Students, Universities and Employers: Why We All Win When We Promote Social Justice through SoTL

Wade, Jeannette; Bean, Anderson; Teixeira-Poit, Stephanie

doi:10.20429/ijsotl.2019.130302

Cited by 5 publications

(2 citation statements)

References 26 publications

(38 reference statements)

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“…This limited exposure to social scientific research creates structural barriers to effective cross-racial communication in health care. Jeannette M. Wade, Anderson Bean, and Stephanie Teixeira-Poit (2019) argued that social justice should be a topic highlighted in all courses, discipline aside, to unpack biases, train equity-oriented students, and decrease inequalities in society. Jennifer Tsai (2021) implemented and outlined several teaching strategies medical schools can employ to promote health equity using tenets of critical race theory in courses on health and society.…”

Section: Discussionmentioning

confidence: 99%

A Black Feminist Analysis of Patient Provider Concordance in Sexual Health Care

Wade

Frederick

Parker

et al. 2022

Sociology of Race and Ethnicity

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Racial disparities in gynecological health have persisted over time. Interestingly, there is a dearth of research that centers Black women’s experiences with gynecologists and even less research that uses Black feminist theory and methods. We use semi-structured interviews ( N = 39) to understand the sexual health care related experiences of Black women at a Predominately White Institution (PWI) and a Historically Black College or University (HBCU). We found that the following themes captured Black women’s experiences: (1) Feeling Ignored, (2) Having Their Intelligence Insulted, (3) Receiving Proper Help and Education, (4) Benefits of Concordance across Race and Sex Categories, (5) Discomfort Due to Sexual Taboos, (6) Perceived Medical Racism, (7) Impact of other Intersectional Identities, and (8) No Impact. Implications for enhancing experiences with sexual health care appointments and improving patient provider relationships are discussed.

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Section: Discussionmentioning

confidence: 99%

A Black Feminist Analysis of Patient Provider Concordance in Sexual Health Care

Wade

Frederick

Parker

et al. 2022

Sociology of Race and Ethnicity

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“…The Scholarship of Teaching and Learning (SoTL) represents a key pathway for advancing EDI in a way that moves past the cosmetic and jargon-laden critiques discussed above and advances excellence for all students (Felten et al 2013). Accordingly, our research is fundamentally grounded in SoTL, which has become increasingly connected to questions of diversity and social justice (Behari-Leak 2020; Rankin and Sawani 2019;Wade, Bean, and Teixeira-Poit 2019), as well as the realities of inclusivity within the "Big Tent" where all are welcome in higher education (Hutchings 2013;Miller-Young, Yeo, and Manarin 2018). This transformational movement in the academy (Gilpin and Liston 2009) opens the door to questions about the equity, diversity, and inclusivity of teaching and learning environments, and the imperative to take up social transformation in SoTL as a "concept of moral action aimed at cultural change" (Shulman 2002, viii).…”

Section: Literature Reviewmentioning

confidence: 99%

Delving into Institutional Diversity Messaging: A Cross-Institutional Analysis of Student and Faculty Interpretations of Undergraduate Experiences of Equity, Diversity, and Inclusion in University Websites

Rankin

Pearl

Jorre

et al. 2022

TLI

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Recognizing that university statements about equity, diversity, and inclusion are often cosmetic, performative, or at best, aspirational, rather than indicative of on-campus realities, this project analyzes interpretations of student identity and diversity through publicly available materials. The primary purpose of this research was to investigate how university messages about equity, diversity, and inclusion, available through public websites, are interpreted by faculty and students. Using a students-as-partners approach, we identified and analyzed themes based on our own perceptions and understandings of each of five university websites University of Calgary (Canada), University of Alabama (USA), Deakin University (Australia), University of Exeter (UK), and Portland State University (USA). While equity, diversity, and inclusion are signature initiatives at many universities, we found that analyses of their websites suggest that the ways in which those are operationalized differ. The patterns identified suggest that messaging through university websites can promote or detract from equity, diversity, and inclusion in university settings, and we observed differences in the ways in which institutions operationalized and represented initiatives related to equity, diversity, and inclusion. Exploring how these efforts at our five institutions are messaged to and interpreted by students provides a better understanding of the institutional priorities and the assumed values identified by student co-researchers. The use of student co-researchers proved an especially valuable contribution to this analysis to gain perspectives about presentations of student identity and diversity. Using this form of embedded research, we identify the limited presentations of and perceptions around diversity at institutions of higher education cited by student co-researchers.

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