|
Showing 1 - 9 of
9 matches in All Departments
Kristen A. Renn offers a new perspective on racial identity in the
United States, that of mixed race college students making sense of
the paradox of deconstructing racial categories while living on
campuses sharply divided by race and ethnicity. Focusing on how
peer culture shapes identity in public and private spaces, the book
presents the findings of a qualitative research study involving
fifty-six undergraduates from a variety of institutions. Renn uses
an innovative ecology model to examine campus peer cultures and
documents five patterns of multiracial identity that illustrate
possibilities for integrating notions of identity construction (and
deconstruction) with the highly salient nature of race in higher
education. One of the most ambitious scholarly attempts to date to
portray the diverse experiences and identities of mixed race
college students, the book also discusses implications for higher
education practice, policy, theory, and research.
Kristen A. Renn offers a new perspective on racial identity in the
United States, that of mixed race college students making sense of
the paradox of deconstructing racial categories while living on
campuses sharply divided by race and ethnicity. Focusing on how
peer culture shapes identity in public and private spaces, the book
presents the findings of a qualitative research study involving
fifty-six undergraduates from a variety of institutions. Renn uses
an innovative ecology model to examine campus peer cultures and
documents five patterns of multiracial identity that illustrate
possibilities for integrating notions of identity construction (and
deconstruction) with the highly salient nature of race in higher
education. One of the most ambitious scholarly attempts to date to
portray the diverse experiences and identities of mixed race
college students, the book also discusses implications for higher
education practice, policy, theory, and research.
In this book, the authors bring together in one place essential
information about college students in the US in the 21st century.
Synthesizing existing research and theory, they present an
introduction to studying student characteristics, college choice
and enrollment patterns, institutional types and environments,
student learning, persistence, and outcomes of college.
Substantially revised and updated, this new edition addresses
contemporary and anticipated student demographics and enrollment
patterns, a wide variety of campus environments (such as
residential, commuter, online, hybrid), and a range of outcomes
including learning, development, and achievement. The book is
organized around Alexander Astin's Inputs-Environment-Outputs
(I-E-O) framework. Student demographics, college preparation, and
enrollment patterns are the ""inputs."" Transition to college and
campus environments are the substance of the ""environment."" The
""outputs"" are student development, learning, and
retention/persistence/completion. The authors build on this
foundation by providing relevant contemporary information and
analysis of students, environments, and outcomes. They also provide
strategies for readers to project forward in anticipation of higher
education trends in a world where understanding "college students
in the United States" is an ongoing project. As a starting point
for those who seek a foundational understanding of the diversity of
students and institutions in the US, the book includes discussion
points, learning activities, and further resources for exploring
the topics in each chapter.
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.
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.
In this book, the authors bring together in one place essential
information about college students in the US in the 21st century.
Synthesizing existing research and theory, they present an
introduction to studying student characteristics, college choice
and enrollment patterns, institutional types and environments,
student learning, persistence, and outcomes of college.
Substantially revised and updated, this new edition addresses
contemporary and anticipated student demographics and enrollment
patterns, a wide variety of campus environments (such as
residential, commuter, online, hybrid), and a range of outcomes
including learning, development, and achievement. The book is
organized around Alexander Astin's Inputs-Environment-Outputs
(I-E-O) framework. Student demographics, college preparation, and
enrollment patterns are the ""inputs."" Transition to college and
campus environments are the substance of the ""environment."" The
""outputs"" are student development, learning, and
retention/persistence/completion. The authors build on this
foundation by providing relevant contemporary information and
analysis of students, environments, and outcomes. They also provide
strategies for readers to project forward in anticipation of higher
education trends in a world where understanding "college students
in the United States" is an ongoing project. As a starting point
for those who seek a foundational understanding of the diversity of
students and institutions in the US, the book includes discussion
points, learning activities, and further resources for exploring
the topics in each chapter.
This is both a personal book that offers an account of the
author’s own trans* identity and a deeply engaged study of trans*
collegians that reveals the complexities of trans* identities, and
how these students navigate the trans* oppression present
throughout society and their institutions, create community and
resilience, and establish meaning and control in a world that
assumes binary genders. This book is addressed as much to trans*
students themselves – offering them a frame to understand the
genders that mark them as different and to address the feelings
brought on by the weight of that difference – as it is to
faculty, student affairs professionals, and college administrators,
opening up the implications for the classroom and the wider campus.
