This article is part of NASFAA's occasional book review series, where members share their reflections on books, published within the past five years, on higher education themes of interest to financial aid professionals. The opinions offered and statements made do not imply endorsement by NASFAA or the authors' employers and do not guarantee the accuracy of information presented. Would you like to suggest a book for a future review? Email us at [email protected] with your recommendation.

America has a deep, complex history of racial tension, rigid gender norms, and discrimination against factors such as sexual orientation and disability.

Reckoning with these issues is no small task. Our nation is home to a diverse array of cultures, immigrants, languages, political ideologies, and socioeconomic backgrounds, all of which can contribute to misunderstandings and polarization. However, colleges and universities are uniquely positioned to lead the way to change and equity. They are not only academic institutions but also places where the minds of future generations are shaped.

Reviewed by Corinne Supernor deputy director of financial aid at Georgia Military College

Richard J. Reddick's Restorative Resistance in Higher Education explores how we, as educators and administrators, can navigate these challenges and foster healthier, more inclusive environments for our students. Reddick has more than 30 years of experience teaching and conducting research on diversity, equity, and inclusion issues. While his perspective is that of a faculty member, the principles he lays out in the book can be easily applied by the financial aid community. This challenging work can be accomplished in a variety of ways, not least of which are mentorship programs, activities geared toward inclusivity, and training for the administration and faculty on challenges facing minority students.

While it would seem easy to let the upper administration focus on this alone, as financial aid administrators, we have the privilege — and the responsibility — of supporting students at some of their most vulnerable moments, particularly as they face the overwhelming reality of rising tuition costs. We have an important role in enacting change within the campus culture and ensuring our offices serve as safe spaces where students feel heard, respected, and supported.

Reddick defines “restorative resistance” as “finding reward and validation in diversity, equity, inclusion, and belonging work.” His work emphasizes the power of mentorship and active engagement with the school administration as critical components of achieving real progress. He challenges us to create environments where students — particularly those from marginalized communities — are not just included but also fully understood and respected. For example, his insights into cross-cultural, cross-racial, and cross-gender mentorship offer practical strategies for fostering meaningful relationships between students and mentors, grounded in mutual growth and understanding. These mentorships are most effective when both parties are open to learning and growing together, allowing students and mentors to navigate challenges while affirming their identity and potential.

Although we may think of mentorship, coaching, and serving as a role model as limited to faculty and student connections financial aid staff can also serve as role models and even mentors to the students we work with. Every financial aid administrator I have met in my 19 years of experience has a heart for students and wants to play a vital role in furthering their dreams. Reddick would suggest there is no time like the present to create the supportive environment our students deserve.

Restorative Resistance delves into critical concepts like cultural taxation and the influence of privilege, particularly in the context of career development. Cultural taxation describes the exhausting and emotionally taxing extra work done on our campuses by those from underrepresented backgrounds to support diversity efforts without proper compensation or recognition for this effort. Privilege has also come to the forefront of the cultural conversation as we begin to reckon with unconscious biases and systems that discriminate against people of marginalized communities, such as minorities and immigrants. These issues are especially timely as we face the evolving landscape of affirmative action at universities and a shifting approach to the workplace by up-and-coming generations.

Reddick approaches the book as an opening discussion, encouraging readers to continue reflecting on these ideas, and he does so with compassion and total commitment. As administrators, we must be attuned to how these dynamics play out on our campuses and in our professional lives. By actively partnering with campus leadership to create inclusive, equitable spaces — addressing race, gender, sexual orientation, age, disability, and other identities — we contribute to the larger mission of promoting diversity, equity, and inclusion.

This book also resonated with me personally. As a cis-gender white woman, I have often grappled with how to authentically participate in these efforts without seeming disingenuous. I acknowledge the privilege that comes with my identity and recognize the importance of not exploiting it. I currently work at Georgia Military College, a minority-serving institution, and our goal is to develop leaders. This type of institution offers a unique opportunity to foster inclusive leadership and empower underrepresented groups in a dynamic learning environment. In financial aid, we see firsthand the economic disparities and challenges our students face, from homelessness to complex family dynamics. It is our responsibility to make students feel supported and understood, no matter their circumstances. Sometimes it is a simple act of kindness or a smile that can open the door to the kinds of conversations with our students that allow us to actively engage with this work.

Reddick’s Restorative Resistance encouraged me to reflect deeply on my role in advancing equity and inclusion. He describes this effort as a “beautiful struggle” and a journey that demands ongoing engagement, self-reflection, and action. This book is especially relevant in today’s climate, as institutions grapple with systemic inequalities and shifting societal expectations. Now more than ever, we need strategies centered on empathy, resilience, and justice, and we all need to be involved in this work. By embracing restorative resistance, we can contribute to building more inclusive, supportive communities on our campuses and beyond. Together, we can create lasting change that uplifts everyone.

“Restorative Resistance in Higher Education: Leading in an Era of Racial Awakening and Reckoning,” by Richard J. Reddick,  Harvard Education Press, September 2023, pp. 224.

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Corinne Supernor is the deputy director of financial aid at Georgia Military College, with 19 years of experience. A California native, Corinne holds a bachelor’s degree in English and a master’s degree in leadership studies from Vanguard University, and has recently made Georgia her home. She’s passionate about making college affordable and assisting students through the financial aid process, ensuring they feel supported every step of the way.

Publication Date: 11/27/2024

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