Pub Date : 2022-08-17DOI: 10.1108/s1479-3644202225
{"title":"Young, Gifted and Missing","authors":"","doi":"10.1108/s1479-3644202225","DOIUrl":"https://doi.org/10.1108/s1479-3644202225","url":null,"abstract":"","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42243458","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}
Pub Date : 2021-01-18DOI: 10.1108/s1479-364420210000024003
William Broussard
{"title":"Hazard Ahead: The Impact of High Executive Turnover Rates on African Americans' Navigation of the Professoriate at HBCUs","authors":"William Broussard","doi":"10.1108/s1479-364420210000024003","DOIUrl":"https://doi.org/10.1108/s1479-364420210000024003","url":null,"abstract":"","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46584759","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}
Pub Date : 2021-01-18DOI: 10.1108/s1479-3644202124
H. Frierson, R. Craven, Janet Mooney, S. Hodge, David L. Graham
{"title":"The Beauty and the Burden of Being a Black Professor","authors":"H. Frierson, R. Craven, Janet Mooney, S. Hodge, David L. Graham","doi":"10.1108/s1479-3644202124","DOIUrl":"https://doi.org/10.1108/s1479-3644202124","url":null,"abstract":"","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47422875","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}
Pub Date : 2021-01-18DOI: 10.1108/s1479-364420210000024016
Levon T. Esters
{"title":"Epilogue","authors":"Levon T. Esters","doi":"10.1108/s1479-364420210000024016","DOIUrl":"https://doi.org/10.1108/s1479-364420210000024016","url":null,"abstract":"","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44855322","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}
Pub Date : 2019-05-30DOI: 10.1108/S1479-364420190000023006
Denise Burns, Martin Brown, J. O’Hara, G. McNamara
The chapter establishes the rationale for the development of an online professional development course in designing culturally responsive assessment for faculty of the Institute of Education in Dublin City University. As the literature on which the course is based is from several countries, the course may be considered relevant for faculty in various countries and can be accessed as the course is online. The course of about 3.5 hours in duration begins with a definition of culturally responsive assessment before emphasizing the desirability of culturally responsive assessment based mainly on the obligation to design tests that are fair to all test takers. Key elements of the program are the concepts of multicultural validity, construct validity, language issues, dimensions of cultural difference impacting on learning and assessment, and the lecturer/supervisor as researcher of their own students as well as of their own enculturation. The focus is on the implications of these concepts for professional practice. The course synthesizes several sources to posit eight criteria for the preparation, process, and outcomes of culturally responsive assessment before presenting several assessment modes that have potential to be culturally fair. Finally, the course provides the opportunity for participants to design culturally responsive assessment in their own disciplines and then requests the participants to evaluate their designs in light of the criteria. Twelve respondents to a pilot study were essentially very positive about the value of the online course.
{"title":"Progressing Culturally Responsive Assessment for Higher Education Institutions","authors":"Denise Burns, Martin Brown, J. O’Hara, G. McNamara","doi":"10.1108/S1479-364420190000023006","DOIUrl":"https://doi.org/10.1108/S1479-364420190000023006","url":null,"abstract":"The chapter establishes the rationale for the development of an online professional development course in designing culturally responsive assessment for faculty of the Institute of Education in Dublin City University. As the literature on which the course is based is from several countries, the course may be considered relevant for faculty in various countries and can be accessed as the course is online. The course of about 3.5 hours in duration begins with a definition of culturally responsive assessment before emphasizing the desirability of culturally responsive assessment based mainly on the obligation to design tests that are fair to all test takers. Key elements of the program are the concepts of multicultural validity, construct validity, language issues, dimensions of cultural difference impacting on learning and assessment, and the lecturer/supervisor as researcher of their own students as well as of their own enculturation. The focus is on the implications of these concepts for professional practice. The course synthesizes several sources to posit eight criteria for the preparation, process, and outcomes of culturally responsive assessment before presenting several assessment modes that have potential to be culturally fair. Finally, the course provides the opportunity for participants to design culturally responsive assessment in their own disciplines and then requests the participants to evaluate their designs in light of the criteria. Twelve respondents to a pilot study were essentially very positive about the value of the online course.","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/S1479-364420190000023006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41510346","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}
Pub Date : 2019-05-30DOI: 10.1108/S1479-364420190000023002
R. Heaggans
{"title":"The Great Gulf Between Our Progress Yesterday and Our Survival Tomorrow: Swimming in The Academe Ocean","authors":"R. Heaggans","doi":"10.1108/S1479-364420190000023002","DOIUrl":"https://doi.org/10.1108/S1479-364420190000023002","url":null,"abstract":"","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/S1479-364420190000023002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44344806","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}
Pub Date : 2019-05-30DOI: 10.1108/S1479-364420190000023009
Eveldora R. Wheeler
The intention of this narrative is to write a new future, provide mentoring to those that may be vulnerable to similar experiences and to encourage resilience and broad networking. This chapter presents a personal, transparent, inspirational, but heartfelt narrative.
