Heather McCambly's research while affiliated with University of Pittsburgh and other places
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Publications (13)
In this critical, political discourse analysis, we trace how two concepts, equity and quality, became discursively linked and contested in the administration of postsecondary education policy over time (1968–1994)—a developmental process we refer to as (e)quality politics. By engaging in a historical analysis, we investigate (a) the racialized poli...
Purpose: The purpose of this article is to use Victor Ray’s theory of racialized organizations (TRO), and multiple applied exemplars, as a framework and call to action for community college researchers and policymakers. In doing so, we provide a meso-level analytic view on how and why the most accessible postsecondary pathway for minoritized studen...
In Short
• As postsecondary grantmaking foundations make sense of recent sociopolitical crises, including inequities exacerbated by the COVID-19 pandemic; attention to the Movement for Black Lives following the summer 2020 uprisings; and more openly racialized politics, they have been catalyzed to reconsider their racial equity commitments.
• Gran...
Grantmaking organizations (GMOs) exert considerable influence on education systems, public policy, and its administration. We position the work of GMOs—in the distribution and management of funds for the public good—as a form of public management. Using recent work on racialized organizations from sociology, critical theories of race, and instituti...
Citations
... Close examination of higher productivity at prestigious institutions found that it was the result of substantial labor advantages and not due to inherent differences in talent . Furthermore, when these commodities are concentrated in a small portion of all universities, the remaining universities (and the people who work and study at them) become under-resourced (McCambly and Colyvas, 2022). ...
... The second dimension emphasizes the accountability to transform policies, practices, and norms that reproduce inequity into policies, practices, and norms that sustain equitable experiences, processes, and outcomes (Bensimon and Malcolm, 2012;Dowd and Bensimon, 2015). In practice, for higher education racial equity change work to have the desired impact, organizational change efforts must be focused on disrupting the status quo and dismantling racialization processes that have become deeply embedded and taken for granted over time (McCambly and Colyvas, 2023). For example, racial equity change work must ask administrators and faculty leaders to disrupt and change practices that elevate white people's values and experiences while excluding the values and experiences of People of Color. ...
... Research in these traditions often highlights the ways that local practices are embedded in larger scale systems and histories (e.g., Artiles, 2011;Gresalfi et al., 2009;Lemke, 2001). Some literature emphasizes the role of power, for example, documenting settings where attempts at undoing injustices have been co-opted, transformed, or undermined so that they continue to serve the powerful and already-advantaged (McCambly & Colyvas, 2021;Payne, 2008;Vossoughi & Vakil, 2018). ...
