Education Commons^™

President's Message On Diversity, Equity, And Inclusion, Janet M. Riggs

Reports from the President’s Office

Last spring I announced that we would take time this year to focus some of our thinking and conversation on the topic of diversity, equity, and inclusion. There are many reasons for us to direct our efforts to this topic: the changing demographics in our society and the need to provide a welcoming environment to a diverse student body, faculty and staff; our responsibility to prepare students for living in diverse communities and working in diverse workplaces; and our desire to prepare citizens who will be sensitive to social injustices and motivated to right them. In addition, we cannot dismiss …

The Awards Project: Promoting Good Practices In Award Selection, Betty Mayfield, Francis Su

All HMC Faculty Publications and Research

Every year the MAA honors many members of our community with a wide variety of prizes, awards, and certificates for excellence in teaching, writing, scholarship, and service (see maa.org/awards). The winners exemplify our ideals as an association; consequently, they are often viewed as role models and leaders. So it is important to ask: Do these awards, as a whole, reflect the outstanding contributions of the breadth of association membership?

Diversity, Equity, And Inclusion: Thinking Beyond Access, Janet M. Riggs

Reports from the President’s Office

Last spring I announced at a faculty meeting that a major theme for our campus this year would be diversity and inclusion. I’d like to add equity to that framework as well. This year I hope that we can develop a shared understanding of these topics and some goals to which we can aspire as a community.

Five years ago Gettysburg College established a set of four strategic directions to guide our planning and decision-making: Engagement, Distinction, Access, and Connection. At that time we described Access as our aspiration to “increase the diversity of the student body and create a …

A Treatise On Diversity In A Dominant Culture University, Brenda Morton, L. Samek, A. Berardi, Debra S. Espinor, S. Song, W. White, S. Bearden

Faculty Publications - College of Education

The authors examine progress in strengthening the Diversity agenda in a school of education within a private Christian university. This agenda is informed by external academic accrediting organizations and principles of social justice congruent with the historical roots of the university. Special emphasis is placed on the unique challenges of confronting how privilege manifests itself in seemingly homogeneous environments. The ultimate goal of the authors is to promote moving beyond cosmetic compliance with accreditation obligations towards a metabolized second order change reflecting internal paradigm shifts in which social justice is a central motivating factor in one’s vocation.

Unfinished Business: Latino And Other Faculty Diversity In The Suny System, Edna Acosta-Belén, Christine E. Bose

Policy Documents

The main goal of this report is to document and assess the hiring and retention of Latino faculty, from all the different combined nationalities that fall within this particular U.S. Census rubric,at the selected sample of SUNY institutions. This is doneby rank and (where possible) by gender, beginning between 2000 and 2002 and ending either in 2009 or 2010 (depending upon the campus). Much of this data is compared tothat for African American, Asian, and non-Latino white faculty categories at the same SUNY institutions. This research project includes some recommendations aimed at improving current recruitment practices and the “unfinished business” …

Impact Of A Cultural Partnership On Intercultural Competence Of Undergraduates, Camille Mcnabb, Samantha Tupy, Erika Koenig, Sadie Leidall

Education Presentations at National and International Conferences

This study compared changes in the intercultural competency of two groups of undergraduate students in several sections of a course, Human Relations in a Multicultural Society. The hypothesis for this study was that the intentional, cross-cultural experiences of students have an impact on the cultural competency of each student. The course in this study was designed as a response to the increasingly diverse population in the United States in terms of race, ethnicity, and culture. Diversity may also refer to behaviors, gender identity, and sexual orientation (IMDiversity, 2010). This course is taught each semester at a Midwestern public university. The …

Applying Feminist Perspectives To Teaching Diversity: The Experiences Of Two Female Professors, Roudi Nazarinia Roy, Kelly Campbell

Psychology Faculty Publications

In this paper, we narratively describe our perspectives and experiences as two female professors teaching courses on family diversity. We begin by outlining our subjectivities, including an explicit identification of the ways in which our identities are privileged versus not privileged. We then use a feminist lens to discuss the teaching goals and strategies used in our courses. The teaching goals discussed in this paper include: self-awareness of the instructor, reducing hierarchy in the classroom, empowering students, and caring for the individual student. Our strategies include: promoting dialogue, encouraging respect, and creating a class environment in which individuals feel safe …