tag:blogger.com,1999:blog-14218354973426174962024-02-08T08:21:10.977-08:00A Community of Higher Ed ScholarsUnknownnoreply@blogger.comBlogger52125tag:blogger.com,1999:blog-1421835497342617496.post-22477077026556137832019-03-05T05:39:00.000-08:002019-03-05T05:40:34.084-08:00Bridging the Gap: Advancing Racial Equity in Higher Education by Connecting Research to Practice<br />
<span style="font-family: "times" , "times new roman" , serif;"><br /><b>By: Royel M. Johnson (Assistant Professor) and Ali Watts (PhD Candidate)</b></span><br />
<b style="font-family: times, "times new roman", serif;">Center for the Study of Higher Education</b><br />
<span style="font-family: "times" , "times new roman" , serif;"><b>Pennsylvania State University</b></span><br />
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<span style="color: #222222; line-height: 17.1200008392334px;">In early Feb 2019, the authors (</span><span class="MsoHyperlink" style="color: #0563c1; text-decoration: underline;"><span style="line-height: 17.1200008392334px;"><a href="https://ed.psu.edu/directory/rmj19" style="color: #954f72;">Royel Johnson</a></span></span><span style="color: #222222; line-height: 17.1200008392334px;">, PI, and Ali Watts, graduate assistant) along with co-PIs </span><span class="MsoHyperlink" style="color: #0563c1; text-decoration: underline;"><span style="line-height: 17.1200008392334px;"><a href="https://ed.psu.edu/directory/oca2" style="color: #954f72;">Uju Anya</a> </span></span><span style="color: #222222; line-height: 17.1200008392334px;">(Penn State) and </span><span class="MsoHyperlink" style="color: #0563c1; text-decoration: underline;"><span style="line-height: 17.1200008392334px;"><a href="https://education.utexas.edu/faculty/liliana_garces" style="color: #954f72;">Liliana Garces</a> </span></span><span style="color: #222222; line-height: 17.1200008392334px;">(University of Texas at Austin) and graduate assistant Evelyn Ambriz (University of Texas at Austin) convened a symposium titled </span><span class="MsoHyperlink" style="color: #0563c1; text-decoration: underline;"><i><span style="line-height: 17.1200008392334px;"><a href="https://www.spencer.org/envisioning-racial-equity-college-campuses-bridging-research-practice-gaps-institutional" style="color: #954f72;">Envisioning Racial Equity on College Campuses: Bridging Research-to-Practice Gaps for Institutional Transformation</a></span></i></span><span style="line-height: 17.1200008392334px;">. The symposium was funded through the Spencer Foundation’s Small Conference Grant program, which in 2018 sought to facilitate collaborative projects “related to critical questions that interrogate how to create and sustain equitable educational spaces.” Support was also provided by Penn State’s College of Education, Office of Graduate Educational Equity Programs, and the <span class="MsoHyperlink" style="color: #0563c1; text-decoration: underline;"><a href="http://sites.psu.edu/cshe/" style="color: #954f72;">Center for the Study of Higher Education</a></span>. This two-day convening, held on the Penn State-University Park campus, brought together scholars and institutional practitioners to advance racial equity research in higher education and identify strategies to strengthen its accessibility and relevance for practitioners. <o:p></o:p></span></div>
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<span style="text-indent: 0.5in;">The urgency of this work has been underscored by recent events across the country, from White supremacists rallying on the campus of the University of Virginia, to Black student hunger strikes at the University of Missouri, which issue a clear and compelling message: race (still) matters, and racism still festers on our nation’s college campuses. And despite the significant body of existing education research which offers recommendations to inform campus practices and policies intended to cultivate more racially inclusive environments (e.g., </span><span style="background-color: transparent; text-indent: 0.5in;">Bensimon & Malcolm, 2012</span><span style="text-indent: 0.5in;">; Harper, 2009; Strayhorn, 2012), <i>remarkable research-to-practice gaps exist in higher education. Our convening sought to explore the nature and structure of these gaps by providing dedicated space for reflection, dialogue, and collaboration</i>. The stated goals of the meeting were to: (a) identify and explore barriers in translating existing racial equity research to practice; (b) encourage discussion of new areas for research driven by practitioner needs; and (c) foster collaboration between invited scholars and practitioners interested in pursuing new lines of research.</span></div>
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<span style="line-height: 17.1200008392334px;"> In order to structure the symposium discussions, we organized participants into three groups based on their interests related to University Leadership, Teaching & Learning, and Student Life. Each group featured invited scholars, Penn State practitioners, and faculty associated with Penn State’s Center for the Study of Higher Education. Practitioners were featured prominently throughout the symposium and were invited to share insights about areas of their practice that could benefit from additional research. These insights were shared during practitioner-centered panels and debrief sessions, as well as during scholarly breakout sessions where practitioners responded directly to research briefs submitted by invited scholars in order to make recommendations about how such research might be strengthened to be more accessible, relevant, and actionable for practice. Topics for these briefs included interrogations of anti-immigration rhetoric on campus (Susana Muñoz, Colorado State University), the importance of encouraging equity-mindedness among institutional governing boards (Felicia Commodore, Old Dominion University), and strategies to enhance the recruitment and retention of rural Black students (Darris Means, University of Georgia). <o:p></o:p></span></div>
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The symposium affirmed many of our initial thoughts as well as those of other scholars who have written about research-to-practice gaps. Indeed, <span style="background-color: white;">practitioners and institutional policymakers “face increasingly complex and fast-paced conditions for decision making, unique local challenges, and accountability demands for immediate results” (Maxey & Kezar, 2015, p. 1046). Our invited practitioners shared frustrations with not having enough to time to consume dense scholarly research, and as a result, often had to rely on their working professional knowledge and experiences to respond to crises or challenges. Educational researchers also play a significant role in this translational gap by giving little attention to the implications and recommendations sections of scholarly publications, using academic jargon in publications, and publishing primarily in journals that often do not reach practitioners who stand the most to gain from the work. <o:p></o:p></span></div>
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<span style="background-color: white;">As a result, many institutional actors on campus are ill-prepared to address systemic challenges related to racial inequality on campus through evidence-based practice. Recommendations from symposium discussions, therefore, centered on the need to present research in accessible language and venues (e.g., practitioner conferences, public media outlets); the importance of research-practice partnerships to facilitate the production of high-quality practice-relevant research (see Coburn, Penuel, & Geil, 2013); engaging practitioners in the peer-review process for manuscript development (e.g., asking for pre-publication practitioner feedback about analysis and implications sections to ensure that research is true to practitioner experience, and recommendations are actionable); and the usage of diverse research methods such as participatory action research, which helps facilitate change in practice through inquiry. <o:p></o:p></span></div>
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<span style="background-color: white;">We are energized by the symposium and are excited to see what comes of the collaborations developed during the event. It is our hope that attendees continue to engage the conversations initiated at the convening about the importance (and urgency) of policy- and practice-relevant research in higher education on their campuses and in the field of higher education broadly. We are currently exploring opportunities to advance this work in a range of outlets, including the release of the full conference proceedings later this spring, which will provide institutional practitioners and policymakers with clear and concrete recommendations for applying evidence from research to their work. Notably, several collaborations facilitated during the symposium are underway, and we are excited to see these new partnerships into fruition. To see some of the highlights from the conference, be sure to search the hashtag #RacialEquitySymposium on Twitter. </span></div>
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<b>References</b></div>
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Bensimon, E. M., & Malcolm, L. E. (2012). Confronting equity issues on campus. Sterling, VA: Stylus.<o:p></o:p></div>
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<span style="color: #222222;">Coburn, C. E., Penuel, W. R., & Geil, K. E. (2013). Research-practice partnerships: A strategy for leveraging research for educational improvement in school districts. <i>William T. Grant Foundation, New York, NY</i>.<o:p></o:p></span></div>
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<span style="background-color: white; color: #222222; line-height: 17.1200008392334px;">Harper, S. R. (2009). Race-conscious student engagement practices and the equitable distribution of enriching educational experiences. </span><i><span style="color: #222222; line-height: 17.1200008392334px;">Liberal Education</span></i><span style="background-color: white; color: #222222; line-height: 17.1200008392334px;">, </span><i><span style="color: #222222; line-height: 17.1200008392334px;">95</span></i><span style="background-color: white; color: #222222; line-height: 17.1200008392334px;">(4), 38-45.</span><span style="line-height: 17.1200008392334px;"><o:p></o:p></span></div>
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<span style="color: #222222; line-height: 17.1200008392334px;">Maxey, D., & Kezar, A. (2015). Leveraging the Delphi technique to enrich knowledge and engage educational policy problems. <i>Educational Policy</i>, <i>30</i>(7), 1042-1070.</span><span style="background-color: white; line-height: 17.1200008392334px;"><o:p></o:p></span></div>
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Strayhorn, T. (2012). <i>College students' sense of belonging: A key to educational success for all students. </i>London: Routledge.<span style="color: #222222; font-family: "arial" , sans-serif;"><o:p></o:p></span></div>
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<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1421835497342617496.post-57218559528195160622018-09-16T20:45:00.000-07:002018-09-16T20:45:44.765-07:00“Research” Use in Federal Education Policy & What Academics can do to increase their involvement.Paul Rubin, PhD<br />Postdoctoral Research Associate<br />Department of Educational Leadership and Policy<br />University of Utah<br /><br /><br />As academics, we train to become experts in our field by reading, writing, and engaging with a topic for years. Nevertheless, many lament the limited inclusion of empirical research in the policy process and question why researchers themselves are not more involved in policymaking. Academics have even described empirical research’s use in policy as “trees without fruit” (Keller, 1985) or “shipyards in the desert” (Weiner, 1986), suggesting its minimal impact. A contributing factor to the division between researchers and policymakers has been framed as differences between “two communities,” where each side maintains distinct language, norms, and goals that ultimately impede effective cross-communication. Questions remain—are policymakers intentionally avoiding empirical research? And, more importantly, what can researchers do to make their work more policy relevant and policy applicable? <a href="http://www.aera.net/Newsroom/AERA-Highlights-E-newsletter/AERA-Highlights-July-2018/Q-A-with-Congressional-Fellows-Paul-Rubin/mid/45990/dnnprintmode/true?SkinSrc=%5BG%5DSkins%2F_default%2FNo+Skin&ContainerSrc=%5BG%5DContainers%2F_default%2FNo+Container" target="_blank">After spending last year as an AERA/American Association for the Advancement of Science Congressional fellow, I would say the answers to these questions are “no” and “lots.”</a> <br /><br /> Let us first consider the context and timeline of the policy process. Politics and individual agendas are ever-present throughout policy development and implementation. Regardless of political party affiliation, geography, and other broad factors, a politician’s primary objective is to pass bills that align with their goals and the needs of their constituency. The use of research to inform these decisions becomes secondary and will only be considered when it aligns with their broader goal and agenda. <br /><br /> Moreover, even if research was prioritized, there are limitations for policymakers to access and consider the extensive history of empirical work on a given topic. First, the timeline for decision-making is short and the staff member in charge of informing the elected official is likely overseeing several topics (each with pressing deadlines). For example, in many congressional offices, the staffer in charge of education policy is also responsible for health, labor, pensions, and possibly more depending on how their office is staffed and the committees their boss is involved. The utility of academic research is further stymied by academic jargon, the lengthy publication process, and the overall specificity of most academic studies, which limit their applicability to broader policy conversations. Of course, this assumes staff members can even read these journal articles through paywalls and other barriers to access.<br /><br /> Staff members must turn to other parties that can translate and repackage empirical research into a more digestible form. Often these information sources are intermediary organizations—think tanks, advocacy groups, and research consortia—that are able to devote extensive time to translate academic research into a more policy applicable form. The utility and association with specific organizations for staff members are again based on the broader agenda and politics of their boss, but should not be dismissed by academics as a viable avenue to share their work. In fact, recent research has begun to untangle and highlight the critical role of these groups in influencing policy and dissemination of information (see Gándara, Rippner, & Ness, 2017; Orphan, Laderman, & Gildersleeve, 2018).<br /><br /> To that end, turning to the second question—what academics can do to connect their work better to the policy world—it really starts with these intermediary organizations. Many groups solicit expertise from researchers to conduct projects and to distill their empirical work, or broader literature reviews, into one-page policy briefs. Academics should reach out to organizations that align with their own goals and agenda to see if opportunities exist to author blog posts, reports, or policy briefs (see Hillman & Weichman, 2016; Kelchen, 2017; Long, 2018). <br /><br /> While organizations prominent in policy discussions might turn to established academics more often for such opportunities, newer researchers can still find platforms to establish themselves as policy-facing researchers (and potential resources for bigger-named intermediary organizations in the future). For example, news sources like Diverse Issues, Inside Higher Ed, and The Conversationprovide researchers an outlet to write in a less academic setting and for a less academic audience (see Garcia, 2018; Marsicano, 2017). <br /><br /> Considering policymakers are concerned with their constituency and district/state, an additional resource is within an academic’s home institution in the government relations office. These individuals will have connections to policymakers and have an understanding of their priorities and concerns. By keeping the government relations office apprised of major projects and empirical work, academics may be better attuned to when they can be more effective in influencing policy discussions. Additionally, if there is major legislation on the docket—for example, the Higher Education Act—it may be worthwhile to make your government relations office aware of your willingness to serve as a contact for policymakers and see if any connections can be accomplished in that manner.<br /><br /> Academics also need to consider how they are promoting themselves and their work. Academics cannot rely on academic journals as the primary mechanism for promoting their work. Keep in mind, the staff members that are shaping policy are very busy and are most often hearing about major topics and information sources via Twitter and other social media sites. Consequently, maintaining an online presence is important and being able to summarize research concisely (think one or two tweets) is critical.<br /><br /> Academics need to make their work more accessible if they want to be more policy relevant. This includes considering an audience that might not be fellow academics, necessitating less jargon and a focus on findings and implications. One possible area to consider this is when writing manuscript abstracts. Providing adequate detail on the major findings and implications of a study in an abstract can provide readers an understanding of the contributions of a study without requiring access to the journal or full manuscript. <br /><br /> Policymakers and intermediary organizations translating empirical research are also searching for actionable policy – viable mechanisms to move current policy forward. Therefore, academics should reconsider what constitutes “policy recommendations” in journal manuscripts. <i>If the hope is for research findings to influence policy decisions, this section should not be a place to grandstand and discuss policy as though it is entirely theoretical </i>(see Kelchen & Li, 2017).This is not to say that researchers should not also discuss the ideal policy outcome but the focus must be about actionable steps to reach that end.<br /><br /> Notably, academics face additional obstacles when trying to bridge the two community divide. A key factor to consider is that tenure and promotion committees often do not favor these policy-oriented activities over the traditional responsibilities of research, teaching, and service. Academics need to consider this when deciding how best to devote their time but should also recognize that it is a double-edged sword – if you do not interact with the policy sector, the policy sector will likely not reach out to you. Policymakers already have their “experts” on a given topic, so the onus is ultimately on academics to prove their value as one of these sources and getting their work in the correct hands to influence policy.<div style="margin: 0in 0in 0.0001pt;">
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<span style="font-family: Times, Times New Roman, serif;">References:<o:p></o:p></span></div>
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<span style="font-family: Times, Times New Roman, serif;">Gándara, D., Rippner, J.A., & Ness, E.C. (2017). Exploring the ‘how’ in policy diffusion: National intermediary organizations’ roles in facilitating the spread of performance-based funding policies in the states. <i>The Journal of Higher Education</i>, <i>88</i>(5), 701-725.<o:p></o:p></span></div>
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<span style="font-family: Times, Times New Roman, serif;">Garcia, N.M. (2018, September 10). An open letter from the “hot tamale” aka your Latina professor. <i>Diverse Issues</i>. Online at: https://diverseeducation.com/article/125140. <o:p></o:p></span></div>
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<span style="font-family: Times, Times New Roman, serif;">Hillman, N., & Weichman, T. (2016). Education deserts: The continued significance of “place” in the twenty-first century. American Council on Education: Center for Policy Research and Strategy. Online at: <a href="https://www.acenet.edu/news-room/Documents/Education-Deserts-The-Continued-Significance-of-Place-in-the-Twenty-First-Century.pdf" style="color: #954f72;">https://www.acenet.edu/news-room/Documents/Education-Deserts-The-Continued-Significance-of-Place-in-the-Twenty-First-Century.pdf</a>.<o:p></o:p></span></div>
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<span style="font-family: Times, Times New Roman, serif;">Kelchen, R. (2017, September). Higher education accreditation and the federal government. Urban Institute. Online at: https://www.urban.org/sites/default/files/publication/93306/higher-education-accreditation-and-the-federal-government.pdf.<o:p></o:p></span></div>
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<span style="font-family: Times, Times New Roman, serif;">Kelchen, R., & Li, A.Y. (2017). Institutional accountability: A comparison of the predictors of student loan repayment and default rates. <i>The ANNALS of the American Academy of Political and Social Science</i>, <i>671</i>(1), 202-223.<o:p></o:p></span></div>
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<span style="font-family: Times, Times New Roman, serif;">Keller, G. (1985). Trees without fruit: The problem with research about higher education. <i>Change</i>, <i>17</i>(1), 7-10.<o:p></o:p></span></div>
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<span style="font-family: Times, Times New Roman, serif;">Long, B.T. (2018, May 25). The college completion landscape: Trends, challenges, and why it matters. American Enterprise Institute/Third Way. Online at: https://www.thirdway.org/report/the-college-completion-landscape-trends-challenges-and-why-it-matters.<o:p></o:p></span></div>
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<span style="font-family: Times, Times New Roman, serif;">Marsicano, C.R. (2017, July 13). Republican don’t hate higher education. <i>InsideHigherEd</i>. Online at:<a href="https://www.insidehighered.com/views/2017/07/13/republicans-view-individual-colleges-differently-they-do-higher-ed-general-essay" style="color: #954f72;">https://www.insidehighered.com/views/2017/07/13/republicans-view-individual-colleges-differently-they-do-higher-ed-general-essay</a>.<o:p></o:p></span></div>
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<span style="font-family: Times, Times New Roman, serif;">Orphan, C.M., Laderman, S., & Gildersleeve, R.E. (2018). <i>The Role of Intermediary Public Policy Organizations in Shaping the Policy Agenda for Higher Education: A Research Brief.</i>2018 Public Policy Forum, Higher Education in the Era of the States: Elevating Equity and Advancing Public Policy.” Online at: <span class="MsoHyperlink" style="color: #0563c1; text-decoration: underline;"><a href="http://morgridge.du.edu/wp-content/uploads/2018/06/Public-Policy-Research-Brief_FINAL.pdf" style="color: #954f72;">http://morgridge.du.edu/wp-content/uploads/201806/Public-Policy-Research-Brief_FINAL.pdf</a></span>.<o:p></o:p></span></div>
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<span style="font-family: Times, Times New Roman, serif;">Weiner, S.S. (1986). Shipyards in the desert. <i>The Review of Higher Education</i>, <i>10</i>(2), 159-164. </span><span style="font-family: Calibri, sans-serif;"><o:p></o:p></span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1421835497342617496.post-20470607526483890822018-05-21T09:28:00.001-07:002018-05-21T09:28:55.304-07:00Investing in Equity: How do Performance-Based Funding Policies Impact Financial Resources at Minority Serving Institutions?<div class="MsoNormal">
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Nicholas Hillman and Daniel Corral<o:p></o:p></b></span></div>
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of Educational Leadership and Policy Analysis<o:p></o:p></b></span></div>
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of Wisconsin, Madison</b><o:p></o:p></span></div>
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<span style="font-family: "Times New Roman"; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><span style="mso-tab-count: 1;"> </span><o:p></o:p></span></div>
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<span style="font-family: "Times New Roman"; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">State
legislatures have increasingly turned to performance-based funding (PBF) as a
way to align financial incentives with educational goals. Each state designs
its model differently and in line with its own unique goals, but all tend to
prioritize outputs like: degrees awarded; credit hours completed; retention
rates; and even job placement rates. <o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: "Times New Roman"; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Given
what we know about racial inequalities in these outputs, </span><a href="http://journals.sagepub.com/doi/full/10.1177/0002764217744834"><span style="font-family: "Times New Roman"; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">we wanted to
see how public Minority Serving Institutions (MSIs) fared under these new
funding models</span></a><span class="MsoHyperlink"><span style="font-family: "Times New Roman"; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">*</span></span><span style="font-family: "Times New Roman"; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">. We started by taking a close look at Tennessee, where the state
allocates nearly all of its funds through a PBF formula. Predominantly white
institutions have garnered the lion’s share of new money from the funding
model, but the state’s sole public Historically Black university (Tennessee
State University) has received nearly no new money despite seeing steady
enrollment growth. <o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: "Times New Roman"; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">We
wanted to see if this pattern held across other PBF states and we found, on
average, it did. <o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: "Times New Roman"; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">It
is difficult to disentangle the policy effect from other confounding factors,
so we utilized a statistical technique that is both accepted by the field and
is designed to help answer our questions. Our main finding was that overall state
funding levels did not change significantly after adopting PBF policies. That
is, PBF states neither invest nor divest at higher rates than other states. But
when it comes to MSIs in PBF states, we see a different story. <i style="mso-bidi-font-style: normal;">Our results show MSIs lost about $750 per
FTE student, on average, when compared to MSIs in states that never adopted the
policy. </i>We interpret these results as exploratory and in need of closer
examination, particularly in the states that invest the most in this funding
model. <o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: "Times New Roman"; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">We
also interpret our results as something to keep a close eye on for MSIs and
other broad-access institutions serving racial and ethnic minoritized students.
Using performance metrics that do not account for their unique missions and
limited resources, these models might do little to reverse inequalities. For
policymakers interested in mitigating inequalities and promoting civil rights,
this </span><a href="http://journals.sagepub.com/doi/full/10.1177/0002764217744834"><span style="font-family: "Times New Roman"; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">study</span></a><span style="font-family: "Times New Roman"; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> may motivate
them to take a closer look at the distribution of their funding formulas. It
may even point to alternative approaches to funding (e.g., equity-based funding
or innovation grants), where policymakers might consider new ways to build
institutional capacity to improve internal performance.<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: "Times New Roman"; mso-ascii-theme-font: major-latin; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: major-latin;">There
is much work to be done on this topic. Future research may consider how
educational outcomes and resources at specific MSIs are affected by these
policies. We hope our study contributes to ongoing efforts to improve funding
models and to consider issues of equity and fairness in that pursuit. Left
uncorrected, these results suggest funding models have the potential to work
against college completion goals if it turns out that MSIs truly are
disadvantaged by these models. The answer to this question will vary from state
to state, but regardless of the context we hope our study helps advance
opportunities for the greatest number of our nation’s students of color and the
colleges where they enroll. <o:p></o:p></span></div>
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is part of a special issue in American Behavioral Scientist–edited by William
G. Tierney and James Dean Ward—titled, “The role of state education policy in
ensuring access, achievement, and attainment in higher education.” Please click
<a href="http://journals.sagepub.com/toc/absb/61/14">here</a> to review other
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1421835497342617496.post-8456960618367129792018-02-28T05:46:00.003-08:002018-02-28T05:46:41.555-08:00A Call to Graduate Students from the AERA Graduate Student Council: Seeking Volunteers<div style="color: #454545; font-family: ".SF UI Text"; font-size: 17px; font-stretch: normal; line-height: normal;">
Hello <b>Graduate Students</b>, </div>
<div style="color: #454545; font-family: ".SF UI Text"; font-size: 17px; font-stretch: normal; line-height: normal;">
</div>
<div style="color: #454545; font-family: ".SF UI Text"; font-size: 17px; font-stretch: normal; line-height: normal;">
We are looking for graduate students familiar with the New York area and attending the 2018 AERA Annual Meeting to serve as volunteers for a Local Liasion Project. Navigating Manhattan and the surrounding New York area may be daunting for those visiting the area for the first time. Local Liaisons will work alongside AERA Graduate Student Council members in the registration area and offer assistance as needed. </div>
<div style="color: #454545; font-family: ".SF UI Text"; font-size: 17px; font-stretch: normal; line-height: normal;">
<br /></div>
<div style="color: #454545; font-family: ".SF UI Text"; font-size: 17px; font-stretch: normal; line-height: normal;">
Summary Details: </div>
<div style="color: #454545; font-family: ".SF UI Text"; font-size: 17px; font-stretch: normal; line-height: normal;">
April 12th-14th Local Liaisons will sit in the AERA volunteer booth for two-hour shifts and answer questions regarding the Manhattan and New York area. Questions will largely concern directions, advice regarding restaurants, transportation options, etc. </div>
<div style="color: #454545; font-family: ".SF UI Text"; font-size: 17px; font-stretch: normal; line-height: normal;">
<br /></div>
<div style="color: #454545; font-family: ".SF UI Text"; font-size: 17px; font-stretch: normal; line-height: normal;">
What’s Provided:</div>
<div style="color: #454545; font-family: ".SF UI Text"; font-size: 17px; font-stretch: normal; line-height: normal;">
Volunteers will have a dynamic opportunity to network with other graduate students and members of AERA at large. We are working with AERA to expand this program, and local liaisons will be an invaluable source of information for those unfamiliar with the New York area. </div>
<div style="color: #454545; font-family: ".SF UI Text"; font-size: 17px; font-stretch: normal; line-height: normal;">
<br /></div>
<div style="color: #454545; font-family: ".SF UI Text"; font-size: 17px; font-stretch: normal; line-height: normal;">
Sign Up:</div>
<div style="color: #454545; font-family: ".SF UI Text"; font-size: 17px; font-stretch: normal; line-height: normal;">
If you would like to volunteer, please fill out <a href="https://goo.gl/forms/miZyulv0Ht7orYrj2" target="_blank">this form</a>. </div>
<div style="color: #454545; font-family: ".SF UI Text"; font-size: 17px; font-stretch: normal; line-height: normal;">
Direct link: <a href="https://goo.gl/forms/miZyulv0Ht7orYrj2" target="_blank">https://goo.gl/forms/<wbr></wbr>miZyulv0Ht7orYrj2</a></div>
<div style="font-family: Helvetica; font-size: 12px;">
<br /></div>
<div style="color: #454545; font-family: ".SF UI Text"; font-size: 17px; font-stretch: normal; line-height: normal;">
Stay Connected and Tell Others :</div>
<div style="color: #454545; font-family: ".SF UI Text"; font-size: 17px; font-stretch: normal; line-height: normal;">
Remain engaged with the AERA Graduate Students via the links below. </div>
<div style="border: 0px; color: #333333; font-family: Georgia, Verdana, Geneva, Arial, Helvetica, sans-serif; font-size: 12px; font-stretch: inherit; line-height: inherit; margin-bottom: 18px; padding: 0px; vertical-align: baseline;">
<span style="color: #222222; font-family: arial, sans-serif; font-size: x-small;">AERA Graduate Student Listserve:</span><a href="http://www.aera.net/About-AERA/Member-Constituents/Graduate-Student-Council/News-and-Announcements/Graduate-Student-Listserv" rel="nofollow" shape="rect" style="color: #196ad4; font-family: "Helvetica Neue", "Segoe UI", Helvetica, Arial, "Lucida Grande", sans-serif; font-size: 13px; margin: 0px; outline: none; padding: 0px;" target="_blank">http://www.aera.net/<wbr></wbr>About-AERA /Member-Constituents/Graduate- Student-Council/News-and- Announcements/Graduate-Student -Listserv</a><span style="color: black; font-family: 'Helvetica Neue', 'Segoe UI', Helvetica, Arial, 'Lucida Grande', sans-serif; font-size: 13px;"> </span></div>
<div class="m_2442179971918367118gmail-m_-1838857336552703115gmail-yiv9312629433MsoNormal" id="m_2442179971918367118gmail-m_-1838857336552703115gmail-yui_3_16_0_ym19_1_1517332664511_75763" style="font-family: "Helvetica Neue", "Segoe UI", Helvetica, Arial, "Lucida Grande", sans-serif; font-size: 13px; padding: 0px;">
<span lang="EN-US">AERA GSC Facebook: </span><a href="https://www.facebook.com/AERA.Grads/" rel="nofollow" shape="rect" style="color: #196ad4; margin: 0px; outline: none; padding: 0px;" target="_blank">https://www.<wbr></wbr>facebook.com/AERA. Grads/</a></div>
<div class="m_2442179971918367118gmail-m_-1838857336552703115gmail-yiv9312629433MsoNormal" style="font-family: "Helvetica Neue", "Segoe UI", Helvetica, Arial, "Lucida Grande", sans-serif; font-size: 13px; padding: 0px;">
<br /></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1421835497342617496.post-18458928226303196402018-01-08T10:34:00.001-08:002018-01-08T10:34:34.673-08:00Starting with Theory <div class="MsoNormal">
<i>By: Bach Mai Dolly Nguyen</i></div>
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<i>Assistant Professor of Higher Education and Student Affairs</i></div>
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<i>Lewis and Clark College </i></div>
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Progressive change. Social change. Transformative change.
