Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Education
Using Critical Race Theory To Redefine The Standards Of Professional Practice For Chief Diversity Officers, Brandon C M Allen, Alberto J. Rodriguez, Levon T. Esters,
Using Critical Race Theory To Redefine The Standards Of Professional Practice For Chief Diversity Officers, Brandon C M Allen, Alberto J. Rodriguez, Levon T. Esters,
Journal of Critical Scholarship on Higher Education and Student Affairs
To meet the needs of the evolving student demographics that has seen a 300% increase in URM college going rates, higher education institutions began developing the Chief Diversity Officer (CDO) position to govern and lead their mission as it relates to diversity, equity, and inclusion. More than 60 colleges have created a CDO position over the last 20 yeas with many more heading in that direction. However, because CDOs are relatively novel in the higher education space, the leading authority of diversity officer research, the National Association of Diversity Officers in Higher Education (NADOHE), developed a set of guidelines to …
Disability As Diversity In Higher Education, Emily M. Burns
Disability As Diversity In Higher Education, Emily M. Burns
Journal of Critical Scholarship on Higher Education and Student Affairs
College students with disabilities experience many barriers to postsecondary education including disability documentation requirements, social exclusion, inaccessible course design, and ostracizing campus environments. Most postsecondary leaders regulate disabled students to disability services offices, worrying about adherence to disability laws. Contributors to Disability as Diversity in Higher Education: Policies and Practices to Enhance Student Success, edited by Kim & Aquino (2017), challenge higher education personnel to implement intentional strategies that would include disabled students in all aspects of campus life.
“I Knew What I Was Going To School For”: A Mixed Methods Examination Of Black College Students’ Racialized Experiences At A Southern Pwi, Kamden K. Strunk, Sherry C. Wang, Andrea L. Beall, Cory E. Dixon, Daniel J. Stabin, Betool Z. Ridha
“I Knew What I Was Going To School For”: A Mixed Methods Examination Of Black College Students’ Racialized Experiences At A Southern Pwi, Kamden K. Strunk, Sherry C. Wang, Andrea L. Beall, Cory E. Dixon, Daniel J. Stabin, Betool Z. Ridha
Journal of Critical Scholarship on Higher Education and Student Affairs
Researchers have consistently documented a range of racialized inputs and outcomes in U.S. higher education. Those dynamics appear especially salient, and their consequences especially pronounced in the U.S. region often referred to as the Deep South. This overwhelming body of evidence, including the documented patterns of racial segregation in Deep South higher education, disparate opportunities and advantages, and inequitable outcomes, offers less insight on how Black students make sense of their experiences. This study used explanatory mixed methods to document racialized differences in campus experiences and to understand how Black students made sense of and navigated those racialized experiences. Our …