Biography

Marco Barker has served as the inaugural vice chancellor for diversity and inclusion since April 1, 2019, and holds an appointment as associate professor of practice in education administration.

Barker previously served in diversity leadership roles at Westminster College, the University of North Carolina at Chapel Hill and Louisiana State University. In his most recent position at Westminster College, Barker was the inaugural associate vice president for diversity, equity and inclusion and the college's chief diversity officer. During his time at the Utah college, he created an infrastructure for one of the state's most diverse institutions of higher education.

Barker leads the Office of Diversity and Inclusion, which shapes the policies, protocols and practices needed to advance diversity, equity and inclusion across the university. He works toward fostering an inclusive, equitable and welcoming campus by collaborating with campus partners, allies and the local community.

Barker’s research and publications on higher education address doctoral and graduate education, cross-race mentoring and advising relationships, diversity, and leadership in higher education and often utilizes critical race theory and double consciousness as frameworks.

Barker is a certified qualified administrator for the Intercultural Development Inventory. He earned his bachelor's degree in industrial engineering from the University of Arkansas, Master of Business Administration from Webster University and doctoral degree in educational leadership and research from Louisiana State University.

Publications (past 5 years)

• Barker, M. J. (2016). The doctorate in Black & White: The experiences of Black doctoral students in cross-race advising relationships. Western Journal of Black Studies 40(2), 126-140.
• Felder, P., & Barker, M. J. (2014). African Americans and the doctoral experience: A case comparison through Bell's Interest Convergence. Journal of Progressive Policy & Practice 2(7), 79-100.

• Felder, P., Barker, M. J., & Gasman, M. (2020). SANKOFA: exploring the racial and cultural implications for doctoral education from the African American perspective. New York: SUNY Press.

• Gardner, S. K., & Barker, M. J. (in print). Engaging graduate and professional students. In S. R. Harper & S. J. Quaye (Eds.), Student Engagement in Higher Education: Theoretical Perspectives and Practical Approaches for Diverse Populations (3rd). New York: Taylor & Francis.
• Barker, M., & Washington, C. (2020). Double consciousness: exploring black and Doctoral student identity within cross-race advising Relationships. In P. Felder, M. Barker, and M. Gasman (Eds.), SANKOFA: Exploring the Racial and Cultural Implications for Doctoral Education from the African American Perspective. New York: SUNY Press.
• Felder, P. P., Barker, M. J., & Gasman, M. (2020). Editors' introduction. In P. Felder, M. Barker, and M. Gasman (Eds.), SANKOFA: Exploring the Racial and Cultural Implications for Doctoral Education from the African American Perspective. New York: SUNY Press.
• Felder, P. P., & Barker, M. J. (2020). SANKOFA: Exploring the racial and cultural implications of the doctoral experience from an African American perspective. In P. Felder, M. Barker, and M. Gasman (Eds.), SANKOFA: Exploring the Racial and Cultural Implications for Doctoral Education from the African American Perspective. New York: SUNY Press.
• Barker, M. (2014). CRiTiquing doctoral education: Moving toward a cross - race doctoral advising model. In P. Felder and E. P. St. John (Eds.), Supporting Graduate Students in the 21st Century: Implications for Policy and Practice. New York: AMS Press.
• Gardner, S. K., & Barker, M. J. (2014). Engaging graduate and professional students. In S. R. Harper & S. J. Quaye (Eds.), Student Engagement in Higher Education: Theoretical Perspectives and Practical Approaches for Diverse Populations (2nd). New York: Taylor & Francis.