International Student Mobility presents an autoethnographic study, which follows a group of non-English speaking international students from Taiwan during a period of study in Australia. The study examines the ways in which the students' sense of identity shifts over time, and why this happens. Hsieh engages Pierre Bourdieu's notions of capital, habitus and field to develop an understanding of complexity of identity movements and asks to what extent the students see themselves as culturally and linguistically 'international', both during their time abroad and upon their return home. Perfect for researchers and advanced students interested in international higher education, International Student Mobility is also an insightful read for those investigating the experiences of Chinese-speaking international students.

There can be little doubt that pupils' own interpretations of what happens in their schools represent a crucial link in the educational chain. We need to understand how pupils respond to different forms of pedagogy and school organization, and why they respond in the ways they do, in order to increase the effectiveness of our schooling. In the ten years prior to first publication ethnographic studies of pupils in schools had increased in number and importance. They had come to represent a leading area of inquiry which is still of relevance to practising and student teachers today. However, this material was not easily accessible, being widely distributed across educational and sociological journals and books. Originally published in 1984, this book collects together significant contributions to the field in a single volume, and will still be of relevance to practising and trainee teachers, and students of sociology and education.

This volume explores the unique experiences of student affairs professionals at Minority Serving Institutions (MSIs) in the US. In doing so, it highlights broader challenges faced by MSIs and highlights ways in which these have been countered by effective student affairs practice. Recognizing that the role of student affairs practitioners at MSIs often differs from that of their contemporaries in other types of institution, this volume offers important insight into the context of student affairs at Historically Black Colleges and Universities, Predominantly Black Institutions, Hispanic-Serving Institutions, and Asian American and Native American Pacific Islander- Serving Institutions. Drawing on rich qualitative data, chapters identify examples of best practices to foster student growth, ensure culturally relevant approaches, and enhance collaboration between academic and administrative departments. The volume thereby showcases the important contribution that these institutions, and the professionals within them, make to the US Higher Education landscape and the success of minority students. This text will benefit researchers, academics, and educators with an interest in student affairs practice, higher education management, and inclusive education. Those interested in the sociology of education as well as race and ethnicity studies will also benefit from the volume.

The common phrase, "I am not a data person," suggests that some campus professionals may not fully understand their capacity and potential to contribute to data-related activities. This book is intended to: Provide context for the levels at which professionals are comfortable using data. Help readers identify the areas where they should strengthen their knowledge. Offer tangible examples of how professionals can make data contributions at their current and future knowledge level. Inspire readers to take the initiative to engage in data projects. The book includes a set of self-assessment questions and a companion set of action steps and available resources to help readers accept their identity as a data person. The project also includes an annotated list of at least 20 indicators that any higher education professional can examine without sophisticated data analyses.

From research that has taken place on youth sports, to the structure you should use when starting your team, and the importance of winning, this book gives you valuable information for you as a coach. A coach will learn the science of how a player learns and techniques to be used to increase motivation. The best coaches are the best teachers and this book gives coaches the most important tricks that great teachers use.

We are living in historic times and negotiating multiple national crises. The confluence of the COVID-19 pandemic and unrelenting state-sanctioned murders of Black people has disproportionately impacted our women and girls at the intersections of employment, citizenship, housing, healthcare, and motherhood statuses. As many individuals rally for liberation on the frontlines, how might educational institutions intervene as sources of respite and reparation? Historically, racialized sexism in U.S. schools has manifested uniquely for Black girl-identified adolescents (including cisgender, queer, and transgender youth). These learners face heightened exposure to malicious discourses and exclusionary disciplinary policies. Engendering #BlackGirlJoy identifies the teaching practices that equip young Black women to locate, analyze, heal from, and ultimately thrive through the suffering they face inside and outside of schools. The book is rooted in the author's experience as a South Los Angeles high school teacher working at her alma mater, trying to cultivate the life-affirming education that she desired as a child. Centering her students' perspectives, Monique Lane outlines a Black feminist pedagogical framework that inspired bountiful #BlackGirlJoy in one embattled public school. This text is a heartfelt offering to educators committed to taking courageous and innovative action-in solidarity with Black girl learners-toward the betterment of their lives!