These are a few of the labels of change that serve as the ending point found in
the conclusions of many higher education manuscripts. But, what does that
change look like? Feel like? How is it defined? And, how do we measure that it
has been achieved? These are difficult questions because the parameters of
change are boundless, existing in countless iterations within the imaginaries
of all who care to ruminate on the possibility of progress. In Rojas’ (2017)
conceptualization of approaches to social theory, he offers one way through
which change may be measured:<o:p></o:p></div>
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<span style="color: black; mso-themecolor: text1;">The translation of theoretical ideas
into research agendas requires a link between the concepts that motivate theory
(social class) and the specific things that can be measured (income or
occupation). The practice of social research isn’t what happens after you learn
some theory. It is what motivates the theory, tests the theory, and is framed
by the theory. Theories, cases, and evidence mutually create each other (p.
xxiii).<o:p></o:p></span></div>
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<span style="color: black; mso-themecolor: text1;">Put another
way, change can be measured by examining the moment(s) when theory and research
intersect, or what Rojas (2017) calls “the point of contact between theories
and empirical data” (p. xxii). It goes without saying that theory is broadly
imbedded in research, as most journals call for a theoretical framework in
publication submissions. Viewed as specific “points of contact,” the notion of
theory, as it is largely applied now, pivots away from instances when theory
and research brush up against each other, to the precise locations where they
do (or should) meet face-to-face. <o:p></o:p></span></div>
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<span style="color: black; mso-themecolor: text1;">What are
those locations? In the research process, the subject of whether theory guides
the design, analysis, or writing aspects of the study is often called into
question. However, the more fruitful question is: how can theory be applicable
to just one, or only two, of those aspects of the research process? Applying
theory to only the written component of research, for example, would seem to be
the actualization of fitting a square peg into a round hole. Personally guilty
of attempting to retroactively apply theory to a completed study design, I
acknowledge that it is possible to find an almost seamless match between theory
and research—oval peg, round hole. However, starting a research project with
theory, allowing it to guide the iterations of design, to imbed itself within
the analyses, and to organically become part and parcel with what is written
about the study represents a wholly different form of research. This approach
to research focuses on how the roots of inequality are maintained and
manifested, centering the lens for understanding those inequities at the heart
of studies, and allowing research questions to critically consider how
empirical work contributes to the mitigation of that inequality. As hooks
(2000) advises, “Everything we do in life is rooted in theory. Whether we
consciously explore the reasons we have a particular perspective or take a
particular action there is also an underlying system shaping thought and
practice” (p. 19). As it is in life, research—in its entirety—is rooted in
theory and put together, give life to how social change moves from abstraction
to measured. <o:p></o:p></span></div>
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<span style="color: black; mso-themecolor: text1;">As a field
that sits at the axis of other disciplines (e.g. sociology, social psychology,
policy), higher education scholars are privy to an abundance of theories from
which to build and contribute knowledge. There is ripe opportunity, then, for
the field to deeply consider how a spectrum of theoretical lenses can advance,
challenge, and modify research in postsecondary education. With greater
commitment, or a recommitment, to examining the “points of contact” between
theory and research, higher education scholarship may better understand,
measure, and achieve the change that it has so aptly envisioned. <o:p></o:p></span></div>
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<span style="color: black; mso-themecolor: text1;">References: <o:p></o:p></span></div>
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<span style="background: white; color: #222222;">Hooks, B. (2000). <i>Feminism is for
everybody: Passionate politics</i>. London, United Kingdom: <o:p></o:p></span></div>
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<span style="background: white; color: #222222;">Pluto Press.</span><span style="mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<span style="color: black; mso-themecolor: text1;">Rojas, F.
(2017). <i style="mso-bidi-font-style: normal;">Theory from the working
sociologist. </i>New York, NY: Columbia University Press.<o:p></o:p></span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1421835497342617496.post-75973115554974709362017-11-13T06:50:00.000-08:002017-11-13T06:50:04.101-08:00Social mobility, Equality of Opportunity and the Case for Minority Serving Institutions<div class="MsoNormal">
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<i style="mso-bidi-font-style: normal;"><b>By: William Casey
Boland, PhD Candidate<o:p></o:p></b></i></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><b>Penn Center for
Minority Serving Institutions<o:p></o:p></b></i></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><b>University of
Pennsylvania</b><o:p></o:p></i></div>
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<br /></div>
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The higher education research world is still coming to terms
with the recent Equality of Opportunity Project’s <a href="http://www.equality-of-opportunity.org/papers/coll_mrc_paper.pdf">paper</a>
on intergenerational income mobility and the role of higher education (Chetty,
Friedman, Saez, Turner, & Yagan, 2017). The report notes the symbolic role
of higher education in boosting social mobility. Yet it also illustrates that who
graduates from colleges and universities doesn’t neatly align with the myth of
the meritocracy of U.S. higher education. While it would be easy to indict U.S.
higher education as a monolithic institution maintaining the borders of a U.S.
caste system as defined along racial and class lines, Chetty, Friedman, Saez,
Turner, and Yagan (2017) offer a descriptive portrait of the complex nuances of
how social mobility varies based on the sector in higher education. <o:p></o:p></div>
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Chetty et al. (2017) include a top 10 list of colleges based
on household labor earnings. Of these, 8 of 10 are minority serving
institutions (MSIs). Six are located in Texas. Two are community colleges. This
makes some intuitive sense. MSIs enroll a higher proportion of students of
color. It stands to reason such institutions would graduate higher numbers of
students of color. Yet critics of MSIs often claim they suffer low graduation
rates. A recent <a href="http://www2.gse.upenn.edu/cmsi/sites/gse.upenn.edu.cmsi/files/ROI_Report.pdf">report</a>
by Penn Center for Minority Serving Institutions collected numerous data points
to illustrate how MSIs graduate more students of color than peer non-MSIs in
many instances. For instance, MSIs enroll over 40% of all students of color
attending a postsecondary institution. This accounts for more than 26% of all
college students in the U.S. (about 3.8 million students) (Boland et al.,
2017).<o:p></o:p></div>
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Based on Chetty et al.’s (2017) list of the “Top 10 Colleges
by Mobility Rate,” 6 of the 10 schools are minority serving institutions
(MSIs). These are mostly institutions that are part of large state public
systems in California, New York, and Texas. These are also within the states
with the most MSIs in the U.S. This is the product of evolving demographic
patterns throughout the country. The MSIs included within that list were
institutions that became MSIs through an increasing enrollment of students of
color (in this case, Latino and Asian American and Pacific Islander students).
While there are presently over 600 MSIs throughout the U.S., there is every
indication that this number will continue to rise and by a significant level.<o:p></o:p></div>
<div class="MsoNormal">
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<div class="MsoNormal">
Nick Hillman (2017) of the University of Wisconsin-Madison <a href="https://web.education.wisc.edu/nwhillman/index.php/2017/01/21/getting-oriented-to-the-new-college-mobility-data/">offers</a>
helpful tips on using the Equality of Opportunity data in practical research. He
assessed California State University campuses in terms of mobility. Most of
these campuses are MSIs. As he displays, some of these demonstrate a high level
of mobility amongst their students. For instance, 47% of students attending Cal
State-Los Angeles moved up at least two income quintiles. Cal State-Dominguez
Hills has an overall mobility rate of 41%. <span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Given the apparent success of many Texas higher education institutions
in advancing overall mobility, I examined MSIs in that state. More than
one-third of the state’s higher education institutions are now MSIs (Boland,
2017). Nailing down an exact number of MSIs in any state is difficult given how
different organizations define an MSI as well as the fact that some categories
of MSIs become an MSI through an ever-shifting enrollment as defined by race,
ethnicity, and socioeconomic status (Gasman & Conrad, 2013). While the
majority of community colleges in Texas (as well as California) are MSIs, they
also comprise a substantial proportion of the public four-year systems. <o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
Texas MSIs showed even higher rates of upward mobility than those
in California. Table 1 shows some of the Texas MSIs and their overall mobility
rates. What is interesting to note is that both two-year and four-year schools
showed a relatively high rate of upward mobility. For example, 48% of Texas
A&M International University students rose at least two income quintiles.
Several community colleges boasted a high level of mobility, such as Laredo
Community College and Southwest Texas Junior College (both 41%). The racial
composition of both schools is overwhelmingly Latino as of fall 2015 according
to IPEDS: 98% in the former and 83% in the latter. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<u>Figure 1: Texas MSI overall upward mobility<o:p></o:p></u></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<table border="0" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; margin-left: 4.65pt; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-yfti-tbllook: 1184; width: 335px;">
<tbody>
<tr style="height: 15.0pt; mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td nowrap="" style="border-right: none; border: solid windowtext 1.0pt; height: 15.0pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 208.0pt;" valign="bottom" width="208">
<div align="center" class="MsoNormal" style="text-align: center;">
<b><span style="color: black; mso-fareast-font-family: "Times New Roman";">Institution<o:p></o:p></span></b></div>
</td>
<td nowrap="" style="border-left: none; border: solid windowtext 1.0pt; height: 15.0pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 127.0pt;" valign="bottom" width="127">
<div align="center" class="MsoNormal" style="text-align: center;">
<b><span style="color: black; mso-fareast-font-family: "Times New Roman";">Average overall
mobility<o:p></o:p></span></b></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 1;">
<td nowrap="" style="border-left: solid windowtext 1.0pt; border: none; height: 15.0pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 208.0pt;" valign="bottom" width="208">
<div class="MsoNormal">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">El Paso Community College<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-right: solid windowtext 1.0pt; border: none; height: 15.0pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 127.0pt;" valign="bottom" width="127">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">37%<o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 2;">
<td nowrap="" style="border-left: solid windowtext 1.0pt; border: none; height: 15.0pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 208.0pt;" valign="bottom" width="208">
<div class="MsoNormal">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">Laredo Community College<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-right: solid windowtext 1.0pt; border: none; height: 15.0pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 127.0pt;" valign="bottom" width="127">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">41%<o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 3;">
<td nowrap="" style="border-left: solid windowtext 1.0pt; border: none; height: 15.0pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 208.0pt;" valign="bottom" width="208">
<div class="MsoNormal">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">Our Lady of the Lake University<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-right: solid windowtext 1.0pt; border: none; height: 15.0pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 127.0pt;" valign="bottom" width="127">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">37%<o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 4;">
<td nowrap="" style="border-left: solid windowtext 1.0pt; border: none; height: 15.0pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 208.0pt;" valign="bottom" width="208">
<div class="MsoNormal">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">Prairie View A&M University<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-right: solid windowtext 1.0pt; border: none; height: 15.0pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 127.0pt;" valign="bottom" width="127">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">34%<o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 5;">
<td nowrap="" style="border-left: solid windowtext 1.0pt; border: none; height: 15.0pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 208.0pt;" valign="bottom" width="208">
<div class="MsoNormal">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">South Texas College<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-right: solid windowtext 1.0pt; border: none; height: 15.0pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 127.0pt;" valign="bottom" width="127">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">46%<o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 6;">
<td nowrap="" style="border-left: solid windowtext 1.0pt; border: none; height: 15.0pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 208.0pt;" valign="bottom" width="208">
<div class="MsoNormal">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">Southwest Texas Junior College<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-right: solid windowtext 1.0pt; border: none; height: 15.0pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 127.0pt;" valign="bottom" width="127">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">41%<o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 7;">
<td nowrap="" style="border-left: solid windowtext 1.0pt; border: none; height: 15.0pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 208.0pt;" valign="bottom" width="208">
<div class="MsoNormal">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">Sul Ross State University<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-right: solid windowtext 1.0pt; border: none; height: 15.0pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 127.0pt;" valign="bottom" width="127">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">35%<o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 8;">
<td nowrap="" style="border-left: solid windowtext 1.0pt; border: none; height: 15.0pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 208.0pt;" valign="bottom" width="208">
<div class="MsoNormal">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">Texas A&M International University<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-right: solid windowtext 1.0pt; border: none; height: 15.0pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 127.0pt;" valign="bottom" width="127">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">48%<o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 9;">
<td nowrap="" style="border-left: solid windowtext 1.0pt; border: none; height: 15.0pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 208.0pt;" valign="bottom" width="208">
<div class="MsoNormal">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">Texas A&M University- Corpus Christi<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-right: solid windowtext 1.0pt; border: none; height: 15.0pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 127.0pt;" valign="bottom" width="127">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">22%<o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 10;">
<td nowrap="" style="border-left: solid windowtext 1.0pt; border: none; height: 15.0pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 208.0pt;" valign="bottom" width="208">
<div class="MsoNormal">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">Texas A&M University- Kingsville<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-right: solid windowtext 1.0pt; border: none; height: 15.0pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 127.0pt;" valign="bottom" width="127">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">36%<o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 11;">
<td nowrap="" style="border-left: solid windowtext 1.0pt; border: none; height: 15.0pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 208.0pt;" valign="bottom" width="208">
<div class="MsoNormal">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">Texas Southern University<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-right: solid windowtext 1.0pt; border: none; height: 15.0pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 127.0pt;" valign="bottom" width="127">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">32%<o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 12;">
<td nowrap="" style="border-left: solid windowtext 1.0pt; border: none; height: 15.0pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 208.0pt;" valign="bottom" width="208">
<div class="MsoNormal">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">Texas State University<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-right: solid windowtext 1.0pt; border: none; height: 15.0pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 127.0pt;" valign="bottom" width="127">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">15%<o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 13;">
<td nowrap="" style="border-left: solid windowtext 1.0pt; border: none; height: 15.0pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 208.0pt;" valign="bottom" width="208">
<div class="MsoNormal">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">University of Texas- Pan American*<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-right: solid windowtext 1.0pt; border: none; height: 15.0pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 127.0pt;" valign="bottom" width="127">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">46%<o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 14;">
<td nowrap="" style="border-left: solid windowtext 1.0pt; border: none; height: 15.0pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 208.0pt;" valign="bottom" width="208">
<div class="MsoNormal">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">University of Texas- Arlington<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-right: solid windowtext 1.0pt; border: none; height: 15.0pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 127.0pt;" valign="bottom" width="127">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">23%<o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 15;">
<td nowrap="" style="border-left: solid windowtext 1.0pt; border: none; height: 15.0pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 208.0pt;" valign="bottom" width="208">
<div class="MsoNormal">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">University of Texas- Brownsville*<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-right: solid windowtext 1.0pt; border: none; height: 15.0pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 127.0pt;" valign="bottom" width="127">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">44%<o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 16;">
<td nowrap="" style="border-left: solid windowtext 1.0pt; border: none; height: 15.0pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 208.0pt;" valign="bottom" width="208">
<div class="MsoNormal">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">University of Texas- El Paso<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-right: solid windowtext 1.0pt; border: none; height: 15.0pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 127.0pt;" valign="bottom" width="127">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="color: black; font-family: Calibri; mso-fareast-font-family: "Times New Roman";">39%<o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 17;">
<td nowrap="" style="border-left: solid windowtext 1.0pt; border: none; height: 15.0pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 208.0pt;" valign="bottom" width="208">
<div class="MsoNormal">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">University of Texas- San Antonio<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-right: solid windowtext 1.0pt; border: none; height: 15.0pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 127.0pt;" valign="bottom" width="127">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">26%<o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 18;">
<td nowrap="" style="border-bottom: solid windowtext 1.0pt; border-left: solid windowtext 1.0pt; border-right: none; border-top: none; height: 15.0pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 208.0pt;" valign="bottom" width="208">
<div class="MsoNormal">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">University of Texas of the Permian Basin<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 15.0pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 127.0pt;" valign="bottom" width="127">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="color: black; mso-fareast-font-family: "Times New Roman";">32%<o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 4.5pt; mso-yfti-irow: 19; mso-yfti-lastrow: yes;">
<td style="height: 4.5pt; padding: 0in 5.4pt 0in 5.4pt; width: 208.0pt;" valign="bottom" width="208">
<div class="MsoNormal">
<span style="color: black; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";">* Merged to form University of Texas- Rio
Grande Valley in 2013<o:p></o:p></span></div>
</td>
<td nowrap="" style="height: 4.5pt; padding: 0in 5.4pt 0in 5.4pt; width: 127.0pt;" valign="bottom" width="127"></td>
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<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Obviously, these are all slightly beyond
back-of-the-envelope calculations and call for deeper investigation. Yet the
reports and my cursory analysis make clear that MSIs could play a much more
pivotal role in social mobility than heretofore explored in the research literature.
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<u>References<o:p></o:p></u></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Astin, A. W. (1985). Achieving Educational Excellence: A
Critical Assessment of Priorities and Practices in Higher Education.
Jossey-Bass.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Boland, W.C., Samayoa, A.C., Gasman, M., Lockett, A.W.,
Jimenez, C., and Esmieu, P. (2017). <a href="http://www2.gse.upenn.edu/cmsi/sites/gse.upenn.edu.cmsi/files/ROI_Report.pdf">National
Campaign on the Return on Investment of Minority Serving Institutions</a><span style="mso-bidi-font-weight: bold;">. </span><i style="mso-bidi-font-style: normal;">Penn</i>
<i style="mso-bidi-font-style: normal;">Center for Minority Serving Institutions.<o:p></o:p></i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Boland, W.C. (2017). <a href="http://www2.gse.upenn.edu/cmsi/sites/gse.upenn.edu.cmsi/files/MSI_TXreport_R5.pdf">An
Unstoppable Tidal Wave of Progress: Minority Serving Institutions in Texas</a>.
<i style="mso-bidi-font-style: normal;">Penn</i> <i style="mso-bidi-font-style: normal;">Center for Minority Serving Institutions.</i><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Chetty, R., Friedman, J. N., Saez, E., Turner, N., &
Yagan, D. (2017). <i>Mobility report cards: The role of colleges in
intergenerational mobility</i>. National Bureau of Economic Research.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Hillman, N. (2017). Getting oriented to the new college
mobility data. Retrieved from http://website.education.wisc.edu/nwhillman/index.php/2017/01/21/getting-oriented-to-the-new-college-mobility-data/.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
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<w:LsdException Locked="false" Priority="9" SemiHidden="true"
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<w:LsdException Locked="false" Priority="9" SemiHidden="true"
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<w:LsdException Locked="false" Priority="9" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="heading 6"/>
<w:LsdException Locked="false" Priority="9" SemiHidden="true"
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<w:LsdException Locked="false" Priority="9" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="heading 8"/>
<w:LsdException Locked="false" Priority="9" SemiHidden="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="35" SemiHidden="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="10" QFormat="true" Name="Title"/>
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="1" SemiHidden="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
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<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
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<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
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<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
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<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
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<w:LsdException Locked="false" Priority="30" QFormat="true"
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<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
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<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
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<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
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<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
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<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
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<w:LsdException Locked="false" Priority="21" QFormat="true"
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<w:LsdException Locked="false" Priority="31" QFormat="true"
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1421835497342617496.post-66636680467602490272017-08-28T08:48:00.000-07:002017-08-28T08:49:38.071-07:00Confronting the Past to Change the Future: Guidance from our Colleagues in Sociology<div class="MsoNormal">
<span style="font-family: "times new roman";"><i>Kimberley A. Reyes, PhD Candidate</i></span></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";"><i>Center for the Study of Higher and Postsecondary Education</i></span></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";"><i>University of Michigan </i></span><br />
<span style="font-family: "times new roman";"><i><br /></i></span></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">A few months
ago, my Facebook newsfeed was full of references to a special section of the
May issue of <i style="mso-bidi-font-style: normal;">Social Problems</i> entitled,
“Essays on Voices from the Margins: Inequalities in the Sociological House.”
I’m not a regular reader of this journal, but as someone who studies contention
within academic disciplines, I was intrigued by all of the buzz. This special
section is a collection of essays from six noted sociologists of color—Eduardo Bonilla-Silva,
David Embrick, Julian Go, Mignon Moore, Aldon Morris, and Mary Romero—each of
whom offered candid reflections on the current state of sociology as it relates
to racial inequality and the issues faced by scholars of color in the
discipline. Their reflections were generated by a town hall discussion at the
2016 meeting of the American Sociological Association (ASA), during which frank
conversations were had about the ways in which social inequalities are
reproduced within a discipline that claims social inequality as its core
concern. Taken together, the essays issue a forceful call “to build a better
sociology” (Morris, 2017, p. 210)—one that that supports diversity and
inclusion in practice as much as in rhetoric. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">I offer three
key themes from across the essays that I believe are broadly relevant to and
instructive for our own field of higher education:<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-bidi-font-style: normal;"><span style="font-family: "times new roman";"><b>1) Confronting a historical foundation of
racism </b><i><o:p></o:p></i></span></span></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span style="font-family: "times new roman";"><br /></span></i></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">First, these
scholars insist that the discipline must admit to itself that sociological
knowledge is deeply intertwined with racism and colonialism. The
"historical heroes" (Bonilla-Silva, 2017, p.181) credited with
founding sociology were not only overwhelmingly white and male, but they often
rationalized racial prejudice as a biological and innate tendency. Early elite
sociologists’ beliefs in white superiority silenced and suppressed the minority
of sociologists of color who dared to think differently—ousting brilliant
thinkers such as W E. B. Du Bois and Oliver Cromwell Cox from the sociological
canon. Accordingly, these historical ties to a white western point of view must
be understood as sociology’s greatest intellectual constraint (Morris, 2017).
