Providing Access, Serving Programs, and Inclusiveness; a Tripartite Model for Graduate Schools

Authors

DOI:

https://doi.org/10.18251/ijme.v21i2.1644

Keywords:

equity, resource allocation, graduate school leadership

Abstract

The objective of this paper is to address critical questions and issues related to academic support and inclusivity for graduate students in the context of graduate education. Graduate school leadership, underrepresented student participation, and affirmative action are examined to ascertain connectivity to support the benefits of diversity. A comprehensive, tripartite model is provided to guide institutions specifically by assisting graduate school administrators who are charged to improve inclusiveness regarding academic programs and departments. This model can help provide services and award funding with a level of precision that avoids inarticulate support by delineating the different needs that programs have. 

Author Biography

Sweeney Windchief, Montana State University

Sweeney Windchief serves as an Assistant Professor of Adult and Higher Education at Montana State University. His research interests include higher education specifically under the umbrella of Indigenous intellectualism. Sweeney is currently a Co-PI on an NSF sponsored AGEP-T Grant entitled: Pacific Northwest Circles Of Success in Mentoring Of Students (PNW-COSMOS). His teaching privileges include critical race theory, Indigenous methodologies in research, law and policy in higher education and institutional research. His outreach and community engagement activities include; MSU’s American Indian Student Center Executive Committee, the College Horizons advisory council, and is on the AERA Indigenous Peoples of the Americas (IPA) SIG Awards committee. He and his wife Sara have two sons who help keep things in perspective.

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Published

2019-07-08

How to Cite

Windchief, S. (2019). Providing Access, Serving Programs, and Inclusiveness; a Tripartite Model for Graduate Schools. International Journal of Multicultural Education, 21(2), 64–80. https://doi.org/10.18251/ijme.v21i2.1644

Issue

Vol. 21 No. 2 (2019): Open Theme Issue

Section

Praxis Articles (Peer-reviewed)