The intersections of Equity and Social Justice
Being Gay at Jerry Falwell's University
Ambrosino, B. (2013, April 4). Being gay at Jerry Falwell's university: A former student's account of coming out at Liberty University. The Atlantic. https://www.theatlantic.com/sexes/archive/2013/04/being-gay-at-jerry-falwells-university/274578/
Key Points: Even though Liberty University is known for its ultra conservative form of Christianity, Brandon Ambrosino found himself in a more accepting environment than he anticipated when he realized he was gay while attending Liberty. Not necessarily what you might expect to read. He surrounded himself with professors who ultimately helped Brandon to accept himself for who he was and view himself as a likable human being.
"Not tolerating someone for his narrow-mindedness is perhaps the epitome of intolerance. I learned from my time at Liberty that this bigotry happens on both sides: not only were there some Christians who wanted to stone some gays, but there were even some gays who wanted to stone a few Christians. Just the other day, I saw a man driving a car with two bumper stickers. One was a rainbow. The other showed a picture of a lion, and contained the caption "The Romans had it right." Just another open-minded gay man, I suppose." (Ambrosino, 2013).
Initial thoughts: Like most, I didn't expect this to be a mostly pro Liberty U. article. And while I have my own issues and judgments towards Liberty U. I respect that the author was able to see the positive to his experience. If I were editing this piece I think I would have asked for a little more honest reflection on how being at Liberty affected him on the negative side as well. Like, it almost seemed a little too positive, and that made me wonder if he's in denial. The quote above did make me think about how tolerance can go both ways. I think we can all learn to be a little more balanced and tolerant of other people's views, myself included.
Language of Appeasement
Stewart, D. (2017, March 30). Language of appeasement. Inside Higher Ed. https://www.insidehighered.com/views/2017/03/30/colleges-need-language-shift-not-one-you-think-essay#
Key Points: Dr. Stewart makes a case that Diversity and Inclusion has different goals than Equity and Social Justice particularly in higher education settings. Diversity and Inclusion tends to focus on the surface of the issue at hand, where Equity and Social Justice looks beneath the skin of just numbers and words and asks how and why. Dr Stewart argues that colleges are using Diversity and Inclusion language in attempt to appease all sides with all people, which in turn is just a shell of the work that really needs to happen to see real change with Equity and Inclusion.
"Most students leave college with the same assumptions with which they entered: that the dominance and overrepresentation of certain people in college, in leadership and among the ranks of the wealthy and envied is natural and optimal" (Stewart, 2017).
"A truly democratic education must not be ideologically neutral; rather, it must ardently pursue the preparation of students for engaged citizenship in an ostensibly democratic society" (Stewart, Diversity and Inclusion vs. Equity and Social Justice sec, 2017).
Initial Thoughts: As mentioned above, Diversity and Inclusion tends to focus on the surface of the issue at hand, where Equity and Social Justice looks beneath the skin of just numbers and words and asks how and why. If flips the script in a way and forces people to ask deeper questions about actions. In fact, in the book I was reading for my book study, Rethinking LGBTQIA Students and Collegiate Contexts, one author asked, "What does it mean to have more trans people in the room? More people does not equal intentionality and movement does not equal progress. What is the room and who’s in it? When do we become accountable for trends in a marginalized context? I think at the end of the day, trans identities are fluid. None of us experience or perceive transness the same and that is the true richness of this conversation. In order to truly do equitable work around trans identities I believe my actions and those of others must be a continuous cycle of learning and engaging with a critical lens" (Garvey et al., 2019, p. 39). And I thought, Oh they get it ;)
Garvey, J. C., Kennedy, B. C., Dews, S. D., & , Greene, R. (2019). Gender, kinship, and student services: A dialogue centering trans narratives in higher education. In E. M. Zamani-Gallaher, D. D. Choudhuri & J. L. Taylor (Eds.), Rethinking LGBTQIA students and collegiate contexts: Identity, policies, and campus climate (pp. 27-44, 1st Ed). Routledge.
Note. A chart created by Sheri Atkinson, Ed. D. adapted from Language of Appeasement, by D. Stewart, 2017, March 30, Inside Higher Ed.
Race on Campus
The Chronicle of Higher Education. (2015, November). In context: Race on campus. https://www.chronicle.com/article/download-a-collection-of-articles-about-race-on-campus/
Key Points: The booklet downloaded from The Chronicle of Higher Education contains eight articles published throughout 2014 and 2015 discussing different topics of race on college campuses. It's meant to provide a starting point for colleges to have conversations about different topics on race in hopes to bring more awareness, support, and inclusion to the campus.
What It Feels Like to Be a Black Professor
Jackson, J. L. (2015, January 26). What it feels like to be a black professor. The Chronicle of Higher Education. http://chronicle.com/article/What-It-Feels-Like-to-Be-a/151323/
"No amount of publishing or acclaim will exempt you from the burdens that come from be- ing black in higher education" (Jackson, The Takeaway, 2015, p. 2).
