661
Views
12
CrossRef citations to date
0
Altmetric
Articles

Academic Administrators’ Beliefs About Diversity

, , &

References

  • American Council on Education and American Association of University Professors. (2000). Does diversity make a difference? Three research studies on diversity in college classrooms. Washington, DC: Author.
  • Andrews, D., Nonnecke, B., & Preece, J. (2003). Conducting research on the internet: Online survey design, development and implementation guidelines. International Journal of Human-Computer Interaction, 16(2), 185–210. doi:10.1207/S15327590IJHC1602_04
  • Antonak, R. F., & Livneh, H. (1988). The measurement of attitudes toward people with disabilities: Methods, psychometrics and scales. Springfield, IL: Charles C. Thomas.
  • ASHE Higher Education Report. (2012). The Need for Intercultural Competency Development in Classrooms, 38(2), 1–21.
  • Aud, S., Hussar, W., Johnson, F., Kena, G., Roth, E., Manning, E., … Zhang, J. (2012). The condition of education 2012 (NCES 2012-045). Washington, DC: U.S. Department of Education, National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubsearch
  • Ayers, S. F., & Housner, L. D. (2008). A descriptive analysis of undergraduate PETE programs. Journal of Teaching in Physical Education, 27, 51–67. doi:10.1123/jtpe.27.1.51
  • Bensimon, E. M. (2004). The diversity scorecard: A learning approach to institutional change. Change, 36(1), 45–52. doi:10.1080/00091380409605083
  • Bensimon, E. M., Hao, L., & Bustillos, L. T. (2006). Measuring the state of equity in higher education. In P. Gandara, G. Orfield, & C. Horn (Eds.), Expanding opportunity in higher education: Leveraging promise (pp. 143–165). Albany, NY: SUNY Press.
  • Block, G., Davis, A. M., & Smith, M. J. (2013). Teaching a diverse student body: Practical strategies for enhancing our students’ learning: Dealing with conflict: Specific teaching strategies. Retrieved from http://cte.virginia.edu/wp-content/uploads/2013/12/Diverse-Student-Body-Chapter-4.pdf
  • Boyce, B. A., Lund, J., & O’Neil, K. (2015). PETE doctoral institutions: Programs, faculty, and doctoral students. Research Quarterly for Exercise and Sport, 86, 311–318. doi:10.1080/02701367.2015.1041634
  • Brooks, D. D., Harrison, L., Jr, Norris, M., & Norwood, D. M. (2013). Why we should care about diversity in kinesiology. Kinesiology Review, 2, 145–155. doi:10.1123/krj.2.3.145
  • Burden, J., Jr., Harrison, L., Jr., & Hodge, S. R. (2005). Perceptions of African American faculty in kinesiology-based programs at predominantly white American institutions of higher education. Research Quarterly for Exercise and Sport, 76, 224–237. doi:10.1080/02701367.2005.10599283
  • Burden, J., Hodge, S., & Harrison, L. (2012). Teacher educators’ views about social justice pedagogies in physical education teacher education. Journal of Curriculum and Teaching, 1(1), 6. doi:10.5430/jct.v1n1p6
  • Carnegie Foundation for the Advancement of Teaching. (2008). Basic classification description. Retrieved from http://www.carnegiefoundation.org/classifications/index.asp?key=791
  • Choi, W., & Chepyator-Thomson, R. (2011). Multiculturalism in teaching physical education: A review of US based literature. The ICHPER-SD Journal of Research in Health, Physical Education, Recreation, Sport & Dance, 6(2), 14.
  • Columna, L., Hodge, S. R., Samalot-Rivera, A., Vigo-Valentín, A. N., & Cervantes, C. M. (2017). The Hispanic experience in physical education teacher education programs: A qualitative study. Quest, 1–19. doi:10.1080/00336297.2017.1371048
  • Cooper, K. J. (2009). A disturbing trend. Diverse Issues in Higher Education, 26(9), 20–21.
  • Culp, B. (2013). Using archetypes to introduce social justice in PETE. Journal of Physical Education, Recreation and Dance, 84(2), 17–19. doi:10.1080/07303084.2013.757181
  • Dahlberg, K., Dahlberg, H., & Nyström, M. (2008). Reflective lifeworld research (2nd edition). Lund, Sweden: Studentlitteratur.
  • Davis, K. L., Hodge, S. R., Frank, A. M., & Jones, E. (2006). The NAKPEHE faculty diversity survey: Results and implications. Chronicle of Kinesiology and Physical Education in Higher Education, 17(2), 5–7.
  • Estes, S. G. (2015). The National Association for Kinesiology in Higher Education: An academic society for the 21st century. Quest, 67(2), 108–117. doi:10.1080/00336297.2015.1021017
