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Managing Diversity

(Re)Visioning Equity on College Campuses


Edited By T. Elon Dancy II

This book brings together scholars who explore the evolving meanings of diversity and how these meanings present new challenges and considerations for collegiate leadership, management, and practice. The book offers empirical, scholarly, and personal space to interrogate the seemingly elusive but compelling challenges postsecondary institutions face in managing diversity. Book chapters are offered in a variety of voices – some detailing theoretical, conceptual, sociohistorical, and globalized meanings of diversity; some highlighting college personnel narratives around social justice and equity; and some illustrating identity politics and provocative topics among students, faculty, and staff that continue to present formidable challenges to collegiate equity agendas. The intent is to both question existing efforts to diversify and make inclusive collegiate contexts; to present new frameworks of thinking about diversity, equity, and inclusion; and to identify and detail policy and practice implications.


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Foreword: What Music Can Teach Us about Managing Diversity in Higher Education


FOREWORD What Music Can Teach Us about Managing Diversity in Higher Education Jerlando F.L. Jackson An interesting fact about me that most of my colleagues do not know is that I was a musician prior to my journey in the field of higher edu- cation. For approximately 15 years, my role as a musician guided my decision making. Unlike many of my high school classmates, I se- lected my undergraduate institution purely based on my major. I needed an institution that was a university and not a music conserva- tory, with both a strong performing arts school and percussion pro- gram in the southeastern part of the United States. Among the handful of institutions that met these criteria (interestingly all were non-flagship universities) was the University of Southern Mississippi, which was ultimately my choice. Being a percussionist demanded the development of organization and time-management skills. Unlike other instrumentalists, percus- sionists have to master a family of instruments instead of just one. One has to be equally proficient on the marimba and jazz vibes as well as the snare drum or drum set. Without organization and time- management, it would be very difficult to maintain a practice sched- ule that cultivated such proficiency. Likewise, the time commitments were extremely demanding if one planned to graduate in a reason- able timeframe. In reviewing my undergraduate transcript after all of these years, it was interesting to observe that I completed 176 hours as an undergraduate. With the average undergraduate degree requiring between 124...

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