Addressing the diversity principle–practice gap in Western higher education institutions: A systematic review on intersectionality DOI Creative Commons

Tessa Lukkien,

Trishna Chauhan, Lilian Otaye‐Ebede

et al.

British Educational Research Journal, Journal Year: 2024, Volume and Issue: unknown

Published: Nov. 20, 2024

Abstract Extant research has focused on the barriers faced by minority faculty in academia. Despite outward notions of commitment to diversity, higher education institutions remain largely exclusive anyone who does not prescribe ‘ideal’ faculty. Recently, more attention been given possess intersectional identities, highlighting their increased marginalisation. Equality, diversity and inclusivity (EDI) initiatives have identified as a primary enabler supporting groups, yet intersectionality its operationalisation into practice is relatively scattered across disciplines. To provide an evidence‐based analysis integration, this article systematically reviews literature context using common categories. We reviewed thematically summarised key findings 38 empirical studies conducted from 1990 2022, which recommendations related EDI were identified. Recommendations categorised three levels based where onus for action lay: individual, organisational institutional. Through lens, our paper provides theoretical insights problematic nature power critiques initiatives. While we practitioners with tangible redress inequality academia, heed caution being overly reductionist contend there no single solution, delineating importance applying recommendations. Future needed empirically evaluate vis‐à‐vis adopting praxis lens.

Language: Английский

Addressing the diversity principle–practice gap in Western higher education institutions: A systematic review on intersectionality DOI Creative Commons

Tessa Lukkien,

Trishna Chauhan, Lilian Otaye‐Ebede

et al.

British Educational Research Journal, Journal Year: 2024, Volume and Issue: unknown

Published: Nov. 20, 2024

Abstract Extant research has focused on the barriers faced by minority faculty in academia. Despite outward notions of commitment to diversity, higher education institutions remain largely exclusive anyone who does not prescribe ‘ideal’ faculty. Recently, more attention been given possess intersectional identities, highlighting their increased marginalisation. Equality, diversity and inclusivity (EDI) initiatives have identified as a primary enabler supporting groups, yet intersectionality its operationalisation into practice is relatively scattered across disciplines. To provide an evidence‐based analysis integration, this article systematically reviews literature context using common categories. We reviewed thematically summarised key findings 38 empirical studies conducted from 1990 2022, which recommendations related EDI were identified. Recommendations categorised three levels based where onus for action lay: individual, organisational institutional. Through lens, our paper provides theoretical insights problematic nature power critiques initiatives. While we practitioners with tangible redress inequality academia, heed caution being overly reductionist contend there no single solution, delineating importance applying recommendations. Future needed empirically evaluate vis‐à‐vis adopting praxis lens.

Language: Английский

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