Education Commons^™

Adapting For Anti-Racism: Collaboratively Diversifying Faculty Open Professional Development, Stacy Katz, Sherry L. Deckman

Publications and Research

Higher education institutions have become increasingly interested in exploring the innovative learning opportunities afforded by open educational resources and practices (OER). These same institutions have begun to more seriously consider ways to eradicate racism. However, few institutions have considered the ways that OER may prove useful in dismantling anti-racism and how to prepare instructional faculty to do so. Given their expertise and research skills, librarians may be uniquely positioned to take on this role. In this paper, we explore one such online asynchronous effort–adaptation and implementation of the Open for Anti-Racism faculty workshop in Learning Management System – and offer …

Antiracist Teaching Self-Efficacy: A Case Study Needs Analysis, Elizabeth Harsma, Beth Beschorner, Justine Schultz

Reports

There is an urgent need to address racial inequity in higher education. As teaching in higher education continues to adopt technology, virtual learning spaces become sites for enacting anti-oppressive teaching methods. In the context of offering teaching with technology professional development, the current study sought to better understand equity-focused professional development needs through the lens of antiracist teaching self-efficacy. In this holistic single case study, investigators analyzed secondary data from an anonymous racial equity needs analysis survey and de-identified focus group notes. Descriptive statistics and qualitative analysis examined perceived confidence level, barriers, and needs related to implementation of antiracist teaching …

The Value Of Process In Racial Equity Work: Reflections From A Faculty Learning Community, Emily R. Shamash, Julie Berrett-Abebe, Latasha Smith, Stephanie Storms, Michael Regan, Jocelyn Novella, Laurie L. Grupp, Emily Smith, Alyson Martin

To Improve the Academy: A Journal of Educational Development

This article explores how one higher education faculty learning community engaged in reflective practices in pursuit of their commitment to the inclusion of anti-racist content and pedagogy across their multidisciplinary curriculums. As a key initial step in engaging in this collaborative, cross-disciplinary work, they set out to consider collective definitions of key terms that are deemed critical to anti-racist pedagogy. This group engaged in a collaborative exploratory process to explore definitions and understanding of the following terms: whiteness, racism, race, racial equity, racial injustice/inequity, white supremacy, and anti-racism and document the reflective process by which the determination took place. Themes …

Racial Diversity And Retention Rates Of Psychology Faculty In Washington State Public Universities, Chiyo Aoki-Kramer

WWU Honors College Senior Projects

Racial diversity is extremely important in higher education; not only for the students but for the faculty, as well. Diversity within education is important because it can show students of color examples of people who look like them succeeding in higher education as well as giving White students a broader education of being taught by people who have different backgrounds than themselves. Along with diversity, it is important to know that Universities are also supporting their faculty so that their Black, Indigenous, and People of Color (BIPOC) faculty retention rates are as high as the White faculty. This paper reviews …

Policy Matters: Edi Evaluation Of An Academic Library's Policies, Kimberly Shotick, Michele N. Hunt, Sata Prescott, Alissa Droog, Sarah Mchone-Chase

Faculty Peer-Reviewed Publications

Why does policy matter, and how can libraries reform their policies to create a more equitable library for library workers and library users? The authors discuss their experience in reviewing the policies of their library with an EDI (Equity, Diversity, and Inclusion) lens. The authors describe how they initiated and developed this project, the factors that they considered in forming their evaluation rubric, and what they learned from the process.

University Of Maine Multicultural Student Center Webpages, University Of Maine Multicultural Student Center

Social Justice: Diversity, Equity, & Inclusion

Screenshots of the webpages of the University of Maine Multicultural Student Center. Also, includes video from homepage.

College Of Education And Human Development Diversity Resources, University Of Maine College Of Education And Human Development

Social Justice: Diversity, Equity, & Inclusion

Web-based list of reading and viewing materials compiled by the College of Education and Human Development to encourage research, thought, and dialog about diverse learners and ideas.

Jazz Studies Statement On 'Black Lives Matter', University Of Maine School Of Performing Arts, Jazz Studies

Social Justice: Diversity, Equity, & Inclusion

Statement by Jazz Studies faculty at the University of Maine School of Performing Arts, standing in solidarity with the Black Lives Matter movement and acknowledging "African-American for the cumulative, creative vision that we have come to call Jazz music."

Alumni Association Resources For Confronting Racial Injustice, University Of Maine Alumni Association, University Of Maine Career Center

Social Justice: Diversity, Equity, & Inclusion

Screenshot of the University of Maine Alumni Association's webpage with resources for confronting racial injustice.

A screenshot of the Career Center Diversity Resources is included as supplemental content.

"White Like Me" Film Kicks Off Series, Bria Lamonica

Social Justice: Diversity, Equity, & Inclusion

On Tuesday, Feb. 19, 2019, in the Bumps Room of the Memorial Union, students gathered to enjoy Chinese food and watch the film “White Like Me.” The showing was the first of the new “Dine-In Discourse” series hosted by the University of Maine Women’s Resource Center (WRC).

Critical Race Theory: A Strategy For Framing Discussions Around Social Justice And Democratic Education, Wesley Crichlow

Stream 2: Curriculum

The increasing diversity of our classrooms means we must learn to work with, and across, cultural, racial and gendered differences, without falling into diversity management. This paper employs Critical Race Theory (CRT) and paradigmatic frameworks to address social crises in our classrooms—thus demonstrating how we can value (i.e., not erase) our differences and equitably share power in the classroom. Employing an CRT intersectional analysis, I will explore the social, economic, and cultural dimensions of racial (in) justice in diverse contexts (within frameworks that recognize the salience of social identities including, but not limited to, class, and race, ethnicity, gender, sexuality, …