Strategies for Diversity & Inclusion: A Case Study of Faculty Decision Making.

Saved in:

Bibliographic Details
Title:	Strategies for Diversity & Inclusion: A Case Study of Faculty Decision Making.
Authors:	Bruce, Jacklyn¹ jackie_bruce@ncsu.edu, McKee, Katherine¹, Fleming, Joy¹, Edwards, Harriett¹
Source:	NACTA Journal. Jan-Dec2022, Vol. 66, p279-287. 9p.
Subject Terms:	Diversity & inclusion policies, Decision making, Undergraduates, Teacher development, Cultural competence
Abstract:	The diversity of undergraduate students on college campuses across the country is increasing (Pope et al., 2014). In conjunction with this increase in diversity has been a rise in negative responses to that diversity, which in turn, causes decreased student satisfaction in the campus experience for those diverse student populations (Evans & D'Augelli, 1996; Evans & Rankin, 1998; Harwood et al., 2012; Seymour & Hewitt, 1997; Tonso, 1999). This increase in student diversity and decrease in student satisfaction has challenged universities to not only support students, but also create programs, design policies and procedures, and implement strategies and interventions that are culturally sensitive. All those within the university must take part in addressing these climate issues, including, and maybe especially, faculty; however, Lowenstein (2009) suggested faculty are not trained on how to teach their subject matter, much less how to address the increasing diversity of student populations and the multicultural competence needed to support this growth. The purpose of this study is to provide insight into HBCU College of Agriculture (CoA) faculty experiences with diversity, focusing on those HBCU CoA faculty who chose to become multiculturally competent. [ABSTRACT FROM AUTHOR]
	Copyright of NACTA Journal is the property of North American Colleges & Teachers of Agriculture and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	The diversity of undergraduate students on college campuses across the country is increasing (Pope et al., 2014). In conjunction with this increase in diversity has been a rise in negative responses to that diversity, which in turn, causes decreased student satisfaction in the campus experience for those diverse student populations (Evans & D'Augelli, 1996; Evans & Rankin, 1998; Harwood et al., 2012; Seymour & Hewitt, 1997; Tonso, 1999). This increase in student diversity and decrease in student satisfaction has challenged universities to not only support students, but also create programs, design policies and procedures, and implement strategies and interventions that are culturally sensitive. All those within the university must take part in addressing these climate issues, including, and maybe especially, faculty; however, Lowenstein (2009) suggested faculty are not trained on how to teach their subject matter, much less how to address the increasing diversity of student populations and the multicultural competence needed to support this growth. The purpose of this study is to provide insight into HBCU College of Agriculture (CoA) faculty experiences with diversity, focusing on those HBCU CoA faculty who chose to become multiculturally competent. [ABSTRACT FROM AUTHOR]
ISSN:	01494910