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The purpose of this study is to measure the impact of a novel anti-racist educational video-based intervention designed by the author, with advice from leading experts, on campus administrators’ prevailing beliefs, philosophies and practices about racial equity and justice. A single research question guided the project: what effect, if any, does an anti-racist educational intervention have on college administrators’ awareness, beliefs and knowledge about race (i.e. racial ideologies), equity-mindedness and justice, compared to peers in two control groups?

This paper is based on a study that employs a quasi-experimental approach, using a pre- and post-test design, to assess the impact of a brief video intervention on college administrators’ awareness, beliefs, and knowledge about anti-racism generally and racial ideologies, equity-mindedness and justice orientations specifically.

Multivariate analyses suggest the efficacy and effectiveness of the novel anti-racist educational video-based intervention in increasing campus administrators’ racial consciousness, empathy, understanding and equity-mindedness, although no effect was found for justice orientations.

As colleges and universities continue to work toward creating inclusive and equitable workspaces and learning environments, this study suggests that targeted interventions can be used to promote important values and beliefs among campus administrators. Specifically, video-based interventions may be useful tools for staff development programs, implicit bias trainings, diversity and inclusion initiatives, graduate education courses, leadership fellowships, upskilling and micro-credentials, to name a few.

This paper fills an identified need to study anti-racism among campus administrators, the efficacy of scalable interventions that can be easily adapted or integrated into existing campus/staff programming and ways to foster anti-racist awareness, knowledge and actions.

This chapter aims to expose the reader to the notion that mandated diversity and inclusion changes intended to vary the composition of institutions of learning has not accomplished its goal. Rather, it has triggered a complex mix of reactions from the very people for whom the policy was designed to assist and from those who work under the policy. As society is molded to meet diversity targets, salient threats from dominant groups directed toward minority groups result in interpersonal conflict. This chapter explores the benefits that instructors receive from professional development activities centered on diversity. It examines the social identity conflict that is created when different minded people work together. It provides insight into the benefits of approaching social identity conflict with a conflict transformation perspective. This chapter exposes the reality that, while the words one speaks are respectful and inclusive, one’s actions may be totally different. Educators must exhibit an overarching commitment to the making of decisions on integrity and evidence rather than impressions. This chapter discusses the importance of the role of educators as moral leaders and the need for educators to create inclusive classrooms where diversity is celebrated.

Due to the country’s most recent wars in Afghanistan and Iraq and the enactment of the Post 9/11 GI Bill, colleges and universities across the United States have experienced a remarkable increase in student veteran enrollment. As a result, many college campuses have been challenged with knowing how to effectively support veterans as they transition from military life to college life. Although there is notable good intention, this challenge can impact an institution’s ability to offer adequate support. Consequently, many student veterans remain at the margins of the college experience, often affected by their distinct circumstances and a campus that may not be fully prepared to support them. This is a matter of equity and inclusion at its core. Students who are not well understood are likely to be underrepresented and underserved. Therefore, veterans must be included in the equity and inclusion conversation. A review of the literature confirms that student veteran support must involve a greater understanding of the student veteran experience, address institutional barriers to access, replace deficit models of support with more equitable practices, and challenge the dominant paradigm of student success that overemphasizes students’ individual and group characteristics and overlooks the role educators play in student achievement.

This book provides a deeper understanding of what it means to promote social justice and equity work in schools and communities around the world. Throughout this book, narratives describe how authors continue to reshape the agenda for educational reform. They remind us of the significance meaningful relationships play in promoting and sustaining reform efforts that address the injustices vulnerable populations face in school communities. Their voices represent the need for engaging with obstacles and barriers and a resistant world through a web of relationships, an intersubjective reality (see Ayers, 1996). As authors engaged in thinking about addressing injustices, they describe how their thoughts transformed into actions moving beyond, breaking through institutional structures, attempting to rebuild and make sense of their own situations (see Dewey, 1938).