Alonzo M. Flowers III – författare

This urgently important volume examines the nuances of diversity, equity, and inclusion (DEI) in American higher education.Featuring contributions from a nationally recognized group of scholars at the forefront of addressing anti-DEI efforts, this book tackles the central question: "e;What is DEI in higher education?"e; The chapters establish a foundation for addressing myths and disinformation on the topic and provide fresh, actionable recommendations to help administrators, faculty, and staff navigate the challenges of fostering access and success for all students. A vital resource for shaping practice and policy during these turbulent times, this book equips higher education professionals with the tools to champion equity and inclusion effectively.

This urgently important volume examines the nuances of diversity, equity, and inclusion (DEI) in American higher education.Featuring contributions from a nationally recognized group of scholars at the forefront of addressing anti-DEI efforts, this book tackles the central question: “What is DEI in higher education?” The chapters establish a foundation for addressing myths and disinformation on the topic and provide fresh, actionable recommendations to help administrators, faculty, and staff navigate the challenges of fostering access and success for all students. A vital resource for shaping practice and policy during these turbulent times, this book equips higher education professionals with the tools to champion equity and inclusion effectively.

This urgently important volume examines the nuances of diversity, equity, and inclusion (DEI) in American higher education.Featuring contributions from a nationally recognized group of scholars at the forefront of addressing anti-DEI efforts, this book tackles the central question: “What is DEI in higher education?” The chapters establish a foundation for addressing myths and disinformation on the topic and provide fresh, actionable recommendations to help administrators, faculty, and staff navigate the challenges of fostering access and success for all students. A vital resource for shaping practice and policy during these turbulent times, this book equips higher education professionals with the tools to champion equity and inclusion effectively.

Examines the experience of Black scholarship and faculty in predominantly White academic spaces.While research has emphasized the importance of a diverse faculty, higher education has done little to bring this goal to fruition. The hidden politics at play during the traditional tenure and promotion process represent a significant obstacle to the advancement of Black faculty. While research productivity is the cornerstone of a successful tenure and promotion case at most universities and colleges, Black faculty are more likely to be tasked with extra service activities, which constrains time for research. Many Black faculty are also community-conscious scholars dedicated to conducting research to help uplift their communities, which may not be seen as credible or as valuable in the tenure and promotion process.Edited by Robert T. Palmer, Alonzo M. Flowers III, and Sosanya Jones, Black Scholarship in a White Academy offers important perspectives on how Black faculty and their scholarship have been historically devalued within the academy, particularly in predominantly White academic spaces. Using anti-Blackness theory as a framework, contributors discuss how White hegemony operates to undervalue and obstruct Black scholarship and faculty. Covering such diverse topics as navigating the tenure process, building Black spaces for inclusion, and exploring the intersection of Blackness and disability in higher education, this book presents ways Black faculty can navigate and challenge systemic racism and racist toxicity within their institutions.Contributors: Fred A. Bonner II, NiCole T. Buchanan, Sheron Fraser-Burgess, Beverly-Jean M. Daniel, Kristie Dotson, Antonio L. Ellis, Edward C. Fletcher Jr., Alonzo M. Flowers III, Donna Y. Ford, H. Bernard Hall, Erik M. Hines, Martinque K. Jones, Sosanya Jones, Nicole Johnson, Chad E. Kee, aretha f. marbley, James L. Moore III, Robert T. Palmer, Stella L. Smith, Isis H. Settles, Terrell L. Strayhorn, Katrina Struloeff, Blanca Elizabeth Vega, Larry J. Walker, Brian L. Wright

With the influx of Hispanic-Serving Institutions (HSIs) on the landscape of higher education, it has become apparent that institutional policy, practices, and procedures for student success must be understood from an empirical and practitioner standpoint. This edited book offers current scholar/practitioners the opportunity to evidence empirical-based strategies and practices at HSIs relating to student success.