We are living in historic times and negotiating multiple national crises. The confluence of the COVID-19 pandemic and unrelenting state-sanctioned murders of Black people has disproportionately impacted our women and girls at the intersections of employment, citizenship, housing, healthcare, and motherhood statuses. As many individuals rally for liberation on the frontlines, how might educational institutions intervene as sources of respite and reparation? Historically, racialized sexism in U.S. schools has manifested uniquely for Black girl-identified adolescents (including cisgender, queer, and transgender youth). These learners face heightened exposure to malicious discourses and exclusionary disciplinary policies. Engendering #BlackGirlJoy identifies the teaching practices that equip young Black women to locate, analyze, heal from, and ultimately thrive through the suffering they face inside and outside of schools. The book is rooted in the author's experience as a South Los Angeles high school teacher working at her alma mater, trying to cultivate the life-affirming education that she desired as a child. Centering her students' perspectives, Monique Lane outlines a Black feminist pedagogical framework that inspired bountiful #BlackGirlJoy in one embattled public school. This text is a heartfelt offering to educators committed to taking courageous and innovative action-in solidarity with Black girl learners-toward the betterment of their lives!

Co-published with NACADA. Changes on college and university campuses have echoed changes in U.S. popular culture, politics, and religion since the 1970s through unprecedented visibility of LGBTQA persons and issues. In the face of hostile campus cultures, LGBTQA students rely on knowledgeable academic advisors for support, nurturance, and the resources needed to support their persistence. This edited collection offers theoretical understanding of the literature of the field, practical strategies that can be implemented at different institutions, and best practices that helps students, staff, and faculty members understand more deeply the challenges and rewards of working constructively with LGBTQA students. In addition, allies in the field of academic advising (both straight/cis-identified and queer) reflect on becoming an ally, describe obstacles and challenges they have experienced and offer advice to those seeking to deepen their commitment to ally-hood.

Racism by Another Name: Black Students, Overrepresentation, and the Carceral State of Special Education is a thought-provoking and timely book that provides a landscape for understanding and challenging educational (in)opportunities for Black students who are identified for special education. This book provides a historical and contemporary analysis through the eyes of Black children and their families on how they navigate and push against inequitable schooling, ways they are reframing discourse about race, dis/ ability, and gender in schools, how educators, administrators, and school counselors contribute to disproportionality in special education, and ways that parents are collectively organizing to dismantle injustices and the carceral state, or criminalization, of special education. Each chapter provides a ground level view of what Black students with dis/abilities experience in the classroom, and examines how the intersection of race, dis/abilty, and gender subject Black students to dehumanizing experiences in school. This book includes qualitative and quantitative approaches to exploring the material realities of Black students who are isolated, whether in separate or general education classrooms. Drawing from Critical Race Theory, DisCrit, Critical Race Feminism, and other race-centered frameworks this book challenges dominant norms of schools that reinforce inequality and racial segregation in special education. At the end of each chapter the authors present practitioner-based notes and resources for readers to expand their knowledge of how Black students, their family, and guardians advocate for themselves and their own children. This book will leave educational advocates for Black children with a clearer understanding of the obstacles and successes that they encounter when striving for a just and equitable education. Furthermore, the book challenges readers to be active agents of change in their own schools and communities.

