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Land grant leadership impact: Diversity, equity and inclusion of persons with hidden disabilities

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Land-Grant
Leadership Impact:
Diversity, Equity and
Inclusion of
Persons with
Hidden Disabilities
LEAD21 Alumni Associatio...

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Finding
Purpose in
Times of
Uncertainty
What does DEI look like and how does it feel?
What drivers steer future directions...

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Diversity, Equity, and Inclusion:
The Masked Among Us
What does it look like and how does it feel?
• Non-disclosure among ...

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Land grant leadership impact: Diversity, equity and inclusion of persons with hidden disabilities

So, as champions of the land-grant system, the history and the mission of our institution are no secret. But, for those of us who are not fully aware of its impact on vulnerable people, specifically Black people and those who experience vulnerabilities other than the color of skin, gender, sexual orientation, and disability status, allow me to spend this time enlightening you.

So, as champions of the land-grant system, the history and the mission of our institution are no secret. But, for those of us who are not fully aware of its impact on vulnerable people, specifically Black people and those who experience vulnerabilities other than the color of skin, gender, sexual orientation, and disability status, allow me to spend this time enlightening you.

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Land grant leadership impact: Diversity, equity and inclusion of persons with hidden disabilities

  1. 1. Land-Grant Leadership Impact: Diversity, Equity and Inclusion of Persons with Hidden Disabilities LEAD21 Alumni Association Annual Meeting March 10, 2021 Table SALT Group. BE BETTER. DO BETTER. Copyright © 2021 Table SALT Group. All rights reserved.
  2. 2. Finding Purpose in Times of Uncertainty What does DEI look like and how does it feel? What drivers steer future directions of diversity and inclusion? What models can be replicated? How DEI is manifested in our classrooms, on our campuses, and in our workplace culture? What is working and not working? How can you be a part of a DEI solution?
  3. 3. Diversity, Equity, and Inclusion: The Masked Among Us What does it look like and how does it feel? • Non-disclosure among persons with hidden disabilities due to history of stigmatization • High sensitivity to others’ conscious and unconscious biases • Inferiority, unintelligent, and incapable • Untrustworthy, cheating the system questioning status and accusations of unfair advantage • Performance improvements occur slowly overtime Table SALT Group. BE BETTER. DO BETTER.
  4. 4. Diversity, Equity, and Inclusion: The Masked Among Us What drivers steer future directions of diversity and inclusion? • Students with disabilities are enrolling in public universities and career professionals in the workplace entering at increasing rates • Learning disabilities comprise most disability types in higher education and the workplace • Lack of attention to a growing population of persons with unique needs creates a leadership challenge Table SALT Group. BE BETTER. DO BETTER.
  5. 5. Diversity, Equity, and Inclusion: The Masked Among Us How it is manifested in our classrooms, on our campuses, and in our workplace culture? • College Students with HDs become Career Professionals with HDs • Ongoing criticism for graduation and retention rates of underrepresented students and faculty from minority groups • Black students with disabilities continue to lag behind their White counterparts. Table SALT Group. BE BETTER. DO BETTER.
  6. 6. Diversity, Equity, and Inclusion: The Masked Among Us Ethical Considerations • Social justice for marginalized groups • Balancing community values, needs, and identity • Essentialism and identity politics • Re-stigmatization • Availability and distribution of resources and existing competencies Table SALT Group. BE BETTER. DO BETTER.
  7. 7. Diversity, Equity, and Inclusion: The Masked Among Us What is working and not working? • Theory of Self-Determination • combination of skills, knowledge, and beliefs that promote goal-directed, self-regulated, and autonomous behavior • involves problem-solving and making independent decisions about personal activities • Lack of self-determination often results in passive integration into higher education and the workplace Table SALT Group. BE BETTER. DO BETTER.
