Examines the experience of Black scholarship and faculty in predominantly White academic spaces. While research has emphasized the importance of a diverse faculty, higher education has done little to bring this goal to fruition. The hidden politics at play during the traditional tenure and promotion process represent a significant obstacle to the advancement of Black faculty. While research productivity is the cornerstone of a successful tenure and promotion case at most universities and colleges, Black faculty are more likely to be tasked with extra service activities, which constrains time for research. Many Black faculty are also community-conscious scholars dedicated to conducting research to help uplift their communities, which may not be seen as credible or as valuable in the tenure and promotion process. Edited by Robert T. Palmer, Alonzo M. Flowers III, and Sosanya Jones, Black Scholarship in a White Academy offers important perspectives on how Black faculty and their scholarship have been historically devalued within the academy, particularly in predominantly White academic spaces. Using anti-Blackness theory as a framework, contributors discuss how White hegemony operates to undervalue and obstruct Black scholarship and faculty. Covering such diverse topics as navigating the tenure process, building Black spaces for inclusion, and exploring the intersection of Blackness and disability in higher education, this book presents ways Black faculty can navigate and challenge systemic racism and racist toxicity within their institutions. Contributors: Fred A. Bonner II, NiCole T. Buchanan, Sheron Fraser-Burgess, Beverly-Jean M. Daniel, Kristie Dotson, Antonio L. Ellis, Edward C. Fletcher Jr., Alonzo M. Flowers III, Donna Y. Ford, H. Bernard Hall, Erik M. Hines, Martinque K. Jones, Sosanya Jones, Nicole Johnson, Chad E. Kee, aretha f. marbley, James L. Moore III, Robert T. Palmer, Stella L. Smith, Isis H. Settles, Terrell L. Strayhorn, Katrina Struloeff, Blanca Elizabeth Vega, Larry J. Walker, Brian L. Wright

The Handbook of Sex Differences is a four-volume reference work written to assess sex differences, with a primary focus on the human species. Based on the authors’ highly influential 2008 book Sex Differences, these volumes highlight important new research findings from the last decade and a half alongside earlier findings. In this, the work’s fourth and last volume, two related questions are addressed: Are there universal sex differences (i.e., sex differences found in all societies)? And if the answer is yes, what are they and how can each one be theoretically explained? To answer the first of these two questions, this volume condenses much of the research findings amassed in the book’s first three volumes into summary tables. Then, to help identify likely universal sex differences, three versions of social role theory and two versions of evolutionary theory are examined relative to each possible universal sex difference. Consideration is even given to religious scriptures as a sixth type of explanation. In the concluding analyses, 308 likely universal sex differences are identified. No single theory was able to explain all these differences. Nevertheless, the two evolutionary theories were better in this regard than any of the three social role theories, including the recently proposed biosocial version of social role theory. The Handbook of Sex Differences is of importance for any researcher, student, or professional who requires a comprehensive resource on sex differences.

The Handbook of Sex Differences is a four-volume reference work assembled and written to assess sex differences in human traits (although findings regarding other species are also included). Based on the authors’ highly influential 2008 book Sex Differences, these volumes highlight important new research findings from the last decade and a half alongside earlier findings. Conclusions reached by meta-analyses are also included. In this, the work’s third volume, findings from thousands of studies pertaining to behavior, broadly defined, are summarized. Traits covered include those involving personality, social behavior, criminality, work, and sex stereotypes. The eight chapters comprising Volume III are as follows: 16. Personality and Behavioral Tendencies 17. Social Behavior 18. Acquiring, Selling, and Consuming Behavior 19. Criminality, Near-Criminality, and Victimization 20. Education, Work, Social Status, and Territorial Behavior 21. Sex Stereotypes 22. Attitudes and Actions Toward Others According to their Sex 23. Ecologically Based Sex Differences The Handbook of Sex Differences is of significant importance for any researcher, student, or professional who requires a comprehensive resource on sex differences.

The Handbook of Sex Differences is a four-volume reference work assembled and written to assess sex differences in human traits (although findings regarding other species are also included). Based on the authors’ highly influential 2008 book Sex Differences, these volumes highlight important new research findings from the last decade and a half alongside earlier findings. Conclusions reached by meta-analyses are also included. This, the work’s second volume, summarizes results from thousands of studies pertaining to cognition, broadly defined. Variables related to perceptual and motor skills, emotions, intellectual abilities, and mental disorders are among those examined. Even sex differences in attitudes, beliefs, preferences, and interests are documented in this volume. The seven chapters comprising Volume II are as follows: 9. Perceptual Abilities and Motor Functioning 10. Emotional Factors 11. Cognitive, Academic, and Intellectual Factors 12. Learning, Memory, Knowledge, and Cognitive States 13. Self-Assessments and States Of Mind 14. Mental Health and Illness 15. Attitudes, Beliefs, Interests, and Preferences The Handbook of Sex Differences is of importance for any researcher, student, or professional who requires a comprehensive resource on sex differences.

