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The Revolution in Leadership The Continued Need for Leadership in a Changed Context Organization of the Book Key Terms and Theories Challenges and Missed Opportunities in the Study of Leadership in Higher Education New Directions in Higher Education Leadership Contributions of This Book A World Apart: New Paradigms of Leadership Positivist Paradigm Social Constructivism Paradigm Critical Paradigm Postmodern Paradigm Comparing the Paradigms' Impact Summary A World Anew: The Latest Theories of Leadership Transformational Leadership Complexity and Chaos Theory Expanding Cognitive Theories: Mental Models and Organizational Learning Expanding Cultural and Symbolic Theories: Social and Cultural Theories of Leadership Rethinking Contingency Theories: Processual Leadership Team or Relational Leadership Summary Revolutionary Concepts of Leadership Ethics and Spirituality Collaboration Empowerment Social Change and Social Movements Emotions Globalization Entrepreneurialism Accountability Summary Higher Education Leadership in the New World Changes in the Landscape of Higher Education Leadership Research Trait and Behavior Theories Power and Influence Theories Transformational Leadership Complexity and Chaos Theory Cognitive Theory: Cognitive Frames and Organizational Learning Cultural and Symbolic Theories Teams and Relational Leadership Summary Revolutionary Leadership Concepts in Higher Education Ethics and Spirituality Empowerment Social Change Collaboration and Partnering Emotions Globalization Entrepreneurialism Accountability Summary Practical Implications for the Leadership Revolution Framing Leadership Research in a New Era Notes Appendix: Three Case Studies References Name Index Subject Index About the Authors     

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Executive Summary Foreword Overview Defining Interdisciplinarity The Disciplines, Interdisciplinarity, and the University Interdisciplinarity, Learning, and Cognition Interdisciplinarity and the Practice of Research Faculty and Institutional Structure: The Conflict of Interdisciplinarity Best Practices Related to Interdisciplinary Education Implications for Practice and the Future of Interdisciplinarity Defining Interdisciplinarity Conceptualizing the Disciplines Conceptualizing Interdisciplinary Knowledge Conclusion The Disciplines, Interdisciplinarity, and the University The Historical Influence of the Disciplines on Teaching and Learning Interdisciplinary Initiatives in Twentieth-Century American Higher Education Conclusion Interdisciplinarity, Learning, and Cognition The Disciplinary Basis of College Student Learning Defining Interdisciplinary Curricula in Higher Education Conclusion Interdisciplinarity and the Practice of Research Challenges to the Practice of Interdisciplinary Research Facilitating Interdisciplinary Research in Higher Education Conclusion Faculty and Institutional Structure: The Conflict of Interdisciplinarity Interdisciplinarity, Faculty, and Change in Higher Education Achieving Institutional Goals and Interdisciplinary Faculty Engagement Fostering Faculty Connections Across Institutional Boundaries Modifying Activity Systems to Encourage Interdisciplinarity Conclusion Best Practices Related to Interdisciplinary Education Dedicated Organizational and Physical Space Student-Centered Pedagogy Focus on Problem- or Theme-Based Learning Curriculum Shaped Through a Variety of Interdisciplinary Learning Experiences Culminating Capstone Project or Student Portfolio Focus on Collaborative Learning Rather Than Mastery of a Particular Content Use of Independent Study, Internships, and Experiential Learning Goal of Preparing Students for a Complex, Modern Interdisciplinary Future Conclusion References Name Index Subject Index About the Author     