This book not only remedies the paucity of literature on trans*
college students, but does so from a perspective of resiliency and
agency. Rather than situating trans* students as problems requiring
accommodation, this book problematizes the college environment and
frames trans* students as resilient individuals capable of
participating in supportive communities and kinship networks, and
of developing strategies to promote their own success. Z Nicolazzo
provides the reader with a nuanced and illuminating review of the
literature on gender and sexuality that sheds light on the
multiplicity of potential expressions and outward representations
of trans* identity as a prelude to the ethnography ze conducted
with nine trans* collegians that richly documents their
interactions with, and responses to, environments ranging from the
unwittingly offensive to explicitly antagonistic. The book
concludes by giving space to the study’s participants to
themselves share what they want college faculty, staff, and
students to know about their lived experiences. Two appendices
respectively provide a glossary of vocabulary and terms to address
commonly asked questions, and a description of the study design,
offered as guide for others considering working alongside
marginalized population in a manner that foregrounds ethics, care,
and reciprocity.
This is both a personal book that offers an account of the author's
own trans* identity and a deeply engaged study of trans* collegians
that reveals the complexities of trans* identities, and how these
students navigate the trans* oppression present throughout society
and their institutions, create community and resilience, and
establish meaning and control in a world that assumes binary
genders. This book is addressed as much to trans* students
themselves - offering them a frame to understand the genders that
mark them as different and to address the feelings brought on by
the weight of that difference - as it is to faculty, student
affairs professionals, and college administrators, opening up the
implications for the classroom and the wider campus. This book not
only remedies the paucity of literature on trans* college students,
but does so from a perspective of resiliency and agency. Rather
than situating trans* students as problems requiring accommodation,
this book problematizes the college environment and frames trans*
students as resilient individuals capable of participating in
supportive communities and kinship networks, and of developing
strategies to promote their own success. Z Nicolazzo provides the
reader with a nuanced and illuminating review of the literature on
gender and sexuality that sheds light on the multiplicity of
potential expressions and outward representations of trans*
identity as a prelude to the ethnography ze conducted with nine
trans* collegians that richly documents their interactions with,
and responses to, environments ranging from the unwittingly
offensive to explicitly antagonistic. The book concludes by giving
space to the study's participants to themselves share what they
want college faculty, staff, and students to know about their lived
experiences. Two appendices respectively provide a glossary of
vocabulary and terms to address commonly asked questions, and a
description of the study design, offered as guide for others
considering working alongside marginalized population in a manner
that foregrounds ethics, care, and reciprocity.
The only comprehensive encyclopedia on the subject of women in
higher education. America's first wave of feminists-Susan B.
Anthony, Elizabeth Cady Stanton, and others-included expanded
opportunities for higher education in their Declaration of
Sentiments at the first Women's Rights Convention in Seneca Falls,
New York, in l848. By then, the first American institutions to
educate women had been founded, among them, Mt. Holyoke Seminary,
in l837. However, not until after the Civil War did most
universities admit women-and not for egalitarian purposes. War
casualties had caused a drop in enrollment and the states needed
teachers. Women students paid tuition, but, as teachers, were paid
salaries half that of men. By the late 20th century, there were
more female than male students of higher education, but women
remained underrepresented at the higher levels of educational
leadership and training. This volume covers everything from
historical and cultural context and gender theory to women in the
curriculum and as faculty and administrators. A-Z entries are
divided into nine major content sections, each preceded by a
topical overview designed to provide a broad introduction to the
area. Major sections include Historical and Cultural Contexts,
Gender Theory and the Academy, Feminism in the Academy, Women in
the Curriculum, and Women and Higher Education Policy Over 50
contributors represent broad and diverse views of the complex and
evolving role of women in higher education Two appendixes provide
an overview of available references for further research: Women's
Studies Research Resources and Colleges Identifying Themselves as
Women's Colleges A complete cross referenced bibliography of all
sources is noted in individual entries
|
You may like...
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
|