DEI in Higher Education
Higher Education Research Tools
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ERIC via ProQuestThe ERIC (Educational Resources Information Center) database is sponsored by the U.S. Department of Education to provide extensive access to educational-related literature. This version of ERIC allows you to limit results to peer-reviewed journal articles, and has other precision searching features. Use your natural language or the subject thesaurus.
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PivotCOS Pivot is a directory of researchers and research funding opportunities that combines two comprehensive, editorially maintained databases: the COS Funding Opportunities database of over 400,000 funding opportunities worth an estimated $33 billion, and the COS Scholar Universe database of 3 million profiles of scholars worldwide. Use Pivot to find researchers and funding for DEIA research.
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Altmetric ExplorerAltmetric Explorer for Institutions is a dashboard that allows users to browse, search, and query Altmetric data about "mentions" on the web of publications and other research outputs associated with researchers and departments at the University of Michigan--and elsewhere. The tool can be used to find and connect with readers of your work; to understand and communicate about online engagement with the work of any given researcher or department, or to see which research is most often mentioned in the news, cited in policy, etc. You can use Altmetric Explorer to see the impact of DEIA work.
Higher Education DEI Outcomes Research
Engberg, M. E., & Hurtado, S. (2011). Developing pluralistic skills and dispositions in college: Examining Racial/Ethnic group differences. Journal of Higher Education, 82(4), 416-443. Retrieved from http://proxy.lib.umich.edu/login?url=https://search.proquest.com/docview/898326267?accountid=14667
Gillian-Daniel, D., & Walz, K. A. (2016). Teaching-as-research internships: A model for the development of future chemistry faculty and the improvement of teaching in science, technology, engineering, and math. Community College Journal of Research and Practice, 40(2), 133-145. doi:http://dx.doi.org/10.1080/10668926.2015.1004140
Hurtado, S. (2001). Linking diversity and educational purpose: How diversity affects the classroom environment and student development. Retrieved from ERIC Retrieved from http://proxy.lib.umich.edu/login?url=https://search.proquest.com/docview/62254121?accountid=14667
Hurtado, S., & DeAngelo, L. (2012). Linking diversity and civic-minded practices with student outcomes: New evidence from national surveys. Liberal Education, 98(2), 14-23. Retrieved from http://proxy.lib.umich.edu/login?url=https://search.proquest.com/docview/1140137300?accountid=14667
Hurtado, S., Mayhew, M. J., & Engberg, M. E. (2012). Diversity courses and students' moral reasoning: A model of predispositions and change. Journal of Moral Education, 41(2), 201-224. doi:http://dx.doi.org/10.1080/03057240.2012.670931
Hurtado, S. (2007). Linking diversity with the educational and civic missions of higher education. Review of Higher Education, 30(2), 185-196. Retrieved from http://proxy.lib.umich.edu/login?url=https://search.proquest.com/docview/62030828?accountid=14667
Keehn, S., & Martinez, M. G. (2006). A study of the impact of professional development in diversity on adjunct faculty. Action in Teacher Education, 28(3), 11-28. Retrieved from http://proxy.lib.umich.edu/login?url=https://search.proquest.com/docview/62017400?accountid=14667
Milem, J. F. (2001). Increasing diversity benefits: How campus climate and teaching methods affect student outcomes. (). Retrieved from ERIC Retrieved from http://proxy.lib.umich.edu/login?url=https://search.proquest.com/docview/62254540?accountid=14667
Nelson Laird, T. F., Engberg, M. E., & Hurtado, S. (2005). Modeling accentuation effects: Enrolling in a diversity course and the importance of social action engagement. Journal of Higher Education, 76(4), 29-448. Retrieved from http://proxy.lib.umich.edu/login?url=https://search.proquest.com/docview/62080700?accountid=14667
Okpala, C. O., Sturdivant, L., & Hopson, L. (2009). Assessment of the impact of service learning on academic growth of college students. Journal of College Teaching & Learning, 6(4), 65-68. Retrieved from http://proxy.lib.umich.edu/login?url=https://search.proquest.com/docview/742863338?accountid=14667
Trube, M. B., & VanDerveer, B. (2015). Support for engaged scholars: The role of mentoring networks with diverse faculty. Mentoring & Tutoring: Partnership in Learning, 23(4), 311-327. doi:http://dx.doi.org/10.1080/13611267.2015.1099869
