“Trickle-Down” Racial Empathy in American Higher Education: Moving Beyond Performative Wokeness and Academic Panels to Spark Racial Equity

2021 ◽  
pp. 002205742110535
Author(s):  
Jerel M. Ezell
Keyword(s):  
Higher Education ◽  
Racial Justice ◽  
Racial Equity ◽  
Systemic Racism ◽  
Academic Communities ◽  
Power Differentials ◽  
Asking Questions ◽  
Equity And Inclusion ◽  
The U.S ◽  
Trickle Down

Recent racial justice protests in response to police-related brutality in the U.S. illuminate tensions reflective of persistent power differentials and social and racial traumas of which the U.S. education system has played a pronounced role in both historically producing and, more recently, reproducing by trafficking in an ethos of “trickle-down” racial empathy. Asking questions of the reader, this reflection explores how institutions of higher education persistently fail to accurately diagnose and problematize systemic racism and their role in mediating it, thus failing to engender impactful policy toward diversity, equity, and inclusion within and outside of their academic communities.

Ichigo-Ichie

2021 ◽  
pp. 1-17
Author(s):  
Hideko Sera ◽  
Andrew F. Wall
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Japanese Language ◽  
Racial Justice ◽  
Critical Importance ◽  
Faculty And Staff ◽  
Fundamental Tension ◽  
Sociopolitical Climate ◽  
The U.S

Racial justice dialogues in many U.S. higher education spaces have primarily stemmed from a desire to educate the uninformed. Many institutions have failed to attend to their students, faculty, and staff of color while focusing on providing “safe” places for the uninformed. Such efforts seem to have led to an extreme complacency of those who need to change the most to become disillusioned that they have done more than enough to contribute to race dialogues on campus. In the current sociopolitical climate in the United States, the U.S. higher education is facing unprecedented pressure to attend to the fundamental tension between those two worlds. In the Japanese language, ichigo-ichie (一期一会) is a famous saying that embodies the spirit of 'here and now'. Translated as “one time, one meeting,” it symbolizes the critical importance of how one encounter could lead to transformational changes. Contrary to the noble concept of 'trying again' many times before succeeding, ichigo-ichie poses this question: What if all we have is one time, one encounter, and one chance to get it right?

scholarly journals How narratives of racial progress create barriers to diversity, equity, and inclusion in organizations

2021 ◽  
Author(s):  
Michael W. Kraus ◽  
Brittany Torrez ◽  
LaStarr Hollie
Keyword(s):  
Policy Change ◽  
Structural Changes ◽  
Evidence Based ◽  
Organizational Leaders ◽  
Racial Justice ◽  
Racial Equity ◽  
Effective Policy ◽  
Racial Progress ◽  
Equity And Inclusion

Despite recent statements in support of racial justice many organizations fail to make good on their commitments to diversity, equity, and inclusion (DEI). In this review, we describe the role of the narrative of racial progress—which conceives of society as rapidly, naturally, and automatically ascending toward racial equity—in these failures. Specifically, the narrative of racial progress: 1) envisions organizations as race neutral, 2) creates barriers to more complex cross-race discussions about equity, 3) creates momentum for less effective policy change, and 4) reduces urgency around DEI goals. Thus, an effective DEI strategy will involve organizational leaders overcoming this narrative by acknowledging past DEI failures, and, most critically, implementing significant, immediate, and evidence-based structural changes that are essential for creating a more just and equitable workplace.

scholarly journals Riding Out the Immigration Storm: Higher Education Responses and Support Provided to International Students in the U.S. During the COVID-19 Pandemic

2021 ◽  
Vol 5 (SI) ◽  
Author(s):  
Masha Krsmanovic
Keyword(s):  
Higher Education ◽  
Discourse Analysis ◽  
International Students ◽  
Colleges And Universities ◽  
Global Crisis ◽  
Academic Communities ◽  
Travel Restrictions ◽  
The U.S

The immigration and travel restrictions imposed by the U.S. government during the pandemic affected both international students preparing to start their academics in the U.S. and those currently enrolled. Reviewing the websites of 160 U.S. colleges and universities enrolling the highest numbers of international students, this study investigated if and how these institutions supported their international students during the time of global crisis. The results, obtained thought discourse analysis, revealed that the majority of websites (74%) provided such guidance, while the remaining 26% did not include any COVID-related content. Further, only 10% of the institutions issued official statements to and in support of their international students during the pandemic. In addition to portraying the volume and scope of support provided to international students by their institutions, this research also presented recommendations for all colleges and universities that are yet to respond to the international members of their academic communities.

