Library response to Black Liberation Collective: a review of student calls for change and implications for anti-racist initiatives in academic libraries

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Amy Faye Bocko ◽  
LuMarie Guth ◽  
Micha Broadnax
Keyword(s):  
Academic Libraries ◽  
The United States ◽  
University Of Missouri ◽  
Content Type ◽  
Black Liberation ◽  
University Campuses ◽  
Student Activists ◽  
College And University ◽  
Diversity And Inclusion ◽  
The University

PurposeIn September 2015 protests erupted at the University of Missouri following a series of racist incidents on campus and culminating in the resignation of the university president in November 2015. In solidarity with the protests student activists at universities across the United States and Canada organized into the Black Liberation Collective and held the first #StudentBlackoutOut day of protests on university campuses on November 15 followed by the publication of lists of demands to over 80 colleges in 28 states, the District of Columbia and Canada in the hopes of creating more-equitable and inclusive institutions. These demands shared similarity in requests for equity as those put forth during the Black Campus Movement of the late 1960s which led to the establishment of Black studies and cultural centers at colleges and universities. Academic libraries in particular were included with several demands to better serve the Black Indigenous People of Color (BIPOC) community.Design/methodology/approachWhile librarianship has largely been a historically White profession, libraries have undertaken many diversity and inclusion initiatives over the years. This article will examine seven case studies concerning college and university libraries addressing demands collated by the Black Liberation Collective in 2015. Six years out from the publication of the lists, we will evaluate statements issued by the libraries and posted on their websites, the promises that have been made to address inequities and the ensuing actions the libraries have taken to create a welcoming, inclusive community.FindingsThe authors examine seven institutions where demands from student activists speak directly to the library. We examine the library's response to make changes and subsequent actions.Originality/valueThe authors take a journalist approach to their research and examination of library responses.

Campus Protests, Casting, and Institutionalized Violence: The Unique Role of the Theatre Department in Institutions of Higher Education

2016 ◽  
Vol 57 (3) ◽  
pp. 395-397
Author(s):  
Catherine Ming T'ien Duffly
Keyword(s):  
United States ◽  
Black Women ◽  
The United States ◽  
Colleges And Universities ◽  
University Of Missouri ◽  
University Campuses ◽  
Student Activists ◽  
College And University ◽  
And Performance ◽  
The University

In looking forward to the important issues of this coming decade, we need only turn to the events of the past year for a sense of what is at stake for theatre, performance, and performance pedagogy. Last year, student activists protested racism on college and university campuses across the United States. At Yale, students protested the hostile racial climate on campus following several incidents, including a professor's dismissal of concerns about racist Halloween costumes, numerous swastika graffiti, and the explicit exclusion of black women from fraternity events. At the University of Missouri, the student group Concerned Student 1950—named for the year the first black students were admitted to the university—called for the resignation of university president, Tim Wolfe, citing the administration's inaction in the face of numerous racist incidents on campus. At Ithaca College, Claremont McKenna University, the University of Kansas, and many other colleges and universities across the United States, students held rallies, performed die-ins, and signed petitions in support of students at the University of Missouri and Yale and to call attention to inequality on their own campuses. Set against the backdrop of Ferguson and an increased awareness of institutionalized violence against black and brown bodies, these events remind us that colleges and universities have always been sites where racial discrimination and inequality have been both perpetuated and protested.

scholarly journals The Lived Experiences of Chinese International Students Preparing for the University-To-Work Transition: A Phenomenological Qualitative Study

2019 ◽  
Author(s):  
Ian Lertora ◽  
Jeffrey Sullivan
Keyword(s):  
International Students ◽  
Qualitative Study ◽  
Mental Health Professionals ◽  
The United States ◽  
Research Literature ◽  
Chinese International Students ◽  
University Campuses ◽  
College And University ◽  
Work Transition ◽  
The University

Chinese international students have been the largest growing number of international students on U.S. college and university campuses for the last ten years. However, there is minimal research literature that pertains to Chinese international students’ experiences on U.S. campuses and currently no research literature that reflects the entirety of their experience studying in the U.S. The purpose of this phenomenological qualitative study was to give a voice to Chinese international students who are preparing for the university-to-work transition to better understand their experiences as international students in the United States, specifically the types of transitional stressors they experienced and how they coped with these stressors. Five major themes and the essence of the participants emerged from the data analysis and are presented, discussed, and implication for campus based mental health professionals are provided.

