Daviree L. Velázquez Phillip

In her current capacity, Daviree is responsible for providing leadership and management for the programs, services, and staff within the Department of Multicultural Student Affairs. In addition, Daviree serves as an advocate and ally for students whose gender, ethnicity, race, and sexual identities play a primary role in their university experience, while working with the larger community to continue developing the efficacy and capacity to engage in inclusion work. Daviree earned her master’s degree in Higher Education Administration at Loyola University Chicago and her bachelor’s degree in Psychology with a minor in Sociology from DePaul University. Prior to arriving at NU, Daviree worked in residence life and student conduct at Loyola University Chicago and at Loyola University Maryland. Most recently, Daviree worked at Georgetown University in diversity and inclusion within Student Affairs and Faculty Development. Daviree is also a member of NASPA, has interned with the Social Justice Training Institute, and is a lead faculty member for the Racial Justice Institute, a part of the Creating Change Conference hosted by The National LGBTQ Task Force.

Daviree has extensive experience with intergroup dialogue, developing affinity spaces, and creating programs that allow students to better understand themselves and others while developing the skills to engage across difference. As a scholar practitioner, Daviree remains abreast to research, scholarship, and societal trends that influence the educational environment particularly for marginalized students. She has served on climate survey committees, participated in student experience task forces, and was a part of Georgetown’s Slavery, Memory and Reconciliation Working Group. Her research interest includes critical social theories and college student development, intersectional climate assessments, and curricular diversity requirements in higher education. Recently, Daviree co-authored a chapter on leadership development within multicultural education and a chapter regarding critical hope and leadership development.