Recently, scholars and practitioners have generated urgent questions about how institutions of higher learning should encompass the diversity of participants and paradigms in academic settings. These questions have focused broadly on desired changes in institutional culture or climate (Chang, 2002; Hurtado, Milem, Clayton-Pederson, & Allen, 1998; Kezar & Eckel, 2002; Kolodny, 1996; Minnich, O'Barr, & Rosenfeld, 1988), the implications of reconfiguring disciplinary content and boundaries (Gumport & Snydman, 2002; Stanton & Stewart, 1995), and relationships among and between students, faculty, and administration (De La Luz Reyes & Halcon, 1988; Kraemer, 1997; Turner, Myers, & Creswell, 1997). Most scholarship insists, albeit in varying ways, that those in higher education need to embrace diversity and make teaching and learning environments both welcoming and educationally useful for all participants.
|Original language||English (US)|
|Title of host publication||Gendered Futures in Higher Education|
|Subtitle of host publication||Critical Perspectives for Change|
|Publisher||State University of New York Press|
|Number of pages||27|
|ISBN (Print)||0791456978, 9780791456972|
|State||Published - 2003|