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/S1479-364420190000023003
Neysa Figueroa, S. Vaught
This study draws on three major findings. First, the chapter explores why the presidential commission structure is a powerful mechanism for improving dialogue about racial and ethnic issues on campus. Former commissioners discuss its potential for addressing the complex and interlocking concerns of faculty, staff, and students of color. Second, although the commission’s structure is promising, we present numerous problems that require further attention. We discuss how the emphasis on dialogue and less dedication to targeted actions and policies may actually undermine the goals of commissions like these and further frustrate aggrieved faculty, staff, and students. Third, the chapter highlights successful and unsuccessful strategies for sustaining fruitful dialogue that lead to an increased understanding and acceptance of diverse viewpoints and perspectives. These findings have specific relevance for international faculty and faculty of color interested in ways to be more proactive in shaping existing programs, policies, and approaches to meet the diverse needs of university life.
{"title":"Talk Is Cheap: The Prospects and Problems with Campus Conversations on Race","authors":"Neysa Figueroa, S. Vaught","doi":"10.1108/S1479-364420190000023003","DOIUrl":"https://doi.org/10.1108/S1479-364420190000023003","url":null,"abstract":"This study draws on three major findings. First, the chapter explores why the presidential commission structure is a powerful mechanism for improving dialogue about racial and ethnic issues on campus. Former commissioners discuss its potential for addressing the complex and interlocking concerns of faculty, staff, and students of color. Second, although the commission’s structure is promising, we present numerous problems that require further attention. We discuss how the emphasis on dialogue and less dedication to targeted actions and policies may actually undermine the goals of commissions like these and further frustrate aggrieved faculty, staff, and students. Third, the chapter highlights successful and unsuccessful strategies for sustaining fruitful dialogue that lead to an increased understanding and acceptance of diverse viewpoints and perspectives. These findings have specific relevance for international faculty and faculty of color interested in ways to be more proactive in shaping existing programs, policies, and approaches to meet the diverse needs of university life.","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/S1479-364420190000023003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41525952","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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