Experiences from Academia Around the World
Edited by Saija Katila, Susan Meriläinen and Janne Tienari
Chapter 3: Moving Towards Inclusive Excellence in Doctoral Studies
3. Moving towards Inclusive Excellence in doctoral studies Mary Ann Danowitz and Frank A. Tuitt Universities, as organizations, are continuously challenged to create an inclusive environment for a multiplicity of identities including race-ethnicity, sexual orientation, ability, gender and religion (Cox 2001). A key element of an inclusive university environment is the curriculum. It is a locus and transmitter of values (Rudolph 1977), a contract with students and a statement of intentions about what knowledge is to be offered to prepare graduates for the labor market and society (Meil 1996). Due to the curriculum’s importance, connectedness to faculty values and identity and subjugation to faculty authority and expertise, the majority of curricular change is small and nuanced (Arnold 2004). Yet these changes can also produce a significant shift in mission and priorities, especially at the departmental or academic program level. In this chapter we focus on a successful case of diversity management: a strategic change to incorporate diversity and inclusiveness into a PhD program in the United States. Specifically, we delineate three types of changes: strategic administrative actions, curricular changes and pedagogical changes. The authors – Mary Ann Danowitz and Frank Tuitt – were hired in 2004 and 2005, respectively, to transform a course-based graduate program in the area of higher education to meet the needs of the 21st century. Using critical race and feminist perspectives and personal reflections we (Danowitz, a female White full professor and feminist; Tuitt, a Caribbean American Black male assistant professor and an emerging critical race scholar) describe...
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