Race Talk and the Conspiracy of Silence: Understanding and Facilitating Difficult Dialogues on Race by Learn to talk about race openly, honestly, and productively Most people avoid discussion of race-related topics because of the strong emotions and feelings of discomfort that inevitably accompany such conversations. Rather than endure the conflict of racial realities, many people choose instead to avoid the topic altogether, or remain silent when it is raised. Race Talk and the Conspiracy of Silence: Understanding and Facilitating Difficult Dialogues on Race puts an end to that dynamic by sharing strategies for smoothing conversations about race in a productive manner. A guide for facilitating and participating in difficult dialogues about race, author Derald Wing Sue - an internationally recognized expert on multiculturalism, diversity, and microaggressions - explores the characteristics, dynamics, and meaning behind discussions about race as well as the hidden "ground rules" that inhibit honest and productive dialogue. Through emotional and visceral examples, this book explains why conversations revolving around racial issues are so difficult, and provides guidelines, techniques, and advice for navigating and leading honest and forthright discussions. Readers will develop a stronger ability to build rapport with people unlike themselves, and discover how not talking about race impacts society as a whole. Overcome and make visible the fears associated with race talk Learn practical ideas for talking openly about race Facilitate and navigate discussion with expert strategy Examine the hidden rules that govern race talk Understand the benefits of successful conversations Discussions about race do not have to result in disastrous consequences, and can in fact be highly beneficial to all parties involved. It's important that people have the ability to converse openly and honestly with their students, colleagues, children, and neighbors, and Race Talk provides the path for achieving this goal.
No Study Without Struggle: Confronting Settler Colonialism in Higher Education by Examines how student protest against structural inequalities on campus pushes academic institutions to reckon with their legacy built on slavery and stolen Indigenous lands Using campus social justice movements as an entry point, Leigh Patel shows how the struggles in higher education often directly challenged the tension between narratives of education as a pathway to improvement and the structural reality of settler colonialism that creates and protects wealth for a select few. Through original research and interviews with activists and organizers from Black Lives Matter, The Black Panther party, the Student Nonviolent Coordinating Committee, the Combahee River Collective, and the Young Lords, Patel argues that the struggle on campuses reflect a starting point for higher education to confront settler strategies. She reveals how blurring the histories of slavery and Indigenous removal only traps us in history and perpetuates race, class, and gender inequalities. By acknowledging and challenging settler colonialism, Patel outlines the importance of understanding the relationship between the struggle and study and how this understanding is vital for societal improvement.
Queer People of Color in Higher Education by Queer People of Color in Higher Education (QPOC) is a comprehensive work discussing the lived experiences of queer people of color on college campuses. This book will create conversations and provide resources to best support students, faculty, and staff of color who are people of color and identify as LGBTQ. The edited volume covers emerging issues that are affecting higher education around the country. Leading researchers and practitioners have remarkable writing that concisely summarizes current literature while also adding new ways to address issues of injustice related to racism, sexism, homophobia, heterosexism, and transphobia. QPOC in Higher Education insightfully combines research with practical implications on services, systems, campus climate and ways to hostility, violence, and unrest on campuses. This book rises out of places of turmoil and pain and brings attention to broken systems on higher education. QPOC in Higher Education is a must-read for anyone who wants to transform their society, campus, or community into places that fully value the complex and beautiful intersections that our diverse communities come from. This book takes diversity to a deeper level and speaks from a social justice philosophy of looking big pictures at our systems and cultures instead of simply at our oppressed groups as the problems.
Inclusive Pedagogy Across the Curriculum by This volume focuses on an inclusive pedagogical approach for enhancing teaching and learning in key areas of curriculum including: literacy, mathematics, science, social studies, and the arts. In the introductory chapters, the concept of inclusive pedagogy is framed in relation to the actions of teachers in providing quality teaching and learning experiences for everyone in inclusive classrooms. Unlike much of what has previously occurred in inclusive practice the approach does not differentiate by providing alternative teaching and learning for students who are different. Focusing on what is to be learned in a particular subject area, the intention is to avoid the issues associated with defining some learners as different.
