Reaction to the results of the 1998 campus climate for diversity survey of a major research university in the southern U.S. The paper reviews some of the theoretical explanations for the slow progress in achieving diversity, while at the same time gives an example of good practice. The paper argues that the diversification of the faculty and student population can no longer be a peripheral activity, but must be reflective of the institution’s commitment to diversity.
Brown, L. (2004). Diversity: the challenge for higher education. Race Ethnicity and Education, 7(1), 22-34.
The National Center for Institutional Diversity (NCID) at the University of Michigan at Ann Harbor addresses complex diversity issues within higher education and other major social institutions. The Center promotes national exemplars of diversity scholarship, multilevel engagement, and innovation by operating as a catalyst, venture fund, incubator, clearinghouse, publisher, and think tank.
Osei-Kofi, N., Richards, S., Smith, D.G. (2002). Inclusion, Reflection, and the Politics of Knowledge: On Working Toward the Realization of Inclusive Classroom Environments. In Rendón, L.I., García, M., Person, D. (Eds.) Enhancing the First-Year Experience for Students of Color. University of South Carolina: National Resource Center for the First-Year Experience and Students in Transition.
The Program on Intergroup Relations (IGR) is a social justice education program on the University of Michigan’s Ann Arbor campus. As a joint venture of the College of Literature, Science, and Arts and the Division of Student Affairs, IGR works proactively to promote understanding of intergroup relations inside and outside of the classroom. Multidisciplinary courses offered by IGR are distinguished by their experiential focus, teaching philosophy, and incorporation of dialogical models of communication. http://www.igr.umich.edu/about/introduction