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In the updated edition of this important volume, the editors and
chapter contributors explore how diverse populations of students
experience college differently and encounter group-specific
barriers to success. Informed by relevant theories, each chapter
focuses on engaging a different student population, including
low-income students, Students of Color, international students,
students with disabilities, religious minority students,
student-athletes, part-time students, adult learners,
military-connected students, graduate students, and others. New in
this third edition is the inclusion of chapters on Indigenous
students, student activists, transracial Asian American adoptee
students, justice-involved students, student-parents,
first-generation students, and undocumented students. The
forward-thinking, practical, anti-deficit-oriented strategies
offered throughout the book are based on research and the collected
professional wisdom of experienced educators and scholars at a
range of postsecondary institutions. Current and future faculty
members, higher education administrators, and student affairs
educators will undoubtedly find this book complete with fresh ideas
to reverse troubling engagement trends among various college
student populations.
Written primarily for students in higher education and student
affairs graduate programs, Introduction to American Higher
Education is a groundbreaking textbook that combines classic
scholarship pertaining to colleges and universities with the most
cutting-edge perspectives in the field. The book is divided into
five sections and contains 25 essential readings on the following
topics: Faculty Teaching, Learning and Curriculum College Students
Organizations, Leadership and Governance Higher Education Policy
Each section includes chapters on community colleges and four-year
institutions, as well as a substantive overview written by an
expert scholar in the field: Ann E. Austin, Clifton F. Conrad,
Laura I. Rend n, Adrianna J. Kezar, and Edward P. St. John. This
impressive volume ensures that faculty members will no longer have
to compile their own collections of articles and chapters for use
in introductory courses-Introduction to American Higher Education
brings together the best scholarship in one comprehensive text.
Scandals in College Sports includes 21 classic and contemporary
case studies and ethical dilemmas showcasing challenges that
threatened the integrity and credibility of intercollegiate sports
programs at a range of institutional types across the country.
Cases cover NCAA policy violations and ethical dilemmas involving
student-athletes, coaches, and other stakeholders, including
scandals of academic misconduct, illegal recruiting practices,
sexual assault, inappropriate sexual relationships, hazing,
concussions, and point shaving. Each chapter author explores the
details of the specific case, presents the dilemma in a broader
sociocultural context, and ultimately offers an alternative ending
to help guide future practice. This timely book highlights the
impact that sports have on institutions of higher education and
guides college leaders and educators in informed discussions of
policy and practice.
This book offers a novel and proven approach to the retention and
success of underrepresented students. It advocates a strategic
approach through which an institution sets clear goals and metrics
and integrates the identity support work of cultural / diversity
centers with skill building through cohort activities to enable
students to successfully navigate college, graduate on time and
transition to the world of work. Underlying the process is an
intersectional and identity-conscious, rather than
identity-centered, framework that addresses the complexity of
students' assets and needs as they encounter the unfamiliar terrain
of college. In the current landscape of higher education, colleges
and universities normally divide their efforts between departments
and programs that explicitly work on developing students'
identities and separate departments or programs that work on
retaining and graduating higher-risk students. This book contends
that the gap between cultural/diversity centers and institutional
retention efforts is both a missed opportunity and one that
perpetuates the opportunity gap between students of color and
low-income students and their peers. Identity-consciousness, the
central framework of this book, differs from an identity-centric
approach where the identity itself is the focus of the
intervention. For example, a Latino men's program can be developed
as an identity-centered initiative if the outcomes of the program
are all tied to a deeper or more complex understanding of one's
Latino-ness and/or masculinity. Alternately, this same program can
be an identity-conscious student success program if it is designed
from the ground up with the students' racial and gender identities
in mind, but the intended outcomes are tied to student success,
such as term-to-term credit completion, yearly persistence,
engagement in high-impact practices, or timely graduation.
Following the introductory chapter focused on framing how we
understand risk and success in the academy, the remaining chapters
present programmatic interventions that have been tested and found
effective for students of color, working class college students,
and first-generation students. Each chapter opens with a student
story to frame the problem, outlines the key research that informs
the program, and offers sufficient descriptive information for
staff or faculty considering implementing a similar
identity-conscious intervention on their campus. The chapters
conclude with a discussion of assessment, and suggested "Action
Items" as starting points.