Seeing Race Again: Countering Colorblindness across the Disciplines by Every academic discipline has an origin story complicit with white supremacy. Racial hierarchy and colonialism structured the very foundations of most disciplines' research and teaching paradigms. In the early twentieth century, the academy faced rising opposition and correction, evident in the intervention of scholars including W. E. B. Du Bois, Zora Neale Hurston, Carter G. Woodson, and others. By the mid-twentieth century, education itself became a center in the struggle for social justice. Scholars mounted insurgent efforts to discredit some of the most odious intellectual defenses of white supremacy in academia, but the disciplines and their keepers remained unwilling to interrogate many of the racist foundations of their fields, instead embracing a framework of racial colorblindness as their default position. This book challenges scholars and students to see race again. Examining the racial histories and colorblindness in fields as diverse as social psychology, the law, musicology, literary studies, sociology, and gender studies, Seeing Race Again documents the profoundly contradictory role of the academy in constructing, naturalizing, and reproducing racial hierarchy. It shows how colorblindness compromises the capacity of disciplines to effectively respond to the wide set of contemporary political, economic, and social crises marking public life today. 
Inclusion in Higher Education: Research Initiatives on Campus by Inclusion in Higher Education: Inquiry-Based Approaches to Change presents an inquiry-based approach to inclusion in higher education that embraces scholarly inquiry, collaborative efforts, and data-driven interventions to inform transformative institutional change. Contributors analyze inclusion initiatives that address the experiences of minoritized groups on college campuses and recommend tailored interventions for the needs of underrepresented students in varied fields of study.
Transforming the Academy: Faculty Perspectives on Diversity and Pedagogy by In recent decades, American universities have begun to tout the "diversity" of their faculty and student bodies. But what kinds of diversity are being championed in their admissions and hiring practices, and what kinds are being neglected? Is diversity enough to solve the structural inequalities that plague our universities? And how might we articulate the value of diversity in the first place? Transforming the Academy begins to answer these questions by bringing together a mix of faculty--male and female, cisgender and queer, immigrant and native-born, tenured and contingent, white, black, multiracial, and other--from public and private universities across the United States. Whether describing contentious power dynamics within their classrooms or recounting protests that occurred on their campuses, the book's contributors offer bracingly honest inside accounts of both the conflicts and the learning experiences that can emerge from being a representative of diversity. The collection's authors are united by their commitment to an ideal of the American university as an inclusive and transformative space, one where students from all backgrounds can simultaneously feel intellectually challenged and personally supported. Yet Transforming the Academy also offers a wide range of perspectives on how to best achieve these goals, a diversity of opinion that is sure to inspire lively debate. 
Written/Unwritten: Diversity and the Hidden Truths of Tenure by The academy may claim to seek and value diversity in its professoriate, but reports from faculty of color around the country make clear that departments and administrators discriminate in ways that range from unintentional to malignant. Stories abound of scholars--despite impressive records of publication, excellent teaching evaluations, and exemplary service to their universities--struggling on the tenure track. These stories, however, are rarely shared for public consumption. Written/Unwritten reveals that faculty of color often face two sets of rules when applying for reappointment, tenure, and promotion: those made explicit in handbooks and faculty orientations or determined by union contracts and those that operate beneath the surface. It is this second, unwritten set of rules that disproportionally affects faculty who are hired to "diversify" academic departments and then expected to meet ever-shifting requirements set by tenured colleagues and administrators. Patricia A. Matthew and her contributors reveal how these implicit processes undermine the quality of research and teaching in American colleges and universities. They also show what is possible when universities persist in their efforts to create a diverse and more equitable professorate. These narratives hold the academy accountable while providing a pragmatic view about how it might improve itself and how that improvement can extend to academic culture at large. The contributors and interviewees are Ariana E. Alexander, Marlon M. Bailey, Houston A. Baker Jr., Dionne Bensonsmith, Leslie Bow, Angie Chabram, Andreana Clay, Jane Chin Davidson, April L. Few-Demo, Eric Anthony Grollman, Carmen V. Harris, Rashida L. Harrison, Ayanna Jackson-Fowler, Roshanak Kheshti, Patricia A. Matthew, Fred Piercy, Deepa S. Reddy, Lisa Sanchez Gonzalez, Wilson Santos, Sarita Echavez See, Andrew J. Stremmel, Cheryl A. Wall, E. Frances White, Jennifer D. Williams, and Doctoral Candidate X.
