Growing the Roots of Equity: The TREE Model of Institutional Response to COVID-19

Autor/inn/en	Clark, Dessie; Mickey, Ethel L.; Misra, Joya
Titel	Growing the Roots of Equity: The TREE Model of Institutional Response to COVID-19
Quelle	In: Journal of Diversity in Higher Education, 15 (2022) 5, S.681-694 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clark, Dessie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000392
Schlagwörter	Equal Education; Sex Fairness; Diversity (Institutional); Inclusion; COVID-19; Pandemics; Women Faculty; Disadvantaged; Educational Policy; College Faculty; Career Development; Massachusetts + Suchen Sie Ihr Suchwort? Sexualaufklärung; Inklusion; Frauenakademie; Weibliche Gelehrte; Politics of education; Bildungspolitik; Fakultät; Berufsentwicklung; Master-Studiengang
Abstract	Feminist scholars have long documented the complex, multiple ways in which academic institutions reproduce gender inequalities (National Academy of Sciences, National Academy of Engineering, & Institute of Medicine, 2007). In times of crisis, institutional commitments to diversity, equity, and inclusion may be sidelined (Tulshyan, 2020). Academia must enact responses to coronavirus disease (COVID-19) that retain and promote diverse women faculty who are already disadvantaged in their institution. This includes ensuring that structural shifts, such as policy changes, lead to deep, cultural change, embedding equity into the fabric of institutional norms and values. In this article, we outline a model for institutional change--the Thinking Ahead, Resource Provision, Evaluation, Equity (TREE) model--with the aim of informing diversity efforts in higher education more broadly during the pandemic. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01