Diversity and Triumphs of Navigating the Terrain of Academe

ISBN: 978-1-78973-608-3, eISBN: 978-1-78973-607-6

ISSN: 1479-3644

Publication date: 30 May 2019


(2019), "Prelims", Diversity and Triumphs of Navigating the Terrain of Academe (Diversity in Higher Education, Vol. 23), Emerald Publishing Limited, Leeds, pp. i-xiii.



Emerald Publishing Limited

Copyright © 2019 Emerald Publishing Limited

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Series Editor: Henry T. Frierson

Recent Volumes:

Volume 12: Black Female Undergraduates on Campus: Successes and Challenges – Edited by Crystal Renée Chambers and Rhonda Vonshay Sharpe
Volume 13: Latino College Presidents: In Their Own Words – Edited by Rubén O. Martinez and David J. León
Volume 14: Seeding Success in Indigenous Australian Higher Education – Edited by Rhonda G. Craven and Janet Mooney
Volume 15: Maori and Pasifika Higher Education Horizons – Edited by Fiona Cram, Hazel Phillips, Pale Sauni, and Clark Tuagalu
Volume 16: Black Males and Intercollegiate Athletics: An Exploration of Problems and Solutions – Edited by Robert A. Bennett III, Samuel R. Hodge, David L. Graham, and James L. Moore III
Volume 17: Infusing Undergraduate Research into Historically Black Colleges and Universities Curricula – Edited by Jeton McClinton, Mark A. Melton, Caesar R. Jackson, and Kimarie Engerman
Volume 18: The Coercive Community College: Bullying and Its Costly Impact on the Mission to Serve Underrepresented Populations – Edited by Leah P. Hollis
Volume 19: The Crisis of Race in Higher Education: A Day of Discovery and Dialogue – Edited by William F. Tate IV, Nancy Staudt, and Ashley Macrander
Volume 20: Campus Diversity Triumphs: Valleys of Hope – Edited by Sherwood Thompson
Volume 21: Underserved Populations at Historically Black Colleges and Universities: The Pathway to Diversity, Equity, and Inclusion – Edited by Cheron H. Davis, Adriel A. Hilton, and Donavan L. Outten
Volume 22: Broadening Participation in STEM: Effective Education Methods, Practices, and Programs for Women and Minorities – Edited by Zakiya Wilson-Kennedy, Goldie S Byrd, Eugene Kennedy, and Henry T Frierson

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Niagara University, USA


University of Florida, USA

United Kingdom – North America – Japan – India – Malaysia – China

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Emerald Publishing Limited

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First edition 2019

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ISBN: 978-1-78973-608-3 (Print)

ISBN: 978-1-78973-607-6 (Online)

ISBN: 978-1-78973-609-0 (Epub)

ISSN: 1479-3644

List of Tables and Figures

Table 1. The Face of PWIs. 3
Chapter 1
Fig. 1. Spectrum of Racial Attitudes. 17
Chapter 2
Table 1. Profile of Participants. 29
Chapter 3
Fig. 1. Suggestions to Address Racial Micraggressions. 54
Chapter 4
Table 1. Key Elements of Culturally Responsive Assessment. 68
Table 2. Thinking Styles. 72
Table 3. Criteria for Culturally Responsive Assessment. 77
Chapter 5
Table 1. Public Universities Student Enrollment by Mode of Study in 2007/2008. 97

About the Authors

Dr Zuhra E. Abawi is Sessional Lecturer at Ryerson University’s School of Early Childhood Studies in Toronto, Canada. She completed her Doctorate in Education from the Ontario Institute for Studies in Education (OISE) University of Toronto. Prior to becoming a faculty member, she worked as an Elementary Teacher and Early Childhood Educator at the Peel District School Board, a Toronto area board and the second largest board of education in Canada.

Dr Andrew M.A. Allen is Associate Professor and a former University Teaching Leadership Chair in the Faculty of Education at the University of Windsor. He teaches Introduction to Issues in Education and Mathematics Methodology in the preservice program, Research Methodology and Sociological Aspects of Education in the graduate program and the Joint PhD program. He is a co-principal investigator with the weSpeak project in Windsor-Essex looking at masculinity, vulnerability, and resilience of heterosexual Black men. He is currently both the coordinator of the Urban Education Partnership teacher education program and the Aeronautics Leadership program in the department of Liberal Arts and Professional Studies. His international development work includes rebuilding and supporting an orphanage and school in the Singida Region of Tanzania in East Africa. He is a former elementary classroom teacher in the Toronto District School Board. He is also a graduate in Mechanical Engineering at Ryerson University. He received his Bachelor of Education and Master of Education degrees from York University and his PhD in education from the Ontario Institute for Studies in Education of the University of Toronto.