This book offers a novel and proven approach to the retention and
success of underrepresented students. It advocates a strategic
approach through which an institution sets clear goals and metrics
and integrates the identity support work of cultural / diversity
centers with skill building through cohort activities to enable
students to successfully navigate college, graduate on time and
transition to the world of work. Underlying the process is an
intersectional and identity-conscious, rather than
identity-centered, framework that addresses the complexity of
students' assets and needs as they encounter the unfamiliar terrain
of college. In the current landscape of higher education, colleges
and universities normally divide their efforts between departments
and programs that explicitly work on developing students'
identities and separate departments or programs that work on
retaining and graduating higher-risk students. This book contends
that the gap between cultural/diversity centers and institutional
retention efforts is both a missed opportunity and one that
perpetuates the opportunity gap between students of color and
low-income students and their peers. Identity-consciousness, the
central framework of this book, differs from an identity-centric
approach where the identity itself is the focus of the
intervention. For example, a Latino men's program can be developed
as an identity-centered initiative if the outcomes of the program
are all tied to a deeper or more complex understanding of one's
Latino-ness and/or masculinity. Alternately, this same program can
be an identity-conscious student success program if it is designed
from the ground up with the students' racial and gender identities
in mind, but the intended outcomes are tied to student success,
such as term-to-term credit completion, yearly persistence,
engagement in high-impact practices, or timely graduation.
Following the introductory chapter focused on framing how we
understand risk and success in the academy, the remaining chapters
present programmatic interventions that have been tested and found
effective for students of color, working class college students,
and first-generation students. Each chapter opens with a student
story to frame the problem, outlines the key research that informs
the program, and offers sufficient descriptive information for
staff or faculty considering implementing a similar
identity-conscious intervention on their campus. The chapters
conclude with a discussion of assessment, and suggested "Action
Items" as starting points.
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.
In the updated edition of this important volume, the editors and
chapter contributors explore how diverse populations of students
experience college differently and encounter group-specific
barriers to success. Informed by relevant theories, each chapter
focuses on engaging a different student population, including
low-income students, Students of Color, international students,
students with disabilities, religious minority students,
student-athletes, part-time students, adult learners,
military-connected students, graduate students, and others. New in
this third edition is the inclusion of chapters on Indigenous
students, student activists, transracial Asian American adoptee
students, justice-involved students, student-parents,
first-generation students, and undocumented students. The
forward-thinking, practical, anti-deficit-oriented strategies
offered throughout the book are based on research and the collected
professional wisdom of experienced educators and scholars at a
range of postsecondary institutions. Current and future faculty
members, higher education administrators, and student affairs
educators will undoubtedly find this book complete with fresh ideas
to reverse troubling engagement trends among various college
student populations.
Scandals in College Sports includes 21 classic and contemporary
case studies and ethical dilemmas showcasing challenges that
threatened the integrity and credibility of intercollegiate sports
programs at a range of institutional types across the country.
Cases cover NCAA policy violations and ethical dilemmas involving
student-athletes, coaches, and other stakeholders, including
scandals of academic misconduct, illegal recruiting practices,
sexual assault, inappropriate sexual relationships, hazing,
concussions, and point shaving. Each chapter author explores the
details of the specific case, presents the dilemma in a broader
sociocultural context, and ultimately offers an alternative ending
to help guide future practice. This timely book highlights the
impact that sports have on institutions of higher education and
guides college leaders and educators in informed discussions of
policy and practice.
Written primarily for students in higher education and student
affairs graduate programs, Introduction to American Higher
Education is a groundbreaking textbook that combines classic
scholarship pertaining to colleges and universities with the most
cutting-edge perspectives in the field. The book is divided into
five sections and contains 25 essential readings on the following
topics: Faculty Teaching, Learning and Curriculum College Students
Organizations, Leadership and Governance Higher Education Policy
Each section includes chapters on community colleges and four-year
institutions, as well as a substantive overview written by an
expert scholar in the field: Ann E. Austin, Clifton F. Conrad,
Laura I. Rend n, Adrianna J. Kezar, and Edward P. St. John. This
impressive volume ensures that faculty members will no longer have
to compile their own collections of articles and chapters for use
in introductory courses-Introduction to American Higher Education
brings together the best scholarship in one comprehensive text.
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