Confronting that constraint requires an epistemic insurgency—a fight to include
worldviews that expand sociological knowledge beyond the “imperial standpoint”
(Go, 2017). Higher education researchers must critically examine the origins of
our own foundational concepts (some of which are based on sociological
frameworks), much in the way that student persistence theory has been critiqued
for its assimilationist bias (Guiffrida, 2006).<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-bidi-font-style: normal;"><span style="font-family: "times new roman";"><b>2) Rejecting adherence to
objectivity/value neutrality</b><i><o:p></o:p></i></span></span></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span style="font-family: "times new roman";"><br /></span></i></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">Second, these
scholars maintain that the discipline’s adherence to objectivity and value
neutrality greatly hinder its potential for societal transformation
(Bonilla-Silva, 2017; Embrick, 2017, Morris, 2017). Bonilla-Silva (2017) and
Embrick (2017) argue that when white sociologists “made a pact with the devil
of objectivity” in the 1920s, they created a sociology that is more concerned
with gathering data than changing lives for the better (Bonilla-Silva, 2017, p.
183). The expectation that the scientific must be kept separate from the
political is an enduring hallmark of white sociology, leaving many contemporary
sociologists in a state of paralysis when it comes to doing work that is
intentionally geared towards social change (Embrick, 2017, p. 190).
Constructing a public sociology that is grounded in human emancipation is
possible, but the discipline will need to replace the myth of value neutrality
with the belief that activism and scientific work can and must go together
(Morris, 2017). In the field of higher education, cultural norms of objectivity
and neutrality may explain why, for example, race-related studies published in
our top journals commonly avoid critical discussions of racism (Harper, 2012).<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-bidi-font-style: normal;"><span style="font-family: "times new roman";"><b>3) Having the courage to look within</b><i><o:p></o:p></i></span></span></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span style="font-family: "times new roman";"><br /></span></i></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">Lastly, these
scholars turn the sociological gaze inward by describing the inequalities that
are reproduced across multiple levels of the discipline—in scholarly/professional
organizations, in departments and programs, and in universities (Embrick,
2017). Bonilla-Silva (2017) argues that relentless racial microaggressions and
the other every day ways in which sociologists of color are made to feel
marginal are central mechanisms of organizational whiteness in the discipline.
Moore (2017) contends that both race and gender dynamics create an environment
where women of color must constantly justify their existence within the
discipline. Reflecting on what has changed since her well-known study of
graduate students in sociology from two decades ago, Romero (2017) laments that
the representation of graduate students and faculty of color remains abysmally
low, and that mainstream sociology refuses to include important sociologists of
color in its theories, methods, and curricula. Although the discipline is
dedicated to studying inequality “out there” in society, it must address the
persistent structural hostility to diversity within. Higher education scholars,
then, must collectively reflect on everyday practices within our own
profession. Do we put too much emphasis on institutional affiliation at our
scholarly meetings? Do we place departmental diversity work primarily onto the
shoulders of our students and faculty of color? Do we privilege certain
epistemologies in our higher education degree programs?<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">The parallels
between sociology and the field of higher education are clear. <span style="mso-spacerun: yes;"> </span>Scholars in our own field are committed to
addressing social inequality, but the field itself is based on similar
historical legacies of exclusion, myths of value neutrality, and continues to
lack compositional diversity across faculty and graduate students. Many of us
in higher education consider ourselves scholar-activists. Part of this role
involves examining and challenging the biases embedded in our own dominant
knowledge paradigms. We cannot effectively address social inequality across
higher education until we have come to terms with how inequality is reproduced
within our own field.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "times new roman";">References<o:p></o:p></span></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">Bonilla-Silva,
E. (2017). What we were, what we are, and what we should be: The racial problem of American sociology. <i>Social
Problems, 64</i>(2), 179-187.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">Embrick, D. G.
(2017). Discontents within the discipline: Sociological hypnagogia, negligence,<span style="mso-tab-count: 1;"> </span>and denial. <i>Social Problems, 64</i>(2),
188-193.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">Go, J. (2017).
Decolonizing sociology: Epistemic inequality and sociological thought. <i>Social<span style="mso-tab-count: 1;"> </span>Problems, 64</i>(2), 194-199.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">Guiffrida, D. A.
(2006). Toward a cultural advancement of Tinto's theory. <i>The Review of
Higher<span style="mso-tab-count: 1;"> </span>Education</i>, <i>29</i>(4),
451-472.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">Harper, S. R.
(2012). Race without racism: How higher education researchers minimize racist<span style="mso-tab-count: 1;"> </span>institutional norms. <i>The Review
of Higher Education</i>, <i>36</i>(1), 9-29.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">Moore, M. R.
(2017). Women of color in the academy: Navigating multiple intersections and<span style="mso-tab-count: 1;"> </span>multiple hierarchies. <i>Social
Problems, 64</i>(2), 200-205.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">Morris, A. D.
(2017). The state of sociology: The case for systemic change. <i>Social
Problems,<span style="mso-tab-count: 1;"> </span>64</i>(2), 206-211.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">Romero, M.
(2017). Reflections on “The department is very male, very white, very old, and
very<span style="mso-tab-count: 1;"> </span>conservative”: The functioning of
the hidden curriculum in graduate sociology departments.
<i>Social Problems, 64</i>(2), 212-218.<o:p></o:p></span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1421835497342617496.post-18200031762966121522017-06-26T08:12:00.001-07:002017-06-26T11:44:03.638-07:00What’s Right When You’re Left? Complexity of Ethical Dilemmas.<div class="MsoNormal">
<i>By: Cecile H. Sam, Ph.D.</i><br />
<i>Assistant Professor, Educational Leadership</i><br />
<i>Rowan University </i></div>
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On April 27, 2017 Ann Coulter was scheduled to speak at the
University of California, Berkeley. Due to different reasons (e.g., threats of
violence, student protests, scheduling), she did not speak on that day or on
the alternative date the university provided. This recent event (or lack
thereof) has been just one in a series of conflicts happening on campuses
across the country this academic year: the clash of ideologies between the
far-right and left.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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This post will not be about arguing the specific details of
the Berkeley-Coulter situation.<span style="mso-spacerun: yes;"> </span>For that
information, there are several good articles to read online (if you trust those
news sources). Rather, this post is about how these types of conflicts
ultimately present a complex ethical dilemma for leaders in higher education.
Because the resulting policies and practices from these conflicts will reflect
the institution’s moral stance, it’s important to recognize the various ethical
issues that need to be addressed.<o:p></o:p></div>
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Given the history of higher education in the US, the
Berkeley-Coulter example is almost cliché. On the surface, this situation looks
like every other time controversial speaker comes to campus. But underneath,
there appears a new level of complexity.<span style="mso-spacerun: yes;">
</span>First, there is the imminent threat and use of violence as a silencing
tactic from groups on both sides. Second, the politicization of the university
by those outside of campus who want to use higher education as a proving ground
to test the limits of free speech, legitimation, and progressive ideas. Third,
the institution has been placed in a dilemma where the best options seem to be
the one that results in the least amount of loss. Finally, the speed in which
narratives of the event can be shared across social media sites (both real and
fake news), can place the institution in a reactive rather than proactive
position. Combined with the other familiar issues such as the values of free
speech and safety, marginalization and disenfranchisement of certain student
populations, university mission and vision—these events become flashpoints that
define institutions of higher education and how the public perceives them.<o:p></o:p></div>
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Take for example the threat of violence, that came from
various polarizing left and right-winged groups determined to either stop Ann
Coulter from speaking or to protect her speech respectively.<span style="mso-spacerun: yes;"> </span>Broadly speaking, people using a justice
perspective may view the use of violence as a silencing tactic to be morally
wrong; the use of physical violence is an unethical response to ideology, no matter
how repugnant (for example, see Newsweek’s article around the ethics of
punching a Nazi:
http://www.newsweek.com/richard-spencer-punch-nazi-ethicists-547277 ). History
has too many examples of groups using violence as a silencing tactic—in U.S.
alone, we can easily point to the ways people used violence to silence women’s
suffrage, civil rights, and the LGBTQ movements to name a few. In an ironic
twist—we are now seeing the anti-fascists and other groups use of violence to
try to<span style="mso-spacerun: yes;"> </span>silence the alt-right, or
white-nationalist movement. From a justice perspective or ends-based ethical
frame, is trying to silence the alt-right the same thing?<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<a href="https://www.blogger.com/null" name="_gjdgxs"></a>As universities begin to engage with
the dilemma, they may want to apply a critical perspective--in addition to other
frames-- to the issue. Critical ethics looks beyond the laws and policies that
exist to the inequities and historical context that has created those laws and
policies.<span style="mso-spacerun: yes;"> </span>For example, historically—marginalized
communities (e.g. racial minorities, women, LGBTQ) <span style="mso-spacerun: yes;"> </span>found it difficult to obtain justice through
“proper channels” due to systemic racism and/or structural oppression, and
often had to rely on disruptive tactics such as protests.<span style="mso-spacerun: yes;"> </span>Dominant society has emphasized the work of
non-violent leaders, while diminishing the contributions those who used more
aggressive tactics (e.g., the contrast between Martin Luther King Jr and Malcom
X).<span style="mso-spacerun: yes;"> </span>However, we also learned in US
history was that the Revolutionary War and Civil War were not won by pacifists.
There is also the distinction of physical violence and verbal
violence—normative ethics tells us that words, no matter how offensive, are not
the same—but critical ethics tells us that words are used to shape our
conceptualizations of others. We can use our words to dehumanize people, and in
turn make it easier to justify or commit acts of violence against them
(Bandura, 1999). To not acknowledge these ideas in light of history and context
when engaging in an ethical dilemma would be to dismiss real concerns for
different groups. To take a critical perspective shifts the question: <i style="mso-bidi-font-style: normal;">Is silencing the demands to be treated as
equal human beings ethically the same as silencing the demand to treat others
as less than human?<o:p></o:p></i></div>
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This isn’t a post to justify violence as a form of protest,
but instead I wrote this to bring light to the difficult questions that contain
no easy answers. What makes ethical dilemmas so challenging is that ultimately
some value is compromised for the sake of another. Values such as free speech,
equity, democracy, justice, safety, dignity and truth all have their place in
our abstract idea of higher education. However, it is during these crucible
events, where higher education administrators and scholars will have to choose
which of their core values are more important.<span style="mso-spacerun: yes;">
</span>Depending on the different perspectives, some people may say that
Berkeley sacrificed free speech for security—others would say that by offering
an alternative date the institution compromised its values of diversity and
dignity of persons.<span style="mso-spacerun: yes;"> </span>These choices that
we make have ethical outcomes be they for good or ill, and institutions have to
be ready to defend those decisions.<o:p></o:p></div>
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Document Map"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Plain Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Sample"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Variable"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal Table"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation subject"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="No List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Balloon Text"/>
<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Theme"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 9"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 6"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 6"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 6"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 6"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 6"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="46" Name="List Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 6"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 6"/>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1421835497342617496.post-45547798945066285242017-04-03T10:30:00.000-07:002017-04-03T10:30:35.419-07:00Academic Freedom Should Be Used<i>By: Marybeth Gasman, PhD</i><br />
<i>Professor of Higher Education</i><br />
<i>Director, Center for Minority Serving Institutions</i><br />
<i>University of Pennsylvania</i><br />
<br />
<br />
Academic freedom is an idea and right that I deeply cherish. Full academic freedom – the kind that comes with tenure – is vitally important to the future of colleges and universities. And, I firmly believe that we must use our academic freedom to move the academy forward.<br />
<br />
Academic freedom is involved in many aspects of being a professor – from what we teach to what we research, and to what we say publicly and within our institutions. As faculty, academic freedom gives us immense privilege that most individuals do not have, and we have responsibilities that are tied to this privilege.<br />
<br />
In recent years, more than likely due to the intensity of the world around us, I have grown weary of faculty members who chose not to use their academic freedom in meaningful ways and instead horde it to protect themselves and their own agendas. I think we have an obligation, especially within the sub-field of higher education, given its applied nature, to use our research and voices to advance a justice and equity-oriented agenda.<br />
<br />
When I glance at the titles and abstracts of papers and sessions hosted at this year’s AERA annual meeting, I’m struck, once again, by the number of papers that speak to issues of equity, access, equality, diversity, and inclusion. Yet, I wonder if the faculty presenting these papers act on these ideas in their day–to-day lives as professors. Are we teaching in inclusive ways that empowers all students or in ways that make our lives easier and more efficient? Are we collaborative and inclusive in the ways we approach our research and our research teams or do we always need to be in control and in the lead? Do we speak up in faculty meetings when we see systemic racism, sexism, homophobia and other forms of oppression – the way we suggest others do in our research – or do we sit in silence hoping someone else will do it, or, perhaps, doing nothing because these systems protect us? Do we use our academic freedom to push our institutions to take stands on justice issues or do we wait for others to do this?<br />
<br />
I give a lot of talks around the nation pertaining to faculty diversity and inclusion, as well as on faculty members using their voices to make change. Inevitably during the question and answer part of the talk, a faculty member (with tenure, usually White) in the audience will ask me how to be brave around issues of diversity or in general within the academy. My response is always, ‘What makes you afraid to speak up when you hold the power?’ Often the faculty member’s response is one of shame that they have not had the courage to speak up and stand up for the rights of others. I wonder if their shame turns into action.<br />
<br />
I urge tenured faculty and those seeking to be tenured faculty to think about the connections between their research and teaching and how they act in their day-to-day lives in the academy. We often fail to realize and act on the power that we have. We often act as if we are being forced to do things by administration, but faculty have much more power to make change than we acknowledge. We often criticize the systems within the academy without realizing that we create and enforce those systems and that they can change if we have the will. <br />
<br />
Academic freedom in all its forms and manifestations should be nurtured, cherished and used in profound and meaningful ways as faculty move throughout their careers. Failing to do so is academic malpractice.<br />
<div>
<br /></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1421835497342617496.post-90076479806783469152017-03-14T17:07:00.001-07:002017-03-14T17:07:28.847-07:00Research for Research’s Sake: The Value and Responsibility of Translating Research to Diverse Audiences<div class="MsoNormal">
<span style="font-family: "times new roman";"><i>By: Desiree D. Zerquera, PhD</i></span><br />
<span style="font-family: "times new roman";"><i>Assistant Professor, Department of Leadership Studies</i></span><br />
<span style="font-family: "times new roman";"><i>University of San Francisco</i></span></div>
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<span style="font-family: "times new roman";"><br /></span></div>
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<span style="font-family: "times new roman";">For the majority
of us who identify as higher education scholars, we are in this field because
through our own educational or professional experiences we saw problems in the
way higher education is shaped and shapes others. We were called to scholarship
as a way to examine these problems, find solutions and contribute to a vision
of a better system of higher education. Our individual work is situated within
the broader mission of the university, which has a commitment to serving the
public good, achieved in large part through our research.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">Traditional
graduate school experience trains us to write for publication in academic
journals, primarily read by academics. We are encouraged to present in the more
prestigious conferences of our field, attended largely by other scholars.
Further, the reward structures of academe value these types of contributions
above all else. Despite efforts to resist these pressures, jobs need to be
obtained, tenure and promotion need to be earned, and our value in the field
needs to be recognized. Time being finite, these efforts come at the cost of
other forms of engagement that speak to the very reason why we entered the
field of higher education in the first place. <span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">The problem,
however, isn’t that we publish in academic journals and present at academic
conferences. These are important spaces of knowledge dissemination. It is an
invaluable part not just of academe but of our society as a whole—a space where
ideas are shared and debated, where we can trace the contours of our collective
imagination for how we see and address problems, and where research and
scholarship can exist for the sake of their own existence. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">The problem lies
in the fact that much of the fruits of this knowledge gained stops within these
spaces. Not everyone has access to these spaces, and not all voices are
permitted to be amplified within them. As social scientists, we do not have the
privilege to be so elitist so as to limit our knowledge to just one another. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">There are a
number of ways of translating our work for diverse audiences. Starting with the
academic format we are socialized to communicate within as academics, journals
and conferences that speak to policy- and practitioner-based audiences are valuable
outlets. These spaces are important in fostering knowledge exchange around policy
and practice. Just as important as the rigor reflected in our research are the
ways we can utilize this work to inform change in our higher education system. Translation
is needed to better connect our work to its own value within our respective
fields. This can be a challenge, and require reshifting and reframing of our
work, but we have an obligation to undertake this work. <span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">Leveraging the
public attention through blogs, op-eds, policy briefs, TED talks, keynote
engagements, and social media are also promising and valuable ways of reaching broader
audiences. Higher education scholars like <a href="http://scholar.gse.upenn.edu/gasman">Marybeth Gasman</a> and <a href="https://cloakinginequity.com/">Julian Vasquez Heilig</a> often use these
channels of influence to advocate for the higher education equity issues they
research. This expands our audience reach to inform not just policy and practice,
but also the public conscious around higher education.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman";">As a field, we
need to do more to develop and institute this value of translating our work. Faculty
in higher education programs can incorporate assignments that have students write
in various formats beyond just the traditional research paper. In my classroom,
students read and write reports and op-eds. We workshop the process of <i>discovering
your voice </i>to bridge ideas to public discourse. Further, faculty can also
play a role in shaping reward systems. More value to these types of engagements
needs to be added within the tenure and promotion (T&P) processes.
Institutions like Loyola Marymount University have supplemented their
traditional T&P requirements to account for public engagements as part of a
measure of faculty’s contributions. Lastly, technology makes options like
publicly-available webinars valuable outlets for communicating with
administrative, practitioner and public audiences. The National Institute for
Transformation and Equity (NITE) has embraced this through their Webcasts on
Equity and Change (WOCE) series that brings together scholars and practitioners
around relevant topics related to equity in higher education. <o:p></o:p></span></div>
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<span style="font-family: "times new roman"; font-size: 12.0pt;">Being called to the work of
higher education, our work cannot stop at just examining issues. We have the
responsibility to communicate and engage with those who can put our research
into action at the policy and practice level. Making our work more accessible
and breaking down our complex ideas and higher education jargon is even more
needed within our current anti-intellectual context that emphasizes
140-characters or less bits of information. As a field, we not only need to do
better, but we have an obligation to do so to fulfill our commitment to
contribute to improving higher education. </span><!--EndFragment--> Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1421835497342617496.post-15643428050387471662017-02-22T13:26:00.001-08:002017-02-22T13:26:25.431-08:00Cultivating a Strong “Team” of Social Support While in Graduate School and Beyond: You Cannot Do It Alone<div class="MsoNormal">
<b>By Ah Ra Cho, Senior Graduate Student Representative,
Division J <o:p></o:p></b></div>
<div class="MsoNormal">
PhD candidate in Higher Education (graduating May 2017),
University of North Texas<o:p></o:p></div>
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“I did it all by myself” is not something one will hear any
person who graduates with their doctorate. <span style="mso-spacerun: yes;"> </span>If you happen to come upon the acknowledgement
section of a dissertation, the individual will list multiple people who have
supported them throughout their journey. This is analogous to professional
sports. Not just one person coaches a professional sports team. There are
multiple coaches, coordinators, trainers, nutritionists, and other support
staff, who are all in place to carry out the different functions and needs of
the team and individual athletes toward success.<o:p></o:p></div>
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<br /></div>
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Having your team in place is particularly important as one
transitions from the coursework stage, where one regularly sees faculty and
fellow classmates on a regular basis, to the dissertation stage, where that
sense of routine, deadlines, and interactions are no longer in place. Graduate
school is tough; it is a journey, a marathon. Social supports are key, both in
the level and quality, in helping graduate students cope with stressful events
and maintain good health (Goplerud, 1980; Hall, 1969). <o:p></o:p></div>
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<br /></div>
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What if you are a new doctoral student and unsure who
comprises your “team”? Here are some various team members you can consider
adding to your team.<o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">Your Graduate Program<o:p></o:p></b></div>
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<br /></div>
<div class="MsoNormal">
Your Peers/Classmates. Peer support networks are particularly
critical for graduate and professional students (Hall, 1969). This includes the
sharing of information and social value from the peer interactions that occur
(Austin, 2002). Some of these social supports will be from fellow students, who
are a semester, a year, or multiple years ahead of you and who are willing to
let you “in the know” about the program—the culture and the information not
readily provided in the open but are crucial to your success.<o:p></o:p></div>
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Some of the strongest bonds I have seen and personally
cherish are the small groups or partnerships that form during graduate school.
You will often recognize them always together at conferences. They write
together, they commiserate together, they celebrate together. This is not
bounded to graduate students alone. You will often see junior scholars and
senior scholars publish together time after time, many of those bonds formed
early on in these scholars’ careers, starting in graduate school. The power of
technology nowadays helps keep those bonds going on even after graduation as your
“squad/posse/group” go your separate ways to other institutions. These bonds
form through similar research interests, possibly an established cohort model,
or even organically. <o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
Your Faculty. The quality of faculty-student interaction is
an important aspect of graduate school (Hartnett, 1976). Faculty, particularly
your advisor, can help you set your “action plan” both in how you proceed
during your doctoral program and your future career aspirations. The field of
higher education is small, and the networks that your current faculty have can
be helpful in connecting you to other scholars in higher education. <o:p></o:p></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;">Higher Education
Groups and Organizations<o:p></o:p></b></div>
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<br /></div>
<div class="MsoNormal">
For graduate students, the “continuum of involvement” in
participating with organizations is a distinction that graduate students should
consider as they can be incredibly helpful in building those social supports (Gardner
& Barnes, 2007). <o:p></o:p></div>
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<br /></div>
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Get involved with national professional organizations. The main
academically focused organizations in higher education include AERA’s Division
J Post-Secondary Education and the Association for the Study of Higher
Education (ASHE). Join their graduate student networks and participate in the
programming provided year-round such as AERA’s #DivJChat twitter chats or
Conversations with Scholars. Both graduate student networks also provide
wonderful programming specific to graduate students during the annual
conferences which include graduate student sessions, fireside chats, and
graduate student socials. Another is to be involved with practitioner oriented
organizations, including NASPA and ACPA, which umbrella all of student affairs.
There are a myriad of multiple other organizations in higher education that
exist which focus on a specific area or specialty, and located at the state, regional,
and international levels. <o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Networking/Social
Media<o:p></o:p></b></div>
<div class="MsoNormal">
The concept of social support from social media is something
I have found to be particularly helpful in gathering a unique type of social
support, from those near and far. In my experience, sending or receiving that
limited 140 character “encouragement” on twitter can be quite reassuring.
Interacting with a fellow doctoral student I have never met in person or seeing
posts with hashtags such as #gradschool #sadoc #gradlife #gradschoolproblems
has provided me a form of support that someone else in the world is likely feeling
the same way I am. Seeing researchers on social media having interests outside
of academia also help foster my own striving for a work-life balance in my own
personal life. Also, social media is a great way to connect with other graduate
students and researchers with similar research interests. This means is
particularly helpful for those who have research interests that are unique or very
few people in your own graduate program share.<o:p></o:p></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;">Outside of Academia <o:p></o:p></b></div>
<div class="MsoNormal">
The more obvious ones will be your family, significant
other(s), etc. This further extends to your friends outside of academia and other
social circles you are involved with. Even pets are a great source of support.
Sometimes, the best thing to do while in graduate school is to get these people
to take you outside of the graduate school bubble. It is important to have
interests outside of graduate school, whether that be hobbies, a sport, or
other people to count on when graduate school is too much to bear.<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Self-Care/Health
Resources<o:p></o:p></b></div>
<div class="MsoNormal">
I cannot stress enough the importance of having a well body,
mind, soul, spirit, etc. to get you through the process of graduate school. Graduate
school is stressful and can have an effect on you for which at times, can seem
unsurmountable. The feelings of imposter syndrome, loneliness, lack of
motivation, and other life stressors can arise in anyone and can hinder
progress in your graduate program. Multiple campus resources exist such as the
health and wellness, counseling and testing, recreation centers, and a myriad
of other areas on campus. Also seek out assistance outside of your institution
if needed for therapy or health care issues. Be willing to get help as it is
crucial for your overall well-being. Setting healthy habits and practices now will
only benefit you towards success in the future.<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Conclusion<o:p></o:p></b></div>
<div class="MsoNormal">
There is no ideal equation, perfect formula or one-size-fits
all of support one should seek from these multiple channels. It may also shift
as you become more advanced in your studies, as the needs for a student
entering the field will be different than those who are in their final stages
of their doctoral program. Keep in mind your personality and specific social
supports you need in place to succeed as it differs for everyone.<o:p></o:p></div>
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<br /></div>
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Finally, it does not stop after one graduates. You are
creating a team which will carry you through graduate school and into your
professional life. It is important to find an ideal team for yourself that
helps set you up for success, supports you through the challenging aspects of
graduate school, and celebrates your achievements and milestones for years to
come.<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
To end, this quote by Leslie Knope, from the Parks and
Recreation series finale, captures the essence of graduate school and success… <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
"Now, go find your team and get to work”.<o:p></o:p></div>
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<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
References<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
<span style="background: white; color: #222222; font-family: Times; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">Austin, A. E. (2002). Preparing the next
generation of faculty: Graduate school as socialization to the academic career.
<i style="mso-bidi-font-style: normal;">The Journal of Higher Education, 73</i>(1),
94-122.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
<span style="background: white; color: #222222; font-family: Times; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">Gardner, S. K., & Barnes, B. J.
