What Institutional Websites Reveal
About Diversity-Related Partnerships Between Academic
and Student Affairs
Lucy A. LePeau
Sarah S. Hurtado
Ryan J. Davis
Published online: 19 August 2017
Springer Science+Business Media, LLC 2017
Abstract Little is understood about how campus educators within Academic Affairs and
Student Affairs use institutional websites to articulate what their institutional commitments to
diversity, inclusion, and social justice are and how they are enacted. Through an exploratory
content analysis using LePeau’s(2015) framework on pathways to partnership (i.e., comple-
mentary, coordinated, and pervasive) to address diversity, inclusion, and social justice aims, we
examined 23 institutional websites to determine what types of Academic Affairs and Student
Affairs partnerships institutions employed. Findings revealed predominantly complementary
Innov High Educ (2018) 43:125–142
Lucy A. LePeau, Ph.D. is Assistant Professor of Higher Education and Student Affairs at Indiana University
Bloomington. She earned a B.A. in psychology from Marquette University, M.S. in higher education and student
affairs from Indiana University, and Ph.D. in the department of Counseling, Higher Education, and Special
Education with a specialization in Student Affairs from the University of Maryland College Park. Her research
interests pertain to academic affairs and student affairs partnerships promoting diversity, equity, and social justice
initiatives at institutions of higher education; organizational change; and improved teaching and student affairs
practice. Please address queries related to this article to her at firstname.lastname@example.org.
Sarah S. Hurtado is currently a doctoral candidate at Indiana University Bloomington. She earned her B.A.
from the University of Redlands and M.S. from Indiana University. She currently serves as a Project Associate at
the Center for Postsecondary Research. Her research interests include leveraging faculty members to address
issues of inequity within colleges and universities.
Ryan J. Davis is a Ph.D. candidate in the Higher Education and Student Affairs program at Indiana University-
Bloomington. He received a M.S.Ed. degree in Higher Education from Old Dominion University and a B.S.
degree in Business from Eastern Connecticut State University. His research draws upon critical theoretical
frameworks to explore 1) how college pedagogical approaches affect student learning and success, 2) how
institutional leadership and assessment practices influence equity and inclusion, and 3) how unjust power
structures in higher education impact racial equity.
* Lucy A. LePeau
Higher Education and Student Affairs, Indiana University, 201 N. Rose Ave., Bloomington, IN