دورية أكاديمية

Can Higher Education Transition to Serve Diversity, Equity, Justice, and Inclusion Missions without Sacrificing Fiscal Standing?

التفاصيل البيبلوغرافية
العنوان: Can Higher Education Transition to Serve Diversity, Equity, Justice, and Inclusion Missions without Sacrificing Fiscal Standing?
اللغة: English
المؤلفون: Chicas-Mosier, Ana M., Fogelman, Kaelyn J., Peretz, Tal H.
المصدر: Higher Education Politics & Economics. 2023 9(1):2-24.
الإتاحة: Higher Education Politics & Economics. 2309 Education Building, Norfolk, VA 23529. Tel: 757-683-4118; e-mail: hepe@odu.edu; Web site: http://ojed.org/index.php/hepe/index
Peer Reviewed: Y
Page Count: 23
تاريخ النشر: 2023
نوع الوثيقة: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Higher Education, Diversity, Equal Education, Social Justice, Inclusion, School Holding Power, Educational Finance, Endowment Funds, Tuition, Educational Equity (Finance), Athletics, Research, Innovation
مصطلحات جغرافية: Alabama
تدمد: 2577-7270
2577-7289
مستخلص: There is social and collaborative value in a diverse student body, faculty, and staff. Despite this, universities are slow to establish evidence-based fiscal initiatives to increase representation and retention. We review inequitable financial practices in American higher education, including in endowments, tuition and annual giving, athletics, and research and innovation. We discuss fiscal initiatives that promote diversity, equity, justice, and inclusion (DEJI) while maintaining or increasing return on investment. Historical inequities are discussed in the context of institutional standards and methods of restructuring for DEJI success. A case-study of two Very High Research Activity Institutions in Alabama is used to demonstrate areas of improvement. Restructuring for an equitable, fiscally responsible, sustainable university system is feasible but requires changes to current standards.
Abstractor: As Provided
Entry Date: 2023
رقم الأكسشن: EJ1378097
قاعدة البيانات: ERIC