Cultural Competency and Higher Education
The United States’ legacy of racial inequality has left an indelible imprint upon the nation’s colleges and universities. It is well established that persistent gaps exist regarding student enrollment, achievement, and retention, and faculty representatio
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Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Diversification and Its Discontents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Need for Greater Conceptual Clarity Around Diversity and Cultural Competence . . . . . . . . . Institutional Accountability and Cultural Competency Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pervasiveness of Institutional Whiteness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Considering Institutional Diversification and Cultural Competency Anew . . . . . . . . . . . . . . . . . . . . . Substantive Change, Complexity, and Coupling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Adaptive Thinking and Responding from a Stance of Inquiry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Building Accountability into Institutional Efforts to Improve Cultural Competency . . . . . . . Organizational Cultural Competency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Beyond Learning: Toward Authentic Organizational Cultural Competency . . . . . . . . . . . . . . . . . . . . Equity and Inclusion as Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Transformed Classroom Environments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Engagement Focused on the Retention and Success of Students and Faculty . . . . . . . . . . . . . . Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Abstract
The United States’ legacy of racial inequality has left an indelible imprint upon the nation’s colleges and universities. It is well established that persistent gaps exist regarding student enrollment, achievement, and retention, and faculty representation and tenure status among Black, Indigenous, and People of Color and their white counterparts. While many causes have been identified, of greatest S. D. Kruse (*) College of Education, Washington State University, Vancouver, WA, USA e-mail: [email protected] S. Calderone College of Education, Washington State University, Richland, WA, USA e-mail: [email protected] © Springer Nature Switzerland AG 2020 C. A. Mullen (ed.), Handbook of Social Justice Interventions in Education, Springer International Handbooks of Education, https
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