Privilege and Diversity in the Academy
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Multicultural Education, Higher Education
| Author: | Frances A. Maher, Mary Kay Thompson Tetreault | ISBN: | 9781135939908 |
| Publisher: | Taylor and Francis | Publication: | October 18, 2013 |
| Imprint: | Routledge | Language: | English |
| Author: | Frances A. Maher, Mary Kay Thompson Tetreault |
| ISBN: | 9781135939908 |
| Publisher: | Taylor and Francis |
| Publication: | October 18, 2013 |
| Imprint: | Routledge |
| Language: | English |
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.
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.
