Inclusion in Higher Education: Inquiry-Based Approaches to Change presents an inquiry-based approach to inclusion in higher education that embraces scholarly inquiry, collaborative efforts, and data-driven interventions to inform transformative institutional change. Contributors analyze inclusion initiatives that address the experiences of minoritized groups on college campuses and recommend tailored interventions for the needs of underrepresented students in varied fields of study.
Amanda Macht Jantzer is assistant professor of psychology at the College of Saint Benedict and Saint John’s University.
Kyhl Lyndgaard, Ph.D. is visiting assistant professor of environmental studies and director of the writing center at the College of Saint Benedict and Saint John’s University.
Mary Dana Hinton & Kathryn A. E. Enke
Amanda Macht Jantzer and Kyhl Lyndgaard
Section A: Attending to Systemic Organizational Context
Chapter 1: An Ecological Model for Building Multiculturalism and Social Justice in Institutions of Higher Education
Amanda Macht Jantzer, Richard M. Wielkiewicz, and Stephen P. Stelzner
Chapter 2: It Takes a Community: Everyone is Responsible for Creating a Food Secure Campus
Emily Heying and Jonathan Nash
Chapter 3: Transportation Accessibility and Its Relation to Students’ Sense of Belonging and Inclusivity on Campus
Robert A. Kachelski, Amanda Macht Jantzer, and Emily J. Booth
Chapter 4: Mobilizing a Prejudice and Discrimination Class to Address Inclusion on Campus: Collaborative Research on Institutional Policies and Practices
Pamela Bacon, Amanda Macht Jantzer, and Jennifer Kramer
Section B: Understanding the Experiences of Minoritized Populations on Campus
Chapter 5: Pathways for Native Student Inclusion: A Framework for Redressing Institutional Injustices
Theodor P. Gordon, Belen Benway, and Claire Winters
Chapter 6: Fostering Religious Inclusion on Campus: Insights from Student Experiences
Megan Sheehan, Chris Conway, Maria Schrupp, D’Havian Scott, and Rediet Negede Lewi
Section C: Addressing Issues Facing Underrepresented Students in Varied Fields of Study
Chapter 7: Taking Stock: An Equity Audit of a Teacher Education Program
Madeleine Israelson, Diana Fenton, Catherine Bohn-Gettler, Terri Rodriguez, Allison Spenader, and Brandyn Woodard
Chapter 8: Lessons and Uses for Studying Inclusivity in Biology
Katherine Furniss, Jacob Jantzer, Thomas Kirkman, and Kyle McClure
Chapter 9: Building Inclusivity in the Spanish Classroom: Bridging the Gaps between Latinx and Heritage Speakers and Second Language Learners
Emily Kuffner, Tania Gómez, and Sarah Schaaf
Chapter 10: Creating an Inclusive Learning Environment in Exercise Science Education
Mary Stenson, Don Fischer, Janelle Hinchley, and Janna LaFountaine
This book embodies how everyone in higher education has a role to play in transformative inclusion. It is a story of two campuses reaching toward a new kind of community and a practical introduction to steps toward change. It is grounded in frameworks and artifacts from operational, instructional, and scholarly perspectives. In one striking example, students engage in undergraduate action research focused on their own campuses, producing knowledge their institutions need while advocating for change. Taken as a whole, this collection models how an ecosystem leadership approach can begin to hold the complexity of a participatory institutional change process.
This book provides framework that any college can draw on in its own DEIJ (diversity, equity, inclusion and social justice) efforts, precisely because it does not try to present itself as universal. It engages the messy idiosyncrasies of a specific institutional setting in a particular moment, offering a model that any institution can emulate to identify and address the emergent needs of an ever-changing campus community. Beyond drawing a road map for this work, the projects documented here begin to pave the way, illustrating not only where these campuses have been but also how they are already moving. Not content to assess and then intervene, they theorize the work while doing it: a true praxis. In this moment of unprecedented and unpredictable change, when campus realities shift faster than we can keep up with, such ongoing inquiry is our most essential tool for what these authors name as transformative inclusion.
As someone who has spent as much time in student affairs as in the classroom, I am particularly heartened to see this work being integrated into the academic life of the institutions. Rather than pigeon-holing DEIJ work as only an extracurricular or student affairs issue, these projects integrate research, course work and community life. Faculty, staff, students and community partners collaborate in humble self-assessment, exploration and problem-solving, prefiguring the kind of inclusive learning environment they seek to build. I am truly excited to begin applying ideas from this collection to my work with institutions in higher ed and beyond.
Inclusion in Higher Education: Research Initiatives on Campus provides a thorough, nuanced, and innovative approach to leadership and scholarship that can serve as a blueprint for campuses especially during this challenging time. The focus on building community through transformative inclusion offers a needed alternative to the ineffective and typical models of additive diversity programming so common in higher education. Their collaborative inquiry approach created both powerful scholarship and dynamic teams engaged in addressing campus challenges. This bold and impressive book contributes a crucial model for engaging our communities and it couldn’t have come at a more important time.
Contributors to this volume have been engaged in a transformative journey of learning, researching, and implementing real change through the Becoming Community initiatives. So rarely are institutions willing to look beyond the pro forma campus climate survey and undertake research that shines a light on the root causes of inequities. They’ve set a new, higher bar for diversity, equity, and inclusion efforts in higher education by investing in self-reflective research initiatives that have led to truly inclusive policies and practices. The breadth of topics covered across chapters gives insight into the ways institutions need to uncover barriers to inclusion and build new micro and macro structures. Through their willingness to examine themselves critically at the personal and institutional level they have set the stage for ongoing systemic change. This book should serve as an inspiration and road map for any institution beginning their journey beyond “inclusive excellence” and onto transformative inclusion.