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That is why we created this report, which examines faculty diversity relative to student diversity, as well as hiring equity, tenure equity, and changes in faculty representation over time for Black and Latino faculty at public, four year institutions, and highlights colleges and universities that are making progress on diversifying their faculties and those that have more work to do.

The results weren't great. Our findings show that Black and Latino faculty are severely underrepresented at most public, four-year colleges and universities.

If institutions are going to improve faculty diversity, they will need to examine their hiring and retention practices, improve campus racial climates, and make resources available to faculty members of color, so they can build and hone their skills and find community. Leaders should ensure that their actions align with their stated missions and strategic goals for faculty diversity. But that's just for starters.

We offer a variety of other recommendations for institutional leaders, advocates, and federal and state policymakers on building faculty diversity via funding and strategic planning and campus climate initiatives.

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Faculty Diversity and Student Success Go Hand in Hand, So Why Are University Faculties So White? - The Education Trust

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That is why we created this report, which examines faculty diversity relative to student diversity, as well as hiring equity, tenure equity, and changes in faculty representation over time for Black and Latino faculty at public, four year institutions, and highlights colleges and universities that are making progress on diversifying their faculties and those that have more work to do.

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Complete College America 2022 Top Podcasts

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Complete College America 2022 Top Podcasts

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Scroll down for additional podcasts including:
Campus-wide applications of trauma-informed strategies;
Is your campus’ approach to mental health outdated;
Student success at Henderson State University;
When you’ve seen one rural college, you’ve seen…one rural college;
Advancing Equity in Developmental Education Reform.

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Wiley College's AVP of Student Health Counseling and Wellness, Dr. Rae Lundy, joins CCA's Meacie Fairfax in episode 2 of our mental health series to discuss trauma-informed campus strategies. Dr. Lundy shares how embracing and elevating trauma-informed leaders institutions can embed a much-needed culture of psychological safety, active listening, skilled practitioners, and leadership who understand and examine the pivotal role individuals, institutions, and technology play in supporting the mental health needs of the campus community.

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How to Create Psychological Safety: Campus-Wide Applications of Trauma-Informed Strategies by CCA On the Air

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How to Create Psychological Safety: Campus-Wide Applications of Trauma-Informed Strategies by CCA On the Air

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Wiley College's AVP of Student Health Counseling and Wellness, Dr. Rae Lundy, joins CCA's Meacie Fairfax in episode 2 of our mental health series to discuss trauma-informed campus strategies.

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Higher ed’s promise dims for students of color (opinion) | Inside Higher Ed

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We must improve completion rates for students of color—but we also can’t keep funneling them to a system that doesn’t meet their needs, Wil Del Pilar and Dhanfu E. Elston write.

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How Colleges’ Presidential Searches Weed Out Candidates of Color and Women

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Associate Director DEI- Black Community Initiatives 

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Associate Director DEI- Black Community Initiatives 

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The division of DEI at the University of Denver is seeking a dynamic colleague to join our team providing leadership in our Black Community Initiatives space.

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The University of Denver's Office of Diversity, Equity, and Inclusion (ODEI) engages the work of equity, Inclusive Excellence, and diversity across the university, with a unique lens on the academic experience. For example, ODEI supports DUs efforts to advance diversity, equity, and Inclusive Excellence by providing the campus community with opportunities to extend their knowledge, perspectives, and experiences vital to performing effectively in a culturally diverse and globally connected society.
Position Summary
The University of Denver's Division of Diversity, Equity, and Inclusion (DEI) is seeking an Associate Director for DEI with a focus on Black Community Initiatives (BCI) to join our team, effective December 1, 2022. Black Community Initiatives, as an area of focus at DU, started as a response to a calling from our Black community in tandem with national protests in the spring of 2020. As one of the five impact areas of the DEI Action Plan, building support for DU's Black Community, this position has crafted a series of signature programs, formed a community advisory board, and worked alongside faculty, staff, and students in garnering an understanding the historic and current lived experience of members of our Black community toward beginning to draft strategic systemic engagements of inclusion.

The Associate Director (AD) will work alongside DEI leadership in the envisioning and implementation of strategic initiatives and engagements, integrating efforts for Black Community support at DU across administrative, academic, and operational units. The BCI associate director will draft and support implementation of institutional and systematic efforts that support for Black faculty, staff, administrators, and student needs toward structural transformation. This will include cultivating relationships and collaborations with the Black community and organizations to help foster an environment of mutual respect and cooperation. The candidate filling this position will identify, evaluate, and innovate programs and structures to center and value the Black experience in the intellectual and everyday life of the University.

The AD will serve as a consultant to the University of Denver's Vice Chancellor (VC) for DEI in attending to the challenges, support opportunities, and find new ways to open doors for our Black faculty, staff, and students. This team member will be a conduit, along with the Faculty Director for Black Community Initiatives, for the VC and for the DEI division in connecting with DU's Black community and with the Denver Black community.
The AD should stay current on other higher educational institution responses to anti-Black racism as well as related diversity, equity, and inclusion initiatives.

The AD should embody both strong alignment with the University's diversity, equity and inclusion vision and goals and a commitment to efficient and collaborative work.
Essential Functions Black Community Initiatives Leadership:

Consult and advise the University of Denver's Vice Chancellor for DEI, making and evaluating ongoing recommendations to advance strategic support and planning for the Black Community Initiatives.

Provide guidance, support, and training for faculty, staff, and administration in the creation, maintenance, and sustaining practices of making an affirming and welcoming environment for our Black campus communities.

Organize and coordinate the building of more extensive support and resource systems and networks for DU's Black Communities aimed at furthering DU's retention and success metrics, including but not limited to Alumni of Action, Faculty, Staff, and students (both graduate and undergraduate).

Work with the BCI Faculty Director to coordinate the management, development, implementation, assessment, and growth of BCI activities, programming, and community engagement.

Guide and contribute to strategic planning and BCI program sustainability through goal setting, assessment and innovations of programs and initiatives across the institution.

Build upon and refine already established structures and programs in direction and alignment with the vision and trajectory of DEI at DU.

Assist the development and implementation of BCI signature programs and annual events, including but not limited to the MLK Jr. Commemoration, Juneteenth Celebration, and Black History Month activities.

Advise on and support campus efforts to incorporate Black cultural elements, practices, and protocols into university events.
Black Community Initiatives Collaboration and Liaison

Campus Liaison:

Serve as a liaison and support to the BCI faculty director in developing reciprocal and mutually beneficial community partnerships as well as facilitate and foster collaboration among and across DU entities.
Community Liaison:

Build capacity for partnerships with community entities (e.g., by attending community meetings) to support and facilitate connections to BCI projects.
Administrative & Managerial Leadership:

Update, coordinate, and grow all public facing BCI media, including the website, social media, and newsletter. Assist the BCI faculty director with public relations efforts to showcase BCI's supported projects on campus and off-campus.

Coordinate and supervise Black Community Initiatives staff, both professional and student.

Support the hiring and development of professional staff and manage student employees (both graduate and undergraduate - including work study students, graduate assistants, and interns), and volunteers.

Manage the BCI budget(s) including the signature programs, operational budgets, seed funding, and possible grant funding.

Raise funds for BCI utilizing the DU advancement platform through various engagements including but not limited to OneDay4DU.

Support the DEI divisional team and the DEI efforts across the university, with an understanding, appreciation, and skills in advancing overall DEI priorities, this person will be asked to provide trainings and other strategic engagements of DEI beyond BCI concerns in creating a seamless and intersectional DEI approach at the University of Denver.

Required Qualifications

Master's Degree from an accredited university program.

A minimum of three (3) years of relevant education and/or work experience with Black communities related to university processes and engagements.

Demonstrated ability to establish and maintain collaborative and mutually beneficial relationships with Black communities, and organizations.

Demonstrated ability to implement community programming events and to work productively with individuals across campus to make university events inclusive and successful.

Preferred Qualifications

PhD degree in an area such as higher education, counselling, Black/African American studies, communications, social science, leadership, or a related field.

Ability to maintain a positive and productive working relationship with university and local communities

Three (3) years of experience working in areas of diversity, equity, inclusion, and or community engagement in higher education

Work experience in higher education or similar educational settings

Working Environment
1. Standard office environment.
2. Unexpected interruptions occur often, and stress level is moderate to high.
3. Noise level is quiet to moderate.
Physical Activities
1. Ability to sit in front of a computer for an extended period.
2. Occasionally required to move about the office/campus with the capability of transporting objects up to 20 lbs.

Work Schedule
Monday - Friday, 8:00 a.m. - 4:30 p.m.

Application Deadline
For best consideration, please submit your application materials by 4:00 p.m. (MST) on October 24, 2022.

Special Instructions
Candidates must apply online through jobs.du.edu to be considered. Only applications submitted online will be accepted.

Salary Grade Number:
The salary grade for the position is 10.

Salary Range:
The salary range for this position is $60,000 - $70,000.

The University of Denver has provided a compensation range that represents its good faith estimate of what the University may pay for the position at the time of posting. The University may ultimately pay more or less than the posted compensation range. The salary offered to the selected candidate will be determined based on factors such as the qualifications of the selected candidate, departmental budget availability, internal salary equity considerations, and available market information, but not based on a candidate's sex or any other protected status.

Benefits:
The University of Denver offers excellent benefits, including medical, dental, retirement, paid time off, tuition benefit and ECO pass. The University of Denver is a private institution that empowers students who want to make a difference. Learn more about the University of Denver.

Please include the following documents with your application:
1. Resume
2. Cover Letter

The University of Denver is an equal opportunity employer. The University of Denver prohibits discrimination on the basis of race, color, national origin, age (40 years and over in the employment context), religion, disability, sexual orientation, gender identity, gender expression, genetic information, marital status, veterans status, and any other class of individuals protected from discrimination under federal, state, or local law, regulation, or ordinance in any of the university's educational programs and activities, and in the employment (including application for employment) and admissions (including application for admission) context, as required by Title IX of the Education Amendments of 1972; Title III of the Americans with Disabilities Act of 1990, as amended in 2008; Section 504 of the Rehabilitation Act of 1973; Title VI and VII of the Civil Rights Act of 1964; the Age Discrimination Act of 1975; the Age Discrimination in Employment Act of 1967; and any other federal, state, and local laws, regulations, or ordinances that prohibit discrimination, harassment, and/or retaliation. For the university's complete Non-Discrimination Statement, please see non‑discrimination‑statement.
All offers of employment are contingent upon satisfactory completion of a criminal history background check.

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Details - Associate Director, Black Community Initiatives | University of Denver

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Search for faculty, staff, and students at the University of Denver.

