Equity concerns in higher education does not include

Drafting a Diversity, Equity, and Inclusion (DEI) Statement | Center for Teaching & Learning retweet icon bullhorn icon reply icon info icon flickr icon tumblr icon vimeo icon reddit icon podcast icon angle-down icon angle-left icon angle-right icon angle-up icon ban icon hamburger icon book icon bookmark icon bug icon caret-down icon caret-left icon caret-right icon caret-up icon chain icon check icon check-circle icon chevron-down icon chevron-left icon chevron-right icon chevron-up icon circle icon circle-o icon clone icon close icon download-cloud icon code icon download icon ellipsis icon envelope icon warning icon external-link icon eye icon eye-slash icon facebook icon github icon google-plus icon heart icon heart-o icon home icon info-circle icon instagram icon linkedin icon lock icon medium icon minus-circle icon send icon pause-circle icon play-circle icon plus-circle icon question-circle icon quote-left icon quote-right icon rss-square icon search icon share-alt icon slack icon snapchat icon ticket icon twitter icon wheelchair icon youtube icon As UT professors Charlotte Canning and Richard Reddick wrote in their As institutions become more intentional in their efforts to create and uphold practices regarding diversity, equity, and inclusion on college campuses, faculty and graduate students are invited to explain how their experiences and values align with the institution, the students they serve, and their broader efforts in the community. Dr. Tabbye Chavous e...

As higher education institutions continue to adapt their program offerings and instruction to the changing needs of students, they are also facing the dual challenges of addressing equity issues exacerbated by the pandemic and attracting and engaging learners spanning different lifestyles, life-stages, and learning styles. In the recently released paper, The This paper, along with the two others in the series ( “Student voice and student choice about the ways in which they like to learn have been raised and elevated during pandemic times and that truly will not go away.” - Dr. Elizabeth J. Stroble, chancellor of Webster University. What is Multimodal Learning? Multimodal learning (MML) is defined as teaching that gives learners the choice to participate and engage in class activities synchronously and asynchronously—in class, across campus, or offsite based on their learning needs and preferences. This type of teaching shows a great deal of promise for integrating learning with technology-enabled platforms that allow flexible, active learning and more equitable access to education. Courses can be presented in a variety of formats, from lectures offered in-person with live streaming and on-demand options, to group activities that rotate between physical meetups and online sessions that enable equity in higher education. With online collaborative tools such as Ensuring Access for All and Equity in Higher Education In order to increase access to more students and maximize the...

(7 pages) (22 pages) Higher education in the United States (not-for-profit two-year and four-year colleges and universities) serves a diversifying society. By 2036, more than 50 percent of US high school graduates will be people of color, 1 Peace Bransberger and Colleen Falkenstern, Knocking at the college door: Projections of high school graduates through 2037 – Executive summary, Western Interstate Commission for Higher Education (WICHE), December 2020. and McKinsey analysis shows that highly research-intensive (R1) institutions (131 as of 2020 2 Institutions with very high research activity as assessed by the Carnegie Commission on Higher Education.) have publicly shared plans or aspirations regarding diversity, equity, and inclusion (DEI). Ninety-five percent of R1 institutions also have a senior DEI executive, and diversity leaders in the sector have formed their own consortiums to share expertise. 3 Two examples are the National Association of Diversity Officers in Higher Education and the Liberal Arts Diversity Consortium. Despite ongoing efforts, our analysis suggests that historically marginalized racial and ethnic populations—Black, Hispanic and Latino, and Native American and Pacific Islander—are still underrepresented in higher education among undergraduates and faculty and in leadership. Students from these groups also have worse academic outcomes as measured by graduation rates. Only 8 percent of institutions have at least equitable student representation whi...

Heading into this fall’s college application cycle, words like “equity” and “access” are shaping conversations at admissions offices as each college works to enroll a more racially and socioeconomically diverse class. These efforts are laudable and needed if higher education is to better reflect American society and create pathways of success for traditionally underrepresented students. Unfortunately, though, college admissions is so steeped in a system that continues to favor the privileged that it is a mistake to assume that students are reviewed equally at the more selective colleges. With test centers unexpectedly closed in 2020, colleges turned to test-optional admissions in unprecedented numbers. A resulting silver lining of the pandemic allowed for students to suddenly rethink their application plans. Application numbers soared at highly selective colleges, with record-breaking numbers across the country. Duke University reported an application increase of 25 percent, the Massachusetts Institute of Technology was up 66 percent and Rice University rose 26 percent. Whether it was an accurate perception or not, students now felt they had a better chance at gaining admission to a highly selective college, that they might be rewarded with a coveted spot without a 1500 SAT. And for some select and lucky students, it worked. On an individual basis, it could seem that one barrier to elite college admissions had been lifted, set in motion by a pandemic but defended in the na...

Widening access to higher education became an issue of political concern after the Second World War. It aimed both at improving social justice by granting conditions of access to all social groups and by improving economic performance because a more educated population would contribute to the economic competitiveness of countries. Equity has two components, fairness—which implies that personal and social circumstances do not hinder achieving educational potential, and inclusion, which means that all are able to attain a basic standard of education. It was believed that social inequalities could be reduced through the massification of higher education and, although some progress has been made in terms of increased participation, inequalities seem to persist. Much of what happens in terms of inequity is related to higher education being a positional good. Social groups from deprived backgrounds are not in a good position to compete for positional goods, which have a tendency to be monopolised by social groups from privileged backgrounds. The positional character of higher education makes fairness difficult to attain. Inclusion policies, by promoting a progressive increase of parents with higher education degrees will contribute in a safe, even if slow way, to progressively lower the level of inequity. Education is a prerequisitefor upholding democratic societies (Koucký et al., Following Morton Deutsch, distributive justice (Homans, In higher education, equity or substantive...

*Note for TV and radio: The University of Pennsylvania has an on-campus ISDN line and ready access to a satellite uplink facility with live-shot capability. WASHINGTON, D.C. (May 19, 2021) –The Pell Institute for the Study of Opportunity in Higher Education of the Council for Opportunity in Education (COE) and the Indicators of Higher Education Equity in the United States: 2021 Historical Trend Report. A virtual release event will be held on May19 th and will be accompanied by Shared Solutions Dialogues of policy options designed to address the equity issues raised by the statistics tracked in the Indicators report. This year the focus of the virtual release event will be on the statistics and the stories of nontraditional students (financially independent adult students) who delayed enrollment after high school or are returning to college. The virtual event will include an overview of the 2021 Indicators report; and will feature nontraditional students’ stories, followed by breakout Shared Solutions Dialogues. The statistics in the Indicators report reveal that nontraditional students have many risk factors and financial barriers to navigate to successful completion of their educational goals. Striking statistics on nontraditional students include: • Large Number of College Success Risk Factors. Eighty (80) percent of independent students are enrolled part-time; 43 percent have dependent children and 28 percent are single parents; 41 percent work full time or 35 or more h...