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Education Sciences
Special Issues
Toward More Inclusive and Equitable College and University Environments
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Toward More Inclusive and Equitable College and University Environments

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Higher Education".

Deadline for manuscript submissions: closed (31 May 2023) | Viewed by 27064

Special Issue Editor

Prof. Dr. Sam Museus

E-Mail Website
Guest Editor
Department of Education Studies, University of California—San Diego, La Jolla, CA 92093, USA
Interests: higher education; diversity and equity; campus environments; college student outcomes

Special Issue Information

Dear Colleagues,

Significant disparities in educational experiences and outcomes continue to be a problem of paramount importance to higher education policymakers, leaders, and practitioners. For example, racially minoritized communities continue to be significantly underrepresented among college faculty (Museus et al., 2015). Similarly, white students continue to attend higher education and persist in college at higher rates than students of color (U.S. Department of Education, 2017). Widespread inequitable campus environments represent one factor that perpetuates such disparities (Harper & Hurtado, 2007), but educators who construct more equitable institutional environments can also facilitate more equitable outcomes (Museus, 2014). Therefore, it is becoming increasingly apparent that higher education institutions must better understand how to create more equitable campus environments.

Although scholars have studied campus environments for several decades (Strange & Banning, 2001), the bulk of empirical research on how they shape inequities within higher education is relatively recent. Over the last three decades, scholars have produced substantial evidence that campus environments can negatively influence the experiences and outcomes of minoritized populations (Haynes & Tuitt, 2020; Jenkins & Tichavakunda, 2021; Koo, 2021; Turner et al., 2008). However, these challenges constitute only one element of a holistic understanding of the impact of campus environments, and much less is understood about how people on college campuses can and sometimes do construct environments that allow marginalized populations to thrive and promote more equitable outcomes. The purpose of this Special Issue of Education Sciences is to advance knowledge about the types of institutional environments that allow people who are often at the margins of society to thrive within postsecondary education settings. Research that can help advance such knowledge includes, but is not limited to, the following topics:

  • Understanding the elements of campus environments that allow diverse populations to thrive.
  • Documenting the development and refinement of tools to measure inclusion and equity within campus environments.
  • Analyzing the strategies, policies, programs, and practices that catalyze the creation of environments that allow diverse people to thrive on college campuses.
  • Comprehending the ways in which campus leaders and educators advance change efforts to create more inclusive and equitable environments.
  • Excavating the challenges that campus activists and advocates for equity encounter in their efforts to create more inclusive and equitable environments, as well as how they navigate such barriers.

References

Harper, S. R., & Hurtado, S. (2007). Nine themes in campus racial climates and implications for institutional transformation. New directions for student services, 2007(120), 7-24.

Haynes, C., & Tuitt, F. (2020). Weighing the Risks: The Impact of Campus Racial Climate on Faculty Engagement With Inclusive Excellence. Journal of the Professoriate, 11(2).

Jenkins, D. A., Tichavakunda, A. A., & Coles, J. A. (2021). The second ID: Critical race counterstories of campus police interactions with Black men at historically white institutions. Race Ethnicity and Education, 24(2), 149-166.

Koo, K. K. (2021). Am I Welcome Here? Campus Climate and Psychological Well-Being Among Students of Color. Journal of Student Affairs Research and Practice, 58(2), 196-213.

Museus, S. D. (2014). The culturally engaging campus environments (CECE) model: A new theory of success among racially diverse college student populations. In Higher education: Handbook of theory and research (pp. 189-227). Springer, Dordrecht.

Museus, S. D., Ledesma, M. C., & Parker, T. L. (2015). Racism and Racial Equity in Higher Education: AEHE Vol. 42, Issue 1. Hoboken, NJ: John Wiley & Sons.

Strange, C. C., & Banning, J. H. (2001). Educating by Design: Creating Campus Learning Environments That Work. San Francisco, CA: Jossey-Bass.

Turner, C. S. V., González, J. C., & Wood, J. L. (2008). Faculty of color in academe: What 20 years of literature tells us. Journal of Diversity in Higher Education, 1(3), 139.

U.S. Department of Education (2017). Graduation rates from first institution attended for first-time, full-time bachelor's degree-seeking students at 4-year postsecondary institutions, by race/ethnicity, time to completion, sex, control of institution, and acceptance rate: Selected cohort entry years, 1996 through 2008. Washington, DC: Author.

