September 22, 2017

Volume 64, Issue 04

Diversity in Academe

Here are four ways in which these generations differ from one another, and how administrators, faculty members, and students might bridge those gaps.

A young scholar takes advantage of the traits she shares with her students to enhance their classroom experience.

After being initially discouraged at the prospect of higher education, Robin Máxkii got degrees from two Native institutions. She had no idea what doors that experience would open for her.

The nondisabled can grasp that people with disabilities are not precluded from leading interesting, normal, or even happy lives.

A voice-disabled educator learns how to be like a conductor — silent, but commanding the sounds of an entire orchestra.

A new generation has arrived on campus and is reshaping the conversation about the academic value of phones and laptops.

Rich, white, straight men from the suburbs who comment on poverty, blackness, queerness, or systemic oppression should be greeted with skepticism. And if they hold a Ph.D. or a tenure-track job, it’s even worse.

People with mobility-related disabilities can struggle just to navigate the campus, just to do their jobs. There’s no reason it should be this way.

Intergenerational expression can improve the learning experience, but older students are often still anomalies on traditional college campuses.

Do those of us who wear our diversity defiantly do so to make amends for our own economic privilege?

Why students and professors may think differently about free expression.

Not all older faculty members want to keep up with the latest gizmos. But there are plenty of power users with grandkids.

An all-too-unrecognizable bias plagues them. But it can be acknowledged, and mitigated.