Promoting Equity, Diversity and Social Justice through Faculty-Led Transformative Projects
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| Title: | Promoting Equity, Diversity and Social Justice through Faculty-Led Transformative Projects |
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| Language: | English |
| Authors: | Rodriguez, Alberto J. (ORCID |
| Source: | Innovative Higher Education. Apr 2022 47(2):201-222. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Social Justice, Models, Faculty Development, Transformative Learning, Diversity, Equal Education, Cultural Awareness, College Faculty, Professional Autonomy, Research Universities, Teacher Workshops, Teacher Attitudes, Barriers, Communities of Practice, Inclusion, Activism, Higher Education |
| DOI: | 10.1007/s10755-021-09560-y |
| ISSN: | 0742-5627 |
| Abstract: | We present a transformative professional development project with a focus on equity, diversity and social justice (EDSJ) to raise cultural awareness among faculty, increase agency, and promote positive change through transformative projects. Twenty-three faculty members from nine different colleges located at a Research I university were provided with critical cultural awareness workshops and then supported to develop transformative projects related to EDSJ. Based on focus group interviews and pre-post surveys, we identified four themes and five categories: two outcome-related ("Building Community and Transformative Actions") and two operational themes ("Barriers" and "Facilitators"). We conclude that faculty-centered and transformative professional development projects could significantly benefit all those interested in establishing a culturally inclusive, positive and responsive climate. Our study also contributes to the emerging research on scholar activism and provides a practical model for implementation. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1332961 |
| Database: | ERIC |
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| Abstract: | We present a transformative professional development project with a focus on equity, diversity and social justice (EDSJ) to raise cultural awareness among faculty, increase agency, and promote positive change through transformative projects. Twenty-three faculty members from nine different colleges located at a Research I university were provided with critical cultural awareness workshops and then supported to develop transformative projects related to EDSJ. Based on focus group interviews and pre-post surveys, we identified four themes and five categories: two outcome-related ("Building Community and Transformative Actions") and two operational themes ("Barriers" and "Facilitators"). We conclude that faculty-centered and transformative professional development projects could significantly benefit all those interested in establishing a culturally inclusive, positive and responsive climate. Our study also contributes to the emerging research on scholar activism and provides a practical model for implementation. |
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| ISSN: | 0742-5627 |
| DOI: | 10.1007/s10755-021-09560-y |