Prof. Dr. Sam Museus
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • higher education
  • diversity and equity
  • campus environments

Published Papers (14 papers)

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20 pages, 297 KiB  
Article
Black Women’s Narratives Navigating Gendered Racism in Student Affairs
by Stephen John Quaye, Erin M. Satterwhite and Jasmine Abukar
Educ. Sci. 2023, 13(9), 874; https://doi.org/10.3390/educsci13090874 - 28 Aug 2023
Viewed by 1084
Abstract
White people, Black men, and non-Black People of Color often expect Black women to care for others, often to the detriment of Black women being able to prioritize their own needs. This feeling is even more pronounced in helping professions, such as student [...] Read more.
White people, Black men, and non-Black People of Color often expect Black women to care for others, often to the detriment of Black women being able to prioritize their own needs. This feeling is even more pronounced in helping professions, such as student affairs, and is consistent with a history of expectations that Black women care for others’ needs. In this manuscript, we use Black Feminist Thought to explore racial battle fatigue and how Black women student affairs educators worked to center themselves and focus on their healing from gendered racism. We employed a narrative inquiry methodology to center participants’ stories. Findings illustrate differences between self-care and healing, the importance of community, and efforts to support future generations of Black women. Our work builds on Black Feminist Thought as a theoretical framework and contributes to the literature on the particular ways racial battle fatigue manifests and strategies for healing in the midst of navigating gendered racism. Full article
(This article belongs to the Special Issue Toward More Inclusive and Equitable College and University Environments)
14 pages, 242 KiB  
Article
Examining U.S. Higher Education’s Function in Fostering Social Justice Leadership Development among College Student Leaders of Color
by Ting-Han Chang
Educ. Sci. 2023, 13(8), 820; https://doi.org/10.3390/educsci13080820 - 10 Aug 2023
Viewed by 988
Abstract
This study examines the function of U.S. higher education in fostering social justice leadership development among college student leaders of color. Specifically, this study investigates various on-campus educational opportunities at postsecondary institutions that college student leaders of color identify as being meaningful for [...] Read more.
This study examines the function of U.S. higher education in fostering social justice leadership development among college student leaders of color. Specifically, this study investigates various on-campus educational opportunities at postsecondary institutions that college student leaders of color identify as being meaningful for their social justice leadership development. Social justice leadership development refers to an individual’s growth in increasing motivation to lead, building leadership skills, and performing leadership with an orientation toward advancing justice. Using the Social Action, Leadership, and Transformation model framework (SALT) and a critical qualitative methodology, this study centers on the knowledge and experiences of 16 college student leaders of color at seven postsecondary institutions across New York City, Chicago, and Los Angeles. The findings suggest that (1) leadership education designed for students of color, (2) culturally relevant academic majors and classes, (3) designated institutional offices and programs serving diverse students, and (4) identity-based or political student organizations play a crucial role in fostering student participants’ social justice leadership development. The study results inform a need for broadening institutional curricular and extra-curricular leadership educational opportunities across various spaces on campus to foster meaningful leadership development for students of color especially. Full article
(This article belongs to the Special Issue Toward More Inclusive and Equitable College and University Environments)
15 pages, 265 KiB  
Article
Managing “Hot Moments” in Diverse Classrooms for Inclusive and Equitable Campuses
by Seda Muftugil-Yalcin, Nicole Willner Brodsky, Marieke Slootman, Amrita Das and Siema Ramdas
Educ. Sci. 2023, 13(8), 777; https://doi.org/10.3390/educsci13080777 - 31 Jul 2023
Viewed by 1537
Abstract
Classrooms are fundamental components of university campuses. The creation of inclusive and equitable campus environments is incumbent upon the teachers who need to navigate through “hot moments”, which typically refers to situations or incidents that generate intense emotions or strong reactions among the [...] Read more.
Classrooms are fundamental components of university campuses. The creation of inclusive and equitable campus environments is incumbent upon the teachers who need to navigate through “hot moments”, which typically refers to situations or incidents that generate intense emotions or strong reactions among the students or between the students and teachers. The literature suggests that many “hot moments” occur due to microaggressions in the classroom and that issues of difference, power, and privilege underlie “hot moments”. Based on qualitative research done with university teachers in a Dutch institution, our research shows that teacher-described “hot moments” can be analyzed under three interrelated dimensions: individual, interactional, and institutional. We suggest educators and higher education policy makers read through these experiences as a way to better understand the challenges their colleagues face, most often alone as the classroom’s leader; in the hope of advancing change efforts to create more inclusive and equitable class environments which will change how minoritized students experience university education. Full article
