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Inclusive supervision in student affairs : a model for professional practice
\"Inclusive Supervision in Student Affairs provides a new, action-oriented model that addresses what supervisors should do to create more inclusive environments for all staff and to help inform socially just practice. Grounded in theory and research and framed through the lens of continuous professional development and personal growth, this book helps professionals at all levels develop effective leadership skills that demonstrate multicultural competence. Providing a conceptual model and self-assessment tool to enhance professionals' preparation for supervision, this book also helps readers reflect upon their own capacity to enact an inclusive supervisory approach through the use of case studies and end-of-chapter questions\"-- Provided by publisher.
Book
How Does Initial Teacher Education Research Frame the Challenge of Preparing Future Teachers for Student Diversity in Schools? A Systematic Review of Literature
Teachers consistently identify working with \"diverse learners\" as challenging. This raises questions about how teacher educators conceptualize and enact preparation of teachers for heterogeneous populations. This article provides a
systematic review of literature relating to both \"teacher education\" and \"diverse learners,\" to identify knowledge claims regarding the way this \"problem\" and possible \"solutions\" should be framed. Analyzing 209 peer-reviewed journal
articles (2009-2019), the article identifies groups most frequently described as diverse, three qualitatively different clusters of claims regarding how teachers can be prepared for diversity, and factors identified as constraining
preparation. Analysis reveals a literature broad in focus - referencing many groups - but shallow in depth. The majority describe strategies for teaching about or catering to diversity with only few considering teaching for diversity.
There is also limited engagement with specialist literature relating to concepts such as gender or race and little attention to teacher educators' own knowledge. The article concludes with implications for teacher educators, arguing for
enhanced critical epistemic reflexivity. [Author abstract]
Journal Article
\I Am Working-Class\: Subjective Self-Definition as a Missing Measure of Social Class and Socioeconomic Status in Higher Education Research
This review provides a critical appraisal of the measurement of students' social class and socioeconomic status (SES) in the context of widening higher education participation. Most assessments of social class and SES in higher education have focused on objective measurements based on the income, occupation, and education of students' parents, and they have tended to overlook diversity among students based on factors such as age, ethnicity, indigeneity, and rurality. However, recent research in psychology and sociology has stressed the more subjective and intersectional nature of social class. The authors argue that it is important to consider subjective self-definitions of social class and SES alongside more traditional objective measures. The implications of this dual measurement approach for higher education research are discussed.
Journal Article
Do Curricular and Cocurricular Diversity Activities Influence Racial Bias? A Meta-Analysis
In response to rapidly changing demographics and increased racial tensions, institutions across the country have implemented diversity-related initiatives—to varying degrees—designed to promote positive intergroup relations. This increased interest has resulted in a growing body of research examining the impact of curricular and cocurricular diversity activities on a variety of outcomes and racial bias in particular. Whereas past reviews have highlighted the inconsistency in the research findings thus far, this study presents the first quantitative synthesis on this topic to date. The findings of this meta-analysis demonstrate that these initiatives do indeed reduce bias and that the effectiveness of this result depends on the characteristics of the program as well as the students.
Journal Article
Racial/Cultural Awareness Workshops and Post-College Civic Engagement: A Propensity Score Matching Approach
Racial/cultural awareness workshops constitute a salient form of co-curricular diversity engagement in higher education. Although these workshops are generally quite short in duration (often no more than two hours), previous research suggests that workshop participation is associated with undergraduate civic growth. The current study uses multilevel propensity score matching analyses to explore whether racial/cultural awareness workshops during college are associated with a variety of civic outcomes six years after graduation. Using a 10-year longitudinal sample of 8,634 alumni from 229 institutions, diversity workshop participation is significantly and positively related to 10 post-college behaviors, attitudes/beliefs, and skills/tendencies. Moreover, these effects are consistent regardless of participants' race/ethnicity, gender, and institutional affiliation.
Journal Article
In/visibility on campus?
This paper draws on the largest and most comprehensive Australian research to date that explores the campus climate for sexuality and gender diverse (SGD) people at one university. Using a mixed-method approach that incorporated an online survey open to all students and staff (n = 2395), face-to-face in-depth interviews with key stakeholders (n = 16) and an online document analysis, the study explored participants' perceptions and attitudes to sexuality and gender diversity on campus, experiences of in/exclusion, (un)safe places, visibility in public online documents, and the campus-based services available to support SGD individuals. The findings point to the ongoing exclusion experienced by SGD people across the university. We show how exclusion serves to silence individuals across multiple levels and how this, in turn, limits the visibility of, and redress for, exclusion, impacting on health and well-being. This tension, we posit, can only be addressed safely and holistically through proactive and strategic endeavours on the part of the institution; without which, exclusion will continue to prevail. (HRK / Abstract übernommen).
