| Title: |
Structuring Extra-Classroom Pedagogical Partnership to Support Truth Telling for Equity and Inclusion: Recommendations for Practice |
| Language: |
English |
| Authors: |
Alison Cook-Sather (ORCID 0000-0002-0116-7158); Elena Marcovici |
| Source: |
Journal of Diversity in Higher Education. 2025 18(1):S766-S771. |
| Availability: |
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: |
Y |
| Page Count: |
6 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Descriptive |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Epistemology; Diversity Equity and Inclusion; Equal Education; Student Diversity; College Students; Teacher Student Relationship; Educational Practices; Sense of Belonging; Social Justice; Partnerships in Education; Meetings; Student Experience |
| DOI: |
10.1037/dhe0000606 |
| ISSN: |
1938-8926; 1938-8934 |
| Abstract: |
Equity and inclusion efforts are undermined by individual and institutional inattention to the lived experiences of an increasingly diverse college student population. Extra-classroom, student-faculty/staff pedagogical partnerships can foster truth telling about and the development of practices that support diversity, equity, inclusion, belonging, and justice. In this practice brief, we offer recommendations for (1) developing pedagogical partnership projects and programs, (2) dedicating regular meetings to supporting student partners in sharing the truths of their lived experiences, (3) scaffolding faculty and staff partners' listening to and acting on the truths student partners tell, and (4) sharing truths more widely. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1506311 |
| Database: |
ERIC |