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New Evidence on the Evolution and Landscape of Performance Funding for Higher Education

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Institutional Racial Representation and Equity Gaps in College Graduation

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Incentivizing Equity The Effects of Performance Based Funding on Race Based Gaps in College Completion

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How Asian American and Native American Pacific Islander Serving Institution AANAPISI Initiatives Respond to Institutional Racism

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Bridges or Barriers How Interactions between Individuals and Institutions Condition Community College Transfer

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Admitting Students in Context Field Experiments on Information Dashboards in College Admissions

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Successful higher education systems are student centered and constantly improving. They also are committed to addressing long-standing policies, perspectives, and practices that-intentionally or not- marginalize BILPOC students, students from under-resourced families, and others who were not well served by their earlier education. (BILPOC students are those who identify as Black, Indigenous, Latinx, and/or People of Color.)

No Middle Ground helps colleges assess their practices so they can find ways to improve-to identify inequities, address them, and bring everyone at the college into this essential work. Colleges must be bold to do this work effectively because every action either advances the cause of equity or further entrenches inequities. There is no middle ground.

Download the Report

No Middle Ground provides a guide for incorporating equity into CCA's evidence-based strategies for college completion. The report outlines the importance of language and intentionality in creating programs and policies to disrupt dysfunctional systems and pave the way for all students to complete college. Sections include:

Why is CCA Focusing on Equity: Successful higher education systems are committed to addressing long-standing policies that marginalize certain students.

How Do Colleges Address Equity: How do colleges examine current policies and practices to improve outcomes for students who have been historically excluded?

Why Should Your College Focus on Equity: An overview of reasons to inspire change is provided to explain why the status quo is unacceptable.

Advancing Equity Through Practice: A detailed guide outlining practices that are essential for higher education systems that want to be student centered and equity-focused.

Log in or create a free profile to get immediate access to the report. To download, click the tile on the right.

No Middle Ground: Advancing Equity through Practice

Sign up or Log in to add your rating.

Join the Movement

It is time for higher education to disrupt dysfunctional systems and pave the way for all students to complete college. By insisting on equity, institutions ensure that every student-in particular, those who have been historically excluded- has the career opportunities and life benefits available to those who hold degrees and other credentials of value. To accomplish our collective goals, there can be No Middle Ground.

If you're ready to learn from your peers- and help them learn from you- contact CCA's strategy directors today, and we'll guide your next steps in implementing college completion strategies with equity in mind.

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CCA Releases No Middle Ground: Advancing Equity through Practice - Complete College America %

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Successful higher education systems are student centered and constantly improving. They also are committed to addressing long-standing policies, perspectives, and practices that-intentionally or not- marginalize BILPOC students, students from under-resourced families, and others who were not well served by their earlier education. (BILPOC students are those who identify as Black, Indigenous, Latinx, and/or People of Color.)

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CU System Administration Senior Diversity Officer

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CU System Administration Senior Diversity Officer

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System Administration Senior Diversity Officer

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Click the link provided to see the complete job description.

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STEM Career Interests & Racially Diverse Students

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STEM Career Interests & Racially Diverse Students

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Sharing an article that helped informed the NSF proposal MSU Denver recently submitted.

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Article AERA 2011 - Herrera and Hurtado - Maintaining Initial Interests

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At the University of Massachusetts at Boston, which prides itself on its urban setting and diverse student body, an effort to craft a new mission and vision statement has sparked heated debate in recent weeks about the fundamental purpose of a university.

An early draft of the statement, which would commit the university to becoming "an anti-racist and health-promoting institution that honors and uplifts the cultural wealth of our students," has drawn sharp criticism both on and off campus, even as some applaud the effort.

As of March 11, some 75 faculty members at the university had signed an open letter of opposition written by some colleagues from the College of Science and Mathematics, which called the draft statement "deeply flawed in content, direction, and representation." The letter argues that "the fundamental role of the public university can neither be political nor ideological activism." A growing number of supporters from other colleges have also signed the letter of opposition online. A Boston Globe column characterizing the draft as reeking of "woke indoctrination," has added fuel to the conflict.

The controversy comes at a time when many colleges are grappling with critical questions about race, taking steps such as adding diversity and anti-bias training, reviewing classes and curricula with an eye toward identifying and reducing racial bias, and declaring that their institutions will strive to become anti-racist. Those steps have highlighted the inherent tensions that some see between committing to anti-racism and preserving academic freedom or intellectual diversity.

Adán Colón-Carmona , a biology professor who co-chaired the committee working on the mission and vision statement, said the university takes pride in being the most ethnically diverse public university in New England. According to the university, 59 percent of undergraduates are first-generation college students, and 62 percent identify as members of a minority group. Colón-Carmona said that to be able to say that the university strives to become anti-racist "makes a statement to students that ... you're welcome here and we're going to work to get better at this and we value you."

But critics say that the draft - which has not yet been presented to university leaders - goes too far.

"We want to further all the important goals and directions of our society but through what we are," said a faculty member who signed the opposition letter. "We are a teaching and research institution, and through that, we try to advance all those causes." He spoke on the condition of anonymity, saying that he feared potential repercussions. Several other faculty members who signed the letter declined to comment.

Aaron Terr, a senior program officer with the Foundation for Individual Rights in Education, took particular issue with this sentence: "We hold ourselves and each other accountable to ensure these values drive all decision-making in research, pedagogical innovations, resource allocation, and the development of policies and practices." He said that the statement "raises serious concerns that the university is subordinating the First Amendment rights and academic freedoms of its faculty and students to the pursuit of an ideological agenda."

Michael Poliakoff, president of American Council of Trustees and Alumni, applauded the faculty members who have registered their protest. He said the controversy brought to mind the 1967 Kalven Report, in which a committee from the University of Chicago articulated what the university's role should be in political and social issues, concluding that "a university must sustain an extraordinary environment of freedom and inquiry and maintain an independence from political fashions, passions, and pressures ... and must embrace, be hospitable to, and encourage the widest diversity of views within its own community."

Shifting Tides

That statement was very influential. But college campuses are generally more racially diverse today than they were in 1967, and the idea that they should hold politics at arms length is under increasing pressure. "In academia, there is this notion that we are objective researchers, that we aren't activists, we're trying to be objective and produce new knowledge," said Jonathan Vega Martinez, a Ph.D. student in sociology. "But that is a reasoning that is very steeped in whiteness."

"People of color always need to justify their point of view as being objective, but white people never need to do that," Martinez continued. "This notion ... that we need to maintain this idea of objectivity so that we don't contaminate our research - that's how racism hides itself, that's how racism becomes invisible."

Similarly, Sami Sanghvi, a junior majoring in math and economics, said that she was shocked by the letter of opposition and that it made her look at her professors differently. "The fact that they think politics and research can be kept separate is disturbing and even hurtful," Sanghvi said.

The university's Graduate Employee Organization said the letter of opposition was "at best tone-deaf and, at worst, racist."

"We do not agree with the presumption that situating anti-racism and wellness at the heart of the university's mission will undermine the university's role as an engine for free inquiry and knowledge creation," the union said in a written statement. The statement concludes that it is crucial that the university "explicitly commits to anti-racism."

Last fall university leaders asked a group of about 20 faculty, staff, administrators, and students to draft a new mission statement and vision for the university as part of a broader strategic plan. The group released a draft on February 9 after several open forums to gather comments from the university community, months of weekly meetings, and at least three iterations of written statements within the group.

Critics of the proposed new mission and vision statement have voiced their objections early in the process. According to a university spokesperson, the committee will continue to gather and consider people's views and then submit a draft to the strategic planning committee for review and potentially more revisions. After that it would be open to additional feedback before being sent to the university cabinet, including the provost, for review, which would offer a final recommendation to the chancellor. Finally, the statement would be sent to the Board of Trustees for approval.

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foundation for individual rights in education

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Should Colleges Make Anti-Racism Part of Their Mission? Proposal at UMass-Boston Alarms Critics

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At the University of Massachusetts at Boston, which prides itself on its urban setting and diverse student body, an effort to craft a new mission and vision statement has sparked heated debate in recent weeks about the fundamental purpose of a university.

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Dynamos for Diversity How Higher Education Can Build a More Equitable Society

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Dynamos for Diversity How Higher Education Can Build a More Equitable Society

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As Republicans continue to stuff their legislative dockets with bills aimed at restricting teaching about race and racism, their opponents have largely argued that these measures are an infringement on academic freedom that will eventually be struck down by the courts. The struggle over one such bill in Ohio suggests that an alternative opposition tactic might be more effective.

In the Buckeye State, House Bill 327 would prohibit any "state institution of higher education" from offering "teaching ... on divisive concepts" to any "individual or group," though teaching them "in an objective manner and without endorsement" would be allowed. Ohio's chancellor would serve as both judge and jury if a complaint arose.

H.B. 327 seemed to be sailing toward passage in the fall, but the legislative process screeched to a halt in December. Sources knowledgeable of the inner workings of the Republican caucus say that progress stalled when legislators received a letter opposing the bill from the Inter-University Council of Ohio (IUC), the lobbying arm of the state's 14 public colleges and universities. IUC's letter warned that laws restricting the academic freedom of universities risked compromising their accreditation. Without accreditation, the value of degrees from those colleges would decline dramatically.

The IUC's letter charged that H.B. 327 risks "many unintended consequences," since accrediting bodies like the Higher Learning Commission (HLC) uphold principles of academic freedom and assess universities' independence from "external interests such as those motivated by political ideology." The HLC's published accreditation criteria include Standard 2.D, which requires that an institution remain "committed to academic freedom and freedom of expression in the pursuit of truth in teaching and learning." As the IUC letter pointed out, the HLC also requires that a university "preserve its independence from undue influence on the part of donors, elected officials, ownership interests, or other external parties." If a college or university fails to meet these criteria, the letter added, "accreditation is put at risk."

Even if you think we are a bastion of liberal indoctrination, we are critical to the economic prosperity of the state of Ohio.

Bruce Johnson, president of the IUC, is a Republican with a long track record in Ohio politics. Having served as a state legislator himself in the 1990s, he's familiar with the political sausage-making process and emphasizes the power of bolstering principled arguments with practical ones. Legislators unmoved by appeals to free speech may be sensitive to higher ed's impact on the state economy. "Even if you think we are a bastion of liberal indoctrination," Johnson says, "we are critical to the economic prosperity of the state of Ohio."