The Handbook of Sex Differences is a four-volume reference work assembled and written to assess sex differences in human traits (although findings regarding other species are also included). Based on the authors’ highly influential 2008 book Sex Differences, these volumes highlight important new research findings from the last decade and a half alongside earlier findings. Conclusions reached by meta-analyses are also included. In this, the work’s first volume, findings from thousands of studies are summarized regarding basic biology. Results having to do with sex ratios at birth and traits involving a wide range of bodily features are reported along with numerous complex aspects of biochemistry, neurology, and physical health. The eight chapters comprising Volume I are as follows: 1. Reproduction, Development, and Morphology 2. Anatomical and Physiological Factors 3. Bodily Fluids, Biochemicals, and Biochemical Receptors 4. The Brain: Structure and Functioning 5. Physical Health and Illness 6. Responses to Physical and Chemical Environmental Factors 7. Responses to Stress and to Pain 8. Prenatal Factors The Handbook of Sex Differences is of significant importance for any researcher, student, or professional who requires a comprehensive resource on sex differences.

This volume explores the unique experiences of student affairs professionals at Minority Serving Institutions (MSIs) in the US. In doing so, it highlights broader challenges faced by MSIs and highlights ways in which these have been countered by effective student affairs practice. Recognizing that the role of student affairs practitioners at MSIs often differs from that of their contemporaries in other types of institution, this volume offers important insight into the context of student affairs at Historically Black Colleges and Universities, Predominantly Black Institutions, Hispanic-Serving Institutions, and Asian American and Native American Pacific Islander- Serving Institutions. Drawing on rich qualitative data, chapters identify examples of best practices to foster student growth, ensure culturally relevant approaches, and enhance collaboration between academic and administrative departments. The volume thereby showcases the important contribution that these institutions, and the professionals within them, make to the US Higher Education landscape and the success of minority students. This text will benefit researchers, academics, and educators with an interest in student affairs practice, higher education management, and inclusive education. Those interested in the sociology of education as well as race and ethnicity studies will also benefit from the volume.

Challenging misconceptions related to Black academic achievement, this volume provides original perspectives on the policies, initiatives, and factors that facilitate the success of students of color as they progress along the educational pipeline. Grounded in an anti-deficit framework, this book offers personal narratives of Black educational leaders and professionals who discuss aspects of their educational experiences and pathways to success. With takeaways for research and practice, the individual narratives that comprise this book add to the conversation and advance important lessons gained from personal stories about achieving success for Blacks and other minority students.

Apocalypse and Reform from Late Antiquity to the Middle Ages provides a range of perspectives on what reformist apocalypticism meant for the formation of Medieval Europe, from the Fall of Rome to the twelfth century. It explores and challenges accepted narratives about both the development of apocalyptic thought and the way it intersected with cultures of reform to influence major transformations in the medieval world. Bringing together a wealth of knowledge from academics in Britain, Europe and the USA this book offers the latest scholarship in apocalypse studies. It consolidates a paradigm shift, away from seeing apocalypse as a radical force for a suppressed minority, and towards a fuller understanding of apocalypse as a mainstream cultural force in history. Together, the chapters and case studies capture and contextualise the variety of ideas present across Europe in the Middle Ages and set out points for further comparative study of apocalypse across time and space. Offering new perspectives on what ideas of 'reform' and 'apocalypse' meant in Medieval Europe, Apocalypse and Reform from Late Antiquity to the Middle Ages provides students with the ideal introduction to the study of apocalypse during this period.

Strong, effective, and innovative leadership is critical for institutions of higher education, especially for Minority-Serving Institutions (MSIs). Indeed, research and examples have shown leadership instability among some types of MSIs, while discussions and research on effective leadership for other MSIs is noticeably absent from the extant literature. In this volume, noted experts, researchers, and leaders discuss opportunities and challenges for leadership across the full range of MSIs, while creating a dialogue on leadership models and best practices. Chapters explore issues at Historically Black Colleges and Universities (HBCUs), Hispanic Serving Institutions(HSIs), Tribal Colleges and Universities (TCUs), and Asian American and Native American Pacific Islander Serving Institutions (AANAPISIs). This book helps higher education and student affairs scholars and administrators unpack contemporary leadership issues and strategies, and synthesizes best practices to help MSI leaders increase the effectiveness and sustainability of their institutions.

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.

