http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
Expanding Practitioner Knowledge for Racial Justice in Higher Education
Cover -- Title Page -- Copyright -- Contents -- Acknowledgments -- About the Authors -- Our Institutions -- Foreword -- Preface -- Chapter 1 From Equity Talk to Equity Walk -- A Shared Starting Point -- Defining Equity and Inclusive Excellence -- Committing to Equity and Inclusive Excellence -- Closing Reflection -- Chapter 2 Building an Equity-Minded Campus Culture -- What Is Equity? -- Obstacles Blocking the Path Toward Racial Equity -- Chapter 3 Using and Communicating Data as a Tool to Advance Equity -- Equity-Minded Data -- How Disaggregating Data Makes Inequities Visible
We Have Equity Gaps ... What Now? -- The Importance of Data "Close to Practice" -- Putting Equity-Mindedness into Practice -- Communicating Data to Advance Equity -- Developing Institutional Capacity to Use Data in Equity-Minded Ways -- Chapter 4 Aligning Strategic Priorities and Building Institutional Capacity -- Equity for Whom? -- Clarity in Language -- Mission Statements -- Diversity, Equity, and Inclusion Statements -- Discussing Definitions of Equity -- Are Your Goals My Goals? -- Leveraging Resources -- Recommendations for Sustaining Equity Progress -- Changing Institutional Culture
Chapter 5 Building Capacity for Equity-Mindedness among First-Generation Equity Practitioners -- Developing a Practice of Equity -- Whiteness as a Practice -- Using Cultural Predisposition as a Rationale for Racial Inequality -- Using Genetic Differences as the Cause of Racial Inequality -- Educating First-Generation Equity Practitioners -- How First-Generation Equity Practitioners Can Become Equity-Minded -- Create Syllabi and Materials Reflective of Minoritized Groups -- Final Thoughts -- References -- Index -- EULA
Tia Brown McNair, Estela Mara Bensimon, Lindsey Malcom-Piqueux.
Description based upon print version of record.
Newark : John Wiley & Sons, Incorporated, 2020