Challenges and opportunities in higher-education social justice and

equity training
1 1,2
Emma Earles & Jake Kurczek 1
Loras College Civic Leaders Program, 2Loras College Psychology Program

Introduction
Identify and analyze current efforts, existing challenges and needs, and best practices for promoting cultural
competence, and equity in colleges/universities
Motivation
Recently, a number of states have introduced legislation, government action or Department of Education action
limiting the teaching of diversity, equity and inclusion. The map to the right includes Bills Passed, Bills Proposed
and Government Action Taken (e.g., proclamation, Department of Education Action)
History
As a reaction to the Civil Rights movements of the 1960s, businesses and higher education began diversity
training and education. First as a checklist of compliance and protecting against suits to a more skill based
awareness and inclusion efforts. Today in Higher Education, conflict arises as students push for increased
actions from institutions while governments move to limit teachings and trainings.

Case Study Selection

Issues and Challenges Facing Social Justice Training In Higher
Education
Tangible/Consistent Institutional Support
Exemplary Institutional Support Examples: Facilitating Sensitive Conversations (Purdue)
Orientation Program (Coe) Access Week (Rutgers)
Motivated by Iowa HF 802 started with Iowa peer institutions Identity Studies Major (Luther) Equity Scorecard (Rutgers)
to Loras (9), then included regent institution (Iowa) and it’s Athletics & Inclusion (Loras) Know your Rights & Responsibilities (Penn State)
peers (14). Then pseudo randomly included 9 institutions Institutional/Campus DEI Definitions (Iowa) Feedback Form (Michigan)
from the 2020 Equity and Inclusion Colleges of Distinction Short Films on Diverse Alumni (Wisconsin) Housing: Gender Inclusive, International (Ohio State)
List (9). Data Collated from external university websites Awards, Scholarships & Grants (Iowa) Diversity & Inclusion Toolkit (Northwestern)
searching diversity/equity/inclusion Antiracism Taskforce (Denison)
Definitions Goals Common Institutional Support:
Bias Reporting (ARC, Big 10, Colleges of Distinction)
● “The literature suggests that the
Diversity Equity impact of diversity training is related Diversity Page (ARC, Big 10)
to its integration in other
organizational initiatives or signals
Workshops (ARC, Big 10, Colleges of Distinction)
from top management that it is a Resources/Contacts at the Institution (ARC, Big 10, Colleges of Distinction)
priority for the organization or college
and not just "window-dressing" Campus Organizations (ARC, Big 10, Colleges of Distinction)
(Pendry et al, 2007).
● Barnett (2020) noted that in a study
conducted in 2012 including 80
colleges and universities in the United Mixed Signals - Unintended Effects
States, 75% were found to have the
term “diversity” in their mission The mere presence of diversity initiatives can have unintended consequences through the
statement
Inclusion communication (Dover, Kaiser, & Major, 2019)
Assessment (1)Fairness signals, (2) Inclusion signals, and (3) Competence signals.
With a lack of shared definitions, it becomes difficult to measure. “Measuring the outcomes of
No diversity initiatives also comes with an important side benefit: it requires that organizations
White Sensitivity/Reactivity
specify the goals of their initiatives” (Dover et al, 2019).
Yes Training Design One group of whites became more insightful about the barriers to race relations, another
Partial Attendance Target group became more resistant to racial harmony as they fought against labels of them as
Focus Outcome racists. A third group became what the military referred to as ‘fanatics’. These individuals
began advocating against any forms of racial injustice after the training (Day, 1983)
Duration Assessment
References Dover, T. L., Kaiser, C. R., & Major, B. (2019). Mixed signals: The unintended effects of
diversity initiatives. Social Issues and Policy Review.
Barnett, R. (2020). Leading with meaning: Why diversity, equity, and inclusion matters in U. S. higher education. Perspectives in Education, 38(2), 20-35. Kalinoski, Z.T., Steele-Johnson, D., Peyton, E.J., Leas, K.A., Steinke, J. and Bowling, N.A. (2013), A meta-analytic evaluation of diversity training outcomes. J. Organiz. Behav., 34: 1076-1104.
Bezrukova, K., Jehn, K. A., & Spell, C. S. (2012). Reviewing diversity training: Where we have been and where we should go. Academy of Management Learning & Education, 11(2), 207-227. Killough, A., Killough, E., Burnett, J., & Bailey, G. (2018). The contemporary role of the HBCU in diversity, equity, and inclusion in the absence of ongoing historical relevance. In Underserved populations at Historically Black Colleges
Bezrukova, K., Spell, C. S., Perry, J. L., & Jehn, K. A. (2016). A meta-analytical integration of over 40 years of research on diversity training evaluation. Psychological Bulletin, 142(11), 1227. and Universities. Emerald Publishing Limited.
Bowman, N. A. (2011). Promoting participation in a diverse democracy: A meta-analysis of college diversity experiences and civic engagement. Review of Educational Research, 81(1), 29-68. Kraiger, K., Ford, J., & Salas, E. (1993). Application of Cognitive, Skill-Based, and Affective Theories of Learning Outcomes to New Methods of Training Evaluation. Journal of Applied Psychology, 78(2), 311-328
Brooks, D. E., & Ward, C. J. (2007). Assessing students' engagement with pedagogies of diversity. Journalism & Mass Communication Educator, 62(3), 243-262. Pendry, L.F., Driscoll, D.M. and Field, S.C.T. (2007), Diversity training: Putting theory into practice. Journal of Occupational and Organizational Psychology, 80: 27-50.