Journal Article
LANTITE's impact on teacher diversity : Unintended consequences of testing pre-service teachers
Australian schools are diverse, and support students from a wide range of racial, cultural, and linguistic backgrounds, as well as students with disability. Ironically, efforts to ensure equally diverse teacher workforces have been
ineffective. Attempts to improve broader representation in teachers have been hampered by a homogenous approach to teacher recruitment and education. In 2016, Literacy and Numeracy Test for Initial Teacher Education (LANTITE) became a
graduation requirement for teachers. The aim of this research is to explore the test-taking experiences of students (pre-service teachers) from diverse backgrounds, and the stakeholders who support them. A thematic analysis of data from
a larger mixed methods study revealed additional tensions for students from diverse backgrounds including unintended consequences such as traumatic experiences and having to encounter additional hurdles to be successful. This study
provides unique insights into additional pressures and hurdles students from diverse backgrounds experience when completing this high-stakes test. [Author abstract]
Journal Article
Does Socioeconomic Diversity Make a Difference? Examining the Effects of Racial and Socioeconomic Diversity on the Campus Climate for Diversity
This article considers whether the socioeconomic diversity of the undergraduate student body and experiences with cross-class interaction (CCI) are significantly related to cross-racial interaction (CRI) and engagement with curricular/co-curricular diversity (CCD) activities. Individual students who reported higher levels of CCI had significantly higher levels of CRI and CCD. While the socioeconomic diversity of the student body had no direct effect on student involvement in CCD activities or CRI, it had an indirect effect on these activities via CCI. In other words, a socioeconomically diverse institution is associated with more frequent interactions across class lines, which is associated both with more frequent interactions across race and greater involvement in CCD activities. Findings indicate that both socioeconomic and racial diversity are essential to promoting a positive campus racial climate and that racial and socioeconomic diversity, while interrelated, are not interchangeable. Implications for the campus climate for diversity are discussed.
Journal Article
Supporting the inclusion of gender and sexuality diversity in schools : Auditing Australian education departmental policies
While school policies are not a panacea, gender and sexuality diversity-inclusive policies have the potential to relieve educators' concerns about what they are 'allowed' to engage with in respect to GSD inclusivity and to guide their
proactive efforts to support gender and sexuality diverse (GSD) students. Unfortunately, policies enabling educators' proactive, positive support for GSD students are far from systematised in schools across Australia's eight states and
territories. This paper presents an audit of publicly available policy guidance for educators in Australia's government schools, analysing these against an original evaluative set of best-practice criteria developed from research
recommendations from the field of GSD-inclusivity in K-12 schools. Analyses for each state/territory are provided. Results from this audit highlight the unevenness in articulated policy support available to Australian educators and
illustrate the criticality of developing Australian federal policy mandates with respect to GSD inclusivity and professional development for educators, including both articulated expectations for the creation/maintenance of a safe and
affirming environment as well as pragmatic support for how to create school cultural change. [Author abstract]
Journal Article
Galvanising Transition and Success for Underrepresented Students : Five Conditions for Enhancing Online Student Engagement
The Australian Universities Accord's (Department of Education, 2024) focus on expanding underrepresented groups' access to higher education underscores an on-campus-online paradigm shift, or post-pandemic digital transformation, to
address students' flexibility and accessibility needs. The shift identifies that online student engagement, and students' learning outcomes, need to be effective and fit for purpose if students are to succeed. Conducted as one phase of a
longitudinal project (2017-present), this research investigated the approaches and strategies that could be incorporated to facilitate students' online engagement. Findings suggest that these strategies could be encapsulated under five
key conditions: fashioning a strong teacher presence; crafting an inclusive and safe online learning environment; creating well-structured and interesting content; forging explicit expectation management; and ensuring students have time
to engage. This article argues that if educators are purposeful in applying these conditions, employing targeted, specific strategies in their curriculum design and teaching, students' online engagement, and their learning outcomes, will
be enhanced. [Author abstract]
Journal Article