Reading Together: Diversity, Equity, and Inclusion Book Club as Residence Life Professional Development
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| Title: | Reading Together: Diversity, Equity, and Inclusion Book Club as Residence Life Professional Development |
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| Language: | English |
| Authors: | Katie E. Weir |
| Source: | Journal of College and University Student Housing. 2025 52(1):28-42. |
| Availability: | Association of College and University Housing Officers - International. 1445 Summit Street, Columbus, Ohio 43201. Tel: 614-292-0099; Fax: 614-292-3205; e-mail: office@acuho-i.org; Web site: http://www.acuho-i.org |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Dormitories, Books, Clubs, Diversity Equity and Inclusion, Residential Programs, Graduate Students, Student Personnel Workers, Professional Development, Empathy, Interprofessional Relationship, Supervision, Racial Discrimination, Poverty, Homeless People, Group Discussion, Educational Benefits, Reader Response, Resident Advisers |
| ISSN: | 0161-827X 2470-9220 |
| Abstract: | Cultivating inclusive residential communities is an important responsibility of professional and graduate residence life staff. Meaningful diversity, equity, and inclusion (DEI) training is crucial for fostering inclusive and safe residential communities, yet there is limited empirical data on this topic. This study explores one residence life office's DEl book club for graduate and professional residence life staff. Using interviews and focus groups, this study explored staff members' experiences in the book club and sought to understand how staff transferred their learning to their professional work. Participants acknowledged that the book club was a valuable source of learning, fostering empathy and relationships among staff and creating a safe space to navigate sometimes difficult conversations. Participants also reported changes in their approaches to supervision and working with students, noting that they were more focused on equity and providing holistic support for their students after the experience of discussing books about racial and gender discrimination, poverty, and homelessness. The findings suggest that a book club can be a simple but meaningful way to foster conversations about diversity, equity, and inclusion while developing equity-minded staff. [Discussion questions were developed by Kaylee Hogness.] |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Access URL: | https://www.acuho-i.org/resources/acuhoi-journal/journal-library/ |
| Accession Number: | EJ1488906 |
| Database: | ERIC |
| Abstract: | Cultivating inclusive residential communities is an important responsibility of professional and graduate residence life staff. Meaningful diversity, equity, and inclusion (DEI) training is crucial for fostering inclusive and safe residential communities, yet there is limited empirical data on this topic. This study explores one residence life office's DEl book club for graduate and professional residence life staff. Using interviews and focus groups, this study explored staff members' experiences in the book club and sought to understand how staff transferred their learning to their professional work. Participants acknowledged that the book club was a valuable source of learning, fostering empathy and relationships among staff and creating a safe space to navigate sometimes difficult conversations. Participants also reported changes in their approaches to supervision and working with students, noting that they were more focused on equity and providing holistic support for their students after the experience of discussing books about racial and gender discrimination, poverty, and homelessness. The findings suggest that a book club can be a simple but meaningful way to foster conversations about diversity, equity, and inclusion while developing equity-minded staff. [Discussion questions were developed by Kaylee Hogness.] |
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| ISSN: | 0161-827X 2470-9220 |