This line of argument seems to be resonating in Columbus. After legislators received the IUC letter, H.B. 327 languished while the Republican leadership investigated the bill's potential impact on university accreditation. This issue apparently deepened the widening rifts between pragmatic Republicans, who don't want to harm the state's public colleges, and newer members keen to demonstrate culture-warrior cred ahead of this year's primaries.

This was not the first time that some of Ohio's Republican leaders expressed concerns about the impact that prohibitions on teaching "divisive concepts" might have on university accreditation. Several months before the IUC letter was drafted, the senior Republican policy adviser for the Ohio House of Representatives sent a memo to the state Department of Higher Education asking if laws that "restrict faculty controlled curriculum" might violate the Higher Learning Commission's accreditation criteria. She asked how strictly the HLC adhered to those criteria, what consequences the commission might impose, and if there were any relevant precedents.

The only public hearing on Ohio's anti-CRT laws was held in the summer of 2021. At that time, leaders of the Ohio Conference of the American Association of University Professors raised the issue of accreditation with Republican legislators. Sara Kilpatrick, executive director of the group, recalled studying the bill and realizing that it might run afoul of the HLC's principles. Accreditation was on her mind, given an episode the previous summer in which the University of Akron fired 178 of its faculty members, including tenured professors. A few of those faculty members were later reinstated, Kilpatrick noted - in one case, as a result of fears that the university's newly diminished counseling psychology program would lose accreditation.

Kilpatrick found that stressing the damage these sorts of bills could do to institutions of higher education found traction with some members of the Republican caucus. "Accreditation was not on the radar at first, but when we raised it, the caucus seemed concerned. Then the IUC letter had a real impact." As of mid-February, H.B. 327 remains stuck in committee.

Turning to accreditation bodies is, of course, not a perfect fix. They are private advisory bodies that are themselves subject to legislative regulation: Push too hard, and they may find themselves facing onerous new restrictions. So far, the Higher Learning Commission - the agency responsible for accrediting the colleges and universities in Ohio - has largely kept to the sidelines, letting the IUC make arguments about how H.B. 327 might affect the accreditation process. (An HLC spokesperson indicated that the organization had signed a joint statement condemning "divisive concepts" bills in June 2021, but would not comment directly on the impact that such laws might have on the HLC's accreditation process.)

Still, the IUC's letter represents an intriguing tactic for those committed to resisting the rash of anti-CRT legislation: stressing the collateral damage such laws could wreak on public colleges and universities by compromising their accreditation. And while this battle is playing out in Ohio, the stakes are national. All seven regional accrediting bodies mention academic freedom and independence from external pressure among their standards. Educators in other states should listen up.

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As Republicans continue to stuff their legislative dockets with bills aimed at restricting teaching about race and racism, their opponents have largely argued that these measures are an infringement on academic freedom that will eventually be struck down by the courts. The struggle over one such bill in Ohio suggests that an alternative opposition tactic might be more effective.

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How colleges are using MacKenzie Scott’s money

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Community colleges, tribal colleges and minority-serving institutions that benefited from multimillion-dollar gifts from philanthropist MacKenzie Scott share how they plan to put the money to use.

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Biden Administration Makes Available Funds For Students’ Basic Needs

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The Biden Administration announced it would make available nearly $200 million in American Rescue Plan funds that will support community colleges and postsecondary education institutions with the greatest needs as the country continues to battle a global pandemic.

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The local meatpacking plant is a prime recruiting ground for Marshalltown Community College. Many of its roughly 2,000 students came to the central Iowa community for jobs at the plant, where modest wages, automation, and grueling working conditions are driving them to seek better opportunities through education.

About one in five of its students is Hispanic, putting the college within striking distance of the 25-percent threshold for becoming a Hispanic-serving institution, or HSI - a federal designation that could allow Marshalltown to compete for much-needed grants. If the college had more federal money, it could spend more on recruiting - the JBS plant this year started covering tuition for workers and their dependents, but sign-up has been slow - and on summer boot camps, said José M. Amaya, a professor of English.

But if enrollment trends continue, the chances that Marshalltown will win those funds could drop considerably.

Historically, most HSIs were, like Marshalltown, small community colleges. Now, a growing number of four-year colleges - including large research universities - are joining their rapidly expanding ranks.

Within the next few years, one in four nonprofit colleges will meet the enrollment threshold to be a Hispanic-serving institution, which means 25 percent of full-time-equivalent undergraduates are Hispanic. There were 569 colleges that hit that mark in 2019, and 362 more that were close, according to the Hispanic Association of Colleges and Universities, the lobbying group for HSIs. (For-profit colleges are excluded.)

Gina Ann Garcia, an associate professor of higher education at the University of Pittsburgh, put it this way: "If they're not an HSI now, they're gonna be."

But becoming a Hispanic-serving institution doesn't specifically require serving Hispanic students, just enrolling them. A growing body of research suggests that the government program designed to support Hispanic education is disbursing too little money among too many colleges, without an assurance that Hispanic students are benefiting. And the competition for scarce grants is likely to get even steeper.

Two-thousand miles away from Marshalltown, the University of California at Berkeley is also pursuing HSI status, propelled by a 42-member task force plotting a roadmap to take the highly selective university from 18 percent Hispanic students to 25 percent by 2027. The move is driven by Berkeley's desire to reflect the diversity of California's population, a spokesman said, though "access to additional funding is always a factor for a public university."

Large research universities like Berkeley have the potential to "sort of plow over the institutions that initially needed the funding," said Garcia.

Marshalltown doesn't have a designated grant office, Amaya, the English professor, points out. "It's hard for us to compete with a research institution," he said. "To some extent, writing grants is their bread and butter."

The growth in the number of HSIs reflects the country's rapid demographic shift. While the nation's white population is shrinking, the Latino population grew by 23 percent over the past decade, according to the U.S. Census Bureau. So while some majority-white colleges have sought HSI status intentionally, others have become HSIs by happenstance.

Those colleges aren't always doing enough to ensure "that all these Latinx students will feel like they have a stake in this institution and feel like they belong," said Estela Mara Bensimon, a professor of higher education at the University of Southern California and director of the Center for Urban Education.

At a time when nearly one in five Americans identifies as Hispanic, higher education faces a crucial question: What does it mean to be an HSI?

Hispanic-serving institutions, first designated by the U.S. Department of Education in 1994, are part of the constellation of minority-serving institutions that also includes historically Black, tribal, and Asian and Pacific Islander colleges. Although they're sometimes lumped together in policy discussions, and may end up competing for the same federal grants, the way they're designated and funded varies significantly.

While tribal and historically Black colleges are essentially closed memberships - colleges can't "become" HBCUs, for example - HSI is an open, rapidly-expanding designation based largely on enrollment demographics.

No money is immediately doled out, the way it is for historically Black and tribal colleges, which were set up with a mission to serve those populations. The HSI designation just gives colleges the right to compete with their peers for certain five-year grants from the U.S. Department of Education. The largest is the Developing Hispanic-Serving Institutions P rogram. (The federal government determines HSI status based on Hispanic enrollment, although some people use the terms "Hispanic" and "Latino/a" interchangeably.)

To qualify for HSI grants, colleges have to show financial need in two ways: enrolling a high percentage of low-income students, and spending less per student than their peer institutions, on average. But colleges can ask the Education Department to waive one or both of those requirements.

The list of emerging HSIs - with Hispanic undergraduate enrollments of 15 percent to 24.9 percent - that could soon earn the designation is wide-ranging: the prestigious University of Florida; the small private La Salle University, in Pennsylvania; the two-year Technical College of the Lowcountry, in South Carolina; and Berkeley.

"It used to be that no one wanted to admit being an HSI, aside from getting the money, but now it's the sexy, cool thing to be," saidDeborah A. Santiago,chief executive officer of Excelencia in Education, a nonprofit founded in 2004 to advance Hispanic student success.

There's no question that more colleges are seeking HSI status today - and making the push known publicly.

Five years ago, Marquette University, a Catholic, Jesuit private institution in Wisconsin, announced a concerted effort to seek HSI status by 2026. At the time, the university's undergraduate student body was less than 10 percent Hispanic. It was a "very ambitious goal," said Jacqueline Black, director of Hispanic initiatives and diversity and inclusion educational programming at Marquette. This fall the university joined the list of emerging HSIs, with 15.4 percent Hispanic enrollment.

The Milwaukee university, like many institutions in the Midwest and Northeast, is anticipating a "demographic cliff" that will lead to enrollment declines and financial distress over the next two decades. Meanwhile, the Hispanic population in Wisconsin is growing faster than any other racial or ethnic group.

Black said increasing enrollment and funding weren't the primary reasons to become an HSI. The goal was about fulfilling Marquette's faith-based mission, she said, and improving outcomes for students from underrepresented groups. She has focused on ramping up Spanish-language outreach, diversifying the curriculum, and increasing the sense of belonging for Latino/a students.

But the university could use the money. In fact, its quest for HSI status might be delayed by Covid-related budget woes, which have hurt Marquette's ability to offer generous financial aid to Hispanic students. The university has committed to cluster hires in its race and ethnic studies program, but those efforts were suspended during the pandemic.

Stephanie Aguilar-Smith, an assistant professor of higher education at the University of North Texas, published a study last month investigating why colleges were going after federal HSI grants. Across higher ed, there's growing awareness of the government's Hispanic-serving programs, Aguilar-Smith said in an interview, and greater institutional attention to racial injustice.

But money is a big motivation. One grant manager at a private university was frank: "We need the cash." Officials at public colleges talked about financial strain as well. "As state funding goes down, there is a real need among institutions to find alternative revenue sources," Aguilar-Smith said.

In interviews with two-dozen administrators, staff members, and professors, Aguilar-Smith found that colleges that frequently applied for federal HSI grants needed the money for specific projects like a library, or more generally to stabilize shaky budgets. Many people also figured that as long as they enroll enough Latino/a students, they might as well apply for the money.

Few of the people she interviewed directly connected their colleges' pursuit of HSI grants to better serving their Hispanic population. Instead, Aguilar-Smith wrote in her study, "many HSIs seem to capitalize on their Latinx students."

Some campus officials admitted to Aguilar-Smith that their colleges had applied for HSI grants to pay for "innovative" projects that were not necessarily "responsive to the needs of students of color or low-income students" - like new high-tech degree and certificate programs. One campus official said pursuing the grant for that purpose "felt like shiny-object syndrome."

Illustrations by André da Loba for The Chronicle

Hispanic-serving institutions that receive federal money based on that designation "don't have to spend a penny on Latino students," Santiago said. They just have to show that the funds are benefiting the institution, the theory being that it'll help all students. The federal government lays out 16 "allowable activities" for using the funds, a broad swath that includes lab upgrades, faculty development, or endowment investments.

