Affirmative action is a necessary but not sufficient condition for diversifying graduate school. Increasing diversity requires us to capitalize on unintended consequences. Adopting the philosophy of intellectual entrepreneurship, although valuable to all students and disciplines, may have a special and perhaps more substantial impact on underrepresented minorities. The potential of intellectual entrepreneurship for increasing diversity inheres in its capacity to empower students to discover otherwise unobserved connections between academe and personal and professional commitments.
Cherwitz, R. (2004). Capitalizing on unintended consequences: Lessons on diversity from Texas. Peer Review, 633-35.
2.
Cherwitz, R., & Alvarado-Boyd, S. (2004). Intellectual entrepreneurship: A new approach to increasing diversity in graduate school. College & University Journal, 79(3), 37-39.
3.
Cherwitz, R., & Daniel, S. (2003). Rhetoric as professional development and vice versa. JAC: A Quarterly Journal for the Interdisciplinary Study of Rhetoric, Culture, Literacy, and Politics, 22, 795-814.
4.
Cherwitz, R., & Sanford, S. (1999, May 24). The impact of Hopwood on graduate education—curse and blessing?Austin American-Statesman, p. A10.
5.
Cherwitz, R., & Sullivan, C. (2002, November/December). Intellectual entrepreneurship: A vision for graduate education. Change, pp. 22-27.
6.
Cherwitz, R., Sullivan, C., & Stewart, T. (2002, Spring/Summer). Intellectual entrepreneurship and outreach: Uniting expertise and passion. Journal of Higher Education Outreach and Engagement, 7, 123-133.
7.
Interview with Dr. Henry Louis Gates Jr. (1999). Black Issues in Higher Education, 15(25), 18-23.
