Bilingual, Multilingual, and Multicultural Education Commons^™

Diversity, Equity, And Inclusion At Faith-Based Institutions: A Quantitative Study At Two Seventh-Day Adventist Institutions Of Higher Learning In North America, Erin Doggette

Dissertations

Problem

The need to address Diversity, Equity, and Inclusion at university campuses is critical. The campus climate impacts college students' overall collegial relationships and academic abilities. Since 1976, there has been an increase of 19.1% marginalized students enrolled in college. For these students, a sense of belonging is believed to aid in improved collegial relationships and better academic performance. According to the research, students who have positive perceptions of the campus climate tend to be more satisfied with their overall college experience and become more academically successful. Private, faith-based institutions must consider conducting campus climate surveys to assess potential diversity, …

Intercultural Competence Within Focused Diversity Courses: The Role Of Cultural Identification And Experiential Learning Activities, Preston Osborn, Elizabeth J. Sandell

Elementary and Literacy Education Department Publications

Objectives

Compare development of student subgroups after participation in a dedicated diversity course along with three different additional pedagogical activities:

• service-learning
• cultural partnership
• individualized coaching

Explore potential differential impacts of various pedagogical enhancement activities between students identifying with dominant or non-dominant cultures

Coalition And Creativity On The Bridges And Fringes With Immigrant Student-Contributors In Nonprofit Adult Education, Katherine E. Entigar

Dissertations, Theses, and Capstone Projects

The nonprofit education of adult immigrants is an under-researched aspect of U.S. education. Adult immigrants, often perceived as passive and quiescent, bring voices and contributions to learning in powerful yet unheard ways. This research agenda invokes a new critical lens in education scholarship to uplift and center these contributions as a coalitional, dialogical project. Drawing upon critical sociocultural, women of color feminist, and poststructual theories, critical intersectional epistemology, and Bakhtinian dialogical thinking, this research project pursues inductive, recursive meaning making as an innovative exploration. A multiphase, sequential study including surveys and two focus groups foregrounds the complex, fluid ways adult …

Diverse Characterization: The Importance Of Inclusive Protagonists And Authors For Adolescents In Diverse Communities, Trista Straube

Masters Theses

Despite continuous efforts to increase comprehension and success for students of diverse backgrounds there is a major underrepresentation of these communities in literary applications. Literary devices within public institutions should celebrate diversity in race, ethnicity, sexual orientation, gender identity, religion, culture, and physical and mental ability. It is important, in young adult development, that students have literature that reflects similarities in their personal lives. This thesis will serve to prove that literature pursued in public education should be selected based on the relatability of the students enrolled in the institution and inclusivity to the student population. When selecting relatable texts, …

Review Of Schooling Of Learners With Disabilities And The Manifestation Of The Hidden Curriculum Of Time, Theodoto Ressa

Journal of Educational Research and Practice

Postsecondary outcomes remain difficult to attain despite their significance to learners with disabilities. This qualitative study investigated the impact of a hidden curriculum of time on the education of five undergraduate students with disabilities at a Carnegie Research One institution in the midwestern U.S. Participants in their quest for an education experienced a hidden curriculum of time in the form of physical impairments, educational costs of ill-health, and disability discrimination. The academic barriers participants encountered in reaching their educational goals suggest that addressing the hidden curriculum of time is essential for authentic inclusion and achievement of postsecondary education outcomes.

Lesson Study: A Proposed Intervention For Professional Development Of Diversity, Equity, And Inclusion Instruction In A Multicultural Classroom, Michael L. Hixon

Journal of Sustainable Social Impact

This paper responds to the proposed implementation of lesson study as a professional development intervention for multicultural instruction in the United States. It includes an investigation of the literature in relation to the use of higher-order thinking skills, Banks’s four approaches for integrating multicultural instruction, and lesson study as a proposed professional development intervention in multicultural instruction. The conclusion provides a discussion of insights into K–12 educators’ needs for professional development opportunities to ensure that they provide diverse, equitable, and inclusive learning environments for all of their students. Creating diverse, equitable, and inclusive learning opportunities for students would be meaningful …

Strategies That Exemplary Elementary Dual Immersion Principals Use To Create An Organizational Culture Of Inclusiveness, Stephanie K. Smart

Dissertations

Purpose: The purpose of this sequential explanatory mixed methods study was to identify and describe the leadership strategies that exemplary elementary dual immersion principals in Orange and San Diego counties in Southern California use to create an organizational culture of inclusiveness using Kennedy’s (2008) five leadership qualities of cultural differences.