Of the 569 HSIs that the Hispanic Association of Colleges and Universities counted in 2019, "I'd say maybe 200 are showing intentionality," Santiago added.

"The question is do they know who they're serving?" she asked. "Do they know that Latinos are more loan averse?" Programs that pay off students' debts unintentionally slight those who took on two jobs or spread their education over eight years, she said.

Students who attend part-time or swirl in and out between college and work have been hurt the most by the pandemic, Santiago said. The efforts colleges are taking to distribute grant money often aren't reaching those groups. Instead, colleges should consider providing more on-campus jobs and daycare, along with making more generous scholarships available to part-time students, Santiago said.

Some colleges lack intentionality, at least initially, because they became HSIs without even trying. That's what happened at Montclair State University, in New Jersey. "We went to sleep, we woke up, and we had 25 percent," said Katia Paz Goldfarb, associate provost for Hispanic initiatives and international programs. Nearly a third of its undergraduate students now identify as Hispanic.

At the time, Goldfarb told senior leaders: "We are plainly a Hispanic-enrolling institution. We are not a Hispanic-serving institution."

In 2017 those leaders asked Goldfarb - who'd been a professor and chair of the department of family science and human development - to lead a more intentional campus shift toward supporting Hispanic students. She told them she'd need to be in "a position where I am an octopus. I need to have my tentacles in every part of the institution."

Four years later, Montclair State's curriculum is starting to look different. The university now offers several core classes, like Economics 101, taught entirely in Spanish. There are more practical language courses, like Spanish for health professions and Spanish for business.

Goldfarb has also created a Hispanic Student College Institute, where local high-school students stay on campus for three days in the summer, meet faculty and staff, and take mock classes. The university walks students through the application process and connects them with peer mentors. Plus there's a summer orientation for families, offered in Spanish and English, where the university counsels them on paying for college.

A continuing challenge for Montclair State - and many other HSIs - is the achievement gap for Hispanic students, Goldfarb said. Across the country, HSIs are a mixed bag in terms of student success, she said, though she stressed that they exist in vastly different contexts. The conversations about supporting Hispanic students will look different in California and Texas than in New Jersey or elsewhere in the Northeast, she said.

Advocates for Hispanic students, including Santiago, would like to see grantors look more closely at how the recipients of that money are using it. But they should do so in a context that doesn't unfairly penalize HSIs.

Many of these colleges enroll large numbers of first-generation and low-income students who are underperforming by traditional metrics such as graduation and retention rates. And steering awards to colleges that favor such metrics could end up favoring highly selective, well-resourced colleges.

Hispanic-serving institutions, which represent just under 20 percent of colleges and universities and enroll 67 percent of Hispanic college students, have long been underfunded, their advocates argue.

The issue is on the minds of federal policy makers. This fall, the Biden administration launched an initiative devoted to Hispanic academic achievement, and the Senate created a Hispanic-serving institutions caucus. The reconciliation bill that passed the House of Representatives in November allocated at least $9 billion for all minority-serving institutions, a substantial amount of new funding. Still, the proposed amount of money for HSIs is not proportionate to the number of institutions, according to HACU.

On average, HSIs receive 68 cents per student in federal funding for every dollar spent per student at higher-education institutions nationwide, HACU said.

"What was low HSI funding 30 years ago has become more and more inadequate given the recent explosion in the population of students who must be supported," said an article published last year by the Center for American Progress.

In 2019, the authors wrote, the total federal funding available for HSIs amounted to $87 per Latinx student enrolled, compared with $1,642 for every Black student enrolled at a historically Black college or university. They pointed that out not to pit one minority-serving group against another, but to show how far behind the federal government has fallen in meeting the needs of the nation's booming Hispanic population.

Along with providing more money, the authors wrote, higher standards for how that money is used would ensure "that HSIs intentionally serve Latinx students rather than simply get credit for a student body to which they may not be particularly attentive."

In 2019 Excelencia created a seal of approval for colleges that it feels are actually helping Hispanic students succeed. Among those recognized was the University of Texas at Austin, where 27 percent of undergraduates this fall are Hispanic.

The university isn't shy about acknowledging that money is one driver of its desire to be an HSI. A news release last year touted the potential for "significant funding to expand and enhance educational opportunities for Latino students." That status would make its researchers eligible for Hispanic-serving grants from several federal agencies, including the National Science Foundation and the National Endowment for the Humanities.

But those involved in the transition to HSI status insist it isn't all about the money; it's also about serving the needs of a state where about 40 percent of residents are Hispanic.

"Becoming an HSI is just hitting a number," said Richard R. Flores, deputy to the president for academic priorities at the flagship campus in Austin. "It was clear we were going to hit that number regardless, because of demographics."

UT-Austin set up a 22-member transition team that met for about a year and submitted five years of data on enrollment, retention, financial, and other supports to get Excelencia's stamp of approval.

"We wanted to be sure we didn't just back into that designation but that we did it smartly, with a purpose," said Flores, who is also a professor of anthropology and Mexican American and Latina/o Studies.

Antonio R. Flores, the president of the Hispanic Association of Colleges and Universities, welcomes prestigious research institutions like UT-Austin becoming HSIs.

HACU has proposed creating a consortium of those research universities to become the anchors for a broader effort - including regional universities and community colleges - to increase the number of Latino/a students obtaining STEM degrees and going on to Ph.D. programs. HACU is using a National Science Foundation grant to set up the consortium, and the association plans to apply for millions more in funding to scale up the effort.

The HACU president said that while the overall pot of money for HSIs needs to increase significantly, he isn't overly concerned with the narrative that Latino/a students are being shortchanged. Most HSIs have at least 50 percent Hispanic enrollment, he said, so chances are that grant money is going toward improving outcomes for Hispanic students.

Flores said he believes there are adequate safeguards to ensure that federal money is reaching the colleges that most need it. "Arguably, need is very important in the assessment of those proposals," he said.

An Education Department official said the HSI program is still supporting a wide range of institutions, including community colleges. In recent years, two-year institutions have received grants, along with the University of California at Santa Barbara and the University of Arizona. But the department official acknowledged that the grants had become much more competitive, and that the program needed more funding.

In 2019, for instance, the department funded only 43 grants out of 223 applications for the Developing Hispanic-Serving Institutions Program.

Colorado State University at Pueblo has secured four HSI grants in the past decade - which have gone toward crucial initiatives like streamlining transfer pathways and improving graduate education, said Derek Lopez, executive director of HSI Initiatives at the public regional institution.

But as the landscape of HSIs changes dramatically, Lopez wonders: Could the Education Department do more to ensure that federal money is going to colleges where it can have the most impact?

Regardless of what happens with federal grants, leaders of new HSIs must be prepared to do the hard work of transforming their campus cultures, said Heather A. Wilson, president of the University of Texas at El Paso.

UTEP, an open-access institution, enrolls about 24,000 students, 83 percent of whom identify as Hispanic or Latino/a. During the 31-year presidency of Diana S. Natalicio, UTEP became the only Hispanic-serving institution to attain the top Carnegie classification for research activity while also primarily serving Hispanic students.

As more research universities become HSIs, Wilson said, those institutions should focus on encouraging their Hispanic undergraduates to consider graduate education. At UTEP, she said, 42 percent of graduates advance to graduate programs within five years. Two-thirds of UTEP's master's degrees and Ph.D.s are earned by students of color.

Many new and emerging HSIs have very few Hispanic professors, Wilson said. At UTEP, 30 percent of tenured faculty members are Hispanic,while 7 percent of Ph.D. earners nationally are. That Hispanic representation is twice as high as any other R1 university, according to federal data.

If Hispanic students lack role models in the classroom, that's a problem, Wilson said, and doctoral universities that are HSIs have a responsibility to do something about that.

"You have to be committed to long-term systemic service, not just the sugar high of some initiative," Wilson said. Many Hispanic and Latino students "wonder whether they're in the right place," she said. They fail an exam, and they might think they're not college material.

"You have to fight that predisposition," Wilson said, "and constantly reinforce that they belong here."

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Everyone Wants to Be a Hispanic-Serving Institution

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The local meatpacking plant is a prime recruiting ground for Marshalltown Community College. Many of its roughly 2,000 students came to the central Iowa community for jobs at the plant, where modest wages, automation, and grueling working conditions are driving them to seek better opportunities through education.

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Vice President of Multicultural Advancement at PCC

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Vice President of Multicultural Advancement at PCC

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Vice President, Multicultural AdvancementVice President, Multicultural Advancement | Job Details tab | Career Pages

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Executive Director of Diversity, Equity and Inclusion- Community College of Denver 

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Executive Director of Diversity, Equity and Inclusion- Community College of Denver 

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The purpose of this Privacy Policy (the "Policy") is to describe how we collect, use, store, protect, and disclose personal data online and offline. This Policy applies to personal data we collect or use, and applications owned or controlled by Govermentjobs.com, Inc.

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Student Success and Workforce Revitalization Task Force Report

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Student Success and Workforce Revitalization Task Force Report

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Financial Aid Application Working Group Report

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Financial Aid Application Working Group Report

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2022 Financial Aid Working Group Report_final

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Valarie Kaur - renowned Sikh activist, filmmaker, and civil rights lawyer - has ignited the hearts of millions around the globe, making "Breathe and Push!" a mantra in movements for social change. Now in her stunning debut, Kaur declares revolutionary love is the call of our times, a radical, joyful practice that extends in three directions: to others, to our opponents, and to ourselves.

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Ditch the ACT and SAT. End early decision. Abolish preferences for legacy applicants now.

Critics of the admissions process have long demanded such changes in hopes of making the system more equitable for students. Over the last 20 years, a slew of proposed reforms have typically had two things in common: They (a) urged highly selective colleges to stop doing something, and (b) focused on a specific policy or practice in isolation, even though one discrete change alone - like, say, going test-optional - doesn't automatically guarantee more equitable outcomes at a given college.

A report released on Wednesday by two prominent associations takes a broader view of what's wrong with the admissions and financial-aid system by examining the complex process through the lens of racial equity. "The effects of systemic racism," the report says, "touch every element of college admission - a process that, at its origin, was not fundamentally designed to promote equity."

That last part is key. The admissions realm, forever talking up its lofty ideals but forever entrenched in the relentless competition for revenue and indicators of institutional awesomeness, is a system at odds with itself. But it does, more or less, what it was built to do.

Though no set of bold-type proposals is going to transform the profession, the report offers numerous recommendations for institutional leaders, as well as state and federal policy makers. The report argues that existing admissions and financial-aid processes can be rebuilt to better serve racial minorities, especially Black students. The question: What would those systems look like if promoting racial equity were the main objective?

The report, financed by the Lumina Foundation, was produced by the National Association for College Admission Counseling and the National Association of Student Financial Aid Administrators. Its findings and recommendations were drawn from interviews with a panel of more than 20 admissions and financial-aid experts, as well as recent college applicants.

Here are five key ideas from the report:

Examine the consequences of selectivity. Given the effects of systemic racism and the "inequitable system of inputs" the admissions process relies on, the report says, selective colleges should examine why they exclude applicants. That is, which subgroups of students their policies and practices tend to leave out: "Institutional awareness of who is likely to be excluded is essential to an understanding of racial inequity."

Admissions officials should assess whether they could serve institutional goals with selections processes that minimize the effects of racial inequities. And institutional leaders should look for ways to "reconcile institutional prestige and equity goals." One expert quoted in the report boiled it down to a choice: "Either you redesign the whole institution around equity, or you don't."

Simplify the application process. The more complex an application is, the more inequitable it is. Institutions, the report says, "should radically rethink the concept of the college application" to ease the burden on students. The current process "evokes anxiety and hardship, particularly for students of color" (and those who lack access to a school counselor or knowledgeable guide to help them).

A student's performance in school "should be the nearly exclusive focus for taking the step to postsecondary education." Colleges, the report says, should seek ways to incorporate more-nuanced assessments of applicants' high-school performance, and consider minimizing or eliminating external assessments and additional requirements. "We still require them to fit this very traditional box," one panelist said, "even though we say that we want nontraditional student to be part of higher-education spaces."

Furthermore, admissions offices should help create a way to simplify and automate the transfer of student information to colleges in which students have expressed an interest. Colleges should either reduce or eliminate application fees - and make fee waivers widely available and easy to obtain.

Further streamline the federal-aid process. Colleges should ensure that their financial-aid materials include a notice that applicants may file their Free Application for Federal Student Aid, or FAFSA, as early as October 1, which would give them more time to locate documents they might need if selected for verification - and more time to make an informed college choice. And colleges should strive to get aid awards to students sooner.

The report urges Congress to codify the October 1 release of the FAFSA into statute. It also asks the Education Department to extend the 2021-22 verification waiver, which has reduced a major hurdle for many disadvantaged applicants. "Low-income and vulnerable students, who are most burdened by verification, have borne the brunt of this pandemic," the report says, "and not renewing the verification waiver will make the college-admission process that much more difficult."

Diversify the admissions profession. Enhancing the racial and ethnic diversity of admissions staffs, the report says, can increase an institution's ability to "attract and relate to a diverse student population." Colleges should prioritize racial equity in hiring and retaining admissions officers; conduct antiracism training for staff members; and hold listening sessions with current and prospective Black students, whose feedback could inform their recruitment practices.

Colleges should also take a close look at their prompts for essays required for admission and scholarship applications, especially those concerning challenges they have overcome. Some students who participated in the research said they felt that colleges expected them to fit a particular profile, by describing their hardships and struggle. One asked why "minority students have to showcase this resiliency like they are superhuman in order to get into college?"

Confront implicit bias in financial-aid offices. Financial-aid leaders should examine the extent to which implicit biases might affect their aid processes, including the case-by-case decisions officials must make when students appeal their aid awards. Colleges should consider how much rigorous academic requirements for scholarships "can be inherently inequitable for low-income students, who are disproportionately students of color" - and who might have experienced numerous challenges, attended high schools lacking rigorous curricula, and balanced family obligations with their schoolwork.

The report, "Toward a More Equitable Future for Postsecondary Access," is less a long list of specific prescriptions than an urgent call for a reckoning with history. The admissions process as we know it wasn't handed down from the clouds; it grew out of entrenched systems that have long worked against disadvantaged students.

As such, there are some serious caveats here. One: Many of the proposals go beyond the purview of admissions and financial-aid officials, who, the report says, "are often structurally confined from making the changes that they know need to be made to make higher education more accessible and equitable." As powerful as those gatekeepers might seem from a distance, they can't fix inequities in elementary and secondary education, or rewrite state and federal policies.

Also, all the admissions reforms in the world probably won't help the many students who lack sound college advising - or any at all. The report urges postsecondary institutions to play a larger role in the professional development of school counselors and college advisers.

Angel B. Pérez, NACAC's chief executive officer, has often said that many substantial changes in admissions probably can't happen without a major overhaul of how higher education is financed, for starters. But he has cautioned admissions officials against throwing up their hands in the meantime. The report, he told The Chronicle, "opens the doors for leaders, institutions, policy makers, and NACAC, among other associations, to ask somewhat radical questions and make moves towards change."

NACAC, Pérez said, plans to take up the report's recommendations for cultivating diversity among the next generation of admissions officers: "If the profession is to thrive, and we are to attract more students of color to college, the profession must also be representative of our students today."

Changing the way a big, complicated, hidebound system works isn't easy. One reason, the report says, is "the tendency to assume that the system's current design is fixed or a 'given.'"

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national association for college admission counseling

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national association of student financial aid administrators

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An Admissions Process Built for Racial Equity? This Report Imagines What It Would Look Like

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Ditch the ACT and SAT. End early decision. Abolish preferences for legacy applicants now. Critics of the admissions process have long demanded such changes in hopes of making the system more equitable for students.

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Toward a More Equitable Future for Postsecondary Access

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Toward a More Equitable Future for Postsecondary Access

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OPENING THE PROMISE: THE FIVE PRINCIPLES OF EQUITABLE POLICYMAKING

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OPENING THE PROMISE: THE FIVE PRINCIPLES OF EQUITABLE POLICYMAKING

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Getting Latino Students Better Access to Non-Novice Teachers

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Getting Latino Students Better Access to Non-Novice Teachers

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National Association of Diversity Officers in Higher Education - Framework for Advancing Ant-Racism on Campus - first edition

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Five strategies for student success- How US higher education institutions are achieving strong outcomes

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Five strategies for student success- How US higher education institutions are achieving strong outcomes

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A data-driven look at America's progress toward the goal that, by 2025, 60 percent of Americans possess high-quality credentials beyond high school.

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An Argument Against ‘Raceless’ Policy Making

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An Argument Against ‘Raceless’ Policy Making

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Raceless policy making is inadequate, state higher ed leaders are told

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Higher education won’t address racial inequity unless states and institutions acknowledge the current problems and respond to them head-on, a speaker tells state officials.

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Benitez, M., James, M., Joshua, K., Perfetti, L., & Vick, S. B. (2017). " Someone Who Looks Like Me": Promoting the Success of Students of Color by Promoting the Success of Faculty of Color. Liberal Education, 103(2), n2.

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Benitez, M., James, M., Joshua, K., Perfetti, L., & Vick, S. B. (2017). " Someone Who Looks Like Me": Promoting the Success of Students of Color by Promoting the Success of Faculty of Color. Liberal Education, 103(2), n2.

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Despite focused efforts by many colleges and universities, the racial and ethnic composition of college faculty has not increased significantly in more than twenty years. To provide an educational environment that promotes the success of students of color, it is imperative to develop structures that promote the retention and success of faculty of color. Five liberal arts colleges in the Pacific Northwest (Lewis and Clark College, Reed College, Whitman College, Willamette University, and the University of Puget Sound) formed a consortium to create opportunities for faculty and administrators to work across campuses on challenges of mutual interest. In 2014, the consortium held its first workshop for faculty of color, the focus of which was on understanding the challenges and barriers to success experienced by the faculty of color and what they felt they needed to thrive in their careers. The authors describe the design and assessment of this workshop, as well as providing ways their framework can be adapted for other institutions.

Descriptors: Minority Group Students, Minority Group Teachers, Ethnic Diversity, College Students, College Faculty, Liberal Arts, Consortia, Workshops, Barriers, Equal Opportunities (Jobs), Career Development, Work Environment, Aggression, Racial Bias, College Role, Teacher Recruitment

Association of American Colleges and Universities. 1818 R Street NW, Washington, DC 20009. Tel: 800-297-3775; Tel: 202-387-3760; Fax: 202-265-9532; e-mail: pub_desk@aacu.org; Web site: http://www.aacu.org/publications/index.cfm

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ERIC - EJ1150813 - "Someone Who Looks Like Me": Promoting the Success of Students of Color by Promoting the Success of Faculty of Color, Liberal Education, 2017

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Despite focused efforts by many colleges and universities, the racial and ethnic composition of college faculty has not increased significantly in more than twenty years. To provide an educational environment that promotes the success of students of color, it is imperative to develop structures that promote the retention and success of faculty of color.

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Vice President for Inclusivity- Western Colorado University

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Vice President for Inclusivity- Western Colorado University

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Closing Date/Time: Tue. 02/08/22 11:59 PM Mountain Time

Salary: $95,000.00 - $110,000.00 Annually

Western Colorado University invites applications for the Vice President for Inclusivity (VPI) who will lead the new Office of Inclusivity with vision, creativity, and strategic purpose, collaborating across the campus to create an environment of inclusive excellence for all students, faculty, and staff. The VPI is responsible for educating the campus community regarding best practices and evidence-based initiatives to diversify the campus, build equity within the campus, and create a more inviting, inclusive and safe culture at Western. The VPI has the ability to empathetically listen, build trust, and reconcile competing interests, leading change among diverse stakeholders. As a member of the Diversity, Equity, and Inclusivity committee, the VPI will consult with leaders across campus operations, including Student Affairs, Academic Affairs, and shared governance structures including the Student Government Association, using institutional data to assess programs, policies, and services. This includes providing expert support and contributions for departmental and divisional leaders on matters such as faculty, staff, and student development efforts; student, faculty, and staff retention and recruitment, on-boarding/orientation; job search and appointment processes. The new Office of Inclusivity includes leadership over the areas of Disability Services, Equal Opportunity Employment, Multicultural Center, and Title IX. The VPI will demonstrate leadership and a commitment to inclusivity across the entirety of Western's portfolio, and the broader mission of public higher education as key contributors to the greater public good.

