Equitable Systems Change in Higher Education

• In Event: Innovations in Application of Systems Thinking in Diverse Settings

Abstract

Though scholars have argued that higher education systems reproduce systems of inequity and inequitable outcomes, particularly for historically marginalized groups, research that examines equitable systems change (ESC) in higher education is scant. Using Critical Systems Thinking (CST) and educational equity (EE) as our theoretical lens, and drawing upon multiple data sources, we employed a case-based design to examine the extent to which ESC efforts are enacted in a federally-funded program in HE. Preliminary findings indicate that while creating ESC within a constrained and bounded system is challenging, participants leverage their own power and positionalities, and employ a multitude of approaches to center students’ voices and advocate for their needs. Implications for policy and practice are discussed.

Authors

• Raquel Muñiz, Boston College

• Natalie Borg, Boston College

• Nicole I. Barone, Boston College