Advocacy education: Teaching, research, and difference in higher education

Becky Ropers-Huilman, Denise Taliaferro

Research output: Chapter in Book/Report/Conference proceedingChapter

4 Scopus citations

Abstract

Recently, scholars and practitioners have generated urgent questions about how institutions of higher learning should encompass the diversity of participants and paradigms in academic settings. These questions have focused broadly on desired changes in institutional culture or climate (Chang, 2002; Hurtado, Milem, Clayton-Pederson, & Allen, 1998; Kezar & Eckel, 2002; Kolodny, 1996; Minnich, O'Barr, & Rosenfeld, 1988), the implications of reconfiguring disciplinary content and boundaries (Gumport & Snydman, 2002; Stanton & Stewart, 1995), and relationships among and between students, faculty, and administration (De La Luz Reyes & Halcon, 1988; Kraemer, 1997; Turner, Myers, & Creswell, 1997). Most scholarship insists, albeit in varying ways, that those in higher education need to embrace diversity and make teaching and learning environments both welcoming and educationally useful for all participants.

Original languageEnglish (US)
Title of host publicationGendered Futures in Higher Education
Subtitle of host publicationCritical Perspectives for Change
PublisherState University of New York Press
Pages151-177
Number of pages27
ISBN (Print)0791456978, 9780791456972
StatePublished - Dec 1 2003
Externally publishedYes

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