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Introduction, Context, and Overview Definitions and Conceptual Framework Major Theoretical Perspectives on Student Success in College Sociological Perspectives Organizational Perspectives Psychological Perspectives Cultural Perspectives Economic Perspectives Summary The Foundation for Student Success: Student Background Characteristics, Precollege Experiences, and Enrollment Patterns Student Demographics Family and Peer Support Academic Preparation and Motivation to Learn Enrollment Choices and Patterns Summary Student Behaviors, Activities, and Experiences Associated with Student Success College Activities A Closer Look at Engagement in Effective Educational Practices Student Characteristics Summary Notes Institutional Conditions Associated with Student Success Structural and Organizational Characteristics Programs and Practices Summary Propositions and Recommendations for Student Success in Postsecondary Education Propositions and Recommendations Needed Research A Final Word Appendix A: Note on Research Methods Appendix B: Indicators of Student Success in Postsecondary Education References Name Index Subject Index About the Authors     

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Qualitative Inquiry for Equity in Higher Education On Equity On Dangers Responding to Dangers Outline of the Monograph Challenge to the Reader Confronting Qualitative Inquiry in Higher Education Brief Notes on Qualitative Research in Higher Education Scholarship Beyond Method: Matters of Ontology, Epistemology, Axiology, and Methodology Paradigms and Worldviews The Promise and Hope of Critical Qualitative Inquiry Innovation as Research Revolutions Concluding Thoughts Critical Concerns for Qualitative Inquiry in Higher Education Critical Qualitative Higher Education Research in the Era of Methodological Conservatism What Is at Stake in the Era of Methodological Conservatism? Opportunities for Resisting Methodological Conservatism: A Call to Action Reflexivity as Intervention Institutional and Organizational Intervention Intervention Through the Socialization of New Educational Researchers Intervention Through Working and Speaking with Multiple Educational Research Constituencies Conclusion Notes References Name Index Subject Index About the Authors     

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Defining Institutional Diversity Aspects of Institutional Diversity Diversity Versus Diversification Versus Differentiation Interactions With the Environment Overview of the Monograph Historical Context of Institutional Diversity Growth During the Colonial Period Establishing American Higher Education Failure of the National University Idea Institution Building The Changing Curriculum Rise of the Research University Transition From Elite to Mass Higher Education The Postwar Period Conclusion Theoretical Contexts Population Ecology Resource Dependency Theory Institutional Theory Conclusion Benefits of Institutional Diversity Meeting the Needs of All Types of Students Increased Institutional Effectiveness Provide Models Support Reform Through Competition Serve the Political Needs of Interest Groups Protecting Academic Freedom and Autonomy Support Elite and Mass Higher Education Improve Social Mobility Minority-Serving Institutions Conclusion Causes of Homogenization Academic Drift Prestige-Maximizing Activities Statewide Coordination Conclusion The Future of Institutional Diversity Research and Practice Market Smart and Mission Centered Policymakers Campus Leaders and Administrators Faculty Students Conclusion References Name Index Subject Index About the Author     

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Executive Summary Foreword Acknowledgments The Changing Landscape and the Compelling Need for Diversity Constructing a Comparative Theoretical Framework Globalization and the New Landscape for Higher Education The Half Life of Knowledge The Role of Intangibles in the Research University The Frame of Demography, Diversity, and Democracy Reciprocal Empowerment Revisited Translating Principles into Practice Globalization and Institutional Mission Recognition of the Value of Diversity in the Educational Process Talent Management Concluding Observations Mapping the Terrain for Inclusion and Bridging the Gaps Approaches to Diversity Self-Assessment Measuring the First Dimension: Structural Representation Diversity Leadership and Strategic Focus Organizational Learning The Power of Institutional Culture Strategic Organizational Architecture for Diversity Concluding Observations Orchestrating the Process of Cultural Change Creating a Tactical Plan for Bridging the Diversity Divide Research-Based Tactics That Promote Reciprocal Empowerment Concluding Observations A Toolkit for Operationalizing Reciprocal Empowerment External Measures of Internal Progress: Accreditation and Diversity Institutional Effectiveness and Diversity Progress Internal Change: Organizational Learning Tools for Cultural Transformation Concluding Observations Reprise: Recommendations and Implications Appendix A: Sample Matrix for Gauging Gaps in Diversity Leadership Appendix B: Resource Guide References Name Index Subject Index About the Author     

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Introduction Trends in University Governance Challenges to University Governance Structures Governance Structures in Historical Perspective Governance, Management, and Leadership Depicting Institutional Structure Shared Governance AAUP Versus AGB Perceptions Accountability and Program Review Structural and Cultural Elements of Governance Organizational Culture Trustees' Perspectives Organizational Culture and Governance Competing Perspectives and Expectations Expectations of Faculty, Administrators, and Trustees Facing the Fundamental Challenges Governance from a Presidential Perspective Evolving Issues in the Twenty-First-Century University A Port for Every Pillow Organizational Learning, Leadership, and Change The George Mason Case The Case of the Institutes of Business at the University of the West Indies Governance: State and Campus Surveys Toward a More Effective System Governance: Attitudes and Perceptions Emphases Emerging from the Literature Governance and Teaching and Learning The Environmental Context for Education Organizational Culture and Learning Governance, Information Technology, and Distance Education The Impact of Information Technologies New Models of Higher Education Governance Structures and Educational Technologies E-Learning: Policy Issues and Impact Resource Allocation and Governance Responsibility-Centered Management Performance-Based Program Budgeting: The Basic Questions Caveats and Adjustments to Responsibility-Centered Management A Revised Model of Governance Structure in the Twenty-First-Century University Appendix A: Public and Private University Enrollments, 1998 Appendix B: Survey of University Governance Appendix C: Organizational Culture and Governance References Name Index Subject Index     

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Executive Summary Foreword Acknowledgments The Development of Doctoral Students: Phases of Challenge and Support Why Do We Need to Understand Doctoral Students' Development? Why Have Doctoral Students Been Forgotten? How Do Doctoral Students Develop? A Model of Doctoral Student Development Organization of the Monograph Student Development Theory: A Primer Defining Student Development Psychosocial Development Social Identity Development Racial Identity Development Cognitive Development Conclusion Understanding Doctoral Education Doctoral Degrees and Their Purposes The Structure of the Doctoral Program Today's Doctoral Students Key Constituencies in the Doctoral Program Phase I: Entry Challenge: The Initial Transition Support: Orientation Challenge: Coursework Challenge: Changes in Thinking Challenge: The Transition from Undergraduate to Graduate School Expectations Support: Initial Relationships with Peers and Faculty Student Departure in Phase I Conclusion Phase II: Integration Challenge: Coursework Support: Peer Relationships Support: Advisor Relationship Challenge: Examinations Challenge: Changing Role Student Departure in Phase II Conclusion Phase III: Candidacy Challenge: Transition to Candidacy Challenge: The Dissertation Experience Challenge: Isolation Support: The Dissertation Advisor Challenge: The Job Search Challenge: Transition to Professional Role Student Departure in Phase III Conclusion Summary and Recommendations Implications for Phase I Implications for Phase II Implications for Phase III Implications for Future Research Conclusion Appendix: Details of Research Conducted to Construct the Model References Name Index Subject Index About the Author     

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Introduction, Context, and Overview Why Focus on Immigrants? Immigrant as a Conceptual Term Definitions of Key Terms Limitations of the Monograph Organization of the Monograph A Context for Immigration in the United States Theoretical Foundation: Immigrant Student College Transition and Persistence Neo-Racism Social-Ecological Model Acculturation and Assimilation Theories Social Capital Theory Conclusion Access to Higher Education for Immigrant Students Generational Status Socioeconomic Status English Language Proficiency Parental Involvement and Expectations Financial Aid Conclusion Collegiate Experience of Immigrant Students College Adjustment and Persistence Psychological Development and Acculturation Social Identity Development Career Aspirations and Development Conclusion Undocumented Students and Higher Education Background on Undocumented Immigrants Federal Legislation and Undocumented Students State Approaches to Undocumented Students and Higher Education Opposition to In-state Tuition Rates for Undocumented Students Conclusion Immigrant Students and Community Colleges Relevant Research on Immigrants at Community Colleges Issues Related to Immigrant Students in Community Colleges Innovative Programs for Educating Immigrants Conclusion Concluding Thoughts Suggestions for Future Research Implications for Policy and Practice Conclusion Notes Appendix References Name Index Subject Index About the Authors     

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Executive Summary Foreword Acknowledgments Dedications Introduction, Context, and Overview of the Volume The National Context: Important Trends in Racial Demographics and STEM Fields The Urgency of Fostering Minority Students' Success in STEM Purpose and Overview of the Volume Key Concepts and Definitions Limitations of the Volume The Current Condition of Minority Students in STEM The Impact of Race and Racism on Minority Students' Success in STEM Factors in K–12 Education That Influence the Success of Racial and Ethnic Minority Students in the STEM Circuit The Link Between Academic Preparedness in K–12 Education and Minority Students' Success in STEM K–12 Contributors to the Insufficient Academic Preparation of Minority Students in STEM K–12 Factors That Promote the Success of Minority Students in STEM K–12 Initiatives That Contribute to Preparedness and Success Among Minority Students in STEM Conclusion Factors That Influence Success Among Racial and Ethnic Minority College Students in the STEM Circuit The Role of Colorblind Meritocracy and Affirmative Action The Impact of Economic Influences The Impact of Minority-Serving Institutions and Selective Institutions The Impact of Campus Environments The Impact of Institutional Agents The Impact of Psychological Factors The Impact of STEM-Specific Opportunity and Support Programs Conclusion Implications for Future Research, Policy, and Practice in STEM Education The Racial and Ethnic Minorities in STEM Model Implications for Future Research Implications for Future Policy Implications for Future Practice Conclusion Notes Appendix: The K–16 STEM Education Model References Name Index Subject Index About the Authors     

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The Road Map to Cost-Efficiencies of Online Learning Why Be Interested in Cost-Efficiencies? The Framework for Unraveling Research on Cost-Efficiencies Tools for the Journey Necessary Assumptions Who Should Be Interested? The Road Ahead Research on the Elements of Online Learning Terms to Aid Our Understanding The Elements: Development, Delivery, and Administration The Cost of Development: Higher for a Reason The Cost of Delivery: The Potential for Lowering Costs The Cost of Administration: Transforming the Business of Higher Education Cautions and Other Necessary Points Research on the Factors of Online Learning Students Are Key Faculty Are Essential Other Staff Are New Costs Instructional Design Is the Gold Mine Content Is a New Opportunity Policies Are Needed Looking Ahead What Does It Mean for Institutions and States? Are the Institution and the State Ready? What Should Institutions Do? What Should States Do? What Do We Know? What Research Is Needed? What We Know Today The Holes The Elements The Factors The Research Challenge References Name Index Subject Index About the Author     

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Diversity in Higher Education: Perceptions, Opinions, and Views Purpose and Organization of the Monograph The Diversity Rationale in Higher Education Public Perceptions of Diversity Initiatives in Higher Education Faculty, Student, and Administrator Perceptions of Diversity Summary Diversity, Leadership, and Organizational Culture in Higher Education Changing Organizational Culture Leadership in Higher Education Diversity and Organizational Culture The Substance of Diversity Leadership in Higher Education Summary Diversity and Organizational Leadership in Higher Education Leadership Models and Frameworks in Higher Education Leadership as Contested Terrain in Higher Education The Nexus for Diversity Leadership Strategies Summary Practicing Diversity Leadership in Higher Education Higher Education's Response to Diversity Initiatives Management, Leadership, and Diversity Diversity Readiness and Awareness Developing Capacity for Diversity Leadership Cultural Proficiency and Practicing Diversity Leadership Summary References Name Index Subject Index About the Authors     

