The Role of Student Affairs in Fostering Cultural Diversity in Higher Education

NASPA Journal ◽  
1991 ◽  
Vol 28 (2) ◽  
pp. 121-128
Author(s):  
Andrew C. Jones ◽  
Melvin C. Terrell ◽  
Margaret Duggar
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Cultural Diversity ◽  
Diversity In Higher Education

scholarly journals Multilingualism and internationalisation in doctoral education: Discourse, positioning and agency

2020 ◽  
Vol 8 (2) ◽  
pp. 257-277
Author(s):  
Stephanie Hofmann
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Cultural Diversity ◽  
Academic Writing ◽  
National Language ◽  
Macro Level ◽  
Lingua Franca ◽  
Diversity In Higher Education ◽  
Linguistic Repertoire ◽  
Education Discourse

AbstractDespite the growing linguistic and cultural diversity in higher education and research, little is known about how students and researchers use their plurilingual repertoire for writing and publishing. In particular, the roles of the national language(s) and the linguistic repertoire(s) vis-à-vis English as the lingua franca for academic writing and publishing have not been closely examined. This paper explores how doctoral researchers in Luxembourg position themselves in relation to macro-level discourses about language and academic success within their complex lingua-cultural and socio-economic setting. By analysing interview transcripts of two multilingual doctoral researchers from Russia and Germany, I show how in spite of their similar starting situations they negotiate agency to varying degrees. In particular, the prevalence of English and the pressure to publish in international journals seem to make them struggle to use their full linguistic repertoire in writing their theses.

scholarly journals We Built this Joint for Free: Counter-stories of Black American Contributions to Higher Education

10.28945/4432 ◽  
2019 ◽  
Vol 4 ◽  
pp. 123-142
Author(s):  
Chaunte L White ◽  
Miranda Wilson
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Black Americans ◽  
Education History ◽  
History Of Higher Education ◽  
Master Narratives ◽  
Higher Education History ◽  
History Of ◽  
Conceptual Paper

Aim/Purpose: Black contributions to higher education are frequently marginalized by some of the field’s most commonly cited historians. The purpose of this conceptual paper is threefold: to demarginalize the role of Black Americans within the higher education history narrative; to demonstrate the need to reconsider the course reading selections used to facilitate learning in this area; and, to emphasize the importance of higher education history as vehicle for understanding current issues across the postsecondary landscape. Background: Sanitized historical accounts often shape Higher Education and Student Affairs students’ learning of the history of American higher education. This is important due to the role historical knowledge plays in understanding current issues across the postsecondary landscape. Methodology: This conceptual paper juxtaposes commonly used higher education history texts against works that center Black higher education history. Elements of Critical Race Theory (CRT) frame this paper and serve as an analytic tool to disrupt master narratives from seminal history of higher education sources. Contribution: This paper contributes to literature on the history of higher education and offers considerations for the implications of course reading selections. Findings: We found that countering the master narratives shows how our contemporary experience has been shaped by colonial processes and how the historical role of Black Americans in higher education is often minimized. Recommendations for Practitioners: Citing how higher education and student affairs instructors’ choices around scholarship have implications for classroom learning and for the future of research and practice, this work recommends diversifying history of higher education course reading selections to help students gain better understanding of the historical impact of white supremacy, systemic oppression, and racism on postsecondary education. Future Research: Further research is needed to understand the impact of course reading selections on HESA student learning and empirically identify frequencies of text usage in history of higher education classrooms

scholarly journals Increasing Gender Diversity in Higher Education Leadership: The Role of Executive Search Firms

2019 ◽  
Vol 8 (6) ◽  
pp. 168 ◽  
Author(s):  
Simonetta Manfredi ◽  
Kate Clayton-Hathway ◽  
Emily Cousens
Keyword(s):  
Higher Education ◽  
Knowledge Exchange ◽  
Gender Diversity ◽  
Leadership Roles ◽  
The Public ◽  
Executive Search ◽  
Diversity In Higher Education ◽  
Recruitment And Selection ◽  
Search Firms

Women are under-represented in leadership roles in United Kingdom Higher Education Institutions (HEIs). Existing scholarship focuses on institutional barriers, which include cognitive bias and entrenched homosocial cultures, rather than external factors such as the use of executive search firms (ESFs) in recruitment and selection. Recent research indicates that the use of ESFs is increasing for senior HEI appointments. This analysis offers insights on these firms’ involvement from a gender equality perspective, based on the results from a study that used a ‘virtuous circle’ approach to research and knowledge exchange. The requirement for HEIs to pay ‘due regard’ to equality considerations under the Public Sector Equality Duty provides a framework for analysis. This paper provides new insights on the dynamics within recruitment processes when ESFs are involved and on how a legislative approach can leverage better equality outcomes.

scholarly journals Information literacy, diversity and the role of reflection in creating knowledge

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Thomas Vibjerg Hansen
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Information Literacy ◽  
Educational Environment ◽  
Pedagogical Tools ◽  
Theoretical Concepts ◽  
Creative Processes ◽  
Diversity In Higher Education ◽  
Literacy Standards

Diversity in higher education calls for process oriented information literacy (IL) practitioners rather than source oriented practitioners. They must be generalists because e.g. students with different backgrounds to a higher degree bring multi- and interdisciplinarity into the situation of creating knowledge and problem solving. It is a situation where counselling is about how to prioritise and combine the multidisciplinarity rather than knowing a subject in depth. The purposes of this workshop are: To facilitate answers to the challenges IL practitioners meet in their work in an educational environment characterized by diversity To go through a process from pedagogical reflection to practical ideas about teaching or counselling. The participants will be challenged on their pedagogical awareness, competencies and creativity and on their understanding of information literacy. The participants will not be given the answers, but in order to live up to the concept of a workshop, we must all work and participate in the exploration for answers. The workshop will be a mix of understandings of IL, investigations of diversity and creating knowledge, pedagogical tools, examples of teaching materials, theoretical concepts and creative processes. We will deal with the following questions: How does IL fit into the process of creating knowledge? How should we look at information literacy? As a defined set of skills, qualifications and competencies or as a readiness to handle certain intellectual or academic situations? Does diversity mean the end of information literacy standards?

Sign in / Sign up

Export Citation Format

Share Document