Across the nation, Honors Programs and Colleges typically demonstrate a marked commitment to fostering and supporting diversity, equity, and inclusion both in and beyond the classroom. Yet honors education consistently is critiqued for its lack of diversity. For instance, admission standards to Honors Programs and Colleges often significantly limit minoritized student involvement. Even when minoritized students are admitted to Honors Programs and Colleges, often such students do not complete an honors education due to lack of academic preparation, negative internal or/and external perceptions of “a typical honors student,” lack of support networks, or some other reason that speaks profoundly to the lack of diversity, equity, and inclusion in twenty-first-century honors education. Furthermore, an exclusive curriculum like the Great Books tradition might discourage minoritized student and faculty involvement, and often this lack of involvement is further exacerbated by inaccessible curriculum design or/and alienating pedagogical practices.
This two-day conference will focus on specific practices in honors education that are designed to foster diversity, equity, and inclusion.
Inquiries: Kacee Ferrell Snyder, Ph.D., Assistant Dean, Honors College, Bowling Green State University: email@example.com.