According to the Centers for Disease Control and Prevention, young people aged 18 to 25 are at a significant risk for acquiring and transmitting HIV (Human Immunodeficiency Virus) and other STIs (sexually transmitted infections). Primary developmental processes that place college students particularly at risk include the experience of intimacy, sexual desires and the centrality of the peer group. During these routine developmental processes, college students experiment with unprotected sex, multiple sex partners and alcohol and illicit drugs, all of which are contributing risk factors for HIV/STI infections. Early diagnosis, treatment and prevention of HIV and other STIs is germane to promoting the sexual health of college students and reducing high HIV/STI infection rates among young people. This edited volume will provide innovative and cutting-edge approaches to prevention for college students and will have a major impact on advancing the interdisciplinary fields of higher education and public health. It will explore core ideas such as hooking up culture, sexual violence, LGBT and students of color, as well as HIV and STI prevention in community colleges, rural colleges and minority serving institutions.

Challenging misconceptions related to Black academic achievement, this volume provides original perspectives on the policies, initiatives, and factors that facilitate the success of students of color as they progress along the educational pipeline. Grounded in an anti-deficit framework, this book offers personal narratives of Black educational leaders and professionals who discuss aspects of their educational experiences and pathways to success. With takeaways for research and practice, the individual narratives that comprise this book add to the conversation and advance important lessons gained from personal stories about achieving success for Blacks and other minority students.

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.

According to the Centers for Disease Control and Prevention, young people aged 18 to 25 are at a significant risk for acquiring and transmitting HIV (Human Immunodeficiency Virus) and other STIs (sexually transmitted infections). Primary developmental processes that place college students particularly at risk include the experience of intimacy, sexual desires and the centrality of the peer group. During these routine developmental processes, college students experiment with unprotected sex, multiple sex partners and alcohol and illicit drugs, all of which are contributing risk factors for HIV/STI infections.

Early diagnosis, treatment and prevention of HIV and other STIs is germane to promoting the sexual health of college students and reducing high HIV/STI infection rates among young people. This edited volume will provide innovative and cutting-edge approaches to prevention for college students and will have a major impact on advancing the interdisciplinary fields of higher education and public health. It will explore core ideas such as hooking up culture, sexual violence, LGBT and students of color, as well as HIV and STI prevention in community colleges, rural colleges and minority serving institutions."

"

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.

To maintain competitiveness in the global economy, United States policymakers and national leaders are increasing their attention to producing workers skilled in science, technology, engineering, and mathematics (STEM). Given the growing minority population in the country, it is critical that higher education policies, pedagogies, climates, and initiatives are effective in promoting racial and ethnic minority students' educational attainment in STEM. Minority Serving Institutions (MSIs) have shown efficacy in facilitating the success of racial and ethnic minority students in STEM and are collectively responsible for producing nearly one-third of the nation's minority STEM graduates. In Fostering Success of Ethnic and Racial Minorities in STEM, well-known contributors share salient institutional characteristics, unique aspects of climate, pedagogy, and programmatic initiatives at MSIs that are instrumental in enhancing the success of racial and ethnic minority students in STEM education. This book provides recommendations on institutional practice, policy, and lessons that any institution can use on their campus to foster better retention and persistence among minority students. Higher Education leaders and administrators interested in encouraging achievement among racial and ethnic minority students in STEM education will find this book a welcomed and timely addition to the discourse on promoting minority student success.

To maintain competitiveness in the global economy, United States policymakers and national leaders are increasing their attention to producing workers skilled in science, technology, engineering, and mathematics (STEM). Given the growing minority population in the country, it is critical that higher education policies, pedagogies, climates, and initiatives are effective in promoting racial and ethnic minority students' educational attainment in STEM. Minority Serving Institutions (MSIs) have shown efficacy in facilitating the success of racial and ethnic minority students in STEM and are collectively responsible for producing nearly one-third of the nation's minority STEM graduates. In Fostering Success of Ethnic and Racial Minorities in STEM, well-known contributors share salient institutional characteristics, unique aspects of climate, pedagogy, and programmatic initiatives at MSIs that are instrumental in enhancing the success of racial and ethnic minority students in STEM education. This book provides recommendations on institutional practice, policy, and lessons that any institution can use on their campus to foster better retention and persistence among minority students. Higher Education leaders and administrators interested in encouraging achievement among racial and ethnic minority students in STEM education will find this book a welcomed and timely addition to the discourse on promoting minority student success.

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.

Spanning many different epochs and varieties of religious experience, this book develops a new approach to religion and its role in human history. The authors look across a range of religious phenomena-from ancestor worship to totemism, shamanism, and worldwide modern religions-to offer a new explanation of the evolutionary success of religious behaviors. Their book is more empirical and verifiable than most previous books on evolution and religion because they develop an approach that removes guesswork about beliefs in the supernatural, focusing instead on the behaviors of individuals. The result is a pioneering look at how and why natural selection has favored religious behaviors throughout history.

