Enacting Diversity in American Higher Education

Kwak, Naejin; Gavrila, S. Gabriela; Ramírez, Francisco O.

doi:10.1007/978-3-319-92713-8_8

Cited by 35 publications

(35 citation statements)

References 38 publications

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“…The Ivy League universities in the US score noticeably higher on all three reputation dimensions than the national sample, particularly so for the pragmatic categories (i.e., history and research) (Gavrila and Ramirez 2019). This rank‐based differentiation is evident in the US with regard to developing diversity as well as development and legal offices, which are associated with the increased emphasis on reputation management (Furuta and Ramirez 2019; Kwak et al 2019; Skinner and Ramirez 2019). The elite universities are more inclined to have these units than low‐ranking universities.…”

Section: Discussionmentioning

confidence: 99%

Reputation management by Chinese universities: Primary profile and comparative features

Christensen

Gavrila

et al. 2020

Public Administration

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In this study, we analyse data from 176 Chinese universities to examine the use of reputation symbols on official websites. We find that Chinese universities prefer professional and performative symbols more than moral symbols. Reputation symbols are mainly observed in teaching, research, history and strategy categories, whereas their use in internal operations and the external environment is limited. A comparison with samples from the United States and Nordic countries indicates that their universities differ in the use of reputation symbols, with relatively high emphasis on professional and moral symbols, respectively. This difference can be attributed to divergent national cultures, higher education regimes and globalization. Here, we discuss the implications of our findings on reputation management by universities in a globalized world.

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Section: Discussionmentioning

confidence: 99%

Reputation management by Chinese universities: Primary profile and comparative features

Christensen

Gavrila

et al. 2020

Public Administration

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“…Diversity in higher education is both an established imperative and an ongoing concern as new issues emerge in changing contexts. 45 Research in the USA 46 , Europe 47,48 and elsewhere continues to bring issues of diversity and the attendant complexities of its institutionalisation into the academic discourse. The argument for diversity is that the effectiveness, excellence and viability of universities depend on their diversity and, consequently, their ability to deliver on the promise of development, particularly in relation to the production of democratic societies.…”

Section: Diversitymentioning

confidence: 99%

Brain circuity: The case of South Africa as a hub for doctoral education

2021

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The production and reproduction of knowledge are important components of national development. As student mobility increases, globally and within Africa, so does the national diversity of students as they seek to further their postgraduate studies at the limited number of research universities in Africa. Knowledge migration is inevitably a relationship between nation states because migration is driven by push factors (such as the socio-economic conditions and opportunities) in the country of origin as well as by pull factors (such as the rules and incentives for entry, participation in postgraduate education and post-study residency), which are prerogatives of the host nation. In other words, migration and development must be understood in comparative terms. The brain drain perspective on migration and development takes mainly the perspective of the origin country into consideration. Migration and the loss of high-level skills are seen as detrimental to the development prospects of the country of origin. The brain circulation perspective moves the discussion forward by suggesting that there are residual returns to the country of origin. However, relatively little attention has been given to the impact of knowledge migrants on the host nation when the host is facing its own post-colonial development challenges. This is the dilemma facing South Africa as a hub for doctoral students from the rest of Africa: attracting top doctoral students from the rest of the continent to contribute to the country’s knowledge capacity but at the expense of developing local talent, thereby setting up a complex tension between underdevelopment and development. Here we establish whether South Africa is maintaining its position as a PhD hub on the African continent and explore the extent to which the brain circulation argument holds up in the African context. We suggest that, given the current policy environment in South Africa, brain circuity is a more likely outcome, where brain circuity describes the flow of knowledge characterised by indirection and undesirable intricacy.

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“…This is evident in analyses of diversity signaling at Ivy League and public flagship universities (Berrey 2011; Lipson 2007; Warikoo 2016). There is some evidence that this emphasis on diversity exists across sectors; less selective universities also laud diversity in their viewbooks, have clearly designated diversity officers, and have a growing number of diversity offices (Hartley and Morphew 2008; Kwak, Gavrila, and Ramirez 2019).…”

Section: Diversity and Rationalization In Higher Educationmentioning

confidence: 99%

Diversity Displays and Organizational Messaging: The Case of Historically Black Colleges and Universities

Okuwobi

Faulk

Roscigno

2021

Sociology of Race and Ethnicity

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Diversity has simultaneously become a pervasive goal and euphemism for racial differences in higher education. Although discourses within the postsecondary context highlight the positive impact of diversity on learning outcomes, organizational diversity efforts nevertheless warrant interrogation, given their possible obfuscation if not reification of, racial inequality and hierarchy. How do Historically Black Colleges and Universities (HBCUs)—colleges and universities that are, by their very nature, racialized organizations within higher education—express and adapt to the challenges presented by diversity imperatives? In this article, we interrogate this question through systematic content analyses of visual and narrative materials from 31 HBCUs. Results highlight how these institutions often rely on the same mechanisms that characterize diversity within predominately White institutions (PWIs)—commodification of difference and disconnection from issues of racial equity. Consequently, diversity for HBCUs reflects the more general racialized inequality regime in higher education—a regime wherein these organizations largely reinforce ideas, such as racial capitalism, which have implications for racial equity. Our results and discussion hold implications for scholarship on organizational diversity but are also informative with regard to the capacity and constraints of racialized organizations to meet the needs and interests of those they serve.

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Enacting Diversity in American Higher Education

Cited by 35 publications

References 38 publications

Reputation management by Chinese universities: Primary profile and comparative features

Reputation management by Chinese universities: Primary profile and comparative features

Brain circuity: The case of South Africa as a hub for doctoral education

Diversity Displays and Organizational Messaging: The Case of Historically Black Colleges and Universities

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