3: On the Path: POD as a Multicultural Organization

Stanley, Christine A.; Ouellett, Mathew L.

doi:10.1002/j.2334-4822.2000.tb00361.x

Cited by 4 publications

(6 citation statements)

References 14 publications

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“…Educational development, a field composed of varied “practices designed to enhance the academic performance of an institution of higher education” (Candy, , p. 17), has long offered critical analyses of identity and diversity in the profession, especially in terms of race (Stanley & Ouellett, ; Gillespie & Robertson, ; Grooters, ). Yet educational developers have not turned analytical attention to issues of gender with the same degree of focus.…”

Section: Introductionmentioning

confidence: 99%

Educational Development as Pink Collar Labor: Implications and Recommendations

Bernhagen¹,

Gravett²

2017

To Improve the Academy

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Against a backdrop of other professional arenas, including higher education, this article examines the field of educational development—who we are (mostly women) and what we do (care, service, and emotional labor)—through the lens of gender. While we suggest that educational development may provide a positive counterexample to the male dominance in other higher education professions, we also argue that the common devaluing of women and their labor, well‐documented in other arenas, may contribute to educational developers' "marginal" positions on campuses, our difficulties getting "invited to the table," as well as our challenges in becoming more involved in organizational development efforts. The article concludes with suggestions for how educational developers might take action moving forward.

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Section: Introductionmentioning

confidence: 99%

Educational Development as Pink Collar Labor: Implications and Recommendations

Bernhagen¹,

Gravett²

2017

To Improve the Academy

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“…), as well as studies that span national contexts (McDonald and Stockley ; Baume and Popovic ). Literature critically exploring our personal identities typically considers individual stories (e.g., Kinash and Wood ; Kensington‐Miller, Renc‐Roe, and Morón‐García ; Gravett ) or diversity at the national network level (such as Stanley and Ouellett ; Grooters ), although recently Sutherland (, 209) has argued that “we need to reflect on the roles we play and the identities we carry (and have imposed on us)” in educational development.…”

Section: Personal Identities Of Educational Developersmentioning

confidence: 99%

Identity, Intersectionality, and Educational Development

Little

Green

Felten

2019

New Drctns for Teach & Learn

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“…We began to seek out opportunities to work on projects across the POD Network, which included sharing our campus work on diversity in teaching and learning at future conferences and also writing for publication (Ouellett and Stanley ; Stanley and Ouellett ; Stanley and Ouellett ). We became heavily invested in the multicultural organizational development work of the organization (Ouellett and Stanley ; Stanley and Ouellett ) through the efforts of the POD Diversity Committee and other leadership activities. Over the ensuing years, our scholarly work has drawn national attention from a variety of higher education institutions and agencies (Stanley and Ouellett ).…”

Section: Our Journeys and Identitiesmentioning

confidence: 99%

Friendship in Educational Development: Reflections on Intersectional Identities and Inclusive Professional Practices

Ouellett

Stanley

2019

New Drctns for Teach & Learn

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This chapter describes how an enduring friendship based on shared curiosity, vulnerability, trust, generosity, integrity, and commitment over time shaped personal and professional development across intersectional identities.As higher education continues to reflect an increasingly global and diverse workforce, society, and world, educational developers are often called upon to assist instructors with understanding a complex student body, as well as each other' s perspectives. We have long considered how prepared we in educational development are for this task. The genesis for this manuscript is the need educational developers face to help instructors understand the implications of intersecting identities in learner interactions; in designing inclusive learning environments, courses, and curricula; in developing and assessing learning outcome goals for student social and civic engagement; as well as in collegial relationships. We are quick to view self-reflection as pivotal to gains in the knowledge, skills, and values instructors need in order to understand and respond successfully to today' s classroom dynamics. Very rarely, however, do we find that educational developers are invited to reflect in sustained, contemplative ways on how our own social and cultural identities shape our professional practices (Takacs 2003). "Are you culturally intelligent to work in a multicultural environment?" is a question we are increasingly ready to engage with our colleagues (Earley and Ang 2003;Van Dyne, Ang, and Koh 2015). We ask: how prepared are we, as educational developers, to have this question directed toward us? And, perhaps more importantly, how might we as educational developers create more intentional and conscious pathways to such competencies? We suggest that friendship has an important and underexplored role to play in our intercultural growth and development.

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3: On the Path: POD as a Multicultural Organization

Cited by 4 publications

References 14 publications

Educational Development as Pink Collar Labor: Implications and Recommendations

Educational Development as Pink Collar Labor: Implications and Recommendations

Identity, Intersectionality, and Educational Development

Friendship in Educational Development: Reflections on Intersectional Identities and Inclusive Professional Practices

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