Wingspread Declaration on Religion and Public Life
The Society for Values in Higher Education (SVHE),
whose staff formerly included Diversity & Democracy
advisory board member Nancy Thomas, published this declaration
in 2005. The declaration applies the principles of deliberative
democracy to the study of religion in colleges and universities,
and underscores the need to broach the subject of religious
difference both intellectually and interpersonally in
order to prepare students for proactive engagement with
the world. To download the declaration, visit www.svhe.org/node/156.
As a data tool for ongoing research, Harvard University
offers a series of Implicit Association tests free online
through its Project Implicit portal. By taking a series
of surveys, respondents can identify their own unconscious
biases, laying the groundwork for deeper conversations
about difference along such axes of difference as race,
ethnicity, age, dis/ability, and gender. For more, visit
Race, Ethnicity, & Religion (Cornell University)
Cornell University Library’s Race, Ethnicity,
& Religion project exemplifies one way that colleges
and universities can make resources on diversity available
to their students through collaborative compilation.
While resources listed are not accessible outside of
the Cornell library system, the searchable bibliography
provides a strong example for institutions wishing to
create a Web-based resource. To view the site, visit
E Pluribus Unum: Diversity and Community in the Twenty-first Century
Robert D. Putnam’s article in the Scandanavian Political Studies Journal claims that increased community diversity leads first to reductions in “social capital” (the existence of social bonds, including trust), but ultimately to its resurgence. The full article is available at www.blackwell-synergy.com.
Choosing Hispanic-Serving Institutions (HSIs): A Closer Look at Latino Students’ College Choices
Excelencia in Education’s recent report on Latino/a student’s college choices attempts to explain why nearly one-half of Latino/a undergraduates attend HSIs. Based largely on student interviews, the report finds that Latino/a students, by prioritizing such concerns as cost and proximity to home, “create” HSIs through their college choices. The report is available at www.edexcelencia.org.
College Access for the Working Poor: Overcoming Burdens to Succeed in Higher Education
This Institute for Higher Education Policy report details the unique challenges to degree attainment facing students classified as “working poor.” Despite students’ general recognition of the importance of education, factors such as family obligations and insufficient financial aid prevent these students from completing degrees. The entire report is available at www.ihep.org.