  • Flaherty, C. (2016). More faculty diversity, not on tenure track. Inside Higher Education. Retrieved from https://www.insidehighered.com/news/2016/08/22/study-finds-gains-faculty-diversity-not-tenure-track
  • Gregory-Bass, R., Williams, R. H., Blount, A. N., & Peters, B. (2013). Undergraduate preparedness and partnerships to enhance diversity in kinesiology. Kinesiology Review, 2, 181–189. doi:10.1123/krj.2.3.181
  • Harrison, L., Carson, R. L., & Burden, J. (2010). Physical education teachers’ cultural competency. Journal of Teaching in Physical Education, 29(2), 184–198. doi:10.1123/jtpe.29.2.184
  • Harrison, L., Jr, & Clark, L. (2016). Contemporary issues of social justice: A focus on race and physical education in the United States. Research Quarterly for Exercise and Sport, 87(3), 230–241. doi:10.1080/02701367.2016.1199166
  • Hodge, S. R. (2014). Ideological repositioning: Race, social justice, and promise. Quest, 66(2), 169–180. doi:10.1080/00336297.2014.898545
  • Hodge, S. R., Brooks, D. D., & Harrison, L., Jr. (2013). Conclusions: How can we help enhance diversity in kinesiology? Kinesiology Review, 2, 203–215. doi:10.1123/krj.2.3.203
  • Hodge, S. R., Cervantes-Olivares, C., Vigo-Valentín, A., Canabal-Torres, M. Y., & Ortiz-Castillo, E. M. (2012). The Hispanic experience in physical education programs and departments. Journal of Hispanic Higher Education, 11(4), 366–387. doi:10.1177/1538192711435562
  • Hodge, S. R., & Corbett, D. R. (2013). Diversity in kinesiology: Theoretical and contemporary considerations. Kinesiology Review, 2, 156–169. doi:10.1123/krj.2.3.156
  • Hodge, S. R., Faison-Hodge, J., & Burden, J., Jr. (2004). Politics, pitfalls, and precedents: Going beyond tokenism in diversifying physical education faculty in higher education. Chronicle of Kinesiology and Physical Education in Higher Education, 15, 6–7, 12–13.
  • Hodge, S., & James-Hassan, M. (2014). African American males and physical education. In J. L. Moore & C. W. Lewis (Eds.), African American male students in pre-K–12 schools (vol. 2) (pp. 303–342). Bradford, UK: Emerald Group Publishing Ltd.
  • Hodge, S. R., & Stroot, S. A. (1997). Barriers and support structures perceived by African American and Caucasian physical educators during their career development. Equity & Excellence in Education, 30, 52–60. doi:10.1080/1066568970300308
  • Hodge, S. R., & Wiggins, D. K. (2010). The African American experience in physical education and kinesiology: Plight, pitfalls, and possibilities. Quest, 62, 35–60. doi:10.1080/00336297.2010.10483631
  • Keith, N. R., & Russell, J. A. (2013). Creating a climate of organizational diversity: Models of best practice. Kinesiology Review, 2, 190–202. doi:10.1123/krj.2.3.190
  • Kena, G., Hussar, W., McFarland, J., de Brey, C., Musu-Gillette, L., Wang, X., … Dunlop Velez, E. (2016). The condition of education 2016 (NCES 2016-144). Washington, DC: U.S. Department of Education, National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubsearch
  • Kena, G., Musu-Gillette, L., Robinson, J., Wang, X., Rathbun, A., Zhang, J., … Dunlop Velez, E. (2015). The condition of education 2015 (NCES 2015-144). Washington, DC.: U.S. Department of Education, National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubsearch
  • Kezar, A. (2008). Understanding leadership strategies for addressing the politics of diversity. The Journal of Higher Education, 79(4), 406–441. doi:10.1080/00221546.2008.11772109
  • Kezar, A. J. (2007). Tools for a time and place: Phased leadership strategies to institutionalize a diversity agenda. The Review of Higher Education, 30(4), 413–439. doi:10.1353/rhe.2007.0025
  • King, J. B. Jr., Mitchell, T., McIntosh, A., & Bell-Ellwanger, J. (2016). Advancing diversity and inclusion in higher education. U.S. Department of Education, Office of Planning, Evaluation and Policy Development and Office of the Under Secretary. Retrieved from https://www2.ed.gov/rschstat/research/pubs/advancing-diversity-inclusion.pdf
  • King, S. E. (1994). In short supply: Ethnic minority doctorates in physical education. Physical Educator, 51, 205–212.
  • King, S. E., & Chepyator-Thomson, J. R. (1996). Factors affecting the enrollment and persistence of African-American doctoral students. Physical Educator, 53, 170–180.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
  • Lowrie, P. M., & Robinson, L. E. (2013). Creating an inclusive culture and climate that supports excellence in kinesiology. Kinesiology Review, 2, 170–180. doi:10.1123/krj.2.3.170
