Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

Understanding Diversity: First Steps Toward Understanding Climates for Diversity in Educational Institutions


by Robert T. Carter, Celia Oyler, Sarah Schlessinger, Keisha McIntosh Allen & Limarys Caraballo — May 23, 2014

We present a mixed-method approach to the study of diversity climates at educational institutions. We propose that researchers begin by taking stock of the history of diversity related activity, by mapping the demographics of the people, reviewing how issues and concerns are resolved or addressed, and documenting the images and artifacts found in the institution. These elements set a foundation for other aspects of studies of diversity climates.


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Understanding Diversity: First Steps Toward Understanding Climates for Diversity in Educational Institutions
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record, Date Published: May 23, 2014
http://www.tcrecord.org ID Number: 17546, Date Accessed: 12/15/2017 10:42:19 AM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Robert Carter
    Teachers College, Columbia University
    E-mail Author
    ROBERT T. CARTER is Professor of Psychology and Education, Chair of the Department of Counseling and Clinical Psychology, and Director of Training of the Counseling Psychology Program at Teachers College, Columbia University. He is known internationally for his work on Black and White racial identity. He has published in the areas of psychotherapy process and outcome, career development, and equity in education through the lens of racial identity. He has been retained to consult on organizational, legal, and educational issues associated with race and diversity. He is also the conference director for the Teachers College Winter Roundtable on Cross-Cultural Psychology and Education.
  • Celia Oyler
    Teachers College, Columbia University
    E-mail Author
    CELIA OYLER, PhD, is a professor in the Department of Curriculum and Teaching at Teachers College, Columbia University, where she directs the Elementary and Secondary Inclusive Education Programs.
  • Sarah Schlessinger
    Teachers College, Columbia University
    E-mail Author
    SARAH SCHLESSINGER is a Lecturer in the Secondary and Elementary Inclusive Education Program at Teachers College, Columbia University and the Senior Research Associate for the Inclusive Classrooms Project LLC and the Teachers College Inclusive Classrooms Project. A former middle school teacher and NYC Teaching fellow, her research focuses on access and equity in education as it is enacted through inclusive classroom practices, specifically referring to notions of normalcy, discourses of difference, marginalization and the intersections of race, class, and ability.
  • Keisha Allen
    Teachers College, Columbia University
    E-mail Author
    KEISHA MCINTOSH ALLEN is a doctoral candidate studying Urban and Multicultural Education within the Curriculum and Teaching Program at Teachers College, Columbia University. Her dissertation examines culturally sustaining teaching practices enacted with Black male students. Her research interests include preparing teachers to serve culturally diverse students, culturally sustaining pedagogies, and critical raced-gendered epistemologies. Keisha was recently named an NCTE Cultivating New Voices among Researchers of Color Research Fellow.
  • Limarys Caraballo
    Queens College, CUNY
    E-mail Author
    LIMARYS CARABALLO is Assistant Professor of Secondary English Education at Queens College-CUNY, and a Faculty Fellow of the Institute for Urban and Minority Education at Teachers College. She was an NCTE Cultivating New Voices among Researchers of Color Research Fellow and recipient of the AERA Curriculum Studies Outstanding Dissertation Award. Her research interests include students’ multiple identities and literacies, youth participatory action research, and preparing teachers for diverse sociocultural contexts. Her scholarship seeks to complicate conversations about curriculum, reframe deficit conceptions of lower-income students of color, and advance the theory and development of culturally sustaining pedagogies.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS