Journal of Diversity in Higher Education

The National Association of Diversity Officers in Higher Education, in collaboration with the American Psychological Association, publishes the Journal of Diversity in Higher Education. This quarterly publication offers insights into the theoretical foundations and practical research to guide the institutions in their quest for inclusive excellence. 

The Journal of Diversity in Higher Education largely publishes empirical research focused on issues related to issues of diversity, equity, and inclusion in post-secondary environments. Manuscripts address the experiences and outcomes of individuals from underrepresented and underserved communities, focusing on institutional barriers and challenges, patterns of access and achievement, and the impact of engaging with diverse students, faculty, and administrators. 

The Journal also publishes work that explores issues related to teaching and learning, policy development and implementation, and leadership and organizational change in diverse learning environments, as well as practice briefs that reflect the application of research to institutional practices intended to advance DEI. The Journal strives to publish work that transforms institutions, inspires colleagues, engages campus, governmental, and private sector leaders, and articulates culturally competent outcomes.

Editor

Dr. Chris Linder is editor of the Journal. Linder, associate professor of higher education at the University of Utah, founded and directs the university’s McCluskey Center for Violence Prevention. Her research focuses on sexual violence among college students and student activism. Linder teaches courses on diversity, equity, and inclusion; student development theory; foundations of higher education and student affairs; and qualitative research.

Featured Article

Experiences of a Gendered Organization

A report in the December issue of the Journal of Diversity in Higher Education, explores how gender influences the work of women in nontenure-track faculty roles at two public universities. The research reveals how institutional norms perpetuate and reinforce hierarchies between men and women in academia.