Faculty Learning and Reflection from Student Interviews

Based on the results of its Equity Scorecard, Occidental College decided to undertake a qualitative interview project to gain more in-depth knowledge of the inequities that exist among our students. This chapter focuses on that project's effect on participating faculty members and administrators. First, the authors discuss the rationale for employing an empirical approach to structuring the interview project. Next, the authors discuss how the knowledge generated from the interviews contributed to their understanding of inequities on campus. Specifically, they address how the information learned from students affected them in their roles as faculty, administrators, and campus leaders. The authors also discuss how an awareness of double consciousness has shaped new practices inside and outside the classroom. Lastly, they discuss the effect of the interview project on students. 1