Higher Education for the Public Good, Cultivating a Racially Diverse Democracy

Most educators would agree that diversity and democracy are universal principles that our higher education community and our public hold dear.  However, a diverse democracy, emphasizing race and ethnicity, requires substantial advocacy and leadership to promote it as a legitimate public good.  Long-standing debates pertaining to inequitable educational opportunities, mortality rates, employment opportunities, affordable housing, income and wealth distribution, and voting behavior continue to shine the spotlight on persistent disparities that affect the ability of marginalized racial and ethnic populations to fully participate in our democratic society (U.S. Census Bureau, 2000).  Furthermore, the protracted nature of such inequalities, combined with a false public perception that everyone essentially experiences the same democratic reality, adds more complexity to an already complicated situation.  In light of these lingering tensions between racial and ethnic diversity and democratic participation, the discourse of a diverse democracy as a public good is unfortunately distorted by political and social entities that wish to ignore, discount, or vilify racial influences in American life.  Because of the critical challenges racial diversity poses to higher education institutions and the nation at large, understanding that there are many forms diversity takes in our society is paramount.

The challenge for higher education leaders today is to accept the responsibility of leadership and participation in the construction, development, and advancement of a new narrative and discourse that gives voice to diverse communities that have, for too long and too frequently, remained invisible.

In the essay, The Public Good and a Racially Diverse Democracy, the coauthor and I explore the initial framing of how higher education leaders may redirect and anchor this discourse in the context of institutional mission, public engagement, and participatory democracy.  Starting with the premise that an engaged leadership serves the public good by understanding and operating from the perspective that our nation’s legacy of racism, segregation, and civil rights abuses continues to hinder a diverse democracy and stifles the public good discourse, we argue that educational leaders can and should reshape the diverse democracy narrative.

We first explain why it is imperative that the issues of racial diversity be placed at the forefront of the public good discourse.  Second, under the guidance of this new diversity context, we reconceptualize aspects of the social contract to ensure that respect and consideration are given to traditionally dismissed groups.  Third, we address the need to confront challenges that undermine the importance of racial diversity and allow leaders to wash their hands of these crucial public good issues.  Lastly, we return to the notion of higher education leaders giving voice to a new narrative and describe several strategies to advance a new course.

Although this essay was written almost 20 years ago, it remains very relevant.

What approaches should post-secondary leaders take to enhance and support racially diverse democracies?  What barriers and challenges have persisted since this essay was published?  What new frameworks and strategies are needed?

Let’s share and connect. I’d love to hear your thoughts.

 

Reference:

Green, D.O. and Trent, W. (2005). The public good and a racially diverse democracy. In A. Kezar, T. Chambers, & J. Burkhardt (Eds.), Higher education for the public good: Emerging voices from a national movement (pp. 102-123). San Francisco: Jossey-Bass.