Architecture, College of


Date of this Version

Spring 5-4-2020

Document Type



Journal of Architectural Education:

Davis, Regina. “Writing Multiculturalism into Architecture Curricula” Journal of Architectural Education. 47, no.1 (September 1993), 30-37. https://www/jstor .org/stable/1425225

Dutton, Thomas. “Design and Studio Pedagogy” Journal of Architectural Education. 41, no. 1 (Autumn 1987): 16-25.

Frederickson, Mark Paul. “Gender and Racial Bias in Design Juries” Journal of Architectural Education. 47, no.1 (September 1993), 38-48. https://www/jstor .org/stable/1425226

Groat, Linda N. “Architecture’s Resistance to Diversity: A Matter of Theory as Much as Practice” Journal of Architectural Education. 47, no.1 (September 1993), 3-10. https://www/jstor .org/stable/1425223

Ng, Rashida. “What Will It Take: Reflections on Diversity, Equity, and Inclusion in Architectural Eduation.” Journal of Architectural Education 73, no. 2 (October 2019): 142–44.

Journal of Interior Design:

Asojo, Abimbola O. “A Model for Integrating Culture Based Issues in Creative Thinking and Problem Solving in Design Studios.” Journal of Interior Design. 27, no. 2 (2008), 46-58. Travis, Jack. “An Interior of Inclusion or The Illusion of Inclusion.” Journal of Interior Design. 43, no. 3 (2018), 3-7.

Design Issues:

Havenhand, Lucinda. “A View from the Margin: Interior Design”. Design Issues. 20, no. 4 (2004), 32 - 42. https://www/jstor .org/stable/1512000

Article + Website:

Lee, Stella. “Why Doesn’t Architecture Care About Sexual Harassment?” New York Times, October 12, 2018.

Rossant, Tomas, Kevin McClurkan, Gregory Smith, Brian Masuda, Felicia Berger, Yu Inamoto, Charles Griffith, et al. “Kansas State University, College of Architecture, Planning and Design.” Ennead, 2017.

American Institute of Architecture Students. “Advocacy: American Institute of Architecture Students.” AIAS, 2020.


Blank Space. Dear Architecture. New York: Blank Space Publishing, 2015.

Gannon, Todd, Margaret Fletcher, and Teresa Ball. Mack Scogin Merrill Elam Knowlton Hall. New York, NY: Princeton Architectural Press, 2005.

Interboro, Armborst Tobias, Daniel D’Oca, Georgeen Theodore. The Arsenal of Exclusion & Inclusion. Actar Publisher, 2017.

Ockman, Joan, and Rebecca Williamson. Architecture School: Three Centuries of Educating Architects in North America. Cambridge, MA: MIT Press, 2012.


American Institute of Architects. Firm Survey 2018 (Rep.). 2018. Retrieved International Interior Design Association. Design & Diversity (IIDA Industry Roundtable, Rep. No.19). 2016. Chicago, IL: IIDA.

Caruso, Andrew C., Kate Bojsza, Larry Fabbroni, Jacob Day, Michaela Pride, Kim Tanzer, Kate Schwennsen, et al. “Toward an Evolution of Studio Culture.” Rep. Toward an Evolution of Studio Culture, 2008.

Koch, Aaron, Kathrine Schwennsen, Thomas A. Dutton, and Deanna Smith. “The Redesign of Studio Culture.” Rep. The Redesign of Studio Culture. The American Institute of Architecture Students, December 2002.

Martinelli, Rachel. “Studio Culture: Reviewed (Survey Report).” Studio Culture: Reviewed (Survey Report). American Institute of Architecture Students, July 2015.

Mitchell, Danielle, Ashley Kopetzky, Marissa Gray, Joel Jassu, Michael Kemner, Miguel Mendez, Rashidat Momoh, Victoria Pham, and Victoria Vuono. “Studio Culture: Stories and Interpretations.” Rep. Studio Culture: Stories and Interpretations. American Institute of Architecture Students, 2016.

National Architectural Accrediting Board. “2018 NAAB Annual Report on Architecture Education.” Rep. 2018 NAAB Annual Report on Architecture Education. National Architectural Accrediting Board, April 2018.


Published on ISSUU:

A Design Thesis Presented to the Faculty of The College of Architecture at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Architecture, Major: Architecture, Under the Supervision of Professor: Sharon Kuska. Lincoln, Nebraska: May, 2020

Copyright 2020 Jati Zunaibi


The purpose of this thesis book is not to play into the historically white-male-centric hierarchical system that the collegiate institution has established for architecture. The objective of this text is to provide a critical reflection of our academies through the lens of a minority emerging architect (raised by two former practicing architects that transitioned into academia, spent eight years in school with countless leadership experiences, and nationally recognized as a scholar). Most of the white text contents herein are appropriate for scholastic study, but, I would encourage readers to follow along with the grey and bracketed text as well. Although less educationally ‘normative’, these insights provide a glimpse into what ‘real’ sentiments of marginalized groups could look like in an ever-evolving future as our discipline calibrates for inclusive, equitable, and diverse discussions. We (students like me) are tired of having our (enraged) voices pacified by complacent (white-washed) professors, administrators, and leaders. Being a bystander is not ok. If (for whatever reason) these perspectives are still too offensive for rational comprehension, then I would suggest the reader to do the following; turn your display into ‘dark-mode’ and reduce the brightness until nothing but the white texts appear. By definition, that is called visual distortion - something architectural institutions have metaphorically been comfortable doing with their social image for the past century within academia.

Schools should be concern with the process (journey) of learning rather than the ‘pretty picture’ or what reads as ‘scholastic’ to your normative white eyes.

Under the Supervision of Professor: Sharon Kuska

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