scholarly journals Free Speech on Campus by Erwin Chemerinsky and Howard Gillman

2018 ◽  
Vol 2 (3-4) ◽  
pp. 32
Author(s):  
Rosanne Cordell
Keyword(s):  
Free Speech ◽  
The United States ◽  
College Campuses ◽  
Constitutional Rights ◽  
University Campuses ◽  
College And University ◽  
Societal Needs ◽  
The Supreme Court ◽  
The University ◽  
College And University Campuses

Free speech on college and university campuses in the United States is a complex topic with competing and conflicting rights, governing body responsibilities, goals, legal precedents, popular views, and purposes. To untangle all of this requires both attention to fine legal points and a broad view of societal needs. Chemerinsky and Gillman have the expertise and experience to bring both these characteristics to bear on discussions of this topic, but they do much more: they outline specific policies that can and should be followed by universities and colleges in seeking to provide the best of higher education. Chemerinsky (The Conservative Assault on the Constitution, The Case Against the Supreme Court, Closing the Courthouse Door: How Your Constitutional Rights Became Unenforceable) and Gillman (American Constitutionalism: Structures of Government, The Votes that Counted: How the Court Decided the 2000 Presidential Election) have distinguished positions at the University of California, Irvine, School of Law and taught an undergraduate seminar on Free Speech on College Campuses in 2016. Their combined voices bring a clarity and, surprisingly, brevity to this topic that are rare.

scholarly journals Ageism on Campus: Opportunities to Include Age in Diversity and Inclusion Efforts

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 7-7
Author(s):  
Cassandra Barragan ◽  
Stephanie Wladkowski
Keyword(s):  
Older Adults ◽  
Older Students ◽  
Leadership Positions ◽  
Older Learners ◽  
University Campuses ◽  
Diversity And Inclusion ◽  
Midwestern University ◽  
Barriers And Opportunities ◽  
The Many ◽  
The University

Abstract Diversity and inclusion are essential perspectives on university campuses. In recent years, there has been a nationwide decline in admissions resulting in changes to traditionally FTIAC driven college campuses. An environmental scan was completed at a mid-sized midwestern university to explore age-inclusive barriers and opportunities for change. In-depth interviews were held with 28 EMU stakeholders representing a wide variety of ages in leadership positions across campus. Students aged 40 and above (N=248) were also surveyed about their experiences on campus. Qualitative analysis revealed ageist attitudes about older adults and older students from at all levels of the university. Results demonstrate that initial responses to ‘age-friendly’ focused on stereotypes of older adults, but attitudes adjusted when reframed as older learners and further refined when older learners were defined as 40 and above. Additionally, there was a distinct disconnect between ageist perceptions towards older adults and older students which highlights the importance of intergenerational opportunities as an approach to combat ageist attitudes on campus. While these barriers require long-term and complicated solutions, participants described the many benefits that older learners bring to enrich the campus. Results of this research revealed opportunities to reframe aging in the context of diversity and inclusion efforts on campus. Adopting diversity efforts to include age can benefit universities in not only admissions, classroom experiences, and connections to surrounding communities.

Beyond the border war : student civil rights activism at the University of Kansas and the University of Missouri, 1946-1954

2020 ◽  
Author(s):  
◽  
Mary Beth Brown
Keyword(s):  
World War Ii ◽  
Civil Rights ◽  
Race Relations ◽  
Student Activism ◽  
University Of Kansas ◽  
University Of Missouri ◽  
Effect Change ◽  
Student Activists ◽  
The University ◽  
The 19Th Century

