Case Studies in Equity, Diversity & Inclusion in Higher Education: An Intersectional Perspective


Edition: 1

Copyright: 2019

Pages: 124


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Case Studies in Equity, Diversity and Inclusion in Higher Education: An Internal Perspective is designed to serve as a resource and guide for students studying leadership, higher education, student affairs, and/or ethnic studies. The goal is to connect equity, diversity, inclusion and social justice theories to practice and allow students to actively engage through grappling with diverse issues within a variety of institutional contexts. This collection of cases includes both hypothetical situations and cases highlighting real experiences, programs, and events, Cases illustrate faculty, staff, and students with intersected identities navigating the challenges of the structural inequities inherent in higher education institutions. Using the cases in the classroom or in campus-based training will facilitate the application of theory to practice in small group discussions. Each case also has a written application prompt to allow for deeper research, examination and reflection about the intersections of race, ethnicity gender, class, sexual orientation, immigration status, and position power dynamics created as increasingly diverse groups of students, faculty and staff enter and try to succeed in the academy.

About the Authors

Chapter 1 Instructional Scenarios

Supporting the Needs of Undocumented Students at U.S. Institutions of Higher Education
Jennifer Alanis and Patty Witkowsky

Tiffany: A Case of Intersection of Disability and Disciplinary Process
Lisa Matye Edwards

From Borderlands to Top Tier Research Universities: Fostering Community Cultural Wealth in
STEM Doctoral Programs
Annalisa Ugarte

Dire Straits of a Community College: The Modern Scylla and Charybdis
Ari Rosner-Salazar

Intimate Partner Violence in College at the Intersection of Gender and Sexual Orientation
Elena Sandoval-Lucero and Lynda S. Sandoval

K v Bruce, So Much Intersectionality
Jody Donovan and Carla Stein

Mistrust Among Friends: Plagiarism
Elizabeth Ndika and Patrice Green

Community College Leaders’ Positional Power
Ignacio Hern á ndez, Marie Harris, and Juan Bedolla

Student Identity Development Theory Use in Assessing White and Black Students Attending a Predominantly White Institution
Keith Wilder

Cinco de Mayo: Celebration of Culture or Stress Management Strategy?
Elena Sandoval-Lucero and Quill Phillips

Chapter 2 Experiential Scenarios

Who Deserves Fairness? Using Restorative Justice to Address Racism, Sexism, and Supremacy in Colleges and Universities
Charla Agnoletti

The R Factor: Considering the Salience of Race in the Experiences of African American College Students
Bridgette Coble

Service Learning and Indigenous Ways of Knowing: The University of Colorado’s INVST Program and the Black Mesa Water Coalition
Sabrina Carolina Sideris

Navigating the Perils of Emotional Labor: A Chicana Faculty perspective at a Predominately White Institution (PWI)
Johanna B. Maes

Redefining Who Is An Honors Student
Martha Enciso

Institutions of Higher Education: Evaluation and Assessment Black Male Faculty
Everett Singleton

Comadre Wisdom: Nurturing Culturally Responsive Mentoring Relationships at Predominantly White Institutions (PWIs)
Brianna Mestas

Dialogue as a Tool for Difficult Conversations
Ashmi Desai and Karen Ramirez



Dr. Elena Sandoval-Lucero is vice president of the Boulder County Campus of Front Range Community College (FRCC). She serves as chief executive officer (CEO) of the campus, representing the college throughout Boulder County. Since joining FRCC, she helped gain approval for the college’s first Bachelor of Applied Science degree in Geospatial Science, plan a renovation of student space, and is leading the college’s equity, inclusion, and diversity eff orts. Previously, she served as vice president of student affairs Community College of Aurora (CCA). There, she led the eff orts to achieve Hispanic Serving Institution (HSI) status, create a student success center, and implement equity-based practices across campus and in her division.

Dr. Sandoval-Lucero has more than 30 years of experience of providing student-centered leadership in higher education. She has served in positions and conducted research into educational access, opportunity and success; effective supervision; equity and diversity; teacher recruitment; enrollment management; student development and success; post-traditional students in higher education; and career development. She teaches in the higher education program at the University of Denver, and has presented, researched, and written extensively about the field.

Dr. Sandoval-Lucero holds a PhD in Educational Leadership and Innovation, and MA in Administration, Supervision, and Curriculum Development from the University of Colorado Denver, an MA in Psychology from American Public University, and a BA in Psychology from the University of Northern Colorado. She currently teaches in the higher education program at the University of Denver.

Her research interests include student success, career development, post-traditional students, recruitment and retention of diverse students, community college leadership, career ladder programs for paraprofessionals, and effective supervision in educational settings. As a higher education leader, she anticipates and stays informed of emerging issues, and remains active in research, scholarship, and the student affairs profession including holding several roles within NASPA Student Affairs in Higher Education. In 2018, NASPA honored her with the Community Colleges Division Research and Scholarship Award.


Dr. Johanna B. Maes has 25 years of experience in k-12, higher education and in the nonprofi t sector. She has developed, implemented, and evaluated innovative curricula, experiential educational initiatives and trainings that focus on multiculturalism, inclusivity, gender bias, and culturally competent teaching methods for audiences ranging from k-12 and university students, to nonprofit and business executives, to school administrators.

Dr. Maes is a graduate of two of the nation’s leading leadership development institutes— Harvard University’s Kennedy School of Government Executive Leadership Program and the Center for Creative Leadership Executive Leadership Program. Both institutes focus on leadership development, confl ict resolution, interpersonal communication, strategic planning, and the importance of collaborative decision-making processes.

In addition to serving as an Independent Education Consultant, Dr. Maes is also Senior Instructor at the University of Colorado Boulder’s School of Education’s Multicultural Leadership Scholars Program, and she is also the Faculty Director of the Master of Higher Education Program. She has developed and implemented curricula on topics including multicultural education, race/ethnicity/ privilege, cultural competency, ethnic studies, multicultural leadership development, service learning, and social justice.

Dr. Maes has coauthored a number of academic articles relating to issues of education inclusivity, transformational leadership, women in leadership, action research methods, and Latina academic achievement. Dr. Maes is coeditor of the book Journeys of Social Justice: Women of Color Presidents in the Academy (Peter Lang International Academic Publishers), which was released in 2017.

As a formally trained journalist, who received her Bachelor of Science degree through the University of Colorado School of Journalism and Mass Communication, Dr. Maes has been a guest columnist/journalist for The Denver Post.

Dr. Maes received her Master’s Degree in Multicultural Education from Regis University and a PhD in Education Leadership and Human Resource Studies from Colorado State University.

Related ISBN's: 9781792465178, 9781792466908




ISBN 9781792465178

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