(2007). Graduate student involvement: Socialization for the professional role. <i style="mso-bidi-font-style: normal;">Journal of College Student Development, 48</i>(4),
369-387.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
<span style="background: white; color: #222222; font-family: Times; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">Goplerud, E. N. (1980). Social support
and stress during the first year of graduate school.<span class="apple-converted-space"> </span><i>Professional Psychology</i>,<span class="apple-converted-space"> </span><i>11</i>(2), 283.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
<span style="font-family: Times; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Hall, D. (1969). The impact of peer interaction during an
academic role transition. <i style="mso-bidi-font-style: normal;">Sociology of
Education, 42</i>(2), 118-140.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
<span style="font-family: Times; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Hartnett, R. T. (1976). Environments for advanced learning. In
J. Katz & R. T. Hartnett (Eds., <i style="mso-bidi-font-style: normal;">Scholars
in the Making</i>. Cambridge, MA: Ballinger.<o:p></o:p></span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1421835497342617496.post-52923896904533403792016-12-13T11:08:00.000-08:002016-12-13T11:08:10.896-08:00A Post-Election Reflection from a Scholar Activist<div class="MsoNormal">
<i>By: Susana Muñoz, PhD </i><br />
<i>Assistant Professor of Higher Education, Colorado State University</i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
To accurately describe my current state of mind
post-election would require more text than this blog allows. I will say, I continue
to feel anxious, fear, anger, and disappointment, and with every new
appointment made to the President-elect’s cabinet, I feel that I am living in
an alternate universe. Yes, a world where education and relevant work
experiences are no longer necessary for key cabinet positions, where common
sense loses to impulsive reactions, and where white supremacy ideologies are
permissible under the guise of free speech (not hate speech) and white pride. When
folks urge me to give our President-elect a chance or encourage me to wait and
see what happens before I make any assumptions, I immediately think to myself,
“It must be nice to sit with that kind of privilege”.<span style="mso-spacerun: yes;"> </span>In fact, urging people with minoritized
identities to push past our pain, you not only enact privilege by erasing our
right to feel/exist, but you also uphold white supremacy. For those of us still
struggling and grappling with our new political reality, it’s ok still to feel
what you feel. For those who are watching us struggle, offer your love and
support constantly. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
As an immigrant Chicana scholar
activist, who works with and for undocumented immigrant communities, the last
few weeks have been laced with both moments of hope and moments of despair.
Days after the election results, undocumented students on my college campus
gathered in solidarity to publically disclose for the first time ever that they
are “undocumented, unafraid, and unapologetic.” <span style="mso-spacerun: yes;"> </span>I beamed with pride and wondered if college
campuses across the nation would show just as much courageous leadership in
pushing the immigration discourse as the students on my campus demonstrated. I
worry about the consequences our society will burden if colleges and
universities remain silent on impending deportations, the elimination of the
Deferred Action for Childhood Arrivals (DACA) executive order, and registry for
Muslims. Let me be clear and state that our country has always endured the
public health impacts of deportation, immigration raids, and family separation,
our President-elect just happens to be much more forthright about deportation
than his predecessors. I caution educators and administrators from solely
focusing on college students as our central position of advocacy thus creating
the “deserving and undeserving” immigrant binary. Our focus must also include
families, those who have been detained in deportation centers for minor
infringements. We need to advocate and fight for all immigrant and religious
minoritized communities and not just a privileged few. <o:p></o:p></div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
Most disconcerting are the more
overt anti-immigration actions and violence inflicted by others. I was
devastated to hear that a member of my own community was at a local convenience
store at night when he felt someone tap his shoulder. He turned around only to
find a white-identified man who asked him, “Are you Mexican?” He replied, “yes”
and then felt the full force of a punch across his face. Because he fought back
and because he was undocumented this incident went unreported. In fact, according
to the <a href="https://www.splcenter.org/20161129/ten-days-after-harassment-and-intimidation-aftermath-election#antiimmigrant">Southern
Poverty Law Center</a>, 867 hate incidents have been reported since the
election. For most undocumented students I work for and with, I see pure
emotional exhaustion as they grip to any sense of normalcy all while trying to wrap
their heads around how much will change and the impact this change will have on
their families and their communities after the inauguration day. While I’m
grateful that over 500 college presidents have signed the <a href="https://www.pomona.edu/news/2016/11/21-college-university-presidents-call-us-uphold-and-continue-daca">Pomona
College</a> petition to support DACA and sanctuary campuses are emerging across
the nation, I know deep in my heart these actions are not enough. <span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="mso-spacerun: yes;"><br /></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
Audre Lorde has taught us, “when we
speak we are afraid our words will not be heard or welcomed. But when we are
silent, we are still afraid. So it is better to speak.” Colleges and
universities can no longer be silent. Our education professional associations
cannot be silent. We as individuals, cannot be silent. We need to mobilize and
organize with our local communities. We need to take our knowledge and research
to the streets. We need to engage with those who cannot access our conferences
and classrooms. We need to stand up, demonstrate compassion, and speak out
against these continued injustices happening in our communities and across the
nation. I believe, in our current time, this is a character defining moment for
higher education. If we fail to stand with the most vulnerable populations in
our country than we need to ask ourselves, “what do we really stand for?” <o:p></o:p></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1421835497342617496.post-76683750620349355492016-06-08T05:26:00.000-07:002016-06-08T07:16:24.500-07:00Are we really delivering the U.S. classroom experience we promise to undergraduate Chinese international students? <h2>
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<span style="color: blue;"><span style="color: purple;"><i><span style="mso-bidi-font-weight: normal;"><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 107%;"><span style="font-size: large;"><span style="font-size: small;">by Gabriela Valdez, Ph.D, Consortium for North America Higher Education Collaboration, </span></span></span></span></i></span></span><br />
<span style="color: blue;"><span style="color: purple;"><i><span style="mso-bidi-font-weight: normal;"><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 107%;"><span style="font-size: large;"><span style="font-size: small;">The University of Arizona</span></span></span></span></i></span><b style="mso-bidi-font-weight: normal;"><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 107%;"><span style="color: purple;"><span style="font-size: large;"> </span></span></span></b></span><br />
<br />
<div class="MsoNormal" style="text-align: left;">
<span style="color: blue;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 107%;"><span style="color: purple;"><span style="font-size: large;"> </span></span> </span></b></span></div>
<div class="MsoNormal">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 107%;">Admission offices around the
nation have discovered there is a huge demand of Chinese international students
who want to study in Institutions of Higher Education (IHE) in the U.S. It was
estimated that only 2% of Chinese students have access to higher education in
their country (International Comparative Higher Education Finance and
Accessibility Project, 2009), which creates a very competitive entrance process
to Chinese national schools. At the same time, a large middle class who can
afford to pay international student tuition paired with the perceived prestige
of U.S. institutions, creates the perfect environment for U.S. recruiters
targeting Chinese international students. <b style="mso-bidi-font-weight: normal;">But
are we really delivering the U.S. classroom experience we promise to undergraduate
Chinese international students?</b> This was one of the questions that inspired
my research around classroom experiences of Chinese international students in
the U.S. and I am sorry to be the bearer of bad news, but no, we are not
delivering what we promise, well at least according to a group of Chinese
undergraduate students interviewed. </span></div>
<div class="MsoNormal">
<br />
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 107%;">Institutions of Higher Education
in the United States have gone through a series of budget cuts in recent years.
Just in Arizona alone, the state cut 99 million from universities and 19
million from community colleges in 2015 (Beard Rau, 2015). This and other
reasons have forced IHEs to become more and more creative about generating
funds. One common practice is to attract international students, especially
Chinese international students, who tend to be self-funded (China Education
Online, 2012) and who now represent the largest group of international students
in the U.S. with more than 300,000 students in the U.S. higher education system
(Farrugia & Bhandari, 2015). As U.S. institutions continued to attract more
Chinese international students, the relevance of the quality of their classroom
experience and their role in that setting becomes more important. </span></div>
<div class="MsoNormal">
<br />
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 107%;">On my quest to answer the
aforementioned question, I started by conducting a synthesis of research based
on 15 peer-reviewed published studies about classroom experiences of
international students, in which there was an overrepresentation of Asian
students. It is important to say that my intention was to focus on Chinese
international students, but the lack of published studies forced me to adopt a
broader scope. After analyzing reoccurring themes that included classroom
differences, classroom participation expectations, and denial of equity in
education, I was able to identify six classroom practices that instead of
including international students into the U.S. classroom experience, excluded
them from these experiences (Valdez, 2016). </span></div>
<div class="MsoNormal">
<br />
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 107%;">On another instance, I
interviewed a group of Chinese international students about their classroom
experience in a specific university. While most of the participants preferred
the American classroom practices over practices in China, their perceptions about
the way American students and faculty perceived them were conflicting,
especially in relation to profiling and attribution of stereotypes. There was
also a discussion about the internal identity conflict of being Chinese, which
most participants linked to negative attributes in the classroom setting, and
being “Americanized” which was linked to positive attributes (Valdez, 2015). <span style="mso-tab-count: 1;"> </span></span></div>
<div class="MsoNormal">
<br />
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 107%;">I was also able to conclude
that there was an overall sense among Chinese students interviewed of
non-membership and non-belonging to the U.S. classroom environment based mainly
on perceptions of classroom exclusion, low language ability, inability to meet
unfamiliar expectations and attributions of stereotypes. Something very
interesting was that after hearing from students about their classroom
experiences and their perceptions of not being very active, I noticed that
these students were very engaged in their academic activities, but were engaged
in ways not visible to the mainstream classroom environment. As an
illustration, participants reported studying an average of 19.5 hours a week in
order to prepare for their classes, a number that they considered to be
significantly higher than their American classmates. Their invisible engagement
was also illustrated by their high engagement in written discussion of academic
concepts and their ability to apply their knowledge to concepts in an
international and intercultural perspective. </span></div>
<div class="MsoNormal">
<br />
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 107%;">There is no doubt that with
the presence of nearly a million international students in the classrooms of
U.S. colleges and universities (Farrugia & Bhandari, 2015), professors have
a great opportunity to internationalize their curriculum and classroom
environment. Unfortunately, it takes more than just having an internationalized
curriculum and having the presence of international students in classrooms to
take advantage of a truly international classroom. As we internationalize and
diversify our colleges and universities in the U.S., it is also important to
diversify the way we teach and the pedagogies we use. It is unrealistic and
unproductive to expect every underrepresented student to engage in the U.S.
mainstream classroom environment which has been historically influenced by
white male values.<span style="mso-spacerun: yes;"> </span>It is now the time to
start thinking about a critical pedagogy of internationalization that goes
beyond the internationalization of the curriculum and reflects the complex and
diverse ways of learning that are now represented in our higher education
classrooms. </span></div>
<div class="MsoNormal">
<br />
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 107%;">The implementation of a critical
pedagogy of internationalization could potentially fully incorporate Chinese
and international students into the classroom environment, their perspectives
and their endless contributions. This is something that will not only benefit
every student involved in that classroom setting, but will contribute to
creating a richer learning environment.</span></div>
<div class="MsoNormalCxSpMiddle">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 107%;">Gabriela Valdez,
Ph.D. </span></div>
<div class="MsoNormalCxSpMiddle">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 107%;">Consortium for
North American Higher Education Collaboration</span></div>
<div class="MsoNormalCxSpMiddle">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 107%;">The University
of Arizona</span></div>
<div class="MsoNormalCxSpMiddle">
<span lang="ES-MX"><a href="mailto:gvaldez@email.arizona.edu"><span lang="EN-US" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 107%;">gvaldez@email.arizona.edu</span></a></span><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 107%;"> </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 107%;">REFERENCES: <span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormalCxSpMiddle" style="margin-left: .5in; mso-add-space: auto; text-indent: -.5in;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 107%;">Beard Rau, A. (2015, May
13). Arizona Tops Nation in College Cuts, Tuition Hikes. <i style="mso-bidi-font-style: normal;">The Arizona Republic</i>, Retrieved from </span><span lang="ES-MX"><a href="http://www.azcentral.com/story/news/arizona/politics/2015/05/13/midnight-arizona-tops-nation-college-cuts-tuition-hikes/27221021/"><span lang="EN-US" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 107%;">http://www.azcentral.com/story/news/arizona/politics/2015/05/13/midnight-arizona-tops-nation-college-cuts-tuition-hikes/27221021/</span></a></span><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 107%;"> </span></div>
<div class="MsoNormalCxSpMiddle" style="margin-left: .5in; mso-add-space: auto; text-indent: -.5in;">
<span lang="ES-MX" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 107%;">Farrugia, C.A., & Bhandari, R. (2015).
</span><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 107%;">Open Doors 2015 Report on International Education
Exchange. New York: Institute of International Education. </span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 107%;">International Comparative
Higher Education Finance and Accessibility Project (2009). A Brief Description
of the Chinese Higher Education System. Retrieved from </span><span lang="ES-MX"><a href="http://gse.buffalo.edu/org/inthigheredfinance/files/Country_Profiles/Asia/China.pdf"><span lang="EN-US" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 107%;">http://gse.buffalo.edu/org/inthigheredfinance/files/Country_Profiles/Asia/China.pdf</span></a></span><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 107%;"></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 107%;">Valdez, G (2015). U.S. Higher Education Classroom
Experiences of Undergraduate Chinese International Students. Journal of
International Students, 5(2), 188-200.<span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 107%;">Valdez, G (2016). International Students Classroom
Exclusion in U.S. Higher Education.<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">Campus Support Services, Programs, and
Policies for International Students. </i>(pp. 35-56) Hershey, PA: IGI Global.
Doi:10.4018/978-1-4666-9752-2.ch003</span></div>
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Gracie Thttp://www.blogger.com/profile/11650893814833371400noreply@blogger.com0tag:blogger.com,1999:blog-1421835497342617496.post-43480012787898127482016-04-01T16:13:00.000-07:002016-04-04T07:41:21.668-07:00An Account of Online Learning Experiences with First-Year Doctoral Students<i style="background-color: white; font-family: 'Trebuchet MS', Trebuchet, sans-serif; line-height: 18.4799995422363px;"><span style="color: purple;"><span style="line-height: 18.4799995422363px;">by Sheena Ghanbari, Program Promotion Specialist at UC San Diego; Nahid Nariman, Director of Research at Transformative Inquiry Design for Schools and Systems and Karina M. Viaud, Director of Parent and Family Programs at UC San Diego</span></span></i><br />
<i style="background-color: white; font-family: 'Trebuchet MS', Trebuchet, sans-serif; line-height: 18.4799995422363px;"><span style="color: purple;"><span style="line-height: 18.4799995422363px;"><br /></span></span></i>
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<span style="font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Higher Education is faced with
multiple challenges such as tuition inflation, student retention, campus
climate, and time to degree. Specifically, graduate school, namely Ed.D. and
Ph.D. programs, continue to face challenges with student retention;
approximately 50% of doctoral students leave the program before attaining the
degree (Cassuto, 2013; Lovitts & Nelson, 2000; Reid, 2012) and most
students discontinue the program at the ABD stage (All But Dissertation), a
stage in which coursework is complete without successfully defending the
dissertation (Barnett, 2008). Before reaching the dissertation phase of the
doctoral program, many Ed.D. programs institute an end of the first year
assignment - i.e., students must qualify for the subsequent year by writing a
Qualifying Paper. This stage of the program is important in two ways. First,
this stage signifies a critical junction in which the student demonstrates the
ability to write a coherent literature review. Second, this stage signifies how
well the Qualifying Paper Course prepared and supported the student to move
forward in the doctoral program.</span><o:p></o:p></div>
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<br /></div>
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<span style="font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Researchers have begun analyzing
data trails as means to obtain insight into various academic individualization,
prediction, intervention, and adaptation. Analytics has captured meaningful
attention in institutional research and business (MacNeill, 2012), and is a
relatively new area of research in higher education (Barneveld, Arnold, &
Campbell, 2012; Bichsel, 2012). It can also support innovative and meaningful
ways of improving students’ performance and success (MacNeill, 2012). Learning
analytics enables us to generate specific learning processes and images of
students’ performance in a way that the two can be compared to the overall
performance of a course (Gaviria, Glahn, Drachsler, Specht, & Gesa, 2011).
Early investigation on academic analytics predict students’ academic difficulty
in order to help faculty members generate individualized learning instructions
tailored to the student’s learning needs (Campbell, DeBlois, & Oblinger,
2007). Broadly speaking, schools or other programs that use analytics evaluate
data to help make decisions with information that can determine the best course
of action to improve student learning (Hawkins, 2008; Long & Siemens, 2011;
Norris, Baer, & Offerman, 2009), and improve teaching and learning
(Campbell, 2007; Baepler & Murdoch, 2010).</span><o:p></o:p></div>
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<span style="font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">In an effort to gain a different
perspective of writing a Qualifying Paper in the student’s doctoral journey, we
proposed that one class of the <i style="mso-bidi-font-style: normal;">Qualifying
Paper Preparation Course</i> be conducted online to see how students engaged in
dialogue about on-becoming a critical consumer of research. We analyzed data
from this online activity to garner insight in information-giving while
individual and collective learning developed among three groups of four to five
doctoral students. We saw data related to students’ early understanding of the
assignment develop in real-time. This digital footprint compiled evidence to
consider creative ways of action in teaching and students’ learning development
in this <i style="mso-bidi-font-style: normal;">Qualifying Paper Preparation
Course</i>. We were interested in how online analytics can unveil the beginning
stages of student learning and affect teaching strategies. We used Google Drive
as the platform for the online shared-activity because it is a familiar
technology. We collected data over a three-hour course that took place in the
third week of the quarter. Participants were randomly assigned to three groups
of four or five students. Each group navigated through four modules that
explored different approaches to becoming a critical consumer of research. The
following is a snapshot of the participants’ reflection on their experiences.</span><o:p></o:p></div>
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<span style="font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">The first module asked participants
to think back to assigned course readings and share what it meant to be a
critical consumer of research. Building on this premise, the second module
began with a video that outlined the process of writing a literature review
followed by describing three strategies from the video they would be
incorporating in their upcoming literature review for the Qualifying Paper
milestone in the Ed.D. program. The third module asked if any new knowledge was
gained during this activity and if the participant’s initial definition of a
critical consumer of research has changed. After each module, participants also
wrote a brief reflection. Finally, the fourth module was an overall reflection
and opportunity to share general feedback about their online experience.</span><o:p></o:p></div>
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<span style="font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">At the onset of examining our data,
we identified and used key adjectives linked to individual knowledge such as
learn, explore, understand, find, and realize. We coded instances of collective
learning and interactive conversations that showed collaboration. Responses
that suggested individual or collective learning were closely reviewed for
evidence of learning during the online activity. The first module focused on
defining what it meant to be a critical consumer of research. Group-One had
noticeably less interaction than the other groups. This group consistently
shared resources and information, but gave less insight into where they were in
their learning as a group. There was evidence of some contribution to learning
with words like “additionally” and “also” after acknowledging an agreement.
Group-Two illustrated greater collective understanding of shared learning
experiences and challenges by providing interpretations of each other’s
responses and using words like “agree” and “exactly.” Overall, there was a
great deal of agreement and key words similar to “learning” were used sparingly
in this module. Group-Three showed evidence of interaction and illustrated an
awareness of changing current practice as they explored the definition of critical
research consumption. This group conversation was deeper and showed a balance
of individual and collective learning. For example, one of the exchanges in
Group-Three exemplified a thoughtful interaction that included further
questioning. Student-One described her interpretation of being a critical
consumer of research and then Student-Two responded “I would agree with
everything [name of student] said about critical consumption of research ...I
would also add that just because it [article] does pertain, does not mean it
should be included.” This point was affirmed by Student-One and then she
followed with, “I would think that identifying why it [article] doesn’t fit can
begin to expose the gaps. Is that your thinking?” The exchange continued and
showed a confident display of understanding and deepening of thinking
surrounding on-becoming a critical consumer.</span><o:p></o:p></div>
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<br /></div>
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<span style="font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">The second module shared a video
synopsis of how to construct a sound literature review. Group-One and Group-Two
shared a level of discomfort with the scholarly process and moving forward with
research. As one student in Group-One stated, “I am still questioning
everything I write in my paper.” Other students agreed, “I have moments of
uncertainty...it is helpful and a bit of validation that this is not an easy
process.” Group-Two demonstrated a similar tone of empathy and appreciation for
one another, but more acceptance toward the general challenges and ambiguities
of the research process. Student-One in Group-Two described “Be comfortable in not
being comfortable right now. I need to trust the process and realize that
things will start to come together and make sense.” Group-Three showed a high
level of interaction as well, and focused more on answering the prompt and
sharing strategies with one another. For example, when one student shared a
chart on how to organize literature, she received praise and appreciation from
her peers.</span><o:p></o:p></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">The third module asked to share any
shifts in thinking from their initial definition of becoming a critical
consumer of research. Overall, Group-One’s definition of a critical consumer
broadened or changed. As one student stated, “My new knowledge has come from
the video and the dialogue between my team members.” Statements like this were
heard repeatedly from Group-One and there was a particular emphasis in gaining
knowledge from the video. Group-Two and Group-Three by-in-large expressed that
their definition of a critical consumer of research did not change. Group-Three
participants stated: “The discussions tonight helped solidify my existing
understanding and allowed me the time to reflect on my own practices as a
critical consumer of research.” Statements like this captured students
experience in Group-Three. While Group-Two’s and Group-Three’s original
definition remained unchanged, Group-Two also shared their preference for
in-person (classroom) learning. This type of reflection did not surface in
Group-Three where insight and comfort were the more prominent themes.</span><o:p></o:p></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">The final module was a reflection on
the entire online activity and an opportunity to provide feedback on the
experience. There was a high level of interaction among all three groups in
this module and some variations on where they focused their reflections.
Group-One delved deeply into practices of online platforms, strengths,
weaknesses, and purposes. Group-Two emphasized their appreciation of being able
to work remotely with constant reference to the value of time. Group-Three did
not have many criticisms of the online platform. They seemed to have navigated
through it with a level of ease not as apparent in Group-One and Group-Two.
Group-Three saw value in this online activity earlier in their research
journey.</span><o:p></o:p></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Overall, the three groups
demonstrated different characteristics to help us assess their understanding of
and progress with the course assignment. Group-One constantly shared
information and had moments of individual learning, but the collective
interaction and knowledge-gaining attributes were less visible. There was a
sense of community, but threads of dialogue were surficial at times. Group-Two
had a higher level of comfort with their own skill set and showed an
understanding of what it meant to be a critical consumer of research.
Group-Three demonstrated a high level of competency with learning together and,
much like Group-Two, their conversations pushed one another’s thinking.
Group-Three also showed a healthy balance of individual and collective learning
throughout the different modules. All of the groups conveyed instances of
individual and collective learning, and their unique approaches have been
enlightening as we learned about their needs as graduate students and emerging
researchers.</span><o:p></o:p></div>
<div class="MsoNormal" style="line-height: normal;">
<br /></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">In brief, this online activity was
significant in that it made clear how the students defined their learning
progress related to becoming a critical consumer of research and affirmed and
supported each other’s success and struggles with the task of writing the
Qualifying Paper. Many of the students felt overwhelmed and lost by the task of
writing a 20-25 page Qualifying Paper which also meant undergoing critical
examination of existing research; an intimidating academic undertaking. These
uncertainties were masked before their participation in the online activity and
we believe these uncertainties resembled syndromes of an impostor. The impostor
syndrome is defined and redefined in a few ways since it was first presented in
1978 by psychologists Pauline Rose Clance and Suzanne Imes. The impostor
syndrome includes characteristics of fraud, fear of discovery, and difficulty
of internalizing actual successes (Craddock, Birnbaum, Rodriguez, Cobb, &
Zeeh, 2011; Gravois, 2007). The students who may have felt like they were
“faking their way through the course” no longer felt alone once they became
vulnerable in the online open forum. Upon outing their vulnerability, they
validated one another and provided words of support to help overcome fears or
struggles.</span><o:p></o:p></div>
<div class="MsoNormal" style="line-height: normal;">
<br /></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Simultaneously, the online
interaction deepened our understanding of the students’ learning and progress
with the Qualifying Paper. We gained insight in (1) areas in which to spend
class time to review developing a literature review, (2) some of the students
who had unique struggles in developing the literature review, and (3) students
who were doing well with the assignment. Therefore, the online activity served
as an intervention tool to learn students’ progress in the <i style="mso-bidi-font-style: normal;">Qualifying Paper Preparation Course</i>. In other words, the evidence
from the online interaction required us to be flexible in and adaptive to the
different levels of learning occurring among the students and respond to their
unique needs.</span><o:p></o:p></div>
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<span style="font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">The differences in individual and
group learning made it clear that students don’t learn the same way and/or at
the same rate, even though they are provided the same information in the same
classroom. Although the online learning analytics were ephemeral, it is evident
that data has provided information to have discussions about ways to be
creative with learning, improve learning and possibly approach the entire
course differently for subsequent cohorts. </span><o:p></o:p></div>
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<span style="font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">References</span><o:p></o:p></div>
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<br /></div>
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<span style="font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Baepler,
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<span style="font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Barneveld,
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<span style="font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Campbell,
J. P. (2007). <i style="mso-bidi-font-style: normal;">The Grand Challenge: Using
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<span style="font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Campbell,
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<span style="font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Reid,
C. D. (2012). <i style="mso-bidi-font-style: normal;">Joyful obligation:
Listening to Black doctoral students in the academy</i>. Doctoral Thesis. UMI
Order Number: UMI Order No. 3493868., New York University.</span><o:p></o:p></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1421835497342617496.post-46243158555967902272016-02-23T17:45:00.000-08:002016-02-25T12:41:30.937-08:00Transcending Macro to Micro: Lines of Research that can assist in Understanding the Manifestation of Neoliberalism in the Lives of Faculty<i style="background-color: white; font-family: 'trebuchet ms', trebuchet, sans-serif; line-height: 18.48px;"><span style="color: purple;"><span style="line-height: 18.48px;">by </span></span></i><span style="color: purple; font-family: "trebuchet ms" , "trebuchet" , sans-serif;"><span style="line-height: 18.48px;"><i>Leslie D. Gonzales, </i></span></span><i style="color: purple; font-family: 'trebuchet ms', trebuchet, sans-serif; line-height: 18.48px;">Assistant Professor, </i><i style="color: purple; font-family: 'trebuchet ms', trebuchet, sans-serif; line-height: 18.48px;">College of Education, </i><i style="color: purple; font-family: 'trebuchet ms', trebuchet, sans-serif; line-height: 18.48px;">Michigan State University </i><br />
<br />
<br />
<div style="text-align: center;">
<span style="font-family: inherit;">Background</span></div>
<span style="font-family: inherit;"><br /></span>
<br />
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: inherit;"> Scholars
of higher education have developed a large body of scholarship that addresses faculty
careers. Within this scholarship, there are consistent themes: the importance
of disciplinary background in forming faculty views of the world and their work,
how the type of college or university where one works bears down on the roles
and expectations that a faculty member is expected to fulfill (and supported to
fulfill). Higher education researchers have also illustrated how faculty
careers are not immune to the bent of the wider political-economy, most often
characterized as neoliberal, market-centered, commercialized, or austere (see Harvey,
2005 for history of neoliberalism). In fact, neoliberal critiques abound, not
only in the U.S. but also throughout Australia, England, Canada, Mexico and
many other countries (Apple, 2013; Torres & Schugurensky, 2002). Most of
this research demonstrates how the professorial role has been unbundled,
de-professionalized, and transformed (sometimes in the face of resistance) into
a distinctive entrepreneurialism (Slaughter & Rhoades, 2004). <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: inherit;"><span style="mso-tab-count: 1;"> </span>Within the neoliberal critiques,
studies show that faculty tend to work long hours in order to keep up with
growing work load demands; that their work is increasingly understood for its
fiscal or cultural resource generation; and that evaluation of faculty work is
contingent on their ability and willingness to self-surveil and document what
they do with their time (e.g., What was their percentage contribution to a
manuscript; How many students did one graduate; How much revenue was generated
via one’s course offerings?) (Gonzales & Núñez, 2014). As with most
institutionalized patterns of valuation and resource allocation, the effects of
the neoliberal turn are often disbursed unequally with female faculty members,
individuals of racially or ethnically minoritized statuses, those working in
disciplines further from the market, or faculty employed by institutions with
fewer resources and limited infrastructure feeling the brunt of inequality. Indeed,
Among those most effected are contingent faculty who teach a vast majority of
undergraduate courses across American colleges and universities, and who are <a href="http://www.ips-dc.org/wp-content/uploads/2014/05/IPS-One-Percent-at-State-Universities-May2014.pdf" target="_blank">poorly paid</a>, <a href="http://www.theatlantic.com/business/archive/2015/09/higher-education-college-adjunct-professor-salary/404461/" target="_blank">marginalized</a>, and find themselves with <a href="http://futureofhighered.org/adjuncts-faculty-working-conditions-student-learning-conditions/" target="_blank">limited or inconsistent access to teaching and learning professional development opportunities and materials from employing institution(s)</a>.