{"title":"“She Don’t [does not] Belong Here:” Silver Linings amid the Ivory Tower","authors":"Eveldora R. Wheeler","doi":"10.1108/S1479-364420190000023009","DOIUrl":"https://doi.org/10.1108/S1479-364420190000023009","url":null,"abstract":"The intention of this narrative is to write a new future, provide mentoring to those that may be vulnerable to similar experiences and to encourage resilience and broad networking. This chapter presents a personal, transparent, inspirational, but heartfelt narrative.","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/S1479-364420190000023009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49552510","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}
Pub Date : 2019-05-30DOI: 10.1108/S1479-364420190000023008
A. Allen
In this chapter, I present examples of my narratives on how I continue to attempt to navigate the obstacles I face as a racialized tenured faculty member in a faculty of education and my lessons learned in navigating my journey into the academy with my students. I present Ladson-Billings and Tate’s (1995) concept of race as a powerful tool for explaining social inequity, and I will use Critical Race Theory to analyze those moments of tensions and conflict where my students will question or even challenge my role as either their seminar course instructor or practicum faculty advisor. I have found that students often wonder about my competency when they first meet me either in the university classroom or in their practicum placement. As a result, I feel that I have to prove myself initially to my students to establish my competence and to continually work to challenge those perceptions. In addition, as a faculty member who is racialized as being Black, my students often are uncomfortable in talking about race and claim that I “speak too much about race in class” and as such also claim that I push my agenda on race in my courses. Over the years, I anticipate students’ initial perceptions and comfort level with race and use those as a way of first engaging in open dialogue about race with my students. I will explore these issues and also offer some strategic ways racialized academics, like myself, can anticipate and use those challenges to our advantage in teaching in higher education and particularly in a teacher education program.
{"title":"Negotiating University Teaching in Canada using Critical Race Theory: Having to Continually Prove Oneself in Academia","authors":"A. Allen","doi":"10.1108/S1479-364420190000023008","DOIUrl":"https://doi.org/10.1108/S1479-364420190000023008","url":null,"abstract":"In this chapter, I present examples of my narratives on how I continue to attempt to navigate the obstacles I face as a racialized tenured faculty member in a faculty of education and my lessons learned in navigating my journey into the academy with my students. I present Ladson-Billings and Tate’s (1995) concept of race as a powerful tool for explaining social inequity, and I will use Critical Race Theory to analyze those moments of tensions and conflict where my students will question or even challenge my role as either their seminar course instructor or practicum faculty advisor. I have found that students often wonder about my competency when they first meet me either in the university classroom or in their practicum placement. As a result, I feel that I have to prove myself initially to my students to establish my competence and to continually work to challenge those perceptions. In addition, as a faculty member who is racialized as being Black, my students often are uncomfortable in talking about race and claim that I “speak too much about race in class” and as such also claim that I push my agenda on race in my courses. Over the years, I anticipate students’ initial perceptions and comfort level with race and use those as a way of first engaging in open dialogue about race with my students. I will explore these issues and also offer some strategic ways racialized academics, like myself, can anticipate and use those challenges to our advantage in teaching in higher education and particularly in a teacher education program.","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/S1479-364420190000023008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46527071","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}
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