Arguably, since the day he was elected, President Barack Obama met great anticipation from scores of Americans regarding the forward course our nation desired economically, socially, and educationally. The promise of progress and social mobility that millions of U.S. families hope to attain can be unlocked through the educational enterprise. Unfortunately, while the United States educates all children, all children do not receive the same education. Hence, prospects for a better future for many are thwarted from the onset given the inequities in P-12 education. Furthermore, the pendulum is swinging as higher learning is becoming increasingly obstructed for many Americans across income brackets, gender, racial/ethnic backgrounds, abilities, and geographic areas.

Rethinking LGBTQIA Students and Collegiate Contexts situates and problematizes identity interaction, campus life, student experiences, and the effectiveness of services, programs, and policies affecting LGBTQIA college students at both two- and four-year institutions. This volume draws from intersectional and critical perspectives to explore the complex ways in which LGBTQIA identities are shaped, discussed, and researched in higher education spaces. Chapters provide student affairs and higher education scholars with theory and practice perspectives on sociopolitical and historical contexts, student learning and development, support services, and explore how higher education reflects society's pervasive stereotypes and lack of awareness of LGBTQIA students' identity development and needs.

This timely volume addresses the urgent need for new strategies and better ways to serve community colleges' present and future students at a time of rapid diversification, not just racially and ethnically, but including such groups as the undocumented, international students, older adult learners and veterans, all of whom come with varied levels of academic and technical skills. The contributing researchers, higher education faculty, college presidents, and community college administrators provide thorough understanding of student groups who have received scant attention in the higher education literature. They address the often unconscious barriers to access and persistence our institutions have erected and describe emerging strategies, frameworks, and pilot projects that can ease students' transition into college and through the maze of the college experience to completion. They offer advice on organisational culture, on defining institutional outcomes, on aligning shifting demographics with the multiple missions of the community college, on strengthening the collaboration of student and academic affairs to leverage their respective roles and resources, and on engaging with the opportunities afforded by technology. Divided into three parts - understanding today's community college campuses; supporting today's community college learners; and specialised populations and communities - this book offers a vision and solutions that should inform the work of faculty, administrators, presidents, and board members.

Rethinking LGBTQIA Students and Collegiate Contexts situates and problematizes identity interaction, campus life, student experiences, and the effectiveness of services, programs, and policies affecting LGBTQIA college students at both two- and four-year institutions. This volume draws from intersectional and critical perspectives to explore the complex ways in which LGBTQIA identities are shaped, discussed, and researched in higher education spaces. Chapters provide student affairs and higher education scholars with theory and practice perspectives on sociopolitical and historical contexts, student learning and development, support services, and explore how higher education reflects society's pervasive stereotypes and lack of awareness of LGBTQIA students' identity development and needs.

This timely volume addresses the urgent need for new strategies and better ways to serve community colleges' present and future students at a time of rapid diversification, not just racially and ethnically, but including such groups as the undocumented, international students, older adult learners and veterans, all of whom come with varied levels of academic and technical skills. The contributing researchers, higher education faculty, college presidents, and community college administrators provide thorough understanding of student groups who have received scant attention in the higher education literature. They address the often unconscious barriers to access and persistence our institutions have erected and describe emerging strategies, frameworks, and pilot projects that can ease students' transition into college and through the maze of the college experience to completion. They offer advice on organisational culture, on defining institutional outcomes, on aligning shifting demographics with the multiple missions of the community college, on strengthening the collaboration of student and academic affairs to leverage their respective roles and resources, and on engaging with the opportunities afforded by technology. Divided into three parts - understanding today's community college campuses; supporting today's community college learners; and specialised populations and communities - this book offers a vision and solutions that should inform the work of faculty, administrators, presidents, and board members.