Private Restroom Graffiti: An Analysis of Controversial Social Issues on Two College Campuses

1997 ◽  
Vol 81 (3) ◽  
pp. 1067-1074 ◽  
Author(s):  
George E. Schreer ◽  
Jeremy M. Strichartz
Keyword(s):  
New York ◽  
Social Issues ◽  
Residence Halls ◽  
College Campuses ◽  
Student Body ◽  
Upstate New York ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Chi Squared ◽  
The University

We collected 428 pieces of graffiti from men's and women's restrooms on two American campuses (one college and one university) in a small town in upstate, New York. The graffiti were coded by sex, institution, and type of building, and then sorted into 19 content categories. Chi-squared analyses indicated that compared to women's restrooms, men's restroom graffiti contained significantly more insulting (especially antigay) and scatological references but not more sexual graffiti. Women's restrooms had more political graffiti than men's, but contrary to previous research, very few romantic inscriptions. The university sample from a more diverse student body than that of the college, contained more racist and political graffiti. Compared to residence halls, libraries across both college campuses contained more inflammatory graffiti. Based on these findings, private restroom graffiti appear to provide a useful and unobtrusive method for investigating controversial and sensitive social issues.

scholarly journals Diversity as an Orientalist Discourse

2007 ◽  
Vol 30 (1) ◽  
pp. 41-57
Author(s):  
Mariela Nuñez-Janes
Keyword(s):  
Civil Rights ◽  
College Campuses ◽  
Educational Institutions ◽  
Student Body ◽  
Administrative Positions ◽  
University Of Wisconsin ◽  
Diverse Student Body ◽  
Diverse Student ◽  
The Face ◽  
The University

The goal of promoting diversity is deep-rooted in the post-civil rights activities of U.S. educational institutions. Universities across the country attempt to foster diversity by seeking a diverse student body, creating initiatives that promote diversity, institutionalizing committees and administrative positions with the sole purpose of overseeing diversity, and implementing curricular strategies to support academic diversity. The pursuit of diversity is so integral to the survival and attractiveness of college campuses that some universities even lie in order to appear diverse to potential students and public supporters. Such was the case of the University of Wisconsin, Madison whose officials digitally inserted the face of a black student into an image of white football fans in order to portray a diverse picture of the university's student body. Etemonstrating that diversity is valued is a staple of any academically competitive US university.

Decolonizing the University: the Challenges and Possibilities of Inclusive Education

2016 ◽  
Vol 11 (1) ◽  
Author(s):  
George Dei
Keyword(s):  
Inclusive Education ◽  
Graduate Training ◽  
Ways Of Knowing ◽  
The Body ◽  
Student Body ◽  
Work Lives ◽  
Diverse Student Body ◽  
Diverse Student ◽  
The University ◽  
Contemporary Education

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>This article argues for a reframing of the curriculum within the academy in order to make the academy more inclusive and more accessible to a diverse student body. Reframing the curriculum is seen as an aspect of decolonizing the university. Many questions emerge from this argument to include the following: What curriculum informs the education contemporary learners receive and how do they apply this to their academic and work lives? How do educators re-fashion their work as educators and also as learners to create more relevant understandings of what it means to be human and to determine what is human work? What are the limits and possibilities of visions of and counter and anti-visions to contemporary education? How do educators and learners challenge colonizing and imperializing relations within the academy and that influence the academy and its learners? How does curriculum become inclusive through teaching, research and graduate training and how does it make space for Indigeneity and multi-centric ways of knowing? How do we frame an inclusive, anti-racist, and anti-colonial global future and what is the work that is required to collectively arrive at that future? These complex questions, stimulated by my decolonizing curriculum work and experience, are engaged through the body of this article. </span></p></div></div></div>

scholarly journals The STEPS course: Support through Tutoring, Employability and Professional Skills.

