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The "problem of the 21st century" is rapidly expanding diversity
alongside stubbornly persistent status and power inequities by
race, ethnicity, gender, class, language, citizenship and region.
Extensive technological, economic, political and social changes,
along with immigration, combine to produce a global community of
great diversity and interpenetration. Unfortunately, this global
community continues to be fractured by extreme disparities in
wealth and power, divided into "haves" and "have-nots."
Universities around the globe can play critical roles in economic
development and sociocultural exchange. Where different communities
interact, overlap, exchange and compete for scarce resources,
complex challenges are presented. Current discourse often views
difference and diversity as problems; however, a growing
scholarship reframes difference and diversity as potential
resources. This volume presents research into the consequences of
difference and diversity for higher education. An international
group of scholars reflects on the challenges and prospects of
diversity, difference and inclusion for universities in their
respective societies. Various theoretical and empirical
perspectives are used to better understand how diverse populations
and expectations intersect to influence higher education and
societies globally. Diversity and difference are defined broadly to
encompass specific national contexts and their particular emphases
on race, ethnicity, gender, culture, language, religion, sexual
orientation and/or region. We find that around the world, higher
and tertiary institutions confront the "diversity imperative" with
varying approaches, success and "best practices."
"As the World Turns" examines two of the major problems confronting higher education in this modern world: access to higher education remains a persistent problem for disadvantaged students around the world; universities that are highly segregated by race, culture, language, nationality, or immigration status have lower achievement for disadvantaged students - who are also more often targets of discrimination. This volume compares discriminated, underrepresented and excluded groups in universities around the globe; identifying personal, group, institutional and societal factors related to persistent inequality. Through a consortium of international scholars, the chapters present studies on minority student experiences and achievement, asking whether and how universities: exhibit difference, diversity and inequality; integrate multiple social groups; encourage respect between diverse communities; and use diversity to enhance student learning. This volume demonstrates how diversity and equity help advance academic excellence in global higher education.
This new bibliography offers access to journal articles, books and book chapters, doctoral dissertations and masters theses, government and university reports, and other materials. It covers an extended range of topics and encompasses recent work in the social sciences and health sciences, as well as the human services profession. The bibliographic section presents more than 1,100 numbered citations arranged alphabetically by author, with entries keyed to both broad topic categories and specific subjects. A classified index, with titles, lists works by category and subject, and a key word index cross-references nearly one thousand words that appear in entry titles.
This volume considers African-American education in the 21st century through the lens of the Chicago School Tradition, at the University of Chicago. The Chicago School Tradition, among other emphases, stressed the optimistic view that all children who do not have serious physical or emotional impairments can do well in school, if provided access to effective teachers, sufficient resources and adequate opportunities to learn. On the occasion of Professor Edgar G. Epps' retirement from the University of Chicago, as Marshall Field IV Professor of Urban Education, this volume includes contributions from several generations of scholars influenced by his work to celebrate his career and contributions to educational research, policy and practice. More broadly, the volume adopts a holistic approach to examine the persistent challenges of deteriorating urban schools and poor educational outcomes for African American students. The volume seeks to demonstrate how solutions may flow from educational research, theory, policy and practices conducted in the Chicago School Tradition.
Now more than ever, the issue of access to higher education for all is a matter of global importance. As colleges and universities worldwide increasingly extend their academic programs abroad, develop internationally mixed research teams and create international curricular initiatives, it is essential to ensure that equitable access to a high quality education remains a key component of the research and policy agenda transnationally. In this book, leading scholars from around the globe offer the most current knowledge about postsecondary access and success, offering fertile ground for new directions in higher education. A critical read for scholars, practitioners, and policymakers, this book offers interdisciplinary perspectives on key priorities and action steps for the higher education community to help mitigate economic, social, and political inequality.
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