Our current approach to diversity, equity and inclusion in higher education is rooted in approaches that measure success by increasing the number of women and underrepresented minorities (URMs) who complete degrees. While these approaches achieved some success over the years, a lingering question is why are we still struggling to achieve these goals? Moreover, the meaning of an inclusive environment (one that attracts a diverse population, helps everyone thrive in that environment, and values a broad view of success in academia) has been unclear. Some solutions to these issues may be found in examining our academic culture using Multicontext theory in a framework of Context Diversity. Presently, the context of academic culture tends to value a hyper-individualized approach to inquiry (e.g., individuated, task-oriented, compartmentalized task and concept orientation, and linear and logical thought processes), while a more collectivist context or approach (e.g., integrated, process-oriented, holistic, and systems thinking) is often less valued. Multicontext theory is an organizational learning and institutional change model that explains the implication of this cultural imbalance by offering a new understanding of diversity in valid ways of knowing and doing. The theory allows us to articulate these cultural contexts and activate them at many levels via a Context Diversity Matrix that reframes our approaches to scientific inquiry and teaching, thus activating the full strengths of diverse populations. This workshop will introduce participants to this emerging paradigm and how to apply Context Diversity in your disciplines.
At the end of this workshop, participants will:
• Be introduced to Multicontext Theory and Context Diversity;
• Be able to see how Context Diversity may influence their teaching, research, and academic careers;
• Be provided with examples of how to activate Context Diversity concepts in their departments and classrooms.
Facilitator(s):
Dr. Gary Weissmann, Department of Earth & Planetary Sciences, University of New Mexico
Dr. Roberto Ibarra, Department of Sociology, University of New Mexico
