Amplifying Voices and Marginalized Identities: Strengths and Weaknesses of Identity Group Programming

Session Time and Location

Wed, 6 Jun 2018
2:00pm to 3:00pm
Room: Room:
Session Track
Session Format

When we design programming to appeal to a particular subset of the campus population, it is with the intent to provide targeted support to a group that may otherwise be marginalized. Ideally, academic developers’ liminal position within the university administration affords access to larger campus initiatives, potentially serving as spokespeople for the less powerful. How can we plan programming that does not reinforce the marginalization of underrepresented populations? Participants will reflect on their own professional identity, connections that identity might open to them, and ways to leverage connections to shift institutional culture towards more equitable teaching and working conditions.

  • Session References +

    Bernhagen, L. and Gravett, E.O.  (2015).  A view from the margins: situating CTL staff in organizational development.  To Improve the Academy 34: 63-90. Cox, M.D., and Richlin, L. (Eds.). (2004).  Building faculty learning communities. New directions for teaching and learning (Vol. 97).  San Francisco: Jossey-Bass. Roxå , T. and Mårtensson, K. (2009). Studies in Higher Education 34(5): 547-559. Roxå , T., Mårtensson, K. and Alveteg, M. (2011).  Understanding and influencing teaching and learning cultures at a university: a network approach.  Higher Education 62: 99-111.