1st Edition

Privilege and Diversity in the Academy

ISBN 9780415946650
Published November 16, 2006 by Routledge
240 Pages

USD $59.95

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Book Description

Over the past several decades, higher education has been transformed by the entry of faculty of color and women into the university system. Through detailed institutional ethnographies of three very different universities, Privilege and Diversity in the Academy explores how this diversification has dismantled and reconfigured relationships of privilege and diversity in higher education. Authors Maher and Tetreault use examples from a top-ranked private university, a comprehensive urban university, and a major public university to illustrate how privilege is enacted, resisted, and transformed as changes occur in the student bodies and faculties of these schools. In their analyses, they identify the institutional structures that facilitate the success of a diverse faculty and make valuable observations about patterns of institutional change and resistance.

Table of Contents

1. Frameworks of Analysis: Histories and Theories of Privilege  2. Portraits of Three Institutions  3. Diversifying the Faculty  4. Linking Diversity to Excellence and Deconstructing Privilege  5. Departments and Interdisciplinary Programs: Structural Privilege and Calls for Change  6. The New Scholarship of Diversity and its Relation to Institutional Structures  7. Privilege and Diversity: Narratives of Pessimism or Hope?

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Frances A. Maher is Professor of Education at Wheaton College in Norton, Massachusetts.

Mary Kay Thompson Tetreault is Provost Emerita of Portland State University.


'Students of higher education and those who work within (or simply with) higher education would benefit from a careful reading of this book....The strength of this text is its authors' thorough commitment to provide both a big picture and street level assessment of the development of the concepts of privilege and diversity within higher education.' -Teachers College Record, December 14, 2007

"…what puts the study in a class by itself, in my view, is its scrupulous attention to gender as well as to race, and its stunning triptych of ethnographies that transport the reader inside each of the institutions." Mary Hartman, Signs: Journal of Women in Culture and Society, Spring 2008