(This article belongs to the Special Issue Toward More Inclusive and Equitable College and University Environments)
19 pages, 299 KiB  
Article
Rural Latinx Students’ Spatial Imaginations of Their College Choices: Toward a Student Understanding of “Rural-Serving Institutions” in California’s San Joaquin Valley
by Mayra Puente, Mayra Nuñez Martinez, Daniel Rios Arroyo and Sarahy Torres
Educ. Sci. 2023, 13(7), 660; https://doi.org/10.3390/educsci13070660 - 28 Jun 2023
Viewed by 1336
Abstract
Rural students face multiple issues pursuing higher education, including financial hardships, inadequate college preparation, and geographic isolation from postsecondary institutions. These issues are further complicated for rural Latinx students, especially those from immigrant farm working backgrounds, who are positioned at the intersection of [...] Read more.
Rural students face multiple issues pursuing higher education, including financial hardships, inadequate college preparation, and geographic isolation from postsecondary institutions. These issues are further complicated for rural Latinx students, especially those from immigrant farm working backgrounds, who are positioned at the intersection of multiple systems of oppression. Yet, rural Latinx students’ college choice and transition experiences are rarely centered in the higher education literature. This article examined the college choices of nine rural Latinx high school seniors from California’s San Joaquin Valley who chose to attend a public higher education institution in this agricultural region. This article drew on three indicators from the culturally engaging campus environments (CECE) model and employed a Chicana/Latina feminist pláticas methodology to analyze the campus elements that motivated rural Latinx students to enroll in public institutions in the San Joaquin Valley. Findings demonstrate that rural Latinx students purposely chose these institutions because they imagined that such institutions would (a) be racially and spatially familiar, (b) allow them to give back to their rural communities through relevant majors, and (c) offer tight-knit collegiate environments. Recommendations for higher education researchers and practitioners interested in increasing college success for rural Latinx students and expanding traditional definitions of rural-serving institutions (RSIs) are provided. Full article
(This article belongs to the Special Issue Toward More Inclusive and Equitable College and University Environments)
16 pages, 282 KiB  
Article
The Influence of the Trump Era on Sustaining Whiteness through Imperialist Reclamation on College Campuses: How Undocumented Students Experience the Normalization of Racist Nativism
by Darsella Vigil and Susana M. Muñoz
Educ. Sci. 2023, 13(2), 171; https://doi.org/10.3390/educsci13020171 - 7 Feb 2023
Cited by 3 | Viewed by 1724
Abstract
On 5 September 2017, the Trump administration decided to rescind the Deferred Action for Childhood Action (DACA) policy, impacting over 800,000 recipients, and more colleges and universities witnessed a heightened sense of emboldened racism in college environments. This paper draws from focus groups [...] Read more.
On 5 September 2017, the Trump administration decided to rescind the Deferred Action for Childhood Action (DACA) policy, impacting over 800,000 recipients, and more colleges and universities witnessed a heightened sense of emboldened racism in college environments. This paper draws from focus groups with undocumented college students on how the Trump era influenced campus climate. We found that imperialist reclamation of whiteness acts targeting undocumented students was commonplace on college campuses, ultimately impacting students’ behavior and academic engagement in and outside the classroom. Full article
(This article belongs to the Special Issue Toward More Inclusive and Equitable College and University Environments)
16 pages, 276 KiB  
Article
Hira Makes a Sound: Sustaining High-Impact AANAPISI Innovation in an Asian American Studies Environment before and beyond the COVID-19 Anti-Asian Hate Pandemic
by Peter Nien-chu Kiang, Shirley Suet-ling Tang, Kim Soun Ty, Parmita Gurung, Ammany Ty and Nia Duong
Educ. Sci. 2023, 13(2), 128; https://doi.org/10.3390/educsci13020128 - 26 Jan 2023
Viewed by 1797
Abstract
This article first describes two high-impact, foundational examples in Asian American Studies over three decades that successfully established and sustained inclusive and equitable educational environments at an urban, public, and federally designated Asian American and Native American Pacific Islander Institution (AANAPISI) research university. [...] Read more.