For more information about Western's commitment to Diversity, Equity, and Inclusivity, please visit our website at https://western.edu/about/diversity-equity-inclusivity/.
Duties:

Duties will include engaging as a highly collaborative and visionary senior leader at an institution of higher education. The Vice President for Inclusivity will report directly to the President and collaborate with the cabinet and campus community to create strategic initiatives that will build an environment of inclusivity and equity for all students, faculty, and staff. The VPI will provide supervision and leadership over the Office of Inclusivity including Disability Services, Equal Opportunity Employment, Multicultural Center, and Title IX Office. The VPI will lead efforts to gather and analyze appropriate data and develop campus metrics for assessment of DEI-related programs and services to address potential systemic injustices and promote equity within the university. The VPI will disseminate DEI-related communication and develop training and educational programming to advance the campus strategic plan and Board of Trustees' Diversity Statement and Values. The VPI will provide expert guidance for diverse and inclusive recruitment and retention of undergraduate and graduate students, faculty, and staff in collaboration with the Director of Student Retention and Completion, Director of Human Resources, and the Equal Opportunity Employment Officer. Partner with Academic and Student Affairs to develop inclusive practices and improve campus climate; also partner with faculty to develop curricula and pedagogies that offers opportunity for students to learn about diversity, inclusion, and equity. Collaborate with the Diversity, Equity, and Inclusivity Committee to raise concerns and uplift work of the committee to serve campus inclusion. Finally, The VPI will work with the Office of Sponsored Programs and the Office of Advancement to conceive and pursue grant opportunities and develop gift prospects to advance student-centered DEI initiatives.
Qualifications:

Advanced degree in an appropriate area, with 7-10 years of demonstrably successful executive level leadership and program building with initiatives that promote diversity, equity, and inclusivity required. Requires up-to-date knowledge and willingness and excitement to continue learning about DEI-related policies, compliance, and scholarship.

Demonstrated record of exceptionally strong interpersonal, oral, and written communication, and conflict-resolution skills for various audiences, including campus-wide communication, interpersonal communication with colleagues and students, and assessment-related communication.

Demonstrated ability to conduct high quality, evidence-based assessment of DEI-related issues in a complex organization (e.g., higher education, healthcare, human/social services, corporate); this includes an ability to use data responsibly and ethically in assessing and responding to campus climate issues and communicating results in an inclusive and accessible manner.

Commitment to collaboration and demonstrated ability to build productive and sustainable partnerships.

A track record of successful change management.

Knowledge of, and appreciation for the culture of higher education, including an understanding of shared governance and tenure systems.

Demonstrated success in implementing recruitment and retention strategies focused on building a diverse student body and workforce.

Strong working knowledge of laws, regulations, and guidelines related to diversity, inclusion, and nondiscrimination including, affirmative action, ADAAA, ADEA, Title VI, Title VII and Title IX of the Civil Rights Acts of 1964 and 1991, Section 504 of the Rehabilitation Act, the Clery Act and others, in employment and educational contexts.

Appreciation for and demonstrated commitment to transparency with ability to address concerns promptly while keeping stakeholders informed of processes and updates on campus-wide issues being addressed.

Certifications and/or trainings in areas related to diversity, equity, and inclusion with ability to facilitate trainings and outreach to various departments and to develop and offer trainings to advance DEI across campus.

Understanding and appreciation for rural communities with knowledge of diversity, equity, and inclusion efforts in the outdoor industries, including those related to Western programs, to advance inclusion in the outdoors.

Ability to work with individuals from varying levels of understanding related to diversity, equity, and inclusion and commitment to serving all stakeholders of the campus community.

Additional Application Information:
Compensation: Salary: $95,000.00 - $110,000.00 annually, dependent upon experience and qualifications. Full employee benefits package including shared contribution medical and dental insurance, defined contribution retirement plan, employer paid life and long term disability insurance, voluntary insurance plans, and undergraduate tuition remission for dependents (after one year of service.)

Start date: As soon as possible upon offer acceptance.

Application deadline: February 8, 2022

Apply online at http://www.western.edu/jobs (scroll up the page and select the "Apply" link). Required attachments to the application include: a letter of application detailing interest and qualifications, curriculum vitae, and a copy of transcripts.

Three letters of recommendation are also required and these must be submitted via email to Matt Aronson, Chair, VPI Search Committee, at maronson@western.edu.

Unofficial transcripts are acceptable during screening. Official transcripts are required prior to issuing contract.

Western is a residential, four-year public university with an enrollment of 3,000 students who come from across Colorado and all fifty states. Faculty members share a strong commitment to personalized education with the liberal arts as its core. They are student-oriented, collegial, energetic, and engaged in the campus and community. The curriculum provides professional flexibility that values experiential learning and interdisciplinary approaches. Western supports diversity, equity, and inclusivity of all types including ability (physical, mental), social class, racial/ethnic, linguistic, religion, sexual orientation, age, experience, gender, and cultural. Please see our diversity statement, and our DEI Committee charge. The university is located in Gunnison, Colorado, a rural community 200 miles southwest of Denver. At an elevation of 7,700 feet in the southern Rocky Mountains, the Gunnison valley provides significant year-round outdoor recreational opportunities. Professionals have chosen Western because of the quality of life combined with rewarding careers. Visit http://www.western.edu to learn more about Western.

Western Colorado University is an affirmative action/equal opportunity employer and is committed to a diverse, equitable, and inclusive campus.

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Closing Date/Time: Tue. 02/08/22 11:59 PM Mountain Time Salary: $95,000.00 - $110,000.00 Annually Western Colorado University invites applications for the Vice President for Inclusivity (VPI) who will lead the new Office of Inclusivity with vision, creativity, and strategic purpose, collaborating across the campus to create an environment of inclusive excellence for all students, faculty, and staff.

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From the author of the #1 New York Times bestseller So You Want to Talk About Race, an "illuminating" (New York Times Book Review) history of white male identity.
What happens to a country that tells generation after generation of white men that they deserve power? What happens when success is defined by status over women and people of color, instead of by actual accomplishments?

Through the last 150 years of American history -- from the post-reconstruction South and the mythic stories of cowboys in the West, to the present-day controversy over NFL protests and the backlash against the rise of women in politics -- Ijeoma Oluo exposes the devastating consequences of white male supremacy on women, people of color, and white men themselves. Mediocre investigates the real costs of this phenomenon in order to imagine a new white male identity, one free from racism and sexism.

As provocative as it is essential, this book will upend everything you thought you knew about American identity and offers a bold new vision of American greatness.

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From the author of the #1 New York Times bestseller So You Want to Talk About Race, an "illuminating" (New York Times Book Review) history of white male identity.What happens to a country that tells generation after generation of white men that they deserve power?

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Awake to Woke to Work - Bulding a Race Equity Culture

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https://diverseeducation.libsyn.com/

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In this episode, we present the Critical Race Theory (CRT) panel that took place on October 15, 2021 during the 47th American Association for Access, Equity and Diversity (AAAED) National Conference & Annual Meeting-themed Reset, Reflect, and Move toward Justice, Equity, and Inclusive Excellence.

Moderated by your...

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Achieving equality in higher education. The stakes have never been higher. The issues never more complex. Who graduates, and why? Who is getting hired as faculty and what is their experience? In each episode, we will look at issues surrounding students, faculty, diversity and inclusion, and skyrocketing college costs.

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The Half Has Never Been Told by Edward Baptist

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The Half Has Never Been Told by Edward Baptist

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Members get an ad-free feed and other perks, like members-only hangouts with Katherine and Angela. Join to support this scrappy mom-run operation! We can't make this show without you.

Subscribe to The Double Shift newsletter, and hear from Katherine Goldstein a couple times a month! See behind-the-scenes photos, learn about upcoming episodes, and get the inside scoop on the podcasts she's listening to, what she's reading, and more.

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You are going to want to be part of this.

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Members get an ad-free feed and other perks, like members-only hangouts with Katherine and Angela. Join to support this scrappy mom-run operation! We can't make this show without you. Subscribe to The Double Shift newsletter, and hear from Katherine Goldstein a couple times a month!

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https://www.allmyrelationspodcast.com/

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The Tribal College Journal is a nonprofit media organization operating under the auspices of the American Indian Higher Education Consortium (AIHEC). The quarterly magazine, website, and e-newsletters address American Indian and Alaska Native higher education. It is a forum for tribal college admini…

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November 13-21 is National Hunger and Homelessness Awareness Week, which was designed to shine a light on many Americans' struggle to have enough to eat and a roof overhead. As we approach the holidays and consider these issues and ways to combat them, it's important to note that too many of those facing hunger and homelessness are college students.

Sadly, food and shelter insecurity among college students is nothing new. Many students come to college already experiencing food and housing insecurity, while others are on the brink of it. This is especially true for the most vulnerable students, including justice-impacted and undocumented college students. The rising costs of college attendance have forced many of them to choose between paying for tuition or paying for rent and food.

The COVID-19 pandemic has only exacerbated matters, as a growing number of college students and their families are struggling to make ends meet amid sickness, job loss, or other financial challenges. Nearly one-third of college students have missed a meal at least once a week since the beginning of the pandemic. And hunger and housing instability can have a direct impact on student performance and success in the college classroom. Students who lack enough to eat or stable housing are less likely to graduate from college and pursue a graduate degree - a particularly salient concern for first-generation college students, who often set aside their own needs to help their families and are among those hit hardest by food and housing insecurity.

Fortunately, recent COVID-19 relief bills included resources to help college students secure food and shelter. The Consolidated Appropriations Act of 2021 provided a 15% increase in Supplemental Nutrition Assistance Program (SNAP) benefits through September 2021, temporarily raising the maximum benefit for eligible SNAP households. It also extended SNAP eligibility to some college students through January 1, 2022 ( see more details here), and provided emergency SNAP allotments, which will likely continue through the end of 2021. In addition, emergency grants - which can be used to cover food, housing, course materials, health-care or child-care costs - were provided directly to college students via the Higher Education Emergency Relief Fund (HEERF) I, II, and III, which was created under COVID-19 emergency relief legislation.

Unfortunately, those federal measures are fleeting and they're far from enough.

Robust, permanent policy solutions are desperately needed to address long-standing food and housing insecurities. While there's no single solution to these problems, policymakers and higher education stakeholders should consider taking these three steps to reduce basic needs insecurity for students now and after the pandemic:
Double the Pell Grant
Federal policymakers should double the Pell Grant to make college more affordable for students from low-income backgrounds and help reduce the financial burden of paying for college.

Since 1980, college tuition and fees have risen 1,200%, while state funding for public colleges and universities has decreased drastically from pre-2008 recession levels. Moreover, state funding per student has declined in many places, while tuition (and the amount students are expected to pay) has increased. Pell Grants have enabled more than 7 million low- to moderate-income students who might not otherwise go to college to pursue a postsecondary degree. But the maximum Pell Grant is only $6,500, while the average cost of college attendance is about $25,000 and can top $45,000. Raising the Pell Grant to $13,000 would help more students go to college, reduce the financial burden on students from low- and middle-income backgrounds and their families, and allow them to cover other expenses like food and housing.
Enact Free College
Federal policymakers should enact a large-scale equity-driven, federal-state partnership for debt-free college that includes all students and goes beyond tuition to eliminate barriers that contribute to hunger and homelessness among college students.