Count Me In!: Ethnic Data Disaggregation Advocacy, Racial Mattering, and Lessons for Racial Justice Coalitions

JCSCORE ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 91-124
Author(s):  
OiYan A. Poon ◽  
Jude Paul Matias Dizon ◽  
Dian Squire
Keyword(s):  
Asian American ◽  
People Of Color ◽  
Racial Justice ◽  
Racial Equity ◽  
Equity In Education ◽  
Case Study Analysis ◽  
Data Disaggregation ◽  
Racial Solidarity ◽  
The University

This article presents a case study of the 2006-2007 Asian American and Pacific Islander (AAPI) student-led Count Me In! (CMI) campaign. This successful campaign convinced the University of California (UC) to account for 23 AAPI ethnic identities in its data system. Celebrated as a victory for AAPI interests in discourses over racial equity in education, which are often defined by a Black- white racial paradigm, CMI should also be remembered as originating out of efforts to demonstrate AAPI solidarity with Black students and to counter racial wedge politics. In the evolution of the CMI campaign, efforts for cross-racial solidarity soon faded as the desire for institutional validation of AAPI educational struggles was centered. Our case study analysis, guided by sociological frameworks of racism, revealed key limitations in the CMI campaign related to the intricate relations between people of color advocating for racial justice. We conclude with cautions for research and campaigns for ethnically disaggregated AAPI data, and encourage advocates and scholars to address AAPI concerns over educational disparities while simultaneously and intentionally building coalitions for racial equity in higher education.

Diversidad Cultural y Equidad en Universidades Privadas con Proyecto de Inclusión

2016 ◽  
pp. 103
Author(s):  
Ana María Contreras Duarte
Keyword(s):  
Higher Education ◽  
Theoretical Perspective ◽  
Private Universities ◽  
Educación Superior ◽  
Educacion Superior ◽  
Palabras Clave ◽  
Distribution Of Resources ◽  
Equity And Inclusion

El artículo aborda los problemas de equidad e inclusión en la educación superior en Chile desde una perspectiva que se sitúa más próxima al campo de la sociología de la Educación. Desde allí la perspectiva teórica que sirve de marco orientador del estudio se plantea la posibilidad de comprensión de los fenómenos sociales desde las creencias y acciones de los sujetos. También se asume que el logro de la justicia en una sociedad determinada y en la educación en particular, trasciende a la distribución equitativa de recursos y requiere que los actores educativos, caracterizados por una mayor diversidad, se reconozcan mutuamente unos a otros como lo plantean los teóricos del reconocimiento (Honneth, 2010).Palabras clave: Equidad, inclusión, educación superior, creencias, reconocimiento.Diversidade Cultural e Equidade em Faculdades privadas com Projeto de InclusãoO artigo aborda os problemas de Equidade e Inclusão no ensino superior no Chile desde uma perspectiva que se situa mais próxima ao campo da sociologia da Educação. A partir daí, a perspectiva teórica que serve de marco orientador do estudo, manifesta a possibilidade de compreensão dos fenômenos sociais, desde as crenças e ações dos sujeitos. Também se entende que o logro da justiça numa sociedade determinada e na educação em particular, transcende a distribuição equitativa de recursos e requer que os atores educacionais, caracterizados por uma maior diversidade, reconheçam-se mutuamente uns aos outros como expressam os teóricos do reconhecimento (Honneth, 2010).Palavras-chave: Equidade, Inclusão, ensino superior, crenças, reconhecimento.Cultural diversity and equity in private universities withinclusion projectThe article discusses the issues of equity and inclusion in higher educationin Chile from a perspective closest to the field of sociology of education.Based on that, the theoretical perspective that serves as a guiding frameworkof the study provides the possibility of understanding social phenomenafrom individual beliefs and actions. It is also assumed that the achievementof justice in a given society and in education in particular transcends theequitable distribution of resources. It requires that educational actors,characterized as more diverse, are mutually recognized, as it is suggestedby recognition theorists (Honneth, 2010).Keywords: Equity, inclusion, higher education, beliefs, recognition. 