<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: inherit;"><span style="mso-tab-count: 1;"> </span>To date, the field has learned a
great deal from studies that use a neoliberal lens to explore faculty careers. However,
as just suggested, this research has tended to document the ways in which
faculty expectations and/or productivity/output patterns have changed, and how
those changing expectations often reproduce inequities along the lines of
discipline, institutional type, gender, and race (Misra, Lundquist, &
Templer, 2012; Niehaus & O’Meara, 2015; Renzulli, Reynold, Kelly &
Grant, 2013; Treviño, Gamez-Mejia, Balkin, & Mixon, 2015). Beneath or
perhaps behind the pressures to publish and to demonstrate tangible outcomes are
daily seemingly invisible or small micro level processes and experiences that
the neoliberal moment also bears down on, but which are currently
under-examined. To this point, Bastedo (2012) urged higher education researchers,
and especially organizational theorists, to take a close look into “educational
work” (p. 10) as it unfolds in a daily, perhaps even mundane, way. The goal of
this post is to explore three ways of doing so, and I begin, drawing from the
work of Anna Neumann, by asking if and how we might shift to studying faculty
careers not only or primarily as a producing enterprise, but as a learning one.
<o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: inherit;"><br /></span></b>
<b style="mso-bidi-font-weight: normal;"><span style="font-family: inherit;">Understanding the Faculty
Career as a Learning Enterprise<o:p></o:p></span></b></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: inherit;"><span style="mso-tab-count: 1;"> </span>In her work, Anna Neumann (2009)
encourages scholars and college and university leaders to remember that the
work of faculty hinges on continual learning—an idea that is often muted in the
desire to understand outputs, outcomes, and productivity. Although, the focus
on output or productivity, in general is important and connected to an
overarching concern with how the neoliberal bent positions colleges and
universities, and in turn their faculty, as market competitors, there is also much
work on the part of faculty that goes into “producing,” which the field knows
little about. Specifically, the field knows little about how faculty members,
embedded in (and producers of) the productivity culture, extend their scholarly
learning: how they form and explore ideas, test out or articulate their
thoughts as they grapple with old and new theories and developments. Given this
gap in knowledge, there is merit in exploring such phenomena, broadly, and also
in trying to understand how faculty learning efforts fall out differently among
different groups of professors, such as those on and off the tenure-line, across
gender lines, among faculty members who hold racially and ethnically
minoritized status inside an institution constructed by and for White, wealthy
males and for those who have come to know the world with Western-centric
ideology and epistemology. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: inherit;"><span style="mso-tab-count: 1;"> </span>Indeed, history has shown that
women, women of color and communities of color, more broadly, create and engage
in productive learning outside of mainstream apparatus. Martinez Aléman (2000;
2010) illustrated how the learning experiences for young traditionally aged
women and women of color differed (in terms of space and content) from that of
young male students, and also from that of the other female group. Espino,
Muñoz, and Marquez Kiyama (2010) shared how their friendship and bond has been
central, indeed integral, to their intellectual development. With the power of
these examples in mind, we need more studies that systematically focus on how
faculty commit and recommit to learning over the course of their work lives,
the ways in which community and friendship play a role in allowing academics to
form ideas, to talk out loud about their work in ways that allow them to be
vulnerable, and what such efforts look like across gender, race, familial
composition/commitments; disciplinary affiliations; appointment types; and across
different institutional types. Such work would not necessarily shed light on
productivity, as it is typically defined in the current neoliberal moment, but
it would remind researchers and leaders that meaningful productivity must be
fed by scholars’ ability to extend their learning. <o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="line-height: 200%; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: inherit;">Deploying
Intersectionality to Trace the Differential Effects of the <o:p></o:p></span></b></div>
<div align="center" class="MsoNormal" style="line-height: 200%; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: inherit;">Neoliberalism
on Faculty Mobility <o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: inherit;"><span style="mso-tab-count: 1;"> </span>As already alluded to, cultures (e.g.,
disciplinary norms, normative dispositions toward work, professionalism) and
structures (e.g., appointment types, hiring processes, tenure and promotion
guidelines) do not operate in the same way for all faculty members. Faculty
members enter academia as raced, gendered, classed, and otherwise marked bodies.
However, beyond the personal and biographical markers that faculty carry, they
also enter academia with particular forms of capital such as that attached to
the type of institution where they completed their doctoral work, unearned
capital attached to the cache of their major advisors, their methodological
experiences/stances, and myriad other forms of privilege that are not well
documented in current research regarding faculty hiring or mobility. In other
words, like the hidden curriculum that many scholars have documented in the
context of K-12 schooling, there are hidden and not well understood forms of
capital that allow/constrain movement within academe (Margolis, 2001). It is
notable that that women and racially and ethnically minoritized women and men,
occupy the majority of non-tenure-track positions (Finkelstein, 2015); that racially
and ethnically minoritized people are more likely to graduate from a non-Ivy
League school, and more specifically, from a Historically Black College or
University or a Hispanic Serving Institution as documented in emerging work by <a href="https://twitter.com/HALEatMSU/status/701606532098691072" target="_blank">Dongbin Kim</a>. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: inherit;"><span style="mso-tab-count: 1;"> </span>When one holds these latter pieces
of information in one hand, and then considers the fact that the majority of
tenure-track hires are drawn from a tiny portion of doctoral-granting
universities as noted <a href="http://www.slate.com/articles/life/education/2015/02/university_hiring_if_you_didn_t_get_your_ph_d_at_an_elite_university_good.html" target="_blank">here</a> and <a href="https://www.insidehighered.com/news/2015/01/08/economist-offers-critique-job-market-phds-english" target="_blank">here</a>, it becomes evident
that understanding faculty hiring, promotion, and mobility patterns demands an
intersectional approach: one that accounts for <i style="mso-bidi-font-style: normal;">personal identity markers</i>; <i style="mso-bidi-font-style: normal;">organizational/field
markers</i> or forms of capital; and also <i style="mso-bidi-font-style: normal;">academic
markers</i> (e.g., research topics, methodological approaches) as each of these
markers holds a certain value in this neoliberal context. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: inherit;"><span style="mso-tab-count: 1;"> </span>By incorporating this three-dimensional
approach to studying the composition of the academic labor force, higher
education researchers might be able to investigate the manifestation of
neoliberalism differently: perhaps as the layered reproduction of hierarchy,
where scholars of color or otherwise minoritized (class, college generation)
scholars, most likely to graduate from non-Ivy League institutions are fed into
ranks of a labor market that are not promising pathways to mobility. While
neoliberalism is currently understood for its de-professionalizing and
unbundling effects on faculty roles, there is a need to understand how
neoliberalism works in tandem with the deeply institutionalized logics of the
field of higher education in ways that hamper access and mobility within the
professoriate. <o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="line-height: 200%; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: inherit;">Emotions
in Academia<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: inherit;"><span style="mso-tab-count: 1;"> </span>One final line of inquiry that might
be developed within the broader neoliberal critique deals with emotion. At ASHE
2015, my colleague David Ayers and I put forward a new theoretical framework to
explore the labor experiences and expectations of community college faculty in
this neoliberal moment. We borrowed from an eclectic set of literatures,
including institutional logics, nuanced discussions of neoliberalism, and emotional
labor (Hocschild, 1983). In developing our argument, we recognized that one of
the most powerful expectations for contemporary faculty, particularly those
working in under-resourced colleges and universities and in the least secure of
positions, especially contingent labor, is that of emotional labor. Our
argument differs from recent writing that stresses the <a href="https://academeblog.org/2014/07/24/the-emotional-wellbeing-of-non-tenure-track-faculty/" target="_blank">emotional toll and anxieties</a> absorbed by non-tenure-track faculty
(and faculty, writ large), and instead focuses on the idea that faculty members,
especially those working in under-resourced settings, like community colleges,
are expected to remedy structural inequities that stem from austerity politics
and neoliberalism through their passion, commitment, and creativity. Adopting
this vantage point, researchers might consider how calls for creativity and
passion are actually attempts to draw on the emotional resources—particularly the
passions—of those who attach a deep sense of purpose to their appointment as
teachers, researchers, or academics, writ large. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: inherit;"><span style="mso-tab-count: 1;"> </span>There are other ways that emotional
labor might be studied within academe while holding in mind broader political-economic
contexts. For example, the personal identity markers—gender, race, class,
sexuality and so on—discussed throughout this post often seep into the work
that faculty do, how that work is perceived, and how they, in turn, strive to
position that work (see Gutierrez y Muhs, Niemann, González, & Harris, 2012
for many examples). Scholars whom occupy one (or multiple) marginalized
statuses <i style="mso-bidi-font-style: normal;">and </i>whose work is explicitly
focused on critical questions concerning race, equity, power, inclusion, and
Whiteness receive several warnings about the risks of such work: they will be
perceived as overly political; as one-dimensional; as subjective or biased. Such
critical work is imperative to understanding the inherently political
production of knowledge, and how knowledge shifts and expands over time, but the
field has yet to investigate how scholars engaged in this work negotiate,
recoup, and thrive in spite of threats to or warnings offered about their
intellectual viability. In other words, higher education researchers might
consider exploring how scholars, who are engaged in critical— or less mainstream
work (in any discipline)— move through and subvert the warnings they receive,
but also what it takes to sustain such scholarly agendas. Such movement, it
seems, would require a great deal of emotional energy, and as such, is
deserving of close study as yet another way that neoliberalism collides with
power and politics in the production and evaluation of knowledge. <b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></div>
<div align="center" class="MsoNormal" style="line-height: 200%; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: inherit;">Closing
Thoughts<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: inherit;"><span style="mso-tab-count: 1;"> </span>Although the field has a
well-established body of work concerning the academic profession, there are
many questions and angles that remain unexplored. My hopes for this post were
to motivate new ways of thinking about the study of faculty work and roles, such
as what lays behind productivity (learning), how the opportunity to enter and
be mobile within academe hinges on hidden curricula attached to historical and structural
inequities, or perhaps what is expected or what it takes—emotionally—to move
through academia today. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: inherit;">References<o:p></o:p></span></b></div>
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<span style="background-color: white; color: #222222;"><span style="font-family: inherit;">Trevino, L. J., Gomez-Mejia, L. R., Balkin, D.
B., & Mixon, F. G. (2015). Meritocracies or masculinities? The differential
allocation of named professorships by gender in the academy. <i>Journal of Management</i>,
doi:10.1177/0149206315599216</span><span style="font-family: "times new roman";"><o:p></o:p></span></span></div>
Adrianna Kezarhttp://www.blogger.com/profile/15722181265533225224noreply@blogger.com0tag:blogger.com,1999:blog-1421835497342617496.post-39244085839368273032016-01-04T11:31:00.003-08:002016-01-04T11:31:24.218-08:00The Under-Realized Potential of Higher Education as a Field of Study Within and Beyond the U.S. <i style="background-color: white; font-family: 'Trebuchet MS', Trebuchet, sans-serif; line-height: 18.48px;"><span style="color: purple;"><span style="line-height: 18.48px;">by </span></span></i><span style="color: purple; font-family: Trebuchet MS, Trebuchet, sans-serif;"><span style="line-height: 18.48px;"><i>Sydney Freeman, Jr., Associate Professor at the University of Idaho, Dept. of Leadership & Counseling </i></span></span><br />
<span style="color: purple; font-family: Trebuchet MS, Trebuchet, sans-serif;"><span style="line-height: 18.48px;"><i><br /></i></span></span>
<span style="color: purple; font-family: Trebuchet MS, Trebuchet, sans-serif;"><span style="line-height: 18.48px;"><i>Anna Mountford-Zimdars, Senior Lecturer in Higher Education at King’s College London, UK</i></span></span><br />
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The Great Recession that began in 2008 has had a profound influence on higher education sector, particularly in the western world. College and University tuition continues to rise as more students continue to seek access to the middle class through the attainment of higher education. Much of the US research that is influencing policy discussions centers around providing access to postsecondary education and students apart of historically marginalized groups. This is also happening at the same time that countries such as the United States is providing less financial support to the college and university sector. However, in other parts of the world, developing countries are increasing their investment in higher education. For example, Jordan views higher education as the one strategic investment the country can make into ‘human capital’: surrounded by neighbors rich in natural resources like oil, education is the one resource this country can provide for its own citizens and also for those from neighboring countries. Some of the non-western countries over the last 50 years have begun to develop higher education programs, centers, and institutes that prepare leaders for service in this sector (Rumbley, Altbach, Stanfield, Shimmi, de Gayardon, & Chan, 2014). Also these same entities develop research to inform higher education policy in their local context. What is interesting is that much of the growth of over the last five decades have been on the continents of Africa and South America, and in large countries such as China and Australia. Great growth in this sector is the product of these regions understanding that there are individual and societal benefits to developing a robust tertiary sector. As in North America, a strong higher education system is still seen as a stable route to upward mobility. China is expected to have more students in higher education than the United States by 2020. </div>
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Higher education as a field of study was founded in the United States. Over the 120 years since its inception more than 200 higher education graduate degree programs, institutes, and research centers have been established. However, there is a concern that while the largest programs, which are characterized by having more than eight full-time faculty continue growing, smaller less supported programs are shrinking and disappearing. On many campuses, the sentiments exist that higher education graduate program faculty expertise does not inform the decisions happening on campus. Some academic leaders are critical and even hostile towards such programs. Questions related to the relevance of the field and programs have gained traction. </div>
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A failure to communicate the value and relevance of our work to the current challenges facing our campuses has not been good for the field as a whole. Higher education experts and researchers can ‘undersell’ their skills and expertise by not highlighting what they can contribute or engaging in research that is too removed from practice to be relevant to practitioners. There have been cases where universities have hired outside firms and experts to help solve problems that higher education faculty on that same campus have the expertise to address. With all the conversation that has been bantered about regarding “translation” of research from scholars to policymakers. Too little of our work effects institutional, state, or national education policy. In many cases, expertise is sought from disciplinary experts in other fields. Although, we highly respect other disciplines and fields and believe they can provide a wealth of knowledge in solving higher education problems. We believe that it is important for higher education scholars to move from the margins of conversations that inform our work and take leadership in areas that intersect with our scholarship. Our teaching and scholarship should be practical, relevant and be able to be applied to challenges confronting the postsecondary sector. We should be viewed as social scientists who inform the study of the field of higher education. </div>
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This issue does not only apply to how are scholarship is viewed. This also informs our preparation of the next generation of scholar-practitioners. Graduates of our programs should be highly sought after for positions in such areas as mid to senior level administration and education policy advisors. We should be preparing our students to communicate not only within our scholarly associations and periodicals, but with policymakers and general public. Although, we are proponents of generating knowledge for knowledge sake we also understand the necessity and the imperative that we provide our graduates with the knowledge, experiences and transferable skills that can help them secure employment beyond the professoriate and provide the skills for undertaking action research for the good of whatever graduates choose to do with their lives. Critical thinking and professional ethics should be at the center of our instruction. Teaching our students how to review and conduct academic research without undergirding it without modelling and displaying those traits will put our graduates at a disadvantage. </div>
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In the United Kingdom, a more positive story for higher education research is emerging. There is a vibrant community of higher education researchers and there has been a rise in employment opportunities within higher education for scholars interested in teaching and learning. Some Higher Education Departments are located in traditional Departments of Education and often work along linguists and those supporting teacher training in primary and secondary schools. Others are located in the growing central Learning and Teaching units - the main remit of these units is to support academic faculty and graduate students who teach to professionalise their practice. There has been a shift in consciousness among academics from viewing such units as a necessary evil and a ‘conscript attitude’ to participating in teaching development because such programmes are often tied to probation requirements, to a more curious and enhancement focused culture in approaching opportunities to develop teaching practices. Slowly, academics from a range of discipline appreciate that the idea of evidence-base and deep understanding are meaningful in learning and teaching and not only in their home disciplines, let it be physics, medicine, or modern languages. </div>
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In the UK, the increasing importance of teaching, even in leading research institutions, and the introduction of teaching-based promotions across the sector have helped to increase the salience of the teaching agenda. However, just as in the United States, the ability of these researchers to research, enhance and influence institutional practices can vary. In the most constructive and positive collaborations, academics collaborate with professional service staff and students as partners in the academic development processes to enhance the evidence-base and sharing for best practice and interventions. Academics in central learning and teaching units might collaborate with academic faculty in specific disciplines to undertake particular action research projects - there are also some national evaluations, often funded by central national bodies such as the Higher Education Academy or the Higher Education Research Councils. </div>
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Perhaps because of the smaller size of the United Kingdom, there are also ample opportunities for academics in the field to exchange and share their practices. Again, the best scenario here is a diffusion effect of academic practice that enhances the student experience and supports meaningful and inclusive higher education curricula. This ideal is not always met, but there are pockets of excellence and good practice that show that such constructive partnerships and collaborations between academics of different fields, professional service staff, and students are possible. </div>
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International comparisons help those with a strong legacy of institutions of higher education look at challenges with a fresh pair of eyes. We will see that scholarship can be the interconnective issue that can help us advance leadership and policy development internationally. However, a comparison with our European, or Australian neighbors is not where international work should stop. As our programs continue to grow around the world, we cannot afford for our scholarship to continue to Western-centric and need to engage with wider international discourses and developments. </div>
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For example, in western scholarship certain subjects such as governance and leadership may be close to saturation , but in developing countries there is a huge need for additional context specific knowledge developed in that area. Cross pollination in scholarship could help to shed light on ways to solve problems. In turn, US scholars can learn from other models of higher education where education is free – this is the case for Germany and Denmark. And Scandinavian countries pay their students to go to college. Also fundamental questions around institutional stratification become stranger when looked at through the lens of an outsider – indeed, there is nothing inevitable about the Anglo-Saxon model of hierarchical university system divided by prestige and alternative models exist. Furthermore, should we accept that prestige should be determined by how many students are excluded from participating in the higher education context, the competitiveness of entry and yield rates? Or should prestige be based around inclusion, how many previously under-served students higher education succeeds in reaching, and the added value or learning gains in higher education? Such alternative conceptualizations of prestige might turn some traditional university hierarchies upside down. </div>
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We believe that the field of higher education and those associated with its’ programs are well positioned to advance leadership and policy development internationally. However, the research that we conduct must remain relevant and able to inform higher education policy and practice. We need to prepare students with the knowledge, skills, and competencies that will help them solve complex challenges that may have international implications. We need to engage with international agendas and share practices and experiences with a view to enhance the public benefits of higher education as a field of study. Within our institutions and national contexts, we must be fearless in asserting our expertise in our local campus context and to the broader public and collaborate with university management and higher education sector body to be part of initiatives that can meaningful change and enhance higher education. </div>
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<u>References</u> </div>
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Rumbley, L. E., Altbach, P. G., Stanfield, D. A., Shimmi, Y., de Gayardon, A., & Chan, R.Y. (Eds).(2014). <i>Higher education: A worldwide inventory—Research centers, academic programs, and journals and publications </i>(3rd ed.). Science Management series. Boston and Bonn, Germany: Center for International Higher Education, Boston College and Lemmens Media.</div>
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Adrianna Kezarhttp://www.blogger.com/profile/15722181265533225224noreply@blogger.com0tag:blogger.com,1999:blog-1421835497342617496.post-47793368141571557692015-10-15T10:30:00.000-07:002015-10-15T12:47:46.891-07:00The Second Chance Pell: An Opportunity for Higher Education to Increase Access to Opportunity for Incarcerated Students<i style="background-color: white; font-family: 'Trebuchet MS', Trebuchet, sans-serif; line-height: 18.4799995422363px;"><span style="color: purple;"><span style="line-height: 18.4799995422363px;">by Erin L. Castro, Assistant Professor, University of Utah & Instructor Affiliate, Education Justice Project: erin.castro@utah.edu</span></span></i><br />
<i style="background-color: white; font-family: 'Trebuchet MS', Trebuchet, sans-serif; line-height: 18.4799995422363px;"><span style="color: purple;"><span style="line-height: 18.4799995422363px;"><br /></span></span></i>
<i style="background-color: white; font-family: 'Trebuchet MS', Trebuchet, sans-serif; line-height: 18.4799995422363px;"><span style="color: purple;"><span style="line-height: 18.4799995422363px;">and Augie Torres, Undergraduate Student, Governors State University & Alumni, Education Justice Project: augie.m.torres@gmail.com</span></span></i><br />
<i style="background-color: white; font-family: 'Trebuchet MS', Trebuchet, sans-serif; line-height: 18.4799995422363px;"><span style="color: purple;"><span style="line-height: 18.4799995422363px;"><br /></span></span></i>
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<span style="font-family: inherit;">Last month there was a debate contest, and you have probably
heard about it by now. A debate team comprised of students who are incarcerated
at <span style="background-color: white;">Eastern New York Correctional
Facility (ENYC), a maximum security prison, beat Harvard’s undergraduate debate
team. The students who are incarcerated attend classes through the Bard Prison
Initiative, a postsecondary education program run by Bard College. Both teams
have impressive records: the Harvard debate team earned national championship
status in 2014 and the incarcerated debate team has victories against the U.S.
