Below you will find linked articles and books to the 2021-2022 Academic Year Enlightenment Series Reading List.
Some resources are not available through the library and are not linked. If you would like access to one of these resources please request it through InterLibrary Loan. If you have trouble accessing the links, log into your my.usf.edu in the same browser and try again. If you still have issues please contact the library through chat or email email@example.com
More information and registration can be found here: https://www.eventbrite.com/e/enlightenment-workshop-series-2021-2022-tickets-154268584489
Cherkowski, S., Kutsyuruba, B., Walker, K., & Crawford, M. (2020). Conceptualising leadership and emotions in higher education: wellbeing as wholeness. Journal of Educational Administration and History, 1-14.
Chun, E., & Evans, A. (2018). Leading a diversity culture shift in higher education: Comprehensive organizational learning strategies. Routledge.
Doyle, T., & Brady, M. (2018). Reframing the university as an emergent organisation: implications for strategic management and leadership in higher education. Journal of Higher Education Policy and Management, 40(4), 305-320.
Galloway, M. K., & Ishimaru, A. M. (2017). Equitable leadership on the ground: Converging on high-leverage practices. Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas, 25, 1-36.
Shields, C. M. (2020). Transforming Schools: Implementing Transformative Leadership to Enhance Equity and Social Justice. Handbook of Social Justice Interventions in Education, 1-23.
Cahalan, M., Perna, L. W., Yamashita, M., Wright-Kim, J., & Jiang, N. (2019). Indicators of Higher Education Equity in the United States: 2019 Historical Trend Report. Pell Institute for the Study of Opportunity in Higher Education.
Jury, M., Smeding, A., Stephens, N. M., Nelson, J. E., Aelenei, C., & Darnon, C. (2017). The experience of low‐SES students in higher education: Psychological barriers to success and interventions to reduce social‐class inequality. Journal of Social Issues, 73(1), 23-41
Attell, B. K., Brown, K. K., & Treiber, L. A. (2017). Workplace bullying, perceived job stressors, and psychological distress: Gender and race differences in the stress process. Social science research, 65, 210-221.
Amaya, M., Donegan, T., Conner, D., Edwards, J., & Gipson, C. (2019). Creating a culture of wellness: A call to action for higher education, igniting change in academic institutions. Building Healthy Academic Communities Journal, 3(2), 27-40.
Henning, M. A., Krägeloh, C. U., Dryer, R., Moir, F., Billington, R., & Hill, A. G. (Eds.). (2018). Wellbeing in higher education: Cultivating a healthy lifestyle among faculty and students. Routledge.
Lever, N., Mathis, E., & Mayworm, A. (2017). School mental health is not just for students: Why teacher and school staff wellness matters. Report on emotional & behavioral disorders in youth, 17(1), 6.
Sue, D. W., Alsaidi, S., Awad, M. N., Glaeser, E., Calle, C. Z., & Mendez, N. (2019). Disarming racial microaggressions: Microintervention strategies for targets, White allies, and bystanders. American Psychologist, 74(1), 128.
Warren, M. A., Bordoloi, S., & Warren, M. T. (2020). Who Stands to Benefit? Examining Positive Consequences of Male Allyship for Female and Male Faculty.
Bell, M. P., Berry, D., Leopold, J., & Nkomo, S. (2021). Making Black Lives Matter in academia: a black feminist call for collective action against anti‐blackness in the academy. Gender, Work & Organization, 28, 39-57.
Marshburn, C. K., Folberg, A. M., Crittle, C., & Maddox, K. B. (2021). Racial bias confrontation in the United States: What (if anything) has changed in the COVID-19 era, and where do we go from here?. Group Processes & Intergroup Relations, 24(2), 260-269.
Onyeador, I. N., Hudson, S. K. T., & Lewis Jr, N. A. (2021). Moving beyond implicit bias training: Policy insights for increasing organizational diversity. Policy Insights from the Behavioral and Brain Sciences, 8(1), 19-26.
Patton, L. D., Sánchez, B., Mac, J., & Stewart, D. L. (2019). An inconvenient truth about" progress": An analysis of the promises and perils of research on campus diversity initiatives. The Review of Higher Education, 42(5), 173-198
Wheatle, K. I., & Commodore, F. (2019). Reaching back to move forward: The historic and contemporary role of student activism in the development and implementation of higher education policy. The Review of Higher Education, 42(5), 5-35.
Dahlvig, J. E., & Longman, K. A. (2020). Women's Leadership in Higher Education: Addressing Glass Ceilings and Sticky Floors. The Wiley Handbook of Gender Equity in Higher Education, 29-52.
López, N., Erwin, C., Binder, M., & Chavez, M. J. (2018). Making the invisible visible: Advancing quantitative methods in higher education using critical race theory and intersectionality. Race Ethnicity and Education, 21(2), 180-207.
Klein, C., Lester, J., & Nelson, J. (2020). Leveraging organizational structure and culture to catalyze pedagogical change in higher education. Transforming Institutions: Accelerating Systemic Change in Higher Education.