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI-COLUMBIA AT REQUEST OF AUTHOR.] This dissertation examines post-World War II student civil rights activism at two Midwestern college campuses, the University of Missouri (MU) and the University of Kansas (KU). Missouri and Kansas have conflicting histories concerning race dating back to Bleeding Kansas and the history of race relations on the campuses of KU and MU. This history is especially complicated during the period between 1946 and 1954 because of heightened student activism that challenged racial injustices. Race relations on campus largely mirrored that of the state's political environment, with KU having integrated in the 19th century, whereas MU did not desegregate until 1950. However, the same did not apply to the success of student activists at each school where MU students found success fighting against discriminatory practices in Columbia, whereas local business leaders and the university administration stymied KU students. The dissertation examines the exchange of ideas and strategy among students, which occurred through athletics, debates, guest speakers, and various regional and national groups. In particular, the study argues that campus spaces, such as residential co-ops and student organizations, were deeply significant because they served as incubators of activism by offering students a place to talk about racial and social injustice and plan ways to challenge these inequalities and effect change on campus and in the broader community.

Post-occupancy evaluation of outdoor spaces on the campus of the Federal University of Juiz de Fora, Brazil

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ana Clara Carvalho Tourinho ◽  
Sabrina Andrade Barbosa ◽  
Özgür Göçer ◽  
Klaus Chaves Alberto
Keyword(s):  
Critical Role ◽  
Future Research ◽  
Content Type ◽  
University Campuses ◽  
Post Occupancy Evaluation ◽  
Outdoor Spaces ◽  
The University ◽  
The Impact ◽  
Practical Implications

PurposeUsing the campus of a Brazilian university as case study, this research aims to identify which aspects of the outdoor spaces are the most significant in attracting people.Design/methodology/approachThis research relies on the application of different post-occupancy evaluation (POE) methods, including user tracking, behavioural mapping and questionnaires, on one plateau of the campus.FindingsThree group of aspects (socialization, proximity and infrastructure) were identified as key elements in explaining the impact of the campus physical characteristics on users’ behaviour. The results indicate that having characteristics of at least one group of aspects in those spaces can guarantee their vitality and, if there is presence of attributes of more than one group, liveliness can be increased.Research limitations/implicationsFurther studies should be conducted on an entire campus to identify other spatial elements in the three groups.Practical implicationsThis research contributes to the planning of future campuses and to solutions to the existed ones, indicating the most relevant spatial characteristics to be considered. Additionally, the combination of different methods may be useful to future research.Originality/valueMost of the investigations on the university campuses focus on the buildings, and little research has investigated the outdoor spaces, although they play a critical role in learning and academic life, where people establish social, cultural and personal relationships. In addition, studies using several POE allowed a consistent and complete diagnostic about the aspects of the campus, giving recommendations for future projects.

African American males navigating their way to college : a socio-ecological resiliency model

2016 ◽  
Author(s):  
◽  
Laura E. Danforth
Keyword(s):  
African American ◽  
African American Males ◽  
Task Force ◽  
American Psychological Association ◽  
The United States ◽  
African American College Students ◽  
University Of Missouri ◽  
Ecological Resources ◽  
College Population ◽  
The University

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The majority of African American college students are female, with males representing five percent of the total four-year college population (U.S. Census, 2013). Despite the evolution of race relations in the United States, African American males experience increased residential and school segregation, reduced access to qualified teachers and school staff, discipline disparities due to zero-tolerance policies, and increased likelihood of experiencing school to prison pipeline, all of which reduce their likelihood of enrollment in college (American Psychological Association Task Force, 2008; Aud, Fox, and Kewel-Ramani, 2010; Orfield, Kucsera, and Siegal-Hawley, 2012). In order to shift from deficit to strengths-based perspectives on achievement, a qualitative grounded theory investigation was utilized to uncover essential resources in participants' (N=22) social ecologies that increased the likelihood of college enrollment. As a result, insight was provided into the particular socio-ecological influences and elements that contributed to "pre-college socialization and readiness," (Harper, 2010, pg. 5) that eventually led to enrollment at a four-year college. It was found that family was the most powerful resource in participants' environments, as the initial establishment of the non-negotiable family expectation that they would attend college greatly influenced their selection in peer groups, involvement in positive community programs, as well as whether or not they were able to take advantage of other socio-ecological resources in their environment, such as positive teacher relationships and involvement in school programs.