Military Academy at West Point and the University of Vermont. NBC’s headline
describing the win for students incarcerated at ENYC Facility – and the loss of
students at Harvard – reflects a common tone among popular headlines after the
event: </span><a href="http://www.nbcnews.com/feature/freshman-year/harvards-prestigious-debate-team-loses-group-inmates-n440111" target="_blank">Harvard’s Prestigious Debate Team Loses to a Group of Inmates</a>. For
the most part, the headlines were disappointing.<span style="background-color: white;"> There appears to be a </span>certain
sensationalism associated with “inmates” beating ivy-league students, but there
shouldn’t be.</span><br />
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<span style="font-family: inherit;">The win for imprisoned students at ENYC is not surprising for
those of us who teach inside prisons and work with students who are
incarcerated, have family members and friends who are incarcerated, have a keen
understanding of how mass incarceration works, or have been incarcerated
ourselves. To be surprised, one must rely upon dangerous raced and classed assumptions
about both individuals who are incarcerated and those who attend Harvard. We
don’t often hear about the educational, intellectual, and academic work being
done inside prisons across the United States and so perhaps a bit of amazement
is warranted. It is our hope, however, that for those of us involved in higher
education, the feeling of astonishment at the ability of individuals who are
incarcerated to intellectually outperform students at one of the most
recognized institutions of higher education becomes less of a spectacle and
more commonplace. The current emphasis on college-in-prison programming on
behalf of the Department of Education makes us optimistic.<o:p></o:p></span></div>
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<span style="font-family: inherit;">On Thursday, September 17, the Department of Education
hosted an informational webinar open to anyone who was interested titled <i>The Second Chance Pell: Pell</i><i> for Students Who Are
Incarcerated</i>. The webinar follows
up on the Federal Register notice released by the U.S. Department of Education
on August 3, 2015 inviting higher educational institutions to apply to
participate in the new initiative under the (ESI), which tests the
effectiveness of statutory and regulatory flexibility for higher educational
institutions that disburse Federal student aid. The webinar provided educators
with information about the <a href="http://www2.ed.gov/about/offices/list/ope/pell-secondchance.pdf" target="_blank">Second Chance Pell</a>,
a new institutionally-based initiative. The initiative provides an opportunity
for participating institutions of higher education, in partnership with one or more
Federal or State penal institutions, to provide Federal Pell Grant funding to
otherwise eligible students who are incarcerated. As many readers of this blog
know, the Higher Education Act stipulates that students who are incarcerated in
Federal or State penal institutions are ineligible to receive funding through
the Federal Pell Grant program. The 1994 Violent Crime Control and Law
Enforcement Act eliminated Pell Grant eligibility for incarcerated individuals
and as a direct result, the overwhelming majority of college-in-prison programs
closed due to lack of <a href="http://www.wiley.com/WileyCDA/WileyTitle/productCd-1119107156.html" target="_blank">funding</a>. The steady
withdrawal of higher education programs from U.S. prisons has effectively
severed access to educational opportunity for incarcerated individuals and
severely limited future educational access as formerly incarcerated individuals
find themselves without the educational credentials to successfully pursue
postsecondary opportunities upon release. <o:p></o:p></span></div>
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<span style="font-family: inherit;">The initiative is good news. According
to the webinar, it aims to do the following:</span></div>
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<br />
<ul>
<li><span style="text-indent: -0.25in;"><span style="font-family: inherit;">Examine how weighting
the restrictions on providing Pell grants to individuals in Federal or State
penal institutions influences participation in educational opportunities, and
academic and life outcomes;</span></span></li>
</ul>
<ul>
<li><span style="text-indent: -0.25in;"><span style="font-family: inherit;">Examine whether the
waiver creates any challenges or obstacles with an institution’s administration
of the Title IV HEA programs. The DOE is interested in determining how disbursement
of federal Pell grant funds affects incarcerated students and;</span></span></li>
</ul>
<ul>
<li><span style="text-indent: -0.25in;"><span style="font-family: inherit;">Allow participating
institutions to provide federal Pell grant funding to otherwise eligible
students who are incarcerated in federal or state penal institutions and who
are eligible for release into the community.</span></span></li>
</ul>
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<span style="font-family: inherit;">There are a number of requirements that schools must meet in
order to be eligible for the program, including providing academic and career
services as well as transition guidance to support successful reentry.
Potential students must meet specific criteria, too. Preference is to be given
to potential students who are eligible for release back into the community,
with emphasis on individuals who are scheduled be released in the next five
years. The initiative does not weight certain restriction criteria and it does
not waive costs of attendance. It is worth reading the specifics and a
transcript of the webinar is available <a href="https://experimentalsites.ed.gov/exp/training.html" target="_blank">here</a>. <o:p></o:p></span></div>
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<span style="font-family: inherit;"> <o:p></o:p></span></div>
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<span style="font-family: inherit;">The informational webinar was the first in a series
sponsored by the U.S. Department of Education to encourage institutions of
higher education to partner with State and Federal prisons to provide access to
postsecondary education. The initiative is not perfect; for example, both of us
would like to see greater emphasis on individuals who are not eligible for
release in the next five years and we have a number of questions regarding what
constitutes <i>education</i> in this
context. Yet, reinstating Pell grant eligibility for incarcerated students is a
necessary first step to increasing access and one that we hope invigorates
conversations about what postsecondary educational opportunity in prisons
should look like during our era of mass incarceration.<o:p></o:p></span></div>
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<span style="font-family: inherit;">We urge the higher education community to learn more about
postsecondary education efforts in prison contexts. There are a variety of ways
to learn and we only touch upon a few here. Find out if your local or regional
prison provides educational opportunities for incarcerated people by talking
with the Department of Corrections. If they exist, see if you can support
already established efforts by donating time, resources, and/or desperately
needed funding. Ask if your own institution is involved in providing or
supporting classes for incarcerated people. Listen to what directors of college-in-prison
programs across the nation need and learn more about the long history of
postsecondary education provision in prisons. Begin conversations with
non-incarcerated individuals on your own respective campuses about the Prison
Industrial Complex, mass imprisonment, and the contemporary carceral state.
Find out if prior criminal history is considered in your institution’s
admissions criteria. Importantly, if you have never been to a prison, go. Call
and make an appointment and ask for a ‘tour’ (this, inappropriately, is the
dominant language – at least in the state of Utah). For an institution so
integral to the political and economic fabric of the U.S., we urge you to go
see what you are paying for. Prisons are institutions in which we all invest
and in at least 11 states, we spend more on imprisonment than <a href="https://www.insidehighered.com/quicktakes/2015/10/01/report-11-states-spend-more-corrections-higher-ed" target="_blank">higher education</a>. It is outrageous. <o:p></o:p></span></div>
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<span style="font-family: inherit;">The National Conference on Higher Education is Prison is
held annually and this year it will take place in Pittsburgh, PA <a href="http://nchep2015.com/" target="_blank">November 6-8</a>
(an unfortunate date for many of us AHSE-goers, but there is no conflict next
year!). The conference attracts educators, volunteers, activists, formerly
incarcerated and felony disenfranchised individuals, and others interested in
and committed to prison education. Last year’s conference was held at <a href="https://www.illinois.gov/idoc/facilities/Pages/danvillecorrectionalcenter.aspx" target="_blank">Danville Correctional Center</a> in Danville, Illinois. Andra
Slater, who was released late last year, presented a paper as part of a panel
on critical approaches to education in prison titled, The Underestimation of
Carceral Intellect: <a href="https://vimeo.com/110099241" target="_blank">Problematizing the ‘Wow’ Factor Among Prison Educators</a>. </span><span style="color: black;">Andra later published his paper as part of a larger multi-author manuscript examining the purposes of higher education in prison during mass incarceration. You can read the manuscript here: <a href="http://ecommons.luc.edu/jcshesa/vol1/iss1/2"><span id="goog_1550315743"></span>http://ecommons.luc.edu/jcshesa/vol1/iss1/2</a></span><a href="https://www.blogger.com/">/<span id="goog_1550315744"></span></a>. <span style="font-family: inherit;">We
encourage all people to watch Andra discuss the seemingly innocent element of
surprise at the intellectual capabilities of individuals who are incarcerated,
particularly those who find it challenging to believe that ENYC’s debate team
beat Harvard’s.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: inherit;">Providing access to high quality postsecondary education for
incarcerated students through the reinstatement of Pell grant eligibility is
one important element of much-needed criminal justice reform. The Second Chance
Pell initiative is welcomed within a larger context that <a href="http://press.princeton.edu/titles/10330.html" target="_blank">Marie Gottschalk</a>
makes so clear: individuals can’t be given a second chance if they were never
afforded a first. The DOE’s initiative can partially help to bridge this gap
and so too can institutions of higher education. All of us have a
responsibility to ensure that incarcerated individuals have access to high
quality postsecondary educational opportunities during and after incarceration.
For those of us involved in higher education, we can do this by supporting
already established efforts, learning more about the extensive history of
prison education, beginning conversations on our respective campuses, and
listening to and learning from students like Andra. We can only be surprised if
we are not seeing incarcerated people as potential postsecondary students and
degree completers. As David Register, Director of Debate for the Bard Prison
Initiative, <a href="http://www.theguardian.com/commentisfree/2015/oct/08/bard-debate-prison-team-beat-harvards-heres-how-we-did-it" target="_blank">describes</a>:
“<span style="background-color: white; background-position: initial initial; background-repeat: initial initial;">It is critically important to
remember that our debaters are students first and debaters second – and
prisoners a distant third.” <o:p></o:p></span></span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><span style="background-color: white; background-position: initial initial; background-repeat: initial initial;">Let’s work to ensure that
incarcerated individuals are given the opportunity to become college students.</span></span></div>
<!--EndFragment--></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1421835497342617496.post-41113772522302658252015-08-21T12:47:00.000-07:002015-08-21T12:53:41.516-07:00A Look Back at Federal Support for the For-Profit Sector<i style="background-color: white; font-family: 'Trebuchet MS', Trebuchet, sans-serif; line-height: 18.4799995422363px;"><span style="color: purple;"><span style="line-height: 18.4799995422363px;">by Nidia Banuelos, Doctoral Candidate at University of Chicago, Dept. of Sociology</span></span></i><br />
<i style="background-color: white; font-family: 'Trebuchet MS', Trebuchet, sans-serif; line-height: 18.4799995422363px;"><span style="color: purple;"><span style="line-height: 18.4799995422363px;"><br /></span></span></i>
<br />
<div class="MsoNoSpacing">
<span style="font-family: Trebuchet MS, sans-serif;">The <a href="http://www.cbsnews.com/news/corinthian-100-on-student-loan-strike/" target="_blank">“Corinthian 100’s”</a> recent debt strike has brought much-needed attention to the level of
support for-profit colleges and universities (FPCUs) receive from the Federal
Government. Although they enrolled only
9 percent of all degree-seeking students, FPCUs received 25 percent of all
Department of Education student aid funds in 2009-10. That’s about $32 billion (U.S. Senate, 2012). This kind of unqualified support makes it
easy to forget that, not long ago, students were barred from using most kinds
of federal aid at FPCUs. What
changed? Why does our current system
make it easy for some schools to profit from federal money? It’s worth turning, for a moment, to history
for some insight. <o:p></o:p></span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span style="font-family: Trebuchet MS, sans-serif;">Often called
“proprietary” schools, FPCUs have been operating in the United States since the
late-1800s.<span style="mso-spacerun: yes;"> </span>Early proprietary schools
were a far cry from Corinthian Colleges, Inc.<span style="mso-spacerun: yes;">
</span>Into the 1960s, they had modest goals—most enrolled between 100 and 300
students at a single campus location and conferred certificates (not degrees) in
business, secretarial skills, cosmetology, or electronics.<span style="mso-spacerun: yes;"> </span>Yet, as early as 1922, there were documented
cases of proprietary schools cutting costs by eliminating basic instructional necessities—like
desks and textbooks (Marvin, 1922).<span style="mso-spacerun: yes;"> </span>These
practices became more common after the passage of the GI Bill in 1944, when soldiers
used their federal aid at for-profit schools that cashed their checks and
offered them little to nothing in return.<span style="mso-spacerun: yes;">
</span>(The term “degree-mill” comes from this era.)<span style="mso-spacerun: yes;"> </span>In response to these abuses, Congress created
the accreditation system we still have in place today.<span style="mso-spacerun: yes;"> </span>Nevertheless, this early experience of funding
the for-profit sector was so harrowing that, even as college enrollment
ballooned in the 1960s, Congress limited proprietary schools’ access to
aid.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span style="font-family: Trebuchet MS, sans-serif;">In the 1970s,
lawmakers faced unprecedented pressure to increase access to college for
diverse groups of students while also keeping costs down for taxpayers.<span style="mso-spacerun: yes;"> </span>Proprietary schools offered a solution: they
promised to “democratize” higher education by giving students who had neither
the time nor money to attend a traditional university the opportunity to learn
skills that would help them make a living.<span style="mso-spacerun: yes;">
</span>And because proprietary schools focused on occupational training alone,
they would not waste taxpayers’ money on esoteric research projects, grandiose
architecture, or theoretical instruction.<span style="mso-spacerun: yes;">
</span>Compared to the free-loving, flag-burning hippies protesting the Vietnam
War at elite institutions across the country, the hard-working, low-income
students attending proprietary schools looked like saints.<span style="mso-spacerun: yes;"> </span>This image—of the beleaguered for-profit
student, unable to pay her tuition bills because the federal government refused
to consider her school a viable “institution of higher education”—was a
powerful tool and supporters of the for-profit sector employed it often.<span style="mso-spacerun: yes;"> </span>Words like “discriminatory” and “minority
group” were used to argue against the unfair practice of denying for-profit
students access to grants and loans (<i style="mso-bidi-font-style: normal;">Statement
of Richard A. Fulton</i>, 1970, p. 1034).<span style="mso-spacerun: yes;">
</span>If a student wants to attend a proprietary school to learn a useful
trade, who is the Federal Government to deny her the right to do so?<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span style="font-family: Trebuchet MS, sans-serif;">Most
importantly, education was not immune from the free market ideology that was so
rampant in the 1970s.<span style="mso-spacerun: yes;"> </span>Supporters of the
for-profit sector (Congress included) believed that proprietary schools that
were providing a subpar education would lose their students to higher quality
competitors.<span style="mso-spacerun: yes;"> </span>A representative of the
National Association of Trade and Technical Schools put it this way:<span style="mso-spacerun: yes;"> </span>“The cost of education in a proprietary
school has an even greater safeguard by the fact that if their tuition rates
are too high, there is a great tendency on the part of the students not to come
to the institution” (<i style="mso-bidi-font-style: normal;">Statement of Leo
Kogan</i>, 1970, p. 1784).<span style="mso-spacerun: yes;"> </span>In other
words, if the free market works as it should, for-profit schools will have an
incentive to regulate themselves.<span style="mso-spacerun: yes;">
</span>Students will notice if the education they’re getting is inadequate and
will choose to attend a different school if they are unsatisfied.<span style="mso-spacerun: yes;"> </span>Indeed, a little competition from the
for-profit sector might even encourage non-profits to better serve the
public.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span style="font-family: Trebuchet MS, sans-serif;">The
Department of Education (then “Office of Education”) initially opposed this
plan.<span style="mso-spacerun: yes;"> </span>They worried that giving proprietary
schools access to aid (and grants, especially) would encourage them to cut
spending per student.<span style="mso-spacerun: yes;"> </span>But curiously, the
DOE was the proprietary sector’s most vocal opponent.<span style="mso-spacerun: yes;"> </span>Even community colleges—proprietary schools’
closest competitors—testified before Congress in support of for-profit students
(<i style="mso-bidi-font-style: normal;">Statement of Joseph Cosand</i>, 1971).<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span style="font-family: Trebuchet MS, sans-serif;">So, in 1972,
Congress passed legislation making proprietary schools “institutions of higher
education” under federal law (Education Amendments of 1972, p. 260).<span style="mso-spacerun: yes;">
</span>In doing so, it gave them access to nearly all forms of federal aid for which
non-profits are eligible.<span style="mso-spacerun: yes;"> </span>Congress hadn’t
forgotten about the for-profit sector’s sordid past when it made this decision—it
just had many reasons to be optimistic about the industry’s future.<span style="mso-spacerun: yes;"> </span>It’s also important to remember that the
for-profit sector was not nearly as notorious then as it is now.<span style="mso-spacerun: yes;"> </span>The DOE simply did not know how big the
proprietary sector was, how big it would get, or how well it was doing with the
few federal programs to which it already had access.<span style="mso-spacerun: yes;"> </span>In other words, Congress made this decision
blind. <o:p></o:p></span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span style="font-family: Trebuchet MS, sans-serif;">Finally,
lawmakers grew more comfortable with expanding access to federal student aid
because they believed accreditation would weed out predatory schools.<span style="mso-spacerun: yes;"> </span>Then, as now, in order to receive access to
federal student aid, colleges and universities had to be accredited by an
independent, non-governmental agency approved by the Department of
Education.<span style="mso-spacerun: yes;"> </span>Again, the government created
this system after WWII, when millions of federal dollars went to degree-mills
that took advantage of tuition assistance for veterans.<span style="mso-spacerun: yes;"> </span>Before 1970, <i style="mso-bidi-font-style: normal;">regional </i>accrediting agencies—those that also accredit respected non-profit
institutions—refused to even consider proprietary schools for accreditation.<span style="mso-spacerun: yes;"> </span>But, in the 1970s, the growing demand for
diversity in higher education also forced their priorities to shift.<span style="mso-spacerun: yes;"> </span>At this time the North Central Association (which,
in addition to venerated institutions like University of Michigan, also accredits
more FPCUs than any other regional agency) made it their mission to craft a
“diverse educational system needed for our diverse peoples” (North
Central Association, 1977, p. 8; Kinser, 2006).<span style="mso-spacerun: yes;"> </span>In 1978, this new philosophy
led them to accredit the University of Phoenix, which offered, “so far as our
evaluators can determine, programs of a quality comparable with those of
traditional institutions” (North Central Association, 1977, p.
15).<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span style="font-family: Trebuchet MS, sans-serif;">All this goes
to show that the for-profit sector benefited greatly from a general move toward
democratizing higher education by supporting new kinds of schools.<span style="mso-spacerun: yes;"> </span>For both Congress and regional accreditors, betting
on these schools seemed a responsible, and perhaps even, patriotic thing to do.<span style="mso-spacerun: yes;"> </span>Although the for-profit sector has changed in
size and scope, the arguments used to support it remain remarkably
unchanged.<span style="mso-spacerun: yes;"> </span>FPCUs <i style="mso-bidi-font-style: normal;">still</i> describe their project as a democratizing one.<span style="mso-spacerun: yes;"> </span>They <i style="mso-bidi-font-style: normal;">still</i>
cast themselves as opposing the elitist educational establishment. (Consider,
for example, DeVry University’s new advertising campaign, which claims that the
school is “Different. On purpose.”)<span style="mso-spacerun: yes;"> </span>These
themes are compelling—not only to students, but to accreditors and lawmakers as
well.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span style="font-family: Trebuchet MS, sans-serif;">Now that
students are refusing to pay back the debt they incurred from attending
Corinthian Colleges, Inc. the Department of Education will be financially
responsible for the actions of predatory institutions.<span style="mso-spacerun: yes;"> </span>As awareness of this issue increases, we may
see the Federal Government getting more involved in oversight of the for-profit
sector than ever before.<span style="mso-spacerun: yes;"> </span>Debates will
ensue, accusations will be made, and defenses will be mounted.<span style="mso-spacerun: yes;"> </span>Through it all, we should carefully evaluate
the validity of the arguments presented.<span style="mso-spacerun: yes;">
</span>Are these new ideas or merely old ones repackaged? <o:p></o:p></span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span style="font-family: Trebuchet MS, sans-serif;">Works Cited<o:p></o:p></span></div>
<div class="MsoNoSpacing">
<span style="font-family: Trebuchet MS, sans-serif;">Education Amendments of 1972, Pub. L. 92-318, codified as
amended at 318 U.S.C. § 417B.<o:p></o:p></span></div>
<div class="MsoNoSpacing">
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span></div>
<div class="MsoNoSpacing">
<span style="font-family: Trebuchet MS, sans-serif;">Kinser, K.
(2006). <i style="mso-bidi-font-style: normal;">From Main Street to Wall Street:
The transformation of for-profit higher education (ASHE higher education
report). </i>San Francisco, CA: Jossey-Bass. <o:p></o:p></span></div>
<div class="MsoNoSpacing">
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span></div>
<div class="MsoNoSpacing">
<span style="font-family: Trebuchet MS, sans-serif;">Marvin, C.H.
(1922). <i style="mso-bidi-font-style: normal;">Commercial education in secondary
schools. </i>New York, NY: H. Holt and company. <o:p></o:p></span></div>
<div class="MsoNoSpacing">
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span></div>
<div class="MsoNoSpacing">
<span style="font-family: Trebuchet MS, sans-serif;">North Central
Association. 1977. <i style="mso-bidi-font-style: normal;">Emerging Issues in
Postsecondary Education: Standards and Accreditation. </i>Box 12. Records
relating to the North Central Association of Colleges and Schools/Higher
Learning Commission.<span style="mso-spacerun: yes;"> </span>Urbana, IL:
University of Illinois Archives. 5 September 2014.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNoSpacing">
<i style="mso-bidi-font-style: normal;"><span style="font-family: Trebuchet MS, sans-serif;"><br /></span></i></div>
<div class="MsoNoSpacing">
<span style="font-family: Trebuchet MS, sans-serif;"><i style="mso-bidi-font-style: normal;">Statement
of Leo Kogan</i>: <i style="mso-bidi-font-style: normal;">Hearings Before the
Subcommittee on Education</i> <i style="mso-bidi-font-style: normal;">of the
House of Representatives. </i>91<sup>st</sup> Cong. 2 (1970). <o:p></o:p></span></div>
<div class="MsoNoSpacing">
<i style="mso-bidi-font-style: normal;"><span style="font-family: Trebuchet MS, sans-serif;"><br /></span></i></div>
<div class="MsoNoSpacing">
<span style="font-family: Trebuchet MS, sans-serif;"><i style="mso-bidi-font-style: normal;">Statement
of Joseph Cosand</i>: <i style="mso-bidi-font-style: normal;">Hearings Before the Subcommittee on Education of the House of
Representatives. </i>92<sup>nd</sup> Cong. 1 (1971).<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNoSpacing">
<i style="mso-bidi-font-style: normal;"><span style="font-family: Trebuchet MS, sans-serif;"><br /></span></i></div>
<div class="MsoNoSpacing">
<span style="font-family: Trebuchet MS, sans-serif;"><i style="mso-bidi-font-style: normal;">Statement
of Richard Fulton: Hearings Before the Subcommittee on Education of the U.S.
Senate.</i> 91<sup>st </sup>Cong. 2 (1970).<o:p></o:p></span></div>
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<span style="font-family: 'Trebuchet MS', sans-serif;">U.S. Senate.
Health, Education, Labor, and Pensions Committee. (2012). </span><i style="font-family: 'Trebuchet MS', sans-serif;">For profit higher education: The failure to safeguard the federal
investment and ensure student success</i><span style="font-family: 'Trebuchet MS', sans-serif;">. (S. Prt. 112-37, Volumes 1-4).
Washington, DC: U.S. Government Printing Office.</span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1421835497342617496.post-87404561593306361612015-07-29T09:57:00.002-07:002015-07-29T09:57:36.785-07:00Academics as Transformational Community Leaders<i style="background-color: white; font-family: 'Trebuchet MS', Trebuchet, sans-serif; line-height: 18.4799995422363px;"><span style="color: purple;"><span style="line-height: 18.4799995422363px;">by DeWitt Scott, Doctoral Candidate at Chicago State University</span></span></i><br />
<br />
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<span style="text-indent: 0.5in;">In this current era of increased
accountability and scrutiny surrounding higher education, there has been a
great deal of questioning of the usefulness of higher education, particularly
the liberal arts.</span><span style="text-indent: 0.5in;"> </span><span style="text-indent: 0.5in;">Governor </span><a href="http://www.politico.com/story/2015/06/scott-walker-targets-college-professors-unions-wisconsin-119124.html" target="_blank">Scott Walker’s attack on higher education in Wisconsin</a><span style="text-indent: 0.5in;">, and an increased push by
businesspeople and politicians for colleges and universities to display a
return on investment, has placed increased pressure on academia to prove its
value to society.</span><span style="text-indent: 0.5in;"> </span><a href="https://www.washingtonpost.com/posteverything/wp/2014/07/08/theres-the-war-on-college-and-then-theres-rick-perrys-war-on-the-university-of-texas/" target="_blank">While some of these arguments are illogical</a><span style="text-indent: 0.5in;">, it is safe to say that academics
have found themselves in a battle that more than likely will not subside
anytime soon.</span><br />
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<!--StartFragment-->
<div class="MsoNormal" style="text-indent: .5in;">
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
As
academics (and, in my case, aspiring academics), we find ourselves in a very
unique position in terms of ability and change that we can affect. After years and years of studying pertinent
issues and concepts, through rigorous research methods that require us to
validate, substantiate, and triangulate our findings, we approach the brink of
expertise in our respective fields. We
have become the philosophical authority on a number of topics. It is standard in academia to use this hard
earned knowledge and status to advance our agenda and employment status within
the ivory tower. The desire for tenure,
job security, peer recognition, promotion, and increased income is
unmistakable. While there is no knock on
these desires, it is evident that the seriousness of today’s times requires us
as experts to use our professional expertise in useful ways outside of our
towers.</div>
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<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Many of the
issues we face today in education, the economy, leadership, race relations,
etc., could benefit tremendously from tangible, grassroots assistance that we could
provide. For example, there are a number
of K-12 school districts that struggle yearly with devising adequate and
relevant curriculum for its students. At
the same time, there are numerous curriculum and instruction scholars at nearby
schools of education who have studied and done work around this issue for
years. Imagine the benefit to a
community if these university professors would open community Saturday schools
for K-12 teachers and administrators who need insight and improvement on
curriculum development. The theory of
university professors can meet the practice of K-12 teachers to help produce a
more valuable educational experience students.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Another
example is the unavoidable issues in recent months surrounding police and
communities of color. Sociologists who
have covered related issues for decades can facilitate community projects that
allow scholars to convene with citizens and explain actions that can be taken, if
any, to avoid negative encounters with the police. Putting the entire burden on the citizens
certainly isn’t the answer, but I honestly feel academics would be more
successful in reaching community residents than they would police. We could explore the idea of political
scientists advising politicians, business professors working with small
business owners in their neighborhoods, African American Studies professors
holding evening seminars in the Black community on issues relevant to African
American life, leadership scholars conducting leadership training for community
organizations. The possibilities are
endless.<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
Through
these activities we can provide leadership in our communities that is
transformational. Defined as the process
of encouraging constituents to achieve more than what is expected of them, transformational
community leadership provided by academics can influence communities to address
their most significant challenges in ways in which community members had not
previously conceived (Northouse, 2013).