This article first describes two high-impact, foundational examples in Asian American Studies over three decades that successfully established and sustained inclusive and equitable educational environments at an urban, public, and federally designated Asian American and Native American Pacific Islander Institution (AANAPISI) research university. Secondly, the article introduces the purpose, process, and product of a fresh programmatic example of cross-generational, community-centered storytelling initiated during the contemporary dual-pandemic period of COVID-19 and anti-Asian hate. Through these examples, we argue that AANAPISIs with longstanding Asian American Studies curricular and pedagogical commitments to transformative educational praxis can offer especially valuable insights for U.S. higher education precisely because the purposeful, strategic attention to developing equitable, inclusive learning environments is so well-developed. Within our own context, we specifically highlight the impacts and importance of developing long-term ecologies to support culturally sustaining curricula and storytelling co-production processes led by core faculty with students and alumni. These examples are particularly salient for under-resourced, predominantly commuter institutions where student engagement with faculty and peers in classroom environments is so vital. Full article
(This article belongs to the Special Issue Toward More Inclusive and Equitable College and University Environments)
14 pages, 449 KiB  
Article
Governance Boards and Student Activism: Responding to Racism
by Katherine S. Cho and Natacha Cesar-Davis
Educ. Sci. 2022, 12(12), 939; https://doi.org/10.3390/educsci12120939 - 19 Dec 2022
Viewed by 1501
Abstract
Colleges and universities continue to contend with issues of campus racism, often illuminated by student concerns. Within these ongoing conversations, governance boards play a critical part in engaging with campus issues. Utilizing critical discourse analysis, this study examines two universities through 2000 documents [...] Read more.
Colleges and universities continue to contend with issues of campus racism, often illuminated by student concerns. Within these ongoing conversations, governance boards play a critical part in engaging with campus issues. Utilizing critical discourse analysis, this study examines two universities through 2000 documents of board meeting minutes, agendas, student newspapers, and campus archives to scrutinize the language, framing, and decision-making of board efforts with diversity, equity, inclusion, and addressing student concerns. Findings illuminate aspects of the Institutional Response Framework and interest-convergence in the ways boards rationalize decisions through concerns about reputation and protecting the university’s best interests. Full article
(This article belongs to the Special Issue Toward More Inclusive and Equitable College and University Environments)
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17 pages, 597 KiB  
Article
Identity-Conscious Scholar Formation: Shaping More Inclusive Academic Communities
by Liza A. Talusan
Educ. Sci. 2022, 12(12), 936; https://doi.org/10.3390/educsci12120936 - 19 Dec 2022
Cited by 1 | Viewed by 3817
Abstract
As colleges and universities commit to creating and sustaining a more inclusive and equitable community, it is important to understand how the role of identity intersects with the existing processes of socialization and development. An identity-conscious practice is the process of realizing that [...] Read more.
As colleges and universities commit to creating and sustaining a more inclusive and equitable community, it is important to understand how the role of identity intersects with the existing processes of socialization and development. An identity-conscious practice is the process of realizing that who we are informs and impacts how we act, interact, and see the world around us. In particular, how identity should be considered as part of bidirectional socialization. Understanding socialization as bidirectional means that organizations can contribute to healthier communities that not only retain scholars but also engage with the identities and experiences of their students. This paper explores the ways in which doctoral students of color, in particular, Asian American and Pacific Islanders, experience the socialization and development processes through the lens of race; identifies the key organizational challenges; and provides recommendations for how colleges and universities can move towards a more inclusive and equitable community. This paper advances a framework for an identity-conscious model of the formation of scholars. Full article
(This article belongs to the Special Issue Toward More Inclusive and Equitable College and University Environments)
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14 pages, 271 KiB  
Article
Validation of the Term ‘Cultural Community’ in the Culturally Engaging Campus Environments Survey
by Lucy LePeau, Samantha Silberstein, Sacha Sharp, Donté Miller and Josh Manlove
Educ. Sci. 2022, 12(12), 881; https://doi.org/10.3390/educsci12120881 - 1 Dec 2022
Viewed by 1152
Abstract
Addressing issues of inequity and exclusion on college campuses requires a comprehensive assessment strategy inclusive of diverse student populations’ cultures and communities, as it is integral to understanding students and their environment. Developing instruments that can accurately and robustly measure student culture is [...] Read more.
