"It's Pretty Essential": A Critical Race Counter-Narrative of Faculty of Color Understandings of Diversity and Equity in Doctoral Admissions

Autor/in	Squire, Dian D.
Titel	"It's Pretty Essential": A Critical Race Counter-Narrative of Faculty of Color Understandings of Diversity and Equity in Doctoral Admissions
Quelle	In: Urban Review: Issues and Ideas in Public Education, 52 (2020) 1, S.173-197 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Squire, Dian D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-019-00523-4
Schlagwörter	Critical Theory; Race; College Faculty; African American Teachers; Teacher Attitudes; Student Diversity; Equal Education; Graduate Students; Doctoral Programs; College Admission; Decision Making; Racial Differences; Justice; Affirmative Action; Neoliberalism + Suchen Sie Ihr Suchwort? Kritische Theorie; Rasse; Abstammung; Fakultät; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Hochschulzugang; Hochschulzulassung; Zulassung; Decision-making; Entscheidungsfindung; Rassenunterschied; Gerechtigkeit; Neo-liberalism; Neoliberalismus
Abstract	Using a short story fiction counter-narrative, this critical race study examines how faculty of color within higher education and student affairs doctoral-granting programs bring critical epistemologies to their decision-making in the student admissions process and work to decolonize the academy despite neoliberal pressures. Faculty of color depart from current accounts of faculty decision-making in doctoral education in two key ways--by disregarding standardized measures of success and by considering diversity throughout the entire admissions process--leading us to important insights about how faculty of color differ from white faculty in their perception of and in their emphasis on diversity, equity, and justice in the admissions process. The implications are both broad and specific for creating dynamically diverse campus climates in an era of persistent challenges to affirmative action. The findings speak to the ways that those concerned with educational diversity and equity can support diversity and equity efforts in a neoliberal, color-blind environment. In a world defined by such policy and practice and a country that determines options and opportunity based on race, this study centers the voices of faculty of color in their institutions and analyzes how identity and institutional logics influence behavior. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01