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Mirroring Society? Tracing the Logic of Diversity in the 'Canadian Journal of Higher Education'

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Title: Mirroring Society? Tracing the Logic of Diversity in the 'Canadian Journal of Higher Education'
Language: English
Authors: Tamtik, Merli
Source: Canadian Journal of Higher Education. 2021 51(3):127-144.
Availability: Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: csshe@cc.umanitoba.ca; Web site: http://journals.sfu.ca/cjhe/index.php/cjhe/index
Peer Reviewed: Y
Page Count: 18
Publication Date: 2021
Document Type: Journal Articles
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: Journal Articles, Higher Education, Periodicals, Diversity, Equal Education, Disproportionate Representation, Foreign Countries, Gender Bias, Gender Discrimination, Inclusion, Labor Needs, Educational Research, Educational Trends, Educational History
Geographic Terms: Canada
ISSN: 0316-1218
Abstract: Diversity and equity have become central themes of institutional planning in Canadian post-secondary institutions. The complexity and variance of such activities, and their disconnect from individual experiences, are inherently related to the social norms established by the dominant cultural group. This article argues that published research articles play an important role in reflecting how organizational norms are understood and institutionalized. To trace the normative shifts in how diversity has been addressed in research articles, a systematic analysis of over 186 peer-reviewed articles published in the "Canadian Journal of Higher Education" between 1971 and 2020 was performed. The findings demonstrate that the concept of diversity has evolved from being examined in narrow binary categories of socio-economic, language, and gender diversity to a more recent focus on intersectionality. The shift from diversity being an issue of individual concern to diversity being a core institutional responsibility closely related to student learning is apparent. The article ends with recommendations for future areas of research with specific calls made to increased uptake of critical approaches to diversity for more nuanced perspectives of our accepted social norms in Canadian higher education. [Note: Publication year printed on PDF is incorrect. This article was published in 2021.]
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1339403
Database: ERIC
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  Data: Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: csshe@cc.umanitoba.ca; Web site: http://journals.sfu.ca/cjhe/index.php/cjhe/index
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  Data: Diversity and equity have become central themes of institutional planning in Canadian post-secondary institutions. The complexity and variance of such activities, and their disconnect from individual experiences, are inherently related to the social norms established by the dominant cultural group. This article argues that published research articles play an important role in reflecting how organizational norms are understood and institutionalized. To trace the normative shifts in how diversity has been addressed in research articles, a systematic analysis of over 186 peer-reviewed articles published in the "Canadian Journal of Higher Education" between 1971 and 2020 was performed. The findings demonstrate that the concept of diversity has evolved from being examined in narrow binary categories of socio-economic, language, and gender diversity to a more recent focus on intersectionality. The shift from diversity being an issue of individual concern to diversity being a core institutional responsibility closely related to student learning is apparent. The article ends with recommendations for future areas of research with specific calls made to increased uptake of critical approaches to diversity for more nuanced perspectives of our accepted social norms in Canadian higher education. [Note: Publication year printed on PDF is incorrect. This article was published in 2021.]
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        StartPage: 127
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