A fundamentally new approach to religion that differs from all other explanations by defining religion not in terms of unidentifiable beliefs in the supernatural, but by the identifiable behavior of communicating acceptance of supernatural claims. This approach distinguishes different forms of religious behavior, from the ancestor worship, totemism, and shamanism of traditional societies, to the behavior of prophets that started the world religions, by their different supernatural claims. Communicating acceptance of any supernatural claim tends to promote cooperative social relationships because it communicates a willingness to accept unskeptically the influence of the speaker in a way similar to a child's acceptance of the influence of a parent. This is why the clearest identifiable effect of religious behavior is the promotion of cooperative family-like social relationships: parent/child-like relationships between the individuals making and accepting the supernatural claims and sibling-like relationships among coacceptors of those claims. As religious behaviors, and the increased cooperation they produce, are copied from one generation to the next, the number of cooperating codescendants has tended to increase. Thus, religion can be seen as a descendant-leaving strategy of our ancestors that has been favored by natural selection and has become a human universal found in all known cultures.

This is the first book to exclusively address Hispanic Serving Institutions (HSIs), filling a major gap in the research on these institutions, and in our understanding of their approaches to learning and their role in supporting all students while focusing on Hispanic students. Born out of the reauthorization of the Higher Education Act of 1992 and classified as such if their enrollment of Latino students account for a quarter of their undergraduate enrollment, the number of HSIs and their impact in higher education is growing. Today there are approximately 370 HSIs, 277 emerging HSIs and their numbers are steadily increasing. Given the projected growth of the Latino population and HSIs’ record of advancing the success for Hispanic students in STEM fields, as well as of graduating nearly a third of all Hispanic bachelor’s degree recipients, their work has important implications for higher education at large. Written by leading and rising scholars on HSIs, this book offers insight into its historic policy origins, the experiences of various student populations served, faculty issues (i.e., governance, diversity, work/life experience, etc.), the impact of student affairs in advancing student development, student experiences of philanthropy efforts, and future challenges that these growing number of institutions face. Developed with administrators, scholars, practitioners, student affairs staff, and policymakers in mind, this book touches on the many facets of HSIs, painting an organic mosaic of institutions dedicated to the postsecondary advancement of Latino students, chronicling the contemporary challenges that these institutions face while lamenting their future.

This is the first book to exclusively address Hispanic Serving Institutions (HSIs), filling a major gap in the research on these institutions, and in our understanding of their approaches to learning and their role in supporting all students while focusing on Hispanic students. Born out of the reauthorization of the Higher Education Act of 1992 and classified as such if their enrollment of Latino students account for a quarter of their undergraduate enrollment, the number of HSIs and their impact in higher education is growing. Today there are approximately 370 HSIs, 277 emerging HSIs and their numbers are steadily increasing. Given the projected growth of the Latino population and HSIs' record of advancing the success for Hispanic students in STEM fields, as well as of graduating nearly a third of all Hispanic bachelor's degree recipients, their work has important implications for higher education at large. Written by leading and rising scholars on HSIs, this book offers insight into its historic policy origins, the experiences of various student populations served, faculty issues (i.e., governance, diversity, work/life experience, etc.), the impact of student affairs in advancing student development, student experiences of philanthropy efforts, and future challenges that these growing number of institutions face. Developed with administrators, scholars, practitioners, student affairs staff, and policymakers in mind, this book touches on the many facets of HSIs, painting an organic mosaic of institutions dedicated to the postsecondary advancement of Latino students, chronicling the contemporary challenges that these institutions face while lamenting their future.

Apocalypse and Reform from Late Antiquity to the Middle Ages provides a range of perspectives on what reformist apocalypticism meant for the formation of Medieval Europe, from the Fall of Rome to the twelfth century. It explores and challenges accepted narratives about both the development of apocalyptic thought and the way it intersected with cultures of reform to influence major transformations in the medieval world. Bringing together a wealth of knowledge from academics in Britain, Europe and the USA this book offers the latest scholarship in apocalypse studies. It consolidates a paradigm shift, away from seeing apocalypse as a radical force for a suppressed minority, and towards a fuller understanding of apocalypse as a mainstream cultural force in history. Together, the chapters and case studies capture and contextualise the variety of ideas present across Europe in the Middle Ages and set out points for further comparative study of apocalypse across time and space. Offering new perspectives on what ideas of 'reform' and 'apocalypse' meant in Medieval Europe, Apocalypse and Reform from Late Antiquity to the Middle Ages provides students with the ideal introduction to the study of apocalypse during this period.

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.