Innovation and Intervention to Address Diversity, Equity and Inclusion Barriers within Higher Education Law Schools

Autor/in	Castriota, Nadia F.
Titel	Innovation and Intervention to Address Diversity, Equity and Inclusion Barriers within Higher Education Law Schools
Quelle	(2022), (99 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, St. Thomas University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-4344-7
Schlagwörter	Hochschulschrift; Dissertation; Innovation; Intervention; Equal Education; Diversity; Inclusion; Barriers; Higher Education; Law Schools; Action Research; Minority Group Students; Disproportionate Representation; College Administration; Administrator Role; Cultural Pluralism; Safety + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Inklusion; Hochschulbildung; Hochschulsystem; Hochschulwesen; Projektforschung; College administrators; Hochschulverwaltung; Kulturpluralismus; Sicherheit
Abstract	St. Thomas University (STU) is a Catholic university with rich cultural and international diversity committed to the academic and professional success of its students who become ethical leaders in our global community. Its Law School trains and graduates lawyers skilled in applying legal values and philosophies to address and solve the problems of an ever-changing complex society. The demanding academic program of the law school highlights lifelong learning and scholarship in a personalized, caring environment under the Catholic identity, with a diverse student and faculty body, and college community. The Law School states to remain committed to teaching, scholarship, and service, to fostering a public order of human dignity, to training lawyers sensitive to the needs of the region's underrepresented communities, and to expanding access to professional opportunities which include active partnerships with business, government and the South Florida community at large. However, the Law School which houses a majority of minority student groups and diverse staff does not have a designated Chief Diversity Office (CDO) or a Diversity, Equity, and Inclusion (DEI) office. This office or officer would provide specific programming, resources, support, and services to these diverse and minority groups. The applied dissertation's plan of intervention describes diversity and inclusion, belongingness on campus, and leadership, its action research addresses specifically implementing the need for a designated CDO or DEI Office at the school where there is a critical mass of historically underrepresented students, faculty, and staff. Leadership not only influences the culture of an institution, but also communication, behavior, and action. Diverse and minority groups (students, staff, and faculty) are treated as inferior, both passively or directly; therefore, leaving these groups at long-term disadvantages for success. This invention will examine the intersection of diversity, leadership and campus culture, and provide analysis on the notion of leadership, communication, and behavior within the college, specifically at the Law School. Implementing a CDO or DEI Office would provide a campus culture to be more self-aware, positive, inclusive, safe, and confident, hence, exhibiting stronger communicative leadership approaches, and further resources and support for the diverse groups in the college. Having a CDO or DEI office would serve as a direct, goal-oriented, strategic connection between serving others while training and obtaining the goal at hand, a campus community that is aware of the significance of diversity, equity, inclusivity, belongingness, and safety. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01