Diversity & Democracy: Civic Learning for Shared Futures
Diversity Innovations Civic Learning for Shared Futures
Diversity & Democracy Volume 11, Number 3  

Diversity & Democracy
Volume 12,
Number 2
(2009)

Download our print issue (PDF)
About This Issue
Featured Topic: Shared Futures
Rethinking Educational Practices to Make Excellence Inclusive
Outcomes of High-Impact Educational Practices: A Literature Review
The First Year at LaGuardia Community College
The Ralph Bunche Societies: Broadening Horizons, Expanding Opportunities
Educational Practices that Foster Intercultural Competence
Perspectives
First-Year Learning Communities:
A Student’s Experience
Reframing Diversity as an Institutional Capacity
Campus Practice
Creating Change: Arts, Activism, and the Academy
Service Learning and Learning Communities: Promising Pedagogies
Research Report
Best Practices for Supporting College Access and Success
And More...
In Print
Resources
Opportunities

In Print

Twenty-First Century Color Lines: Multiracial Change in Contemporary America, Andrew Grant-Thomas and Gary Orfield, Eds. (Temple University Press, 2009, $24.95 hardcover)
This collection of articles, inspired by the 2003 Color Lines conference, lends twenty-first-century context to W. E. B. Du Bois's famous observation about race in America. Through research on broadly ranging topics--including transracial adoption, political mobilization of urban immigrants, and hip-hop culture in San Francisco--the authors illustrate the intricacy and imperative of understanding race in the United States against the ever-shifting backdrop of local and global change. With an emphasis on complex systemic inequity, the volume is a key resource for researchers and students hoping to grasp the everyday meaning of race and its long-term policy implications.

Getting Culture: Incorporating Diversity Across the Curriculum, Regan A. R. Gurung and Loreto R. Prieto, Eds. (Stylus Publishing, LLC, 2009, $24.95 paperback)
Recognizing the twenty-first-century imperative for instructors to help students develop cultural competence, this volume's editors have compiled a set of wide-ranging pedagogical tools for teaching about diversity among diverse student populations. Articles cover an array of topics, including general approaches to diversity education, specific exercises within and across disciplines, and strategies for coping with the stresses of teaching controversial topics. The collection offers guidance that is particularly valuable to those just beginning to incorporate diversity in the classroom--and is pertinent to veteran teachers as well.

Ethical Leadership: The Quest for Character, Civility, and Community, Walter E. Fluker (Fortress Press, 2009, $25.00 paperback)
Challenging higher education institutions to question whether their environments foster the development of ethical leaders, Walter E. Fluker examines how various leadership styles affect the private and public spheres. In Fluker's eyes, effective leaders are both morally anchored and socially engaged in the ongoing conversation about democracy's future. Fluker's genuine passion for developing ethical leaders emerges from his work with Morehouse College students, and his insights are both theoretically rigorous and useful in praxis. Ethical Leadership offers much-needed guidance for educators working to prepare a new generation to engage with the world's unscripted moral challenges.

Race and Class Matters at an Elite College, Elizabeth Aries (Temple University Press, 2008, $24.95 paperback)
In this study of fifty-eight first-year students at Amherst College, Elizabeth Aries examines the learning that occurs when students interact--often informally--across differences of race and class. Her findings reinforce claims that college can provide a fertile environment for learning through engagement with diversity, but also illustrate unrealized opportunities for teaching that exist on campuses. With its focus on students' experiences, Aries' work provides key insight into the freshman journeys of upper- and lower-income black and white students at a small private college. At the same time, it suggests areas for further research involving other demographic groups and institutional types.

Questions, comments, and suggestions regarding Diversity & Democracy should be directed to Kathryn Peltier Campbell at campbell@aacu.org.
Copyright 1996 - 2014
Association of American Colleges & Universities | 1818 R Street NW, Washington, DC, 20009