* A unique reference describing successful diversity initiatives in higher educationHigher education, like the nation, is facing major demographic changes. Our colleges and universities recognize they not only have to be more inclusive, but that they have to provide an environment that will effectively retain and develop the growing population of ethnically and racially diverse students. How ready are they and what should they be doing?Frank W. Hale, Jr. -- known as the "Dean of Diversity" for his pioneering efforts in establishing Ohio State as one of the institutions graduating the most Black Ph.D.s -- has gathered twenty-two leading scholars and administrators from around the country who describe the successful diversity programs they have developed.Recognizing the importance of diversity as a means of embracing the experiences, perspectives and expertise of other cultures, this book shares what has been most effective in helping institutions to create an atmosphere and a campus culture that not only admits students, faculty and staff of color but accepts and welcomes their presence and participation.This is a landmark reference for every institution concerned with inclusivity and diversity. The successes it presents offers academic leaders much they can learn from, and ideas and procedures they can adapt, as they discuss and develop their own campus policies and initiatives. Contributors:Samuel BetancesDonald BrownCarlos E. CortésMyra GordonLinda S. GreeneFrank W. Hale, Jr.Margaret N. HarriganWilliam B. HarveyFreeman A. Hrabowski, IIILee JonesWilliam “Brit” KirwanPaul KivelAntoinette MirandaJoAnn MoodyLeslie N. PollardNeil L. RudenstineWilliam E. SedlacekMac A. StewartM. Rick TurnerClarence G. WilliamsRaymond A. Winbush

Today, no institution can ignore the need for deep conversations about race and ethnicity. But colleges and universities face a unique set of challenges as they explore these topics. Diversity Matters offers leaders a roadmap as they think through how their campuses can serve all students well. Five Key Sections Campus Case Studies: Transforming Institutions with a Commitment to Diversity Why We Stayed: Lessons in Resiliency and Leadership from Long-Term CCCU Diversity Professionals Voices of Our Friends: Speaking for Themselves Curricular/Cocurricular Initiatives to Enhance Diversity Awareness and Action Autoethnographies: Emerging Leaders and Career Stages Each chapter in Diversity Matters includes important discussion questions for administration, faculty, and staff.

Fifty-Four readings in this 3rd edition collectively show how race has influenced and continues to affect all aspects of American higher education. This volume offers a comprehensive selection of seminal and contemporary publications that are situated across various postsecondary contexts. It is organized around six focal areas of study in the field of higher education: (1) History; (2) Students; (3) Faculty; (4) Curriculum, Teaching and Learning; (5) Organizations, Leadership and Governance; and (6) Policy, Finance and Economics. Also included is a seventh section devoted entirely to critical race perspectives on higher education.

With the goal of building more inclusive working, learning, and living environments in higher education, this book seeks to reframe understandings of forms of everyday exclusion that affect members of nondominant groups on predominantly white college campuses. The book contextualizes the need for a more robust analysis of persistent patterns of campus inequality by addressing key trends that have reshaped the landscape for diversity, including rapid demographic change, reduced public spending on higher education, and a polarized political climate. Specifically, it offers a critique of contemporary analytical ideas such as micro-aggressions and implicit and unconscious bias and underscores the impact of consequential discriminatory events (or macro-aggressions) and racial and gender-based inequalities (macro-inequities) on members of nondominant groups. The authors draw extensively upon interview studies and qualitative research findings to illustrate the reproduction of social inequality through behavioral and process-based outcomes in the higher education environment. They identify a more powerful systemic framework and conceptual vocabulary that can be used for meaningful change. In addition, the book highlights coping and resistance strategies that have regularly enabled members of nondominant groups to address, deflect, and counteract everyday forms of exclusion. The book offers concrete approaches, concepts, and tools that will enable higher education leaders to identify, address, and counteract persistent structural and behavioral barriers to inclusion. As such, it shares a series of practical recommendations that will assist presidents, provosts, executive officers, boards of trustees, faculty, administrators, diversity officers, human resource leaders, diversity taskforces, and researchers as they seek to implement comprehensive strategies that result in sustained diversity change.

