1st Edition
Why Aren't We There Yet? Taking Personal Responsibility for Creating an Inclusive Campus
ACKNOWLEDGEMENTS INTRODUCTION ARE WE THERE YET?—Vasti Torres, Jan Arminio, and Raechele L. Pope 1. Awareness of Self—Anna Ortiz and Lori Patton 2. Learning through Relationships with Others—Jan Arminio and Vasti Torres 3. Historical Context. Who We Were is Part of Who We Are—John A. Mueller and Ellen M. Broido 4. The Influence of Institutional Context and Culture—Raechele L. Pope and Lucy A. LePeau 5. Moving Beyond the Talk. From Difficult Dialogue to Action—Sherry K. Watt 6. Different Approaches to Real Issues—Matthew J. Weigand and Lucy A. Lepeau 7. Integrating Student Affairs Values With the Elements of Inclusion—Jan Arminio, Vasti Torres, and Raechele L. Pope CONTRIBUTORS INDEX
Biography
Vasti Torres is a Professor in the Center for the Study of Higher and Postsecondary Education (CSHPE) and an Associate Faculty member of Latina/o Studies at University of Michigan. Jan Arminio is Professor and Chair, Department of Counseling and College Student Personnel, at Shippensburg University. Raechele L. Pope is Associate Professor, Educational Leadership and Policy, at the Graduate School of Education, University of Buffalo.
"This collection of seven essays on diversity in American higher education examines practical policies of inclusion and explores the ways in which overly simplified efforts at assimilation have failed to deliver meaningful results in the creation of campus experiences that address the needs of diverse student populations. Topics discussed include personal and professional development and self awareness, relationship building, the historical context of diversity efforts, institutional culture, practical action versus policy, a diversity of solutions for a diversity of problems, and student affairs, values and inclusion. The contributors are academics in education and administrators in student affairs at US universities."
Book News Inc.
"Writings by student-affairs professionals on such topics as moving beyond talk on inclusiveness to action."
The Chronicle of Higher Ed
