Campus Climate and the Theory of Gender Performativity

2019 ◽  
pp. 226-242
Author(s):  
Aaron Samuel Zimmerman ◽  
Andrew S. Herridge
Keyword(s):  
Higher Education ◽  
Campus Climate ◽  
Institutions Of Higher Education ◽  
Gender Performativity ◽  
Social Construct ◽  
Experimental Performance ◽  
Recruitment Methods ◽  
Diverse Student Populations ◽  
Diverse Student ◽  
Measurement Tools

The objective of this chapter is to outline the theory of gender performativity and to discuss its implications for researchers and policymakers in higher education. This chapter will examine the manner in which the measurement tools and recruitment methods utilized by research in higher education may serve to reinforce particular ontological assumptions about gender. If institutions of higher education aspire to serve their diverse student populations as inclusively as possible, it may be valuable for researchers and policymakers to consider the notion that gender is a social construct that is continually open to experimental performance.

Indigenous Student Experience in Higher Education

2022 ◽  
pp. 254-266
Author(s):  
Lawrence F. Camacho ◽  
Arline E. Leon Guerrero
Keyword(s):  
Higher Education ◽  
Student Experiences ◽  
Indigenous Students ◽  
University Campuses ◽  
College And University ◽  
Indigenous Student ◽  
Diverse Student Populations ◽  
Diverse Student ◽  
Education Today ◽  
College And University Campuses

Higher education today is faced with many challenges. However, behind some of those challenges are potential opportunities. One in particular is the focus on diversity, equity, and inclusion, and especially the unpacking of systems and processes that are increasingly becoming more prevalent in higher education's ecosystem of support, mainly for Indigenous students. This is due in large part to the global shift in the rising diverse student populations across college and university campuses. Indigenous students are entering today's evolving college landscape with a clear sense of purpose. To take advantage of this opportunity, institutions are pivoting their support structures to also facilitate their diverse student populations and learning outcomes. They are developing programs to make sense of the Indigenous student experiences, issues, challenges, and are paying special attention to strategies and infrastructures designed to safeguard their student success.

Education 3.0

2022 ◽  
pp. 1-24
Author(s):  
Jeff D. Borden
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
Assessment Methods ◽  
Diverse Student Populations ◽  
Diverse Student ◽  
Selective Admissions ◽  
Actual Learning ◽  
Learning Options

Education 3.0 is the confluence of known, effective throughputs in teaching and learning due to changed inputs and desired changes to output across higher education. From increasingly diverse student populations to the need for critical thinking by all, education has fundamentally changed. Practitioners must leverage technologies to scale learning and meet demands by families for more flexible, lifelong learning options. Gone are the days when student bodies had more on-campus, residential, homogeneity, as well as small cohorts from selective admissions. Such changes now require architects of learning to consider the efficacy of various teaching and assessment methods in promoting actual learning versus short-term memorization, as well as how to use technology to do all of this at scale. From neuroscience to learning psychology to education technology, there is an impressive body of research around authentic learning, yet most faculty are largely unaware of this scholarship, seeing instruction dominated by tradition rather than effectiveness.

White Institutional Presence: The Impact of Whiteness on Campus Climate

2010 ◽  
Vol 80 (4) ◽  
pp. 464-490 ◽  
Author(s):  
Diane Lynn Gusa
Keyword(s):  
Higher Education ◽  
Campus Climate ◽  
Cultural Practices ◽  
Institutions Of Higher Education ◽  
Predominately White Institutions ◽  
Predominately White ◽  
Cultural Ideology ◽  
Higher Education Retention ◽  
Education Retention ◽  
The Impact

In this conceptual paper, Diane Gusa highlights the salience of race by scrutinizing the culture of Whiteness within predominately White institutions of higher education. Using existing research in higher education retention literature, Gusa examines embedded White cultural ideology in the cultural practices, traditions, and perceptions of knowledge that are taken for granted as the norm at institutions of higher education. Drawing on marginalization and discrimination experiences of African American undergraduates to illustrate the performance of White mainstream ideology,Gusa names this embedded ideology White institutional presence (WIP) and assigns it four attributes: White ascendancy, monoculturalism, White estrangement,and White blindness.

scholarly journals Age-Friendly Universities: Confronting Ageism and Fostering Age Inclusivity

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 533-534
Author(s):  
Joann Montepare ◽  
Kimberly Farah
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Campus Climate ◽  
The United States ◽  
First Aid ◽  
Online Course ◽  
Institutions Of Higher Education ◽  
Age Diversity ◽  
Aging Populations ◽  
Age Attitudes

Abstract The pioneering Age-Friendly University (AFU) initiative, endorsed in 2016 by GSA’s Academy for Gerontology in Higher Education (AGHE), calls for institutions of higher education to respond to shifting demographics and the needs of aging populations through more age-friendly programs, practices, and partnerships. Over 65 institutions in the United States, Canada, European countries, and beyond have joined the network and adopted the 10 AFU principles. Despite the importance and appeal of the AFU initiative, individuals leading age-friendly efforts on their campuses have found that ageism in higher education is a persistent, yet overlooked, factor holding us back from embracing age diversity. This symposium will feature AFU partners who will discuss how ageism presents itself in higher education, along with offering recommendations for breaking it down and promoting greater age inclusivity. Montepare will open the session with an overview of systematic and implicit instances of ageism in higher education. Bowen and colleagues will then discuss results from an AFU Campus Climate Survey that examined the age attitudes of faculty, students, and staff along with their views about that nature of campus age-friendliness. Manoogian will discuss the value of approaching the teaching of age diversity from an intersectionality perspective. Reynolds and Kruger will provide theoretical framing and dissemination models for the GSA online course Ageism First Aid within various AFU and programmatic structures. Andreoletti and June will discuss how creating an age-inclusive AFU Learning Community can raise awareness about ageism across campus as well as in the community where a campus resides. Age-Friendly University (AFU) Interest Group Sponsored Symposium.