We’ve heard plenty from politicians and experts on affirmative action and higher education, about how universities should intervene—if at all—to ensure a diverse but deserving student population. But what about those for whom these issues matter the most? In this book, Natasha K. Warikoo deeply explores how students themselves think about merit and race at a uniquely pivotal moment: after they have just won the most competitive game of their lives and gained admittance to one of the world’s top universities. What Warikoo uncovers—talking with both white students and students of color at Harvard, Brown, and Oxford—is absolutely illuminating; and some of it is positively shocking. As she shows, many elite white students understand the value of diversity abstractly, but they ignore the real problems that racial inequality causes and that diversity programs are meant to solve. They stand in fear of being labeled a racist, but they are quick to call foul should a diversity program appear at all to hamper their own chances for advancement. The most troubling result of this ambivalence is what she calls the “diversity bargain,” in which white students reluctantly agree with affirmative action as long as it benefits them by providing a diverse learning environment—racial diversity, in this way, is a commodity, a selling point on a brochure. And as Warikoo shows, universities play a big part in creating these situations. The way they talk about race on campus and the kinds of diversity programs they offer have a huge impact on student attitudes, shaping them either toward ambivalence or, in better cases, toward more productive and considerate understandings of racial difference. Ultimately, this book demonstrates just how slippery the notions of race, merit, and privilege can be. In doing so, it asks important questions not just about college admissions but what the elite students who have succeeded at it—who will be the world’s future leaders—will do with the social inequalities of the wider world.

Julie J. Park examines how losing racial diversity in a university affects the everyday lives of its students. She uses a student organization, the InterVarsity Christian Fellowship (IVCF) at “California University,” as a case study to show how reductions in racial diversity impact the ability of students to sustain multiethnic communities. The story documents IVCF’s evolution from a predominantly white group that rarely addressed race to the most racially diverse campus fellowship at the university. However, its ability to maintain its multiethnic membership was severely hampered by the drop in black enrollment at California University following the passage of Proposition 209, a statewide affirmative action ban. Park demonstrates how the friendships that students have—or do not have—across racial lines are not just a matter of personal preference or choice; they take place in the contexts that are inevitably shaped by the demographic conditions of the university. She contends that a strong organizational commitment to diversity, while essential, cannot sustain racially diverse student subcultures. Her work makes a critical contribution to our understanding of race and inequality in collegiate life and is a valuable resource for educators and researchers interested in the influence of racial politics on students’ lives.

Diversity has been a focus of higher education policy, law, and scholarship for decades, continually expanding to include not only race, ethnicity and gender, but also socioeconomic status, sexual and political orientation, and more. However, existing collections still tend to focus on a narrow definition of diversity in education, or in relation to singular topics like access to higher education, financial aid, and affirmative action. By contrast, Diversity in American Higher Education captures in one volume the wide range of critical issues that comprise the current discourse on diversity on the college campus in its broadest sense. This edited collection explores: legal perspectives on diversity and affirmative action higher education's relationship to the deeper roots of K-12 equity and access policy, politics, and practice's effects on students, faculty, and staff. Bringing together the leading experts on diversity in higher education scholarship, Diversity in American Higher Education redefines the agenda for diversity as we know it today.

As the educational landscape of America continues to evolve and diversify, college faculty and administrators must be cutting edge in their approaches to create a variety of educational experiences with a greater level of multicultural cognizance. Unlike in previous generations, higher education in the 21st Century is no longer a luxury reserved for the elite and wealthy, but is an increasing necessity for access to labor markets. Community colleges and universities are working hard to respond to the demands of the labor market, by attempting to provide skills for jobs that may not yet exist. Colleges and universities should aim to make all of their students feel welcome and a part of the campus being committed to celebrating differences. Additionally, filling faculty seats with varied races, cultures, perspectives and identities will aid in providing mentors and role models everyone can relate to. These are some of the vital steps toward building a campus community that helps students develop a sense of belonging that allows them to persist and thrive in college. The scholarship in this volume illustrates the state of multicultural education on college and university campuses. The authors bridge foundational knowledge with contemporary understandings; making the work both accessible for novices and beneficial for the authorities on multicultural education. This volume provides thoughtful discourse on issues ranging from the racial and ethnic diversity of the student and faculty bodies, and important topics like disability issues, to different educational contexts such as community colleges, HBCUs and HSI institutions.

As the world becomes more navigable, opportunities arise for people to live in different countries and for students to study internationally. Such capabilities require universities and other institutions of higher learning to accommodate cultural diversity. Promoting Ethnic Diversity and Multiculturalism in Higher Education is an essential scholarly publication that examines the interaction between culture and learning in academic environments and the efforts to mediate it through various educational venues. Featuring coverage on a wide range of topics including intercultural competence, microaggressions, and student diversity, this book is geared towards educators, professionals, school administrators, researchers, and practitioners in the field of education.