Diversity and Leadership in Higher Education
Culturally Responsive Leadership in Higher Education by
Rapidly changing global demographics demand visionary, collaborative, and culturally appropriate leadership practices on university campuses. In the face of widening gaps in academic achievement and socio-economic roadblocks, Culturally Responsive Leadership in Higher Education offers a new vision of leadership, where diversity is transformed from challenge into opportunity. This book offers a range of perspectives from culturally, racially, linguistically, ability, and gender-diverse contributors who demonstrate that effective leadership springs from those who engage, link theory to practice, and promote access, equity, and educational improvement for underserved students. Each chapter explores a critical higher educational leadership issue with feasible strategies and solutions. In this exciting book, theory and research-based chapters unpack culturally responsive leadership, revealing how higher education leaders in the U.S. and international contexts can improve their practice for social equity and educational change.
Call Number: OnlineISBN: 1317519973Publication Date: 2015-10-16
The Department Chair As Transformative Diversity Leader by
With the imminent demographic shifts in our society and the need to prepare students for citizenship in a global, knowledge-based society, the role of the academic department chair in creating diverse and inclusive learning environments is arguably the most pivotal position in higher education today. In the United States, increasing minority student enrollment coupled with the emergence of a minority majority American nation by 2042 demands that academic institutions be responsive to these changing demographics. The isolation of the ivory tower is no longer an option. This is the first book to address the role of the department chair in diversity and addresses an unmet need by providing a research-based, systematic approach to diversity leadership in the academic department based upon survey findings and in-person interviews. The department chair represents the nexus between the faculty and the administration and is positioned uniquely to impact diversity progress. Research indicates that more than 80 percent of academic decisions regarding appointment, curriculum, tenure and promotion, classroom pedagogy, and student outcomes are made by the department chair in consultation with the faculty. This book examines the multidimensional contributions that chairs make in advancing diversity within their departments and institutions in the representation of diverse faculty and staff; in tenure and promotion; curricular change; student learning outcomes; and departmental climate. The scope and content of the book is not limited to institutions in the United States but is applicable to academic institutions globally in their efforts to address the access and success of increasingly diverse student populations. It addresses institutional power structures and the role of the dean in relation to the appointment of chairs and their impact on the success of chairs from non-dominant groups, including female, minority, and lesbian/gay/transgendered individuals who serve in predominantly white male departments. Using qualitative and quantitative research methods, the book analyzes predominant structural and behavioral barriers that can impede diversity progress within the academic department. It then focuses upon the opportunities and challenges chairs face in their collaborative journey with faculty and administration toward inclusive departmental and institutional practices. Each chapter provides concrete strategies that chairs can use to strengthen diversity in the academic department. Addressed to department chairs, deans, faculty, and administrative leaders in higher education in all Western societies facing demographic change and global challenges, this book offers a critical road map to creating the successful academic institutions that will meet the needs of our changing populations.
Call Number: LB2341 .C54549 2015ISBN: 9781620362372Publication Date: 2015-04-10
Indigenous Leadership in Higher Education by
This volume offers new perspectives from Indigenous leaders in academic affairs, student affairs and central administration to improve colleges and universities in service to Indigenous students and professionals. It discusses and illustrates ways that leadership norms, values, assumptions and behaviors can often find their origins in cultural identities, and how such assumptions can affect the evolvement of colleges and universities in serving Indigenous Peoples. It contributes to leadership development and reflection among novice, experienced, and emerging leaders in higher education and provides key recommendations for transforming higher education. This book introduces readers to relationships between Indigenous identities and leadership in diverse educational environments and institutions and will benefit policy makers in education, student affairs professionals, scholars, faculty and students.
Call Number: OnlineISBN: 1138691690Publication Date: 2016-05-06
Leadership and Diversity in Higher Education by
#1 NEW RELEASE, 5 STAR AMAZON DIGITAL BOOK REVIEWS - Cultural misunderstandings and violence plague campuses. This paperback covers leadership and diversity in higher education from a communication perspective. While diverse student numbers on campuses are growing, diverse administrators are not. Student retention is a huge problem. We are headed for a cultural precipice and need to act with urgency. Mini-cases and more than 150 action steps are included. Six ways to increase your leadership power, ten ways body language and environment impact diversity, five stages of conflict management, how to run successful job searches, and how to engage mainstream and diversity groups move us from woes to wins. "...Well-researched, creative...will serve leaders in any profession well." -Thomas Botzman, President, Misericordia University"...Relevant but essential in a cross-cultural society." -Minnie Phillips, Ed. D., Educator, Webster Groves Schools"Campbell points the way to responsible leadership that will advance inclusiveness." -Peter Facione, Former Provost, Loyola University-Chicago & Principal of Measured Reasons, LLC.