Historically, higher education was designed for a narrow pool of privileged students. Despite national, state and institutional policies developed over time to improve access, higher education has only lately begun to address how its unexamined assumptions, practices and climate create barriers for poor and working class populations and lead to significant disparities in degree completion across social classes. The data shows that higher education substantially fails to provide poor and working class students with the necessary support to achieve the social mobility and success comparable to the attainments of their middle and upper class peers. This book presents a comprehensive range of strategies that provide the fundamental supports that poor and working class students need to succeed while at the same time dismantling the inequitable barriers that make college difficult to navigate. Drawing on the concept of the student-ready college, and on emerging research and practices that colleges and universities can use to explore campus-specific social class issues and identify barriers, this book provides examples of support programs and services across the field of higher education - at both two- and four-year, public and private institutions - that cover: Access supports. Examples and recommendations for how institutions can assist students as they make decisions about applications and admission Basic needs supports. Covering housing and food security, necessary clothing, sense of belonging through co-curricular engagement, and mental health resources. Academic and learning supports. Describes courses and academic programs to promote full engagement among poor and working class students. Advising supports. Illustrates advising that acknowledges poor and working class students' identities, and recommends continued training for both staff and faculty advisors. Supports for specific populations at the intersection of social class with other identities, such as Students of Color, foster youth, LGBTQ and doctoral students. Gaining support through external partnerships with social services, business entities, and fundraising. This book is addressed to administrators, educators and student affairs personnel, urging them to make the institutional commitment to enhance the college experience for poor and working class students who not only represent a substantial proportion of college students today, but constitute a significant future demographic.

Association for the Study of Higher Education Outstanding Book Award Winner, 2020This book outlines the beginning of student organizing around issues of sexual orientation at Midwestern universities from 1969 to the early 1990s. Collegiate organizations were vitally important to establishing a public presence as well as a social consciousness in the last quarter of the twentieth century. During this time, lesbian and gay students struggled for recognition on campuses while forging a community that vacillated between fitting into campus life and deconstructing the sexist and heterosexist constructs upon which campus life rested. The first openly gay and lesbian student body presidents in the United States were elected during this time period, at Midwestern universities; at the same time, pioneering non-heterosexual students faced criticism, condemnation, and violence on campus. Drawing upon interviews, extensive reviews of campus newspapers and yearbooks, and archival research across the Midwest, Patrick Dilley demonstrates how the early gay campus groups created and provided educational and support services on campus-efforts that later became incorporated into campus services across the nation. Further, the book shows the transformation of gay identity into a minority identity on campus, including the effect of alliances with campus racial minorities.

This book is about student success and how to support and improve it. It takes as its point of departure that we--as faculty, assessment directors, student affairs professionals, and staff--reflect together in a purposeful and informed way about how our teaching, curricula, the co-curriculum, and assessment work in concert to support and improve student learning and success. It also requires that we do so in collaboration with our colleagues and our students for the rich insights that we gain from them. Conversational in style, this book offers a wide variety of illustrations of how your peers are putting assessment into practice in ways that are meaningful to them and their institutions, and that lead to improved student learning. The authors provide rich guidance for activities ranging from everyday classroom teaching and assessment to using assessment to improve programs and entire institutions. The authors envisage individual faculty at four-year institutions and community colleges as their main audience, whether those faculty are focused on their own classes or support their colleagues through leadership roles in assessment. If you plan to remain focused on your own courses and students, you will find that those sections of this book will help you better understand why and how assessment leaders do what they do, which in turn will make your participation in assessment more engaging and increase your expertise in facilitating student learning. Because the authors also aim to strengthen connections between the curriculum and co-curriculum and include examples of co-curricular assessment, student affairs professionals and staff interested in doing the same will also find ideas in this book relevant to their work. Opening with a chapter on equity in assessment practice, so critical to learning from and benefitting our diverse students, the authors guide you through the development and use of learning outcomes, the design of assignments with attention to clear prompts and rubrics, and the achievement of alignment and coherence in pedagogy, curriculum, and assessment to better support student engagement, achievement and success. The chapter on using student evidence for improvement offers support, resources, and recommendations for doing so, and demonstrates exciting uses of student wisdom. The book concludes by emphasizing the importance of reflection in assessment practices--offering powerful examples and strategies for professional development--and by describing appropriate, creative, and effective approaches for communicating assessment information with attention to purpose and audience.

The experiences of first-generation college students are not monolithic. The nexus of identities matter, and this book is intended to challenge the reader to explore what it means to be a first-generation college student in higher education. Designed for use in classrooms and for use by the higher education practitioner on a college campus today, At the Intersections will be of value to the reader throughout their professional career.The book is divided into four parts with chapters of research and theory interspersed with thought pieces to provide personal stories to integrate the research and theory into lived experience. Each thought piece ends with questions to inspire readers to engage with the topic. Part One: Who is a First-generation College Student?provides the reader an entree into the topic, with up-to-date data on both four-year and two-year colleges. Part One ends with a thought piece that asks the reader to pull together some of the big ideas before moving on to look more closely at students' identities. Part Two: The Intersection of Identity shares the research, experience and thoughts of authors in relation to the individual and overlapping identities of LGBT, low-income, white, African-American, Latinx, Native American, undocumented, female, and male students who are all also first-generation college students. Part Three: Programs and Practices is an introduction to practices, policies and programs across the country. This section offers promise and direction for future work as institutions try to find a successful array of approaches to make the campus an inclusive place for the diverse population of first-generation college students.

This handbook is a guide and recourse of strategies, tips, and how-to-do's for parents/caregivers, teachers, and school leaders. The author provides topics in the handbook that addresses parent involvement/engagement and its effect on academic achievement and school success, the benefits of parent involve/engagement and its impact, role of parents with their child's/children's education, a listing of selected easy-to-do games and instructional activities to develop and nurture self-esteem, self-confidence, resilience, and perseverance (Power Tools) to ensure school and life success. This book has tips/recommendations for not only parents/caregivers, but also for teachers and school leaders. When the home, school, and community form a viable partnership, all youth thrive and reach their potential. As an added feature of the handbook, includes brief explanations of the roles of key school personnel, general school policies, procedures, and regulations to demystify schooling to minimize misperceptions and increase positive relationships. Additionally, although the handbook is a resource all parents/caregivers in general, a chapter is included and devoted to the parents/caregivers of special needs children and discusses/shares strategies for maximizing the effectiveness of Individualized Education Program ( I.E.P.) meetings. There are also suggestions and recommendations for teachers and school leaders to participate as viable members of I.E.P. team members.

For 10 years (and counting), The Naked Roommate has been the #1 go-to guide for your very best college experience! From sharing a bathroom with 40 strangers to sharing lecture notes, The Naked Roommate is your behind-the-scenes look at EVERYTHING you need to know about college (but never knew you needed to know). This essential, fully updated edition is packed with real-life advice on everything from making friends to managing stress. Hilarious, outrageous, and telling stories from students on over 100 college campuses cover the basics, and then some, including topics on College Living: Dorm dos, don'ts, and dramas Finding People, Places, & Patience: Friend today, gone tomorrow Classes: To go or not to go? Dating: The Rules for College Love The Party Scene: Sex, drugs, and safety first Money: Grants, loans, and loose changeIn college, there's a surprise around every corner. Luckily, The Naked Roommate has you covered! This college survival guide is perfect if you are looking for 18th birthday gifts, or high school graduation gifts for him or for her. This freshman survival guide is one of the best dorm room gifts you can give to help them start college off right.

This book centers the experiences of Multiracial people, those individuals claiming heritage and membership in two or more (mono)racial groups and/or identifies with a Multiracial term. These terms include the broader biracial, multiethnic, and mixed, or more specific terms like Blasian and Mexipino. In addressing the recurring experiences of inclusion, exclusion, affirmation, and challenges that they encounter, the contributors identify the multiple sites in higher education that affect personal perceptions of self, belonging, rejection, and resilience; describe strategies they utilized to support themselves or other Multiracial people at their institutions; and to advocate for greater awareness of Multiracial issues and a commitment to institutional change. In covering an array of Multiracial experiences, the book brings together a range of voices, social identities (including race), ages, perspectives, and approaches. The chapter authors present a multiplicity of views because, as the book exemplifies, multiracial people are not a monolithic group, nor are their issues and needs universal to all. The book opens by outlining the literature and theoretical frameworks that provide context and foundations for the chapters that follow. It then presents a range of first person narratives - reflecting the experiences of students, faculty, and staff - that highlight navigating to and through higher education from diverse standpoints and positionalities. The final section offers multiple strategies and applied methods that can be used to enhance Multiracial inclusion through research, curriculum, and practice. The editors conclude with recommendations for future scholarship and practice. This book invites Multiracial readers, their allies, and those people who interact with and influence the daily lives of Multiracial people to explore issues of identity and self-care, build coalitions on campus, and advocate for change. For administrators, student affairs personnel, and anyone concerned with diversity on campus, it opens a window on a growing population with whom they may be unfamiliar, mis-categorize, or overlook, and on the need to change systems and structures to address their full inclusion and unveil their full impact.

Hand-in-hand with the continuing drive to recruit international students to Western universities goes an interest in student engagement. However, it is often unclear exactly what is meant by engagement. This book goes beyond the policy rhetoric to provide a practice-based explication of international student engagement and its enabling institutional conditions. By utilising a social practice conceptual model, the book explains the multiple dimensions of engagement that are often conflated in policy: the antecedents to engagement, the actions of engaging, and the achievements and outcomes of engagement. As a result, the book is able to address issues such as how English comes to matter in international student academic practice; the teaching and assessment approaches that promote international student engagement; and the metacognitive, cognitive and affective strategies that international students use to achieve academic and personal transformation.

Understanding the effects of trauma on students, and how teachers can make a real and lasting difference, has never been more crucial. Here, mindfulness expert Patricia A. Jennings explains how resilience can be developed from within the classroom. This Guide offers three keys to compassionate and trauma-sensitive teaching: Helping students build supportive relationships with teachers and peers Supporting student empowerment, voice and choice by creating a safe and equity-centred learning environment Building upon strengths by supporting the development of self-regulation With exercises for staying calm, focused and positive, this Guide helps both students and teachers cultivate resilience-inside and outside the classroom. Each 8.5" x 11" multi-panel guide is laminated for extra durability and 3-hole-punched for binder storage.

As a consequence of the federal "No Child Left Behind" (NCLB) law, there is tremendous pressure on school principals, teachers, school superintendents, district staff, state departments of education and governors to maximize the increase in student achievement that is obtained with every dollar of expenditure. Currently, teachers are forced to rely on extremely inefficient approaches that take enormous amounts of time, both during the school day and throughout the K-12 learning years. This is experienced in terms of the reduced time that is available to teach subjects other than math and reading, as schools resort to double periods of math, double periods of reading, and enormous amounts of remedial instruction that directly reduce the time available for other subjects including science, art, and music. In contrast, this book suggests that student achievement may be increased in a way that is not only cost-effective in dollar terms, but efficient in the sense that it does not rely on unusual investments in the time required to obtain results. The book draws upon a wealth of cost-effectiveness data to dispel common notions about "what works" in addressing the achievement gap: increased expenditure per pupil, charter schools, voucher programs, increased educational accountability, class size reduction, comprehensive school reform, increased teacher salaries, more selective teacher recruitment, the use of "value-added" methods to measure and reward teacher performance, the use of National Board teacher certification to identify high-performing teachers, and a host of other approaches.

With conversations about sexual violence, consent, and bodily autonomy dominating national conversations it can be easy to get lost in the onslaught of well-intended but often poorly executed messages. Through an exploration of research, scholarly expertise, and practical real-world application we can better formulate an understanding of what consent is, how we create consent cultures, and where the path forward lies. This book is designed with both educators and parents in mind. The tools highlighted throughout help adults unlearn harmful narratives about consent, boundaries, and relationships so that they can begin their work internally through modeling and self-reflection. We then uncover what consent truly is and is not, how culture plays an integral role in interpersonal scripting, and how teaching consent as a life skill can look in and out of the classroom. By integrating the need for consent to be taught in schools and homes we build bridges between the spaces where children learn and create alliances in the often-daunting task of eradicating rape-culture. This book is perfect for those already comfortable and familiar with this topic as well as those newer to understanding consent as a paradigm. Starting with a strong historical and research-informed foundation the book builds into action-oriented guidelines for conversations, curriculum, and community activism. This blended approach creates a guidebook that is unlike anything else on the market today.

