Document Type
Article
Publication Date
1-1-2024
Abstract
Creative levers for change often emerge in times of institutional uncertainty. As higher education continues to confront institutional racism, honors programs can exercise their power to increase diversity and educational outcomes for excluded and marginalized students, as well as influence related university-level policy. This case study chronicles dramatic changes to admissions policies and programmatic offerings in honors between 2020-2023. Changes in admissions practices markedly diversified the student body, moving it from a 60% white population to 60% minority population in just three years. Conversations around race and racism were initiated, inculcating a culture of inclusion rather than elitist exceptionalism. As activism and accountability coalesced, authors observe changes in student culture and a period of pushback from university administration. A student-faculty coalition formed to ultimately ensure change. This study shows that changing diversity and inclusion policies in honors is possible and worthwhile, while also challenging, complex, and perpetually incomplete. The authors’ narrative provides guidance for others contemplating similar changes, positing that honors education is worth defending if it remains a place where the soul of the educational mission is preserved, defended, and made available to all who genuinely desire to participate in it.
Original Publication Citation
Zink, T., & Dilts, A. (2024). Equity and Inclusion in Honors: A Case Study of Admissions Changes. Journal of the National Collegiate Honors Council Online Archive. https://digitalcommons.unl.edu/nchcjournal/797
Digital Commons @ LMU & LLS Citation
Dilts, Andrew and Zink, Trevor, "Equity and Inclusion in Honors: A Case Study of Admissions Changes" (2024). Management Faculty Works. 48.
https://digitalcommons.lmu.edu/management_fac/48
