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Centering Women of Color in Academic Counterspaces by
Call Number: Roy O. West Library Campus Life LC2781 .V33 2016
Publication Date: 2016
Centering Women of Color in Academic Counterspaces offers a rich critical race feminist analysis of teaching, learning, and classroom dynamics among diverse students in a classroom counterspace centered on women of color. Annemarie Vaccaro and Melissa J. Camba-Kelsay focus on an undergraduate course called Sister Stories, which used counter-storytelling to explore the historical and contemporary experiences of women of color in the United States. Rich student narratives offer insight into the process and products of transformational learning about complex social justice topics such as: oppression, microaggressions, identity, intersectionality, tokenism, objectification, inclusive leadership, aesthetic standards, and diversity dialogues.
Remixing Colorblind (DVD)
Call Number: Roy O. West Library Media LC212.42 .R45 2016
Examines how the higher education system shapes our understanding of race and, by extension, the nuances of race relations--including notions of implicit bias, individual racism, institutional racism, and reverse racism.
Becoming a Student-Ready College by
Call Number: Roy O. West Library Campus Life LB2341 .M366 2016
Publication Date: 2016
Boost student success by reversing your perspective on college readiness The national conversation asking "Are students college-ready?" concentrates on numerous factors that are beyond higher education's control. Becoming a Student-Ready College flips the college readiness conversation to provide a new perspective on creating institutional value and facilitating student success. Instead of focusing on student preparedness for college (or lack thereof), this book asks the more pragmatic question of what are colleges and universities doing to prepare for the students who are entering their institutions? What must change in an institution's policies, practices, and culture in order to be student-ready? Clear and concise, this book is packed with insightful discussion and practical strategies for achieving your ambitious student success goals. These ideas for redesigning practices and policies provide more than food for thought--they offer a real-world framework for real institutional change. You'll learn: How educators can acknowledge their own biases and assumptions about underserved students in order to allow for change New ways to advance student learning and success How to develop and value student assets and social capital Strategies and approaches for creating a new student-focused culture of leadership at every level To truly become student-ready, educators must make difficult decisions, face the pressures of accountability, and address their preconceived notions about student success head-on. Becoming a Student-Ready College provides a reality check based on today's higher education environment.
Class and Campus Life: managing and experiencing inequality at an elite college by
Call Number: Roy O. West Library Campus Life LC1756 .L39 2016
Publication Date: 2016
In 2015, the New York Times reported, "The bright children of janitors and nail salon workers, bus drivers and fast-food cooks may not have grown up with the edifying vacations, museum excursions, daily doses of NPR and prep schools that groom Ivy applicants, but they are coveted candidates for elite campuses." What happens to academically talented but economically challenged "first-gen" students when they arrive on campus? Class markers aren't always visible from a distance, but socioeconomic differences permeate campus life and the inner experiences of students in real and sometimes unexpected ways. In Class and Campus Life, Elizabeth M. Lee shows how class differences are enacted and negotiated by students, faculty, and administrators at an elite liberal arts college for women located in the Northeast. Using material from two years of fieldwork and more than 140 interviews with students, faculty, administrators, and alumnae at the pseudonymous Linden College, Lee adds depth to our understanding of inequality in higher education. An essential part of her analysis is to illuminate the ways in which the students' and the college s practices interact, rather than evaluating them separately, as seemingly unrelated spheres. She also analyzes underlying moral judgments brought to light through cultural connotations of merit, hard work by individuals, and making it on your own that permeate American higher education. Using students own descriptions and understandings of their experiences to illustrate the complexity of these issues, Lee shows how the lived experience of socioeconomic difference is often defined in moral, as well as economic, terms, and that tensions, often unspoken, undermine students senses of belonging."
Race, Equity and the Learning Environment by
Call Number: Roy O. West Library Campus Life LC196 .R327 2016
Publication Date: 2016
At a time of impending demographic shifts, faculty and administrators in higher education around the world are becoming aware of the need to address the systemic practices and barriers that contribute to inequitable educational outcomes of racially and ethnically diverse students. Focusing on the higher education learning environment, this volume illuminates the global relevance of critical and inclusive pedagogies (CIP), and demonstrates how their application can transform the teaching and learning process and promote more equitable educational outcomes among all students, but especially racially minoritized students. The examples in this book illustrate the importance of recognizing the detrimental impact of dominant ideologies, of evaluating who is being included in and excluded from the learning process, and paying attention to when teaching fails to consider students' varying social, psychological, physical and/or emotional needs. This edited volume brings CIP into the realm of comparative education by gathering scholars from across academic disciplines and countries to explore how these pedagogies not only promote deep learning among students, but also better equip instructors to attend to the needs of diverse students by prioritizing their intellectual and social development; creating identity affirming learning environments that foster high expectations; recognizing the value of the cultural and national differences that learners bring to the educational experience; and engaging the "whole" student in the teaching and learning process.
