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/LQNLQJ 'LYHUVLW\ ZLWK WKH (GXFDWLRQDO DQG &LYLF 0LVVLRQV RI +LJKHU (GXFDWLRQ Sylvia Hurtado The Review of Higher Education, Volume 30, Number 2, Winter 2007, pp. 185-196 (Article) Published by The Johns Hopkins University Press DOI: 10.1353/rhe.2006.0070 For additional information about this article Access provided by University of Utah (30 Jun 2014 10:44 GMT)
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The Review of Higher Education Winter 2007, Volume 30, No. 2, pp. 185–196 Copyright © 2006 Association for the Study of Higher Education All Rights Reserved (ISSN 0162-5748) ASHE PRESIDENTIAL ADDRESS Linking Diversity with the Educational and Civic Missions of Higher Education Sylvia Hurtado “The greatest challenge facing Americans is to accept and take pride in defin- ing ourselves as a multiracial democracy.” —President Bill Clinton’s Initiative on Race, 1998 In this address, I will lay out the practical, theoretical, and empirical ra- tionale for linking diversity with the central educational and civic mission of higher education. While these links may be obvious to some, oftentimes diversity and race issues are conspicuously absent from discussions about learning and civic education. In fact, the diversity initiatives and civic initia- tives inhabit distinct physical, social, and administrative spaces. Much of the empirical work that links diversity and learning and democratic outcomes emerged from the developing area of research, now termed “the educational benefits of diversity” because of its role in the University of Michigan affir- mative action cases. I address the aims of this research and critics who have claimed we have abandoned research on inequality or social justice issues for the sake of legal arguments. Transcending the affirmative action debate, SYLVIA HURTADO is Professor of Education and Director of the Higher Education Research Institute at the University of California, Los Angeles. Her research focuses on teaching and learning, diversity in higher education, and assessment of student outcomes. Address inquiries to her at 3005 Moore Hall, 405 Hilgard Ave., Los Angeles, CA 90095–1521; telephone: (310) 825–1925; email: [email protected]
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186 T HE R EVIEW OF H IGHER E DUCATION W INTER 2007 the central thesis is that this emerging work on the educational benefits of diversity is part of a long-term effort to transform undergraduate educa- tion, which will prepare the next generation of citizens for a multicultural society. Scholarship on inequality can play a similar role in helping to shape the agenda for change. P RACTICAL R ATIONALE The practical rationale for advancing research and practice that will link diversity with the central educational and civic mission in higher education emerges from the needs of a society where economic, racial, and religious differences are prevalent and inevitable. It is time to renew the promise of American higher education in advancing social progress, end America’s dis- comfort with race and social difference, and deal directly with many of the issues of inequality present in everyday life. The U.S. Census (2005) projects
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