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Jared A. Russell, Leslie D. Gonzales, and Harald Barkhoff

; ProInspire, 2020 ). We argue that critical to our academic programs’ successful sustainment and transition is the intentional centering of inclusive excellence, which encompasses justice, equity, diversity, and inclusion (JEDI) principles, in our leadership, strategic visioning, and decision-making processes

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Matthew T. Mahar, Harsimran Baweja, Matthew Atencio, Harald Barkhoff, Helen Yolisa Duley, Gail Makuakāne-Lundin, ZáNean D. McClain, Misty Pacheco, E. Missy Wright, and Jared A. Russell

from those whose experiences, beliefs, and perspectives are different from our own. These lessons are best taught in richly diverse intellectual and social academic environments. Diversity enriches the educational experience; it is crucial that our students understand how social diversity impacts

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Jennifer J. Waldron

that should be, but often are not, recognized in the mentoring relationship. For example, interviews with undergraduate research mentors and mentees in STEM fields revealed that 87.5% of mentees believed cultural diversity should be directly addressed in the relationship, but only 52.3% of mentors

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Alan L. Smith and Jeffrey T. Fairbrother

” ( American Kinesiology Association, 2020 ). Our workshop programming became decidedly more focused on diversity, equity, inclusion, and social justice as an expression of this commitment. In our roles as president and president elect of the association, we committed to addressing these topics in meaningful

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Nancy I. Williams and Alan L. Smith

“Fireside Chat” with senior leaders in the field. In line with the diversity of AKA member units, the presentations and resulting articles demonstrate the originality, adaptability, and creativity of a range of approaches to promote physical activity through kinesiology teaching and outreach. They highlight

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Ting Liu, Michelle Hamilton, YuChun Chen, Katie Harris, and Rushali Pandya

greater retention rates (88.70%) and career placement (88.50%) when compared with undergraduate students majoring in AT (retention: 80.98% and career placement: 71.32%; Bowman et al., 2015 ). Importantly, lack of diversity by race and ethnicity is evident in the number of the master’s degrees awarded

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Lara M. Duke, Jennifer P. Gorman, and Jennifer M. Browne

, and increasing the diversity of students who can access education are some of the benefits of this new world of education ( Veletsianos & Johnson, 2020 ). This new world of education has also required reexamination of students’ preparation for employment. Employers are calling for job-ready graduates

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Suri Duitch

following: • Clarity about the institution’s goals, supported by a sense of shared mission and accountability across the institution accompanied by concrete opportunities for faculty and staff to participate in shaping these goals. • An explicit focus on talking about and improving racial equity, diversity

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Pamela Beach, Melanie Perreault, and Leapetswe Malete

as diversity, equity, and inclusion. The most common delivery modes discussed in the literature include students going abroad to earn a degree, short-term education abroad programs, off-shore campuses, franchise programs, joint or dual degree programs, and online degree programs ( Altbach & Knight

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George B. Cunningham, Erin Buzuvis, and Chris Mosier

terminology. Illustrative of the diversity of language used, Beemyn and Rankin ( 2011 ) collected data from over 1,200 transgender individuals. They asked the participants to list the term they preferred when describing their gender identity and expression, and 479 unique descriptors emerged. Examples include