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Acknowledgments,,,,,,,,ii Introduction to the Series,,,,,,,iii Toward a Model of Inclusive Excellence and Change in Post-Secondary Institutions Introduction ,,,,,,,,2 Toward an Inclusive Excellence Change Model,,,,3 The External Environment,,,,,,,4 Organizational Culture of the Academy,,,,,9 , Organizational Behavior,,,,,,,12 Driving Change: The In...
Citations
... Inclusive Excellence is a comprehensive model or framework designed to integrate DEI into the core functioning of an organisation. It was initially developed by the Association of American Colleges of Universities in 2005 (Williams et al., 2005). By adopting this model, dental schools can infuse DEI principles into all aspects of their operations, including recruitment, hiring, training, and administrative practices. ...
The present narrative review aimed to appraise the current evidence on gender diversity, equity, and inclusivity (DEI) in dental higher education. It highlighted the existing gender disparities in dental education and leadership roles as well as the progress and challenges faced by contemporary dental schools in achieving gender DEI. Although men historically dominated the leadership roles in the dental higher education sector, evidence has shown an increase in women enrolling into dental programs and holding top-management roles in dental institutes, progressing towards a more inclusive, supportive and gender-friendly educational environment. However, gender disparities in these leadership roles, salary, and academic achievements persist, underscoring the underrepresentation of women in senior roles within dental higher education. In addition, this review further elaborated on the theoretical framework, such as the Critical Feminist Theory, Social Role Theory, and the Inclusive Excellence Framework that underpinned gender DEI. Effective strategies and future research are warranted to support dental higher education in fostering a more inclusive and equitable environment, ultimately benefiting the dental profession.
... In education, initiatives that address improving diversity, equity, inclusivity, and justice (DEIJ) too often are conceptualized and implemented separately from those addressing improved learning opportunities and experiences (Bauman et al., 2005;Milem et al., 2005;Williams et al., 2005). Likewise, most research on improving learning focuses on changing classroom activity, without sufficient consideration of departmental or organizational contexts, policies, and practices, or faculty members' learning, development, and experiences (Maass et al., 2019). ...
... In addition, gender equality is a European Research Area priority, including consideration of intersections between gender and other aspects of identity, such as ethnicity, disability, and sexual orientation (European Commission, 2021;Palmén et al., 2020). Recently in U.S. higher education there have been attempts to connect DEIJ with student learning, often adopting the language of "inclusive excellence" found in three Association for American Colleges and Universities (AAC&U) reports (Bauman et al., 2005;Milem et al., 2005;Williams et al., 2005). The AAC&U reports highlight structural barriers to student success, including the preponderance of isolated efforts on campus and the disconnect between DEIJ and educational excellence. ...
... For nearly 20 years in the United States and beyond, increasing attention has been paid to supporting DEIJ in higher education, as well as improving students' learning (Bauman et al., 2005;Blackie et al., 2016;European Commission/ECEA/Eurydice, 2022;Langholz, 2014;Mejia & Martin, 2023;Milem et al., 2005;Pineda & Mishra, 2023;Williams et al., 2005). At the same time, scholars have increasingly emphasized the integration of learning and identity (Agarwal & Sengupta-Irving, 2019;Rahm & Moore, 2016), including in higher education, where students are often learning to become particular kinds of professional people Gilbuena et al, 2015;Horn et al., 2008;Turner & Nolen, 2015). ...
In education, initiatives aimed at improving diversity, equity, inclusivity, and justice (DEIJ) are often conceptualized and implemented separately from those addressing students’ and faculty’s learning — and the reverse is also true. In this theoretical paper with an empirical illustration, we present a holistic framework based on our experience with a comprehensive change initiative. The I2 Framework posits that DEIJ and learning goals need to be addressed simultaneously and at multiple, intersecting organizational levels. Through a systems approach, I2 integrates change activity across two dimensions: one representing goals of reform (DEIJ and improved learning) and another representing levels of organizational change (classroom and department/organization). I2 integrates the work of creating equitable, consequential learning opportunities in the classroom and the work of creating an inclusive climate at the departmental/organizational level, emphasizing their inherent relatedness. We provide an empirical example based on design-based implementation research and related mixed methods analyses of a multi-year change project in an engineering department at a large, public university in the United States. The example highlights a need to shift the nature of this work, how we do this work, and the environment and culture within which we do this work at both the classroom level and the department level. The example also illustrates ways that elements of the change initiative intersected with existing institutional practices, leading some innovations to succeed and others to be resisted. The I2 Framework provides guidance to practitioners, policymakers, and leaders working towards equitable, consequential learning at the classroom level and an inclusive climate at departmental and institutional levels.
... L. Smith et al., 2018;Turner et al., 2008). A common approach to reaching DEIJ aims in higher education is inclusive excellence, which does not adequately address power or intersectionality and gives short shrift to learning (Bauman et al., 2005;Milem et al., 2005;Williams et al., 2005;Worthington et al., 2014). The inclusive excellence approach has brought attention to inequitable outcomes, like graduation rates, and it has supported structural changes, like creating diversity offices and hiring faculty of color. ...
