In:
Journal of Education Human Resources, University of Toronto Press Inc. (UTPress), Vol. 38, No. 1 ( 2020-01), p. 139-164
Abstract:
Demographic shifts within the nation have elicited an explicit and implicit call to action to address issues of diversity, equity, and inclusion. Topics such as curriculum, access, and tuition and individuals such as students, faculty, staff, and even administrators are presently foci for equity-centered initiatives and research within higher education. Within the equity imperative, however, one vital stakeholder group continues to be ignored in both research and practice—governing boards of higher education. As the group situated at the highest level of leadership, governance, and decision-making in higher education institutions, it is of great concern that research has not explored the role of the board as related to issues of equity, inclusion, and diversity. The authors reflect on the development of culturally sustaining governance (CSG) and the ways it can be applied in higher education. The authors argue for an increase of scholarship at the intersection of governance and equity. The authors discuss their work with boards as an example of how culturally sustaining governance facilitates a recognition of decision-making that intentionally prioritizes matters of equity and justice. Specifically, using document analysis, extant literature, and exemplar board cases, the authors present and define CSG within higher education, then delineate its features specifically for boards. The authors encourage additional research in this space in order to advance equity goals in higher education. Ultimately, the authors suggest that to better recognize, comprehend, and challenge systemic educational and social injustices, postsecondary stakeholders must consider and center the decision-making practices of trustee boards.
Type of Medium:
Online Resource
ISSN:
2562-783X
DOI:
10.3138/jehr.2019-0006
Language:
English
Publisher:
University of Toronto Press Inc. (UTPress)
Publication Date:
2020
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