Asian American Students in Higher Education offers the first comprehensive analysis and synthesis of existing theory and research related to Asian American students' experiences in postsecondary education. Providing practical and insightful recommendations, this sourcebook covers a range of topics including critical historical and demographic contexts, the complexity of Asian American student identities, and factors that facilitate and hinder Asian American students' success in college.
The purpose of this book is to move beyond the asterisk in an effort to better understand Native students, challenge the status quo, and provide an informed base for leaders on campuses. The authors of this book share their understanding of Native epistemologies, culture, and social structures, offering a array of options, resources, and culturally-relevant and inclusive models to better serve this population.
Class markers aren't always visible from a distance, but socioeconomic differences permeate campus life--and the inner experiences of students--in real and sometimes unexpected ways. In Class and Campus Life, Elizabeth M. Lee shows how class differences are enacted and negotiated by students, faculty, and administrators at an elite liberal arts college for women located in the Northeast.
College of the Overwhelmed is a landmark book that explores the stressors that cause so many college students to suffer psychological problems. The book is filled with insights and stories about the current mental health crisis on our nation's campuses and offers a hands-on guide for helping students overcome stress and succeed in a college environment.
Provides insights into how campus cultures can and do shape the experiences and outcomes of their increasingly diverse college student populations. By cultivating values, beliefs, and assumptions that focus on including, validating, and creating equitable outcomes among diverse undergraduate students, an institution can increase their success.
Diversity, multiculturalism, and inclusion are values espoused by most colleges and universities; yet many educators, including those in student affairs, expect students to "magically" interact with peers from different cultural backgrounds on their own. With recent calls for accountability in higher education, it is more important than ever for educators to reconsider ways in which they prepare students for participation in a diverse democracy.
Disability in Higher Education
Most books on disability in institutional settings approach the subject from a highly theoretical perspective, or they focus narrowly on legal issues. Drawing upon multiple theoretical frameworks, scholarly research and direct experience, the authors develop a unique, social-justice-based framework that takes into consideration the lived experiences of students, faculty, and staff with disabilities. They offer proven strategies for addressing ableism within a variety of settings, including classrooms, residence halls, admissions and orientation, student organizations, career development, and counseling
This book is a “tool kit” for advancing greater gender equality and equity in higher education. It documents the challenging, sometimes hostile experiences of women academics through analysis of qualitative and quantitative data, including narratives from women academics of different races and ethnicities across disciplines, ranks, and university types.
A leading African American historian of race in America exposes the uncomfortable truths about race, slavery, and the American academy, revealing that leading universities, dependent on human bondage, became breeding grounds for the racist ideas that sustained it.
The knowledge and insights gained from the experiences of faculty of color helpful strategies for recruitment and retention. Topic including teaching, administration, institutional climate, mentoring, recruitment, relationships with colleagues and students, and research. Includes recommendations that predominantly white colleges and universities can continue to ensure change in substantive ways.
Since its original publication in 1970, this landmark book by William Perry has remained the cornerstone of much of the student development research that followed. Using research conducted with Harvard undergraduates over a fifteen-year period, Perry derived an enduring framework for characterizing student development - a scheme so accurate that it still informs and advances investigations into student development across genders and culture
One of the most sustained and vigorous public debates today is about the value and, crucially, the price of college. But an unspoken, outdated assumption underlies all sides of this debate: if a young person works hard enough, they'll be able to get a college degree and be on the path to a good life. That's simply not true anymore, says Sara Goldrick-Rab. Quite simply, college is far too expensive for many people today, and the confusing mix of federal, state, institutional, and private financial aid leaves countless students without the resources they need to pay for it. Drawing on a study of 3,000 young adults who entered public colleges and universities in Wisconsin in 2008 with the support of federal aid and Pell Grants, Goldrick-Rab reveals the devastating effect of these shortfalls.
[B]rings together a collection of personal stories and critical reflections on the repercussions of doing social justice work in the field and in the university ... [A]ctivists, scholars, activist scholars, and public intellectuals share experiences of microaggressions, racial battle fatigue, and retaliation because of their identities, the people for whom they advocate, and what they study
Eduardo Bonilla-Silva's aRacism without Racists documents how beneath our contemporary conversation about race lies a full-blown arsenal of arguments, phrases, and stories that whites use to account for--and ultimately justify--racial inequalities. This book explodes the belief that America is now a color-blind society.
Tearing Down the Gates is a powerful indictment of American education that shows how schools, colleges, and universities exacerbate inequality by providing ample opportunities for advantaged students while shutting the gates on the poor—and even the middle class.
Unlikely Allies in the Academy brings the voices of women of Color and White women together for much-overdue conversations about race. These well-known contributors use narrative to expose their stories, which are at times messy and always candid. However, the contributors work through the discomfort, confusion, and frustration in order to have honest conversations about race and racism.
In We Demand, Roderick A. Ferguson shows how the university, particularly the public university, is moving away from "the people" in all their diversity. As more resources are put toward STEM education, humanities and interdisciplinary programs are being cut and shuttered. This has had a devastating effect on the pursuit of knowledge, and on interdisciplinary programs born from the hard work and effort of an earlier generation. This is not only a reactionary move against the social advances since the '60s and '70s, but part of the larger threat of anti-intellectualism in the United States.
White Like Me is one-part memoir, one-part polemical essay collection. It is a personal examination of the way in which racial privilege shapes the daily lives of white Americans in every realm: employment, education, housing, criminal justice, and elsewhere.
With a discussion guide and a new Epilogue by the author, this is the fifth anniversary edition of the bestselling work on the development of racial identity. Shares real-life examples and current research that support the author's recommendations for "straight talk" about racial identity, identifying practices that contribute to self-segregation in childhood groups.