Diversity in higher education最新文献

{"title":"Building Institutional Climate Support for Underrepresented Students in the Biomedical and Behavioral Sciences","authors":"C. Brookins, Erin R. Banks, A. L. Clay","doi":"10.1108/S1479-364420180000020014","DOIUrl":"https://doi.org/10.1108/S1479-364420180000020014","url":null,"abstract":"Abstract \u0000This chapter describes the Initiative for Maximizing Student Diversity (IMSD), a National Institutes of Health-funded research training program at North Carolina State University (NCSU). IMSD is designed to increase the number and success of student Scholars from groups underrepresented in the biomedical and behavioral sciences. The NCSU-IMSD program provides financial support for both undergraduate and graduate students and utilizes a holistic approach that engages students in both academic and nonacademic professional development activities. Undergraduate IMSD Scholars are placed in research labs with faculty and graduate mentors during the entire academic year as well as the summer, and seeks to create a sense of community across cohorts. Unlike similar programs at other research-extensive universities, NCSU-IMSD is housed in the graduate school and serves students across multiple departments and colleges. This location provides greater opportunities for interdisciplinary interaction between student Scholars and is a model that enhances institutional commitments to diversity in the research sciences. This chapter describes these key program dimensions and provides guidelines for doctoral institutions seeking to enhance the experiences of underrepresented undergraduate and graduate students in the biomedical and behavioral sciences.","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/S1479-364420180000020014","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42109898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Building a Diversity and Inclusion Certificate for Transformative Campus Change","authors":"Michelle Cook, S. Matthews","doi":"10.1108/S1479-364420180000020004","DOIUrl":"https://doi.org/10.1108/S1479-364420180000020004","url":null,"abstract":"Abstract \u0000Diversity education and training have been a standard in higher education for decades now. While it is widely accepted that they can have significant value and impact, there is much uncertainty in how to build programs that deliver in positive ways for increasingly diverse college campuses. The need for contextual application of diversity education makes it difficult to develop a general framework for building such a program. Still, research shows essential theoretical components of diversity education programs that can be critical to the success of these initiatives. How do we take these larger theoretical concepts and ground them within unique higher education environments in ways that meet specific campus needs – needs that exist in the context of the campus, as well as within the larger social, cultural, and political landscape? The model has to be agile enough to respond to both the internal and external factors that shape the campus climate while being true to its theoretical roots. This chapter presents a programmatic framework for building a diversity education certificate program to enhance progress toward achieving institutional change goals, as well as a case study snapshot that demonstrates the practical implications of implementing the framework. The program can drive campus change supporting diversity and inclusion – change that may have been dormant, not supported, or not articulated in ways that result in effective outcomes.","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/S1479-364420180000020004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46225071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introduction","authors":"S. Thompson","doi":"10.1108/s1479-364420180000020021","DOIUrl":"https://doi.org/10.1108/s1479-364420180000020021","url":null,"abstract":"","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/s1479-364420180000020021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49620487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Rabb-Venable Excellence in Research Program: Increasing the Participation of Underrepresented Minority Students and Residents in Ophthalmology","authors":"M. M. Olivier, E. Miller-Ellis, Clarisse C. Croteau-Chonka","doi":"10.1108/S1479-364420180000020015","DOIUrl":"https://doi.org/10.1108/S1479-364420180000020015","url":null,"abstract":"Abstract \u0000Underrepresented in medicine individuals have historically been discouraged to consider surgical subspecialties and instead encouraged toward primary care fields thus representing less than 2% of the workforce in these areas. In the last 15 years, the Rabb-Venable Excellence in Research program has worked with medical students, residents, and fellows in preparing them to become ophthalmologists, medical researchers, academicians, or private practice. While the Rabb-Venable program centers on expanding the number of ophthalmologists, pipeline programs exist to enhance the representation of URM individuals in other medical specialties to decrease health disparities. \u0000 \u0000This chapter discusses the Rabb-Venable program, funded by the National Institutes of Health and the sponsorship of the National Medical Association (NMA), has combined a research competition at the annual meeting of the NMA. The Rabb-Venable program is geared toward increasing the number of (URM) in the field of ophthalmology and increasing the number of URM participants in academic medicine. The program has a twofold mission of supporting the