Building sustainable diversity in higher education isn't just the right thing to do—it is an imperative for institutional excellence and for a pluralistic society that works. *Updated Edition* Daryl G. Smith has devoted her career to studying and fostering diversity in higher education. In Diversity's Promise for Higher Education, Smith brings together research from a wide variety of fields to propose a set of clear and realistic practices that will help colleges and universities locate diversity as a strategic imperative and pursue diversity efforts that are inclusive of the varied—and growing—issues apparent on campuses without losing focus on the critical unfinished business of the past. To become more relevant to society, the nation, and the world, while remaining true to their core missions, colleges and universities must continue to see diversity—like technology—as central, not parallel, to their work. Indeed, looking at the relatively slow progress for change in many areas, Smith suggests that seeing diversity as an imperative for an institution's individual mission, and not just as a value, is the necessary lever for real institutional change. Furthermore, achieving excellence in a diverse society requires increasing institutional capacity for diversity—working to understand how diversity is tied to better leadership, positive change, research in virtually every field, student success, accountability, and more equitable hiring practices. In this edition, which is aimed at administrators, faculty, researchers, and students of higher education, Smith emphasizes a transdisciplinary approach to the topic of diversity, drawing on an updated list of sources from a wealth of literatures and fields. The tables and figures have been refreshed to include data on faculty diversity over a twenty-year period, and the book includes new information about • gender identity, • embedded bias, • student success, • the growing role of chief diversity officers, • the international emergence of diversity issues, • faculty hiring, • and important metrics for monitoring progress. Drawing on forty years of diversity studies, this third edition also • includes more examples of how diversity is core to institutional excellence, academic achievement, and leadership development; • updates issues of language; • examines the current climate of race-based campus protest; • addresses the complexity of identity—and explains how to attend to the growing kinds of identities relevant to diversity, equity, and inclusion while not overshadowing the unfinished business of race, class, and gender.

Groundbreaking in its international, interdisciplinary, and multi-professional approach to diversity and inclusion in higher education, this volume puts theory in conversation with practice, articulates problems, and suggests deep-structured strategies from multiple perspectives including performed art, education, dis/ability studies, institutional as well as government policy, health humanities, history, jurisprudence, psychology, race and ethnicity studies, and semiotic theory. The authors—originating from Austria, Germany, Luxembourg, Trinidad, Turkey, and the US— invite readers to join the conversation and sustain the work.

In A New Kind of Diversity, bestselling author Tim Elmore brings his decades of research and leadership experience to bear on what might be the biggest, most dramatic, and most disruptive shift the American workforce has ever seen: the vast diversity of several generations living—and working—together. The past few years have brought an endless cascade of social media movements that left many of us . . . well . . . scratching our heads. #Occupy Wallstreet. #March For Our Lives. #Black Lives Matter. #MeToo. #ClimateChange. Regardless of how you might feel about these protests, each symbolizes a gap. Despite the perspectives on all sides of these causes, a clear issue remains: There is a huge gap in this country that few are taking seriously. While diversity is usually seen as an ethnic, gender, or income issue—there is a new kind of diversity that only eight percent of U.S. companies even recognize: diverse generations on teams. Long laughed off as a cliché and more recently mocked in memes #HowToConfuseMillennials and #OKBoomer hashtags, the generational gap has become an undeniable tension in the global workplace. Sadly, it has fostered: Loneliness in our workplaces. Poor communication on our teams. Reduction in revenue and team morale. Conflicting values and priorities in the office. Divisions that lead to “walls” instead of “bridges.” For the first time in history, up to five generations find themselves working alongside each other in a typical company. The result? There can be division. Interactions between people from different generations can resemble a cross-cultural relationship. Both usually possess different values and customs. At times, each generation is literally speaking a different language! How can we hope to work together when we can’t even understand each other? This book provides the tools to: Get the most out of the strengths of each age group on your team. Foster effective communication instead of isolation among people. Build bridges rather than walls so that loneliness becomes connectedness. Connect people to learn how both veterans and rookies can mentor each other.

Leading scholars look beyond the rhetoric of diversity to reveal the ongoing obstacles to professional success for traditionally disadvantaged groups.

This casebook is part of a nationwide effort to capture and use practitioner knowledge to better prepare teachers for the reality of today's classrooms, given a student population vastly different from that of even a decade ago. Consciously designed to provoke engaging and demanding discussion, the cases presented here are candid, dramatic, highly readable accounts of teaching events or series of events. Set in three of the nation's most diverse cities -- San Francisco, Los Angeles, and Phoenix -- the cases offer problem-based snapshots of on-the-job dilemmas. The teacher-authors discuss topics that generate heated interchange and run the risk of polarizing opinions and creating defensive assumptions, particularly those dealing with bias, race, and class. These issues, plus cultural behaviors and socioeconomic circumstances have important implications for classroom practices. By examining such issues, the editors hope that educators will see -- and act on -- the need for a greater variety of teaching styles, distribution of opportunities, and educational access for all students.

