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This book is a narrative study of the lives and experiences of
sixty-eight Black collegians in a set of northern private colleges
in the Midwest between 1945 and 1965. Through oral histories and
archival material, this text documents and reflects on their
experiences in the racially isolated, northern, rural towns in
Ohio, Michigan, Indiana, and Western Pennsylvania. This history
illuminates both the empowerment of these collegians and the
persistent challenges of enacting institutional values in the face
of resistance from both outside and within. Stewart seeks to
understand the nature of progress toward pluralistic diversity in
college environments characterized by the paradox of racial
homogeneity and interracial engagement. In this way, the complex
interplay of social movements, institutional context, individual
identities, and the experiences of marginalized students in
postsecondary education are more effectively demonstrated.
A major new contribution to college student development theory,
this book brings "third wave" theories to bear on this vitally
important topic for anyone working on campus today. The book has
three sections: The first briefly introduces the third wave
theories that have recently expanded the frame of the topic; the
second uses those theories to focus on specific aspects of student
development; and the third brings it all together with a few
chapters that look at the implications for practice. The first
section includes a chapter that provides an overview of the
evolution of student development theories as well as chapters
describing the critical and poststructural theories most relevant
to the next iteration of student development theory. These theories
include critical race theory, queer theory, feminist theories,
intersectionality, decolonizing/indigenous theories, and crip
theories. These chapters also include a discussion of how each
theory is relevant to the central questions of student development
theory. The second section provides critical interpretations of the
primary constructs associated with student development theory.
These constructs and their related ideas include resilience,
dissonance, socially constructed identities, authenticity, agency,
context, development (consistency/coherence/stability), and
knowledge (sources of truth and belief systems). Each chapter
begins with brief personal narratives on a particular construct;
the chapter authors then re-envision the narrative's highlighted
construct using one or more critical theories. The third section
will focus on implications for practice. Specifically, these
chapters will consider possibilities for how student development
constructs re-envisioned through critical perspectives can be
utilized in practice. The primary audience for the book is faculty
members who teach in graduate programs in higher education and
student affairs and their students. It may also be of interest to
faculty and graduate students in psychology, sociology, and ethnic
studies, as well as women's, gender, and sexuality studies
departments. The book will also be useful to practitioners seeking
guidance in working effectively with students across the
convergence of multiple aspects of identity and development.
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