White racial allyship is essential in realizing an institution that focuses on the welfare, success, and health of students of color and employees of color. The role of White racial allies has been discussed and studied in higher education literature. However, many studies that have critically reviewed the role of White allies have typically centered the voices of White allies. This study builds on previous critical White allyship scholarship, but rather than centering White voices, we center diversity educators of color at various institutions. Diversity educators of color provide a crucial voice in understanding the effectiveness of racial allyship and seek to partner with multiple stakeholders to realize diversity efforts. We analyzed data from interviews with diversity educators and asked them about their experiences collaborating with White racial allies. The findings from the study illuminated the challenges and complexities of working with White racial allies, in particular the realities of taxation, an unwillingness to make sacrifices, and the words and action paradox. Taxation describes exhaustion and weariness that comes from working directly with White allies who can be unhelpful in dismantling racist systems. Participants also noted that White allies do not demonstrate the willingness to make tangible sacrifices to actively pursue racial justice. Finally, diversity educators of color articulated a word and action paradox in which White racial allies appropriated racial justice language without actively working to dismantle oppressive systems.

The policies, priorities, and productivity of postsecondary admission offices are under a great deal of scrutiny. The current realities range from the pressures of tuition-driven institutions to deliver the majority of the university budget each fall, to more selective institutions wrestling with standards of which applicants to accept amid national scandals such as the well-publicized "varsity blues" (a conspiracy to influence admission decisions at several top U.S. universities that was uncovered in 2019). Historically, institutional guidelines related to the admission and rejection of applicants have maintained a tense relationship with issues related to homogeneity and diversity. Postsecondary institutions in the U.S. were originally developed for the purpose of educating wealthy White men and slowly expanded to include more groups, in principle, even if not manifested in actual enrollment composition. Notably, efforts to diversify have repeatedly put admissions issues back in the spotlight of the U.S. Supreme Court. This article identifies and describes the process of admission to institutions of Christian higher education as one of the earliest points of contact for creating a learning environment. By taking an ecosystem approach akin to the metaphor of the body in I Corinthians 12, we examine the benefits of diversity in a manner that recognizes the ways in which all parts of the body can benefit, when all parts of the system are considered and included. Conversely, monocultures can miss the benefits of diversity, a reality that should be considered given that the process of shaping a class is often under the purview of admission and recruitment personnel. Beyond the more typical concerns related to the budget or prestige of an institution, shaping the class is critical to the process of creating a diverse learning environment that also provides multifaceted opportunities for cultivating spiritual growth.