Free college programs have been around for some time and have proliferated in recent years on account of rising college costs. As a recent Ed Trust report noted, however, many of them exclude vulnerable student groups, such as returning, part-time, adult, justice-impacted, and undocumented students, and often fail to advance equity. In " A Promise Worth Keeping," Ed Trust researchers examined 23 existing statewide free college programs and found that most of them discourage certain student groups from applying, do not cover costs beyond tuition, and/or convert program grants into loans. The report outlined an updated equity-driven framework for free college programs that was designed with those student groups in mind. But as of last year, only a single program, the Washington College Grant, met all the equity criteria.

Suffice it to say the report shows that few existing free college programs are doing enough to support students and address their basic needs. America's College Promise might have helped change that, but it has been removed from the reconciliation bill. Federal policymakers, however, still have an opportunity to insert equitable measures that would support students facing hunger and homelessness.
Permanently Extend Student SNAP Eligibility and Expand SNAP to Cover Justice-Impacted and Undocumented Students
Federal policymakers should make recent eligibility changes - which let students who qualify for state or federally financed work-study or have an expected family contribution (EFC) of zero to access SNAP benefits - permanent. Before the temporary expansion of SNAP student eligibility requirements under the latest pandemic relief bill, college students who were enrolled at least half time were typically not eligible for SNAP unless they met certain exemptions.

Moreover, except in states that opted out of the federal lifetime ban on federal food assistance for justice-impacted individuals, many formerly incarcerated students are also ineligible for SNAP. Undocumented individuals - including Deferred Action for Child Arrival (DACA) recipients - are prohibited from receiving SNAP benefits on account of their legal status. Given the high prevalence of food insecurity among these populations, the imposition of such barriers seems harsh and unjust, not to mention counterproductive. Federal policymakers would be wise to expand SNAP benefits to include justice-impacted and undocumented college students who are pursuing a higher education.

Implementing these policy asks is not only the right thing to do, but would help millions of struggling college students who bear the enormous weight and worry of securing enough to eat and a safe place to sleep, while also supporting their postsecondary success amid the still ongoing COVID-19 pandemic and beyond.

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How to End the Hunger and Homelessness Crisis Among College Students - The Education Trust

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November 13-21 is National Hunger and Homelessness Awareness Week, which was designed to shine a light on many Americans' struggle to have enough to eat and a roof overhead. As we approach the holidays and consider these issues and ways to combat them, it's important to note that too many of those facing hunger and homelessness are college students.

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University of Colorado Denver named Michelle Marks chancellor barely two weeks after campuses across the state shut down during the first pandemic wave of March 2020. She stepped into the role in July. Since then, she's brought students back to Auraria Campus, rolled out a new strategic plan and led CU Denver to its official goal of joining the two schools that share its campus - Community College of Denver and Metropolitan State University of Denver - in becoming a federally designated Hispanic-Serving Institution as of October.

You've been in the job now for about 16 months. How's it going? It's going remarkably well, though I must say that starting my chancellorship near the beginning of the pandemic was challenging. I remember wondering how on Earth I'd get to know the CU Denver community and the Denver business community mostly through Zoom interactions. But now, looking back now, I'm amazed by what we've accomplished and how well the university has navigated this unparalleled pandemic with all of the associated challenges.

Just keeping our campus safe and operational during the pandemic was impressive enough. But our community did so much more. Over six months, 3,000 people came together to reflect on our collective purpose, think differently about how to meet the needs of our students, our city and the workforce of the future, and create an amazing 2030 strategic plan to guide our future.

Campus construction continued through the pandemic, and in August we opened City Heights, our new first-year, 555-bed residence hall in the middle of campus. And it's full - highly in demand among members of our second-largest-ever entering class. This building joins the 2014 addition of the Student Commons building and the 2015 Lola & Rob Salazar Student Wellness Center in really recreating the CU Denver campus presence.

And we just dropped an RFQ for the design and build of a new engineering and computing building, right on Speer Boulevard facing Larimer Street. We'll have shovels in the ground this time next year. Metro Denver is now the top region in the nation for STEM job growth, and we're a huge producer of STEM talent, with over 5,500 students enrolled in STEM fields, many of whom stay local.

One of the 2030 Strategic Plan's goals is to become an anchor institution for an open innovation district. What would this look like and what kind of partnerships would you be seeking to form? As the only public research institution in downtown Denver, I see us as the anchor institution for a vibrant, open-access hub of intellectual and creative vigor that leverages CU Denver's laboratories, research faculty and diverse student body (the workforce of the future), along with our proximity to downtown Denver and its entrepreneurial ecosystem, Larimer Square, arts and cultural amenities, and local and state government.

The power of these districts is that they allow anchor institutions (usually a research university like ours) and companies to connect through startups, business incubators and accelerators. They create a contemporary and energized environment that blends state-of-the-art academic and lab spaces, neighborhood convening spaces, and mixed-use development - while creating the diverse workforce pipeline of the future.

Ultimately, the goal of the innovation district is to catalyze economic growth, spark new companies, commercialize research, cultivate the workforce of the future and drive social impact.

There are only 100 or so innovation districts in the world. According to the Brookings Institution, these districts are, by definition, physically compact areas that are transit accessible, technically wired, and offer mixed-use housing office and retail. The combination of our university assets and our location certainly fit this bill.

We're actively seeking a variety of partnerships to accelerate and deepen our work toward this goal: with businesses, research institutions, investors and local governments.

In your personal message that accompanied the plan, you talk about two things that seem like a sort of Catch 22: The fact that not enough students have access to degree programs, and the fact that many students who do have degrees, are underemployed. How do you make sure that the right students get the right degrees, don't get discouraged - and can afford it? Workforce demands are changing and Colorado's demographics are changing. The fact that the vast majority of our graduates get jobs right here in Colorado makes us exceptionally valuable to employers, especially in an economy that is both increasingly diverse and becoming more competitive. CU Denver is building an educational model, which we like to refer to as "the ivory tower alternative," that can meet these dual needs.

We recognize a two-way obligation in this regard: First, we have to listen to employers, to understand their needs and to build academic programs that meet workforce demand. Preparing students for a dynamic workforce means giving them an immersive, comprehensive education that goes beyond books - they must also learn through real-world experiences such as internships, project-based learning, being exposed to working professionals in the classroom, and other experiences.

And second, we have to provide our incredibly diverse students with the skills they need to hit the ground running in a good job while also helping them stay flexible enough as lifelong learners to adapt to future changes in the economic landscape. Many of our students are the first generation in their family to attend college and are older, nontraditional students. We're focusing on the value of education when it comes to getting a good job, defined as well-paying and career-advancing.

I think that leads into your goal of becoming an "Equity-Serving Institution." Tell us what that means and how you'll do it. CU Denver is the most diverse research university in the state. But being an equity-serving institution means more than just having a diverse student population. It means that one's social, racial, or economic identities no longer predict one's success in college or career. This is so important in a place where half of our undergraduate students are people of color, half of our undergrads are the first generation in their families to attend college, and half are low-income

We are doubling down on our efforts to create a racially and culturally enhancing learning environment and a sense of belonging for all - unlocking the potential for everyone to succeed here.

We are taking a number of actions, among them creating an ongoing equity advocacy council, infusing equity throughout our recruiting, hiring and retention practices, publicly recognizing our people who are advancing equity and diversifying our leadership team (which we've made good progress on already).

Part of building a culture of equity and inclusion on a university campus is acknowledging the history of our location and honoring the contributions of the people who came before us. Just last week we held an event to honor and support the mostly Hispanic families whose homes were displaced when our campus was built in the 1970s. We committed to expanding the scholarship opportunities originally promised to the families 40 years ago. Investing in the future of our surrounding neighborhoods and particularly serving Hispanic communities bolsters our goal of becoming an equity-serving institution.

CU Denver was just officially designated a Hispanic-Serving Institution, something that was an explicit goal of the school's for 2021. What does that designation mean for students, faculty and the school in general? We're very proud of this step. In general, this designation means we've met the criteria of over 25% full-time undergraduate students who identify as Hispanic or Latinx and we have a high number of students who demonstrate financial need.

We're the first research university in Colorado to attain HSI status. It recognizes two things: 1. that demographics on both the national and state level are shifting; and 2. that Hispanic students see CU Denver as a place where they can succeed and feel that they belong.

By becoming a Hispanic-Serving Institution, CU Denver is now eligible for additional grants that will enable us to specifically support Latinx students while making structural improvements that benefit our entire community. Our faculty are now eligible for grants available only to instructors at minority-serving institutions.

But to us, becoming an HSI is so much more than hitting a quota or number. We know that simply being diverse isn't enough; we must put our diversity into action by focusing on the central word of the HSI designation: serving. This is true for our overall goal on equity-serving as well.
Michelle Marks
Title: Chancellor

Organization: CU Denver

Start date: July 2020

Previous position: Vice president for academic innovation and new ventures, George Mason University

On rotation: "I saw my first concert at Red Rocks this summer (a national treasure!) - Nathaniel Rateliff and the Night Sweats, who are based in Denver. I've been listening ever since."

Favorite thing about world opening back up: " No more zoom happy hours. Getting to meet the Denver community in person."

Biggest surprise moving from D.C. area to Colorado: "How kind and collaborative everyone is. Across sectors and organizations, people are finding ways to work together to improve and advance our city and our communities. I feel lucky to be a part of it."

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Executive Voice: Chancellor Michelle Marks leads CU Denver to 'equity-serving' future - Denver Business Journal

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University of Colorado Denver named Michelle Marks chancellor barely two weeks after campuses across the state shut down during the first pandemic wave of March 2020. She stepped into the role in July.

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Winner of the 2015 Sidney Hillman Prize A groundbreaking history demonstrating that America's economic supremacy was built on the backs of enslaved people
Americans tend to cast slavery as a pre-modern institution -- the nation's original sin, perhaps, but isolated in time and divorced from America's later success. But to do so robs the millions who suffered in bondage of their full legacy. As historian Edward E. Baptist reveals in The Half Has Never Been Told, the expansion of slavery in the first eight decades after American independence drove the evolution and modernization of the United States. In the span of a single lifetime, the South grew from a narrow coastal strip of worn-out tobacco plantations to a continental cotton empire, and the United States grew into a modern, industrial, and capitalist economy.

