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Article
Publication date: 13 July 2020

Paulette Ann Meikle

This article is a commentary on the structure, context and unsettling circumstances of prejudice, discrimination, racial violence and injustice in the contemporary US.

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Abstract

Purpose

This article is a commentary on the structure, context and unsettling circumstances of prejudice, discrimination, racial violence and injustice in the contemporary US.

Design/methodology/approach

Using the narrating voices of victims of authority violence in part, the author presents a sociological analysis of the patterns of racial injustice, borders and racialized police violence. The author uses tenets of C.W. Mill's Sociological Imagination to dissect these patterns historically and social structurally.

Social implications

Using contemplative narrative, the author stimulates reflection on the social structural forces that perpetuate racial injustice. The author deliberates on the role and responsibilities of universities and the broader community in the struggle for a just society. Echoing societal calls to tackle and eliminate systemic subjugation, the author reiterates the need for reformist advocacy, for civility and the preservation of the human rights of all citizens.

Originality/value

The author offers principles of reflective action to chart a pathway for a just and equitable society; ultimately shaping a mature system of democracy and collective liberation.

Details

Equality, Diversity and Inclusion: An International Journal, vol. 39 no. 7
Type: Research Article
ISSN: 2040-7149

Keywords

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Book part
Publication date: 28 February 2019

Sayo O. Fakayode, Jennifer Jennings Davis, Linus Yu, Paulette Ann Meikle, Ron Darbeau and Georgia Hale

Strengthening the nation’s technological workforce, competing and expanding its relevance in the global economy, and maintaining personal as well as homeland security will be…

Abstract

Strengthening the nation’s technological workforce, competing and expanding its relevance in the global economy, and maintaining personal as well as homeland security will be highly dependent on the quantity, quality, and diversity of the next generations of scientists, engineers, technologists, and mathematicians. Production of a diverse generation of human resources with relevant, competitive skills is critical. However, so too is the need to raise an enlightened citizenry with cross-cultural experience and cultural awareness competency, with a broad worldview and global perspectives. These requirements are critical to understanding the challenges and opportunities of scholarly activity in a pluralistic global environment and positioning ourselves to capitalize upon them. Scholars with cross-cultural experience and competency are empowered to adapt and work collaboratively, nationally and globally, with scholars of different races, geopolitical, socioeconomic, and cultural backgrounds. Development of effective strategies to transform science, technology, engineering, and mathematics (STEM) departments for inclusion and to broaden the participation in STEM across cultures, socioeconomic standing, race, and gender in higher education has been a dominant topic of pedagogical interest of national priority in the last several decades. However, success in these endeavors is achievable only through systemic change and a cultural shift to address the underlying root causes of socioeconomic disparity, gender, and racial disparities and a paucity of cultural awareness among all educational stakeholders. STEM departments can only be truly transformed for inclusion through the development of sensitive, creative, and student-engaging curricula and targeted recruitment and retention of underrepresented minorities in STEM. Formation of well-coordinated alliances spanning educational sectors, governmental and non-governmental organizations, and community engagement and outreach are also critical to promoting inclusive and broad participation in STEM education.

The first section of the chapter gives an introduction to various challenges, obstacles, and hindrances that prevent a successful transformation of K–12 science education as well as STEM departments in higher education for inclusion. The second section discusses historical perspectives of the University of Arkansas-Fort Smith (UAFS) – the institutional profile, missions, and visions of UAFS as a regional university. Policies and strategies for addressing the socioeconomic disparity, faculty gender, and racial disparities and cultural competency awareness at UAFS are also highlighted in this section. Other approaches including targeted efforts to recruit and retain underrepresented minority students, provision of financial assistance for students from low-income families, and a creative “Math-up” curriculum innovation to promote inclusive and broad participation in STEM at UAFS are highlighted in the latter section of the chapter. Formation of alliances between UAFS, local K–12 school districts, and governmental and non-governmental agencies to promote broad participation in STEM at UAFS are discussed. The last section of the chapter provides recommendations for adaptation and sustainability of strategies and efforts aimed at transforming national STEM departments for inclusion.

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Book part
Publication date: 28 February 2019

Abstract

Details

Broadening Participation in STEM
Type: Book
ISBN: 978-1-78756-908-9

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