Social Inclusion and Higher Education by As higher education has made deliberate strides in recent decades to become more inclusive and accessible, the number of students from non-traditional backgrounds has increased dramatically. There has been much study of the effects of higher education on previously underserved populations, showing that it can lead to higher lifetime income and higher status. But there has been little research on what happens to those students once they are in a university. This book fills that gap, taking a close look at this issue and drawing on case studies from the United States, the United Kingdom, and Australia to illuminate the problems that face non-traditional students, the resources they and their families are able to draw on, and the ways that administrators and staff can help them succeed.
Expanding the Circle: Creating an Inclusive Environment in Higher Education for LGBTQ Students and Studies by Many educational professionals agree that the time has come to expand their circle of inclusion and broaden their definition of diversity by increasing LGBTQ studies, but the question of how to do so is still debated. Although some colleges and universities have been incorporating LGBTQ studies for decades, courses and programs continue to be pockets of innovation rather than models of inclusion for all of higher education. Colleges and universities need to encourage faculty members to teach and research a wide range of LGBTQ topics, as well as support student life professionals in building inclusive campus communities. This book includes testimonies that alert educators to possible pitfalls and successes of their policies through an analysis of changing student attitudes. Based on these case studies, the contributors offer practical suggestions for the classroom and the provost's office, demonstrating not only the gains that have been made by LGBTQ students and the institutions that serve them, but also the tensions that remain.
Challenging Racism in Higher Education by This book analyzes the historic and current state of institutionalized racial privileges and discrimination in higher education, using an organizational framework. It then provides and critiques examples of innovative efforts that seek to challenge and alter these socially unjust patterns of teaching, learning, leading, and living together.
Gender and Sexual Diversity in U. S. Higher Education by Since 2005, research on identity development, campus climate and policies, transgender issues, and institutional features such as type, leadership, and campus resources has broadened to encompass LGBTQ student engagement and success. This volume includes this enlarged body of research on LGBTQ students, taken in the context of widespread changes in public attitudes and public policies related to LGBTQ people, integrating scholarship and student affairs practice. Specific foci include: transgender identity development, understanding intersections of sexual orientation and gender identity with other salient identities such as faith/religion/spirituality, race, social class, and ability, and studies about LGBTQ students in special-mission institutions (for example, Historically Black Colleges and Universities, religiously affiliated institutions, or women's colleges). This is the 152nd volume of this Jossey-Bass higher education quarterly series. An indispensable resource for vice presidents of student affairs, deans of students, student counselors, and other student services professionals, New Directions for Student Services offers guidelines and programs for aiding students in their total development: emotional, social, physical, and intellectual.
Contexts for Diversity and Gender Identities in Higher Education: International Perspectives on Equity and Inclusion by 
Doing Diversity in Higher Education by 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. Winnifred Brown-Glaude and her contributors uncover major themes and offer faculty and administrators a blueprint for conquering issues facing campuses across the country. Topics include how to dismantle hostile microclimates, sustain and enhance accomplishments, deal with incomplete institutionalization, and collaborate with administrators. The contributors' essays portray working on behalf of diversity as a genuine intellectual project rather than a faculty "service." The rich variety of colleges and universities included provides a wide array of models that faculty can draw upon to inspire institutional change.
