Growing the Roots of Equity: The TREE Model of Institutional Response to COVID-19

Feminist scholars have long documented the complex, multiple ways in which academic institutions reproduce gender inequalities (National Academy of Sciences, National Academy of Engineering, & Institute of Medicine, 2007). In times of crisis, institutional commitments to diversity, equity, and i...

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Bibliographic Details
Published in:Journal of diversity in higher education 2022-10, Vol.15 (5), p.681-694
Main Authors: Clark, Dessie, Mickey, Ethel L., Misra, Joya
Format: Article
Language:English
Subjects:
Academic Settings
Career Development
College Faculty
COVID-19
Disadvantaged
Diversity (Institutional)
Educational Policy
Equal Education
Equity
Female
Higher Education
Human
Human Females
Inclusion
Organizational Change
Pandemics
School Retention
Sex Fairness
Women Faculty
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Summary:Feminist scholars have long documented the complex, multiple ways in which academic institutions reproduce gender inequalities (National Academy of Sciences, National Academy of Engineering, & Institute of Medicine, 2007). In times of crisis, institutional commitments to diversity, equity, and inclusion may be sidelined (Tulshyan, 2020). Academia must enact responses to coronavirus disease (COVID-19) that retain and promote diverse women faculty who are already disadvantaged in their institution. This includes ensuring that structural shifts, such as policy changes, lead to deep, cultural change, embedding equity into the fabric of institutional norms and values. In this article, we outline a model for institutional change-the Thinking Ahead, Resource Provision, Evaluation, Equity (TREE) model-with the aim of informing diversity efforts in higher education more broadly during the pandemic.
ISSN:1938-8926
1938-8934
DOI:10.1037/dhe0000392