development of the clinical specialty of ophthalmology and creating physician researchers through leadership, academic excellence, professionalism, service, and mentorship. Exploration of the different types of eye diseases that disproportionally affect minority groups are identified. In addition the medical students who have been part of the program and are eligible to apply have had an 84% rate of matching in ophthalmology.","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/S1479-364420180000020015","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46423575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Diversity Need Not Apply: The Reality of Campus Culture","authors":"Robert L. Canida","doi":"10.1108/S1479-364420180000020007","DOIUrl":"https://doi.org/10.1108/S1479-364420180000020007","url":null,"abstract":"Abstract \u0000“Oh what a tangled web we weave, when first we practice to deceive.” When Sir Walter Scott penned these words, he probably did not have diversity or universities on his mind. Those of us that are genuinely engaged in diversity, inclusion, equity, social justice, and/or multicultural education work can ruminate on his words and think of how university campuses tout their diversity initiatives and sometimes brag about being the “most diverse” are in actuality deceiving themselves and the constituents they serve. Even though diversity awareness has become an important topic in academe in recent years, so many campuses have largely failed to address it in any substantive way, thus creating an environment where students and even employees sometimes become disengaged. Davies (2007) argues that “university leaders who claim openness to diversity do not acknowledge the presence or participation of Others in activities that are characteristic of a free and democratic society” (p. 154). \u0000 \u0000Many institutions of higher learning honestly believe that in showcasing a campus program based around food, festival, or fun, they can check the diversity box. Yet, when diversity practitioners push the campus in becoming multicultural competent by addressing diversity outside the proverbial realm of “race,” questions like, “Why are they doing this?” arise. The struggle to sustain a comprehensive and meaningful campus diversity program is real for many agents for change. In order for diversity advocates to have a seat at the table, the campus attitude and practice of “diversity need not apply” cannot continue to exist. \u0000 \u0000Leaders within academia must be cognizant of their campus culture, which governs the law of the land. More importantly, it is vital to understand that sometimes your campus culture may not be receptive to cultural differences, although university verbiage may state, “We will promote diversity and maintain an environment that celebrates and values the many perspectives, cultures, and […]” Institutions of higher learning in this new millennium (twenty-first century) are deeply entrenched in organizational culture that has become its cornerstone over time, and is resistant to change. \u0000 \u0000Campus culture is real. Stewart and Dottolo (2005) state that universities should strive to ensure that any groups that fall outside of the traditional culture do not encounter an unwelcoming and threatening institutional environment. However, not every university strives or desires to create a campus climate where diversity is welcomed, celebrated, and/or embraced. It is paramount that educational institutions that serve diverse populations strive to become proficient in multiculturalism (Roach, 2004). Institutions of higher education are socially obligated to provide a learning environment for students with varied backgrounds (Bridges et al., 2008). It is essential that universities take a very close look at how they can contribute to the greater good of societ","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/S1479-364420180000020007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46617158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Epilogue","authors":"S. Thompson","doi":"10.1108/s1479-364420180000020022","DOIUrl":"https://doi.org/10.1108/s1479-364420180000020022","url":null,"abstract":"","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/s1479-364420180000020022","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42038415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Carpe Diem in Two Acts: How an Equity and Diversity Framework Anchors and Activates Equity and Diversity Work in Higher Education","authors":"Katrice A. Albert, M. Goh, Virajita Singh","doi":"10.1108/S1479-364420180000020017","DOIUrl":"https://doi.org/10.1108/S1479-364420180000020017","url":null,"abstract":"“Valleys” make for interesting analogies. They are geological depressions that can reflect the struggles and lows sometimes experienced with equity and diversity work. Carved out by ancient glaciers, valleys lend themselves to critical comparisons to the glacial pace that frequently characterizes the change in higher education. But when tagged with the noun “hope,” glaciers represent the work of carving out new forms, shapes, avenues, and their amazing transformative power to change landscapes. The aspiration and desire for change, the wish for something better, and acting intelligently and intentionally on ambitious equity and diversity goals make “Valleys of Hope” an apt analogy of the higher education landscape that describes the University of Minnesota’s equity and diversity journey and successes. Carpe Diem, a Latin phrase frequently translated to mean “seize the day,” is in our chapter title because we felt it