Suchergebnisse

Higher education institutions (HEI) are communities nestled within and a part of the local, regional, and national contexts. Increasingly, college and university presidents have begun to comment on local and national events, particularly as these events make their way onto campuses. This study examines 99 presidential statements from both public and private institutions, disseminated in the week following the 2020 murder of George Floyd. Using critical race discourse analysis (CRDA), the findings consider how institutional discourse constructs a history of advancing racial equity, leverages institutional mission and values, includes institutional and personal calls to action, and the intersecting use and exclusion of explicitly racialized discourse. Despite institutions discussing race and racism, they frequently construct these topics and their attendant needs as external to the institutions. These findings expand the exploration into institutional discourse in response to racialized incidents on campus and beyond. How institutions use these opportunities to move beyond performative rhetoric towards action and institutional change represents a significant opportunity to transform colleges and universities in ways that support racially minoritized communities both on and off-campus.

Higher education for displaced students is rarely the focus of academic literature in the context of the United States, despite 79.5 million people displaced worldwide as of December 2019 and 3 million refugees resettled in the United States since the 1970s (UNHCR, 2020). An estimated 95,000 Afghans will be resettled in the US by September 2022, and the executive branch has requested $6.4 billion in funds from Congress to support this resettlement process (Young, 2021). This represents the most concentrated resettlement in the US since the end of the Vietnam War. It is therefore clear that policy supports for displaced students represent a pressing educational equity issue. This paper applies critical policy analysis to state-level policies supporting displaced students and argues that both data gaps and policy silence characterize the current state of play. ; L'éducation supérieure pour les étudiants déplacés est rarement au centre de la littérature académique aux États-Unis, malgré le fait qu'il y ait 79,5 millions de personnes déplacées à travers le monde en date de décembre 2019 et que 3 millions de réfugiés se soient réinstallés aux États-Unis depuis les années 1970 (UNHCR, 2020). Un nombre estimé de 95 000 Afghans seront réinstallés aux États-Unis en septembre 2022 et le pouvoir exécutif a demandé 6,4 milliards de dollars de fonds au Congrès afin de soutenir ce processus de réinstallation (Young, 2021). Cela représente la réinstallation la plus concentrée aux États-Unis depuis la fin de la Guerre du Vietnam. Il est donc clair que les politiques de soutien aux étudiants déplacés représentent un enjeu urgent d'équité en matière d'éducation. Cet article applique une analyse critique des politiques publiques aux politiques au niveau de l'État soutenant les étudiants déplacés et soutient que les lacunes au niveau des données et le silence politique caractérisent l'état actuel de la situation.