It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.
Diversity and Inclusion Resources: Dr. Keith Edwards - Fall 2016 Dialogue Endnote Speaker
This guide provides DePauw University faculty, staff, and students with sources related to diversity, inclusivity and microaggressions in higher education.
The theory that emerged from this constructivist grounded theory study of 10 college men's experiences depicts their gender identity as developed through constant interaction with society's expectations of them as men. In order to try to meet these perceived expectations, participants described putting on a performance that was like wearing a mask or "putting my man face on." They described a process of learning societal expectations, putting on a mask to conform to these expectations, wearing the mask, and struggling to begin taking off the mask.
USING A CASE STUDY APPROACH, this article explores how men become restricted in experiencing a full range of emotions and human potential. After reviewing current literature describing the pressures men face to conform to traditional ideologies of masculinity, the case study methodology is described, results presented, and implications for working with men in the residence halls are offered. Results illustrate a "trial and error" process where the participant moves away from human characteristics such as empathy, vulnerability, compassion, and expressiveness to eventually create an alternate conceptualization of masculinity.
Sustainability initiatives in higher education in general and student affairs specifically must recognize the impact of our present decisions on environmental health, social justice, and economic strength. Efforts must push beyond 'green' ideas to identify solutions that move toward a future that is environmentally capable, more just and equitable, and economically viable for all.
The author examined the impact of a sexual assault prevention program using a
social change approach. The interactive multi-media program focused on engaging men
on sexual assault prevention, accurately defining rape for college men and women,
identifying aspects of the rape culture in society and on-campus, and empowering college
students to confront the rape culture in an effort to end rape. Results of the study indicate
that the program positively influenced participants’ acceptance of rape myths and
understanding of rape definitions in both the immediate posttest and 14-week follow-up.
Educators of every stripe are too often guilty of adopting the latest cool idea heard at a conference in the belief that they have found what works best for student learning. Implementing the latest idea, without thoughtful consideration, can do more harm than good.
The authors offer sexual violence prevention educators working with college students a pedagogical approach to engage men as allies for social change. Once men understand that they too are harmed by men’s violence against women, they can be motivated to not only examine their own socialization and behaviors but also join with women to speak out against the rape culture, which encourages, condones, and teaches men’s violence against women. The authors use prominent examples from popular culture and everyday campus life to illustrate how the rape culture can be identified, deconstructed, and confronted by men and women in an effort to end rape.
Individuals who are supportive of social justice efforts are not always effective in their anti-oppression efforts. Some who genuinely aspire to act as social justice allies are harmful, ultimately, despite their best intentions, perpetuating the system of oppression they seek to change. Different underlying motivations of those who aspire to be allies can lead to differences in effectiveness, consistency, outcome, and sustainability. The conceptual model presented here, using underlying motivation to frame the different issues and challenges facing those who are aspiring allies, is offered as a tool for student affairs professionals’ self-reflection and developing students as allies for social justice.
Managing claims of sexual assault can be one of the most challenging issues, both intellectually and emotionally, for
members of the student affairs staff. Recent legislation and legal precedent have noticeably altered the
responsibilities and limitations facing employees of colleges and universities. How are issues such as due process
rights, privacy rights, and liability implemented with genuine care and concern for alleged victims and with ethical
and fair treatment of alleged perpetrators? The authors conclude with recommendations for reporting standards,
victim assistance, and adjudication.
The authors of this article examine the history and philosophy of learning communities, the current research
on the impact of these learning environments on students’ academic achievement and retention rates, and
conclude with the authors recommendations for creating or improving similar initiatives.