2018 ◽  
Vol 11 (2) ◽  
Author(s):  
Miriam Sorrentino
Keyword(s):  
Higher Education ◽  
Student Body ◽  
Select Committee ◽  
Diverse Range ◽  
Digital Arts ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Education And Employment ◽  
The University ◽  
Small Working

Personal tutoring is an essential part of higher education however, while the need for it has increased year on year, time for it has decreased (Select Committee on Education and Employment, 2001). Many students need a diverse range of support (Department for Education and Skills, 2003) and there is growing pressure to include 'soft skills' within higher education (NCIHE, 1997; Skillset, 2011). These requirements often fall to personal tutors. A small working group in the department of Creative Professions and Digital Arts at the University of Greenwich tried to find a solution that could help our diverse student body find some of the support and skills they need. This decision to make personal tutoring a departmental responsibility, rather than one linked to programmes or courses, completely changed our thinking about what we could achieve. This project became STEPS, a course co-designed with students with a consistent feedback loop through the Unitu online platform.

Multicultural Advising

2020 ◽  
pp. 127-141
Author(s):  
Chloe Robinson ◽  
Tomicka N. Williams
Keyword(s):  
Higher Education ◽  
Academic Advising ◽  
Cultural Landscape ◽  
College Campuses ◽  
Higher Learning ◽  
Student Body ◽  
Institutions Of Higher Learning ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Core Components

Since the cultural landscape of most higher education institutions is changing, it is paramount that colleges and universities make a concerted effort to connect with students from various backgrounds. The academic advising department could be the catalyst for change for many institutions of higher learning when seeking to support a diverse student body. Despite an increase in enrollment of students from various backgrounds on many college campuses, various challenges remain when attempting to advise and mentor diverse student populations. This chapter will examine some of the demographical changes taking place on college campuses across the U.S., the importance of multicultural advising and core components of this approach. Finally, the ways in which multicultural advising can be implemented within higher education will be examined.

scholarly journals The Effect Of Diversity Mandates: The Case Of Mississippi Institutions Of Higher Learning

2010 ◽  
Vol 5 (3) ◽  
Author(s):  
Rebecca Hochradel ◽  
Jamye Long ◽  
Cooper Johnson ◽  
Haley Wells
Keyword(s):  
Civil Rights ◽  
Past Research ◽  
The United States ◽  
Higher Learning ◽  
Future Research ◽  
Student Body ◽  
Institutions Of Higher Learning ◽  
Diverse Student Body ◽  
Diverse Student ◽  
The University

After more than 40 years since the University of Mississippi integrated its student body and the passage of civil rights and affirmative action legislation throughout the United States, universities are confronting the issue of developing not only a diverse student body, but also a diverse faculty, staff, and administration.  In the intervening years, much research has been conducted in the area of diversity within universities.  Past research focused on the attitudes towards diversity, necessity and benefits of diversity, and student initiatives to address these issues.  However, the vast majority of diversity research centers on human resources issues.  In 2006, Commissioner Tom Meredith of the Mississippi Institutions of Higher Learning (IHL) charged the Mississippi higher education institutions with increasing the diversity of faculty, staff, and students.  The purpose of this study is to investigate the diversity among these institutions and to determine the effect of the mandate by the IHL on the diversity of employees and students at these universities.  Data analysis includes a report of the current diversity status and analysis of change based on the mandate.  This study concludes with a discussion of the results, implications of these results, and directions for future research.

scholarly journals A Grassroots, Practical Response to Student Belonging through Learning and Teaching Experiences

2018 ◽  
Author(s):  
Bronwyn Clarke ◽  
Rachel Wilson ◽  
Gabrielle Murray
Keyword(s):  
Learning Experience ◽  
Collaborative Work ◽  
Holistic Approach ◽  
Student Body ◽  
Learning And Teaching ◽  
Measurement Framework ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Student Belonging ◽  
The University