Methodology: This sequential explanatory mixed methods research study utilized quantitative surveys and qualitative interviews of 15 exemplary elementary dual immersion principals in Orange and San Diego counties in Southern California to identify and describe the strategies used to create an organizational culture of inclusiveness according to Kennedy’s (2008) five qualities …

Equity, Diversity, And Inclusion Climate Assessment Activities: Development And Strategic Use In Diversity Action Plans, Dr. Kristen M. Radsliff Rebmann, Parinaz Zartoshty, Kim Green, Erin Kelly-Weber, Dr. Vidalino Raatior, Lori Vonderach

School of Information Student Research Journal

This project report describes climate assessment activities in support of the development of a college-level diversity, equity, and inclusion (EDI) action plan. Elements of the climate assessment activities are described along with their purpose and rationale for inclusion. Recommendations are made for libraries to design and deploy their own EDI assessment activities with the goal of developing robust action plans supportive of inclusive excellence.

New Ways Of Teaching Library Service To Immigrant Communities, Ana Ndumu, Michele Villagran

Faculty Research, Scholarly, and Creative Activity

Outreach to immigrant communities is a long-standing aspect of United States (U.S.) library service. This area of library and information science (LIS) practice is vital given that immigration continues to dominate policy and public discourse. There is a need to advance U.S.- based LIS education so that new library professionals are aware of the sociopolitical implications of engagement with immigrant communities. We introduce a framework to guide instruction on best practices for outreach to immigrant communities within LIS courses. Then we describe how the framework will also inform a self-paced course to welcome immigrant populations into the LIS professions. By …

Diversity & Inclusion Update - Fall 2020, Office Of Diversity & Inclusion

Diversity & Inclusion Update

This Fall 2020 newsletter discusses ongoing campus initiatives to facilitate diversity and inclusion efforts on campus. Topics discussed include programming that occurred during the Fall 2020 semester, updates on continuing work such as the IDI and Campus Climate Surveys, and welcoming Dr. Charmaine T. Cruise as the new Dean of Academic Advising and Student Support Services.

Teacher Perception: Secondary Level Skill Development Support For Students With Specific Learning Disabilities, Philip L. Specht

Education Doctorate Dissertations

Defining the special education framework and teacher roles continue to be a challenge as schools face the differentiated needs of 21st-century learners. Delineating the functions and duties of special education teachers (SETs) at the secondary level provides a unique challenge, which is addressed by a midsized suburban high school developing the Inclusive Consultation Model (ICM). This innovative instructional model is school-wide and multi-disciplinary, impacting both special education and academic teachers. Through weekly consultation, the SET supports the content teacher in contributing instructional methods to meet the varied student needs in class. Outside of class, SETs justify the value of their …

Diversity & Inclusion Update – Spring 2020, Office Of Diversity & Inclusion

Diversity & Inclusion Update

The Spring 2020 newsletter documents initiatives that occurred on campus this semester, as well as information related to the campus response to COVID-19. Topics discussed include the Masks of Oppression performances in Stevens Theatre, the creation of Pride and Coffee, the premier of Our Voices are Vibrant, and COVID-19 resources for the undocumented community.

Leading Through Ambiguity: A Phenomenological Examination Of Chief Diversity Officers, Shawn L. Washington

CUP Ed.D. Dissertations

The purpose of this phenomenological study is to explore the experiences of chief diversity officers (CDOs) with leading through ambiguity in their roles. It is critical to provide support and structure to senior-level administrators leading diversity efforts at colleges and universities. “Ambiguity,” for the purposes of my study and main research question, relates to a CDO’s experience with an ill-defined organizational structure that governs their role. A qualitative phenomenological study was employed to document the experiences of 14 CDOs in higher education. Open-ended interviews facilitated capturing the essence of the lived experiences of CDOs leading despite the ambiguity in their …

Diversity & Inclusion Update – Fall 2019, Office Of Diversity & Inclusion

Diversity & Inclusion Update

This Fall 2019 newsletter discusses ongoing campus initiatives to facilitate diversity and inclusion efforts on campus. Topics discussed include the newly introduced Presidential Student Advisory Group, the First Scholars program for first generation students, the new ability to self-select pronouns for class rosters, and the creation of Hera's Closet.

The Prevalence And Importance Of Ethnic Diversity In Children’S Literature, Rose Schewe

Senior Honors Theses

Despite the complicated past of ethnic censorship, ethnic diversity has a prominent role in children’s literature published in the United States because diversity is accurately representative of the culture in which today’s young readers live. Children’s literature has advanced in terms of ethnic diversity in recent decades, but obstacles that prevent the stories of various minority groups from being told continue to exist. In order for all children to feel properly included in the literary world, children must be given the opportunity to see both people who are different from them as well as people who bear similarities to themselves …

Addressing The Needs Of High School English Learners Through Inclusion In General Education Classrooms: A Descriptive Case Study Of A Midwestern Metropolitan Public School District, Amanda Levos

Department of Educational Administration: Dissertations, Theses, and Student Research