Call Number: LB2341 .C35 2018ISBN: 9780692944080Publication Date: 2018-04-18
Revisiting Diversity Frameworks in Higher Education by
With the goal of building more inclusive working, learning, and living environments in higher education, this book seeks to reframe understandings of forms of everyday exclusion that affect members of nondominant groups on predominantly white college campuses. The book contextualizes the need for a more robust analysis of persistent patterns of campus inequality by addressing key trends that have reshaped the landscape for diversity, including rapid demographic change, reduced public spending on higher education, and a polarized political climate. Specifically, it offers a critique of contemporary analytical ideas such as micro-aggressions and implicit and unconscious bias and underscores the impact of consequential discriminatory events (or macro-aggressions) and racial and gender-based inequalities (macro-inequities) on members of nondominant groups. The authors draw extensively upon interview studies and qualitative research findings to illustrate the reproduction of social inequality through behavioral and process-based outcomes in the higher education environment. They identify a more powerful systemic framework and conceptual vocabulary that can be used for meaningful change. In addition, the book highlights coping and resistance strategies that have regularly enabled members of nondominant groups to address, deflect, and counteract everyday forms of exclusion.　 The book offers concrete approaches, concepts, and tools that will enable higher education leaders to identify, address, and counteract persistent structural and behavioral barriers to inclusion. As such, it shares a series of practical recommendations that will assist presidents, provosts, executive officers, boards of trustees, faculty, administrators, diversity officers, human resource leaders, diversity taskforces, and researchers as they seek to implement comprehensive strategies that result in sustained diversity change.
Call Number: Leyburn LC212.4 .C48 2020ISBN: 9780367279523Publication Date: 2019-07-30
Unleashing Suppressed Voices on College Campuses by
Unleashing Suppressed Voices on College Campusesprovides a comprehensive and inclusive lens of diversity for nearly every aspect of higher education: academic affairs administration, faculty tenure and promotion, student affairs administration, student athletes in revenue-producing sports, enrollment management, and business. It addresses relevant concerns for faculty who teach in higher education and student affairs graduate preparation, social foundations of education, counseling, educational psychology, educational policy, and educational leadership and administration programs, and can be used as a training manual for new and continuing faculty and staff in student, business, and academic affairs as well as governance.
Call Number: Leyburn LB2331 .U79 2007ISBN: 0820481335Publication Date: 2007-04-03
Recruitment, Retention, and Experiences of Diverse Faculty
Black Faculty in the Academy by
Through candid discussions and personal counter-narrative stories, Black Faculty in the Academy explores the experiences and challenges faced by faculty of color in academe. Black faculty in predominantly White college and university settings must negotiate multiple and competing identities while struggling with issues of marginality, otherness, and invisible barriers. This important book illuminates how faculty can develop a professional identity that leads to success in academe, while at the same time remaining true to cultural and personal identities. Through rich narratives, chapter authors situate race-related encounters at the center of their experience in an effort to deconstruct and challenge commonly held assumptions about life in academe. They also provide key recommendations and strategies to help faculty of color ensure their continued professional success. Framed by critical race theory, these stories show how faculty can successfully maneuver through all stages of a career in academe, including tenure and promotion, publication, mentoring, networking, teaching, and dealing with institutional climate issues. This valuable book is for faculty and administrators seeking to create an environment that nurtures professional growth and fosters success among Black faculty.
Call Number: OnlineISBN: 0415727553Publication Date: 2014-12-17
Building Gender Equity in the Academy by
An evidence-based, action-oriented response to the persistent, everyday inequity of academic workplaces. Despite decades of effort by federal science funders to increase the numbers of women holding advanced degrees and faculty jobs in science and engineering, they are persistently underrepresented in academic STEM disciplines, especially in positions of seniority, leadership, and prestige. Women filled 47% of all US jobs in 2015, but held only 24% of STEM jobs. Barriers to women are built into academic workplaces: biased selection and promotion systems, inadequate structures to support those with family and personal responsibilities, and old-boy networks that can exclude even very successful women from advancing into top leadership roles. But this situation can--and must--change. In Building Gender Equity in the Academy, Sandra Laursen and Ann E. Austin offer a concrete, data-driven approach to creating institutions that foster gender equity. Focusing on STEM fields, where gender equity is most lacking, Laursen and Austin begin by outlining the need for a systemic approach to gender equity. Looking at the successful work being done by specific colleges and universities around the country, they analyze twelve strategies these institutions have used to create more inclusive working environments, including * implementing inclusive recruitment and hiring practices * addressing biased evaluation methods * establishing equitable tenure and promotion processes * strengthening accountability structures, particularly among senior leadership * improving unwelcoming department climates and cultures * supporting dual-career couples * offering flexible work arrangements that accommodate personal lives * promoting faculty professional development and advancement Laursen and Austin also discuss how to bring these strategies together to create systemic change initiatives appropriate for specific institutional contexts. Drawing on three illustrative case studies--at Case Western Reserve University, the University of Texas at El Paso, and the University of Wisconsin-Madison--they explain how real institutions can strategically combine several equity-driven approaches, thereby leveraging their individual strengths to make change efforts comprehensive. Grounded in scholarship but written for busy institutional leaders, Building Gender Equity in the Academy is a handbook of actionable strategies for faculty and administrators working to improve the inclusion and visibility of women and others who are marginalized in the sciences and in academe more broadly.
