Tracing the Arc: The Shifting Conceptualizations of Educational “Disadvantage” and “Diversity” at the University of Wisconsin-Madison

This article calls attention to the shifting conceptualizations of belonging and inclusion at universities in the U.S. through shifting framings of “educational disadvantage” and “diversity”. Historically these concepts have been used in various and shifting ways to think about the “Other” and to determine the lines of inclusion and exclusion to access to higher education spaces. This article uses…