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A False Prophet? The Secularization of Scholarship in American Higher Education The Secularization of American Higher Education Is the Secularization of Higher Education Inevitable? Deconstructing the Secularization Narrative Faith-Informed Traditions of Practical Rationality: Contemporary Approaches of Three Religious Traditions to Knowledge The Roman Catholic Tradition The Reformed Worldview The Anabaptist Narrative Traditions, Worldviews, Narratives, and Practices: How Faith Shapes Reason Faith-Informed Scholarship Across the Disciplines The Influence of Background Beliefs on Scholarship Specific Examples Faith-Informed Scholarship and the Practices of Networks and Institutions Old and New Networks of Religious Colleges and Universities Religious Faith and Scholarship: Institutional Practices Religion and Scholarship: Networks of Scholars and Professional Associations Faith-Informed Scholarship and the Practice of Academic Freedom Defining Academic Freedom A Brief Comparative History of Faith-Informed Scholarship and Academic Freedom Comparing Individual Perspectives of Faith-Informed Scholarship and Academic Freedom Institutional Examples of Faith-Informed Scholarship and Academic Freedom Faith-Informed Scholarship and the Larger Tournament of Narratives Expounders of Decline or Decay in the Academy Narratives of Hope? The Postmodern, Postliberal, Postsecular University The Hope of Faith-Informed Narratives, Scholarship, and Universities References Name Index Subject Index About the Authors     

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Understanding and Facilitating Organizational Change in the 21st Century: Recent Research and Conceptualizations Distinctive Contribution Focus of the Monograph Audience To Change or Not to Change? Providing a Common Language for Understanding Organizational Change What Is Organizational Change? Diffusion, Institutionalization, Adaptation, Innovation, and Reform Forces and Sources Degree of Change Timing of Change Scale of Change Focus of Change Adaptive/Generative Intentionality: Planned Versus Unplanned Change Response Time: Proactive and Reactive Active and Static Target of Change: Change Process and Outcomes Summary Theories and Models of Organizational Change Typology of Organizational Change Models Evolutionary Teleological Life Cycle Dialectical Social Cognition Cultural Multiple Models Summary Appendix Understanding the Nature of Higher Education Organizations: Key to Successful Organizational Change Interdependent Organizations Relatively Independent of Environment Unique Organizational Cultures of the Academy Institutional Status Values-Driven: Complex and Contrasting Multiple Power and Authority Structures Loosely Coupled Structure Organized Anarchical Decision Making Professional and Administrative Values Shared Governance System Employee Commitment and Tenure Goal Ambiguity Image and Success Summary Higher Education Models of Change: Examination Through the Typology of Six Models Evolutionary Teleological Life Cycle Dialectical Social Cognition Cultural Multiple Models Summary Research-Based Principles of Change Promote Organizational Self-Discovery Realize That the Culture of the Institution (and Institutional Type) Affects Change Be Aware of Politics Lay Groundwork Focus on Adaptability Facilitate Interaction to Develop New Mental Models and Sensemaking Strive to Create Homeostasis and Balance External Forces with the Internal Environment Combine Traditional Teleological Tools, Such As Establishing a Vision, Planning, or Strategy, With Social-Cognition, Symbolic, and Political Strategies Realize That Change Is a Disorderly Process Promote Shared Governance or Collective Decision Making Articulate and Maintain Core Characteristics 120 Be Aware of Image Connect the Change Process to Individual and Institutional Identity Create a Culture of Risk and Help People to Change Belief Systems Realize That Various Levels or Aspects of the Organization Will Need Different Change Models Know That Strategies for Change Vary by Change Initiative Consider Combining Models or Approaches, As Is Demonstrated Within the Multiple Models Summary Future Research on Organizational Change References     

