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As United States policymakers and national leaders are increasing
their attention to producing workers skilled in science,
technology, engineering, and mathematics (STEM), community colleges
are being called on to address persistence of minorities in these
disciplines. In this important volume, contributors discuss the
role of community colleges in facilitating access and success to
racial and ethnic minority students in STEM. Chapters explore how
community colleges can and do facilitate the STEM pipeline, as well
as the experiences of these students in community college,
including how psychological factors, developmental coursework,
expertiential learning, and motivation affect student success.
Community Colleges and STEM ultimately provides recommendations to
help increase retention and persistence. This important book is a
crucial resource for higher education institutions and community
colleges as they work to advance success among racial and ethnic
minorities in STEM education.
Black Men in Higher Education bridges theory to practice in
order to better prepare practitioners in their efforts to increase
the success of Black male students in colleges and universities. In
this comprehensive but manageable text, leading researchers J. Luke
Wood and Robert T. Palmer highlight the current status of Black men
in higher education and review relevant research literature and
theory on their experiences in various postsecondary education
contexts. The authors also provide and contextualize innovative,
actionable strategies and solutions to help institutions increase
the participation and success of Black male college students. The
most recent addition to the "Key Issues on Diverse College
Students" series, this volume is a valuable resource for student
affairs and higher education professionals to better serve Black
men in higher education.
As United States policymakers and national leaders are increasing
their attention to producing workers skilled in science,
technology, engineering, and mathematics (STEM), community colleges
are being called on to address persistence of minorities in these
disciplines. In this important volume, contributors discuss the
role of community colleges in facilitating access and success to
racial and ethnic minority students in STEM. Chapters explore how
community colleges can and do facilitate the STEM pipeline, as well
as the experiences of these students in community college,
including how psychological factors, developmental coursework,
expertiential learning, and motivation affect student success.
Community Colleges and STEM ultimately provides recommendations to
help increase retention and persistence. This important book is a
crucial resource for higher education institutions and community
colleges as they work to advance success among racial and ethnic
minorities in STEM education.
Black Men in College provides vital information about how to
effectively support, retain, and graduate Black male
undergraduates. This edited collection centers on the notion that
Black male collegians are not a homogenous group; rather, they are
representative of rarely acknowledged differences that exist among
them. This valuable text suggests that understanding these
differences is critical to making true in-roads in serving Black
men. Chapter contributors describe the diverse challenges Black men
in HBCUs face and discuss how to support and retain high-achieving
men, gay men, academically unprepared men, low-income men, men in
STEM, American immigrants, millennials, collegiate fathers, those
affiliated with Greek organizations, and athletes. Recommendations
for policy and practice to encourage retention and persistence to
degree completion are grounded in extant theory and research. This
text is a must-read for all higher education faculty, researchers,
and student affairs practitioners interested in addressing the
contemporary college experiences of Black men in postsecondary
institutions.
Black Men in College provides vital information about how to
effectively support, retain, and graduate Black male
undergraduates. This edited collection centers on the notion that
Black male collegians are not a homogenous group; rather, they are
representative of rarely acknowledged differences that exist among
them. This valuable text suggests that understanding these
differences is critical to making true in-roads in serving Black
men. Chapter contributors describe the diverse challenges Black men
in HBCUs face and discuss how to support and retain high-achieving
men, gay men, academically unprepared men, low-income men, men in
STEM, American immigrants, millennials, collegiate fathers, those
affiliated with Greek organizations, and athletes. Recommendations
for policy and practice to encourage retention and persistence to
degree completion are grounded in extant theory and research. This
text is a must-read for all higher education faculty, researchers,
and student affairs practitioners interested in addressing the
contemporary college experiences of Black men in postsecondary
institutions.
Advancing Black Male Student Success presents a comprehensive
portrait of black male students at every stage in the U.S.
education system: Preschool and Kindergarten; elementary, middle
and high schools; community colleges and four-year postsecondary
institutions; and master's and doctoral programs. Each chapter is a
synthesis of existing research on experience, educational outcomes,
and persistent inequalities at each pipeline point. Throughout the
book, data are included to provide statistical portraits of the
status of black boys and men. Authors include, in each chapter,
forward-thinking recommendations for education policy, research and
practice. Most published scholarship on Black male students blames
them and their families for their failures in school. This
literature is replete with hopeless, pathological portrayals, of
this population. Through this deficit thinking and resultant
practices, black boys and men have continually experienced
disparate outcomes. This book departs from prior scholarship in
that the editors and authors argue that much is done to black male
students, which explains their troubled status in U.S. education.
In addition to the editors' expertise on the topic, the authorship
cast includes several scholars who are among the most respected
thought leaders on black male students in education.
