eugene fujimoto, ph.d. september 15, 2010
DESCRIPTION
Racial Achievement Gaps in Higher Education: A case study of influences in internal decision making. Eugene Fujimoto, Ph.D. September 15, 2010. Purpose of study. Contextualize efforts to close gaps Leadership & campus culture Structure & systems Decision making process. - PowerPoint PPT PresentationTRANSCRIPT
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Eugene Fujimoto, Ph.D.September 15, 2010
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Contextualize efforts to close gaps• Leadership & campus culture
• Structure & systems
• Decision making process
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• What are campus-based factors that influence the decisions made in attempting to close racial achievement gaps?
• What does a campus-based process reveal about obstacles that may inhibit colleges and universities from closing achievement gaps?
• What do administrative decisions that support or hinder the closing of racial achievement gaps tell us about creating the necessary conditions?
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Critical theory
Critical race theory/ critical management studies
Organizational theory/ organizational change
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Multi-site case study (3 campuses) Qualitative focus Interviews (N = 30) Focus groups (3) Document analysis Participant-observers (4)
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Watertown College
Middleton University
Delton University
Type of institution
Public 2-year college
Public 4-year comprehensive
Public 4-year comprehensive
Student population (UG) 1,175 11,605 9,730
% students of color 11% 8.2% 10.1%
Degrees/ programs offered
Liberal arts & pre-professionalstudies; associate degree programs; cont. education/ community service programs
55 undergraduate majors; master’s deg 15 disciplines, 16 certificate programs
46 undergraduate majors; master’s deg in 13 disciplines; 4 post-baccalaureateCertificate Programs
System 1 of 13 colleges in 2-yr college system
1 of 13 universities in 4-yr university system
1 of 13 universities in 4-yr university system
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Presidents Provosts/Vice Presidents of Academic Affairs Vice Presidents of Student Affairs Academic Deans Faculty leadership (faculty senate chairs,
present and past) Equity team members (focus group)
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Institutional Culture & Context
Cul of evidence
Education & Whiteness as property
rights
Decision
makingEQUITY
Faculty involvement
Leadership & making of meaning
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Administrative leadership influence Color blind approach: Denying difference; other
priorities take precedence; dominant narrative
Administrative commitment without multidimensional strategy: Stagnation, confusion, discouragement.
Explicit, clear commitment to diversity and equity: Administrators and limited faculty engagement; extensive remediation efforts.
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Stage
Context Noticing (subjective)
Interpretation (subjective)
Action (objective)
Ecologicalcontext
Achievement gap (prior to intentional equity
effort)
Racial/Cultural deficit Access denied
InstitutionalContext
Question individual racism; “color blind”
(intentional equity effort)
K-12/SES deficit passed to students
(African American & Latino/a)
Access with remediation
Social-relationalContext
Question “color blindness”;
e.g. assessment of student learning
(authentic interaction with students of color;
contextualizing student exp.)
Question core values that shape
institutional culture
(identifying institutionally racist polices & practices)
Change institutional
culture (develop inclusive values, policies &
practices)
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CRT and sensemaking analysis “Society is based on property rights and not
human rights” (Ladson-Billings & Tate, 1995; p. 58) Race as a ‘floating signifier’; Whiteness as
‘signifier’ of privilege through property ownership
Property ownership value laden, conflictual and political
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“Expectation” of a right to higher education. Policies/practices:
Who is admitted, Who succeeds, Who is hired, What knowledge, skills and abilities determine success,
All remain largely exclusionary .
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Policies & practices codify White, middle class values to maintain higher education as property that is raced and classed
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Normative
(race)(class)
Academically prepared
(White students; middle & upper
class)
Academically unprepared
(Students of color; working class; poor)
Exceptions: Whites; middle &
upper class
Honorary status: Students of
color; working class; poor;
Non-normative
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Faculty involvement at very low level
Faculty seen as most important & most difficult group
Administrative leadership can be highly influential
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How leadership makes meaning of achievement gaps has large effect on campus efforts
Deconstruct the binary of student preparedness - underpreparedness
Leaders need authentic interaction with students of color and low income students
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Multidimensional strategy is crucial
Develop strategic and structural ways for faculty collaboration on achievement gaps
Transformative leadership rooted in democratic principles & emancipatory
theory is a necessity
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To close the achievement gap we must make transformative change to avoid “the tranquilizing drug of gradualism”
(Martin Luther King Jr., 1963)
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Questions/Comments