Colluding With and Resisting the State: Organizing Against Gender Violence in the U.S.

2021 ◽  
pp. 155708512098760
Author(s):  
Beth E. Richie ◽  
Valli Kalei Kanuha ◽  
Kayla Marie Martensen
Keyword(s):  
Social Protest ◽  
Gender Violence ◽  
Racial Justice ◽  
Gender Based Violence ◽  
Transformative Justice ◽  
Past Half Century ◽  
Gender Based ◽  
Political Praxis ◽  
Past Half ◽  
The U.S

The movements for racial justice, health equity, and economic relief have been activated in the contentious and challenging climate of 2020, with COVID-19 and social protest. In this context, feminist scholars, anti-violence advocates, and transformative justice practitioners have renewed their call for substantive changes to all forms of gender-based violence. This article offers a genealogy of the battered women’s movement in the U.S. from the lived experiences of two longtime activists. These reflections offer an analysis of the political praxis which evolved over the past half century of the anti-violence movement, and which has foregrounded the current social, political, and ideological framing of gender-based violence today. We conclude with a view to the future, focusing on the possibilities for transformative justice and abolition feminism as a return to our radical roots and ancestral histories.

scholarly journals ASSESSMENT OF TFP IN EUROPEAN AND AMERICAN HIGHER EDUCATION INSTITUTIONS – APPLICATION OF MALMQUIST INDICES

2016 ◽  
Vol 24 (2) ◽  
pp. 467-488 ◽  
Author(s):  
Joanna WOLSZCZAK-DERLACZ
Keyword(s):  
Higher Education ◽  
Data Envelopment Analysis ◽  
Productivity Growth ◽  
Negative Association ◽  
Distance Measures ◽  
Data Envelopment ◽  
Total Revenue ◽  
American Higher Education ◽  
Malmquist Indices ◽  
The U.S

In this study we apply Malmquist methodology, based on the estimation of distance measures through Data Envelopment Analysis (DEA), to a sample of 500 universities (in 10 European countries and the U.S.) over the period 2000 to 2010 in order to assess and compare their productivity. On average, a rise in TFP is registered for the whole European sample (strongest for Dutch and Italian HEIs), while the productivity of American HEIs suffered a slight decline. Additionally, we show that productivity growth is negatively associated with size of the institution and revenues from government, and positively with regional development in the case of the European sample, while American HEI productivity growth is characterised by a negative association with GDP and a positive one with the share of government resources out of total revenue.

Walking in the Ivory Tower: Differential Belonging and the Architexture of Home

2021 ◽  
pp. 107780042110483
Author(s):  
Gust A. Yep
Keyword(s):  
Higher Education ◽  
Faculty Member ◽  
Ivory Tower ◽  
Relational Patterns ◽  
The U.S

Deploying Carrillo Rowe’s concept of differential belonging and extending McCune’s notion of architexture to encompass transnational sensory registers, affective valences and intensities, relational patterns, and ideological and political textures, I describe and examine the complexities of home as a racial, gender, and sexual non-normative transnational subject in the U.S. academy. More specifically, I narrate two scenes of my autoethnography to make sense of my transnational experiences of academic home in U.S. spaces of higher education. In the article, I first discuss the concept of differential belonging and the architexture of home before I embark on my autoethnographic scenes and conclude with an exploration of how people “back home” imagine my life as a faculty member of a major U.S. university.

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