Call Number: OnlineISBN: 1421439387Publication Date: 2020-11-24
Faculty Diversity by
Why do we see so little progress in diversifying faculty at America's colleges, universities, and professional schools? This book explores this important question and provides steps for hastening faculty diversity. Drawing on her extensive consultant practice and expertise as well as research and scholarship from several fields, Dr. Moody provides practical and feasible ways to improve faculty recruitment, retention, and mentorship, especially of under-represented women in science-related fields and non-immigrant minorities in all fields. The second edition of Faculty Diversity offers new insights, strategies, and caveats to the current state of faculty diversity. This revised edition includes:　 New strategies to prevent unintended cognitive bias and errors that damage faculty recruitment and retention Expanded discussion on the importance of different cultural contexts, political, and historical experiences inhabited and inherited by non-immigrant faculty and students Increased testimonials and on-the-ground reflections from faculty, administrators, and leaders in higher education, with new attention to medical and other professional schools Updated Appendix with Discussion Scenarios and Practice Exercises useful to search and evaluation committees, department chairs, deans, faculty senates, and diversity councils Expanded chapter on mentoring that dispels myths about informal mentoring and underlines essential components for formal programs. Moody provides an essential, reliable, and eye-opening guide for colleges, medical, and other professional schools that are frustrated in their efforts to diversify their faculty.
Call Number: OnlineISBN: 0415878454Publication Date: 2011-12-20
An Inclusive Academy by
How colleges and universities can live up to their ideals of diversity, and why inclusivity and excellence go hand in hand. Most colleges and universities embrace the ideals of diversity and inclusion, but many fall short, especially in the hiring, retention, and advancement of faculty who would more fully represent our diverse world--in particular women and people of color. In this book, Abigail Stewart and Virginia Valian argue that diversity and excellence go hand in hand and provide guidance for achieving both. Stewart and Valian, themselves senior academics, support their argument with comprehensive data from a range of disciplines. They show why merit is often overlooked; they offer statistics and examples of individual experiences of exclusion, such as being left out of crucial meetings; and they outline institutional practices that keep exclusion invisible, including reliance on proxies for excellence, such as prestige, that disadvantage outstanding candidates who are not members of the white male majority. Perhaps most important, Stewart and Valian provide practical advice for overcoming obstacles to inclusion. This advice is based on their experiences at their own universities, their consultations with faculty and administrators at many other institutions, and data on institutional change. Stewart and Valian offer recommendations for changing structures and practices so that people become successful in ways that benefit everyone. They describe better ways of searching for job candidates; evaluating candidates for hiring, tenure, and promotion; helping faculty succeed; and broadening rewards and recognition.
Call Number: Leyburn LB2332.72 .S74 2018; OnlineISBN: 0262346222Publication Date: 2018-06-22
Increasing Faculty Diversity by
In recent years, colleges have successfully increased the racial diversity of their student bodies. They have been less successful, however, in diversifying their faculties. This book identifies the ways in which minority students make occupational choices, what their attitudes are toward a career in academia, and why so few become college professors. Working with a large sample of high-achieving minority students from a variety of institutions, the authors conclude that minority students are no less likely than white students to aspire to academic careers. But because minorities are less likely to go to college and less likely to earn high grades within college, few end up going to graduate school. The shortage of minority academics is not a result of the failure of educational institutions to hire them; but of the very small pool of minority Ph.D. candidates. In examining why some minorities decide to become academics, the authors conclude that same-race role models are no more effective than white role models and that affirmative action contributes to the problem by steering minority students to schools where they perform relatively poorly. They end with policy recommendations on how more minority students might be attracted to an academic career.
