Center for Engaged Learning | Diversity and Inclusion

Critical Mentoring is Custom Fitted to the Student

by Buffie Longmire-Avital There is no shortage of research on the importance of mentorship within high impact practices for students from underrepresented minority backgrounds. We know that mentorship builds resilience (Inman, 2020; Ramos 2019) and facilitates retention (Davis, 2017; Wilson …

CEL Scholar Longmire-Avital Presents at HIPs in the States

Dr. Buffie Longmire-Avital presented her CEL Scholar work on historically underrepresented minority students and high-impact practices at HIPs in the States on February 19. Read her blog posts on the topic here.

Establishing Equity in Study Abroad Experiences: Three Recommendations

by Buffie Longmire-Avital Study abroad is still a high impact practice (HIP) with massive racial and ethnic disparities in participation rates and destinations. According, to NAFSA data, nearly 71% of students who study abroad identify themselves as white and 54% …

The Intersectional Context of Black Women Studying Abroad

by Buffie Longmire-Avital In considering the intersectional context of Black women studying abroad, Willis (2015) channels Maya Angelou who writes that the Black woman exists in a “tripartite crossfire of masculine privilege, white illogical hate, and Black lack of power.” …

“Where are you from?”: Studying Abroad while at the Intersections between an American and Racial Minority Status

by Buffie Longmire-Avital In my previous blog, I discussed the common barriers students (including my collegiate self) encounter when considering a study abroad experience. Although, there is a growing discourse around the effective steps to address these barriers, discussion about …

Study Abroad: A Critical Diversity, Inclusion, and Equity Issue

by Buffie Longmire-Avital As of the 2016-2017 academic year, approximately 1.6 percent of students enrolled in a post-secondary institution in the U.S. have completed a study abroad program (NAFSA 2019). Despite the steady gains in study abroad engagement, disparities in …

Tackling Inequitable Opportunity Structures in HIPs

by Buffie Longmire-Avital As of 2017, 41- 43% of full-time undergraduates who are between the ages of 16 – 24 – and who are not considered heads of households or supporting dependents – are working. When comparing the rates of …

A High Impact Federal Work-Study Appointment

by Buffie Longmire-Avital I was a working learner. Working learners refer to students who need to work. In a 2015 report from Georgetown’s Center on Education and the Workforce, Carneval, Smith, Melton and Price found that approximately 40% of all …

What’s Their Capital? Applying a Community Cultural Wealth Model to UR

by Buffie Longmire-Avital Steeped in critical race theory (CRT), Yosso’s (2005) work presents a helpful framework for recognizing the capital that HURMS bring to a mentored relationship, more specifically the undergraduate research (UR). In applying CRT, Yosso expands the default assumptions …

Recognizing Student Capital in Mentored Undergraduate Research

by Buffie Longmire-Avital There are numerous articles, studies, and discussion pieces outlining the benefits of the undergraduate research (UR) experience for students. For example, Madan and Teitge (2013) suggest that UR amplifies the knowledge gained by the student in the classroom. …

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