Abstract
Achieving equity in higher education involves more than just closing achievement gaps and mitigating the impact of historic oppression and underrepresentation. In this chapter, the author presents a framework for cultural humility as a pathway to equity for institutions of education, as well as an approach for the professional development of cultural humility practitioners. The cultural humility framework comprises four core principles as well as five transformational skills (i.e., dialogue, inquiry, self-reflection, conflict transformation, and identity negotiation). The chapter concludes with a discussion about how to implement this framework at both the classroom and institutional levels, as well as the implications of such training for achieving greater equity in higher education.
TopBackground To The Problem
A decade ago, Linton (2011) defined equity in education as “all students succeeding, especially when measured according to differences such as race, ethnicity, socioeconomic status, gender, language, family background” (p. xiii). According to Linton:
This effort has been traditionally referenced as “closing the achievement gaps” between students from the dominant White middle-class norm and students from traditionally underserved or oppressed populations. Building equity in education shifts the focus of responsibility for academic achievement from the students to the professional administrators and teachers who are the educators in the school. Students have to do their part, but the adults in the building need to teach in a way so that all students can succeed. (p. xiii)
Key Terms in this Chapter
Conflict Transformation: A process that responds to conflict within or between relationships such that constructive change is initiated, violence is avoided, and a peaceful and just resolution is achieved.
Dialogue: A communication process for building relationships.
Inquiry: A process of asking questions of oneself as well as of others in an effort to more deeply understand one’s own or another’s personal truth.
Diversity and Equity Training: An intervention that aims to decrease intergroup tension (e.g., less prejudice or discrimination), while increasing organizational participation or the inclusion of many diverse members, through increased cultural awareness, knowledge, and skills.
Cultural Humility: A lifelong process of self-reflection; self-critique; and commitment to understanding and respecting different points of view, and engaging with others humbly, authentically, and from a place of learning.
Identity Negotiation: A process for identifying perceived personal and social realities, as well as challenging one’s self-identity and others’ identities in different cultural milieus.
Equity: A lens through which educators can make sense of injustice and fairness in the world, going beyond standard definitions of equality and the illusion of inclusion.
Self-Reflection: An process exploration focused on one’s past experiences and personal identity.