By being professors and higher education professionals who do not
hesitate to step outside of the elite institutions in which they work, and lend
their expertise in ways that are meaningful to the community, citizens can
become inspired by this work. Evening
seminars on African American issues can not only provide adequate and
sufficient ways of addressing issues but it may also stimulate thinking and
inspiration in a child or young adult and possibly produce a future Ph.D.
recipient. Communities that were once
filled with hopelessness can begin to look to their educated, established
comrades for leadership that can inspire change that at one time was
unimaginable. Our knowledge, expertise,
and commitment can be a precursor to transforming our communities in
discernable ways.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Essentially,
what I am advocating is for more academics to seek to be public
intellectuals. The 21<sup>st</sup>
century connotation of that term usually implies an articulate scholar from a
noted institution that is featured on the standard Sunday morning talk shows or
who gives paid lectures to large audiences around the country. We tend to equate public intellectual with
someone who is famous. Fame is not what
I mean when I use this term. A public
intellectual who is a transformational community leader is someone who uses
his/her proficiency in a given field to engage the public and improve the
day-to-day lives of the people in the community. These are scholars who are willing to give
devote their energies and talent to those who may never enter the halls of
academia. From their work and thinking,
these scholars can push the people in their communities to begin the path
achieving more than they ever thought possible.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
It is
understood that this sort of work falls under the “service” category of
academic institutional responsibility, and it is no secret that it is the least
desired of the evaluated triad (publications, teaching, and service). But I believe that we are living in a time
where creative approaches are necessary to meet the challenges we as a nation
face. Academics are needed in our
communities for leadership and direction.
This is especially true in communities of color where doctorate holders
are few and far between. In many Black
and Brown communities, our scholars have become content with studying and
writing about the problems rather than finding tangible ways to address these
issues and affect change. There are many
scholars, of all colors, who have incomparable national recognition for their
work but who are unknown to the people on the block of which they live. The societal value of what we do as scholars
can be amplified simply by using what we know and study to become visible
leaders in our community. By providing
our expertise within the ivory tower and expert leadership in our neighboring
communities, our value and worth as professionals will be indisputable.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Times, Times New Roman, serif;"><span style="text-align: center;">References:</span></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: Times, Times New Roman, serif;"><o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Times, Times New Roman, serif;">Northouse, P. G.
(2013). <i>Leadership: Theory and practice.</i>
Thousand Oaks, CA: Sage<o:p></o:p></span></div>
<span style="font-family: Times, Times New Roman, serif;"> Publications,
Inc.</span><!--EndFragment--></div>
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1421835497342617496.post-75306849607497427772015-06-29T11:37:00.001-07:002015-06-29T11:41:06.672-07:00Race, Terror, and Tenure - On Collective Outrage<i style="background-color: white; font-family: 'Trebuchet MS', Trebuchet, sans-serif; line-height: 18.4799995422363px;"><span style="color: purple;"><span style="line-height: 18.4799995422363px;">by Antar Tichavakunda, PhD student, University of Southern California Pullias Center for Higher Education</span></span></i><br />
<br />
<div class="MsoNormal">
<div class="MsoNormal">
<span style="color: windowtext; font-family: "Times New Roman"; font-size: 12.0pt;">There’s been a lot of talk, criticism, and collective outrage
about the decision to </span><span style="color: windowtext; font-family: "Times New Roman"; font-size: 12.0pt;"><a href="http://21stcenturyscholar.org/2015/06/09/requiem-for-tenure-and-shared-governance-at-the-university-of-wisconsin/" target="_blank">weaken tenure and shared governance</a></span><span style="color: windowtext; font-family: "Times New Roman"; font-size: 12.0pt;"> at University of Wisconsin at Madison.
The anger is well founded.<span style="mso-spacerun: yes;"> </span>Scholars from
institutions across the nation and across disciplines expressed their opinions
and often, harsh criticism of the decision. The widespread response is not a
surprise; it affects the majority of scholars and higher education, as we know
it. It’s in our nature to voice our opinions on events, decisions, and policies
that impact us. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: windowtext; font-family: "Times New Roman"; font-size: 12.0pt;">Around the same time, in early June, I went on a tweeting
rampage after a Texas cop pointed a gun at unarmed black partygoers and
brutalized a </span><span style="color: windowtext; font-family: "Times New Roman"; font-size: 12.0pt;"><a href="http://www.npr.org/sections/thetwo-way/2015/06/09/413232506/mckinney-police-officer-seen-pinning-black-girl-to-the-ground-resigns" target="_blank">bikini-clad girl</a></span><span style="color: windowtext; font-family: "Times New Roman"; font-size: 12.0pt;">. Of course Twitter provides an avenue to voice opinions and
gauge how other people feel about an event.<span style="mso-spacerun: yes;">
</span>A day later, I checked around the #edchat hashtags and perused different
academics’ Twitter profiles to see their thoughts. Surely education scholars
would want to decry police brutality.<span style="mso-spacerun: yes;"> </span>I
was happy to see that some scholars took a stand. Others however, with little
more than a retweet concerning the recent brutality, were passionately
critiquing the UW-Madison decision to weaken tenure. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: windowtext; font-family: "Times New Roman"; font-size: 12.0pt;">I say this not to imply that scholars were wrongheaded to
inveigh against the UW-Madison decisions.<span style="mso-spacerun: yes;">
</span>I also do not think scholars should be mandated to tweet or broadcast
their thoughts about every issue. I say this to pose a question—what is worth
our outrage? I tweeted about the lopsided amount of tweets of scholars who
seemed more concerned about tenure than police brutality against black
children.<span style="mso-spacerun: yes;"> </span>Someone responded to my tweet
saying, “You’ll find that most of us advocate for more than tenure, at least I
do.” I did not offer a response before because I did not have one.<span style="mso-spacerun: yes;"> </span>After the racist terror attack in Charleston,
SC however, I have the words. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: windowtext; font-family: "Times New Roman"; font-size: 12.0pt;">Ironically, my words were birthed in the silence of others.
Although many people took a stance, many scholars, who focus on education
related issues, did not state their opinion on the matter. </span><span style="color: windowtext; font-family: "Times New Roman"; font-size: 12.0pt;"><a href="http://audreywatters.com/" target="_blank">Audrey Watters</a></span><span style="color: windowtext; font-family: "Times New Roman"; font-size: 12.0pt;">, an
education writer with a focus on education technology, tweeted,
“#BlackLivesMatter and the silence of ed-tech should remind us of how ed-tech
speaks with corpses in its mouth.”<span style="mso-spacerun: yes;"> </span>The
silence concerning police brutality and the Charleston Massacre in the #edchat hashtag
was deafening. There is something insincere about tweeting about the best
methods of blended learning when police are filmed brutalizing black teenagers.
Education research is important. The lives of black students however, are more
important.<span style="mso-spacerun: yes;"> </span></span><span style="color: #111111; font-family: "Times New Roman"; font-size: 12.0pt;">Discrimination,
images of police brutality, racist killings, and extrajudicial murders of black
people have physical and psychological impacts. </span><span style="color: windowtext; font-family: "Times New Roman"; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: windowtext; font-family: "Times New Roman"; font-size: 12.0pt;">Researchers have found that “</span><a href="http://psychcentral.com/news/2011/03/04/racial-battle-fatigue-seems-to-fuel-anxiety-disorder-among-african-americans/24132.html"><span style="font-family: "Times New Roman"; font-size: 12.0pt;">chronic exposure to
racial discrimination is analogous to the constant pressure soldiers face on
the battlefield</span></a><span style="color: #111111; font-family: "Times New Roman"; font-size: 12.0pt;">.” </span><span style="color: windowtext; font-family: "Times New Roman"; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: windowtext; font-family: "Times New Roman"; font-size: 12.0pt;">Many people outside of the academy are outraged. Stewart
Butterfield, CEO of Slack, rightly </span><a href="http://www.businessinsider.com/slack-ceo-stewart-butterfield-goes-on-tweetstorm-against-the-wall-street-journal-2015-6"><span style="font-family: "Times New Roman"; font-size: 12.0pt;">critiqued</span></a><span style="color: windowtext; font-family: "Times New Roman"; font-size: 12.0pt;"> a Wall
Street Journal article that claimed that institutionalized racism did not
exist. Butterfield does not have an academic background, but as a human, was
compelled to respond.<span style="mso-spacerun: yes;"> </span>Some are calling
for philosophers to be </span><a href="http://www.npr.org/sections/13.7/2015/06/22/416368227/why-we-need-philosophers-engaged-in-public-life?utm_source=facebook.com&utm_medium=social&utm_campaign=npr&utm_term=nprnews&utm_content=20150622"><span style="color: windowtext; font-family: "Times New Roman"; font-size: 12.0pt;">more
engaged in public life.</span></a><span style="color: windowtext; font-family: "Times New Roman"; font-size: 12.0pt;"> I’m calling for some scholars to do some
soul searching. Tenure affects higher education as a whole. What’s happening to
Black lives right now—the police brutality, the terrorist attacks, and the
biased media coverage—affects more than higher education. The physical and
symbolic violence on black lives are attacks on humanity as a whole. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: windowtext; font-family: "Times New Roman"; font-size: 12.0pt;">As Desmond Tutu said, “If you are neutral in situations of
injustice, you have chosen the side of the oppressor.” Scholars feel
comfortable talking about and critiquing higher education policies because they
all have a stake. You don’t need to have a focus on academic freedom to fight
for it. In a like manner, you don’t need to have a focus in Black Studies to
say Black Lives Matter. An egregious crime on humanity should elicit
outrage—collective outrage. What good is our background in analytic thinking
and research if it cannot be used to fight for humanity? Many scholars are
outraged and have made it known.<span style="mso-spacerun: yes;"> </span>If you
cannot see how these attacks affect you, if you feel uncomfortable voicing your
opinion, if you feel like this is out of your jurisdiction, then this blog is for
you. <span style="mso-spacerun: yes;"> </span>Your silence speaks volumes: </span><span style="background: white; color: windowtext; font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">"In the End, we will
remember not the words of our enemies, but the <span style="mso-bidi-font-weight: bold;">silence of our </span>friends."<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="background-color: white; font-family: 'Trebuchet MS', Trebuchet, sans-serif; line-height: 18.4799995422363px; text-align: start;"><span style="color: purple;"><span style="line-height: 18.4799995422363px;">Coda</span></span></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="background-color: white; font-family: 'Trebuchet MS', Trebuchet, sans-serif; line-height: 18.4799995422363px; text-align: start;"><span style="color: purple;"><span style="line-height: 18.4799995422363px;">Bill Tierney, USC Pullias Center for Higher Education</span></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: windowtext; font-family: "Times New Roman"; font-size: 12.0pt;">I had lunch with a retired colleague today and we discussed a
bunch of topics.<span style="mso-spacerun: yes;"> </span>It’s been quite a
week.<span style="mso-spacerun: yes;"> </span>Millions of people get to keep
their health insurance.<span style="mso-spacerun: yes;"> </span>Millions of
other people get to get married, or at least have it as a possibility.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: windowtext; font-family: "Times New Roman"; font-size: 12.0pt;">As typical of older academics, I suppose, at some point our
discussion turned to the diminishing numbers of tenured faculty and the
changing conditions of academic work.<span style="mso-spacerun: yes;"> </span>My
friend wondered who younger faculty would have to speak with if the tenure
ranks grow even thinner.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: windowtext; font-family: "Times New Roman"; font-size: 12.0pt;">I mentioned that I knew what he was saying, but that
throughout my academic life my graduate students always have been my closest
colleagues.<span style="mso-spacerun: yes;"> </span>I see them on a day to day
basis; we’re all in the Pullias Center and we constantly bump into one another;
I can go weeks, even months, not seeing a faculty member who is a good friend.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: windowtext; font-family: "Times New Roman"; font-size: 12.0pt;">I’ve long said that I learn as much from my grad students as
they do from me.<span style="mso-spacerun: yes;"> </span>I also half-jokingly
have said that I am a “full-service advisor.”<span style="mso-spacerun: yes;">
</span>I don’t think advising is just about academic work, and over the years
I’ve had an awful lot of conversations about an awful lot of non-academic
topics in my office.<span style="mso-spacerun: yes;"> </span>I hope I have been
helpful.<span style="mso-spacerun: yes;"> </span>I know I have learned a great
deal.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: windowtext; font-family: "Times New Roman"; font-size: 12.0pt;">However great a week it has been I have not been able to get
the news about Charleston out of my head and heart.<span style="mso-spacerun: yes;"> </span>I am not religious, at least in a church-going
sense, but that he killed people in a church I found particularly unsettling,
vicious, evil.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: windowtext; font-family: "Times New Roman"; font-size: 12.0pt;">My conversation with Antar earlier this week, and then the
blog he wrote, coupled with a similar conversation with my former advisee, (who
is headed to UC-Riverside as a postdoc!)<span style="mso-spacerun: yes;">
</span>Raquel Rall helped me think through what my responsibility is not to
simply speak out on matters of education, but also on the tragedy that has
occurred in Charleston.<span style="mso-spacerun: yes;"> </span>We changed the
Pullias Center’s website:<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; font-size: 12.0pt;"><a href="https://sites.google.com/a/usc.edu/pullias/" target="_blank">https://sites.google.com/a/usc.edu/pullias/</a></span><span style="color: windowtext; font-family: "Times New Roman"; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: windowtext; font-family: "Times New Roman"; font-size: 12.0pt;">I don’t think I would have done that if I had not spoken with
Antar and Raquel.<span style="mso-spacerun: yes;"> </span>I know that what we do
in the Center is aimed at equity, but the question I always ask myself is:<span style="mso-spacerun: yes;"> </span>is it enough?<span style="mso-spacerun: yes;">
</span>What more can I do?<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: windowtext; font-family: "Times New Roman"; font-size: 12.0pt;">Martin Luther King’s well-known statement that “the arc of
the moral universe is long, but it bends towards justice” is what came to mind
this morning when I heard the Supreme Court finally ratified gay marriage.<span style="mso-spacerun: yes;"> </span>Like most gay people of a certain age I
could never have imagined it when I first realized I was gay as a
teenager.<span style="mso-spacerun: yes;"> </span>But King’s statement makes it
seems that the movement toward justice is inevitable and accretionary, step by
step.<span style="mso-spacerun: yes;"> </span>Perhaps it is.<span style="mso-spacerun: yes;"> </span>But murders such as those in Charleston make
justice seem not inevitable at all – unless we hear what Antar is saying in his
blog, and act.</span><span style="color: windowtext; font-family: 'Times New Roman'; font-size: 12pt;"> </span></div>
</div>
Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-1421835497342617496.post-70142650059706933872015-06-14T22:37:00.000-07:002015-06-14T22:37:05.112-07:00Summer Reading Series - Ryan Craig's College Disrupted<i style="background-color: white; font-family: 'Trebuchet MS', Trebuchet, sans-serif; line-height: 18.4799995422363px;"><span style="color: purple;"><span style="line-height: 18.4799995422363px;">by Julia Colyar, Council of Ontario Universities</span></span></i><br />
<br />
<div class="MsoNormal">
Too often these days, I start my mornings with a cup of
coffee and a negative news story about universities. Yesterday it was a
critique of paper topics at a humanities and social sciences conference. The
journalist (Margaret Wente, “Adventures in Academia: The stuff of fiction,” <i style="mso-bidi-font-style: normal;">The Globe and Mail, </i>June 2, 2015) wondered
what Northrop Frye might think of a paper entitled “Whiteness, Nihilism and
Class in Grand Theft Auto V.” Ultimately, her assessment turns to the familiar
topic of the payoff of university studies:</div>
<div class="MsoNormal">
<span style="background-color: white;"><br /></span></div>
<div class="MsoNormal">
<span style="background-color: white;">Not all humanities and social-science scholarship
is this bad. But it’s no wonder that the </span><span style="background-color: white;">aspirational children of new Canadians
are flocking into business, science, pharmacy, accounting, </span><span style="background-color: white;">and other practical
studies that will pay off in a good career. They have no time for this rubbish.</span><span class="apple-converted-space" style="background-color: white;"> </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The rest of the article can be found here: <a href="http://www.theglobeandmail.com/globe-debate/adventures-in-academia-the-stuff-of-fiction/article24731318/">http://www.theglobeandmail.com/globe-debate/adventures-in-academia-the-stuff-of-fiction/article24731318/</a>.
No doubt Wente would point to a decline in enrollment in arts and humanities
programs as evidence of “not having time for this rubbish.” Indeed, though
enrollment in Ontario universities has climbed in recent years, enrollment in
arts and humanities degree programs has decreased by about 5%. This “crisis in
the humanities” has been a topic of interest across North America for a number
of years.<o:p></o:p></div>
<div class="MsoNormal">
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<div class="MsoNormal">
I’m not sure the humanities are in crisis—I think it depends
on who you ask and where she or he is located (institution, discipline)—but I
do think the public discourse related to “practical studies” and “university
studies” is troubling. Ryan Craig (2015), in his recent book <i style="mso-bidi-font-style: normal;">College Disrupted, </i>wonders: “Will
degrees become as impractical and amusing as debutantes?” (p. 98). Craig is
concerned about returns on investment, among other things. He argues that a
university education is increasingly unaffordable and without clear knowledge and
skills outcomes. Part of the high cost of university education, he argues, is
that institutions have bundled too many non-education expenses into their
budgets—expenses like campus buildings, dining facilities, athletics, research
and a growing number of administrators. Academic content is, to some extent,
also bundled. Craig notes that “the content bundle includes remedial course
work, general education courses and advanced courses in the major” (p. 99).
Taken together, content and functions are paid for by (too-high) tuition and
fees. Unbundling is similar to shopping for music on itunes: a consumer can buy
a song rather than the whole album. Craig believes an equivalent arrangement is
not only a good idea for universities but an inevitable future. <o:p></o:p></div>
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Unbundling detaches “all the things universities have taken
on that don’t relate to student outcomes” (p. 99). Unbundling will decrease
costs for students (and institutions), improve outcomes, and better prepare
graduates for jobs. As part of unbundling, Craig advocates for more online
courses and programs, competency management platforms (which allow students to
map expeditious pathways into their job choices), and double-click degrees (“a
degree that is accompanied by a transcript that an employer can double-click on
to learn a lot more about the course and the competencies the student has
demonstrated” (p. 115). In sum, Craig argues, “colleges and universities need
to prepare to satisfy students who are increasingly looking for proof of the
return on their tuition investments, or how their programs connect to jobs and
income” (p. 119).<o:p></o:p></div>
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There is a lot more in <i style="mso-bidi-font-style: normal;">College
Disrupted </i>to think about. His early chapters—before turning to the
unbundling part—include important points about costs to students and families,
online teaching and learning opportunities, student debt, and the problem of
graduation rates. Because I am interested in student access, and in particular
access for students from low-income backgrounds, I read the first few chapters
with great interest. It is certainly worth thinking about how increasing access
to college has not necessarily happened in parallel with increasing graduation
rates at US institutions.<o:p></o:p></div>
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However, unbundling, as Craig presents it, is built on the
foundation of instrumentalism and an insistence on direct connections between
degrees and jobs. Unbundling would rid a university education of “all the
rubbish.” I wouldn’t argue against degrees as stepping stones to employment
success, but I don’t think the link should be, or needs to be, that overt. A
degree is bundled. A degree includes breadth and depth experiences. A degree
provides learning experiences that are hard to measure and likely include
career preparation, not just job placement. It seems worth noting that degrees,
in name, literally signal broad experiences: students earn bachelor of arts or
science degrees (among other degree types), not bachelor of History or bachelor
of Chemistry degrees.<o:p></o:p></div>
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Universities are also bundled, though not all students
participate in each of the elements. What is perhaps most interesting about
Craig’s book is the ways he critiques the expensive “extras” universities now
offer, but also identifies them as valuable parts of his own undergraduate
career. His discussion is replete with co-curricular tales of his years at
Yale, including the tidbit that he met his wife in a first year literature
course. A bundled experience was good for him, I guess, but isn’t necessary for
students today.<o:p></o:p></div>
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Craig and Wente’s focus on job outcomes for graduates, and
their various critiques of the ways in which universities mis-educate students
and over-charge, is certainly not new. The public discourse about rising costs
and graduates working at Starbucks has been around for many years. It seems
these kinds of presentations are challenging to respond to. And though I
disagree with the idea of unbundling (as well as the ascendency of “practical
studies”), I appreciate the questions both Craig and Wente raise. Craig asks:
“Which of these items [the content bundle, admissions, research, facilities
management, housing, health care, credentialing, food service, athletic
facilities, career guidance and placement] should be at the core of a
university?” (p. 100). Wente wonders: “I wonder what Northrop Frye would make
of modern English studies?” Both questions seem like something university
community members might talk about. <o:p></o:p></div>
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<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Craig, R. (2015).
<i style="mso-bidi-font-style: normal;">College Disrupted: The great unbundling
of higher education</i>. New York: Palgrave Macmillan. <o:p></o:p></div>
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<span style="text-indent: -0.5in;">Wente, M. (2015,
June 2). Adventures in Academia: The stuff of fiction. </span><i style="text-indent: -0.5in;">The Globe and Mail. </i><span style="text-indent: -0.5in;">Retrieved from : </span><a href="http://www.theglobeandmail.com/globe-debate/adventures-in-academia-the-stuff-of-fiction/article24731318/" style="text-indent: -0.5in;">http://www.theglobeandmail.com/globe-debate/adventures-in-academia-the-stuff-of-fiction/article24731318/</a></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1421835497342617496.post-78685689426753954022015-05-12T17:04:00.000-07:002015-05-12T17:28:00.677-07:00Do Black Lives Matter to Higher Education?<i style="background-color: white; font-family: 'Trebuchet MS', Trebuchet, sans-serif; line-height: 18.4799995422363px;"><span style="color: purple;"><span style="line-height: 18.4799995422363px;">by Tracy Lachica Buenavista</span></span></i><span style="color: purple; font-family: Trebuchet MS, Trebuchet, sans-serif;"><span style="line-height: 18.4799995422363px;"><i>, California State </i></span><span style="line-height: 18.4799995422363px;"><i>University, Northridge and Maria C. Ledesma, University of Utah</i></span></span><br />
<br />
We have been charged to
write a blog to be distributed to and read by students and colleagues in the
field of higher education. The intention behind the blog is to engage
educational researchers to better understand, consider, or address a
contemporary topic, as well as the way in which we might approach our work. If
we are lucky, our blog might inspire others to think more deeply about their
own work. Thus, for our blog, we want to call attention to higher education
scholars and practitioners to think about why Black lives matter and how their
work reinforces (or does not reinforce) this sentiment.<br />
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<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
Omnipresent in contemporary
debates around police brutality, surveillance of black and brown bodies, and the
myth of the American Creed, is higher education. Take for instance the
following contemporary moments of social injustice that prompted rampant
protests regarding the devaluation of Black lives.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Michael Brown was just 18-years
old when he was chased down, shot, and killed by police officer Darren Wilson
in Ferguson, Missouri. Before his murder, he was on the verge of beginning his
postsecondary career at Vatterott College – a proprietary institution with
notable donors such as Mitt Romney and with a history of targeting low-income
and working class students of color. While debates emerged regarding the
relevance of Brown’s college plans amidst police violence against Black bodies,
we feel it is important to acknowledge his higher education aspirations in
context of the dismal postsecondary opportunities for Black Americans. We
question the way in which Brown’s aspirations were used to assign increased value
to his life, and the ways that for-profit institutions prey on hope, while offering
only limited opportunities for communities already placed at risk.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Martese Johnson, a 20-year
old student at University of Virginia, suffered a head injury after he was
unjustly accused of public intoxication and using a fake I.D. to enter a bar
frequented by UVA students. He was brutalized <span style="color: #1d1d1d;">by officers with the Virginia Department
of Alcoholic Beverage Control (ABC), an entity responsible for regulating the
state’s alcohol industry and policing alcohol crimes, and with similar
enforcement powers as police officers. Johnson’s victimization became national
headlines only after video was released that captured the graphic violence ABC
officers unleashed against Johnson as he bled and pleaded with his perpetrators.