The Department Chair As Transformative Diversity Leader by
Call Number: Roy O. West Library Campus LifeLB2341 .C54549 2015
Publication Date: 2015
With the imminent demographic shifts in our society and the need to prepare students for citizenship in a global, knowledge-based society, the role of the academic department chair in creating diverse and inclusive learning environments is arguably the most pivotal position in higher education today. In the United States, increasing minority student enrollment coupled with the emergence of a minority majority American nation by 2042 demands that academic institutions be responsive to these changing demographics. The isolation of the ivory tower is no longer an option. This is the first book to address the role of the department chair in diversity and addresses an unmet need by providing a research-based, systematic approach to diversity leadership in the academic department based upon survey findings and in-person interviews. The department chair represents the nexus between the faculty and the administration and is positioned uniquely to impact diversity progress. Research indicates that more than 80 percent of academic decisions regarding appointment, curriculum, tenure and promotion, classroom pedagogy, and student outcomes are made by the department chair in consultation with the faculty. This book examines the multidimensional contributions that chairs make in advancing diversity within their departments and institutions in the representation of diverse faculty and staff; in tenure and promotion; curricular change; student learning outcomes; and departmental climate. The scope and content of the book is not limited to institutions in the United States but is applicable to academic institutions globally in their efforts to address the access and success of increasingly diverse student populations. It addresses institutional power structures and the role of the dean in relation to the appointment of chairs and their impact on the success of chairs from non-dominant groups, including female, minority, and lesbian/gay/transgendered individuals who serve in predominantly white male departments. Using qualitative and quantitative research methods, the book analyzes predominant structural and behavioral barriers that can impede diversity progress within the academic department. It then focuses upon the opportunities and challenges chairs face in their collaborative journey with faculty and administration toward inclusive departmental and institutional practices. Each chapter provides concrete strategies that chairs can use to strengthen diversity in the academic department. Addressed to department chairs, deans, faculty, and administrative leaders in higher education in all Western societies facing demographic change and global challenges, this book offers a critical road map to creating the successful academic institutions that will meet the needs of our changing populations.
Culturally Responsive Leadership in Higher Education by
Call Number: Roy O. West Library Campus LifeLB2341 .C867 201
Publication Date: 2015
Rapidly changing global demographics demand visionary, collaborative, and culturally appropriate leadership practices on university campuses. In the face of widening gaps in academic achievement and socio-economic roadblocks, Culturally Responsive Leadership in Higher Educationoffers a new vision of leadership, where diversity is transformed from challenge into opportunity. This book offers a range of perspectives from culturally, racially, linguistically, ability, and gender-diverse contributors who demonstrate that effective leadership springs from those who engage, link theory to practice, and promote access, equity, and educational improvement for underserved students. Each chapter explores a critical higher educational leadership issue with feasible strategies and solutions. In this exciting book, theory and research-based chapters unpack culturally responsive leadership, revealing how higher education leaders in the U.S. and international contexts can improve their practice for social equity and educational change.
Difficult Dialogues National Resource Center
The Difficult Dialogues National Resource Center (DDNRC) was founded in 2011 to ensure that college and university campuses remain places where we protect freedom of expression, sustain academic freedom, promote pluralism, and expand opportunities for constructive communication across different perspectives.
Bridging the Research to Practice Gap: Achieving Mission-Driven Diversity and Inclusion Goals
Published March 2016
by Terri Taylor, Jeff Milem, Art Coleman
This paper aims to help institutions of higher education learn from and leverage existing research to enhance their ability to meet mission-driven diversity and inclusion goals through well-supported policies and practices. Based on a review of more than 1,200 research studies and engagement with a wide range of stakeholders over three years, the paper examines the existing research base in five areas:
Institutional goals related to the educational benefits of diversity
Defining and measuring success in achieving institutional goals
Strategies in and outside the classroom
Alignment Across Policies and Programs
After summarizing the current landscape and highlighting particularly promising findings, the paper provides recommendations for policy, practice, and future research in hopes of continuing to bridge the research to practice gap.
MCCORMACK, E., & GOSE, B. (2013). Tackling Diversity. Chronicle Of Higher Education, 60(9), B4-B7.
Teaching Antiracism: College Students’ Emotional and Cognitive Reactions to Learning About White Privilege.
Boatright-Horowitz, S. L., Marraccini, M., & Harps-Logan, Y. (2012). Teaching Antiracism: College Students’ Emotional and Cognitive Reactions to Learning About White Privilege. Journal Of Black Studies, 43(8), 893-911. doi:10.1177/0021934712463235
Walking on eggs.
Frederick, P. (1995). Walking on eggs. College Teaching, 43(3), 83.
How Can Orchestras Become More Diverse?
From the Winter 2016 issue of Symphony Magazine, beginning on page 22, written by Jesse Rosen. "Distinguished African-American orchestra professionals discuss their lives in orchestras today."
Allies and Microaggressions
Inside Higher Education; April 13, 2016
By Kerry Ann Rockquemore
Articles you could request via ILL
Difficult times for college students of color: teaching white students about White Privilege provides hope for change
Boatright-Horowitz, S. L., Frazier, S., Harps-Logan, Y., & Crockett, N. (2013). Difficult times for college students of color: teaching white students about White Privilege provides hope for change. Teaching In Higher Education, 18(7), 698-708. doi:10.1080/13562517.2013.836092
Exposing whiteness in higher education: white male college students minimizing racism, claiming victimization, and recreating white supremacy
Cabrera, N. (2014). Exposing whiteness in higher education: white male college students minimizing racism, claiming victimization, and recreating white supremacy. Race, Ethnicity & Education, 17(1), 30-55. doi:10.1080/13613324.2012.725040