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Introduction and Overview Who Are BGLT College Students? A Historical Overview BGLT Student History Pre-Stonewall: What Do We Know? Stonewall Approaches: BGLT Visibility and Marginality in the Twentieth Century Stonewall and Its Aftermath: The Birth of the Homophile Movement Transgender Lives and Stonewall BGLT Rights on the College Campus: The Student Homophile Movement Student Movement Snapshots: BGLT Student Activism at Three Institutions Queer Student Activism Today Conclusion: BGLT Student Visibility and Activism After Stonewall Bisexual, Gay, and Lesbian Student Development Since Stonewall Bisexual, Gay, and Lesbian Identity Development Beyond the Monolithic Queer: Developmental Theory in Twenty-First-Century Context Students of Color and Bisexual, Gay, and Lesbian Identity Development Intersectionality and Identity Development Impediments to BGL Student Development in College Conclusion Transgender Student Issues and Development After Stonewall Who Are Transgender College Students? Transgender Students at Women's Colleges Transgender Student Development The Challenge of Transphobia on Campus The Resilience of Transgender Students Transgender Students' Needs and Services Conclusion The BGLT Campus Resource Center The First BGLT Campus Resource Centers: Their Founding and Purposes BGLT Centers Today: Their Purposes and Roles BGLT Students and Campus Climate Assessment Center Leadership: A “New Profession” in Higher Education The Politics of BGLT Campus Resource Centers: Contested Territory Higher Education Student Affairs and BGLT Issues BGLT Issues in Professional Preparation of Student Affairs Practitioners Conclusion Identity and Solidarity: The Next Steps in BGLT Student Inclusion and Equity Collaborative Transformation Conclusion References Name Index Subject Index About the Author     

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Foreword Acknowledgments Why Does Accreditation Matter? Background of Accreditation Quality Improvement and Accreditation Concerns About Accreditation What Is Needed? The Matters of Accreditation The Self-Study On-Site Evaluation After the Accreditation Review Strategies for Achieving Accreditation Planning an Interpretive Approach Focused Reviews to Influence Communication Staffing and Institutional Culture in Facilitating Accreditation Using Symbolic Actions in an Interpretive Strategy for the Accreditation Process Interpretive Approaches to Reporting and Budgeting Linking Quality Initiatives with Accreditation Conclusion Appendix A: CHEA Participating and Recognized Organizations Appendix B: Accreditation Eligibility Requirements Appendix C: Accreditation Team Visit Schedule Appendix D: Potential Decisions by an Accreditation Agency Appendix E: Institutional Newsletter Content Before Accreditation Visit References Name Index Subject Index     

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Foreword Introduction and Purpose Who Are Deans and What Do They Do? Who Are They? What Do They Do? What Challenges Do Deans Face? Fiscal Constraints and Demands for Accountability Demands for Curricular Relevance Technical Advancements and Educational Delivery Systems The Diversity of Shifting Demographics Faculty-Student-System Incongruence Issues of Balance What Strategies Can Deans Use to Meet These Challenges? An Overarching Strategy Specific Strategies What Can Universities Do to Help Deans Become More Effective? Selection of Deans Socialization of Deans Leadership Development for Deans Evaluation Rethinking the Position One Final Thought Appendix A Diversity Resources for Deans Appendix B Law Resources for Deans Appendix C Technology Resources for Deans Appendix D Finance and Budgeting Resources for Deans Appendix E Survival Tools for Deans Seeking Balance Appendix F Ideas for Deans on Organizational Integrity Appendix G A Survival Reference Library for Deans Notes References     

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Intergroup Dialogue in Higher Education: Definition, Origins, and Practices Defining Intergroup Dialogue Historical Roots of and Contemporary Influences on Intergroup Dialogue Organization of This Monograph Educational Goals of Intergroup Dialogue Consciousness Raising Building Relationships Across Differences and Conflicts Strengthening Individual and Collective Capacities to Promote Social Justice Design and Practice Principles in Intergroup Dialogue A Key Pedagogical Assumption Design Elements The Four-Stage Design of Intergroup Dialogue Practice Principles for Intergroup Dialogue Facilitating Intergroup Dialogues Why Facilitation and Cofacilitation? Competencies Required for Facilitators of Intergroup Dialogue Preparing Facilitators for Intergroup Dialogues Major Issues and Challenges in Facilitating Intergroup Dialogues and Programs Research on Outcomes and Processes of Intergroup Dialogue A Conceptual Framework for Research on Intergroup Dialogue Outcomes of Intergroup Dialogue Conclusion Program Development, Implementation, and Institutional Impact Program Development Implementation and Sustainability Institutional Impact of IGD Programs Final Thoughts Appendix: Educational Resources Curriculum Methods for Deepening the Conversation Training and Supervision of Facilitators References Name Index Subject Index About the Authors     

