Abstract
The American university system, like most American institutions, rests on a long history of exclusionary and delegitimizing practices, ranging from not admitting or hiring people of color to disregarding their experiences and discrediting their scholarship (Hurtado, 1992; Hurtado, Millem, Clayton-Pedersen, & Alen, 1998; Markus, 2008). These practices have influenced, and in many ways continue to shape, ideas about who belongs in the academy and about what counts as the “right” or “good” way to participate in it (Hurtado et al., 1998; Oyserman & Markus, 1998; Plaut & Markus, 2005). The extent to which universities acknowledge this history and its impact on contemporary life in the academy varies substantially. Some universities cultivate an atmosphere of trust and transparency by explicitly engaging this history and encouraging members of the campus and surrounding community to dialogue and to hold each other accountable for addressing issues of equity and social justice. Other universities side-step difficult dialogues by keeping in check serious questions of accountability and by engaging in emblematic celebrations of “diversity.” With rare exceptions, universities frequently invoke narratives of progress in lieu of providing measurable outcomes (Moreno, Smith, Clayton-Pedersen, Parker, & Teraguchi, 2006).
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Fryberg, S.A., Martínez, E.J. (2014). Constructed Strugglers. In: Fryberg, S.A., Martínez, E.J. (eds) The Truly Diverse Faculty. The Future of Minority Studies. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137456069_1
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DOI: https://doi.org/10.1057/9781137456069_1
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