On Being Included: Racism and Diversity in Institutional Life by What does diversity do? What are we doing when we use the language of diversity? Sara Ahmed offers an account of the diversity world based on interviews with diversity practitioners in higher education, as well as her own experience of doing diversity work. Diversity is an ordinary, even unremarkable, feature of institutional life. Yet diversity practitioners often experience institutions as resistant to their work, as captured through their use of the metaphor of the "brick wall." On Being Included offers an explanation of this apparent paradox. It explores the gap between symbolic commitments to diversity and the experience of those who embody diversity. Commitments to diversity are understood as "non-performatives" that do not bring about what they name. The book provides an account of institutional whiteness and shows how racism can be obscured by the institutionalization of diversity. Diversity is used as evidence that institutions do not have a problem with racism. On Being Included offers a critique of what happens when diversity is offered as a solution. It also shows how diversity workers generate knowledge of institutions in attempting to transform them.
Intersectionality by The concept of intersectionality has become a hot topic in academic and activist circles alike. But what exactly does it mean, and why has it emerged as such a vital lens through which to explore how social inequalities of race, class, gender, sexuality, age, ability and ethnicity shape one another? In this new book Patricia Hill Collins and Sirma Bilge provide a much-needed, introduction to the field of intersectional knowledge and praxis. They analyze the emergence, growth and contours of the concept and show how intersectional frameworks speak to topics as diverse as human rights, neoliberalism, identity politics, immigration, hip hop, global social protest, diversity, digital media, Black feminism in Brazil, violence and World Cup soccer. Accessibly written and drawing on a plethora of lively examples to illustrate its arguments, the book highlights intersectionality's potential for understanding inequality and bringing about social justice oriented change. Intersectionality will be an invaluable resource for anyone grappling with the main ideas, debates and new directions in this field.
Presumed Incompetent: The Intersections of Race and Class for Women in Academia by 
Knowledge Justice : Disrupting Library and Information Studies Through Critical Race Theory by "In Knowledge Justice, Black, Indigenous, and Peoples of Color scholars use critical race theory (CRT) to challenge the foundational principles, values, and assumptions of Library and Information Science and Studies (LIS) in the United States. They propel CRT to center stage in LIS, to push the profession to understand and reckon with how white supremacy affects practices, services, curriculum, spaces, and policies. The contributors show that the field is deeply invested in the false idea of its own objectivity and neutrality, and they go on to show how this relates to assumptions about race. Through deep analyses of library and archival collections, scholarly communication, hierarchies of power, epistemic supremacy, children's librarianship, teaching and learning, digital humanities, and the education system, Knowledge Justice challenges LIS to reimagine itself by throwing off the weight and legacy of white supremacy and reaching for racial justice"--Publisher's description.
Transforming the Ivory Tower by People outside and within colleges and universities often view these institutions as fair and reasonable, far removed from the inequalities that afflict society in general. Despite greater numbers of women, working class people, and people of color--as well as increased visibility for LGBTQ students and staff--over the past fifty years, universities remain "ivory towers" that perpetuate institutionalized forms of sexism, classism, racism, and homophobia. Transforming the Ivory Tower builds on the rich legacy of historical struggles to open universities to dissenting voices and oppressed groups. Each chapter is guided by a commitment to praxis--the idea that theoretical understandings of inequality must be applied to concrete strategies for change. The common misconception that racism, sexism, and homophobia no longer plague university life heightens the difficulty to dismantle the interlocking forms of oppression that undergird the ivory tower. Contributors demonstrate that women, LGBTQ people, and people of color continue to face systemic forms of bias and discrimination on campuses throughout the U.S. Curriculum and pedagogy, evaluation of scholarship, and the processes of tenure and promotion are all laden with inequities both blatant and covert. The contributors to this volume defy the pressure to assimilate by critically examining personal and collective struggles. Speaking from different social spaces and backgrounds, they analyze antiracist, feminist, and queer approaches to teaching and mentoring, research and writing, academic culture and practices, growth and development of disciplines, campus activism, university-community partnerships, and confronting privilege. Transforming the Ivory Tower will be required reading for all students, faculty, and administrators seeking to understand bias and discrimination in higher education and to engage in social justice work on and off college campuses. It offers a proactive approach encompassing institutional and cultural changes that foster respect, inclusion, and transformation.
