Academic Immigrants in DEI Discussions: Another Blind Spot

Autor/in	Lemish, Dafna
Titel	Academic Immigrants in DEI Discussions: Another Blind Spot
Quelle	In: Change: The Magazine of Higher Learning, 54 (2022) 3, S.51-56 (5 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lemish, Dafna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-1383
DOI	10.1080/00091383.2022.2054200
Schlagwörter	Immigrants; Diversity; Inclusion; Equal Education; College Faculty; Teacher Attitudes; Identification (Psychology); Cultural Differences; Teacher Administrator Relationship + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Inklusion; Fakultät; Lehrerverhalten; Kultureller Unterschied
Abstract	The author conducted in-depth interviews with 81 academic immigrants from around the world which reveal their narratives of living "double lives." The author found that academic immigrants experience many challenges related to language, "othering," alienation, misunderstandings, unfamiliar academic norms, and so on. Academic immigrants claim to bring significant value to higher education by offering different cultural perspectives in their teaching and scholarship, understandings of global citizenship, and sensitivities to issues of diversity and inclusion. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01