ASHE-NITE REPORT SERIES
The National Institute for Transformation and Equity (NITE) and ASHE are partnering to launch an ASHE-NITE Report Series, which will include a collection of national reports on critical underserved populations in postsecondary education. Emerging and established researchers will collaborate as a team to contribute a set of white papers documenting promising practices for creating equitable and inclusive campus environments to build consensus in the field about key concepts, findings, and gaps. Additionally, the white papers will offer actionable steps institutional leaders can take to implement these practices and propose future research needs to realize equity and inclusion for minoritized and often forgotten populations.
GOALS OF THE COLLABORATION
The overarching aim of the reports is to synthesize existing knowledge about how to create inclusive and equitable campus environments for underserved populations, and provide recommendations for higher education research, policy, and practice. Specifically, the series will include a total of 5 reports, each focusing on a particular student population: (1) racially minoritized adult learner, (2) low-income and first-generation, (3) Indigenous, (4) immigrant and refugee, and (5) (formerly) incarcerated students.
For more information on this initiative, please contact Amy Wang email@example.com.
DOWNLOAD ASHE-NITE PAPERS
- Creating Inclusive and Equitable Environments for Racially Minoritized Adult Learners: Recommendations for Research, Policy, and Practice
- Bringing Visibility to the Needs and Interests of Indigenous Students: Implications for Research, Policy, and Practice
- Expanding Quality Higher Education For Currently And Formerly Incarcerated People: Committing To Equity And Protecting Against Exploitation
- Failed Educational Justice: Refugee Students’ Postsecondary Realities in Restrictive Times
- Check back soon for an ASHE-NITE paper on low income, first generation students.
Lucy LePeau, Ph.D.
Associate Professor of Higher Education and Student Affairs at Indiana University
Associate Director for Organizational and Strategic Initiatives for the National Institute for Transformation and Equity
Samuel D. Museus, Ph.D.
Professor of Education Studies at the University of California, San Diego
Director of the National Institute for Transformation and Equity
Lori Patton Davis, Ph.D.
Professor of Urban Education at Indiana University-Purdue University Indianapolis
President of the Association for the Study of Higher Education
Erin Castro, Ph.D.
Assistant Professor of Higher Education at the University of Utah
Gloria Crisp, Ph.D.
Professor at Oregon State University
Dimpal Jain, Ph.D.
Associate Professor of Educational Leadership and Policy Studies at California State University, Northridge
Judy Marquez Kiyama, Ph.D.
Associate Professor of Higher Education at the University of Denver
Nicole Alia Salis Reyes, Ed.D.
Assistant Professor of Educational Administration at University of Hawaiʻi Mānoa
Heather J. Shotton, Ph.D. (Wichita/Kiowa/Cheyenne)
Associate Professor of Native American Studies at University of Oklahoma
Marissa C. Vasquez, Ed.D.
Assistant Professor of Community College Leadership
Associate Director, Community College Equity Assessment Lab (CCEAL)
San Diego State Unviersity
Varaxy Yi, Ph.D.
Assistant Professor of Higher Education, Administration, & Leadership at California State University Fresno
Eboni M. Zamani-Gallaher Ph.D, Professor/Associate Head Department of Education Policy, Organization & Leadership
Director, Office of Community College Research and Leadership
Associate Dean, The Graduate College
PLANNED DELIVERABLES FOR THE COLLABORATION
With support from the Lumina Foundation, the Association for the Study of Higher Education (ASHE) and the National Institute for Transformation and Equity are publishing a report series that will focus on underserved student populations (indigenous, formerly and currently incarcerated, immigrant and refugee, low-income and first-generation, and racially minoritized adult learners). These reports utilize critically-conscious and equity-minded perspectives to analyze these critical populations. The reports will address the sociopolitical contexts that shape the experiences of these students, as well as provide actionable steps policymakers and practitioners can take to facilitate transformation to better support and maximize success among these populations.