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Call Number: BF575.P9.B25 2016
Publication Date: 2016-08-16
Diversity's Promise for Higher Education by
Call Number: LC3727 .S65 2009
Publication Date: 2009-09-30
Diversity, Equity, and Inclusion by
Call Number: HM751.H65 2015
Publication Date: 2015-03-19
The Diversity Training by
Call Number: HF5549.5.M5 L357 2009
Publication Date: 2009-08-26
From Equity Talk to Equity Walk by
Call Number: LC213.2.M445 2020
Publication Date: 2020-01-22
What Excellent Community Colleges Do by
Publication Date: 2014-02-01
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The complexity of working with white racial allies: Challenges for diversity educators of color in higher education
White racial allyship is essential in realizing an institution that focuses on the welfare, success, and health of students of color and employees of color. The role of White racial allies has been discussed and studied in higher education literature. However, many studies that have critically reviewed the role of White allies have typically centered the voices of White allies. This study builds on previous critical White allyship scholarship, but rather than centering White voices, we center diversity educators of color at various institutions. Diversity educators of color provide a crucial voice in understanding the effectiveness of racial allyship and seek to partner with multiple stakeholders to realize diversity efforts. We analyzed data from interviews with diversity educators and asked them about their experiences collaborating with White racial allies. The findings from the study illuminated the challenges and complexities of working with White racial allies, in particular the realities of taxation, an unwillingness to make sacrifices, and the words and action paradox. Taxation describes exhaustion and weariness that comes from working directly with White allies who can be unhelpful in dismantling racist systems. Participants also noted that White allies do not demonstrate the willingness to make tangible sacrifices to actively pursue racial justice. Finally, diversity educators of color articulated a word and action paradox in which White racial allies appropriated racial justice language without actively working to dismantle oppressive systems. (PsycInfo Database Record (c) 2021 APA, all rights reserved)
Do diversity courses improve college student outcomes? A meta-analysis
Colleges and universities play a critical role in shaping intergroup dynamics in an era of increasing racial tensions in the United States. Diversity courses may serve as one important approach for preparing college students for participation in an equitable and just society, since this coursework holds a unique position at many institutions to expose college students to issues of difference and inequality. This study synthesizes research on the relationship between university/college instruction explicitly using the word course and the root divers and student outcomes over the span of 25 years. Within a meta-analytic sample of 355 effect sizes, from 73 publications, and 47 distinct samples representing 116,092 undergraduate students the results indicate an overall small positive association between diversity coursework and various outcomes. Additional results highlighted the ways in which this relationship is moderated by various characteristics of the courses, outcome measures, and study design. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
LEADING WITH MEANING: WHY DIVERSITY, EQUITY AND INCLUSION MATTERS IN US HIGHER EDUCATION.
In this paper, I review some recent research findings that demonstrate the need to address issues of diversity, equity and inclusion in US higher education contexts so that educational leaders can live out the espoused values of their institutions as they work to transform students into responsible citizens. Articles were selected for review with the intent of painting a picture of how diversity, equity and inclusion work being done across an institution can shape the experiences of persons of colour at these institutions. These findings highlight the need for academic leaders to consider how to best embody the mission and vision of their institutions as they frame diversity issues for the campus community with a few additional considerations specific to religiously affiliated institutions. [ABSTRACT FROM AUTHOR]