ABSTRACT
Over the past two decades, scholarship about equity and inclusion in student affairs has grown exponentially. A review of scholarly literature in higher education and student affairs indicates a strong commitment to creating campus environments that are welcoming and inclusive for all students. Scholars have explored the ways students from underrepresented groups experience campus environments (e.g., Harper, 2008; Museus & Jayakumar, 2012), persist to graduation (e.g., Braxton et al., 2014; Palmer, Wood, Dancy, & Strayhorn, 2014; Strayhorn, 2012), and grow and develop over their time in college (e.g., Evans, Forney, Guido, Patton, & Renn, 2010; Jones & Abes, 2013). Additionally, scholarship about engaging students from dominant groups in equity and inclusion work has also grown. For example, scholars have examined ally development among college students (e.g., Broido, 2000; Edwards, 2006); engaging men as allies in addressing sexism and sexual assault (e.g., Barone, Wolgemuth, & Linder, 2007; Fabiano, Perkins, Berkowitz, Linkenbach, & Stark, 2003); heterosexual students as allies to lesbian, gay, bisexual, and trans* (LGBT) students (e.g., Evans & Broido, 2005; Goldstein & Davis, 2010); and White students in addressing racism on campuses (e.g., Alimo, 2012; Linder, 2015; Reason, Roosa Millar, & Scales, 2005).