RMIT University is Australia’s second largest higher education provider and has a very diverse student body. Taking a holistic approach and capturing the entire student life cycle, the RMIT Belonging Strategy outlines a rationale and plan for delivering belonging interventions across the whole institution. An institution wide strategy requires economic, political and global considerations; however, as grass-roots academics, our work is informed by the philosophy that education can affect positive communitarian and individual change, and that meaningful and authentic relations with staff and students enable genuine collaboration and growth (Chickering, Dalton, &amp; Stamm, 2006; Kreber, 2013). Guided by these principles, we identified five drivers that impact student belonging at the university, and proposed a measurement framework to form an ‘index’ of belonging that can be tracked and reported. This paper focuses on the innovative and collaborative work of developing an enterprise wide strategy for inclusive belonging and presents a roadmap of the process. We argue that grassroots, practical responses through learning experience interventions have the greatest potential to influence student engagement. 

Developing Graduate Qualities

2003 ◽  
pp. 286-296
Author(s):  
Ann Monday ◽  
Sandra Barker
Keyword(s):  
Role Play ◽  
South Australia ◽  
Successful Implementation ◽  
Student Body ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Business Course ◽  
Skill Requirements ◽  
The University

For some time, universities have endeavored to address the shortfall in skill requirements that have been identified by prospective employers of graduates. The University of South Australia (UniSA) numbers itself among these universities and has identified a number of “graduate qualities” that are required to be developed within the curriculum. This chapter explores a case-study and role-play approach to embedding graduate qualities in an undergraduate business course that is delivered to a diverse student body studying either internally or externally, in Australia or in Hong Kong. It highlights a range of issues for successful implementation and assessment of these qualities.

scholarly journals Texas A&M University School of Law’s Distinguished Practitioner Speaker Series

2014 ◽  
Vol 1 (3) ◽  
pp. 801-810
Author(s):  
Maureen E. Mahoney
Keyword(s):  
Supreme Court ◽  
University Of Michigan ◽  
Law Firm ◽  
Student Body ◽  
Educational Benefits ◽  
Diverse Student Body ◽  
The Supreme Court ◽  
Diverse Student ◽  
The University ◽  
Arthur Andersen

Maureen E. Mahoney is the founder and a member of the Supreme Court and appellate practice at the international law firm of Latham & Watkins. Among her numerous achievements, Ms. Mahoney represented the University of Michigan before the Supreme Court and won the landmark case upholding the constitutionality of admissions programs that consider race as one of many factors in order to attain the educational benefits of a diverse student body. She also successfully argued on behalf of Arthur Andersen in a Supreme Court challenge to the firm’s criminal conviction. Additionally, she has consistently been recognized as one of the top lawyers in Washington D.C. The Texas A&M Law Review is incredibly grateful to Ms. Mahoney for allowing it to publish her comments from the law school’s Inaugural Distinguished Practitioners Speaker Series in spring 2013.

Challenges Experienced by Women of Color in Educational Leadership

2021 ◽  
pp. 76-100
Author(s):  
Ronald Morgan ◽  
Kitty M. Fortner ◽  
Kimmie Tang
Keyword(s):  
Educational Leadership ◽  
Women Of Color ◽  
Educational Leaders ◽  
Leadership Positions ◽  
Student Body ◽  
Advanced Degrees ◽  
Educational Stakeholders ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Positive Effect

There continue to be many issues women of color face as they pursue both an advanced education and leadership positions in education. There appears to be an increase in the number of women of color seeking advanced degrees and pursuing educational leadership positions, but the numbers are still small overall. While some educational stakeholders have worked to increase the number of women of color in educational leadership positions, it has been minimal. A central question that is often asked is, How does a school ensure that the educational leaders are capable of moving forward, with meeting the needs of a diverse student body? Many advocates say promoting a more diverse group of educational leaders, especially women of color, will only help increase student success. Increasing the number of women of color in educational leadership positions can help have a positive effect on the issues of racism, poverty, aggression, oppression, hostility, or even privilege.

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