Joseph Ratcliff, Ed.D.
Higher Education Practitioner
Ethical Leadership Scholar
Publications & Panels
The purpose of this quantitative causal comparative study was to determine if a statistically significant difference exists between a rural predominantly White institution and an urban minority serving institution in terms of their White American male students’ perceptions Whiteness as ontological expansiveness. As the demographic makeup of the United States of America continues to become more diverse, so too are the colleges and universities that support students of all backgrounds. Given this shift, and understanding the need for social justice awareness, it is important to grasp how White students understand and take part in this shift. The study found low effect sizes and statistically significant differences between the two institutions as assessed by the study instrument, finding minority serving institution’s White American male students are slightly more accepting of their White racial identity and have a slightly higher affinity for social equality. Higher education institutions can utilize this data to assist in improving campus-based student activism as a rejection of the assumptions of Whiteness within the ivory tower. Thus, there is a pressing need for critical interrogations of Whiteness in higher education.
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Throughout the duration of the panels, the eight panelists—Ashley Bennett, Michon Benson, Candace Brawner, Michael Elchoness, Brandon Mack, Melanye Price, Joey Ratcliff, and Aswad Walker—shared stories reflective of their positionality, worldviews, beliefs, and experiences. The panelists’ professions and expertise varied. They were professors, scholars, and lecturers; K-12 and higher education administrators; community organizers and activists; private sector bankers, community volunteers, and ministers. Some of the panelists espoused their political and religious affiliations as either Conservative, Liberal, Republican, Democrat, Jewish, or Christian.
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Part 1: https://www.youtube.com/watch?v=_vtJCaC6kxA
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Part 2: https://www.youtube.com/watch?v=Xe7qRIk2EtI
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Please join us for this open conversation about race and allyship. This panel discussion will feature scholars who's expertise centers on racial identity, education reform, and allyship. The panel discussion will be moderated and questions from the audience will be taken to facilitate an open dialog and conversation.
Speakers: Kierra Alderman CEO of BOL Empowerment, Author, Minister, and TedX Speaker
Tunette Powell PhD Activist scholar and author @ UCLA
Joseph Ratcliff EdD Director of New Student Programs @ University of Houston
K. Jurée Capers PhD Political Scientist @ Georgia State University
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This paper discusses findings of a quantitative, causal-comparative study that sought to determine if a statistically significant difference existed between a rural predominantly White institution and an urban minority serving institution in terms of their White American male students’ perceptions of Whiteness as ontological expansiveness. As the demographic makeup of the United States of America continues to become more diverse, so too are the colleges and universities that support students of all backgrounds. Given this shift, and understanding the need for social justice awareness, it is important to grasp how White students understand and take part in this shift. The study found low effect sizes and statistically significant differences between the two institutions as assessed by the study instrument, finding minority serving institution’s White American male students are slightly more accepting of their White racial identity and have a slightly higher affinity for social equality. Higher education institutions can utilize this data to assist in improving campus-based student activism as a rejection of the assumptions of Whiteness within the ivory tower. Thus, there is a pressing need for critical interrogations of Whiteness in higher education.
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COVID-19 was a catalyst that provided orientation professionals the opportunity to reimagine their programs and challenge the status quo. AUTHOR INSTITUTION utilized Mezirow’s (1991) transformative learning framework and concepts from Davies’s (2017) work on transitional justice in education to make impactful programmatic changes. Through the process of truth telling, critical reflection, and addressing failures, this article provides an example of applying scholarly frameworks to in-person and virtual orientation programs over the course of three orientation cycles to ensure each program is more equitable and student centered than the past.
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