Examining Why and for Whom Reflection Diversity Training Works

This research introduces a novel approach to diversity training by theoretically developing and empirically testing a model that considers a new training exercise aimed at improving proximal and distal pro-diversity outcomes. This new training exercise, reflection, is proposed to be effective at increasing pro-diversity attitudes and behaviors due to the promotion of one\u27s internal motivations to respond without prejudice. Further, we test a critical trainee characteristic, social dominance orientation (SDO), as a boundary condition of our proposed effects. Results from an online experiment with two time points indicate that reflection can be an effective diversity training exercise and leads to better pro-diversity attitudes and behaviors through one\u27s internal motivation to respond without prejudice. Social dominance orientation moderated these indirect effects, such that reflection was more effective for those high in SDO, counter to expectations. Implications of this research and future directions are discussed

Who are "We"? Examining Identity Using The Multiple Dimensions of Identity Model

As a writing center administrator–I oversee the Writing Lab housed within The University of Texas at Austin’s (UT) Football Academic Center (FAC)–I have been interested in exploring how identities affect writing sessions. In their study of student identities, researchers Susan Jones and Marylu McEwen developed the Multiple Dimensions of Identity model (“A Conceptual Model”), which describes “the dynamic construction of identity and the influence of changing contexts on the relative salience of multiple identity dimensions, such as race, sexual orientation, culture, and social class” (Abes, Jones, and McEwen 3).2 Last year, I applied Multiple Dimensions of Identity to the writing center context, implementing a workshop employing the model with the Writing Lab tutors.University Writing Cente

Colorblind Ideology and Perceptions of Minority Children During a Fictionalized Parent-Child Discipline Scene

Belief in colorblind ideology among 200 social service providers and its associations with their evaluations of a fictionalized minority family were examined. Perceptions of the family in the first scenes of the movie Crooklyn included the mother’s competency, abusiveness, supportiveness, and irresponsibility, as well as her children’s respectfulness, obedience, lack of control, and aggressiveness. Colorblind ideology was operationalized as participants’ reported degree of belief that differences should be ignored when encountering others. Significant associations were found between degree of belief in ignoring differences and perceptions of the children as aggressive and out-of-control. Therefore, as the tendency to believe in ignoring differences increased, the tendency to see the Crooklyn children as aggressive and out-of- control also increased. Imposing colorblind ideologies when evaluating minority children may be associated with increasingly negative perceptions, and therefore may not be in the children’s best interest. Implications for improving social service-provision also are discussed

Examining Disequilibrium in an Immersion Experience

This study examines the disequilibrium raised by a cultural immersion experience, using the structure of White racial identity development, in an effort to better scaffold the immersion experience in the future. Thirty-two students participated in an immersion experience in Quito, Ecuador. The study follows their experience as they strive to make sense of their experience and begin to understand and unpack their own sense of privilege. The six stages of racial identity development are used as a grid through which to view and consider the experiences of teacher candidates in a cultural immersion experience. Two predominant themes included schools/classroom management, and language/culture/race

Inclusion and Equity Committee Diverse Recruitment Task Force 1 “Literature Review”

Engage in a literature review of current recruitment of underrepresented groups and from the literature review, recommend a series of policies that encapsulate best practices for use at the UNLV Libraries

Inclusion and Equity Committee Recommendations for Diverse Recruitment Report

The UNLV University Libraries Inclusion and Equity Committee (IEC) developed the Diverse Recruitment project in order to fulfill its charge in supporting the Libraries’ commitment to increasing representation and retention of historically underrepresented groups at all levels of staff. These recommendations draw upon a range of best practices, procedures, and programs. Largely informed by Duke University’s February 2018 Task Force for Diversity in Recruitment Report, three task forces each investigated a different aspect of understanding diverse recruitment as it related to the Libraries. These results were synthesized into a series of recommendations for the Libraries’ Leadership Team (LLT) and the Libraries to consider implementing

Technology in the College Classroom: Crisis and Opportunity

The 21st century classroom is large, diverse, underfunded, and populated by students weaned on digital devices espousing a consumer mentality looking for a good return on investment (ROI) on their education. These students, the so-called millennials, and the coming Generation Z, who have grown up in the digital age, are more pragmatic than previous generations of students and are less amenable to traditional teaching approaches. While some lament this crisis in education, it can be seen as an opportunity. As digital natives, students are immersed in the newer technologies both as consumers and producers and anticipate remaining plugged in during college and beyond. Harnessing this interest and expertise and effectively integrating these newer technologies into the classroom can help solve this crisis. Technology enhanced teaching has the potential to transform learning, deepen student engagement, and connect with the more varied and numerous student cohorts. This article explores how effective use of ePortfolios can be aligned with learning goals to create meaningful, engaging, and innovative assignments that transform the classroom from a site of prescriptive learning, where information is unilaterally transmitted, to one of distributed expertise, where knowledge is jointly created, and digitally literate students are equipped to become the life-long, tech-savvy, self-directed learners that this new century demands. But there are no guarantees. This article concludes by acknowledging tensions in the tech-laden classroom, fears that technology is driving pedagogy, poor understanding of key affordances, and misalignment between instructional goals, learning outcomes, and students\u27 understandings

Have No Fear! White Ladies are Here!: Interrogating the Image and Institutionalization of White Womanhood in the Classroom

Using an interdisciplinary approach, this project examines how the American conception of white womanhood has informed and molded perceptions of what makes a “good” teacher. By examining historical and contemporary film-based discourses around white womanhood, it is clear that teaching has been transformed into another form of mothering, tying the teaching field to the white woman. This discursive connection is made seemingly permanent through the institutionalization of the white woman in the classroom. This paper will then begin to explore how this process has affected the larger educational system. Ultimately, this project hopes to encourage white women in education to reflect and understand how their choices fit into a larger discourse