Journal of Diversity in Higher Education 

About: Journal of Diversity in Higher Education is an academic journal published by American Psychological Association. The journal publishes majorly in the area(s): Higher education & Diversity (politics). It has an ISSN identifier of 1938-8934. Over the lifetime, 489 publications have been published receiving 12539 citations. The journal is also known as: Diversity in higher education..

Faculty of color in academe: What 20 years of literature tells us.

Abstract: To better prepare students for an increasingly diverse society, campuses across the country remain engaged in efforts to diversify the racial and ethnic makeup of their faculties. However, faculty of color remain seriously underrepresented, making up 17% of total full-time faculty. In the past 20 years, more than 300 authors have addressed the status and experience of faculty of color in academe. From 1988 to 2007, there was a continued rise in publications addressing the issue of the low representation of faculty of color. This article presents a literature review and synthesis of 252 publications, with the goal of informing scholars and practitioners of the current state of the field. Themes emerging from these publications and an interpretive model through which findings can be viewed are presented. The analysis, with a focus on the departmental, institutional, and national contexts, documents supports, challenges, and recommendations to address barriers and build on successes within these 3 contexts. The authors hope that this article informs researchers and practitioners as they continue their work to understand and promote the increased representation of faculty of color.

Assessing the value of climate assessments: Progress and future directions.

Abstract: The authors synthesize existing climate research and climate instruments, as well as introduce several frameworks to help educators understand how institutions and researchers have assessed diversity in the college environment. Over 90 instruments were reviewed and examined for their attention to multiple dimensions of the campus climate, diversity initiatives, and outcomes measures that capture students’ values, skills, and knowledge for participation in a diverse society. Frameworks presented include a broad definition of the campus climate, a typology of campus initiatives based on an inventory of campus practice, and a typology of representative outcomes that capture cognitive, socio-cognitive, values/attitudes, and preparation for a multicultural society. Campuses that strive to become functional multicultural learning environments can now rely on a body of empirical information to guide practice and critical self-assessment to deepen their commitment to diversity. The authors recommend that campuses integrate their assessment of the climate with the evaluation of student outcomes and campus practice.

Racial microaggressions in the residence halls: Experiences of students of color at a predominantly White university.

Abstract: Students of color often perceive the campus climate more negatively than do their White counterparts. Our study begins to uncover what students of color experience in residence halls. Using focus group data from a larger study exploring racial microaggressions at a predominantly White institution (PWI), we identified over 70 racial microaggressions experienced by African American, Asian American, Latino, and Native American undergraduate and graduate students. Through the use of the racial microaggression taxonomy developed by Sue et al. (2007), four racial microaggression themes were identified: (a) racial jokes and verbal comments, (b) racial slurs written in shared spaces, (c) segregated spaces and unequal treatment, and (d) denial and minimization of racism. Findings contribute to the literature by detailing the types of racial microaggressions that students of color experienced when living in residence halls at PWIs. Implications for diversity in higher education and recommendations for university administrators are discussed.

Transformational Tapestry Model: A Comprehensive Approach to Transforming Campus Climate

Abstract: College campuses are complex social systems. They are defined by the relationships between faculty, staff, students, and alumni; bureaucratic procedures embodied by institutional policies; structural frameworks; institutional missions, visions, and core values; institutional history and traditions; and larger social contexts (Hurtado, Milem, Clayton-Pederson, & Allen, 1998). Academic communities expend a great deal of effort fostering a climate to nurture their missions with the understanding that climate has a profound effect on the academic community’s ability to excel in teaching, research, and scholarship. In this article, one method for examining campus climate is presented. The Transformational Tapestry Model is a comprehensive, five phase, and strategic model of assessment, planning, and intervention. The model is designed to assist campus communities in conducting inclusive assessments of their institutional climate to better understand the challenges facing their respective communities.