Institutional Response as Non-Performative: What University Communications (Don't) Say About Movements Toward Justice

Squire, Dian; Nicolazzo, Z; Perez, Rosemary J.

doi:10.1353/rhe.2019.0047

Cited by 41 publications

(45 citation statements)

References 17 publications

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“…These results suggest that applicants are attuned to the consistency between a program's stated values and how a program puts those values into practice, finding that some programs do not appear to live up to their commitments. Diversity statements, for example, are readily accessible to applicants, and programs often utilize these statements to attract a more diverse applicant pool; however, higher education scholars have critiqued such statements for their ineffectiveness in bringing about the changes to which they claim to aspire (Davis & Harris, 2015; Squire et al, 2019). Worse than ineffective, Ahmed (2012) argues that such statements function to insulate the institution from having to make tangible progress toward a more equitable campus, all while publicly signaling a tone of inclusivity.…”

Section: Discussionmentioning

confidence: 99%

Clinical psychology PhD students' admission experiences: Implications for recruiting racial/ethnic minority and LGBTQ students

et al. 2020

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Aim: The purpose of this study was to explore differences in the clinical psychology PhD program admissions experience (i.e., interviewing and decision-making) by race/ ethnicity and lesbian, gay, bisexual, transgender, and queer (LGBTQ) identity. Methods: Participants were 803 students (24% racial/ethnic minority; 19% LGBTQ) enrolled in US clinical psychology PhD programs. Two-group comparisons tested for differences in admission experiences by race/ethnicity and LGBTQ identity. Results: Racial/ethnic minority and LGBTQ students considered a programmatic commitment to diversity as more important in application decisions compared to non-Hispanic White and cisgender heterosexual students, respectively. LGBTQ students were more likely to be advised to not discuss personal information (e.g., sexual orientation) than cisgender heterosexual students. Racial/ethnic minority and LGBTQ students identified financial considerations and program outcomes as more important in their decision-making compared with non-Hispanic White and cisgender heterosexual students, respectively. Conclusion: Increasing funding and fostering authentic training environments should be prioritized in institutional conversations around recruiting racial/ethnic minority and LGBTQ trainees.

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Section: Discussionmentioning

confidence: 99%

Clinical psychology PhD students' admission experiences: Implications for recruiting racial/ethnic minority and LGBTQ students

et al. 2020

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“…The effect of this conflation in these strategies is to minimize the nuanced and specific ways that international students of color experience race and racism on campus. This finding is not surprising, as the absence of explicit support for underrepresented groups among higher education institutions has been well documented (see Squire et al, 2019 for the case of undocumented individuals in the U.S.).…”

Section: Absent and Avoidedmentioning

confidence: 82%

Diversity without Race

Buckner¹,

Lumb²,

Jafarova³

et al. 2021

jis

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This article examines how a sample of 62 higher education institutions in Canada, the United States and the United Kingdom discuss international students in their official institutionalization strategies, focusing on how ideas of race and diversity are addressed. We find that institutional strategies connect international students to an abstract notion of diversity, using visual images to portray campus environments as inclusive of racial, ethnic and religious diversity. Yet, strategy documents rarely discuss race, racialization, or racism explicitly, despite the fact that most international students in all three countries are non-white. Moreover, racial injustice is externalized as a global issue and racial diversity is instrumentalized as a source of improving institutional reputation or diversity metrics. We argue that a first step to creating more inclusive and anti-racist campuses is to acknowledge international students’ racial identities and experiences with racism in official discourses and strategies.

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“…For instance, many scholars have documented the challenges diversity and equity practitioners face when advocating for racial justice. They report that diversity takes on various meanings depending on the institutional context, often used as a word for the institution to implicitly acknowledge race without attaching it to racism-rendering it a "nonperformative" strategy to avoid action [15,82]. Furthermore, they report that practitioners who pushed for racial justice under the cloak of diversity initiatives were met with increased resistance from institutions [15,51].…”

Section: Use Of Diversitymentioning

confidence: 99%

Why Are All the White Kids Sitting Together in the Cafeteria?: Toward Challenging Constructions of a Persecuted White Collective

Jayakumar

Adamian

Grummert³

et al. 2021

Education Sciences

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In the context of ongoing antagonism on college campuses, attacks on Critical Race Theory, and widespread backlash against racial justice initiatives, this paper underscores the growing need to recognize co-optation and other counterinsurgent strategies used against racial justice to make room for transformative scholarship. By presenting qualitative interviews from 15 white HBCU students, we illustrate how diversity research, advocacy, and organizing previously used to advocate for racial justice has instead constructed distorted understandings of race and racism and has been used to expand ideologies of whiteness. The findings show what CRT scholars have cautioned about for decades—when left uninterrupted, ahistorical approaches to racial diversity programming and research may lend to the co-optation of justice-focused diversity language and the appropriation of BIPOC strategies of resistance. This not only inhibits and detracts from racial justice work, but can function to expand white supremacy. We relate these narratives to an emerging racial backlash whereby white people attempt to distort understandings of structural racism to claim a “persecuted” status—a delusion that we argue warrants a new ideological frame. We posit this work lays the foundation for advancing equity in one of the most counterinsurgent eras in higher education (Matias & Newlove, 2017).

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Institutional Response as Non-Performative: What University Communications (Don't) Say About Movements Toward Justice

Cited by 41 publications

References 17 publications

Clinical psychology PhD students' admission experiences: Implications for recruiting racial/ethnic minority and LGBTQ students

Clinical psychology PhD students' admission experiences: Implications for recruiting racial/ethnic minority and LGBTQ students

Diversity without Race

Why Are All the White Kids Sitting Together in the Cafeteria?: Toward Challenging Constructions of a Persecuted White Collective

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