The Role of Faculty Leadership in the Closing of Racial Achievement Gaps in Higher Education

• In Event: Roundtable Session 32
  In Roundtable Session: Where the Rubber Meets the Road: Social Justice Issues in Higher Education and Leadership Preparation Programs

Abstract

Persistent racial achievement gaps in higher education are of increasing societal importance. Research has moved away from student cultural deficit approaches (Ladson-Billings, 2007) to analyzing gaps through institutional responsibilities for student success (Bensimon, 2004). Data shows inconsistency in abilities of colleges and universities to successfully educate students of color (Engle & Theokas, 2010). This study examines the crucial role of faculty leadership in efforts to close achievement gaps. This is a multi-site, qualitative case study of three campuses in the Midwestern U.S. Critical/critical race theory analysis is utilized. Findings include: as long as equity is at the margins of academic teaching/ research, the remedial approach to equity, requiring assimilationist constructs will be largest obstacle to transformation. Faculty must lead change.

Author

• Eugene Fujimoto, California State University - Fullerton