with my desire to catalyze changes within my massive extended kinfolk connection and has transitioned into broader opportunities to level the playing field for others through Diversity, Equity, and Inclusion Awareness actives and initiatives. 

“As we expand, we would like for all to witness our transformation and to be an integral aspect of how we flourish.  Thank you for the inspirationally supportive encouragement. We appreciate your efforts in joining us on this rise and ride!  Let us all arrive at our best-desired destiny, through a journey that is wondrous, gratuitous, empowering, productive, prosperous, enlightening, healing, and successful.”

MY FUTURE FOUNDATION … 

SHERYLLIN WHITE FOUNDATION

My ambition carries me forward through a passionate pursuit of philanthropy.  I desire to serve as a catalyst for changing the writing careers for girls and women and, especially, those of color to broaden the scope of their proverbial “the pen is mightier than the sword.”  I strongly believe in the power of the pen to catalyze change within a person’s identity, community, and the world at large.  My passion is to encourage and empower the gift for gab, the chit-chat and chatter, the expressions of personal interpretation, the storytelling, the griot perspective, the oral traditions, and to have them transcribed into the written word for publication.  There is an endless supply of inquisitive minds with thought-provoking analyses and interpretations awaiting the platform to publish and market their expressions that have mutualistic contributing factors to foster changes within the minds of others with parallel experiences and similar trajectories of their life’s path.  As writers, there is much that we can use to teach ourselves and others when we value who we are and our story.

Writers often need benefactors that provide financial support and connections with publishers, agents, marketers, suppliers, supplies, fellowships, grants, training, and direction to excel beyond what they currently know.  I see the opportunity to create mentor and mentee relationships and networking opportunities. 

Today, there is great interest in stories, spoken word, poetry, and written expressions.  I believe that those with passion should be allowed the opportunity to blossom, bloom, and generate substantial profit.   

MY NOW … 

I am a passionate, creative, and consummate learner acquiring knowledge and expertise within multifaceted genres, skills, and talents.  My life objective is to share my acquired wealth-of-knowledge with others through community-relations, equity-diversity-inclusion programs and projects, educational consulting, coaching, communications (oral, presentation, and written), leadership, management, motivational speaking, presentation, writing, training, talent management, and publishing. 

My academic and professional objectives are to combine my educational administration, business administration, education, history, and social sciences skills and training to broaden my knowledgeability and expertise in all of the areas and serve as a liaison between varying perspectives in providing the optimal well-instructed and well-funded educational and business programs for stakeholders - creating a better understanding of the non-profit, for-profit, community, equity, diversity, inclusion, as well as talent management synergies.

My comprehensive knowledge in varying studies, experiences, and expertise, as well as my passion for continuously learning, are an open door for creativity and understanding the role of catalyzing change in services and mindset, shifting the focus, and driving the continuous improvement of an engaged strategic community in collaboration with the insightful expertise to build a world-class business, university, and organization. 

I advocate for students and the community in political, social, economic, legal, and cultural contexts with passionate excitement and commitment to the academic and career development of high school students, undergraduate-level and graduate-level students by advising students and parents on an individual basis regarding educational issues, career strategies, job search methods, resume preparations, internships, job placement, and other related matters.

I advocate for social justice and equity, as well as creating an inclusive climate and workplace culture.  

I have never limited myself “to a specific what my life should look like.”  I encourage myself to thrive, understanding that I am continuously self-discovering, transitioning, transforming, and sharing my wisdom and expertise with others throughout my journey.

I believe that I will provide essential leadership, management, strategic planning, and oversight in the areas of community and foundation relations, human capital management, communications (oral, written, and presentation), coaching, consulting, development, diversity, equity, accessibility, and inclusion for organizations, educational institutions, and businesses.

I will bring new and interestingly creative insights, ideas, perspectives, enthusiasm, strategic planning, passion, discipline, excellence, human capital management, staff development and program development, to build upon the partnerships, productive working relationships, to manage operational and project-based communications, to develop a unified communication strategy for the organization-business-university-community-diversity and inclusion-human capital management-government-civic engagement programs for both internal and external audiences, as well as to collaborate closely with organization/business/university human resources on diversity and inclusion communications, client services, partner relations, foundation relations, as well as the overall narrative, messaging, content development, and communications platforms and the evolution of an inclusive community that supports opportunities to increase the organization/business/university’s culture, experience and the diversity of the competitive pool of applicants, staff, team members, peers, leaders, administrators, and contributors that builds a more just world through arts, education, ideas, diversity, collaboration, inclusion, stakeholders, donors, civil engagement, government relations, small business and non-profit programs, and a climate where everyone thrives.

I, Sheryllin White, look forward to continuously catalyzing change in the areas of Diversity, Equity, and Inclusion Awareness.

DIVERSITY, EQUITY & INCLUSION STATEMENT

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