Document Type
Article
Version
Author's Final Manuscript
Publication Title
Journal of Diversity in Higher Education
Publication Date
2024
Abstract
Equity and inclusion efforts are undermined by individual and institutional inattention to the lived experiences of an increasingly diverse college student population. Extra-classroom, student–faculty/staff pedagogical partnerships can foster truth telling about and the development of practices that support diversity, equity, inclusion, belonging, and justice. In this practice brief, we offer recommendations for (1) developing pedagogical partnership projects and programs, (2) dedicating regular meetings to supporting student partners in sharing the truths of their lived experiences, (3) scaffolding faculty and staff partners’ listening to and acting on the truths student partners tell, and (4) sharing truths more widely.
Citation
Cook-Sather, Alison, and Elena Marcovici. 2024. “Structuring Extra-Classroom Pedagogical Partnership to Support Truth Telling for Equity and Inclusion: Recommendations for Practice.” Journal of Diversity in Higher Education , August. https://doi.org/10.1037/dhe0000606.
DOI
https://doi.org/10.1037/dhe0000606