Johnson, who is an active student leader on campus and a member of various
honors organizations, reminded us that the racial macroaggressions committed
against students of color in postsecondary contexts are not divorced from the
larger maltreatment of Blacks in the U.S. History reflects how, too often, Black lives are considered expendable. And
how their absence in higher education is pathologized to blame the victim rather
than questioning and holding accountable the very systems that produce such
disparate outcomes in the first place. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Freddie Gray was 25-years
old when he was illegally arrested by police, subjected to a fatal spinal cord
injury, and died while in police custody in Baltimore, Maryland. Gray is the
latest high profile victim of police brutality. Indeed, in the course of the
last year the death, or more aptly, the murder of Black lives has become a type
of public spectacle. Whether by T.V. or computer screen, anonymous voyeurs tune
in to bare witness, albeit from a safe distance, no accountability necessary,
to stare at state sanctioned violence. Unpleasant truths are easy to ignore if
these are not your reality. But once you see them, once you know of them, are
they not your responsibility? <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In response to Gray’s death, Johns Hopkins University President Ronald Daniels released a statement calling for
an investigation into Freddie Gray’s death. Among other things, he said, “Our university takes seriously the opportunity and
obligation of our role as an anchor institution within Baltimore. But as the
events of the past week remind us, there is more to do.” Echoing President
Daniels, we also believe there is much for us in higher education to do to
emphasize and teach how and why Black lives matter. Such a task belongs to us
all, not just to faculty of color or to African American and/or Black Studies
Departments. Black lives matter across all fields and disciplines; they matter
just as much in the sciences as in the humanities. If we are to live up to
higher education’s democratic aspirations, Black lives should matter to us all.
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Indeed, if the Black Lives Matter movement is to be more than hashtag social activism, we believe
that we in higher education also bear a responsibility to ask ourselves:<o:p></o:p></div>
<div class="MsoNormal">
<i><br /></i></div>
<div class="MsoNormal">
<i>What is the state of Black lives on your campus? </i><i><o:p></o:p></i></div>
<div class="MsoNormal">
<i>Do Black Studies exist on your campus? </i><i><o:p></o:p></i></div>
<div class="MsoNormal">
<i>How is the diversity of what constitutes Blackness reflected in the
curriculum and programming at your institution? </i><i><o:p></o:p></i></div>
<div class="MsoNormal">
<i>(How) Are Black students, faculty, staff, and administrators being
recruited and retained? </i><i><o:p></o:p></i></div>
<div class="MsoNormal">
<i>What are the ways in which your institution socially, politically, and
materially supports Black students, faculty, staff, and administrators? </i><i><o:p></o:p></i></div>
<div class="MsoNormal">
<i>What relationship does your institution have with Black communities if
at all?</i><i><o:p></o:p></i></div>
<div class="MsoNormal">
<i>What have you done to respond, address, and/or participate in the
Black lives matter movement? </i><i><o:p></o:p></i></div>
<div class="MsoNormal">
<i>How has this movement informed or inspired your work?</i><i><o:p></o:p></i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
We challenge you to think about how you, your
community, or institution, are concretely working to answer these questions and
to make Black lives matter on your campus. We acknowledge that addressing injustice can be overwhelming, however
small acts are as important as revolutionary actions. And, in the end
“what you allow is what will continue.”</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1421835497342617496.post-85649140722568484422015-04-07T18:40:00.000-07:002015-04-07T18:40:16.650-07:00Organizational Change and Survival through Collectivism and Critical Agency Networks<i style="background-color: white; font-family: 'Trebuchet MS', Trebuchet, sans-serif; line-height: 18.4799995422363px;"><span style="color: purple;"><span style="line-height: 18.4799995422363px;">by Judy Marquez Kiyama</span></span></i><span style="color: purple; font-family: Trebuchet MS, Trebuchet, sans-serif;"><span style="line-height: 18.4799995422363px;"><i>, </i></span><span style="line-height: 18.4799995422363px;"><i>Assistant Professor of Higher Education, University of Denver</i></span></span><br />
<br />
Earlier this year I attended a scholarship dinner aimed at
raising funds for a local community-based organization. The venue for the
dinner, like the organization itself, was in the center of a low-income/working class, Latina/o community.<span style="mso-spacerun: yes;"> </span>This
particular organization focuses on making higher education accessible
regardless of immigration status. As I took in the powerful stories and
community activism that permeated the event, I looked around and realized that
there were people sitting at each table who have been active and present in my
own educational journey since my transition as an undergraduate student at the
University of Arizona. These same people remained active, present, and engaged
over time and were here supporting another equity-based educational cause. And
the network has grown; this dinner included supporters from multiple education
institutions, professionals in the community, family members, and children.<br />
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<o:p></o:p></div>
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Fast forward a few months and I found myself back in this
same community collaborating again with a university-based outreach program
that works with K-5 families to provide college access information in an effort
to cultivate college-going practices. The program partners with a local school
district, once again rooted in a low-income/working class, Latina/o community.
I quickly realized many of the same people who are responsible for the
development and sustaining of this particular outreach program were also in
attendance at the scholarship dinner. The program has cultivated
cross-departmental collaborations inclusive of faculty, staff, students, and
K-12 administrators in ways rarely seen in higher education organizations (see
Kiyama, Lee, & Rhoades, 2012). Jenny Lee, Gary Rhoades, and I have termed
these groups “critical agency networks.” These networks are relational,
activist in nature, cut across different department cultures and administrative
silos, and work towards organizational, equity-based change. <o:p></o:p></div>
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The particular outreach program referenced above is in its
12<sup>th</sup> year and has served over 1000 families. The program must patch
together resources and operates on a minimal budget that has not increased over
the 12 year period. In an interview with a school district administrator, she
emphatically declared that this college outreach program has transformed the school
district as students at every grade level have the aspirations and knowledge to
make college a reality. My reflections left me with many questions. How does a
program with minimal resources sustain this type of impact over time? Likewise,
how does a program of this sort sustain within a rapidly changing
organizational context? More importantly, what do the lack of financial and
human resources allocated to outreach efforts signal about the land-grant
purpose of this public institution? <o:p></o:p></div>
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It is no longer shocking news to hear that state aid for
public higher education has been drastically reduced. Earlier this year
Governor Scott Walker of Wisconsin revealed the plan for a $300 million cut in
state support for higher education. Arizona also proposed major cuts in state
support, drastically reducing funding for the flagship universities and
eliminating funding for some community college systems. It is no surprise that
institutions are exploring new ways to generate necessary revenue as a
response. In an era of drastically diminishing resources and an abundance of
neoliberal practices, how do we sustain the public, land-grant missions of
these institutions? <o:p></o:p></div>
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There is no arguing that financial resources matter.
However, within the particular institutional and community context that much of
my research has been situated, there exists a critical, collectivist network.
These collaborations continue to sustain outreach and equity-based programming
despite these drastic state reductions in support, despite increases in
market-like behaviors, and despite the organizational changes that have
occurred at the institution over the last 10 years. Oversight for the program
comes from mid-level managerial professionals (Rhoades & Sporn, 2002), yet
faculty play a key role within the network. <o:p></o:p></div>
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<br /></div>
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This leads me to more questions. Are collectivist, critical
agency networks one response to neoliberal policies and practices? Collective
action around a need for organizational or political change is not new.<span style="mso-spacerun: yes;"> </span>In the 1960s and 70s, the women’s liberation
movement and women’s consciousness-raising groups were focused on the need for
political change (Weiler, 2003). Astin and Leland’s (1991) research points to
similar examples of the networks women created through professional organizations
to fight for gender equity. Similarly, Hart’s (2007) work establishes the
powerful role of women academics and their collective partnerships with
university and community leaders to transform the academy across academic
disciplines. <o:p></o:p></div>
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While the narratives above highlight individual outreach
efforts, the research that I’m doing underscores the role of the networks
associated with sustaining these outreach programs and the necessity of
consciousness-raising through collectivism, not only for political change but
for organizational change and organizational survival. These collectivist
groups are developing and growing because of grassroots, bottom-up efforts (see
Kezar & Lester, 2009, for more on grassroots change and leadership), all
with the common goal of equity and social change in education. Given the
cross-disciplinary role of faculty in these networks, I’m left wondering, will
we see enhanced collective efforts on the part of faculty in response to
reduced support and increasing market-like demands? What might this look like
across different faculty lines and across different institutional types? Can
critical agency networks and collective action become sources of support, a way
to cultivate consciousness-raising, and ultimately, a means to demand
organizational change? <o:p></o:p></div>
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<br /></div>
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Earlier blog posts by Ryan E. Gildersleeve (January 2014)
and Jay Dee (July 2014) emphasize the need for a broader focus of research, one
that explores issues of higher education organizations, administration, and
leadership. Sam Museus (February 2014) called upon the importance of coalition
building and collective action. Likewise, Gary Rhoades (2014) has stressed that
collective agency needs to be part of a larger research agenda on professionals
as “collective agency is central to catalyzing institutional change” (p. 925). Thus,
together with my colleagues, Ryan E. Gildersleeve, Sam Museus, Gary Rhoades,
and Gerardo Blanco Ramirez, we will explore some of these issues in an upcoming
AERA session. We aim to talk not only about a broadening research agenda, but
the impact of neoliberalism on faculty life, and the responses to it. We hope
that you will join us for: <b>Neoliberalism and Faculty Crises in Higher
Education: The Market State, Knowledge Economy, and Professoriate</b> (Sat, April
18, 10:35am to 12:05pm, Swissotel, Event Centre First Level, Zurich D). We will
be live tweeting during the session using the hashtag #facultycrises. <o:p></o:p></div>
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References<br />
<br />
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Astin, H.S. & Leland, C. (1991). <i style="mso-bidi-font-style: normal;">Women of influence, women of vision: A cross-generational study of </i><i>leaders
and social change.</i> San Francisco, CA: Jossey-Bass.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Dee. J. (2014, July 13). Organization, administration, and
leadership: Addressing the relevance gap in higher education research.
Community of Higher Ed Scholars, blog of AERA Division J.</div>
<div class="MsoNormal">
<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
Gildersleeve, R. E. (2014, January 16). Building a research program
of consequence in the study of higher education (or, thinking beyond
student-focused research). Community of Higher Ed Scholars, blog of AERA
Divison J.</div>
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<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Hart, J. (2007). Creating networks as an activist strategy:
Different approaches among academic feminist organizations. <i style="mso-bidi-font-style: normal;">Journal of the Professoriate</i>, 2(1),
33-52. <o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
Kezar, A. & Lester, J. (2009). Promoting grassroots
change in higher education:<span style="mso-spacerun: yes;"> </span>The promise
of virtual networks. <i style="mso-bidi-font-style: normal;">Change,</i><span style="mso-spacerun: yes;"> </span>41(2), 44-51. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Kiyama, J.M, Lee, J.J. & Rhoades, G. (2012). A critical
agency network model for building an integrated outreach program. <i style="mso-bidi-font-style: normal;">The Journal of Higher Education</i>, 83(2),
276-303.<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
Museus, S. (2014, February 4). (Re)envisioning a collective
agenda focused on systems and transformation in higher education. Community of
Higher Ed Scholars, blog of AERA Division J.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Rhoades, G. (2014). The higher education we choose,
collectively: Rembodying and repoliticizing choice. <i style="mso-bidi-font-style: normal;">The Journal of Higher Education</i>, 85(6), 917-930.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Rhoades, G. & Sporn, B. (2002). New models of management
and shifting modes and costs of production: Europe and the United States. <i style="mso-bidi-font-style: normal;">Tertiary Education and Management</i>, 8,
3-28.</div>
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<br /></div>
<div class="MsoNormal">
Weiler, K. (2003). Freire and a feminist pedagogy of
difference. In A. Howell & F. Tuitt (Eds.), Race and higher education:
Rethinking pedagogy in diverse college classrooms (pp. 215-242). Cambridge, MA:
Harvard Education Publishing Group.</div>
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<o:p></o:p></div>
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<o:p></o:p></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1421835497342617496.post-48934759814359563722015-04-01T09:20:00.001-07:002015-04-01T16:11:00.054-07:00From March Madness to March Sadness<i style="background-color: white; font-family: 'Trebuchet MS', Trebuchet, sans-serif; line-height: 18.4799995422363px;"><span style="color: purple;"><span style="line-height: 18.4799995422363px;">by </span></span></i><span style="color: purple; font-family: Trebuchet MS, Trebuchet, sans-serif;"><span style="line-height: 18.4799995422363px;"><i>Lori Patton Davis, Division J Affirmative Action Chair and </i></span><span style="line-height: 18.4799995422363px;"><i>Associate Professor of Higher Education & Student Affairs at Indiana University</i></span></span><br />
<br />
The month of March has been rightfully referenced as “March Madness”. March marks the month in which the nation’s top teams square off against one another for an opportunity to compete in the NCAA Championship game, also known as “the big dance”. For the last several years, the city of Indianapolis has hosted the NCAA final four and championship games. Residents of Indiana and people from across the country descend on the city of Indianapolis, IN to partake in an exciting time, whether their brackets were correct or not, as Division 1 teams face off to determine which will take home the coveted honor of being the nation’s top collegiate athletic team in the sport of men’s basketball.<br />
<br />
As festivities are underway, the state of Indiana is not only in the spotlight due to the NCAA tournament, but also due to the tremendous media attention and outcry over the state’s passage of the Religious Freedom Restoration Act (RFRA). While several other states have RFRA laws, Indiana is the only state in which the law can be used to support one’s religion in defense of their decision to discriminate. In other words, an individual or business owner can refuse services to anyone they deem as placing undue burden on their religious freedom. This bill has the capacity to “increasingly take the form of private actors, such as employers, landlords, small business owners, or corporations, taking the law into their own hands and acting in ways that violate generally applicable laws on the grounds that they have a religious justification for doing so” (Legum, 2015). The largest outcry associated with this bill has mainly focused on the opinions of critics who argue the bill will foster discrimination against lesbian, gay, bisexual, and Trans* communities.<br />
<br />
Since Governor Pence signed the bill, several groups have been outspoken about its inherently discriminatory nature, as well as its poor reflection on the state of Indiana, its legislators and supporters of the measure. Organizations (e.g. NASCAR, NCAA, NBA, Indiana Pacers), higher education professional associations (e.g. ACPA, NASPA, ASHE) and Indiana Colleges and Universities (e.g. Indiana University, Butler, Earlham, Ball State) have all issued statements in opposition to the bill or any measure that would legalize discrimination. Some Indiana businesses are protesting the bill and posting visible signage to let potential customers know they believe in inclusivity and welcome all customers regardless of difference.<br />
<br />
I am vehemently opposed to Indiana’s RFRA legislation. However, my opposition to this bill does not differ in any substantive way from my opposition to all forms of inequity that are fostered within higher education. As I think about the many college-educated leaders, lawmakers and elected officials in the state of Indiana, I can’t help but wonder how different their leadership might look had they been sufficiently educated at their respective institutions of higher education. Year after year (century after century), students experience the revolving door of college; that is, they enter with little knowledge of privilege, oppression, difference, equity and often leave with their same biases and misconceptions unchallenged and unchecked. In our Responding to the Realities of Race Monograph, Shaun Harper and I (2007) contend:<br />
<blockquote class="tr_bq">
It is entirely possible for students to graduate from college without critically reflecting on their racist views, never having engaged in meaningful conversations about race, and using racially offensive language unknowingly. When issues of race do emerge, many people, whites in particular, are disinterested and argue fatigue. They are tired of talking about it. Tired of hearing about how racist, alienating, and devaluing the campus is. Oftentimes, educators are responsible for letting students and ourselves off the hook rather than engaging the conversation and the necessary subsequent action. (p. 2)</blockquote>
Whether the emphasis is race, gender, sexual orientation, class, or some other marker of difference, at some point we as educators must begin to seriously grapple with the fact that our institutions are failing college students when it comes to educating them about oppression and inequities and how they and we are complicit in the very inequities we claim to disrupt. Yes, I’m saddened about the passage of Indiana’s RFRA; but I’m more saddened when I think about the numerous learning opportunities that these legislators and those following in their footsteps miss during their collegiate experiences. The bottom line is that our institutions are not doing enough to challenge our students and engage them critically in ways that not only expose them to oppressive ideologies but also assist them in building the capacity to recognize and disrupt them regardless of what they pursue post-graduation. <br />
<br />
I am encouraged by the public stance taken by the leaders of many Indiana colleges and universities. The predominant theme among these presidential messages indicates a commitment to diversity and inclusivity and firm opposition to discrimination of any kind. However, our institutions must move beyond the message toward actionable strategies that ensure espoused values are translated into enacted values. Despite the inequities embedded in the academy, I believe institutions of higher education can be transformative spaces. I encourage readers to consider how they might challenge themselves and others to not only speak out when issues such as Indiana’s RFRA emerge, but also to challenge our how we think, conduct research, teach courses and engage in service on a daily basis. We must consistently ask the hard questions: How does my contribution to higher education fuel the (mis)education of students? How am I co-implicated in the way this (mis)education shows up beyond the academy in societal structures that reproduce oppression and inequities? And How will I do better?<br />
<br />
<br />
References<br />
<br />
Harper, S. R., & Patton, L. D. (Eds.)(2007). Responding to the realities of race. New Directions<br />
<span class="Apple-tab-span" style="white-space: pre;"> </span>for Student Services, no. 120. San Francisco: Jossey-Bass.<br />
<br />
Legum, J. (March 20, 2015). The big lie the media tells about Indiana’s new “religious fredom’<br />
<span class="Apple-tab-span" style="white-space: pre;"> </span>law. Think Progress. Retrieved from<br />
<span class="Apple-tab-span" style="white-space: pre;"> </span>http://thinkprogress.org/lgbt/2015/03/30/3640374/big-lie-media-tells-indianas-new-<br />
<span class="Apple-tab-span" style="white-space: pre;"> </span>religious-freedom-law/<br />
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1421835497342617496.post-3515159224850698722015-03-12T11:57:00.001-07:002015-03-12T12:02:16.002-07:00Individual Diploma Value & Academic Public Good<i style="background-color: white; font-family: 'Trebuchet MS', Trebuchet, sans-serif; line-height: 18.4799995422363px;"><span style="color: purple;"><span style="line-height: 18.4799995422363px;">by </span></span></i><span style="color: purple; font-family: Trebuchet MS, Trebuchet, sans-serif;"><span style="line-height: 18.4799995422363px;"><i>Christopher S. Collins, Assistant Professor of Higher Education at Azusa Pacific University</i></span></span><br />
<br />
Recently a group of students earning an MA in student development approached me for an interview to fulfill a class assignment. Their task was to explore the value of higher education after watching the documentary, <i><a href="http://www.takepart.com/ivorytower">The Ivory Tower</a></i>. Before giving the graduate students my perspective, I asked students what they thought about the value of higher education. They all had confidence that higher education was still a good investment, but the increased costs, loans, and difficulty in getting a job was shaking their confidence. In general, I find that blanket statements about the value of higher education are not useful. Put differently, if an individual asks, “Is higher education worth it?” a “yes” or “no” answer without knowing the context of the questioner should be viewed as suspect. However, certain economic models show that students with a bachelor’s degree earn around 1 million USD more during their lifetime than their peers who have less than a baccalaureate (Baum, 2014). In strict economic terms, this is the largest aggregated way to defend the value of a higher education. However, contextualizing individual interests, majors, family background, and many other characteristics complicate the value proposition—thus making blanket statements difficult. In any given week there are alarmist perspectives shared in a variety of news outlets about the declining nature of higher education. Similarly, wealthy business personalities tend to make headlines by either paying students not to go to college (<a href="http://www.thielfellowship.org/">Peter Thiel, founder of PayPal</a>) or claiming that there will be a bursting of the college bubble similar to the housing market (<a href="http://www.businessinsider.com/mark-cuban-sweet-briar-college-college-debt-bubble-crisis-2015-3">comments made by entrepreneur Mark Cuban</a>). Like all institutions, higher education must continue to evolve, but it is highly unlikely that the value of a degree is going to be cut in half the same way many homeowners saw the value of their homes evaporate. Human, cultural, and social capital is distinct from physical capital like real estate. <br />
<br />
I asked the groups of students conducting the interview about whether or not there was anything missing from the value equation of student costs and lifetime income possibilities. I was fishing for an answer outside of the value to individuals, but did not achieve my goal of evoking any notions beyond an individual rate of return (earnings over a lifetime compared to the cost of tuition plus time away from the job market). I went on to explain to the students how an intense focus on individual rates of return will fail to capture the greatest benefits that higher education has to offer society. Colleges and universities generate public good through knowledge production and educating the masses. New forms of knowledge that solve social and economic problems are benefits that the public can accrue without ever attending a class or earning a degree (see Collins, 2012 for a case study example). Over the previous thirty years, the trend in higher education has been to privatize the knowledge instead of making it publicly available, which may be a threat to the ability to claim that knowledge production is part of the public good (see Slaughter & Rhoades, 2004 for a full discussion of the increasing market-like behavior of postsecondary institutions). A postsecondary educated mass of citizens tends to be more civically engaged, healthier, generate income and pay taxes, and is less likely to be incarcerated (McMahon, 2009). As a result, educated citizens tend to be less of drag on public resources and contribute to social progress. This collective state is another source of public good and is distinct from the value of a single degree to an individual (McMahon, 2009). <br />
<br />
McMahon (2009) made a strong case that under-recognition of the public good will likely lead to underinvestment in higher education. Each of the fifty United States is financially more stable than during the 2008 financial stress. However, only two states have returned to pre-recession funding levels for higher education (<a href="http://www.cbpp.org/cms/?fa=view&id=4135">Center on Budget and Policy Priorities 2014 Report on State Spending</a>). Arizona is currently the worst state for funding higher education and the UC system is looking at a 28% hike in tuition without additional state support. With the ballooning of loan debt, individuals and families are becoming increasingly wary about the means to get a degree. <br />
<br />
In the 1980s a fascinating and troubling trend was spreading through global higher education—due to a strict individual rate of return analysis, higher education was considered a poor investment for developing countries. As a result, in order to get loans for development projects from healthcare to infrastructure, nation-states had to consent to a menu of items called Structural Adjustment Policies (SAPs). One item on the menu was the disinvestment of public funds for higher education in lieu of a more robust investment in primary education (due to the rate of return analysis indicators that primary education was a better investment). Higher education systems suffered in developing countries due to the World Bank and International Monetary Fund SAPs. Years later a task force called the policies and rate of return analysis narrow and misleading in that it did not account for the social and public benefits of higher education (World Bank, 2000). Although the full story is much longer (see Collins 2011), it is interesting to see how a rate of return policy had a large impact around the world. The magnitude of the impact is enough to warrant consideration about the importance of how the value of higher education is framed—not just for individuals, but also for the public. <br />
<br />
In an era of obsession with precision and measurement, it is important to note that social rates of return and the public good are not easily quantified and there is no agreed upon approach (although McMahon, 2009 has done good work in an attempt to provide greater detail about the social benefits). Articulating the centrality of the public good mission proves to be an easier task than understanding the degree to which the mission is being fulfilled. According to Bowen (1977),<br />
<blockquote class="tr_bq">
The outcomes from research and public service cannot be measured with any precision, and so conclusions will inevitably be subjective and judgmental. It is possible, however, to describe these activities in some detail. Indeed, a mere recital of them strongly suggests they yield important benefits. (p. 291)</blockquote>
Simultaneously acknowledging the contextual nature of the task and the importance of thick descriptions of public good activity is a critical task for higher education. <br />
<br />
In Chicago, at the AERA Division J Vice Presidential session on April 17 at 10:35 a.m. in the Siwssotel Room Zurich D, a screening of the documentary Ivory Tower will be shown followed by a panel discussion including Donald E. Heller, Liliana M. Garces, and Lorelle Espinosa. The documentary, in concert with the panel, will provide an excellent opportunity to discuss the future and value of higher education as well as the larger purpose that, according to Marginson (2012), is a prerequisite for survival. <br />
<br />
<br />
References<br />
<br />
Baum, S. (2014). Higher education earnings premium: Value, variation, trends. The Urban<br />
<span class="Apple-tab-span" style="white-space: pre;"> </span>Institute. Retrieved March 1, 2015 from http://www.urban.org/UploadedPDF/413033-<span class="Apple-tab-span" style="white-space: pre;"> </span>Higher-Education-Earnings-Premium-Value-Variation-and-Trends.pdf<br />
<br />
Bowen H.R. (1977). Investment in learning: The individual and social value of American higher<br />
education. Baltimore MD; The Johns Hopkins University Press.<br />
<br />
Collins, C.S. (2012). Land-grant extension as a global endeavor: Connecting knowledge and<br />
<span class="Apple-tab-span" style="white-space: pre;"> </span>international development. The Review of Higher Education, 36(1), 91-124.<br />
<br />
Collins, C.S. (2011). Higher education and global poverty: University partnerships and<br />
<span class="Apple-tab-span" style="white-space: pre;"> </span>the World Bank in developing countries. Amherst, NY: Cambria Press.<br />
<br />
Marginson, S. (2012). “The ‘public” contribution of universities in an increasingly global world.<br />
<span class="Apple-tab-span" style="white-space: pre;"> </span>In B. Pusser, K. Kempner, S. Marginson, and I. Odorika, eds. Universities and the<br />
<span class="Apple-tab-span" style="white-space: pre;"> </span>Public Sphere: Knowledge Creation and State Building in the Era of Globalization. Pp.<br />
<span class="Apple-tab-span" style="white-space: pre;"> </span>7-26. New York: Routledge<br />
<br />
McMahon, W.W. (2009). Higher learning, greater good: The private and social benefits of<br />
higher education. Baltimore, MD: Johns Hopkins University Press.<br />
<br />
Slaughter, S., & Rhoades, G. (2004). Academic capitalism and the new economy: Markets, state<br />
and higher education. Baltimore, MD: Johns Hopkins University Press.<br />
<br />
World Bank. (2000). Higher education in developing countries: Peril and promise. Washington,<br />
<span class="Apple-tab-span" style="white-space: pre;"> </span>DC: The World Bank.<br />
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Unknownnoreply@blogger.com0