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This article discusses a creative, collaborative model the authors have developed between the Ethnic Studies and Women's Studies programs on their campus that provides a paradigm that other universities around the country might learn from. After situating the program within a historical and national context, this article examines the specific challenges faced within the university setting and offers a range of institutional strategies that have proven successful. The authors examine their collaboration, which consciously mirrors and attempts to implement the growing movement in teaching and research toward an intersectional approach to teaching about privilege and oppression. Within the university context, this framework has been institutionalized within the curriculum as well as the structure of the program. In the new millennium, this framework can serve as a model for other campuses.
Keywords: race; curriculum; oppression; privilege; ethnic studies; women's studies
During the past 50 years, the complexion of our nation's colleges and universities has changed. Examining the national context, there are tremendous accomplishments we can applaud, such as the growing numbers of ethnic studies and women's studies programs and departments, as well as the increasing presence of research institutes that expand the focus of academic research to include diversity issues. Many campuses have also begun to focus on recruitment and hiring policies and procedures aimed at attracting and retaining faculty and students of color. Mentoring programs are being put in place as are faculty development programs, and faculty committees on the status of women and minorities are now a part of the structure of many institutions. There has also been an increase in diversity training workshops for students, faculty, and staff that provide models of curriculum transformation as well as concrete strategies for improving campus climate. Finally, expanded networks at both the national and regional levels promote diversity initiatives and serve as resources for other institutions, thus improving methods of gathering data to assess diversity efforts on campus and identify needs (Lesage, Ferber, Storrs, & Wong, 2002).
In the new millennium, as our population becomes increasingly diverse, we must continue to seek strategies that can broaden our understanding of ourselves, each other, and our communities, both on and off campus. As our nation becomes more multicultural, we face a range of new social problems as...