Promoting Equity, Diversity and Social Justice Through Faculty-Led Transformative Projects.
Alberto J Rodriguez1, Ayse Ciftci2, Kathleen Howell3
1Department of Curriculum and Instruction, College of Education, University of Houston, TX Houston, USA.
Innovative Higher Education
|June 22, 2021
Summary
This project enhanced faculty cultural awareness and agency through equity, diversity, and social justice (EDSJ) professional development. Participants initiated transformative actions, fostering inclusive campus climates and contributing to scholar activism research.
Area of Science:
- Higher Education
- Social Justice Studies
- Faculty Development
Background:
- Addressing the need for culturally inclusive and responsive academic environments.
- Highlighting the importance of faculty agency in promoting social justice.
- Recognizing the role of professional development in driving institutional change.
Purpose of the Study:
- To implement and evaluate a transformative professional development project focused on equity, diversity, and social justice (EDSJ).
- To enhance cultural awareness and increase faculty agency.
- To foster the development of transformative projects promoting positive change.
Main Methods:
- A cohort of 23 faculty members from diverse colleges at a Research I university participated.
- Participants engaged in critical cultural awareness workshops.
- Faculty developed and implemented EDSJ-focused transformative projects, with data collected via focus groups and pre-post surveys.
Main Results:
- Four key themes emerged: Building Community, Transformative Actions, Barriers, and Facilitators.
- Participants demonstrated increased cultural awareness and agency.
- The project successfully supported the initiation of EDSJ-related transformative actions.
Conclusions:
- Faculty-centered, transformative professional development is effective in promoting culturally inclusive climates.
- The study provides a practical model for implementing EDSJ initiatives in higher education.
- Findings contribute to the growing body of research on scholar activism and institutional change.
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