Abstract
In Academic Leadership and Governance of Higher Education, Hendrickson, Lane, Harris, and Dorman (2013) argue that institutional decisions, adaptations, and activities of successful academic leaders need to be mission and value-focused. Academic institutions value autonomy and expertise in decision-making, which necessitates that academic leaders “create and foster democratic partnerships with myriad constituents” (Hendrickson et al., 2013: 2) and organize their activities around a shared vision based on institutional mission and values. In this paper, I review some recent research findings that demonstrate the need to address issues of diversity, equity, and inclusion in U. S. higher education contexts as educators work to transform students into responsible citizens. These findings highlight the need for academic leaders to consider how to best embody the mission and vision of their institutions as they frame diversity issues for the campus community, with a few additional considerations specific to religiously affiliated institutions.
Highlights
In Academic Leadership and Governance of Higher Education, Hendrickson, Lane, Harris and Dorman (2013) argue that institutional decisions, adaptations and activities of successful academic leaders need to be mission and value focused
It seems that institutional commitments to diversity, equity and inclusion at many predominantly white institutions (PWIs) can be inauthentic given the extent of research documenting the negative experiences of students of colour at PWIs in the United States (e.g. Engstrom & Tinto, 2010; Morrison, 2010; Robertson et al, 2104; Saufley, Cowan & Blake, 1983; Smith, Allen & Danley, 2007)
The aim of this paper is to examine how what institutions in the United States are doing to advance social justice outcomes through infusing diversity, equity and inclusion into academic and social institutional contexts can shape the perceptions of students of colour at these institutions
Summary
In Academic Leadership and Governance of Higher Education, Hendrickson, Lane, Harris and Dorman (2013) argue that institutional decisions, adaptations and activities of successful academic leaders need to be mission and value focused. It seems that institutional commitments to diversity, equity and inclusion at many predominantly white institutions (PWIs) can be inauthentic given the extent of research documenting the negative experiences of students of colour at PWIs in the United States The aim of this paper is to examine how what institutions in the United States are doing to advance social justice outcomes through infusing diversity, equity and inclusion into academic and social institutional contexts can shape the perceptions of students of colour at these institutions. In order to better contextualise the experiences of students of colour, this review includes a sampling of research in three key areas: infusing social justice topics into the curriculum; improving educational outcomes and minimising negative experiences for persons of colour on these campuses and improving relationships between diverse peers.
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