"Pull yourself up by your bootstraps is touted as a core component of the American Dream but it neglects to consider those who may not have boots to begin with." J. Rohlfing
I wrote that back in April 2021 (and then tweeted it back in June) after I wrote some reflections while watching Race: The Power of an Illusion for Dr. Cain's Cultural Identities class (highly recommended, btw). I mention it again here because Jackson (2015) highlights this way of thinking from the "culture of poverty" crowd. "Those who believe that a “twice as good” ethos has been replaced by a “culture of poverty” mentality maintain that many black people are so busy fetishizing race and racism that they don’t pull themselves up by their proverbial bootstraps and take responsibility for their lives" (p. 4).
Jackson (2015) also mentions the study about how names on a resume can affect job hiring. I made a powerpoint about that study last spring for the Cultural Identities class as well. I love when my grad school classes intersect.
"Everyone is a more than adequate ambassador of his or her cultural world. It doesn’t matter how educated people are; if you listen long enough and carefully enough, a good ethnographer can always learn some- thing important. If not, the failure is the ethnographer’s, nobody else’s. And often people respond generously to just being listened to (Jackson, 2015, p. 6).
I highlighted a lot of quotes throughout all the different articles. Here are a few that struck me:
The Invisible Labor of Minority Professors
June, A. W. (2015, November 8). The invisible labor of minority professors. The Chronicle of Higher Education. http://chronicle.com/article/The-Invisible-Labor-of/234098
"Minority faculty members perform disproportionate amounts of mentoring and service work. Four professors offer advice on handling that un- seen workload" (June, The Takeaway, 2015, p. 8).
"Retention is a priority on many campuses these days, and technology tends to under- gird those efforts, with data analysis identifying students at risk of dropping out. Such measures can help, but studies suggest that minority students who have faculty mentors they can relate to tend to stick around. In a paper that outlines a framework for retaining minority students in higher education, researchers note that “informal contact between faculty and students is more critical than ever” and that colleges need to work hard at hiring positive faculty role models" (June, 2015, p. 9).
“Diversity is everybody’s work,” says Mr. Reddick, of the University of Texas. Sharing a racial or ethnic background with students isn’t necessary to mentor them, he says. “White professors can connect at some level. Being someone who cares about a student is sufficient" (June, 2015, p. 12).
When Pursuing Diversity, Victory Is Hard to Define
Berrett, D., & Hoover, E. (2015, November 13). When pursuing diversity, victory is hard to define. The Chronicle of Higher Education. http://chronicle.com/article/When-Pursuing-Diversity/234190
"Students are demanding that colleges become more inclusive, but changing a racial climate is a longterm struggle" (Berrett & Hoover, The Takeaway, 2015, p. 13).
"Even these days, says Mr. Henderson, a diverse student body or faculty should not be the only end goal. A certain number does not guarantee inclusion. Faculty members tend to stick to their own group, he says. So do students. “I hear as many black students say they’re more comfortable with black people as I hear white students say they’re more comfortable with white people,” the professor says. “At what point do we say we feel comfortable with people on campus without the qualification?” (Berrett & Hoover, 2015, p. 14).
The above quote reminded me of the Language of Appeasement article above.
"Colleges, of course, play a large role in shaping students’ expectations, often touting a commitment to diversity that may not match reality. “They’re presenting themselves as some kind of utopia that doesn’t exist,” Mr. Kimbrough says. “And now students are calling them on it, pushing back against the superficial” (Berrett & Hoover, 2015, p. 17).
"To call a climate “chilly” instead of racist, Mr. Harper says, minimizes the gravity of the problem. It sends the message that solving it is as simple as putting on a sweater" (Berrett & Hoover, 2015, p. 17).
"Overt discrimination may have been eliminated a long time ago, Mr. Ridgel says. But for today’s students, the forces of intimidation and hostility feel no less real" (Berrett & Hoover, 2015, p. 18).
Making Diversity Not the Work of One Office, but a Campuswide Priority
Gardner, L. (2015, June 1). Making diversity not the work of one office, but a Campuswide Priority. The Chronicle of Higher Education. http://chronicle.com/article/Making-Diversity-Not-the-Work/230543/
"The issue should be on the minds of people across campus every day, not just during a crisis" (Gardner, The Takeaway, 2015, p. 19).
"A handful of well-run pro- grams with a demonstrable effect on diversity or campus climate are worth more to everyone than trying to do too much, he said, and doing little of it well" (Gardner, 2015, p. 20).
"Ideally, Ms. Beane said last week, it will encourage people from the highest levels on down to stop asking why someone isn’t doing something. They should start asking, she said, “What should I be doing?” (Gardner, 2015, p. 21)
Helping Black Men Succeed in College
Gose, B. (2014, October 27). Helping black men succeed in college. The Chronicle of Higher Education. http://chronicle.com/article/Making-Diversity-Not-the-Work/230543/
"Campus programs designed to support black male students are spreading. And many of them appear to be working" (Gose, The Takeaway, 2014, p. 22).