Creating Multicultural Change on Campus by Embrace the best practices for initiating multicultural change in individuals, groups, and institutions Higher education institutions have begun to take steps toward addressing multicultural issues on campuses, but more often than not, those in charge of the task have received little to no training in the issues that are paramount in serving culturally diverse students. Creating Multicultural Change on Campus is a response to this problem, offering new conceptualizations and presenting practical strategies and best practices for higher education professionals who want to foster the awareness, knowledge, and skills necessary for multicultural change on an institutional level. In Creating Multicultural Change on Campus, the authors of the classic text Multicultural Competence in Student Affairs delve deep into key concepts in multicultural organizational development, guiding readers who want to enact change not just at the individual level, but also at the group and institutional levels. Readers will be introduced to frameworks that are crucial for creating inclusive, welcoming, and affirming campus environments. You'll also find comprehensive examples from several institutions along with specific examples of effective multicultural practices that are useful for real-world situations. The book: Provides the strategies, frameworks, and expert guidance for recognizing and addressing multicultural issues in institutions of higher learning Offers a rich understanding of both Multicultural Organizational Development (MCOD) and the Multicultural Change Intervention Matrix (MCIM) and how these models are important for evaluating environments and outcomes Is appropriate for those who serve students directly, as well as higher education leaders and administrators who create professional development programs Is designed as a practical guide and filled with specific examples to help readers apply strategies to their own campuses A much-needed resource, this book can help lead institutions toward meaningful action that will have a positive impact for all individuals in a student body and the professionals who serve them.
Culturally Responsive Teaching for Multilingual Learners: Tools for Equity by What will you do to promote multilingual learners' equity? Our nation's moment of reckoning with the deficit view of multilingual learners has arrived. The COVID-19 pandemic has further exposed and exacerbated long-standing inequities that stand in the way of MLs' access to effective instruction. Recent events have also caused us to reflect on our place as educators within the intersection of race and language. In this innovative book, Sydney Snyder and Diane Staehr Fenner share practical, replicable ways you can draw from students' strengths and promote multilingual learners′ success within and beyond your own classroom walls. In this book you'll find* Practical and printable, research-based tools that guide you on how to implement culturally responsive teaching in your context* Case studies and reflection exercises to help identify implicit bias in your work and mitigate deficit-based thinking* Authentic classroom video clips in each chapter to show you what culturally responsive teaching actually looks like in practice* Hand-drawn sketch note graphics that spotlight key concepts, reinforce central themes, and engage you with eye-catching and memorable illustrations 
Authentic Leadership: An Engaged Discussion of LGBTQ Work As Culturally Relevant by This book provides new insights about the roles in which LGBTQ individuals contribute in society and various organizations. The literature is divided into two sections. Section one includes three chapters from higher education administrators, faculty and community activists. The chapters share personal narratives describing the life experiences of those who are often marginalized within academia. Each chapter provides personal and professional aspects of the authors lives. Section two includes four chapters which, shares voices of people whom are normally excluded from research. Each authors identity is shared as an aspect of their research. The authors present a broad range of issues, challenges and concerns, supported by prior literature, organized around several broad topical areas and intended to fill the gaps in our knowledge about how LGBTQ leadership is engaged across multiple types of institutions and how the experiences affect the quality of life for LGBTQ individuals throughout the academic community. Their complex identities affect their research interests, findings, and interpretations.
