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Hidden in Plain Sight: The Black Women’s Blueprint for Institutional Transformation in Higher Education


by Lori D. Patton & Chayla Haynes — 2018

Many institutional leaders find themselves struggling to achieve racial equity in a sociopolitical context where hatemongering, misogyny, xenophobia, heterosexism, and racism have been normalized and minoritized students, staff, and faculty have been relegated to the margins. Few institutional leaders (e.g., presidents, provosts, chancellors, boards of trustees, deans) understand how, why, and the extent to which minoritized peoples are affected by multiple and overlapping forms of oppression. As a result, institutional change efforts to transform campuses into identity-affirming and socially just learning environments often prove ineffective because college and university leaders typically engage in single-axis identity politics to promote diversity, equity, and inclusion. In this scholarly essay, the authors challenge institutional leaders to take up intersectionality as a method of engaging in lasting transformational change that promises to advance racial equity in higher education. The authors also expose the limitations of existing institutional change models by highlighting their intersectional failures and prompt readers to imagine Black women as possibility models for institutional change that transforms higher education and advances racial equity.


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Cite This Article as: Teachers College Record Volume 120 Number 14, 2018, p. -
http://www.tcrecord.org ID Number: 22382, Date Accessed: 6/19/2018 10:04:58 AM

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About the Author
  • Lori Patton
    Indiana University
    E-mail Author
    LORI D. PATTON is a Professor of Higher Education and Student Affairs at Indiana University. Her research focuses on Black students in higher education, critical race studies, campus diversity initiatives, and college student development. Dr. Patton is coeditor of the recently released book, Critical Perspectives on Black Women and College Success (Routledge) and coauthor of Student Development in College (3rd ed.).
  • Chayla Haynes
    Texas A&M University, College Station
    E-mail Author
    CHAYLA HAYNES is Assistant Professor of Higher Education Administration in the Educational Administration and Human Resource Development Department at Texas A&M University, College Station. Her scholarship promotes innovation in college teaching, the advancement of educational equity among racially and ethnically minoritized college students, and the use of critical race theory in the analysis of postsecondary problems. Dr. Haynes is also coeditor of Interrogating Whiteness and Relinquishing Power: White Faculty’s Commitment to Racial Consciousness in STEM Classrooms (Peter Lang).
 
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