California College Personnel Association的动态

5 tips for college and university presidents to support diversity, equity and inclusion

Growing number of US States restricting or banning “Diversity programmes” on University Campuses ????Why in News: Many US states are banning or limiting diversity programs in universities, sparking heated debates over equality and meritocracy. ?? Often termed "diversity, equity, and inclusion" (DEI) programs, these initiatives have historically aimed to address long-standing inequalities by providing special consideration to minority students, particularly those who are Black, Hispanic, or Native American. ?? Last June (2023), the Supreme Court ended affirmative action in university admissions, marking a significant shift in policy. ??Affirmative actions are positive steps taken to increase representation of certain historically oppressed group(s) in the society in areas of education, employment, etc. A significant achievement of the Civil Rights Movement. ???? ?? The debate reflects contrasting perspectives: boosting minority representation versus emphasizing individual merit, equality Versus meritocracy. ???Student Concerns: Students express worries about losing support systems provided by DEI programs, fearing discrimination and lack of recognition for their achievements. ????Future Implications: The trend worries educators, who fear a setback in addressing racial inequalities and promoting diversity in education. ??Outlook: Critics warn of a potential regression in racial progress, with implications for both academia and society at large. #Diversity #HigherEducation #CultureWars #Equality #Meritocracy #Inclusion #AcademicFreedom

?? ?????? ?????????????????????? ?????????? ?? "The everchanging student population in higher education may seem like a challenge, but it is actually an opportunity to shift to a more universally designed mindset. Making this shift creates opportunities to nurture relationships and facilitate belonging. Belonging leads to persistence and academic success. By applying the universal design mindset throughout student affairs, professionals can learn from the past 100 years and prepare for the future by being more inclusive by design" (Wright, 2024, Conclusion). #DEI #Diversity #Equity #Inclusion #Accessibility ACPA–College Student Educators International

WHY IT MATTERS:

Excellent read. “While first-generation students share similar struggles, we invalidate aspects of the student experience by overlooking how intersectional identities like race and gender create different systemic barriers. Additionally, using an asset-based paradigm instead of deficit thinking can validate students’ strengths and potential and empower their agency to drive change.” #naspa #dei #firstgen

As Faculty Appreciation Week draws to a close, I find myself reflecting on the ongoing impact of policy shifts, inconsistencies, and the daunting task of navigating claims of intent of racial discrimination. These challenges have been particularly pronounced in my role as a staff member, where I continuously advocate for our program amidst the backdrop of our college’s journey toward becoming a Hispanic-Serving Institution (HSI). Despite these hurdles, I am grateful for the support network that surrounds me, and I recognize the critical importance of prioritizing self-care. It has been nearly three years since I assumed the role in Faculty Development, and during this time, I have gained invaluable insights into the operations of academic affairs, distinct from those of student affairs. Overseeing the REPresents Program has been a particularly enriching experience, affording me the opportunity to collaborate with esteemed faculty members who share my dedication to supporting students. Lately, the toll of illnesses, stress, and fatigue has been greater than anticipated. When I consider the experiences of our underrepresented faculty, I am reminded of a resilient community that steadfastly supports one another through each passing year. Together, we navigate the complexities of academia, holding tight to one another as we forge ahead. In my ongoing efforts to advocate for the retention of faculty from historically underrepresented backgrounds, I have developed a keen understanding of how to analyze and leverage data to highlight systemic inequities. The REPresents Program has evolved under my stewardship to emphasize healing, professional growth, and community engagement. Despite the challenges posed by recent legislation targeting diversity, equity, and inclusion initiatives, I remain committed to advancing this important work. Drawing upon my background in Indigenous epidemiologies, I prioritize the holistic well-being of faculty members and strive to enhance their professional development. I am deeply passionate about fostering an environment where faculty can thrive, and I am dedicated to continually learning and sharing pedagogical approaches that promote their success. #highereducation #college #faculty #appreciation #movement #Indigenous #professional

IT'S NOT FAIR Anyone who has worked in schools will be familiar with the claim “It’s not fair!”. After all, schools are full of children, and any parent will also be familiar with that same three-word combination. It is not only the students who make claims of “it’s not fair” in schools, however – it is also heard coming from teachers when they aggrieved by a decision made by the board, the Principal or the senior management. When considering fairness, it is important that school leaders and boards understand what is really meant by equality and equity. Equality relates to inputs. Equality is achieved when all individuals and groups are provided with equivalent access to resources or opportunities. On the other hand, equity relates to outcomes, and specifically to the notion of all individuals and groups are achieving equivalent outcomes. However, not all equality is equal. There are two types of equality – formal equality and substantive equality. Formal equality occurs when everyone is treated the same way irrespective of their individual circumstances. Substantive equality occurs when an individual person’s circumstances are taken into consideration to address their disadvantage or discrimination when providing resources or opportunities. Substantive equality aims to work towards greater (though not necessarily absolute or perfect) equality of outcomes – in other words, equity. When claims of “it’s not fair!” are heard in schools, it often reflects a misunderstanding of the difference between formal and substantive equality. Formal equality sounds fair, but as one of my lecturers commented when I was studying education at university: “there is nothing so unfair as treating unequals as equals”. My latest free fortnightly article on school governance and leadership explores the important responsibility that school boards and leaders have to understand the true nature of equality when they make both policy and operational decisions.?Read it at https://lnkd.in/gBX9Xy-d. #schoolleadership #schoolboards #equity #equality

Kevin L. Wright, Ed.D. currently serves as a Senior Racial Equity Facilitator and Consultant for the Center for Equity and Inclusion (CEI). Kevin is responsible for raising consciousness, building skills, and developing strategies to socialize and operationalize equity efforts throughout organizations. Wright’s commitment to racial justice, equity, and inclusion is rooted in his approach with shifting cultures and processes one system at a time to advocate for individuals with historically marginalized identities. Let's dive into his recent article and learn about the significance of equity and three key lessons learned in advancing equity-based practices. https://lnkd.in/g8jhieJ6 #EducationalConsultantInsights #ConsultantPerspective #EducationLessons #ConsultantExperience #ConsultantWisdom #EducationConsulting #ConsultantLearnings #EducationConsultantTips #ConsultantThoughts #EducationConsultantLife #ConsultantReflections #EducationConsultantJourney #ConsultantKnowledge #EducationConsultantVoice #ConsultantAdvice #EducationConsultantSuccess #ConsultantObservations #EducationConsultantStories #ConsultantExpertise #EducationConsultantViewpoints??

Navigating the Complexities of Inclusion in Higher Education Inclusion in higher education is a nuanced challenge. When it comes to creating an inclusive environment, we often face dilemmas that highlight the complexities of our efforts. Here are some key points to consider: Identification Dilemma: Recognition vs. Stigmatization: While identifying students with learning disabilities can offer support, it can also lead to unintended stigmatization. Lack of Recognition vs. Resource Scarcity: On the flip side, not identifying struggling students means they might miss out on essential resources and support. Curriculum Dilemma: Uniform vs. Differentiated Learning Experiences: Providing a one-size-fits-all approach can overlook specific needs, while tailored experiences might segregate students, creating unequal opportunities. Though we may never completely erase the complexities of inclusion, we can strive for a balanced approach that reduces barriers. By recognizing and addressing these dilemmas, we can pave the way for a more inclusive and equitable higher education landscape.

IT'S NOT FAIR Anyone who has worked in schools will be familiar with the claim “It’s not fair!”.?After all, schools are full of children, and any parent will also be familiar with that same three-word combination.?It is not only the students who make claims of “it’s not fair” in schools, however – it is also heard coming from teachers when they aggrieved by a decision made by the board, the Principal or the senior management. When considering fairness, it is important that school leaders and boards understand what is really meant by equality and equity.?Equality relates to inputs.?Equality is achieved when all individuals and groups are provided with equivalent access to resources or opportunities.?On the other hand, equity relates to outcomes, and specifically to the notion of all individuals and groups are achieving equivalent outcomes. However, not all equality is equal.?There are two types of equality – formal equality and substantive equality.?Formal equality occurs when everyone is treated the same way irrespective of their individual circumstances.?Substantive equality occurs when an individual person’s circumstances are taken into consideration to address their disadvantage or discrimination when providing resources or opportunities.?Substantive equality aims to work towards greater (though not necessarily absolute or perfect) equality of outcomes – in other words, equity. When claims of “it’s not fair!” are heard in schools, it often reflects a misunderstanding of the difference between formal and substantive equality.?Formal equality sounds fair, but as one of my lecturers commented when I was studying education at university: “there is nothing so unequal as treating unequals as equals”. My latest free fortnightly article on school governance and leadership explores the important responsibility that school boards and leaders have to understand the true nature of equality when they make both policy and operational decisions. Read it at https://lnkd.in/gP9sMU5v. #schoolleadership #schoolboards #equity #equality