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Where Do We Go from Here?: Reflections on Building Institutional Diversity for Lasting Change


by Yoon Pak, Christopher Span, James D. Anderson & William Trent — 2018

This article illustrates how the departments of Educational Policy Studies (EPS) and Education Policy, Organization and Leadership (EPOL) in the College of Education at the University of Illinois at Urbana-Champaign built institutional diversity for lasting change. It relies on statistical data from the university, college, and department, and an interview conducted with Dr. James D. Anderson, former department head of the two units, and Dr. William T. Trent, a longstanding faculty member of EPS and EPOL, to document the remarkable diversity success developed over the past 30thirty years. The testimonies and data used offer profound considerations of how higher education can and must diversify itself to truly establish the progressive change needed to remedy the grand challenges impacting the world and to educate the next America upon us.


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Cite This Article as: Teachers College Record Volume 120 Number 14, 2018, p. -
http://www.tcrecord.org ID Number: 22372, Date Accessed: 10/22/2018 2:34:16 AM

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About the Author
  • Yoon Pak
    University of Illinois at Urbana-Champaign
    E-mail Author
    YOON K. PAK is Associate Professor and Interim Head of Education Policy, Organization and Leadership and Core Faculty in the Department of Asian American Studies at the University of Illinois at Urbana-Champaign. Her research and teaching interests are in the history of American education and Asian Americans in education. Pak is the lead author (with Dina Maramba and Xavier Hernandez) of Asian Americans in Higher Education: Charting New Realities (San Francisco, CA: Jossey Bass, 2014).
  • Christopher Span
    University of Illinois at Urbana-Champaign
    E-mail Author
    CHRISTOPHER M. SPAN is Associate Professor in Education Policy Organization and Leadership, Associate Dean for the College of Education, and a Faculty Athletics Representative for Illinois. He is currently the Vice-President of AERA’s Division F (History and Historiography). Span’s research and teaching interests are in the history of American education and African American education. He is the author of From Cotton Field to Schoolhouse: African American Education in Mississippi, 1862–1865 (Chapel Hill: University of North Carolina Press, 2009).
  • James Anderson
    University of Illinois at Urbana-Champaign
    E-mail Author
    JAMES D. ANDERSON is Dean of the College of Education, the Edward William and Jane Marr Gutgsell Professor of Education; and affiliate Professor of History. His scholarship focuses broadly on the history of U.S. education, with specializations in the history of African American education in the South, the history of higher education desegregation, the history of public school desegregation, and the history of African American school achievement in the 20th century. His book, The Education of Blacks in the South: 1860–1935, won the American Educational Research Association's Outstanding Book Award in 1990. Anderson has served as an expert witness in a series of federal desegregation and affirmative action cases, and served as an adviser for and participant in four PBS documentaries. He was elected to the National Academy of Education in 2008. In 2012, he was selected as a Fellow for Outstanding Research by the American Educational Research Association and received the Lifetime Achievement Award from the American Association of Colleges for Teacher Education. In 2013, he was selected Center for Advanced Study Professor of Education Policy, Organization and Leadership at the University of Illinois.
  • William Trent
    University of Illinois at Urbana-Champaign
    WILLIAM T. TRENT is Professor in Education Policy, Organization and Leadership and Sociology. His past research has focused on: 1) educational inequality: school desegregation effects (K–12, postsecondary), benefits and consequences; social organization of schools, status attainment research, co-and extracurricular activities, comparative education; 2) race and ethnicity: social stratification and mobility, equality of opportunity; and 3) complex organization/social change/education policy. Trent was recently a principal investigator for an NSF-funded STEM study focused on broadening participation and understanding STEM interventions supporting successful completion. His professional career has included administration in higher education as an Associate Chancellor, Director of an Educational Opportunity Program, and a TRIO project Director.
 
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