Dr Lucy Effeh Attom is a Lecturer at the Department of Social Studies Education Faculty of Social Science Education at the University of Education, Winneba, Ghana.

Dr Martin Brown is a Lecturer at the School of Policy and Practice and Senior Researcher at the Centre for Evaluation, Quality and Inspection, Dublin City University Institute of Education. He is a specialist in educational evaluation and assessment and has planned and led evaluations in Ireland, Northern Ireland, Europe, and the Middle East, working for, among others, the Department of Education and Skills, the National Learning Network, and the United Arab Emirates government. Research interests include Assessment, Comparative Education, School Inspection, School Self-Evaluation, Programme Evaluation, Policy Influences in Evaluation, and Inclusion in Education. He also has a research interest in teaching and learning in digital environments having designed and developed online Teacher professional development programs for the Professional Development Service for Teachers (PDST), and PDST Technology in Education on priority government initiatives such as School Self-Evaluation, ePortfolios for Teaching, Learning and Assessment and Research Methods for the Leaving Certificate Politics and Society Syllabus that has recently been introduced. Current funded projects include co-principal Investigator on the Erasmus +  Projects, Polycentric inspection of Networked Schools (PINS), Aiding Culturally Responsive Assessment in Schools (ACRAS), and Evaluation of tertiary tutors’ use of ICT on the Island of Ireland (SCOTENS). Other funded projects include the development of online and site-based professional development modules on Evaluation for teachers in Ireland and Northern Ireland.

Dr Denise Burns is a Researcher in the Centre for Evaluation, Quality and Inspection, the Institute of Education in Dublin City University. She is currently researching culturally responsive assessment in a project with other European partners. She is lecturing in a semester module of the BSc in Education and Training entitled “Policy and Structure in Irish Education.” She completed her PhD in Trinity College with a thesis focused on the intellectual skill in the Irish Leaving Certificate. She was principal of Sancta Maria College, a secondary college in Ballyroan, Dublin 16. Previous to that role, she was researcher and report writer in the Commission on School Accommodation, producing reports for the Minister for Education on a range of infrastructural topics. She worked as principal of St. Monica’s College, a secondary college in Cairns, North Queensland, Australia, and also as a central office administrator in Brisbane Catholic Education. Her research interests include, inter alia, curriculum design, assessment, culturally responsive assessment, quality of learning, document analysis, school improvement.

Neysa L. Figueroa is Assistant Department Chair and Assistant Professor of Spanish at Kennesaw State University. She uses her expertise in linguistics to explore the role of language attitudes in shaping foreign-language curricula in the United States. As part of her mission of developing an appreciation of the Spanish-speaking world, she has led study abroad programs to Peru and Spain since 2012.

Dr Raphael Heaggans is Associate Professor of Educational Leadership and Teacher Education at Niagara University who earned his doctorate in education from West Virginia University. He is a former preschool, seventh-, and eighth-grade language-arts teacher. He serves as Vice Chair of the Seven Hills Charter School board. He facilitates diversity-themed workshops across the United States and parts of Canada for school districts, businesses, and nonprofit organizations on topics such as gang prevention strategies in the schools, media, historical, and economic literacy, anti-poverty education, culturally proficient leadership, attracting diversity to the workforce, among others. Further, he is an education consultant with the National Alliance of Faith and Justice (Washington, DC). He is a former Consultant with the Appalachian Educational Laboratory (which was part of the US Department of Education) where he engaged teachers in developing and implementing culturally relevant teaching into curriculum and lesson planning. He is the author of over 20 works related to multicultural education and teacher education. He is an editorial board member of the Journal of Educational Leadership.

Dr Ann E. Lopez is a Faculty Member in the Department of Leadership, Higher and Adult Education at the Ontario Institute for Studies in Education, University of Toronto. She is also the Director of the Center for Leadership and Diversity and Advisor to the Provost on Access Programs. She has wide experience in public education in Canada as a Secondary School Administrator and Teacher in one of the Canada’s largest school boards. Born and raised in Jamaica, Dr Lopez’s teaching and research focuses on issues of equity, diversity, decolonial education, culturally responsive and social justice leadership, school leadership across contexts, and student engagement. Her most recent publications include books Culturally Responsive and Socially Lust Leadership in Diverse Contexts: From Theory to Action; Transformative Pedagogies in Teacher Education, and journal articles in Multicultural Perspectives, Multicultural Education Review, Mentoring and Tutoring, Canadian Journal of Educational Administration and Policy, and Journal of Cases in Educational Administration. Dr Lopez is the current President of the National Association for Multicultural Education. She is an Editorial Board Member of the Journal of Cases in Educational Leadership and the International Journal of Educational Policy & Leadership.

Dr Gerry McNamara is Professor of Education at the Institute of Education in Dublin City University. From 1997 to 2007 he was the Head of the School. He is course director of the Doctorate in Education, a taught doctoral program in the field of educational leadership and evaluation. He is a specialist in educational evaluation and has planned and led many major evaluations at home and abroad, working for, among others, the Department of Education and Science, the National Centre for Guidance in Education, the Equality Authority of Ireland, the European Commission, and the United Nations Development Programme. He was a member of the Teaching Council of Ireland (2001/2002, 2004–2006), a co-founder of the Irish Evaluation Network, (2000) and was a member of the Council of the British Educational Leadership, Management and Administration Society, (BELMAS) from 2008 to 2012.

Dr Zachary Njagi Ndwiga is a Professor at the University of Embu (UoEM), School of Education and Social Sciences. Dr Ndwiga teaches pedagogical methods, curriculum, and instruction. Dr Ndwiga has a rich background of teaching in public secondary schools, teacher training at diploma college level, and at the university. He is also experienced in curriculum development and has participated in many activities at the Kenya Institute of Curriculum Development (KICD). These include curriculum design, book evaluation and evaluation of curriculum support materials, development of digital content and development of educational television, and radio programmes, among others. Currently he is engaged in the Ministry of Education, Department of Basic Education as a National Trainer for the Greatness United( G-United) programme.

The programme objective is to enhance national cohesion and improve literacy among Grades 2 and 3 learners through the support of Volunteer Graduates Assistants (VGAs). In higher education, Dr Ndwiga has seven years teaching experience in a private university and two years in a public university.

Joe O’Hara is Professor of Education in the Institute of Education, Dublin City University. He is the Director of The Centre for Evaluation, Quality and Inspection and a member of the Centre for Culturally Responsive Evaluation and Assessment at the University of Illinois at Urbana Champaign. He has presented at national and international conferences and has links with researchers in education, both European and American. He is a former President of the Educational Studies Association of Ireland and a former member of the Teaching Council of Ireland. He was a member of the Board of Directors of the Association for Personal Services Overseas (APSO) from 2002 to 2004 and represented Ireland on the Council of the European Educational Research Association from 2008 to 2013. He was Head of the School of Education Studies, DCU from 2010 to 2016. He is a Director and Founding Member of the Irish Evaluation Network and is a member of the Board of the Centre for Talented Youth, Ireland. He is the current President of the European Educational Research Association.

Seneca Vaught is a jointly appointed Associate Professor of African and African Diaspora Studies at Kennesaw State University in the Departments of History and Interdisciplinary Studies. He uses his expertise in the intersections of race and policy to address contemporary issues. He has been awarded the William Wells Brown Award for his innovative and project-oriented approach to framing community problems in policy terms for scholars, activists, and community leaders seeking to creatively apply historical knowledge.

Dr Njoki Nathani Wane is Professor and Chair of the Department of Social Justice Education at the Ontario Institute for Studies in Education (OISE) University of Toronto. She is a distinguished scholar and professor whose work focuses on Indigenous education, gender and antiracism education. She is the recent recipient of the 2018 African Scholars Award. She grew up in rural Kenya and moved to Canada in 1996 to pursue graduate studies.

Dr Eveldora Wheeler joined the faculty at West Liberty University in 2017 as Assistant Professor on tenure track. As a member of the faculty, she serves as advisor for Phi Alpha Honor Society, and develops online courses for the program. She is a trainer for Child Welfare Professionals in West Virginia, a Title IV-E-funded project, and is a recipient of Screening, Brief Intervention and Referral to Treatment (SBIRT) grant a comprehensive early intervention health promotion for substance disorders. Her professional work experience includes academe, corporate, and nonprofit sectors. Besides teaching across the curriculum in graduate and undergraduate programs, she has extensive nonprofit management and direct practice experience in child welfare programs with an emphasis in foster care, residential, mobile, medical, and bereavement therapy. Her management experience includes Director of Residential Services, Director of Education and Vocational Services, Supervisor of Specialized Foster Care program, Instructional Designer, and Training Coordinator.