appropriately conveyed how two consecutive equity and diversity leaders harnessed the zeitgeist of campus strategic initiatives to rally their campus communities around equity and diversity imperatives. Carpe Diem sometimes connotes a focus on the present versus the future. Yet, in our view visions and initiatives anchored in core values have in fact a surprising omnipresence and permanence over time. We share two leadership “acts” with readers in this chapter.","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/S1479-364420180000020017","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45564453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrating Equity, Diversity, and Inclusion into the DNA of Public Universities: Reflections of a Chief Diversity Officer","authors":"D. Green","doi":"10.1108/S1479-364420180000020016","DOIUrl":"https://doi.org/10.1108/S1479-364420180000020016","url":null,"abstract":"Abstract \u0000In 2015, there were many student protests regarding diversity that made many pay attention to the status of diversity on university campuses. However, well before these protests occurred there have been diversity officers at the forefront and behind the scenes doing change management work in the equity, diversity, and inclusion arena. While universities are entrenched systems of privilege that are difficult to change fundamentally, there is hope in that this work can and does make a difference for students, faculty, and staff. So, while universities continue to reflect society and its shortcomings, this work does matter. \u0000 \u0000In this chapter, I share my personal journey as a Chief Diversity Officer for nine years at public universities in North America, drawing upon that experience I share four areas I believe are vital to the success of any diversity effort. Since I have worked in the US and Canada, I bring to this chapter comparisons across borders that highlight the significance of particular practices, challenges of the twenty-first century and pitfalls along the way.","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/S1479-364420180000020016","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41426230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Am I This or That? Supporting Queer and Trans Students of Color","authors":"K. Martinez, Romeo Jackson","doi":"10.1108/S1479-364420180000020006","DOIUrl":"https://doi.org/10.1108/S1479-364420180000020006","url":null,"abstract":"Abstract \u0000Often operating in silos, cultural centers, LGBT resource centers, women’s resource centers, and disability resource centers exacerbate the marginalization felt by queer and trans students of color (QTSOC) through monolithic resources and programs which focus on only one aspect of their identity. QTSOC are increasingly identifying themselves as an intersectional people and no longer identify solely with a racial minority group or simply as queer or transgender. However, institutions have yet to catch up with these changing dynamics and have fallen behind in supporting the ways students are understanding themselves. \u0000 \u0000This chapter is a commentary that will explore what it means for QTSOC to navigate campus resources which “underline” pieces of them, how institutions can meet the needs of QTSOC, and what the future of intersectional student services can look like. This chapter is intended to disrupt normative understandings of student support services while centering QTSOC through an intersectional model rooted in seeing whole students and their needs.","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/S1479-364420180000020006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48447825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From Dream to Hope: The Success of the Chicago Area Health and Medical Careers Program","authors":"M. M. Olivier, J. Bradley, Clarisse C. Croteau-Chonka","doi":"10.1108/S1479-364420180000020013","DOIUrl":"https://doi.org/10.1108/S1479-364420180000020013","url":null,"abstract":"Abstract \u0000While there are a number of diversity programs centered on advanced science, technology, engineering, and mathematics (STEM) initiatives at colleges and universities throughout the country, the Chicago Area Health and Medical Careers Program (CAHMCP) is unique because of combination of the longevity of the program, its healthcare focus, its affiliation over the years with multiple institutions, and the scale of its impact. CAHMCP is a pipeline program focused on identifying and recruiting students at any point in their academic development, providing educational programming, and supporting them until they are medical professionals. \u0000 \u0000Over the course of its nearly 40-year history, CAHMCP has recruited participants as early as elementary school and advised them until they were established in their careers. With its combination of personalized mentoring, classroom teaching, and community healthcare engagement, CAHMCP has succeeded in identifying the needs of the community and its young people. Beyond helping students enhance their academic profile over time, CAHMCP helps youth develop as community leaders. Giving back to the community has been a core principle of the program, so as they are matured, CAHMCP alumni have given back to the program as well as influencing broader healthcare and medical education initiatives. This chapter discusses the unique nature of the CAHMCP program and its successes.","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/S1479-364420180000020013","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44313509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}