An Inconvenient Truth about "Progress": An Analysis of the Promises and Perils of Research on Campus Diversity Initiatives

Autor/inn/en	Patton, Lori D.; Sánchez, Berenice; Mac, Jacqueline; Stewart, D.-L.
Titel	An Inconvenient Truth about "Progress": An Analysis of the Promises and Perils of Research on Campus Diversity Initiatives
Quelle	In: Review of Higher Education, 42 (2019), S.173-198 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-5748
Schlagwörter	Diversity (Institutional); Disproportionate Representation; Research Problems; African American Students; White Students; Inclusion; Social Justice; Equal Education; Journal Articles; Scholarship; Federal Legislation; Educational Legislation; Critical Theory; College Administration; Minority Group Students; Educational History; Activism; Decision Making; Resistance to Change; Racial Relations; Cultural Centers; Advocacy; Cultural Awareness; Workshops; School Policy; Student Personnel Services; College Students + Suchen Sie Ihr Suchwort? Forschungskritik; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Inklusion; Soziale Gerechtigkeit; Journal article; Zeitschriftenaufsatz; Scholarships; Stipendium; Bundesrecht; Bildungsrecht; Schulgesetz; Kritische Theorie; College administrators; Hochschulverwaltung; History of education; Bildungsgeschichte; Aktivismus; Politischer Protest; Decision-making; Entscheidungsfindung; Cultural center; Cultural centre; Cultural centres; Kulturzentrum; Sozialanwaltschaft; Cultural identity; Kulturelle Identität; Lernwerkstatt; Schulung; Schulpolitik; Collegestudent
Abstract	Predominantly white institutions (PWIs) have increasingly implemented formalized diversity initiatives over the past 50 years as a response to ensuing federal legislation (e.g., 1965 Higher Education Act), student protests of the late 1960s, and the influx of Black students into PWIs. These initiatives were established to support students from historically and racially underrepresented populations, while enhancing campus diversity. The purpose of this article is to provide a critical analysis of research focused on formalized diversity, inclusion, equity, and justice (DIEJ) initiatives that have been implemented in higher education from 1968 to 2018. Our findings illustrate that while there is some higher education scholarship exploring issues of DIEJ, the number and focus of articles that analyze specific initiatives is lacking at best, but has increased over the past 20 years, with most focusing on programmatic and curricular efforts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01