... Entrenched inequities and power imbalances in higher education (Gusa, 2010;Stewart, 2020), including in STEM (Secules, 2019;Slaton, 2010;Williams et al., 2005), have resulted in women, faculty of color, and people from other marginalized communities facing discrimination, tokenism, epistemic exclusion, microaggressions, and other biased experiences (Haynes-Baratz et al., 2022;Parsons et al., 2018;Rideau, 2021;Segura, 2003;Settles et al., 2021;Walters et al., 2019). Though there have been many change efforts aimed at improving DEIJ within institutions of higher education (Dowd & Bensimon, 2015;Kezar, 2013;Posselt, 2020;Singleton et al., 2021), these efforts are rarely guided by empirically grounded theories of change theories or attention to power or learning (J. ...
Efforts to lead organizational change centering diversity, equity, inclusivity, and justice in higher education, and in science, technology, engineering, and math departments in particular, are prone to failure. We argue that these complex efforts entail orchestration of learning, change, and power, and therefore, understanding how organizational change teams function necessitates a combination of theories. We examine how faculty experience change projects in postsecondary engineering education, including the ways in which their experiences—and the change efforts they are engaged in—are shaped by identity and intersectional power. Using a narrative approach, we report on the experiences of three composite cases of faculty members on change projects across multiple institutions, drawing on theories of learning, change, and power to glean understanding of these experiences. Our findings suggest that bringing these three theoretical lenses together through what we call the Theories and Research on Intersectional Power, Learning, and Evolutionary Change Framework helps develop a more critical and nuanced understanding of faculty experiences on organizational change leadership teams.
... Basu 10.3389/feduc.2024.1244750 Embodied curriculum mapping can also be used by educators to gather information about learning environments, and importantly, about ourselves, in pursuit of the inclusive excellence ideal, which requires institutions to build knowledge about how diverse constituents experience the institutional environment (Williams et al., 2005). The embodied component, especially when undertaken by diverse faculty as part of a collective learning community, is the key to building such a knowledge base. ...
This article describes a first-person qualitative research study to understand how common pedagogical approaches and cultural learning environments in STEM impact individuals. Prior to the study, the author observed that many students who were successful in advanced undergraduate neuroscience courses reported having struggled academically, socially, or emotionally in introductory STEM courses. The objective was to generate new ideas for approaches to address high rates of student attrition from introductory STEM courses related to this full range of issues through curriculum development. The author, a neurobiologist and tenured faculty member at the institution, audited four introductory STEM courses: Introduction to Cellular and Molecular Biology, Atoms & Molecules, Calculus 1, and Introductory Physics 2: Electromagnetism, Optics, and Modern Physics, offered by tenured colleagues in four different departments. A total of approximately 600 hours was spent by the author attending lectures, participating in classroom activities, completing homework, and studying for assessments. Homework, quizzes, and exams were marked by the course faculty using the same criteria as were applied for student work. In addition to measures of academic performance collected through the normal assessments, the author made note of her own emotional responses throughout the course of the study, which is why the process was dubbed ‘embodied’ curriculum mapping. The emotional responses revealed high levels of emotional stress associated with assessment, sensitivity to disciplinary boundary reinforcement, and a complex role of social and academic identity in all aspects of the experience. Given the first-person nature of the study, the potential future generalizability of the findings must be considered in light of the various revealed aspects of identity and experience of the author and subjected to further study using a broader range of empirical methodologies. The focus of this article’s conclusions and recommendations is therefore the impact of the process on the author and the potential for a similar process to serve as a foundation for critical self-reflection and learning for other STEM educators. The author recommends the process as a generative tool for pedagogical innovation and building faculty capacity for culture change in STEM.
... The novel concept of "inclusive excellence" was put forward by Williams and colleagues 4 in 2005 to address the dearth of students historically underrepresented by race and ethnicity in higher education, increase their presence, and support their performance and success in the educational system. Inclusive excellence was defined as excellence that (1) draws on the expertise and skills of a broad range of different groups of people; (2) provides equal opportunity, regardless of differences; and (3) supports all people in attaining their optimal contributions and accomplishments. ...
... (2) diversity embedded in courses and curriculum; and (3) testing of learning. 4 Building on this scorecard approach, we propose that the C-Change Faculty Survey (CFS) is a useful tool and framework for assessing the lived experience of the workplace for faculty and students, expanding on Williams' fourth aspect (the "climate") that was limited to the following: feelings of belonging, incidents of harassment based on race, ethnicity, gender and sexual orientation, and attitudes toward members of diverse groups. 4 We believe the metrics of inclusive excellence also need to take into consideration broader dimensions of the culture and the perspectives of all subgroups of people in an organization (including the dominant majority) as to their experience of the different dimensions of the culture. ...
