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Minorities in higher education. --- Racism in higher education

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"In The Future of Diversity, distinguished academic leaders - heads of universities and foundations as well as faculty with valuable research and personal experience - discuss the next stage in the pursuit of democratic diversity and excellence on our campuses across the country. How can we make our universities more socially representative and open to all who wish to study? How can we create a campus culture that is more hospitable to a diverse student, staff, and faculty? What steps can we take to improve the university's relevance to our globalizing world? This volume assesses current attempts to create a positive and democratic campus culture and lays out some specific and general proposals for achieving greater success in the future"--Provided by publisher.

Cultural pluralism --- Education, Higher --- Minority college students --- Multicultural education --- Racism in higher education

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"What does it look like to let go of Whiteness? Whiteness promotes a form of hegemonic thinking, which influences not only thought processes but also behavior within the academy. Working to dismantle the racism and whiteness that continue to keep oppressed people powerless and immobilized in academe requires sharing power, opportunity, and access. Removing barriers to the knowledge created in higher education is an essential part of this process. The process of unhooking oneself from institutionalized whiteness certainly requires fighting hegemonic modes of thought and patriarchal views that persistently keep marginalized groups of academics in their station (or at their institution). In the explosive Unhooking from Whiteness: Resisting the Esprit de Corps, editors Hartlep and Hayes continued the conversation they began in 2013 with Unhooking from Whiteness: The Key to Dismantling Racism in the United States. This third and final volume focuses on the writers' processes to let go of the pathology of Whiteness. The contributors in this book have once again come from an intersection of races, ethnicities, sexual identities and gender identities and includes conversations across these multiple intersections. The editors move from prepared précises on multicultural education toward actionable conversations that drive social justice agendas and have the power to eliminate educational inequities"--

Ethnology --- Racism in higher education --- Social justice and education --- Whites --- Authorship --- Race identity

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"In the late 1950s, California embarked on an ambitious attempt to provide free public higher education to all high school graduates. This massive expansion of higher education in what would soon be the nation's most populous state coincided with the arrival of the counterculture on campus, a surge of organizing around ethnic studies and affirmative action programs, and the rise of the New Right, with Ronald Reagan as governor. As Andrew Stone Higgins details, this collision was no coincidence-the tension between the democratic promise of the California Master Plan for Education and the structural injustices it inadvertently reinforced ended up catalyzing the tumultuous politics of the 1960s, including both progressive campus movements and conservative backlash"--

Educational planning --- Education, Higher --- Education and state --- Racism in higher education --- History --- California.

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"A timely investigation of why diversity alone is insufficient in higher education and how universities can use reparative actions to become anti-racist institutions.As institutions increasingly reckon with histories entangled with slavery and Indigenous dispossession, diversity, equity, and inclusion (DEI) efforts occupy a central role in the strategy and resources of higher education. Yet reparation is rarely offered as a viable strategy for institutional transformation. In Reparative Universities, Ariana González Stokas undertakes a critical and decolonial analysis of DEI work, linking contemporary practices of diversity to longer colonial histories. González Stokas argues that diversity is an insufficient concept for efforts concerned with anti-oppression, anti-racism, equity, and decolonization. Given its historical ties to colonialism, can higher education foster reconciliation and healing?Reparation is offered as a pathway toward untangling higher education from its colonial roots. González Stokas develops the term "epistemic reparation" to describe a mode of social-historical accountability that can already be seen at work in historical examples, as well as current events in the United States, South Africa, and Canada. Recent legal decisions by Georgetown University and the Princeton Theological seminary to enact economic recompense for buying and selling human beings are evidence of attempts to redress higher education's violent histories and the colonial structures they reproduce every day on college campuses. Engaging with a broad range of theorists from decolonial philosophy to organizational psychology, González Stokas offers a pathway-guided by reparative activities-for institutional workers frustrated by what often feels, as Sara Ahmed describes, "banging one's head against a brick wall." Reparative Universities offers insight into why DEI efforts have been disconnected from past injustices and why unsettling diversity and engaging meaningful repair are critical for the future of higher education"-- "Can higher education foster reconciliation and healing given its historical ties to colonialism and enslavement? Rather than viewing the diversity administrator in dehumanized terms, as has become popularized in writings about student protest movements and critical university studies, Stokas interrogates the potential of administrators committed to forms of insurgent and outsider intellectual work"--

African Americans --- Discrimination in higher education --- Educational equalization --- Minorities --- Racism in higher education --- Education (Higher) --- History --- History.