This research examines marginalized people in the USA and New
Zealand, and their access to higher education and how they fare
once enrolled. It looks at societal beliefs and values that
contribute to marginalization, and how applying a diversity
framework and organizational learning evaluation process provides a
holistic approach to achieving equity. This approach goes beyond
compositional racial/ethnic diversity to create conditions for
diverse perspectives, pedagogy, theory, and educational policy and
practice, thereby transforming the institution itself.
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