Strategies for Supporting Inclusion and Diversity in the Academy : Higher Education, Aspiration and Inequality

"This book brings together a comprehensive and diverse range of perspectives and experiences of strategies and approaches that will be of value to anyone who works in delivery, leadership or support of diversity and inclusion in higher education. Its authentic voice, combined with a rich range of methodologies and personal insights helps the authors to bring complex concepts to life in a manner which is honest, thoughtful and challenging." Professor Sarah Sharples, Pro-Vice Chancellor for Equality, Diversity and Inclusion, University of Nottingham, UK "Crimmins excellent collection is a treasure trove of irrefutable statistical facts and figures that blows away the myth that diversity and inclusion policies have closed the equalities gap in higher education. Powerful fuel for policy makers and social justice educators passionate about creating a truly global academy where all can flourish regardless of race, gender, class, sexuality, and (dis)ability." Professor Heidi Safia Mirza, Goldsmiths College, University of London, UK This book explores tried and tested strategies that support student and faculty engagement and inclusion in the academy. These strategies are anchored by a brief exploration of the history and effect/s of exclusion and deprivilege in higher education. However, while many publications exploring academic inequality focus on the causes and impacts of structural, psychological and cultural exclusion based on racism, sexism, classism and ableism, they rarely engage in interventions to expose and combat such de/privilege. Capturing examples of inclusive practices that are as diverse as student and faculty populations, these strategies can be easily translated and employed by organisations, collectives and individuals to recognise and combat social and academic exclusion within higher education environments. Gail Crimmins is Senior Lecturer at the University of the Sunshine Coast, Australia. Her research interests include gender inequity and the student experience in the academy and uses of feminist approaches to research. Foreword Preface Acknowledgement Contents Notes on Contributors Part I: Contextualising Layers of Exclusion in Higher Education 1: Don’t Throw Out the Baby with the Bathwater: Statistics Can Create Impetus to Address Educational Inequity Statistics of Structural Inequity Inequity Based on Race: Faculty Data Inequity Based on Race: Student Data Social Class, Socioeconomic Status and Higher Education Defining Social Classifications Why Examining Class in Relation to Higher Education Diversity and Inclusion Remains Important Social Class and Economic Background as a Determinant to Access and Inclusion in HE Gender De/Privilege in Higher Education Higher Education for People with Dis/Ability The Impact of Educational Inequity Conclusion References Part II: Supporting Racial Diversity in the Academy 2: Promoting Race Equality and Supporting Ethnic Diversity in the Academy: The UK Experience Over Two Decades Introduction The Emergence of a Top Down Race Equality Strategy Evaluation of the Race Equality Strategy The Decline of a Top Down Race Equality Strategy Race Equality The Periodic Emergence (and Decline) in Policy Discourse of Race Equality The Persistence of Racial Disadvantage in HE: BME Staff and Students Legislation and the Hegemony of the Liberal Perspective on Equality Conclusion: The Path of Race Equality Policy—From the Mandatory to the Optional References 3: Reflecting on Representation: Exploring Critical Tensions Within Doctoral Training Programmes in the UK Introduction Critical Reflections on Knowledge Production Conceptual Framework Methodology Findings and Discussion Expectations of Doctoral Training Experiences of Doctoral Training Tensions in Researcher Training Individual and Collective Action Projections for Doctoral Training Conclusion References 4: Killing the Indigene: Interrogating the Support of First Nations’ Diversity in the Modern University Killing the Indigene Resistance, Inclusion and Diversity Policy Frameworks in Action Queering Universities Queering the Academy Diversity, Equality or Change? Systemic Change Who Can Effect Change? References 5: Refugees in Neoliberal Universities Introduction References 6: A Critical-Relational Approach to Community Development That Increases Well-Being, Learning Outcomes and Retention of International Students Introduction Locating the Project in Context Conceptual Framework for the Project A Critical-Relational Approach to Community Development Universities Being Sites for Developing a Sense of ‘Community’ Methodology: Participatory Action Research Phase 1: Preparation About the International Student-Participants Processes and Findings Phase 2: Intervention—Dialogical Circles and Issues to Which We Responded Phase 3: Intervention—Critical Pedagogy Project (CCP) Discussion Equity and Ethics Developing a Sense of Community to Ensure Inclusion Conclusion References Part III: Engendering Gender Diversity in Higher Education 7: Thriving in the Academy: Culturally Responsive Mentoring for Black Women’s Early Career Success Culture of the Academy Insufficient Culturally Relevant Socialization in Academe Long-Standing Master-Narratives in Academe Sisters of the Academy Institute The Research Bootcamp® Structure The Research Bootcamp: A Model for Culturally Responsive Mentoring Conclusion References 8: Women and Leadership: Strategies of Gender Inclusion in Institutions of Higher Education in India Background Women in the