The year 2011 marked the first time in U.S. history where more nonwhite babies were born than white babies. Academic year 2014-15 marked the first year that K-12 public school enrollment became predominantly nonwhite. Among the five largest school districts, Latinos represent the predominant group. It's all about a stemming population shift, not immigration, as more Anglo-Americans are dying than those replaced by births. Meanwhile, our public schools are in trouble, where "normalized failure" has become the new norm and international achievement has reached new lows. In this mix, Latinos are 1-in-3 newborns. As the future of America is now "inextricably linked" to the fate of these children, our educational system must be more responsive or the nation is imperiled. For this book, Abdin Noboa-Rios interviewed 112 prominent educators nationwide, including some of the best Hispanic educators and thought leaders to search for answers to America's educational challenges. What do they say? What do these leaders see? What can we learn? Their many suggestions and concerns are well highlighted. For these leading scholars and practitioners, their views are more about basic renewal, not piecemeal reform. Such action requires fundamental shifts in both mindset and attitude. Appeasement misses the point. We cannot undermine the severity of the problem.

The hookup is now part of college life. Yet the drunken encounter we always hear about tells only a fraction of the story. Lisa Wade offers the definitive account of this new sexual culture and demonstrates that the truth is both more heartening and disturbing than we thought. Offering invaluable insights for parents, educators and students, Wade situates hookup culture within the history of sexuality, the evolution of higher education and the unfinished feminist revolution. Using new research, she maps out a challenging emotional landscape marked by unequal pleasures, competition for status and sexual violence. Accessible and open-minded, compassionate and honest, American Hookup explains where we are and how we got there, asking where we go from here.

Colleges and universities face a variety of challenges in meeting the needs of students, and one of the greatest is their ability to respond to student needs while protecting institutional and academic integrity. For those working with students, a primary example of this challenge is the involvement of students in shared decision-making, a process often developed and fostered through organizations such as student government. Few discussions have embraced the challenges of shared governance with students, particularly within the past two decades. This book arose from continuous conversations with college and university administrators and policy makers who struggle daily with the decision- making process and the role of student voices. The volume is also intended to be an extension of the Julie Caplow and Michael Miller volume on Policy and University Governance (2003) that looked at internal and external governance issues and their impact on institutional policy formation and decision-making. The collections of chapters included here provide a comprehensive view of student involvement in policy formation and decisionmaking. The volume begins with a general overview of the challenges associated with investing students with power, authored by Tulane University's Morolake O. Laosebikan-Buggs. Michael Miller and Daniel Nadler then provide a rationale as to why students have been involved in shared decision-making in the past, outline the benefits and problems historically associated with student shared governance, and offer some meaningful recommendations for continuing to work with students.

The year 2011 marked the first time in U.S. history where more nonwhite babies were born than white babies. Academic year 2014-15 marked the first year that K-12 public school enrollment became predominantly nonwhite. Among the five largest school districts, Latinos represent the predominant group. It's all about a stemming population shift, not immigration, as more Anglo-Americans are dying than those replaced by births. Meanwhile, our public schools are in trouble, where "normalized failure" has become the new norm and international achievement has reached new lows. In this mix, Latinos are 1-in-3 newborns. As the future of America is now "inextricably linked" to the fate of these children, our educational system must be more responsive or the nation is imperiled. For this book, Abdin Noboa-Rios interviewed 112 prominent educators nationwide, including some of the best Hispanic educators and thought leaders to search for answers to America's educational challenges. What do they say? What do these leaders see? What can we learn? Their many suggestions and concerns are well highlighted. For these leading scholars and practitioners, their views are more about basic renewal, not piecemeal reform. Such action requires fundamental shifts in both mindset and attitude. Appeasement misses the point. We cannot undermine the severity of the problem.