Diversity and Inclusion in the Academy

2019 ◽  
pp. 50-65
Author(s):  
Susan Swayze ◽  
Rick C. Jakeman
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Students Of Color ◽  
Faculty Members ◽  
Inclusive Classroom ◽  
Classroom Environments ◽  
Structured Interviews ◽  
Diversity And Inclusion ◽  
Graduate Students Of Color ◽  
Lgb Students

This chapter describes how graduate students of color and lesbian, gay, or bisexual (LGB) students define diversity and inclusion and describe their classroom experiences with diversity and inclusion. In semi-structured interviews with graduate students of color and students who self-identified as LGB, differing views of diversity and inclusion emerged—diversity was described numerically, while inclusion was discussed in terms of action. Further, graduate students of color described diversity based on visible signs of representation while LGB graduate students emphasized inclusion and the need for voice. This chapter concludes with recommendations that faculty members can enact to create more inclusive classroom environments in higher education.

Graduate Students of Color

2016 ◽  
Vol 3 (1) ◽  
pp. 1-13 ◽  
Author(s):  
David L. Brunsma ◽  
David G. Embrick ◽  
Jean H. Shin
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Literature Review ◽  
Student Success ◽  
Graduate Student ◽  
Students Of Color ◽  
Student Experiences ◽  
Graduate Students Of Color ◽  
Graduate Student Success ◽  
Great Stress

The graduate student experience, for many, can be a time of great stress, insecurity, and uncertainty. Overwhelmingly, studies verify that good mentoring is one of the best indicators of graduate student success. In this literature review, we outline in detail previous research that attest to these experiences, and pay specific attention to the experiences of students of color. In general, our read of the literature suggests that academia, in general, and sociology, in particular, does not do a good job of mentoring graduate students of color. We begin our essay with an overview of graduate student experiences. Next, we discuss the mentoring side of the equation, addressing reasons that might explain variations in how students are mentored in higher education. Finally, we end with some thoughts on what faculty and departments can do to address the inadequate mentoring of graduate students of color.

scholarly journals “Just My Being Here is Self-Advocacy”: Exploring the Self-Advocacy Experiences of Disabled Graduate Students of Color

JCSCORE ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 137-163
Author(s):  
Julia Rose Karpicz
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Students Of Color ◽  
Lived Experiences ◽  
The Self ◽  
Disabled Students ◽  
Self Advocacy ◽  
Disability Service ◽  
Graduate Students Of Color ◽  
Academic Researchers

Self-advocacy is emphasized as a critical practice for improving the retention and increasing the success of disabled students. In higher education, disability service offices and academic researchers jointly shape the conversation around what comprises effective self-advocacy. Students who are not engaging in these prescribed strategies are then framed as underprepared and/or lacking the skills required to self-advocate effectively. Unexamined within this discourse are how identity, power, and environment shape students’ self-advocacy as well as the ways students engage in self-advocacy outside of normative accommodation structures. This study intervenes by examining the extent to which dominant scholarly and practitioner understandings of self-advocacy align, resonate, and/or diverge from the lived experiences of self-advocacy among disabled graduate students of color. By centering the voices of multiply marginalized students, this study raises questions about what may be obscured when scholars rely only on academic definitions of self-advocacy in the design, framing, and analysis of their research.

Peer Support of Graduate Students of Color Through a Formal Graduate Student Association

2019 ◽  
pp. 111-129
Author(s):  
Kya Rose Roumimper ◽  
Audrey Faye Falk
Keyword(s):  
Graduate Students ◽  
Critical Race Theory ◽  
New England ◽  
Students Of Color ◽  
Degree Attainment ◽  
Relevant Literature ◽  
Graduate Degree ◽  
Theoretical Frameworks ◽  
Catholic College ◽  
Graduate Students Of Color

This chapter explores the experiences of graduate students of color and examines the support systems in place to promote their success in the academy. The authors provide an overview of the relevant literature and pertinent theoretical frameworks, including critical race theory and self-determination theory, as they relate to the experiences of graduate students of color. Furthermore, the chapter describes the initiation and early development of a Graduate Students of Color Association at Merrimack College, a private, Catholic college in New England. The chapter include both benefits and challenges of participating in and sustaining the group, while offering recommendations for future practice and research. It may be of particular interest to graduate students of color; faculty, staff, and administration in graduate education; and researchers focused on graduate degree attainment among individuals of color.

scholarly journals A path-dependent analysis of the effect of location on the development of new universities

2019 ◽  
Vol 80 (2) ◽  
pp. 289-304
Author(s):  
Debananda Misra
Keyword(s):  
Higher Education ◽  
Initial Conditions ◽  
Faculty Members ◽  
Structured Interviews ◽  
Development Path ◽  
Research Activities ◽  
Contingent Event ◽  
Path Dependent ◽  
Media Reports ◽  
Regional Engagement