Addressing issues of inequity and exclusion on college campuses requires a comprehensive assessment strategy inclusive of diverse student populations’ cultures and communities, as it is integral to understanding students and their environment. Developing instruments that can accurately and robustly measure student culture is necessary for campus leaders to contextualize their data. The purpose of this paper is to validate and describe the use of the term cultural community in the Culturally Engaging Campus Environments survey. We used cognitive interviewing to illicit racially and ethnically diverse students’ interpretations of the term and its use in the survey. Findings suggest that students’ interpretations are mitigated by larger societal and institutional discourses, although race was a common mitigating factor. Full article
(This article belongs to the Special Issue Toward More Inclusive and Equitable College and University Environments)
14 pages, 541 KiB  
Article
Understanding the Relationship between Culturally Engaging Campus Environments and College Students’ Academic Motivation
by Samuel D. Museus and Kiana Shiroma
Educ. Sci. 2022, 12(11), 785; https://doi.org/10.3390/educsci12110785 - 4 Nov 2022
Cited by 4 | Viewed by 2192
Abstract
Low rates of college completion are a major national dilemma, and one way in which college campuses can increase degree attainment rates is by fostering higher levels of academic motivation among students. This study analyzed the relationship between culturally engaging campus environments and [...] Read more.
Low rates of college completion are a major national dilemma, and one way in which college campuses can increase degree attainment rates is by fostering higher levels of academic motivation among students. This study analyzed the relationship between culturally engaging campus environments and growth in college students’ academic motivation. The survey data from a sample of 704 undergraduates enrolled at a public four-year university on the East Coast were analyzed. Bivariate correlations indicate that all nine indicators of culturally engaging campus environments were correlated with stronger academic motivation. When controlling for demographic and high school variables, cultural validation and humanized environments were directly and positively associated with growth in academic motivation. However, post hoc analysis reveals that cultural familiarity, culturally relevant knowledge, cross-cultural engagement, and collectivist orientation were all indirectly associated with motivation gains through cultural validation. The implications of this study for research include the need for research that analyzes these relationships with larger samples from more diverse institutions and utilizes methods that support stronger causal claims. Implications for practice include the importance of maximizing students’ access to culturally engaging environments and ensuring that they are designed with anti-deficit approaches that validate students’ backgrounds and identities to enhance academic motivation. Full article
(This article belongs to the Special Issue Toward More Inclusive and Equitable College and University Environments)
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21 pages, 290 KiB  
Article
“We’re Not Going to Overcome Institutional Bias by Doing Nothing”: Latinx/a/o Student Affairs Professionals as Advocates for Equity
by Michelle M. Espino and Juanita Ariza
Educ. Sci. 2022, 12(10), 716; https://doi.org/10.3390/educsci12100716 - 18 Oct 2022
Cited by 3 | Viewed by 1611
Abstract
Higher education institutions continue to be contested environments where the goals of equity and inclusion are often at odds with the permanence of institutional racism. Through a multi-case study of 19 Latinx/a/o mid-level administrators who worked at 16 predominantly white, private four-year universities, [...] Read more.
Higher education institutions continue to be contested environments where the goals of equity and inclusion are often at odds with the permanence of institutional racism. Through a multi-case study of 19 Latinx/a/o mid-level administrators who worked at 16 predominantly white, private four-year universities, the authors uncovered the ways that (a) private universities grant agency to Latinx/a/o mid-level administrators to serve student needs but restrict agency to address the inequitable organizational structures; (b) constituent groups within private universities, namely faculty, mark the racialized boundaries of power and decision-making through credentialing; and (c) private universities use silence as a means of controlling Latinx/a/o mid-level professionals administrators’ equity work. Although Latinx/a/o mid-level administrators have a significant role to play in advancing equity work inside higher education institutions, these racialized organizations will create barriers that maintain whiteness and white interests. Without addressing power structures and the bureaucracy of decision-making at private institutions, progress on equity throughout the organizational structure may be limited. Implications for research and practice for Latinx/a/o/ administrators are discussed. Full article
(This article belongs to the Special Issue Toward More Inclusive and Equitable College and University Environments)
16 pages, 303 KiB  
Article
A Sense of Belonging: The People and Counterspaces Latinx Undocu/DACAmented Collegians Use to Persist
by Stephen Santa-Ramirez
Educ. Sci. 2022, 12(10), 691; https://doi.org/10.3390/educsci12100691 - 10 Oct 2022
Cited by 4 | Viewed by 2434
Abstract