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Setting the Stage: Funding Realities and Talent Resources The Shifting Budgetary Equation Federal Funding and Public Research Universities Research Funding and the New “Business Paradigm” Endowment, Gifts, and Other Revenue Sources External Pressures on Talent Resources Concluding Perspectives Looking Beyond an Administrative Human Resources Department: HR and Institutional Performance The Evolution of High-Performance HR Systems The Empirical Link Between Strategic HR and Organizational Performance Strategic HR Constructs Application of Strategic HR Principles in Higher Education Concluding Perspectives Strategic HR and Talent Management in Higher Education The Contribution of HR Principles to Talent Acquisition Diversity in the Talent Management Continuum Total Rewards and Talent Management Concluding Perspectives Strategic HR and Organization Development: A Holistic Process The Counterpoint Between Organizational Learning and Organization Development The Crosswalk Between AQIP Principles and Organizational Capabilities The Psychodynamics of Organization Development The Contribution of Employee Relations Programs to Organization Development Performance Evaluation and Organization Development Leadership Development The Vital Role of Employee Assistance Programs Concluding Perspectives Building an Effective and Efficient Strategic HR Operation HR Analytics The HR Audit Entrepreneurial HR Strategies HR as Chief Integrative Leader Concluding Perspectives Recommendations and Implications for Practice Presidents and Boards of Trustees HR Leaders HR Departments HR Departments Looking Forward References Name Index Subject Index About the Authors     

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The Theoretical Framework: Psychosocial Oppression and Diversity Overview of the Framework The Importance of Reaffirming Diversity in Higher Education Structural Change Through Affirmative Action: A Report Card Why Is a Cross-Disciplinary Framework for Achieving Diversity Needed? Asymmetric Institutional Power and Oppression The Antidote for Oppression: Reciprocal Empowerment The Metaphorical Perspective: Silence and Disempowerment The Biopsychosocial Framework The New Paradigm in Overcoming Barriers to Faculty and Staff Diversity Affirmative Action and Diversity: Partners and Protagonists Historical Development of Affirmative Action in Perspective The Interrelationship of Affirmative Action and Diversity The Impact of Supreme Court Decisions and Roads to the Future Stages in Developing Diversity The Role of Culture and Climate Walking the Talk: Lip Service or Real Gains? On the Way to Diversity: Psychological and Behavioral Barriers Psychosocial Discrimination and Attributional Ambiguity Psychology of the Agents of Oppression Dimensions of Contemporary Workplace Discrimination Internalization: The Impact of Discrimination on Self-Esteem The Physiological Impact of Perceived Discrimination: A Scientific Perspective On the Way to Diversity: Organizational Barriers Formal and Informal Organizational Barriers Workplace Power: Understanding the New Battleground The Power of the Accreditation Model Diversity and Decentralization Navigating the Straits: Overcoming Challenges to Faculty Diversity Faculty Hiring for Diversity: Defeating the Narrowing Sieve Whitewater Rafting: The Tenure Journey Reward Structures, Intentionality, and Diversity Best Practices in Diversity Planning and Assessment The Twenty-First-Century Diversity Strategic Plan A Conceptual Approach to Diversity Assessment The Diversity Scorecard Retention and Beyond Reaching Reciprocal Empowerment: Recommendations and Implications Appendix: Representative Diversity Strategic Plans and Diversity Web Sites for Public Research Universities References Name Index Subject Index About the Authors