AbstractThis article examines the effect of location on the development of new universities. The study was conducted in seven new higher education institutions (HEIs) established in India during 1996–2008. I collected the data by conducting semi-structured interviews with 73 faculty members in the HEIs and from official documents, media reports and opinion pieces about the HEIs. Using the conceptual framework of path dependency, I investigated the tensions and challenges faced by the HEIs in their initial years. I find the placement of the HEIs in their respective locations to be a contingent event that can make the development of HEIs path dependent. I find that the initial conditions and decisions of the HEIs were influenced by the location and led to reactive sequential events in their initial years with effects that were hard to shake off, making their development path dependent. I show that having to develop their infrastructure and constrained by resources, the HEIs started their academic programmes first, followed by their research activities, and outreach and regional engagement.

Mentoring Graduate Students of Color: Myths, Models, and Modes

1999 ◽  
Vol 74 (2) ◽  
pp. 105-118 ◽  
Author(s):  
M. Christopher Brown II ◽  
Guy L. Davis ◽  
Shederick A. McClendon
Keyword(s):  
Graduate Students ◽  
Students Of Color ◽  
Graduate Students Of Color

scholarly journals Mission Unaccomplished: Beyond “Talk[ing] a Good Game” To Promote Diversity and Inclusion

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Tara Lehan ◽  
Heather Hussey ◽  
Ashley Babcock
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Standpoint Theory ◽  
Faculty Members ◽  
Feminist Standpoint Theory ◽  
Feminist Standpoint ◽  
Step Process ◽  
Staff Members ◽  
Diversity And Inclusion

Guided by feminist standpoint theory and scholars’ calls to move beyond merely counting individuals to understand the extent to which higher education institutions are diverse, the authors invited faculty members, staff members, and administrators from minoritized groups to describe their perceptions and experiences, including those associated with diversity and inclusion efforts at their institutions. In association with various dynamics, these individuals frequently described such initiatives as mostly talk with little to no meaningful objectives and outcomes. Based on these findings, we provide a three-step process that can be followed to disrupt and dismantle systems of (dis)advantage to promote greater diversity and inclusion.

scholarly journals Engaging in Testimonio as a walk through el laberinto (the labyrinth) of higher education: Releasing, receiving and returning to the field with deeper purpose

Tequio ◽  
2020 ◽  
Vol 3 (9) ◽  
pp. 25-48
Author(s):  
Farima Pour-Khorshid ◽  
Margarita Machado-Casas ◽  
Katherine Talati ◽  
Diana Gomez ◽  
Guillermo Castillo
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Reflective Practice ◽  
First Generation ◽  
College Graduates ◽  
Faculty Members ◽  
The Political ◽  
Academic Barriers ◽  
First Generation College ◽  
Three Stages

Latinx first-generation college graduates often experience a myriad of structural, emotional, financial and academic barriers while navigating higher education as undergraduate and graduate students and later, if they become faculty members. While many studies have documented these struggles within the field, the political, methodological and pedagogical praxis of testimonio has been used to reflect on and document these struggles in ways that give the authors agency in retelling and reclaiming their experiences of marginalization and resistance. In this paper, the authors build on the metaphor of a labyrinth to describe how higher education can often feel similar to a maze-like path to navigate, yet, the spiritual and reflective practice of labyrinth- walking involves three stages of soul development which can also be experienced through testimonio: releasing, receiving and returning to oneself

scholarly journals “I Am Strong. Mentally Strong!”: Psychosocial Strengths of International Graduate Students of Color

2021 ◽  
Vol 11 (2) ◽  
pp. 173-187
Author(s):  
S Anandavalli ◽  
L. DiAnne Borders ◽  
Lori E. Kniffin
Keyword(s):  
Graduate Students ◽  
Students Of Color ◽  
Personal Growth ◽  
Multiple Stressors ◽  
Identity Status ◽  
International Graduate Students ◽  
Academic Aspirations ◽  
International Graduate ◽  
Familial Support ◽  
Graduate Students Of Color

Positioned at a unique intersection of managing academic pressures and embodying racial and ethnic minority identity status, international graduate students of color (IGSCs) are frequent targets of multiple stressors. Unfortunately, extant counseling literature offers counselors little information on the psychosocial strengths IGSCs employ (e.g., strong familial bond, friendships) to cope with such stressors. To address this gap, interviews with eight IGSC participants were conducted and analyzed using interpretive phenomenological analysis and the lens of the intersectionality framework. Five psychosocial strengths were identified—familial support, social connections, academic aspirations and persistence, personal growth and resourcefulness, and resistance and critical consciousness. Recommendations for employing an asset-based approach in counseling and counselor education are offered.

Sign in / Sign up

Export Citation Format

Share Document