  8. 8. Diversity, Equity, and Inclusion: The Masked Among Us Models that can be replicated promote individual Self-Determination • Organizations have experienced many benefits with a neurodiverse workforce • Expand, support, and fund awareness training and professional development • Accommodate vulnerabilities and gain greater improvements • Encourage informal networks • Provide clear, caring, and flexible lecturers and tutor • Center approaches around the individual • Embrace personalized life and career coaching • Give people time Table SALT Group. BE BETTER. DO BETTER.
  9. 9. Diversity, Equity, and Inclusion: The Masked Among Us Models that can be replicated promote individual Self-Determination • Wealthier individuals, out-of-state and off-campus students are more likely to seek accommodations and support • More interaction with faculty, administrators, and peers • Less difficulty with assignments and projects • Instructors and advisors are a major factor the success of persons with hidden disabilities • Increase awareness • Honor discretion • Seek feedback • Show empathy • Nurture a sense of belonging Table SALT Group. BE BETTER. DO BETTER.
  10. 10. Diversity, Equity, and Inclusion: The Masked Among Us How do we as leaders in the land-grant system ensure we build a more diverse, equitable, and inclusive environment? • Public institutions’ performance in this focus area has not been clearly explained, particularly land grant universities with the specific mission of providing access to education for all citizens and funded to advance and promote teaching, research, and service in practical education. • Observe the lessons of our past and be intentional about our evolution into the present and future - a unique segment of the U.S. land grant education system exists in pairs -- a historically Black college and university and a predominately White institution -- due to historical segregation in the United States' southern region. Reframe the question! • How land-grant university leaders describe strategies for persons with learning disabilities to be self-determined, so they succeed in their academic progress, retention, and persistence. Table SALT Group. BE BETTER. DO BETTER.
  11. 11. Research Methodology Collective Case Study Design • Compares multiple cases within the land-grant system in order to provide insight into the issue of diversity, equity, and inclusion • Cross-case analysis bound within the Southern region of the land-grant system • Guides the exploration through a deep dive into the historical context of educational segregation in the South Table SALT Group. BE BETTER. DO BETTER.
  12. 12. Research Methodology Table SALT Group. BE BETTER. DO BETTER.
  13. 13. Research Methodology Collecting the DATA for the making the CASE • Web conference interviews from at least four to six sites within the system • Aggregate data from pairs and save unique data for comparison in future research • Review policy documents, print and digital publications, posted announcements, and other forms of materials for strategic approaches to inclusiveness Table SALT Group. BE BETTER. DO BETTER.
  14. 14. Let’s Continue the Conversation • Hold an administrative position and are responsible for students with learning disabilities? • Represent either a historically black college or university (HBCU) or a predominately white institution (PWI) land grant university in your state? • Possess at least 5 years of experience in the role at your land grant institution? • Not a personal or professional acquaintance of the researcher? • Do not have immediate family members (parents, siblings, children) who have learning disabilities? Table SALT Group. BE BETTER. DO BETTER.
  15. 15. Closing Thoughts Diversity in the modern world is more than just skin color – it’s gender, age, disability, sexual orientation, social background – and most of all as far as I’m concerned, diversity of thought. -Idris Elba
  16. 16. Thank You References Ju, S., Zeng, W., & Landmark, L. J. (2017). Self determination and academic success of students with disabilities in postsecondary education: A review. Journal of Disability Policy Studies, 28(3), 180-189. doi:10.1177/1044207317739402 Knight, W., Wessel, R. D., & Markle, L. (2018) Persistence to graduation for students with disabilities: Implications for performance-based outcomes. Journal of College Student Retention: Research, Theory Practice, 19(4), 362-380. doi:10.1177/1521025116632534 Lovett, B. J., Nelson, J. M., & Lindstrom, W. (2015) Documenting hidden disabilities in higher education: Analysis of recent guidance from the association on higher education and disability (AHEAD). Journal of Disability Policy Studies, 26(1), 44- 53. doi:10.1177/1044207314533383 Mitchell, J. J., & Gansemer Topf, A. (2016) Academic coaching and self regulation: Promoting the success of students with disabilities. Journal of Postsecondary Education Disability, 29(3), 249-256. Wehmeyer, M. L., & Little, T. D. (2013) Self Determination. In The Oxford Handbook of Positive Psychology and Disability (pp. 1-40). Oxford UniversityPress.

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