@misc{jaeger_ampaw_2010, title={Standing on the outside looking in}, volume={33}, DOI={10.1353/rhe.0.0167}, abstractNote={of the frameworks previously discussed with the reciprocal empowerment framework at the center as the major thrust. The second chapter discusses the need for aligning the purposes of higher education institutions with the goals of globalization and diversity through an examination of mission statements about the educational benefits and value of diversity, and talent management. In discussing the importance of mission statements, the authors note that most institutional mission statements do not include statements of diversity and globalization. Instead, many institutions of higher education have vision statements, separate from their mission statements, that identify the institution’s diversityrelated initiatives and goals. Chapter 2 also discusses the growing importance of documenting diversity’s educational value, a need resulting from several court cases over the last few decades aimed at overturning affirmative action in admissions decisions. The authors make an interesting point that, although affirmative action was upheld in the Michigan case, the collective impact of these cases has in fact narrowed the scope of affirmative action to emphasize the need for diversity at the cost of addressing discriminatory practices and systematic advantages based on privilege. The chapter concludes with six principles to aid in the process of talent management, defined as initiatives to recruit and retain a diverse workforce in difficult economic times. Incorporating the principles requires that institutions of higher education make a paradigm shift to experience success in managing talent. Chapter 3 provides institutional leaders with five self-assessment tools to measure the pervasiveness of a diversity gap on campus. The authors argue that such an examination of institutional culture and climate is a necessary first step in transforming the institution into one that is welcoming and supportive of women and minorities. Chapter 4 builds on the previous chapter by providing ideas about how to use the information obtained from the self-assessment to set goals and begin the process of organizational transformation. The authors offer tactical strategies for orchestrating the process of cultural change that involves more than moving an organization from point A to point B. Further, the strategies presented have been supported in the literature to facilitate reciprocal empowerment, such as encouraging intergroup contact, breaking down stereotypes, creating safeguards for women and minorities (particularly those that buffer the organizational impact of differences in supervisory and peer relationships), and providing opportunities for mentorship. Chapter 5 provides the reader with a “toolkit” for cultural transformation by first stressing the importance of reculturing the environment through a process the authors call “slow knowing.” Finally, Chun and Evans round out the chapter by highlighting both external and internal vehicles for cultural change in higher education institutions. In conclusion, anyone interested in diversity initiatives on college campuses for women and minorities would benefit from reading this book. However, the individuals who would benefit the most are institutional leaders on college campuses. Commitment to true diversity and closing the diversity divide must come from senior leaders at the institution in order for diversity initiatives and cultural transformation as discussed in this book to be successful.}, number={4}, journal={Review of Higher Education}, author={Jaeger, A. and Ampaw, F.}, year={2010}, pages={602–604} }