Discovering Our Mothers' Gardens: Cultivating Diverse Resources for the Emergence of a New Paradigm in Higher Education

Autor/in	McManigell Grijalva, Regina A.
Titel	Discovering Our Mothers' Gardens: Cultivating Diverse Resources for the Emergence of a New Paradigm in Higher Education
Quelle	In: Urban Review: Issues and Ideas in Public Education, 50 (2018) 1, S.177-192 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-017-0435-8
Schlagwörter	Higher Education; Student Diversity; African American Teachers; Educational Change; Institutional Characteristics; Women Faculty; Phenomenology; Biographies; Change Strategies; Educational Resources + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Bildungsreform; Frauenakademie; Weibliche Gelehrte; Phenomenological psychology; Phänomenologie; Psychologie; Biography; Biografie; Biographie; Lösungsstrategie; Bildungsmittel
Abstract	Universities today are well-aware of the rapidly shifting demographics of their future student populations. According to American Council on Education researchers (Espinosa et al., Race, class, and college access: Achieving diversity in a shifting legal landscape. American Council on Education, 2015), many institutions are creating initiatives to develop greater understanding of diversity, attract diverse students, or respond to contemporary societal problems that relate to diverse populations. Faculty women of color who have experienced cultural or ethnic oppression are well-positioned to inform or collaborate with decision-makers on the innovative directions they are considering. Armed with our collective counter-stories, or "testimonios," and the resultant solidarity they create, we can help stakeholders see that such interest in diversity calls for a new diversity paradigm to emerge in all its complexity. Institutions must systemically change to genuinely embrace diversity or serve more diverse student populations by codifying standards that are inclusive of the different ontologies and epistemologies that marginalized people represent. Counter-stories and "testimonies" can help academic women of color collectively work to bring needed change. Furthermore, "testimonios" add to the rich gardens of stories of struggle and strength that our academic mothers have left for us to tend that provide us with the starting place for that much-needed shift in higher education toward a new paradigm of diversity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01