Abstract
In this article we describe an educational leadership faculty’s collective efforts to improve its curriculum by examining meanings, implications, and challenges of sociocultural identity differences for its graduate programs in educational leadership. We employed a case study method to examine the process and interim effects of faculty engagement in a diversity across the curriculum project. This study was completed after the second academic year of a multiyear process. The analysis and interpretation of data revealed themes of identity privilege, silence relative to privilege, and organizational and curricular change. Implications and resulting recommendations derive from an analysis of the enabling and inhibiting factors involved in this curricular change process.1
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Elizabeth J. Allan is Assistant Professor of Higher Educational Leadership at the University of Maine. She earned her Ph.D. at The Ohio State University in Educational Policy and Leadership. Her current research and teaching interests center around campus climates in postsecondary education as well as student development, classroom teaching practices, and college student experiences outside classrooms.
Suzanne E. Estler is Associate Professor of Higher Educational Leadership at the University of Maine. She earned her Ph.D. at Stanford University, her M.A. from Ohio University, and B.A. from Douglass College of Rutgers University. Her current research interests include the dynamics of diversity in higher education and college and university culture and leadership related to intercollegiate athletics.
An earlier version of this manuscript was presented at the April 2002 national meeting of the American Educational Research Association in New Orleans. The project producing this research was also the basis for a symposium at the 2003 American Educational Research Association meeting in Chicago.
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Allan, E.J., Estler, S.E. Diversity, Privilege, and Us: Collaborative Curriculum Transformation Among Educational Leadership Faculty. Innov High Educ 29, 209–232 (2005). https://doi.org/10.1007/s10755-005-1937-y
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DOI: https://doi.org/10.1007/s10755-005-1937-y