Told through the intimate testimonies of survivors of slavery, plantation records, newspapers, as well as the words of politicians and entrepreneurs, The Half Has Never Been Told offers a radical new interpretation of American history.

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Winner of the 2015 Avery O. Craven Prize from the Organization of American HistoriansWinner of the 2015 Sidney Hillman PrizeA groundbreaking history demonstrating that America's economic supremacy was built on the backs of enslaved peopleAmericans tend to cast slavery as a pre-modern institution -- the nation's original sin, perhaps, but isolated in time and divorced from America's later success.

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"Progressives will be galvanized by this urgent and incisive call for a stiffer resistance to the status quo."
- Publishers Weekly

"An impassioned argument for public acts of resistance."
- Kirkus Reviews

" Against Civility: The Hidden Racism in Our Obsession with Civility is an amazing book and quickly provides an eye-opening view into why white calling for people to act 'civil' has racial undertones. In a mere 136 pages, we are treated to a rich and detailed history lesson in the use of this civility from George Washington to George Floyd."
- San Francisco Book Review

"Narrator Adam Barr uses a persuasive style to emphasize the core message of this audiobook, which is that calls for civility actually fuel racism, rather than combat it. . . . Barr is an excellent choice for a title that is likely to cause debate-even controversy."
- AudioFile Magazine

"Monumental . . . A must-read book to help us conceptualize liberation for a well-functioning multiracial democracy."
-Dorian Warren, president of Community Change

"Zamalin's Against Civility offers an insightful, cogent analysis of democracy's racism and decay with scholarship that emphasizes the collective struggle for justice through civic radicalism. Writing against pleasantries that gloss over pandemics of violence and disposability, Zamalin charts the historical, political, and spiritual trajectories of civic radicalism to counter repression. This is vital reading."
-Joy James, author of Seeking the "Beloved Community"

"How could anything be more appropriate to today's audacious struggles than this brilliant unmasking of the polite rhetoric of oppression? Zamalin topples a lot of hypocritical statuary."
-Mike Davis, author of City of Quartz: Excavating the Future in Los Angeles

"At a time of national debate about the history and ongoing reality of American racism, Alex Zamalin reminds us of an important truth: while politeness may be a virtue, speaking out against injustice is the more overriding imperative. This short but powerful book, vigorously and vividly written, is both a capsule account of a long struggle for racial equality too often erased in mainstream narratives and an inspirational call for a new multiracial democracy."
-Charles W. Mills, author of The Racial Contract

"From opponents of abolitionism in the nineteenth century to BLM counter-protesters in the twenty-first, Zamalin shows how it has often been an insistence on 'civility' that ironically justifies and unleashes the gnashing dogs of the Right's anti-democratic agenda. Who would ever be wary of something as benevolent sounding as 'civility'? Turns out, we should all be."
-Matthew Frye Jacobson, author of Whiteness of a Different Color: European Immigrants and the Alchemy of Race

" Against Civility powerfully reveals how civil discourse has been weaponized throughout history to undermine antiracism, bolster white supremacy, and oppress marginalized people. Zamalin's timely call for civic radicalism inspires and educates us all with the stories of freedom fighters, artists, scholars, and activists who disregarded respectability politics to mobilize for human rights and freedoms. Essential reading."
-Crystal Marie Fleming, PhD, author of How to Be Less Stupid About Race

"Zamalin writes a compelling story of the use and abuse of 'civility' and 'reconciliation' rhetoric across the broad sweep of US history. From slaveholders like John C. Calhoun to contemporary right-wing politicians like Donald Trump, elite whites figure prominently in this narrative. Whites' civility framing routinely normalizes white supremacist and other anti-democratic activists but negatively frames black anti-racist protesters by insisting that the latter, who are actually seeking real democracy, are somehow 'uncivilized.'"
-Joe Feagin, Distinguished Professor at Texas A&M University and author of The White Racial Frame

"Over the past several years, 'civility' has become a keyword of sorts, used as a cudgel to promote the idea that respectful dialogue offers the best way through this moment. Against Civility is a refreshing tonic that urges otherwise."
-Lester Spence, professor of political science and Africana studies, Johns Hopkins

CHAPTER 1
Civility Has Never Been Neutral in Its Uses and Impacts

CHAPTER 2
Civility Distracts from Inequality

CHAPTER 3
Civic Radicals Make Do with What They Have

CHAPTER 4
Civic Radicals Speak Truth to Power

CHAPTER 5
Civic Radicals Believe Racism Is Structural Rather Than Personal

CHAPTER 6
Civility Is Deployed When Democratic Movements Are on the Rise and Reactionaries Are on the Ropes

Epilogue
Acknowledgments
Notes
Index

Get the latest updates from Alex Zamalin

And go from well-read to best read with book recs, deals and more in your inbox every week.

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Against Civility by Alex Zamalin: 9780807026540 | PenguinRandomHouse.com: Books

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"Progressives will be galvanized by this urgent and incisive call for a stiffer resistance to the status quo."- Publishers Weekly "An impassioned argument for public acts of resistance."- Kirkus Reviews " Against Civility: The Hidden Racism in Our Obsession with Civility is an amazing book and quickly provides an eye-opening view into why white calling for people to act 'civil' has racial undertones.

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Plantation Politics and Campus Rebellions
Power, Diversity, and the Emancipatory Struggle in Higher Education

Click on image to enlarge

Price: $95.00
Hardcover - 362 pages

Release Date: March 2021

ISBN10: N/A
ISBN13: 978-1-4384-8267-5

Price: $26.95
Paperback - 362 pages

Release Date: July 2021

ISBN10: N/A
ISBN13: 978-1-4384-8268-2

Summary

"This collection of essays is a timely and vital contribution to the examination of race in higher education. These are hard-hitting essays from an extraordinary slate of contributors." -
Argues that plantation life, its racialized inequities, and the ongoing struggle against them are embedded in not only the physical structures but also the everyday workings of higher education. Plantation Politics and Campus Rebellions provides a multidisciplinary exploration of the contemporary university's entanglement with the history of slavery and settler colonialism in the United States. Inspired by more than a hundred student-led protests during the Movement for Black Lives, contributors examine how campus rebellions-and university responses to them-expose the racialized inequities at the core of higher education. Plantation politics are embedded in the everyday workings of universities-in not only the physical structures and spaces of academic institutions, but in its recruitment and attainment strategies, hiring practices, curriculum, and notions of sociality, safety, and community. The book is comprised of three sections that highlight how white supremacy shapes campus communities and classrooms; how current diversity and inclusion initiatives perpetuate inequality; and how students, staff, and faculty practice resistance in the face of institutional and legislative repression. Each chapter interrogates a connection between the academy and the plantation, exploring how Black people and their labor are viewed as simultaneously essential and disruptive to university cultures and economies. The volume is an indispensable read for students, faculty, student affairs professionals, and administrators invested in learning more about how power operates within education and imagining emancipatory futures. Ms. Magazine Bianca C. Williams is Associate Professor of Anthropology at the Graduate Center, City University of New York and author of The Pursuit of Happiness: Black Women, Diasporic Dreams, and the Politics of Emotional Transnationalism. Dian D. Squire is Assistant Professor of Counseling-Student Affairs at Northern Arizona University. Frank A. Tuitt is Vice President, Chief Diversity Officer, and Professor of Education at the University of Connecticut and coeditor (with Chayla Haynes and Saran Stewart) of Race, Equity, and the Learning Environment: The Global Relevance of Critical and Inclusive Pedagogies in Higher Education.

Table of Contents

Acknowledgments

Introduction: "Carving Out a Humanity": Campus Rebellions and the Legacy of Plantation Politics on College Campuses
Bianca C. Williams and Frank A. Tuitt

Part I: Capitalism and Colonial Vestiges of White Supremacy in Higher Education

1. Framing Plantation Politics: Allochronism's Pull on Contemporary Formations of Higher Education
Dian D. Squire

2. Plantation Pedagogies in Contemporary Higher Education Classrooms: Instruments of the Slave Society and Manifestations of Plantation Politics
Saran Stewart

3. "Troubling the Waters": Unpacking and (Re)Imagining the Historical and Contemporary Complexity of Historically Black College and University Cultural Politics
Steve D. Mobley Jr., Sunni L. Solomon II, A. C. Johnson, and Patrick Reynolds

4. Fugitive Slave Act(s): The Emergence of Black Studies as an Exemplar for Black Future(s) Insurrection
Wilson Kwamogi Okello

Part II: Institutional Rhetoric and the False Promises of "Diversity" and "Inclusion"

5. Inclusion = Racial Violence? Time, Space, and the Afterlife of the Plantation
Armond Towns

6. Future Thinking and Freedom Making: Antidiversity as an Intervention to the Plantation Politics of Higher Education
Jesse Carr, Nicole Truesdell, Catherine M. Orr, and Lisa Anderson-Levy

7. The Contemporary Chief Diversity Officer and the Plantation Driver: The Reincarnation of a Diversity Management Position
Frank A. Tuitt

8. The Campus Underground Railroad: Strategies of Resistance, Care, and Courage within University Cultural Centers
Toby S. Jenkins, Rosalind Conerly, Liane I. Hypolite, and Lori D. Patton

Part III: Resistance and Repression: Campus Politics and Legislative Acts of Anti-Blackness

9. Resistance In and Out of the University: Student Activist Political Subjectivity and the Liberal Institution
Kristi Carey

10. Repurposing the Confederacy: Understanding Issues Surrounding the Removal and Contextualization of Lost Cause Iconography at Southern Colleges and Universities
R. Eric Platt, Holly A. Foster, and Lauren Yarnell Bradshaw

11. Codes of Silence: Campus and State Responses to Student Protest
Kevin J. Bazner and Andrea Button

12. "When Lions Have Historians": Black Political Literacy in the Carceral University
Orisanmi Burton

Afterword: Against Higher Education: Instruments of Insurrection
D-L Stewart

About the Editors
Contributors
Index

Related Subjects

4-8267-5/4-8268-2(RAC/JMBG/MC)

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and the emancipatory struggle in higher education

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Plantation Politics and Campus Rebellions

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Plantation Politics and Campus Rebellions Power, Diversity, and the Emancipatory Struggle in Higher Education Click on image to enlarge Price: $95.00 Hardcover - 362 pages Release Date: March 2021 ISBN10: N/AISBN13: 978-1-4384-8267-5 Price: $26.95 Paperback - 362 pages Release Date: July 2021 ISBN10: N/AISBN13: 978-1-4384-8268-2 Summary "This collection of essays is a timely and vital contribution to the examination of race in higher education.

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Race on Campus_ Why Diversity Training Often Doesn’t Work