Highly Cited Foundational Research
Chang, M. J., Sharkness, J., Hurtado, S., & Newman, C. B. (2014). What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups. Journal of Research in Science Teaching, 51(5), 555-580. doi:http://dx.doi.org/10.1002/tea.21146
Chavous, T. M. (2000). The relationships among racial identity, perceived ethnic fit, and organizational involvement for african american students at a predominantly white university. Journal of Black Psychology, 26(1), 79-100. Retrieved from http://proxy.lib.umich.edu/login?url=https://search-proquest-com.proxy.lib.umich.edu/docview/62428849?accountid=14667
Gay, G. (2004). Navigating marginality en route to the professoriate: Graduate students of color learning and living in academia. International Journal of Qualitative Studies in Education, 17(2), 265-288. Retrieved from http://proxy.lib.umich.edu/login?url=https://search.proquest.com/docview/62120193?accountid=14667
Diversity challenged: Evidence on the impact of affirmative action (2001). In Orfield G. (Ed.), Harvard Education Publishing Group, Harvard Graduate School of Education, 8 Story St., 5th floor, Cambridge, MA 02138. Retrieved from http://proxy.lib.umich.edu/login?url=https://search.proquest.com/docview/62254068?accountid=14667
Harper, S. R., & Hurtado, S. (2007). Nine themes in campus racial climates and implications for institutional transformation. New Directions for Student Services, (120), 7-24. doi:http://dx.doi.org/10.1002/ss.254
Hurtado, S., Newman, C. B., Tran, M. C., & Chang, M. J. (2010). Improving the rate of success for underrepresented racial minorities in STEM fields: Insights from a national project. New Directions for Institutional Research, (148), 5-15. doi:http://dx.doi.org/10.1002/ir.357
Hurtado, S., Milem, J. F., Clayton-Pedersen, A., & Allen, W. R. (1998). Enhancing campus climates for Racial/Ethnic diversity: Educational policy and practice. Retrieved from http://proxy.lib.umich.edu/login?url=https://search.proquest.com/docview/62540312?accountid=14667
Saenz, V. B., Ngai, H. N., & Hurtado, S. (2007). Factors influencing positive interactions across race for african american, asian american, latino, and white college students. Research in Higher Education, 48(1), 1-38. doi:http://dx.doi.org/10.1007/s11162-006-9026-3
Sellers, R. M., Chavous, T. M., & Cooke, D. Y. (1998). Racial ideology and racial centrality as predictors of african american college students' academic performance. Journal of Black Psychology, 24(1), 8-27. Retrieved from http://proxy.lib.umich.edu/login?url=https://search-proquest-com.proxy.lib.umich.edu/docview/62542840?accountid=14667
Books
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An Inclusive Academy
by
ISBN: 9780262037846Publication Date: 2018How colleges and universities can live up to their ideals of diversity, and why inclusivity and excellence go hand in hand. Most colleges and universities embrace the ideals of diversity and inclusion, but many fall short, especially in the hiring, retention, and advancement of faculty who would more fully represent our diverse world--in particular women and people of color. In this book, Abigail Stewart and Virginia Valian argue that diversity and excellence go hand in hand and provide guidance for achieving both. Stewart and Valian, themselves senior academics, support their argument with comprehensive data from a range of disciplines. They show why merit is often overlooked; they offer statistics and examples of individual experiences of exclusion, such as being left out of crucial meetings; and they outline institutional practices that keep exclusion invisible, including reliance on proxies for excellence, such as prestige, that disadvantage outstanding candidates who are not members of the white male majority. Perhaps most important, Stewart and Valian provide practical advice for overcoming obstacles to inclusion. This advice is based on their experiences at their own universities, their consultations with faculty and administrators at many other institutions, and data on institutional change. Stewart and Valian offer recommendations for changing structures and practices; so that people become successful in ways; that benefit everyone. They describe better ways of searching for job candidates; evaluating candidates for hiring, tenure, and promotion; helping faculty succeed; and broadening rewards and recognition.
Sample Searches in ERIC-ProQuest on DEIA in Higher Education
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DEI and "higher education" SearchA very basic "advanced search" using natural vocabulary: first line: diversity equity inclusion. Second line: "higher education" Limited by peer review.