Strengthening affirmative action programs and fighting discrimination present challenges to America's best private and public universities. US college enrollments swelled from 2.6 million students in 1955 to 17.5 million by 2005. Ivy League universities, specifically Harvard, Yale, and Princeton, face significant challenges in maintaining their professed goal to educate a reasonable number of students from all ethnic, racial, religious, and socio-economic groups while maintaining the loyalty of their alumni. College admissions officers in these elite universities have the daunting task of selecting a balanced student body. Added to their challenges, the economic recession of 2008-2009 negatively impacted potential applicants from lower-income families. Evidence suggests that high Standard Aptitude Test (SAT) scores are correlated with a family's socioeconomic status. Thus, the problem of selecting the "best" students from an ever-increasing pool of applicants may render standardized admissions tests a less desirable selection mechanism. The next admissions battle may be whether well-endowed universities should commit themselves to a form of class-based affirmative action in order to balance the socioeconomic advantages of well-to-do families. Such a policy would improve prospects for students who may have ambitions for an education that is beyond their reach without preferential treatment. As in past decades, admissions policies may remain a question of balances and preferences. Nevertheless, the elite universities are handling admission decisions with determination and far less prejudice than in earlier eras.

Derived in part from Joseph F. Healey's bestselling title, Race, Ethnicity, Gender, and Class, this accessible 10-chapter text teaches concepts and theories through current, engaging topics, such as the Obama presidency, the economic recession, slavery in the world today, and issues surrounding immigration. An analysis of minority-dominant relations is presented clearly, reinforced through case studies and enhanced through gender and comparative perspectives. Particular emphasis is given to the history of race and ethnicity in the United States-featuring more coverage than any other brief text. In this new edition, all features have been completely updated, as have references to all research literature, the latest information from the 2010 census, and the Internet Research Projects at the end of each chapter. Key Features: "Contemporary Issues" boxes draw attention to and generate discussion on issues of interest. "Internet Research Projects" at the end of every chapter supplement and update the text, offer applications for ideas and concepts, and provide a basis for classroom discussion. "Comparative Focus" boxes provide in-chapter glimpses of key topics in other countries. Chapter-opening vignettes set the stage for the chapter content, as well as chapter-ending review questions that focus on key ideas. An abundance of attractive, easy-to-read graphics help ground discussions and analysis. Ancillaries, Access the FREE Student Study Site at www.sagepub.com/healeyds4e, featuring web quizzes, eFlashcards, video links, audio links, and SAGE journal articles! Instructors, sign in at www.sagepub.com/healeyds4d to access a full test-bank in Word and electronic formats, chapter-specific PowerPoint slides, classroom activities, course syllabi, lecture notes with chapter outlines, public sociology assignments, video links, audio links, and SAGE journal articles. Book jacket.

Urban landscapes are complex spaces of sociocultural diversity, characterized by narratives of both conviviality and conflict. As people with multiple ethnicities and nationalities find their common destinies in thriving globalizing cities, social cohesiveness becomes more precarious as different beliefs, practices, ambitions, values, and affiliations intersect in close proximity, producing social tensions. Tensions in Diversity presents a multi-method comparative study that draws on the experiences of 140 residents of native and immigrant origin, community organizers, and municipal officers in three culturally diverse neighbourhoods of varying income levels in Los Angeles County. Using cognitive mapping analysis combined with data from interviews, surveys, and participant observation, this book explores how exactly coexistence is socio-spatially experienced and negotiated in daily life. Tensions in Diversity identifies the planning and design considerations that enable intercultural learning in the public places within diverse cities. In doing so, this book foregrounds urban space as an active force in shaping coexistence and convivial public environments.

Providing a comprehensive overview of diversity, equity, and inclusion (DEI) within individual, organizational, and societal contexts, this Handbook explores the multidimensional nature of DEI in public administration. It addresses the considerable influence that governing institutions have on societal norms, and acts as an important resource to inspire inclusion.

Encouraging Diversity in Higher Education: Supporting Student Success provides an overview of the widening participation movement in Higher Education in the United Kingdom, United States, Australia and New Zealand. It argues that universities should revitalise their learning and teaching practices to better meet the diverse learning needs of contemporary undergraduate students. Approachable in execution, this book provides an evidence-based set of classroom practices, which readers will readily be able to relate to and use successfully. Answering questions such as: • How can I enrich my undergraduate teaching? • How can I help undergraduate students engage fully with their learning? • How can help undergraduate students to quickly acclimatise to Higher Education? • How can I help undergraduate students from diverse backgrounds excel at university? This book discusses economic and discursive drivers used to increase the numbers of undergraduate students who were the first in their families to enter university, and some of the ways in which universities responded to the growing percentage of such students. In so doing, it considers the learning needs of diverse students, and discusses the views of academic teaching staff who have used transparent pedagogies in their classrooms. Including forty five teaching strategies designed to generate highly engaged, socially inclusive classrooms, this is the first book to offer both a theoretical background of the need to approach learning and teaching in contemporary universities in innovative ways, and a practical, step by step guide to using a suite of transparent pedagogies. These focus on building inclusive classroom communities, generating academic literacies, developing collaborative learning skills, and encouraging students to think critically. This book will be a useful companion for both early career academics and those with experience but dealing with a new student cohort. It will also be of great interest to those teaching or studying the many professional qualifications in tertiary education. Kate Hughes is the President of the Australian Sociological Association (TASA) and Senior Consultant of Teaching and Learning at the Australian Catholic University. She is the co-author of Australian Sociology: A Changing Society, the market leading undergraduate text in Australia, now in its fourth edition.