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Doing Diversity in Higher Education

Faculty Leaders Share Challenges and Strategies

Edited by Winnifred R. Brown-Glaude

Publication Year: 2008

Using case studies from universities throughout the nation, Doing Diversity in Higher Education examines the role faculty play in improving diversity on their campuses. The power of professors to enhance diversity has long been underestimated, their initiatives often hidden from view.

Published by: Rutgers University Press

Table of Contents

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pp. v-vii

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Foreword: Faculty as Change Agents: Reflections on My Academic Life

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pp. ix-xiv

For most people in the 1970s, the image of a college professor was a bearded gray-haired white man in a corduroy blazer with patches at the elbow. I did not look the part. When I joined the English department of Douglass College, I was twenty-three years old, with a short Afro and two...

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Acknowledgments

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pp. xv-xvi

This project is the result of a collaborative effort that grew out of a conversation in 2002 with Gertrude Fraser, who at that time was the program officer of the Education, Knowledge and Religion Unit at the Ford Foundation. Mary Hartman and Lisa Hetfield, director and associate...

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Introduction: Listen to the Submerged Voices: Faculty Agency in a Challenging Climate

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pp. 1-13

On June 28, 2007, in a landmark decision destined to affect school districts across the country, the U.S. Supreme Court struck down two voluntary school integration plans, one in Louisville, Kentucky, and the other in Seattle, Washington. The Court’s ruling in these joined cases challenged voluntary integration policies in K–12 schools, maintaining...

Part One: Diversity and/as Intellectual Leadership

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Chapter 1: Instituting a Legacy of Change: Transforming the Campus Climate at the University of Maryland through Intellectual Leadership

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pp. 17-38

This chapter examines the role of faculty agency and interdisciplinary collaboration in transforming the climate of diversity at the University of Maryland (UM). It suggests that faculty agency and collaboration have infused a deeper understanding of social inequality...

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Chapter 2: Discourses of Diversity at Spelman College

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pp. 39-60

Founded as a seminary for newly emancipated slave women in 1881, Spelman College traditionally educates African American women from the South. Given this tradition, issues relating to diversity at Spelman have centered not on race but on intraracial, ethnic, national, regional, socioeconomic, and cultural differences primarily within the African Diaspora. Among...

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Chapter 3: Institutional Diversity Work as Intellectual Work at the University of Missouri–Columbia

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pp. 61-80

The University of Missouri–Columbia (MU) is the flagship institution of the four-campus University of Missouri System. Located between Kansas City and St. Louis, it is the home of more than 1,200 ranked, full-time, tenure-track faculty members who serve more than 28,000 undergraduate, graduate...

Part Two: Dismantling/Challenging Hostile Micro/Macroclimates

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Chapter 4: Faculty Microclimate Change at Smith College

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pp. 83-102

The phenomenon of a “revolving door” for women and minority faculty members has been implicated as one factor hindering efforts to diversify the professoriate (Moreno et al. 2006). Recognizing that understanding the institutional factors that promote this phenomenon is the first step toward eliminating it, we undertook the study described in this...

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Chapter 5: We, They, and Us: Stories of Women STEM Faculty at Historically Black Colleges and Universities

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pp. 103-118

In this chapter we consider the oral histories, or her-stories, of women faculty members in the fields of science, technology, engineering, and mathematics (STEM) at four historically black colleges and universities (HBCUs) in Georgia. Our study addresses the absence of these women’s experiences from larger discussions of diversity and equity in higher education. ...

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Chapter 6: Unprecedented Urgency: Gender Discrimination in Faculty Hiring at the University of California

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pp. 119-134

This is a story about a controversial approach to seeking change within higher education—tapping into political power off campus.1 The key players, Professors Gyöngy Laky and Martha West, faculty members at the University of California Davis (UC–Davis), had reluctantly come to realize, after many years of struggle, that significant, meaningful change at the University of California (UC) would not take place by continuing to work within the UC system. Their cause: gender equity in faculty hiring. In one year...

Part Three: The Challenges of Incomplete Institutionalization

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Chapter 7: Feminist Interventions: Creating New Institutional Spaces for Women at Rutgers

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pp. 137-165

Rutgers, the State University of New Jersey, has a national reputation as a leader in diversity. During the last two decades of the twentieth century, Rutgers ranked among the top ten public Association of American Universities (AAU) institutions in percentages of women...

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Chapter 8: Agents of Change: Faculty Leadership in Initiating and Sustaining Diversity at the University of Arizona

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pp. 166-183

In the late 1990s, the collective action of several women faculty members in the School of Science at the Massachusetts Institute of Technology (MIT) initiated a study that found gender-based disparities in salary, office and laboratory space, awards, resources, committee assignments, named chairs, teaching obligations, and retention. With the support of their dean and...

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Chapter 9: Designs for Diversity: The University of Miami’s Caribbean Writers Summer Institute and Caribbean Literary Studies

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pp. 184-206

The University of Miami (UM) is the largest, most comprehensive private research university in the southeastern United States; it has a well-earned reputation for academic excellence and cultural diversity. Located in the heart of Miami-Dade County, an area challenged by a myriad of diversity and immigration issues, the university is the temporary home...

Part Four: Administration–Faculty Collaborations for Diversity

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Chapter 10: Institutional Contexts for Faculty Leadership in Diversity: A University of California–Santa Barbara Case Study

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pp. 209-230

In 1996 voters in California passed Proposition 209, a ballot initiative that disallowed more traditional forms of affirmative action at state-funded universities and colleges. A significant setback for progressives, it marked an initial decline in the diversity of incoming student cohorts...

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Chapter 11: A Ripple Effect: The Influence of a Faculty Women’s Caucus on Diversity and Equity at the University of Vermont

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pp. 231-248

In 1992, a small group of female faculty members representing fields in the humanities and social sciences sat around a small round table in one of the women’s offices at the University of Vermont (UVM). The latest faculty demographics report had just been circulated. To the surprise...

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Chapter 12: Linking Mobilization to Institutional Power: The Faculty-Led Diversity Initiative at Columbia University

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pp. 249-275

In 2004 a diverse group of motivated faculty members conceived an initiative that would yield sustainable, lasting change in the area of diversity at Columbia University. Their work led to the creation of a vice-provostial position dedicated to diversifying the university’s faculty and administration and heralded an unprecedented period of cultural change...

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Afterword: Faculty as Change Agents Redux: Reflections on My Academic Life

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pp. 277-284

When I entered South Side High School in Fort Wayne, Indiana, in 1955, I wanted to be a stewardess when I grew up. The same was true, I have discovered over the years, of lots of teenage girls of my generation. (This had nothing to do, believe me, with Freudian-tinged fantasies...

Contributors

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pp. 285-287

Index

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pp. 289-297


E-ISBN-13: 9780813545974
E-ISBN-10: 0813545978
Print-ISBN-13: 9780813544465
Print-ISBN-10: 0813544467

Page Count: 320
Publication Year: 2008