... 4 Building on this scorecard approach, we propose that the C-Change Faculty Survey (CFS) is a useful tool and framework for assessing the lived experience of the workplace for faculty and students, expanding on Williams' fourth aspect (the "climate") that was limited to the following: feelings of belonging, incidents of harassment based on race, ethnicity, gender and sexual orientation, and attitudes toward members of diverse groups. 4 We believe the metrics of inclusive excellence also need to take into consideration broader dimensions of the culture and the perspectives of all subgroups of people in an organization (including the dominant majority) as to their experience of the different dimensions of the culture. The experiences of all groups of people need to be assessed to create the desired culture of inclusive excellence. ...
... This is supported by the fact that although disadvantaged Roma students were in the majority in the student society, there was no difference in the mention of benefits between students from different backgrounds, meaning that the organization was able to create an environment at the individual level in which not only those from the target groups "labelled" by inclusion found a community. This is a similar result to the findings of the Inclusive Excellence movement stated above [9][10][11]. ...
While the expansion of higher education increases access to higher qualifications, students from disadvantaged backgrounds are at an increased risk of dropping out. Research shows that student progression is more successful in inclusive higher education environments. The study focuses on the promotion of opportunities for Roma in higher education, contributing to the international discourse on this issue. A Hungarian higher education organization supporting young Roma people and students of socially disadvantaged backgrounds is presented, relying on the experiences of young people who have been members of this community over the past twenty years. The question is whether and how the inclusive characteristics of the organization are reflected in the recollections of our interviewees (N = 50) about the student society. The narrative content analysis of the interviews shows that the former students' entry into and time spent in the student society was embedded in a strong (peer and tutorial) social network, which framed and amplified the mentioned inclusive elements and forms of support of the organization. The inclusive approach and practices of the student society community played a key role in the mobility of Roma youth during their university years and beyond.
... When combined with an overreliance on indirect quantitative measures, this approach results in the development of culturally unsophisticated DT programs that lack conceptual nuance and are unsuited to address the needs of multiplicatively marginalized individuals. Further, in favor of breadth versus depth, most institutions and organizations often rely solely on basic quantitative measures when evaluating the effectiveness and impact of their DEIB initiatives (Alhejji et al., 2016;Williams et al., 2005). ...
... When talented Black women leaders with the acumen and temperament to advance social justice issues on campus are identified, college administrators and governing boards would be wise to strategically position these women in senior-level administrative roles with latitude beyond DEIB offices. Relatedly, for institutions committed to cultivating a climate where all students, faculty, and staff thrive, preserving the campus-wide focus on DEIB without broadcasting the intention to do so may necessitate decentralizing and rebranding DEIB efforts as initiatives aimed at enhancing student and faculty success (e.g., inclusive excellence models; Williams et al., 2005). ...
This study fills an important gap with regard to diversity, equity, inclusion, and belonging literature and practice by detailing allyship outcomes associated with an innovative approach to campus diversity, equity, inclusion, and belonging programming, known as a Participatory Action Research Counterspace project. Findings from this collaborative autoethnographic study, with seven Black and white women who participated in a diversity training Participatory Action Research Counterspace project called the Unlikely Allies Conference, demonstrated positive outcomes related to each of the conference goals, including redefining Black women’s allyship leadership and labor as coxswains and moving white women’s allyship from intellectual understanding to prosocial behaviors.
... As experienced computer science educators all working within the same CSU system, we work under the umbrella CSU commitment to 'inclusive excellence,' a comprehensive framework for change through leveraging diversity for student learning and institutional excellence [30]. This global shared perspective of working to educate the diverse population of California has facilitated collaboration, the sharing of data related to retention and success of students in our majors, and a partnership to enact change. ...
... Drawing on intersectionality theory, we investigate multiple axes of identity and lived experience, including but not limited to socioeconomic status, race, ethnicity, and gender [15][16][17]. We use the term inclusive excellence in our paper title to note the range of identities participating and engaging in this engineering research initiative, including students, mentors, and the lab environment as a whole [18]. ...
... Many in higher education have become increasingly aware of the need to ensure that campus environments -physical and virtual -are accessible and welcoming to all. Williams et al. (2005) define the need for inclusive excellence, explain theories of organizational change, and map out ways that an inclusive excellence scorecard can drive improvements. Yet as illustrated in the type of brochure sent to Haley Dunphy, the means by which our institutional stories are told extends beyond admission considerations. ...
As higher education institutions focus on improving and conveying our commitments to inclusive excellence, it becomes necessary to self-assess our communications. This work describes the development and pilot testing of a simple tool to assess the inclusive excellence of print or electronic materials produced at any scope-from individual department or unit through institution-wide uses. The tool considers several areas of inclusivity at once, allowing stakeholders to identify strengths and weaknesses in their communications and move towards continuous improvement.