Advancing Black Male Student Success presents a comprehensive
portrait of black male students at every stage in the U.S.
education system: Preschool and Kindergarten; elementary, middle
and high schools; community colleges and four-year postsecondary
institutions; and master's and doctoral programs. Each chapter is a
synthesis of existing research on experience, educational outcomes,
and persistent inequalities at each pipeline point. Throughout the
book, data are included to provide statistical portraits of the
status of black boys and men. Authors include, in each chapter,
forward-thinking recommendations for education policy, research and
practice. Most published scholarship on Black male students blames
them and their families for their failures in school. This
literature is replete with hopeless, pathological portrayals, of
this population. Through this deficit thinking and resultant
practices, black boys and men have continually experienced
disparate outcomes. This book departs from prior scholarship in
that the editors and authors argue that much is done to black male
students, which explains their troubled status in U.S. education.
In addition to the editors' expertise on the topic, the authorship
cast includes several scholars who are among the most respected
thought leaders on black male students in education.
Previous biographies have set Jane Austen within her social
context. This biography places her firmly within her professional
context as one of an increasing number of women who published
novels between 1790 and 1820. Being a professional writer was,
apart from her family, more important to Austen than anything else
in her life.
Black Men in Higher Education bridges theory to practice in
order to better prepare practitioners in their efforts to increase
the success of Black male students in colleges and universities. In
this comprehensive but manageable text, leading researchers J. Luke
Wood and Robert T. Palmer highlight the current status of Black men
in higher education and review relevant research literature and
theory on their experiences in various postsecondary education
contexts. The authors also provide and contextualize innovative,
actionable strategies and solutions to help institutions increase
the participation and success of Black male college students. The
most recent addition to the "Key Issues on Diverse College
Students" series, this volume is a valuable resource for student
affairs and higher education professionals to better serve Black
men in higher education.
Using an anti-deficit approach, Black Men in the Academy explores
narratives of resiliency, success, and achievement for black men in
the academy. This book is an important text for scholars interested
in promoting success in education for underrepresented minorities.
Community College Leadership and Management places emphasis on
reframing college practices in order to advance student success.
This calls for leaders to be well versed on promising strategies
which have illustrated evidence in advancing academic success. Such
practices include intrusive academic advising, exit interviews with
dropouts and graduates, and the use of technology to supplement
face-to-face academic counselor advising. These leaders are aware
of and welcome the challenges and opportunities a changing student
population presents to community colleges. The authors critically
analyze and call for a deconstruction of conventional practices and
the construction of new approaches to understand how student
success is envisioned. For example, a redefinition of what
constitutes student success is advanced. A redefinition of student
success-as the attainment of an academic, vocational, career, or
personal goal-is put forth. This broader perception, definition,
and meaning of student success is not limited to or constrained by
an accountability paradigm. It is driven by the need to capture a
more complete picture of the trajectory of contemporary and
traditional enrollees from increasingly diverse backgrounds:
students whose goals do not fit solely and neatly into two
traditionally dominant outcomes like graduation and transfer. It is
the role of community college leaders to affirm, inculcate, and
communicate this more nuanced definition, allowing it to guide the
vision and mission, programs, policies, and practices of the
institution. Carlos Nevarez and Luke J. Wood support their
arguments through various models, frameworks, research findings,
case studies, and presentation of self-reflective questions aimed
at advancing reflective community college scholar-practitioners.
This book is designed to aid community college leaders in becoming
ethical leaders. This aim is essential, as ethical leadership is
needed to address the continual ethical quandaries and persistent
leadership dilemmas (e.g., funding, governance, accountability,
shifting student demographics) facing public postsecondary
education in the current era. When leaders are fully committed to
the ideals that underscore public education (e.g., public good,
access, social mobility, civic engagement) and accept the notion
that their role as leaders is to be a servant to others, ethical
leadership serves as a roadmap to guide their decisions, actions,
and advocacy. This volume serves as a comprehensive resource in
articulating the foundational, conceptual, interpersonal, and
practical dispositions of the critical need to develop leaders with
high moral aptitudes.
This book is designed to aid community college leaders in becoming
ethical leaders. This aim is essential, as ethical leadership is
needed to address the continual ethical quandaries and persistent
leadership dilemmas (e.g., funding, governance, accountability,
shifting student demographics) facing public postsecondary
education in the current era. When leaders are fully committed to
the ideals that underscore public education (e.g., public good,
access, social mobility, civic engagement) and accept the notion
that their role as leaders is to be a servant to others, ethical
leadership serves as a roadmap to guide their decisions, actions,
and advocacy. This volume serves as a comprehensive resource in
articulating the foundational, conceptual, interpersonal, and
practical dispositions of the critical need to develop leaders with
high moral aptitudes.
