Comfort over Change: a Case Study of Diversity and Inclusivity Efforts in U.S. Higher Education

Gonzales, Leslie D.; Hall, Kayon A.; Benton, Amber; Kanhai, Dana; Núñez, Anne‐Marie

doi:10.1007/s10755-020-09541-7

Cited by 36 publications

(18 citation statements)

References 29 publications

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“…In qualitative studies, the term used is trustworthiness. Others (Gonzales et al, 2021 ) state that this term contemplates at least four aspects to focus attention: transferability, credibility, reflexibility, and transparency. Regarding transferability, this research describes step by step the study interest and the procedure followed for the "construction of the data."…”

Section: Scope and Limits Of The Studymentioning

confidence: 99%

Strategic Innovation: Conception of Innovation among Social Sciences Researchers in Higher Education in Northwestern México

Castellanos

Delgado

2022

Innov High Educ

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Researchers in universities are encouraged to produce innovative scientific research and participate in the international scientific community. In Mexico, public policies have intended to promote competitiveness in such social space. However, the lack of funding, researchers, and the polysemic conception of innovation in scientific production, amongst other factors, has scarcely promoted the economic, scientific and social progress in the region. This study (1) analyzes the concept of innovation among researchers in the field of Social Sciences to identify if they share a standard definition of such and if (2) the scholars have the impression that they perform innovations in their scientific production. The study compares researchers’ conceptions from three higher education institutions of the State of Sonora, Mexico. The Northwestern region of Mexico is significant due to its research production in Physics and Social Sciences, which is mainly generated in Higher Education institutions. We conducted semi-structured interviews and analyzed their views about their scientific production over the last five years. We reflect on the different types of relations scholars tie the concept of innovation. The main results show the different conceptions of innovation, especially its fragmentary character among social science researchers and how this inhibits the development of innovation and competitiveness. This result is a virtual space for policymakers to open a formative space for innovation and is an invitation to investigate the innovative or non-innovative character of scientific production in northwestern Mexico.

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Section: Scope and Limits Of The Studymentioning

confidence: 99%

Strategic Innovation: Conception of Innovation among Social Sciences Researchers in Higher Education in Northwestern México

Castellanos

Delgado

2022

Innov High Educ

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“…To advance a just societal transition away from worsening climate suffering, the dominant knowledge paradigms on which current societal systems were built must be challenged (Ojha et al 2022 ). Recent efforts by US colleges and universities to establish courses and curriculum centering diversity, equity, and inclusion demonstrate how these efforts are largely oriented toward the experiences of white people (Abrica et al 2021 ; Gonzales et al 2021 ). Despite claimed commitments to diversity, these do not challenge existing power structures or approaches to academic knowledge production that maintain systemic racism, instead neutralizing the concept without effecting change (Patton 2016 ).…”

Section: Higher Education and Climate Justicementioning

confidence: 99%

Climate justice in higher education: a proposed paradigm shift towards a transformative role for colleges and universities

et al. 2023

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Moving beyond technocratic approaches to climate action, climate justice articulates a paradigm shift in how organizations think about their response to the climate crisis. This paper makes a conceptual contribution by exploring the potential of this paradigm shift in higher education. Through a commitment to advancing transformative climate justice, colleges and universities around the world could realign and redefine their priorities in teaching, research, and community engagement to shape a more just, stable, and healthy future. As inequitable climate vulnerabilities increase, higher education has multiple emerging opportunities to resist, reverse, and repair climate injustices and related socioeconomic and health disparities. Rather than continuing to perpetuate the concentration of wealth and power by promoting climate isolationism’s narrow focus on technological innovation and by prioritizing the financial success of alumni and the institution, colleges and universities have an opportunity to leverage their unique role as powerful anchor institutions to demonstrate climate justice innovations and catalyze social change toward a more equitable, renewable-based future. This paper explores how higher education can advance societal transformation toward climate justice, by teaching climate engagement, supporting impactful justice-centered research, embracing non-extractive hiring and purchasing practices, and integrating community-engaged climate justice innovations across campus operations. Two climate justice frameworks, Green New Deal-type policies and energy democracy, provide structure for reviewing a breadth of proposed transformational climate justice initiatives in higher education.

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“…Further, second-order change is difficult to achieve given plans' limited emphasis on equity, generally, and race and racial equity more specifically [38,39,46,47]. In place of equity, such diversity plans center on equality, which re-codes diversity not as an explicit attempt to redress historical social and educational exclusion but as an organizational effort focused on an expansive orientation toward "all students" [38,47,48]. Berrey [49] (p. 574) argues that this recoding is grounded in a "racial orthodoxy [that] treats race as one of many valued cultural identities .…”

Section: Diversity's Problems: Design Implementation and Strugglementioning

confidence: 99%

How Diversity Fails: An Empirical Investigation of Organizational Status and Policy Implementation on Three Public Campuses

Byrd

2022

Education Sciences

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Although diversity has been a guiding preoccupation in higher education for several decades, organizational diversity practice, i.e., what happens when colleges and universities implement diversity plans, is rarely a subject of inquiry. As a result, there is relatively little empirical understanding of why diversity has failed to significantly advance racial equity on college campuses. In response, this ethnographic, collective case study draws on interviews with 54 respondents, archival and organizational documents, and campus observations to interrogate diversity practice on three campuses of different status in one public system in the U.S. This study employs Bourdieu’s theory of practice, specifically institutional habitus as an analytic lens, to examine the influence of campus social status on diversity practice related to a statewide policy. Findings reveal that each campus has a unique institutional habitus—that is, a status-linked sense of campus identity, constraints, and opportunities—that prefigured and, on most campuses, derailed diversity practice in response to the policy. Only the middle-status campus made any substantive progress. By juxtaposing these findings, this analysis demonstrates that diversity practice does not exist within a campus vacuum; instead, it is inevitably influenced, constrained, or aided by the institutional habitus of the organizational environment. The paper concludes by arguing that organizational change efforts that recognize diversity work as a situated organizational practice that reflects broader power relations can better challenge inequities to spur transformative change across educational levels and contexts.

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Comfort over Change: a Case Study of Diversity and Inclusivity Efforts in U.S. Higher Education

Cited by 36 publications

References 29 publications

Strategic Innovation: Conception of Innovation among Social Sciences Researchers in Higher Education in Northwestern México

Strategic Innovation: Conception of Innovation among Social Sciences Researchers in Higher Education in Northwestern México

Climate justice in higher education: a proposed paradigm shift towards a transformative role for colleges and universities

How Diversity Fails: An Empirical Investigation of Organizational Status and Policy Implementation on Three Public Campuses

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