English Learners (EL) and those students’ redesignated language proficient, or more accurately described as emergent bilingual or multilingual learners; make up a significant subset of the student population of high schools throughout the country. ELs may be vulnerable to academic failure in core academic subject areas due to limited language proficiency and potential gaps in formal education. Every school district creates a continuum of services to educate students at various levels of English language acquisition, which more than likely will include inclusion in the general education classroom. The challenge for districts is ensuring that general education teachers have the knowledge, …

Addressing The Needs Of Middle School English Learners Through Inclusion In General Education Classrooms: A Case Study Of A Midwestern Metropolitan Public School District, Mary Krista Schneider

Department of Educational Administration: Dissertations, Theses, and Student Research

A significant shift in student demographics in United States public schools has summoned the attention and action of public school educators to address the needs of English learners (ELs) who are required to meet the same academic standards as their English-speaking peers. Across the nation, school administrators, teachers, and other education specialists face challenges in fully meeting the academic demands of ELs, especially when including the students in general education classrooms. The purpose of this qualitative descriptive case study was to examine the implementation of inclusive practices, or specific instructional and academic supports that teachers provide to ELs, in middle …

Diversity & Inclusion Update - Spring 2019, Office Of Diversity & Inclusion

Diversity & Inclusion Update

The Spring 2019 newsletter discusses ongoing campus initiatives to facilitate diversity and inclusion efforts on campus. Topics discussed include: The First Generation Campaign; the growth of Latinx house; faculty training around diversity and inclusion in teaching; the Trustee-led advisory group on the new campus renaming policy; the development of "Breathe Gettysburg"; the continued development of "Our Voices", which will be replacing the Vagina Monologues; as well as continuing to address concerns from the Campus Climate Study.

Navigating The Racialized Neoliberal Gaze: Asian American Women Diversity, Equity, And Inclusion Professionals In U.S. Higher Education, Ariana Dasgupta

Doctoral Dissertations

Substantial research has addressed the experience of Asian American students in higher education (Hune, 2002; Ng & Lee, 2007; Buenavista, Jayakumar, & Misa-Escalante, 2009; Museus & Chang, 2009; Museus & Kiang, 2009; Pak, Maramba, & Hernandez, 2014; Palmer & Maramba, 2015), and a growing body of literature explores the state of Asian American faculty in higher education (Lee, 2002; Li & Beckett, 2005; Lin, Pearce, & Wang, 2009; Yook 2013). Though research examining how Asian American administrators experience higher education is increasing (Suzuki, 2002; Neilson, 2004; Neilson & Suyemoto, 2009; Li-Bugg, 2011; Reeves, 2015), no studies to date have examined …

What Is Your Social Justice Iq: Leading Social Justice In Higher Education, Janice M. Garnett, Germaine W. Huber

Journal of Curriculum, Teaching, Learning and Leadership in Education

This article describes an experience originating in the College of Education to explore a process for the college’s social justice efforts to lead and guide administration, faculty, and staff in their day-to-day decision-making. This educational process examined in the article was introduced through the College of Education’s Diversity and Inclusion Committee to engage administration, faculty, and staff in using their various perspectives focused on social justice to help them shift the college's current paradigm from understanding to action. The authors incorporated a conceptual framework as the foundation to develop the collaborative process to engage education professionals in gaining a greater …

Identifying Inclusive Practices On U.S. University Campuses That Create Engagement For Diverse Populations, Brandon Tatum

Electronic Theses and Dissertations

Interactions between diversity and inclusion have been incompletely studied on U.S. college campuses. Previous researchers have also demonstrated an incomplete understanding of these two constructs, resulting in uneven attempts to create inclusion on college campuses. Diversity and inclusion research on college life is needed because inclusion is relatively new and unexplored, student diversity in U.S. higher education is increasing, and practical models and programs for enhancing campus inclusion are lacking. Therefore, the purpose of this study was to identify best practices and student attitudes regarding inclusion and group memberships with Generation Z and Millennial college students in the United States, …

Diversity & Inclusion Update - Fall 2018, Office Of Diversity & Inclusion

Diversity & Inclusion Update

This Fall 2018 newsletter discusses ongoing campus initiatives to facilitate diversity and inclusion efforts on campus. Topics discussed include continued campus changes inspired by the January 2016 Town Hall meeting, such as the expansion of the Office of Multicultural Engagement/Mosaic House, and programming held over the previous semester to raise multicultural awareness by organizing events like LincCon Comic and Gaming Convention, workshops during the Disability Awareness Month, visit of Anthony Ray Hinton, etc.