I loved the first paragraph that gave a description of one student's participation in a student success program for male black students. His success coach gave him tips like sit in front of class and introduce himself to professors. Emphasizing study habits and motivation over academic instruction. soft skills They also discussed academic goals. He says,“Once I got into the network, I saw that it was just a bunch of brothers in there cracking jokes—that studying was not all about being uptight,” he says. “I started pulling more and more people in, and letting them know that this is where they needed to be if they wanted to be successful” (Gose, 2014, p. 22).
"Each institution designs its own variations. The Georgia Institute of Technology, for example, offers a multiweek immersion program for new black male students, so that they will more quickly appreciate the level of study required to be successful. Less-selective institutions have created programs that help at-risk students with “intrusive advising”—abrupt interventions delivered in person when they cut class or fail assignments" (Gose, 2014, 24).
Ball State is at least talking about being more proactive in their advising approach. I think I'm naturally intrusive ;) making this a strong advising philosophy for me to follow. However, it does take more time and energy on the advisor's part which I believe makes the case for smaller case loads of students for the advisor to be able to more proactive. I also seeing a team approach being beneficial with advisors, success coaches, and faculty members working together for greater retention.
Advising Tips for Students
Time management
Note-taking
Balancing academic work with family responsibilities
Study Habits
Academic motivation
Sit in the front of the class
Introduce yourself to professor
Email professors early if you know you're going to miss class or turn in a late assignment (“Life happens to all of us,” Mr. Slater tells them. “You want your professor to remember that you’re one of his bright students.” p. 25)
A Liberal-Arts College Intervenes to Diversify Its Faculty
Patel, V. (2015, July 20). A liberal-arts college intervenes to diversify its faculty. The Chronicle of Higher Education. http://chronicle.com/article/A-Liberal-Arts-College-/231723
"At Skidmore College, members of search committees must justify their choices in terms of race and ethnicity" (Patel, The Takeaway, 2015, p. 26).
"The consultants teaching the classes covered such topics as how to craft a job ad that emphasizes diversity, how to recognize implicit bias, and how to make candidates feel welcome during the campus interview" (Patel, 2015, p. 27).
“If they come to me with 10 names, and nine of them are white men, and that’s not what’s represented in the applicant pool,” Mr. Breslin says, “then we tell them to go back to the drawing board.” (Patel, 2015, p. 27)
‘A Little More Every Day’: How you can eliminate bias in your own classroom
Tarr, K. (2015, September 23). ‘A little more every day’: How you can eliminate bias in your own classroom. The Chronicle of Higher Education. http://chronicle.com/article/A-Little-More-Every-Day-/233303/
"Recognizing unconscious prejudices is the first step toward putting an end to them" (Tarr, The Takeaway, 2015, p. 29).
"Most academics acknowledge the existence of bias in every enclave throughout the United States, but we are less likely to see bias in ourselves or how we contribute to the inequities within our environments. Without such recognition, our solutions to bias and discrimination are frequently focused outwardly when we all know that the only real change comes from within" (Tarr, 2015, p. 29).
"Evaluating the work, not the worker ... Objectivity is compromised by mere humanity. Educators who engage personally with their students are psychologically vulnerable to bias in grading" (Tarr, 2015, p. 29).
Points:
Evaluate the work not the worker
Acknowledge that bias exists
Self-assess
Actively listen
Don't expect a finish line
White Like You: The Challenge of Getting White Students to Grapple With Racial Identity
Kolowich, S. (2015, May 29). White like you: The challenge of getting white students to grapple with racial identity. The Chronicle of Higher Education. http://chronicle.com/article/White-Like-You-The-Challenge/230509
"To help foster productive discussion, one expert suggests “calling people in” rather than “calling people out" (Kolowich, The Takeaway, 2015, p. 32).
"Having better conversations about race on college campuses does not just mean building multicultural centers and academic programs where students of color can learn more about their own racial identities, says Ms. Kendall.
It also means teaching white students that they are white" (Kolowich, 2015, p. 32).
“White liberals, they’re the hardest,” says Ms. Kendall. “They believe, and many were raised to believe this, that the best thing is to be colorblind. Which, of course, none of us is.” (Kolowich, 2015, p. 33)
I remember learning about colorblindness my first semester of grad school and being shocked that it was offensive to be colorblind. I'm thankful for my small group in that class (two of who were black women) who helped me understand topics of race to a greater degree. One specifically linked to this video by Robin DiAngelo who is quoted in this article in this article as saying,“It’s definitely a balancing act. You want to push people right up to their learning edge, but not go past it so that they shut down” (p. 33).
It’s especially tough because most white students have the ability to opt out of any sense of racial awareness, said Sherri Benn, an assistant vice president for student af- fairs at Texas State University. “They can always escape back into just being white.” (p. 34)
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