PUBLICATIONS

The National Center for Institutional Diversity works to elevate and disseminate the work of diversity scholars through a number of publication platforms. These platforms are a part of our public scholarship initiative, and are designed to share and engage scholarly work and ideas with academic/research audiences and a variety of public audiences.

The NCID manages two publications: Spark, an online magazine featuring academic essays by diversity scholars on current social issues; and Currents, a scholarshipto-practice journal published by Michigan Publishing. Our public scholarship team also regularly collaborates with other publication outlets — academic journals, books, and a variety of public writing platforms.

Spark is an online magazine that features research and scholarship on a range of social issues including race, gender, parenting, disability, education, and voting. In the process of publication, we aim to elevate diversity scholarship and support diversity scholars in public writing. Contributors to Spark are diversity scholars and experts, many who are also part of the marginalized communities they study. Spark’s editorial board reviews each piece through a collaborative process that aims to produce public essays grounded in research and scholarship and inform the public.

This year we have collaborated with 43 authors across the globe and across 20 disciplines. Topics and areas we have covered include: nonbinary identies and individuals, growing up amid the rise of racism, celebrating Black women and girls, and the coronoavirus pandemic. To date, Spark has received over 150,000 views and our pieces have been republished in online platforms such as Psychology Today and Pulp Magazine. As a top contributor under Medium’s Racism tag, our pieces have also been consistently spotlighted on the Medium trending page.

Editorial Board

W. CARSON BYRD

2019 NCID Scholar-in-Residence; Associate Professor of Sociology, University of Louisville

ANNMARIE CAÑO

Dean, College of Arts & Sciences, Gonzaga University

DAVID GREEN

Director of Diversity and Inclusion, The Sage Colleges

LATA MURTI

Associate Professor of Sociology, Brandman University

REBEKAH MODRAK

Professor in the Stamps School of Art & Design, University of Michigan

AKILAH WISE

Global Journalism Fellow in the Dalla Lana School of Public Health, University of Toronto; Freelance Writer

2019-2020 Spark Series

Currents

In the 2019-2020 academic year, NCID launched Currents, a scholarshipto-practice journal that connects scholarship in diversity, equity, and inclusion to practice and public discourse. Currents translates cuttingedge research into concise, accessible discussions to inform researchers, practitioners, leaders, policymakers, and the broader public conversation. A key feature of our review process is that all papers undergo a two part review process including a review by content experts and review for public accessibility. The interdisciplinary, inaugural issue features over a dozen scholars from across the country.

2019-2020 Currents Articles

Gender-Based Microagressions in STEM Settings

Denise Sekaquaptew (University of Michigan)

Navigating Space and Racial Microaggressions as an Undocumented Latinx Millennial

Cassaundra Rodriguez (University of Nevada Las Vegas)

Hierarchical Microaggressions in Higher Education Settings; Anyone Can Be a Victim, Perpetrator, or Bystander in STEM Settings

Ahlam Lee (Xavier University)

Daily Microaggressions and Mood in a Community-Based Sample of Young Gay and Bisexual Men: A Focus on Within-Person Daily Processes

Stephanie H. Cook, Erica P. Wood, Rumi Chunara (New York University)

“Too Many to Count”: Experiences of Microaggressions for Latinx Students at a Predominantly White Institution in the Age of Trump

Lorraine M. Gutiérrez, Amanda RodríguezNewhall, Andrea Mora, Maira A. Areguin, Marissa Salazar (University of Michigan)

Stories of Microaggressions and Microaffirmation: A Framework for Understanding Campus Racial Climate

Rosalie Rolón-Dow (University of Delaware)

Setting the Tone: Micro/Macro Racial Aggression, Antiblackness and the Outlining of a Trans-National Research Agenda on Community Responses to State Terror

Jaime A. Alves (University of California, Santa Barbara)

How Can We Talk about Race in the Classroom?

Summer Melody Pennell, Emily Stobbe (Truman State University)

Suppressing Campus Protests and Political Engagement in U.S. Higher Education: Insights from the Protest Policy Project™

Charles H.F. Davis III (University of Southern California)

What Is Deficit Thinking? An Analysis of Conceptualizations of Deficit Thinking and Implications for Scholarly Research

Lori Patton Davis (Ohio State University), Samuel D. Museus (University of California, San Diego)

The Experiences of Academic Diversity Officers at the University of Michigan

Jeffrey K. Grim, Laura Sánchez-Parkinson, Marie Ting, Tabbye Chavous (University of Michigan)

The Promise of Diversity Statements: Insights and a Framework Developed from Faculty Applications

Ching-Yune C. Sylvester, Laura SánchezParkinson, Matthew Yettaw, and Tabbye Chavous (University of Michigan)

Today’s student body is more diverse than ever before. But students enrolled in science, engineering, technology, and math (STEM) disciplines remains largely homogeneous. Women and underrepresented minorities often cite climate as a barrier to their persistence and completion in these fields. This blog series on campus climate and STEM success aims to unpack differences, similarities, and connections between STEM departmental climate and the climate of the campus at large to highlight approaches that can increase the enrollment, retention, and success of marginalized students.

The series features the work of some of the nation’s leading scholars representing institutions across the country.

Increasing Representation of Underrepresented Groups Among STEM Faculty Members Suzanna Rose (Florida International University)

Climate, Mentoring, and Persistence Among Underrepresented STEM Doctoral Students Tabbye Chavous, Seanna Leath, and Raúl Gámez (University of Michigan)

Disconnections Between Research and Practice in STEM Education Ahlam Lee (Xavier University)

STEM Climate for Students with Disabilities Rachel Friedensen (Iowa State University)

HBCUs, Black Women, and STEM Success Caroline Harper (Howard University)

Why Social Interactions Matter for Our Conversations About Campus Climates and STEM W. Carson Byrd (University of Louisville)

In recent years, colleges and universities increasingly have been called upon to respond to the history of exclusion and marginalization of underrepresented faculty, staff, and students. Many institutions have answered by adopting practices and interventions to address historical educational inequity. In order to lead these campus-wide efforts, some institutions have established the chief diversity officer (CDO) role. More recently, with the CDO role as a model, a new position is emerging on some campuses: the academic diversity officer, or ADO. ADOs work alongside CDOs to ensure that diversity, equity, and inclusion practices are prioritized and executed in specific schools and colleges, disciplines, and department units. This blog series features ADOs who discuss their roles, the challenges they face, and the opportunities these positions bring to college and university campuses.

Who Are These Diversity Officers? Joana Dos Santos (University of Michigan)

Towards an Inclusive Classroom Environment Stephanie L. Sanders (University of Michigan)

What Works: Creating Diverse and Inclusive Graduate Campuses Karen P. DePauw (Virginia Tech)

The Parallels of Parenting and Moving Towards Equity Cecilia Rios-Aguilar (University of California, Los Angeles)

Inclusive Leadership Noelle Witherspoon Arnold (The Ohio State University)

Phone: (734) 764-6497 | Fax: (734) 764-6600 Email: ncidinfo@umich.edu | Twitter: @UMichNCID

Designers: Jarell Skinner-Roy and Charlotte Ezzo