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Student Affairs in Urban-Serving Institutions: Voices from Senior
Leaders addresses a critical gap in literature concerning the
unique structure, students, and missions of urban-serving
institutions (USIs). Examining the challenges and contributions of
student affairs professionals in serving and meeting the needs of
urban students, this volume discusses how services and
interventions must reflect the reality of students, understand the
sociopolitical forces that affect students' lives, and bring
together a network that includes family and community. Each chapter
in this volume captures the voices of student affairs leaders who
not only share a range of important professional experiences,
insights, and lessons learned but also unpack research and
literature on competencies, knowledge bases, and experiences needed
to work in urban universities and community colleges. This
important book will help graduate students as well as new and
continuing professionals, faculty, and scholars impact practice and
policy and become agents of change in their communities.
Going beyond providing you with the tools, strategies, and
approaches that you need to navigate the complexity of academic
life, Don Haviland, Anna Ortiz, and Laura Henriques offer an
empowering framework for taking ownership of, and becoming an
active agent in shaping, your career. This book recognizes, as its
point of departure, that faculty are rarely prepared for the range
of roles they need to play or the varied institutions in which they
may work, let alone understand how to navigate institutional
context, manage the politics of academe, develop positive
professional relationships, align individual goals with
institutional expectations, or possess the time management skills
to juggle the conflicting demands on their time. The book is
infused by the authorsaEURO (TM) love for what they do, while also
recognizing the challenging nature of their work. In demonstrating
how you can manage your career, they weave in the personal and
institutional dimensions of their experience, and offer vignettes
from their longitudinal study of pre-tenure faculty to illustrate
typical issues you may have to contend with, and normalize many of
the concerns you may face as a new member of the academy. This book
offers you: The resources, tips, and strategies to develop a
strong, healthy career as a faculty member Empowerment you take
ownership of and become an active agent in shaping your career
Advice and strategies to help women and members of traditionally
underrepresented racial and ethnic groups navigate institutional
structures that affect them differently An understanding of the
changing nature of academic work, and of how to grow and succeed in
this new environment While explicitly addressed to early career
faculty, this bookaEURO (TM)s message of empowerment is of equal
utility for full-time faculty, both tenure-track and non-tenure
track, and can usefully serve as a text for graduate courses.
Department chairs, deans, and faculty developers will find it a
useful resource to offer their new colleagues.
Going beyond providing you with the tools, strategies, and
approaches that you need to navigate the complexity of academic
life, Don Haviland, Anna Ortiz, and Laura Henriques offer an
empowering framework for taking ownership of, and becoming an
active agent in shaping, your career. This book recognizes, as its
point of departure, that faculty are rarely prepared for the range
of roles they need to play or the varied institutions in which they
may work, let alone understand how to navigate institutional
context, manage the politics of academe, develop positive
professional relationships, align individual goals with
institutional expectations, or possess the time management skills
to juggle the conflicting demands on their time. The book is
infused by the authorsaEURO (TM) love for what they do, while also
recognizing the challenging nature of their work. In demonstrating
how you can manage your career, they weave in the personal and
institutional dimensions of their experience, and offer vignettes
from their longitudinal study of pre-tenure faculty to illustrate
typical issues you may have to contend with, and normalize many of
the concerns you may face as a new member of the academy. This book
offers you: The resources, tips, and strategies to develop a
strong, healthy career as a faculty member Empowerment you take
ownership of and become an active agent in shaping your career
Advice and strategies to help women and members of traditionally
underrepresented racial and ethnic groups navigate institutional
structures that affect them differently An understanding of the
changing nature of academic work, and of how to grow and succeed in
this new environment While explicitly addressed to early career
faculty, this bookaEURO (TM)s message of empowerment is of equal
utility for full-time faculty, both tenure-track and non-tenure
track, and can usefully serve as a text for graduate courses.
Department chairs, deans, and faculty developers will find it a
useful resource to offer their new colleagues.
This book explores the importance, and construction, of ethnic
identity among college students, and how ethnicity interfaces with
students' interactions on campus, and the communities in which they
live. Based on qualitative interviews with White, Latina/o, African
American and Asian students, it captures both the college context
and the individual experiences students have with their ethnicity,
through the immediacy of the students' own voices. The authors
observe how students negotiate their ethnic identity within the
process of becoming adults. They identify the influences of family,
the importance of socio-historical forces that surround students'
educational experiences, and the critical role of peers in
students' ethnic identity development. While research has begun to
document the positive outcomes associated with diverse learning
environments, this study emphasizes and more closely delineates,
just how these outcomes come to be. In addition, the study reveals
how the freedom to express and develop ethnic identity, which
multicultural environments ideally support, promotes student
confidence and achievement in ways which students themselves can
articulate. This work is distinctive in eschewing an ethnic
minority perspective through which Whites are the primary reference
group, and the standard from which all ethnic and racial identity
processes evolve; as well as in considering the influences that
growing up in a multi-ethnic context may have on ethnic identity
processes, particularly where the "other" is not White. This
perspective is particularly important at a time when students
entering universities are more likely to come from highly
segregated high school environments, and will confront ethnic and
social differences for the first time in college. This book is
intended as a resource for researchers and practitioners in
psychology and higher education. It offers insights for student
affairs and higher education administrators and leaders about the
ways in which their campus policies and practices can positively
influence the development of more supportive campus climates that
draw on the strengths of each ethnic group to create an overarching
pluralistic culture. It can also serve as a cultural diversity text
for upper division or graduate courses on pluralism. Moreover,
understanding students' ethnic identity, their personal growth, and
adjustment to college, it is central to preparing individuals for
life in a pluralistic society.
Student Affairs in Urban-Serving Institutions: Voices from Senior
Leaders addresses a critical gap in literature concerning the
unique structure, students, and missions of urban-serving
institutions (USIs). Examining the challenges and contributions of
student affairs professionals in serving and meeting the needs of
urban students, this volume discusses how services and
interventions must reflect the reality of students, understand the
sociopolitical forces that affect students' lives, and bring
together a network that includes family and community. Each chapter
in this volume captures the voices of student affairs leaders who
not only share a range of important professional experiences,
insights, and lessons learned but also unpack research and
literature on competencies, knowledge bases, and experiences needed
to work in urban universities and community colleges. This
important book will help graduate students as well as new and
continuing professionals, faculty, and scholars impact practice and
policy and become agents of change in their communities.
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