Guided by sense of belonging and counterspaces, this critical ethnographic study investigates the people, places, and spaces collegians that are Latinx and undocu/DACAmented use to persist toward graduation amidst an ongoing anti-im/migrant sociopolitical climate. Findings reveal that (a) connections built with peers who [...] Read more.
Guided by sense of belonging and counterspaces, this critical ethnographic study investigates the people, places, and spaces collegians that are Latinx and undocu/DACAmented use to persist toward graduation amidst an ongoing anti-im/migrant sociopolitical climate. Findings reveal that (a) connections built with peers who share racial backgrounds and have liminal legal statuses, (b) supportive and affirming faculty, (c) access to culturally-based student organizations and academic programs, and (d) campus departments and programs catered to the holistic support of undocu/DACAmented collegians are salient for these students’ sense of belonging in college, though belongingness is not fully attainable in the United States as a result of racist nativism. Recommendations for research and practice are offered for higher education institutional agents at all levels. Full article
(This article belongs to the Special Issue Toward More Inclusive and Equitable College and University Environments)
12 pages, 731 KiB  
Article
Visioning Indigenous Futures: Centering Sovereignty and Relationality in Belonging
by Denise Bill, Robin Zape-tah-hol-ah Minthorn and Michelle Montgomery
Educ. Sci. 2022, 12(10), 678; https://doi.org/10.3390/educsci12100678 - 5 Oct 2022
Cited by 2 | Viewed by 1415
Abstract
In this article, we share how a Tribal–University partnership fosters and centers sovereignty and relationality in creating a Tribally based doctoral cohort. This is the first tribal–university partnership that offers a doctoral program on tribal lands. We have embedded a collective approach to [...] Read more.
In this article, we share how a Tribal–University partnership fosters and centers sovereignty and relationality in creating a Tribally based doctoral cohort. This is the first tribal–university partnership that offers a doctoral program on tribal lands. We have embedded a collective approach to support Indigenous students since its inception. We have approached belonging through an Indigenous way of being. This has included building relationality in how we offer opening and closing each quarter for students to share their tribal communities’ ways. We have built in connections through offering monthly writing time with an Indigenous scholar to support their development, growth, and contributions. During their second year, we built into their community-grounded praxis an opportunity to honor Indigenous knowledges where they earned an Indigenous Knowledge and Community Grounded Certificate. As we move into their last year of their doctoral program, we center belongingness in how we support them through their dissertation process through a co-chair model of Indigenous faculty supporting and integrating opportunities to connect holistically. This storying is a model of how to build authentic partnerships that center place and belonging in intentional ways. Full article
(This article belongs to the Special Issue Toward More Inclusive and Equitable College and University Environments)
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13 pages, 265 KiB  
Concept Paper
Critical Sensemaking: A Framework for Interrogation, Reflection, and Coalition Building toward More Inclusive College Environments
by Leonard D. Taylor and Krystal L. Williams
Educ. Sci. 2022, 12(12), 877; https://doi.org/10.3390/educsci12120877 - 30 Nov 2022
Cited by 1 | Viewed by 2408
Abstract
Given the oppressive nature of higher education environments, educators must support students in making sense of their experiences—especially minoritized students. Although this kind of sensemaking often happens informally, college educators are primed to support students in understanding: (1) their experiences within and their [...] Read more.
Given the oppressive nature of higher education environments, educators must support students in making sense of their experiences—especially minoritized students. Although this kind of sensemaking often happens informally, college educators are primed to support students in understanding: (1) their experiences within and their interactions with higher education environments; (2) how those experiences and interactions reflect and are shaped by systemic issues; and (3) the implications of these experiences and interactions during college and beyond. Accordingly, we introduce critical sensemaking (CSM) as a pedagogical tool that educators can expose students to and create a more equitable college environment. CSM is a framework that encourages students to interrogate their collegiate environments and experiences, focusing on power and systems of oppression and how they interpret and negotiate their environments. Only by gaining this understanding can students press for institutional transformation in a manner that reflects various aspects of their experiences; hence, creating an institutional accountability structure. Moreover, educators supporting students’ acquisitions of CSM skills provides opportunities to build trust and meaningful coalitions toward creating more inclusive college environments. Full article
(This article belongs to the Special Issue Toward More Inclusive and Equitable College and University Environments)
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