scholarly journals Fomenting Fear and Calling on Our Courage: Being Latinx on the Tenure Track in the Time of Trumpism

2018 ◽  
Author(s):  
Rebecca Martinez
Keyword(s):  
Higher Education ◽  
Academic Freedom ◽  
Campus Climate ◽  
Academic Discipline ◽  
Assistant Professor ◽  
Institutions Of Higher Education ◽  
Tenure Track ◽  
Political Climate ◽  
White Institutions ◽  
White Supremacists

Our current political climate has made the campus climate on many universities increasingly hostile. As an assistant professor at a research-intensive university, I outline what it means to be a woman of color in a vulnerable academic discipline in the context of conservative state politics and the rise of the Alt-Right. I argue that the current political climate in which white supremacists have been emboldened, academic freedom attacked, and funding to institutions of higher education cut, has especially negative repercussions for minority academics in largely white institutions.

scholarly journals On Being Ageist, Age-Friendly, Age-Inclusive: Differentiating Core Constructs and Their Implications

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 11-11
Author(s):  
Joann Montepare
Keyword(s):  
Higher Education ◽  
Campus Climate ◽  
Institutions Of Higher Education ◽  
Diverse Populations ◽  
Inclusive Practices ◽  
Theoretical Concepts ◽  
New Approaches

Abstract The pioneering Age-Friendly University (AFU) initiative has called for institutions of higher education to respond to the needs of older, more age-diverse populations through new approaches to programs, practices, and partnerships. In exploring in more detail what it means for a campus to be age-friendly, the national AFU Inventory and Campus Climate Survey (ICCS) study has raised questions about how core theoretical concepts are defined and manifested. Using observations from the ICCS study, this presentation will discuss tensions among constructs (e.g., does being age-friendly indicate the absence of ageist attitudes; are age-inclusive practices by design age-friendly?) and how differentiating these constructs better can help higher education focus its efforts in more intentional and productive ways.

Campus Environments for Gay, Lesbian, and Bisexual Students at Southeastern Institutions of Higher Education

NASPA Journal ◽  
1998 ◽  
Vol 36 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Tina K. McRee ◽  
Diane L. Cooper
Keyword(s):  
Higher Education ◽  
Support Services ◽  
Campus Climate ◽  
Academic Support ◽  
Student Organizations ◽  
Institutions Of Higher Education ◽  
Regional Survey ◽  
And Bisexual

The authors report findings of a regional survey project which assessed the current support services provided to gay, lesbian, and bisexual students and student organizations at NASPA Region III institutions. Campus climate for gay, lesbian, and bisexual students was also assessed based on academic support and resources provided to student organizations, along wth data on bias-related incidents and institutional non-discrimination statements.

scholarly journals The American Science Pipeline: Sustaining Innovation in a Time of Economic Crisis

2010 ◽  
Vol 9 (4) ◽  
pp. 431-434 ◽  
Author(s):  
Gillian Hue ◽  
Jessica Sales ◽  
Dawn Comeau ◽  
David G. Lynn ◽  
Arri Eisen
Keyword(s):  
Higher Education ◽  
Economic Crisis ◽  
Scientific Education ◽  
American Science ◽  
Diverse Student Populations ◽  
Diverse Student ◽  
Economic Constraints ◽  
Science Training ◽  
Effective Programs

Significant limitations have emerged in America's science training pipeline, including inaccessibility, inflexibility, financial limitations, and lack of diversity. We present three effective programs that collectively address these challenges. The programs are grounded in rigorous science and integrate through diverse disciplines across undergraduate, graduate, and postdoctoral students, and resonate with the broader community. We discuss these models in the context of current economic constraints on higher education and the urgent need for our institutions to recruit and retain diverse student populations and sustain the successful American record in scientific education and innovation.

Motivations and Barriers for Adult Learner Achievement: Recommendations for Institutions of Higher Education

2021 ◽  
pp. 104515952110595
Author(s):  
Yamini Bellare ◽  
Adam Smith ◽  
Kelcee Cochran ◽  
Samuel Garcia Lopez
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Steady Increase ◽  
Institutions Of Higher Education ◽  
Recruitment Methods ◽  
Qualitative Research Study ◽  
College Degrees ◽  
Learner Achievement ◽  
Recent Trends ◽  
Return To College

Recent trends in higher education indicate a steady increase in the number of adult and non-traditional learners returning to complete college degrees. Though higher education can provide numerous economic and career enhancement opportunities, adult learners experience several challenges when they return to college. The purpose of this qualitative research study was to gather and analyze data from employees from companies in the Midwest to determine the challenges and motivations of adult learners who plan to return to higher education. The results highlight that it is important for institutions of higher education to collaborate with employers to identify ways to modify their student recruitment methods to attract more adult student learners and identify supportive resources to help them complete their degrees successfully.

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