  • Mayhew, M. J., & Grunwald, H. E. (2006). Factors contributing to faculty incorporation of diversity-related course content. Journal of Higher Education, 77(1), 148–168. doi:10.1353/jhe.2006.0005
  • Melville, D. S., & Hammermeister, J. (2006). Pre-service physical educators: Their demographics, wellness practices, and teaching interests. The Physical Educator, 61(2), 69–77.
  • Merriam, S. B. (2001). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.
  • Nelson Laird, T. F. (2011). Measuring the diversity inclusivity on college campuses. Research in Higher Education, 52, 572–588. doi:10.1007/s11162-010-9210-3
  • Nelson Laird, T. F., & Engberg, M. E. (2011). Establishing difference between diversity requirements and other courses with varying degrees of diversity inclusivity. Journal of General Education, 66(2), 117–137. doi:10.1353/jge.2011.0012
  • Rudisill, M. E. (Ed.). (2013). Diversity enhancement in kinesiology. Kinesiology Review, 2(3), 143–144. doi:10.1123/krj.2.3.143
  • Russell, M. L., & Russell, J. A. (2014). Preservice science teachers and cultural diversity awareness. Electronic Journal of Science Education, 18, 3.
  • Ryu, M. (2010). Minorities in higher education: Twenty-fourth status report. Washington, DC: American Council on Education.
  • Sage, G. H. (2013). Resurrecting thirty years of historical insight about kinesiology: A supplement to “What is kinesiology? Historical and philosophical insights.” Quest, 65, 133–138. doi:10.1080/00336297.2013.773534
  • Sartore, M., & Cunningham, G. (2010). The lesbian label as a component of women’s stigmatization in sport organizations: An exploration of two health and kinesiology departments. Journal of Sport Management, 24(5), 481–501. doi:10.1123/jsm.24.5.481
  • Sato, T., & Hodge, S. R. (2016). Asian international graduate students’ academic and social experiences in American higher education. In K. Bista & C. Foster (Eds.), Exploring the social and academic experiences of international students in higher education institutions (pp. 1–19). Hershey, PA: IGI Global.
  • Silverman, D. (2011). Interpreting qualitative data (4th ed.). London, UK: SAGE.
  • Singh, J. (2016). Powerful Martin Luther King Jr. quotes to inspire change beyond MLK day. Retrieved from http://www.huffingtonpost.com/jeff-singh/powerful-martin-luther-king-jr-quotes-to-inspire-change-beyond-mlk-day_b_9020102.html.
  • Snyder, C., May, J., & Peeler, J. (2008). Combining human diversity and social justice education: A conceptual framework. Journal of Social Work Education, 4(1), 145–161. doi:10.5175/JSWE.2008.200700052
  • Snyder, T. D., de Brey, C., & Dillow, S. A. (2016). Digest of education statistics 2015 (NCES 2016-014). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
  • Snyder, T. D., & Dillow, S. A. (2015). Digest of education statistics 2013 (NCES 2015-011). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
  • Snyder, T. D., Dillow, S. A., & Hoffman, C. M. (2009). Digest of education statistics 2008 (NCES 2009-020). Washington, DC: National Center for Education Statistics, U.S. Department of Education. Retrieved from http://nces.ed.gov/pubsearch
  • Steele, C. (1992, April). Race and the schooling of black Americans. Atlantic Monthly, 75.
  • Steele, C. (1997, June). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 613–629. doi:10.1037/0003-066X.52.6.613
  • Teachers Insurance and Annuity Association of America (2016). Taking the measure of faculty diversity. Retrieved from https://www.tiaainstitute.org/publication/taking-measure-faculty-diversity
  • United States Census Bureau. (2015). Quick facts United States. Washington, DC: U. S. Department of Commerce. Retrieved from https://www.census.gov/quickfacts/table/PST045215/00
  • Wilson, V. R. (2008). The effect of attending an HBCU on persistence and graduation outcomes of African-American college students. In C. L. Betsey (Ed.), Historically black colleges and universities (pp. 5–47). New Brunswick, NJ: Transaction Publishers.
  • Yale Center for Teaching and Learning. (2008). Practical tips for promoting an inclusive classroom: Problem scenarios: Sample responses. Retrieved from http://ctl.yale.edu/sites/default/files/basic-page-supplementary-materials-files/diversity_problem_scenario_sample_responses.pdf

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.