A volume in Contemporary Perspectives in Race and Ethnic Relations
Series Editors: M. Christopher Brown II, Alcorn State University
and T. Elon Dancy II, University of Oklahoma As the U.S. focuses on
positioning itself to retain and advance its status as a world
leader in technology and scientific innovation, a recognition that
community colleges are a critical site for intervention has become
apparent. Community colleges serve the lion's share of the nation's
postsecondary students. In fact, 40% of all undergraduate students
are enrolled in community colleges, these students account for
nearly 30% of all STEM undergraduate majors in postsecondary
institutions. These students serve as a core element of the STEM
pipeline into four-year colleges and universities via the community
college transfer function. Moreover, community colleges are the
primary postsecondary access point for non-traditional students,
including students of color, first-generation, low-income, and
adult students. This is a particularly salient point given that
these populations are sordidly underrepresented among STEM
graduates and in the STEM workforce. Increasing success among these
populations can contribute significantly to advancing the nation's
interests in STEM. As such, the community college is situated as an
important site for innovative practices that have strong
implications for bolstering the nation's production and sustenance
of a STEM labor force. In recognition of this role, the National
Science Foundation and private funding agencies have invested
millions of dollars into research and programs designed to bolster
the STEM pipeline. From this funding and other independently
sponsored inquiry, promising programs, initiatives, and research
recommendations have been identified. These efforts hold great
promise for change, with the potential to transform the education
and outcome of STEM students at all levels. This important book
discusses many of these promising programs, initiatives, and
research-based recommendations that can impact the success of STEM
students in the community college. This compilation is timely, on
the national landscape, as the federal government has placed
increasing importance on improving STEM degree production as a
strategy for America's future stability in an increasingly
competitive global marketplace. Informed by research and theory,
each chapter in this volume blazes new territory in articulating
how community colleges can advance outcomes for students in STEM,
particularly those from historically underrepresented and
underserved communities
Black Males in Postsecondary Institutions: Examining their
Experiences in Diverse Institutional Contexts offers a
comprehensive examination of the experiences of Black males in our
nation's higher education institutions. In recognizing the role of
institutions in fostering distinctive educational experiences, this
volume systematically explores the status, academic achievement,
and educational realities of Black men within numerous
institutional types (i.e., community colleges, For-profit colleges,
Liberal arts colleges, historically Black colleges and
universities, ivy league institutions, religious-affiliated
institutions, private institutions, Hispanic-serving institutions,
research intensive institutions, and predominately White
institutions). In line with a core commitment towards
transformative change, chapter authors also provide recommendations
for future research, policy, and practice aimed at fostering
enhanced personal, academic, and career outcomes for Black men in
college.
Black Males in Postsecondary Institutions: Examining their
Experiences in Diverse Institutional Contexts offers a
comprehensive examination of the experiences of Black males in our
nation's higher education institutions. In recognizing the role of
institutions in fostering distinctive educational experiences, this
volume systematically explores the status, academic achievement,
and educational realities of Black men within numerous
institutional types (i.e., community colleges, For-profit colleges,
Liberal arts colleges, historically Black colleges and
universities, ivy league institutions, religious-affiliated
institutions, private institutions, Hispanic-serving institutions,
research intensive institutions, and predominately White
institutions). In line with a core commitment towards
transformative change, chapter authors also provide recommendations
for future research, policy, and practice aimed at fostering
enhanced personal, academic, and career outcomes for Black men in
college.
A volume in Contemporary Perspectives in Race and Ethnic Relations
Series Editors: M. Christopher Brown II, Alcorn State University
and T. Elon Dancy II, University of Oklahoma As the U.S. focuses on
positioning itself to retain and advance its status as a world
leader in technology and scientific innovation, a recognition that
community colleges are a critical site for intervention has become
apparent. Community colleges serve the lion's share of the nation's
postsecondary students. In fact, 40% of all undergraduate students
are enrolled in community colleges, these students account for
nearly 30% of all STEM undergraduate majors in postsecondary
institutions. These students serve as a core element of the STEM
pipeline into four-year colleges and universities via the community
college transfer function. Moreover, community colleges are the
primary postsecondary access point for non-traditional students,
including students of color, first-generation, low-income, and
adult students. This is a particularly salient point given that
these populations are sordidly underrepresented among STEM
graduates and in the STEM workforce. Increasing success among these
populations can contribute significantly to advancing the nation's
interests in STEM. As such, the community college is situated as an
important site for innovative practices that have strong
implications for bolstering the nation's production and sustenance
of a STEM labor force. In recognition of this role, the National
Science Foundation and private funding agencies have invested
millions of dollars into research and programs designed to bolster
the STEM pipeline. From this funding and other independently
sponsored inquiry, promising programs, initiatives, and research
recommendations have been identified. These efforts hold great
promise for change, with the potential to transform the education
and outcome of STEM students at all levels. This important book
discusses many of these promising programs, initiatives, and
research-based recommendations that can impact the success of STEM
students in the community college. This compilation is timely, on
the national landscape, as the federal government has placed
increasing importance on improving STEM degree production as a
strategy for America's future stability in an increasingly
competitive global marketplace. Informed by research and theory,
each chapter in this volume blazes new territory in articulating
how community colleges can advance outcomes for students in STEM,
particularly those from historically underrepresented and
underserved communities
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