Call Number: Leyburn LB2332.6 .C65 2003ISBN: 0674009452Publication Date: 2003-02-28
It's Not Because You're Black by
This book takes a realistic look at the effects of underrepresentation of African Americans in colleges and universities. It highlights local, state, and national consequences facing America's educational future as the country becomes more diverse. It also examines the challenges that face Blacks trying to get into the academy and issues that confront those who penetrate the system. Whether intentional or embedded in the minds of those in American culture, the results of Black underrepresentation in educational settings often carry devastating impacts on African American learners. It affects learners in diverse educational settings as well as the career choices and opportunities for minorities who need them most. An increase in African American professors would not only add diversity on college campuses but also bring a unique perspective to the academy--a situation that would be beneficial to all.
Call Number: Leyburn LC2781.5 .S65 2013ISBN: 0761861157Publication Date: 2013-04-19
Presumed Incompetent by
Presumed Incompetent is a pathbreaking account of the intersecting roles of race, gender, and class in the working lives of women faculty of color. Through personal narratives and qualitative empirical studies, more than 40 authors expose the daunting challenges faced by academic women of color as they navigate the often hostile terrain of higher education, including hiring, promotion, tenure, and relations with students, colleagues, and administrators. The narratives are filled with wit, wisdom, and concrete recommendations, and provide a window into the struggles of professional women in a racially stratified but increasingly multicultural America.
Call Number: Leyburn LB2332.3 .P74 2012ISBN: 9780874218695Publication Date: 2012-09-21
Racial Battle Fatigue in Faculty by
Racial Battle Fatigue in Faculty examines the challenges faced by diverse faculty members in colleges and universities. Highlighting the experiences of faculty of color--including African American, Asian American, Hispanic American, and Indigenous populations--in higher education across a range of institutional types, chapter authors employ an autoethnographic approach to the telling of their stories. Chapters illustrate on-the-ground experiences, elucidating the struggles and triumphs of faculty of color as they navigate the historically White setting of higher education, and provide actionable strategies to help faculty and administrators combat these issues. This book gives voice to faculty struggles and arms graduate students, faculty, and administrators committed to diversity in higher education with the specific tools needed to reduce Racial Battle Fatigue (RBF) and make lasting and impactful change.
Call Number: LC212.42 .R343 2020ISBN: 9780367149376Publication Date: 2019-12-20
Straddling Class in the Academy by
Why do we feel uncomfortable talking about class? Why is it taboo? Why do people often address class through coded terminology like trashy, classy, and snobby? How does discriminatory language, or how do conscious or unconscious derogatory attitudes, or the anticipation of such behaviors, impact those from poor and working class backgrounds when they straddle class? Through 26 narratives of individuals from poor and working class backgrounds - ranging from students, to multiple levels of administrators and faculty, both tenured and non-tenured - this book provides a vivid understanding of how people can experience and straddle class in the middle, upper, or even elitist class contexts of the academy. Through the powerful stories of individuals who hold many different identities--and naming a range of ways they identify in terms of race, ethnicity, gender, sexuality, age, ability, and religion, among others--this book shows how social class identity and classism impact people's experience in higher education and why we should focus more attention on this dimension of identity. The book opens by setting the foundation by examining definitions of class, discussing its impact on identity, and summarizing the literature on class and what it can tell us about the complexities of class identity, its fluidity, sometimes performative nature, and the sense of dissonance it can provoke. This book brings social class identity to the forefront of our consciousness, conversations, and behaviors and compels those in the academy to recognize classism and reimagine higher education to welcome and support those from poor and working class backgrounds. Its concluding chapter proposes means for both increasing social class consciousness and social class inclusivity in the academy. It is a compelling read for everyone in the academy, not least for those from poor or working class backgrounds who will find validation and recognition and draw strength from its vivid stories.
Call Number: LC5051 .A77 2019ISBN: 9781620367407Publication Date: 2019-05-22
Voices of Asian Americans in Higher Education by
"Voices of Asian Americans in Higher Education: Unheard Voices is a unique and historical book. Asian Americans are often portrayed as "model minority", yet their personal and educational experiences are often unheard. In this book, 10 Asian American higher education educators and scholars presented their realistic pictures in American higher education by through their personal narratives. The contributors in this book come from different regions and teach in different colleges and universities; and coincidentally, they all endure the "outsider" category formerly as students and now as professors and leaders. This "outsider" status can be emotionally overwhelming and psychologically unnerving. This status hampers opportunities for Asian Americans to grow and maximize their fullest potential. Though they develop different strategies to address their to address their "outsider" label, it is does not make it comfortable. But, time and time again, they have proven that they can succeed! In this technological age, we must value unending truths as we educate ourselves and others. We hope the book can be an educational and informational resources for administrator and faculty in higher education and educational policy makers"--
Call Number: OnlineISBN: 1641134321Publication Date: 2019-01-01
Recruitment, Retention, and Experiences of Diverse Administrators
Black Administrators in Higher Education by
Black Administrators in Higher Education: Autoethnographic Explorations and Personal Narratives presents to the reader a group of administrators from predominantly white and historically black institutions from both four-year and two-year institutions. Through the lenses of autoethnography and personal narrative studies, this extraordinary edited volume by two former deans of education provide the audience with cutting-edge research findings on a variety of topics relative to black administrators working in higher education.
