Why Aren't We There Yet?: Taking Personal Responsibility for Creating an Inclusive Campus
... Creating and maintaining diverse and equitable practices on campus will not happen by the sheer will of well-intentioned professionals or programs. Equity must be the responsibility of all practitioners in all aspects of their work, which requires foundational knowledge on systems of oppression and their manifestations in higher education (Arminio et al., 2012). As a result, it is imperative that campuses provide on-going development of all staff, not just those with DEI explicitly written into their job duties. ...
... Many DEI efforts on college campuses miss the mark when too much of an emphasis is placed on increasing the number of students with marginalized identities, without considering the structural barriers in place that create inequitable experiences for these populations (Arminio et al., 2012). For example, institutions often actively recruit Pell-eligible students but are not always willing to adjust housing deposit dates for students impacted by late aid disbursement. ...
While many student affairs departments are committed to addressing equity issues, they face limited capacity and lack institutionalized frameworks to implement equitable change at all levels on a cyclical and proactive basis. Equity Tank, a four-phase interactive model, allows all members of a department to question its policies, practices, and procedures to consider how they may negatively impact marginalized communities. Grounded in two practice models, the Equity Scorecard (Bensimon, 2012) and an Equity-Minded Inquiry graduate school assignment (Castillo-Montoya, 2015*), this model requires practitioners to develop and implement tangible recommendations to address inequities within their respective departments.
... US higher education institutions have long had policies and programmes devoted to enhancing the student experience and promoting student retention and graduation. These policies and programmes have included such things as developmental education and tutoring to improve academic skills, advising and guidance, mental health counselling, and social programming (Arminio et al., 2012;Bailey et al., 2015;McClellan & Stringer, 2016). Moreover, over the years, the US federal government has funded various programmes -including Student Support Services and the Ronald McNair Post-Baccalaureate Achievement Program -to support higher education institutions in improving college students' academic skills and knowledge of graduate school opportunities. ...
... Lumina Foundation, 2016; US Office of thePresident, 2009President, , 2013President, , 2014aPresident, , 2014c Universities UK, 2016b;Vignoles & Powdthavee, 2010).The rising interest in higher education completion has brought attention to new policy instruments. One form is specific institutional efforts to retain students and move them toward completion(Arminio, Torres, & Pope, 2012;Bailey, Jaggars, & Jenkins, 2015; David, 2010c;Gorard et al., 2007;McClellan & Stringer, 2016;Thomas, 2012; Universities UK, 2016b). Another form is funding higher education institutions based on student completion and not just enrolment(Dougherty et al., 2014(Dougherty et al., , 2016Dougherty & Natow, 2015;Hillman, Tandberg, & Fryar, 2015; Universities UK, 2016b, pp. ...
England and the United States provide a very interesting pairing as countries with many similarities, but also instructive dissimilarities, with respect to their policies for higher education access and success. The purpose of this paper is to explore these similarities and dissimilarities with an eye to what each country can learn from the other with regard to reducing social class and racial/ethnic differences in higher education access and success. We focus on seven policy strands affecting higher education access and completion: student information provision; outreach from higher education institutions; student financial aid; affirmative action or contextualisation in higher education admissions; higher education efforts to improve retention and completion; performance funding; and degree of reliance on sub-baccalaureate institutions. While not exhaustive, this list of interventions is meant to focus on key policies affecting the undergraduate student experience and to give a sense of their range. We explore possible lessons that England and the United States might draw from each other’s experiences, mindful of the dangers of uncritical “policy tourism”. In the case of the United States, we note why and how it might benefit from following England in the use of Access Agreements to govern the outreach efforts of its universities, making more use of income-contingent loans, and expanding the range of information provided to prospective college students about the programmes and institutions they are considering. Meanwhile, in the case of England, we examine how it might benefit from greater focus on the role of further education colleges, sceptical consideration of proposals to make greater use of for-profit higher education, greater use of grant aid in its financial aid system, more policy attention to decisions students are making in primary and early secondary school that affect their preparation for higher education, greater use of contextualised admissions, and very careful consideration of the possible downsides of performance funding.
... Then, teacher educators need to help aspiring teachers sort through these ways of talking and thinking for their future interactions with persons both like and unlike themselves. As Arminio, Torres, and Pope (2012) argue, working for change is challenging, and entails 'mutual purpose and mutual respect' (p. 136). ...
... The course also features guest lectures and videos concerning, for example, discrimination against African Americans, American Indian persons, Latinos/as, and others; homelessness and its genesis; bias against Muslims in the United States; and ways that lesbian, gay, and transgendered persons negotiate their identities. A fundamental aim of the course is to introduce students to the complexity of diversity, suggesting it is not a matter of segmenting persons into tidy categories but of seeing the intertwined and multifaceted dimensions of persons' identities or ways of being in the world (Arminio et al., 2012). ...
