STATEMENT ON DIVERSITY RESEARCH AND SCHOLARSHIP
Scholars who have furthered our understanding of historical and contemporary social issues related to identity, difference, culture, representation, power, oppression, and inequality -- as they occur and affect individuals, groups, communities, and institutions -- have played a key role in supporting positive social change.
In keeping with NCID’s commitment to social change, we promote and support diversity research and scholarship. Our framework for diversity scholarship is not limited to particular disciplines, topics, populations, or methodologies. Instead, we articulate guiding principles, defining diversity research and scholarship as work that broadly seeks to:
- inform understanding of historical and contemporary issues of social inequality across societal contexts and life domains (e.g., in education, arts and culture, health and mental health, economic and occupational attainment and mobility, infrastructure and community development)
- illuminate the challenges and opportunities that arise when individuals from different backgrounds and frames of reference come together in significant societal contexts, such as schools and colleges, neighborhoods and communities, work teams in organizations
- inform our understanding of systems of power and privilege and their interactions with groups historically underrepresented and marginalized based on identities including but not limited to race, ethnicity, gender, social/economic class, culture, sexual identity, ability status, and religion
- highlight the experiences of disenfranchised populations, whose narratives have traditionally been relegated to the outer periphery of intellectual inquiry and academic scholarship, made invisible through epistemologies and research methods that privilege dominant social groups
- foreground the knowledge systems, assets and resources, and cultural strengths of members of historically marginalized communities in order to promote empowerment of individuals and groups from these communities
Our framework for diversity research and scholarship also reflects an inclusive approach to methodology and discipline, including qualitative and quantitative methods, multi- and inter-disciplinary approaches across social sciences and the arts and humanities, as well as the use of both traditional and non-traditional disciplinary modes of inquiry and methodologies.
Diversity research and scholarship engages and equips members of society with critical ways to think about commonalities and difference that can be applied in a variety of ways to improve daily interpersonal and intergroup interactions, institutional and organizational practices, and policies. From our perspective then, diversity scholars share a common goal for their research and scholarship: advancing equity and inclusion throughout our society. We present this framework as an ongoing and fluid perspective of approaching and understanding diversity research and scholarship. As new socio and political contexts change, new methodologies are introduced, or different challenges face our communities, this framework may shift.
The following resources have informed our framework of diversity research (click each link to download):
- Bhattacharyya, G., Murji, K. (2013). Introduction: race critical public scholarship. Ethnic and Racial Studies, 36(9), 1359-1373. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/01419870.2013.791399
- Davies, B. (2005). The impossibility of intellectual work in neoliberal regimes. Discourse: Studies in the Cultural Politics of Education, 26(1), 1-14. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/01596300500039310
- Madeloni, B. (2014). The Movement We Make is the Community We Become: On Being an Activist in the Academy. Multicultural Perspectives, 16(1), 12-15. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/15210960.2013.867238
- Maxey, I. (1999). Beyond Boundaries? Activism, Academia, Reflexivity and Research. Area, 31(3), 199-208. Retrieved from http://www.jstor.org/stable/20003985
- McCall, L. (2005). The Complex of Intersectionality. Signs: Journal of Women in Culture and Society, 30(3), 1771-1800. Retrieved from http://www.jstor.org/stable/10.1086/426800
- Motala, E. (2015). Public Scholarship, Democracy, and Scholarly Engagement. Educational Research for Social Change, 4(2), 22-34. Retrieved from http://search.proquest.com/docview/1734620999?pq-origsite=summon
- Pierce, J. (2013) Writing for Equity Inside and Out: Emerging Scholars of Color Doing Ethnography with a Marginalized Population. Cultural Studies: Critical Methodologies, 13(6), 481-488. Retrieved from http://csc.sagepub.com/content/13/6/481
- Suzuki, D., Mayorga, E. (2014). Scholar-Activism: A Twice Told Tale. The Official Journal of the National Association for Multicultural Education, 16(1), 16-20. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/15210960.2013.867405
- Trussell, D. (2014). Dancing in the Margins: Reflections on Social Justice and Researcher Identities. Journal of Leisure Research, 46(3), 342-352. Retrieved from http://search.proquest.com/docview/1550823581?pq-origsite=summon&accountid=14667
- Walby, S., Armstrong, J., & Strid, S. (2012). Intersectionality: Multiple Inequalities in Social Theory. Sociology, 46(2), 224-240. DOI: 10.1177/0038038511416164