Call Number: LB2341 .B527 2018ISBN: 9780761870203Publication Date: 2018-08-24
Challenges and Opportunities for Women in Higher Education by
Gender studies in the professional realm has long been a heavily researched field, with many feminist texts studying topics including the wage gap and family life. However, female administration in higher education remains largely understudied, particularly on the influence of personal, professional, and societal factors on women. There is a need for studies that seek to understand how gender intersects with the multiple dimensions of women leaders' personhoods, such as family status, marital status, age, race, ethnicity, and sexual orientation, to inform women's career path experiences and leadership aspirations. Challenges and Opportunities for Women in Higher Education Leadership is a pivotal reference source that provides vital research on the specific challenges, issues, strategies, and solutions that are associated with diverse leadership in higher education. While highlighting topics such as educational administration, leader mentorship, and professional promotion, this publication explores evidence-based professional practice for women in higher education who are currently in or are seeking positions of leadership, as well as the methods of nurturing women in administrative positions. This book is ideally designed for educators, researchers, academicians, scholars, policymakers, educational administrators, graduate-level students, and pre-service teachers seeking current research on the state of educational leadership in regard to gender.
Call Number: Leyburn LB2341 .C474 2019ISBN: 9781522570561Publication Date: 2018-12-07
Diverse Administrators in Peril by
Diverse Administrators in Peril is the first in-depth examination of the work experiences of minority, female, and LGBT administrators in higher education. Written by two award-winning practitioners in higher education, this vivid and intensive study of American leadership from the inside out illuminates how the collision between everyday life and systems of power takes place in patterns of subtle discrimination. Based on scores of interviews with diverse administrators, the book examines patterns of racism, sexism, and heterosexism that persist in the highest administrative ranks and provides concrete strategies and models for inclusive leadership practices.
Call Number: OnlineISBN: 1317261127Publication Date: 2015-12-03
Mentoring As Critically Engaged Praxis by
This edited volume seeks to interrogate the structures that affect the perceptions, experiences, performance and practices of Black women administrators. The chapters examine the nature and dynamics of the conflict within that space and the ways in which they transcend or confront the intersecting structures of power in academe. A related expectation is for interrogations of the ways in which their institutional contexts and, marginalized status inform their navigational strategies and leadership practices. More specifically, this work explores mentorship as critical praxis; that being, the ways in which Black women's thinking and practices around mentoring affect their institutional contexts or environment, and, that of other marginalized groups within academe. A discussion of Black women in higher education administration as critically engaged mentors will ultimately diversify thought, approaches, and solutions to larger social and structural challenges embedded within academic climates.
Call Number: OnlineISBN: 1648022103Publication Date: 2021-02-01
Truth Without Tears by
Truth Without Tears is a timely and insightful portrait of Black women leaders in American colleges and universities. Carolyn R. Hodges and Olga M. Welch are former deans who draw extensively on their experience as African American women to account for both the challenges and opportunities facing women of color in educational leadership positions. Hodges and Welch deftly combine autobiography with more general information and observations to fashion an interesting and helpful book about higher education leadership. They offer their perspectives on being the first deans of color in two predominately white institutions in an effort to fill a gap that exists in the literature on deanships in higher education. Each chapter offers reflections or examples of the authors' particular experiences that have taught them how to become effective leaders. The book engages readers to consider ways of learning how to balance the need for action with "deliberative and deliberate approaches" that are grounded in maintaining decisiveness, accountability, and allegiance to organizational goals, especially those that support inclusiveness and diversity of perspective. A nuanced and complex depiction of successful leadership, Truth Without Tears is a valuable resource for current and aspiring higher education leaders.
Call Number: LB2341 .H565 2018ISBN: 9781682531723Publication Date: 2018-05-30
Women and Leadership in Higher Education by Call Number: EbookISBN: 1623968216Publication Date: 2015-02-01