In this text, we examine ways teacher educators might inspire: compassion in aspiring teachers for students with whom they interact, and dissonance and uncertainty concerning ways they talk and think about them. These activities primarily fall into two categories: (1) working in schools where large numbers of children differing from themselves in race, language background, and socioeconomic status attend, and (2) offering multiple opportunities for students to critically talk about their interactions with children and families. Through these experiences, guided by their teacher educators, we hope university students will develop critical reflection on their own and others’ practices.
... US higher education institutions have long had policies and programmes devoted to enhancing the student experience and promoting student retention and graduation. These policies and programmes have included such things as developmental education and tutoring to improve academic skills, advising and guidance, mental health counselling, and social programming (Arminio et al., 2012;Bailey et al., 2015;McClellan & Stringer, 2016). Moreover, over the years, the US federal government has funded various programmes -including Student Support Services and the Ronald McNair Post-Baccalaureate Achievement Program -to support higher education institutions in improving college students' academic skills and knowledge of graduate school opportunities. ...
... Lumina Foundation, 2016; US Office of thePresident, 2009President, , 2013President, , 2014aPresident, , 2014c Universities UK, 2016b;Vignoles & Powdthavee, 2010).The rising interest in higher education completion has brought attention to new policy instruments. One form is specific institutional efforts to retain students and move them toward completion(Arminio, Torres, & Pope, 2012;Bailey, Jaggars, & Jenkins, 2015; David, 2010c;Gorard et al., 2007;McClellan & Stringer, 2016;Thomas, 2012; Universities UK, 2016b). Another form is funding higher education institutions based on student completion and not just enrolment(Dougherty et al., 2014(Dougherty et al., , 2016Dougherty & Natow, 2015;Hillman, Tandberg, & Fryar, 2015; Universities UK, 2016b, pp. ...
England and the United States provide a very interesting pairing as countries with many similarities, but also instructive dissimilarities, with respect to their policies for higher education access and success. The purpose of this paper is to explore these similarities and dissimilarities with an eye to what each country can learn from the other with regard to reducing social class and racial/ethnic differences in higher education access and success. We focus on seven policy strands affecting higher education access and completion: student information provision; outreach from higher education institutions; student financial aid; affirmative action or contextualisation in higher education admissions; higher education efforts to improve retention and completion; performance funding; and degree of reliance on sub-baccalaureate institutions. While not exhaustive, this list of interventions is meant to focus on key policies affecting the undergraduate student experience and to give a sense of their range. We explore possible lessons that England and the United States might draw from each other’s experiences, mindful of the dangers of uncritical “policy tourism.” In the case of the United States, we note why and how it might benefit from following England in the use of Access Agreements to govern the outreach efforts of their universities, making more use of income-contingent loans, and expanding the range of information provided to prospective college students about the programmes and institutions they are considering. Meanwhile, in the case of England, we examine how it might benefit from greater focus on the role of further education colleges, skeptical consideration of proposals to make greater use of for-profit higher education, greater use of grant aid in its financial aid system, more policy attention to decisions students are making in primary and early secondary school that affect their preparation for higher education, greater use of contextualised admissions, and very careful consideration of the possible downsides of performance funding.
... US higher education institutions have long had policies and programmes devoted to enhancing the student experience and promoting student retention and graduation. These policies and programmes have included such things as developmental education and tutoring to improve academic skills, advising and guidance, mental health counselling, and social programming (Arminio et al., 2012;Bailey et al., 2015;McClellan & Stringer, 2016). Moreover, over the years, the US federal government has funded various programmes -including Student Support Services and the Ronald McNair Post-Baccalaureate Achievement Program -to support higher education institutions in improving college students' academic skills and knowledge of graduate school opportunities. ...
... Lumina Foundation, 2016; US Office of thePresident, 2009President, , 2013President, , 2014aPresident, , 2014c Universities UK, 2016b;Vignoles & Powdthavee, 2010).The rising interest in higher education completion has brought attention to new policy instruments. One form is specific institutional efforts to retain students and move them toward completion(Arminio, Torres, & Pope, 2012;Bailey, Jaggars, & Jenkins, 2015; David, 2010c;Gorard et al., 2007;McClellan & Stringer, 2016;Thomas, 2012; Universities UK, 2016b). Another form is funding higher education institutions based on student completion and not just enrolment(Dougherty et al., 2014(Dougherty et al., , 2016Dougherty & Natow, 2015;Hillman, Tandberg, & Fryar, 2015; Universities UK, 2016b, pp. ...
... inclusive campuses in recent decades [22][23][24][25], the dialogue between the social and the educational spheres in relation to accessibility, urban planning, and its transformations considerably reduces the results. It is for this reason that not only the educational but also the social dimension has been included as a basic descriptor. ...