Access To Culturally Responsive Teaching For English Language Learners : Mainstream Teacher Perceptions And Practice On Inclusion., Tamela N. Compton

Electronic Theses and Dissertations

This dissertation was designed to inform educators, practitioners, and policy makers on equity-based instruction for ELLs by examining secondary teachers’ perceptions and practice on inclusion. A dominant qualitative research design was used for this study. A survey adapted from Reeves (2002) research on secondary teacher’s attitudes and perceptions on the inclusion of English as a Second Language (ESL) student in mainstream classrooms was administered to 212 secondary teachers in three high schools who have shown significant growth in their ESL student enrollment. The study then interviewed six teachers who participated in the survey on their personal experiences with instructing ELLs …

Diversity & Inclusion Update - Spring 2018, Office Of Diversity & Inclusion

Diversity & Inclusion Update

This Spring 2018 newsletter discusses ongoing campus initiatives to facilitate diversity and inclusion efforts on campus. Topics discussed include continued campus changes inspired by the January 2016 Town Hall meeting, such as the expansion of the Office of Multicultural Engagement/Mosaic House, and programming held over the previous semester to raise multicultural awareness, such as workshops held during Pride Week, Peace and Justice Week, Stop Bias @ the Burg Week, and the Institute for Healing Racism.

Primary Pre-Service Teachers' Attitudes Towards Inclusion Across The Training Years, Corrina Goddard, David Evans

Australian Journal of Teacher Education

Teachers are responsible for meeting the needs of increasingly diverse learners. Given their position as catalysts for educational change, teachers’ positive attitudes towards inclusive education must be considered prerequisite to its success in Australian classrooms. This study investigated the extent to which pre-service training affects pre-service primary teachers’ attitudes towards inclusive education. A survey was designed to examine such attitudes among primary pre-service teachers at all year levels of their Bachelor of Education (Primary). To reflect the increasingly broad definition of inclusion established in the literature, participants’ attitudes towards gifted and talented students, those learning English as a second language …

The Difference Between English And Math High School Teachers' Attitudes And Perceptions Toward The Inclusion Of English Language Learner Students, Ashley Sibert Williamson

Doctoral Dissertations and Projects

Within the last 10 years, the United States experienced an influx of non-English speaking students, which challenged teachers, administrators, and other educational stakeholders on how to successfully accommodate these English Language Learners (ELL). This causal-comparative study examined the attitudes and perceptions of secondary English and math teachers in relation to ELL inclusion. Specifically, the study presented the main question of whether there is a difference between English and math teachers’ attitudes and perceptions toward the inclusion of ELLs. Teacher attitudes have been found to play a role in determining student academic achievement; therefore, assessing teacher attitudes toward ELLs could be …

Diversity & Inclusion Update - Fall 2017, Office Of Diversity & Inclusion

Diversity & Inclusion Update

This Fall 2017 newsletter discusses ongoing campus initiatives to facilitate diversity and inclusion efforts on campus. Topics discussed include continued changes inspired by the January 2016 Town Hall meeting, such as the growing availability of educational and social programs available to students (e.g. the Mosaic Orientation program) and the creation of new student organizations like Phoenix Rising and the Muslim Student Association.

Freshman Student Perception Of Institutional Engagement Strategies, Donald J. Comi

CUP Ed.D. Dissertations

Technology, socio-economic disparities, and an increasingly diverse population base have changed the nature of American communities and thus the educational and occupational landscape. Access to higher education is functionally the gatekeeper for technical and professional careers. The gap between the number of students starting a four-year degree and the number completing a degree is discouraging. As a student transitions to college, many factors influence personal resiliency. Familial support, pre-college preparation, peer-to-peer relationships, and institutional connection all influence a student’s resiliency. However, higher education’s traditional engagement and transitional programming does not always engender connection nor promote academic success. This qualitative case …

Diversity & Inclusion Update - Spring 2017, Office Of Diversity & Inclusion

Diversity & Inclusion Update

This Spring 2017 newsletter discusses ongoing campus initiatives to facilitate diversity and inclusion efforts on campus. Topics discussed include continued changes inspired by the January 2016 Town Hall meeting, such as the invitation of new sororities and fraternities to campus, as well as new student and administrative initiatives, such as the organization of the Student Solidarity Rally on March 1st 2017 and college grants received to promote and support diversity.

Decreasing The Social Gap Between English Language Learners And Native Speakers Of English, Rachel Loayza

School of Education and Leadership Student Capstone Theses and Dissertations

This paper discusses the social gap between English Learners and native speakers of English and the importance of inclusion. EL students experience isolation in school today and share few positive social experiences with their non-EL peers, although some schools have had some success increasing the inclusion. Through a Systematic Literature Review this research attempts to find out whether teachers and administrators can have an affect on the frequency of intercultural social experiences. Heterogeneous classrooms emerged as the strongest factor for inclusion and pull-out ESL programs emerged as the strongest barrier to inclusion. Future research including international locations, a larger list …