How Do We Lead on Equity? Hint: Avoid a Routine Approach and Focus on Building Trust

Autor/inn/en	Kezar, Adrianna; Fries-Britt, Sharon
Titel	How Do We Lead on Equity? Hint: Avoid a Routine Approach and Focus on Building Trust
Quelle	In: Liberal Education, 106 (2020) 3 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0024-1822
Schlagwörter	Equal Education; Case Studies; Universities; Trauma; COVID-19; Pandemics; Racial Bias; Activism; College Students; Student Attitudes; Diversity; Inclusion; Campuses; Racial Differences; College Administration; Organizational Change; Trust (Psychology); Teacher Attitudes; College Faculty; Guidelines; Leadership Role; Interpersonal Relationship; Missouri + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; University; Universität; Racial discrimination; Rassismus; Aktivismus; Politischer Protest; Collegestudent; Schülerverhalten; Inklusion; Rassenunterschied; College administrators; Hochschulverwaltung; Organisationswandel; Lehrerverhalten; Fakultät; Richtlinien; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Amid the COVID-19 pandemic and the protests against racism, students have returned to campuses, virtually and in person, with a renewed commitment to social justice, racial equity, and institutional accountability. This mindset provides an opportunity for colleges and universities to partner with students to advance progress on diversity, equity, and inclusion efforts. While campuses vary in their progress, few have achieved an equitable environment. In addressing racial issues, administrative leaders often use a routinized approach--setting up a task force, collecting data, and developing a report with recommendations. Rarely do routinized efforts create change; in fact, they can be destructive to campus communities that need authentic engagement in which leaders listen to and work on the ground with faculty, staff, and students. Leaders should focus on building trust and cultivating respect if they seek authentic engagement. This article discusses two key frameworks that allow for authentic engagement which the authors identified through case study research at the University of Missouri --the collective trauma recovery and weaver-leader frameworks. (ERIC).
Anmerkungen	Association of American Colleges and Universities. 1818 R Street NW, Washington, DC 20009. Tel: 800-297-3775; Tel: 202-387-3760; Fax: 202-265-9532; e-mail: pub_desk@aacu.org; Web site: http://www.aacu.org/publications/index.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01