Justice, Equity, Diversity, and Inclusion—Utilizing Student Voices During Strategic Decision-Making Processes

in Kinesiology Review

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Jared Russell School of Kinesiology, Auburn University, Auburn, AL, USA

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Matt Beth School of Kinesiology, Auburn University, Auburn, AL, USA

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Danielle Wadsworth School of Kinesiology, Auburn University, Auburn, AL, USA

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Stephanie George School of Health and Exercise Sciences, University of British Columbia—Okanagan, Kelowna, BC, Canada

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Wendy Wheeler Kinesiology Department, Okanagan College, Penticton, BC, Canada

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Harald Barkhoff College of Health Sciences and Human Services, California State University Monterey Bay, Marina, CA, USA

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DOI:
https://doi.org/10.1123/kr.2022-0018
Keywords:
higher education; educational leadership; disability; indigenization
First Published Online:
26 Sep 2022
In Print:
Volume 11: Issue 4
Page Range:
297–302
Restricted access

Kinesiology administrators make a myriad of strategic decisions throughout their time in leadership. Effective leadership, particularly inclusive excellence leadership, is highlighted by the ability of an individual to utilize a diversity of constituent viewpoints, perspectives, and “voices” to guide their respective decision-making processes. This manuscript includes two students’ stories, as well as main points of discussion by American Kinesiology Association Diversity, Equity, and Inclusion workshop leaders. These perspectives provide not only foundational background information, including student identities, but also strategic actions that are necessary to develop all-inclusive and individualized programming that can successfully overcome systemic barriers. The main identified themes are (a) ease of access to accommodations, (b) a culture of inclusivity, (c) advocating, (d) establishing trusting relationships, (e) welcoming of Indigenous perspectives, and (f) flexible practices and community support.

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