Academic libraries national conference program evaluation : meeting learner needs in a changing profession

2018 ◽  
Author(s):  
◽  
Julia Katherine Hart
Keyword(s):  
Learning Style ◽  
Academic Libraries ◽  
Comprehensive Evaluation ◽  
Survey Design ◽  
Academic Librarians ◽  
University Of Missouri ◽  
National Conference ◽  
Conference Organization ◽  
Quantitative Results ◽  
The University

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The Academic Libraries National conference is a professional development opportunity for academic librarians. This study analyzed differences in preferred learning style of conference attendees based on years of library experience and the ability of the conference to meet the stated mission. Quantitative results indicated insignificant differences between preferred learning style and years of library experience. Qualitative results revealed support for meeting two of three mission components. Recommendations support modifications in practice for conference organization at the overarching, survey design, and future areas of study. These recommendations support efforts to create comprehensive evaluation of the conference.

Access to justice as a human right, organizational entitlement and precursor to diversity and inclusion

2020 ◽  
Vol 39 (7) ◽  
pp. 787-791 ◽  
Author(s):  
Quinetta Roberson
Keyword(s):  
African Americans ◽  
Civil Rights ◽  
The United States ◽  
Police Brutality ◽  
Access To Justice ◽  
Content Type ◽  
Organizational Policies ◽  
Corporate Leaders ◽  
Diversity And Inclusion ◽  
Policies And Practices

PurposeIn the wake of the death of George Floyd in the United States, many corporate leaders have released statements condemning racism and police brutality and committed their organizations to focus on diversity and inclusion. While such statements, intentions, and goals are laudable, they evade the phenomenon at the crux of the current social movement: access to justice.Design/methodology/approachThis essay draws upon theory and research across a variety of disciplines to examine the accessibility of justice for African Americans in society and in work organizations.FindingsAs corporate leaders have made statements decrying racism and police brutality and offered their support to civil rights groups and organizations fighting for racial justice, there is a need for that same level of scrutiny and support within their own organizations. As a precursor to diversity and inclusion initiatives, corporate leaders need to take actions to ensure the fairness of outcomes, policies and practices, and treatment by others for African Americans within their organizations.Practical implicationsStrategies for reviewing and revising organizational policies and practices to preserve fairness in the work experiences of African Americans and for creating and maintaining cultures of fairness are offered.Originality/valueThe author integrates historical documents, research, opinion, and literary devices to understand the meaning and practice of justice in society and organizations.

scholarly journals Descriptions of Chestnut Cultivars for Nut Production in the Eastern and Midwestern United States

HortScience ◽  
2021 ◽  
pp. 1-10
Author(s):  
Ronald S. Revord ◽  
J. Michael Nave ◽  
Ronald S. Revord ◽  
J. Michael Nave ◽  
Gregory Miller ◽  
...  
Keyword(s):  
United States ◽  
20Th Century ◽  
The United States ◽  
Castanea Dentata ◽  
Eastern United States ◽  
University Of Missouri ◽  
Chinese Chestnut ◽  
Nut Production ◽  
The University ◽  
On Farm

The Chinese chestnut (Castanea mollissima Blume) and other Castanea species (Castanea spp. Mill.) have been imported and circulated among growers and scientists in the United States for more than a century. Initially, importations of C. mollissima after 1914 were motivated by efforts to restore the American chestnut [Castanea dentata (Marsh.) Borkh.], with interests in timber-type characters and chestnut blight resistance. Chestnut for orchard nut production spun off from these early works. Starting in the early 20th century, open-pollinated seeds from seedlings of Chinese chestnut and other Castanea species were distributed widely to interested growers throughout much of the eastern United States to plant and evaluate. Germplasm curation and sharing increased quite robustly through grower networks over the 20th century and continues today. More than 100 cultivars have been named in the United States, although a smaller subset remains relevant for commercial production and breeding. The University of Missouri Center for Agroforestry curates and maintains a repository of more than 60 cultivars, and open-pollinated seed from this collection has been provided to growers since 2008. Currently, more than 1000 farms cultivate seedlings or grafted trees of the cultivars in this collection, and interest in participatory on-farm research is high. Here, we report descriptions of 57 of the collection’s cultivars as a comprehensive, readily accessible resource to support continued participatory research.

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