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Managing Diversity

(Re)Visioning Equity on College Campuses – Foreword by Jerlando F. L. Jackson – Afterword by Lemuel Watson


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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Part One: New Perspectives on the Diversity Concept


PART ONE New Perspectives on the Diversity Concept CHAPTER TWO Diversity and Interdisciplinarity: Exploring Complexities at the Intersections of Academy Rebecca Ropers-Huilman Kathryn A. E. Enke Interdisciplinarity, or work across disciplines, is well established in academic settings. For example, area studies, ethnic studies and gen- der/women’s studies are programs that have been active on many campuses for several decades. Yet, interdisciplinary efforts are taking shape in new ways to respond to emerging problems and opportuni- ties in society. Recently, interdisciplinary research has been buoyed by a new sense of energy and legitimacy, largely because scholars, administrators and students see a broader need for those with multi- ple perspectives to work together to address the complex problems facing society today (as in bioethics or ethnic studies, for example; National Academy of Sciences, 2005). Interdisciplinary programs are now established at the intersections of many academic disciplines, including those in science, mathematics, humanities, arts, and the so- cial sciences. The resulting interdisciplinary fields can readily argue that their efforts are related to the core engagement missions of their institutions, ever present in institutions of all types in the United States today. Such missions articulate institutions’ commitment to serve as dynamic and comprehensive community partners in efforts to better our world (Bringle, Gamers, & Malloy, 1999). These partner- ships require having multiple methods, paradigms, perspectives, and questions represented at the problem-solving table. Diversity and interdisciplinarity are inherently related in several ways. The complex problems of our world require a diverse set of so- lutions, both...

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