This paper offers a systematic review of the papers in the present century that have addressed the intersection between urbanism, universal accessibility, and the socio-educational sphere. The paper explores, describes, and interprets the published literature found in academic sources included in Scopus and Web of Science (WOS) from the year 2000 to the present about the intersection of these three topics. We start from the dialogue between the social and the educational spheres as a basic premise. Thus, the main objectives of this review are (1) to identify how many articles explicitly address the social dimension in relation to education and universal accessibility; (2) to determine if there is an upward or downward trend in socio-educational perspectives, inclusion, and new urbanism; and (3) to find out if the research provides frameworks for universal accessibility, urban planning, and socio-educational inclusion from this holistic perspective. After removing all exclusion criteria, the study was restricted to 29 papers. The small number of research found is noteworthy. We understand that this shortage is due to the inclusion of the social dimension as a required area. Although there seems to have been a slight increase in recent years, the sample found does not allow us to determine whether or not there is a greater interest in studying the social sphere in relation to inclusive education. We do conclude, however, that this gap highlights the need to make the socio-educational dimension more present.
... Higher education and student affairs professionals coordinate and implement programs with attempts to foster constructive social interactions Watt, 2012). These experiences afford students the opportunity to recognize and understand the social and privileged identities that may exist within themselves and how these identities inform interactions with difference. ...
The present study describes the development and validation of an instrument to measure defensive reactions individuals display in difficult dialogues while exploring privileged identities and interacting across difference. The increased focus on difficult dialogues when exploring privileged social identities in educational environments points to a need for the Privileged Identity Exploration Scale (PIE-S). The Privileged Identity Exploration Model (PIE) (Watt, College Student Affairs Journal., 2007, 26, 114–126; Watt et al., Counselor Education and Supervision., 2009, 49, 86–105) identifies eight defensive reactions. Using exploratory and confirmatory factor analysis, we identified and confirmed four constructs of privileged identity exploration that students exhibit when interacting across social differences, the PIE Scale (PIE-S). We provide a brief overview of the development of the PIE-S, as well as future directions for research and applications to training and facilitation in various educational settings.
... Discussions of racism, whiteness, and systems of oppression or power are often kept to a minimum, and as such, these educators are unprepared to reflect on and interrogate their internalized whiteness and White ideologies. Instead, these workshops and courses celebrate the ''Other'' thus positioning students of Color in ways that keeps them marginalized and silenced (Arminio, Torres, and Pope 2012). ...
The hope for multicultural, culturally competent, and diverse perspectives in science education falls short if theoretical considerations of whiteness are not entertained. Since whiteness is characterized as a hegemonic racial dominance that has become so natural it is almost invisible, this paper identifies how whiteness operates in science education such that it falls short of its goal for cultural diversity. Because literature in science education has yet to fully entertain whiteness ideology, this paper offers one of the first theoretical postulations. Drawing from the fields of education, legal studies, and sociology, this paper employs critical whiteness studies as both a theoretical lens and an analytic tool to re-interpret how whiteness might impact science education. Doing so allows the field to reconsider benign, routine, or normative practices and protocol that may influence how future scientists of Color experience the field. In sum, we seek to have the field consider the theoretical frames of whiteness and how it might influence how we engage in science education such that our hope for diversity never fully materializes.
... When men are unable to draw on empathy, they struggle to put themselves in another's place, in turn making it difficult to understand another's experiences. Arminio, Torres, and Pope (2012) explained the need to cultivate empathy among college students because it "allows people to initiate relationships that lead to greater insight about the self and others" (p. 34). ...
The purpose of this study was to examine how gender structured and informed the ways in which 10 undergraduate men experienced service-learning courses. Participant narratives underscore a perceived tension between dominant expectations of masculinity among men on campus and service-learning. In particular, service was largely understood as a feminine endeavor with little utility to men beyond high school. These expectations were often reinforced by other men and service site supervisors.
In educational settings, intergroup dialogues often tackle intricate social issues, fostering student identity development. Religious discourse, specifically, has the potential to positively influence intergroup relations. However, the extent to which individuals consider their group affiliation integral to their self-concept can shape their exploration of ethno-religious identity. This study investigates the experiences and attitudes of 638 Jewish students, of secular, traditional and Modern Orthodox backgrounds, engaged in a secular-religious dialogue course. Results reveal that discussion-based meetings promote positive intergroup attitudes among students from diverse religious subgroups. Participants identified unique values in subgroup activities but expressed varied motivations and outcomes based on their diverse religious perspectives. These findings underscore the significance of contact theory in inclusive intergroup conflict contexts and highlight the role of interreligious discourse in identity exploration within educational settings.
As educators, we each hold privileged and minoritized identities which can be leveraged to navigate difficulties across difference. In the article below, we discuss how working in coalition across professional relationships might help educators navigate intergroup tensions on campus. We offer strategies for higher education professionals to develop genuine relationships that address campus inequities.
I describe the structure and implementation of an activity I use in academic development, aimed at introducing higher education faculty to social inequities in a profound way. The activity is structured such that previously naïve practitioners as well as those somewhat engaged in equity pedagogies are provided new ways of thinking about the role classroom practices play in social inclusion. Here I reflect on the activity's genesis, provide suggestions for its use, and present considerations for academic developers interested in using it for their own practice.
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