Universities India: Diverse and Multicultural Contexts Higher Education in India What Keeps Women Out What Enables Women to Move Up A Programme for the Capacity Building of Women Managers in Indian Higher Education The Training Programme Outcomes of the Sensitization, Awareness and Motivation Series The Way Forward and Upward! Conclusion References 9: Mainstreaming Gender into the Quality Assurance of Higher Education Programs Introduction The Potential of Quality Assurance for Enhancing Inclusiveness in Higher Education The Policy Innovation in Context (E)Quality Assurance for an Inclusive Higher Education Conclusions References 10: Success for LGBT College and University Students LGBT Campus Climate LGBT Student Success Academic Experiences and Outcomes LGBT Student Well-Being Thriving and Success Strategies to Support LGBT Student Success Conduct a Campus Audit and Process Map the Experiences of LGBT Students Develop Deadlines for Addressing Issues Uncovered in the Audit/Process Mapping Engage Faculty and Instructors Staff Training Summary References 11: Trans Inclusive Higher Education: Strategies to Support Trans, Non-Binary and Gender Diverse Students and Staff Introduction A Note on Terms TransEDU: Researching the Experiences of Trans and Gender Diverse Students and Staff Legal and Policy Context Strategies to Improve Support for Trans and Gender Diverse Students and Staff Networks/Champion Groups/Communities of Practice Named Contact Conclusions References Part IV: Re’class’ifying Academia 12: The Coffee Club: An Initiative to Support Mature and Non-Traditional Higher Education Students in Wales Introduction Making a Case and Facilitating Support The Coffee Club: Year One The Coffee Club: Moving Forward The Coffee Club: Adoption in a Different University Concluding Thoughts References 13: Using a Funds of Knowledge Approach to Engage Diverse Cohorts Through Active and Personally Relevant Learning Introduction Education, Diversity and Social Justice The Funds of Knowledge Approach Adaptive Language Habits and Code Switching Agency and Autonomy Epistemic Contribution Experimental Lecture Program: Developing a Funds of Knowledge Approach Usefulness of Pre-Session Tasks Relevance of Learning Dispositions Learner Confidence and Self-Stories Theoretical Mapping and Ideas for Action Conclusion References 14: The Impact of Stigma, Placement Instability and Individual Motivation on Successful Transitions in and Through University for Care Experienced Young People Introduction Research Context Policy and Legislation Alice and Tom: The Journeys Placement Stability: The Role of Foster Care and Support Services Self-Determination, Motivation and Challenging Stigma Conclusion References 15: Murdoch’s Aspirations and Pathways for University (MAP4U) Project: Developing and Supporting Low SES Students’ Aspirations for Higher Education Participation Using School-Based University Outreach Programs Rationale The Region The Schools Murdoch’s Aspirations and Pathways for University Project (MAP4U) Program Characteristics An Example Program Design: Games Art and Design Research and Methodology Establishing Links for the Research Study 1: Cultural Capital at Home, School and with Peers Study 2: Building Social and Cultural Capital Study 3: Building an Aspirational School Culture Student Engagement Using the Research to Inform Higher Education Inclusion Future Research and Conclusions References Part V: Disabling the Barrier of Dis/Ability in Higher Education 16: Inclusive Higher Education for College Students with Intellectual Disability Next Steps at Vanderbilt Best Practices in Inclusive Higher Education Person-Centered Practices Academic Coursework Career Development Campus Life Independent Living Social Relationships Recommendations for Inclusive Higher Education Programs Conclusion References 17: Student Suggestions for Improving Learning at University for Those with Learning Challenges/Disability Background The Research Method Analysis Students’ Suggestions for Improving Learning: Results Institutional Processes/Resources Teaching and Learning Relationships = Support What Needs to Change? All Students Need to Belong Connection with Peers for Academic and Social Reasons Educate Teachers and Peers Flexible, Adaptable Courses Please Disclosure Makes Students Vulnerable Conclusion Where to Now? Limitations References 18: A Case Study of the Educational Experience of Adult Students with Dyslexia Across Five TAFE Institutes in Queensland Introduction Dyslexia Inclusion Queensland Technical and Further Educational (TAFE) Institutes A Case Study of the Educational Experience of Adult Students with Dyslexia Across Five TAFE Institutes in Queensland Results Personal Life Histories of Adult Students Who Have Dyslexia Perceived Discrimination Managed Emotions and Perceived Feelings Perceived Difference Disclosure of Disability Disability Support Officers Describe How They Support Students with Dyslexia Disability Officers Support Students to Become Independent Learners and Advocate for Students Registration of Students with Disability Services Autonomy and Advocacy Advocacy in TAFE: Micro-Social Implications of Advocacy Planning Reading Writing Spelling Technological/Human Support Proofreading Conclusion References Part VI: Conclusion 19: Inclusion in Practice: Operationalising Principles of Inclusion and Diversity Introduction Learner Centredness Cohesive Commitment to Inclusivity Epistemological Equity Adopting a Radical Approach to Inclusivity in Universities Translating Strategy and Intervention Limitations and Recommendations References Index