Results by Title
52 books about Higher Education
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Academic Ableism: Disability and Higher Education
Jay Timothy Dolmage
University of Michigan Press, 2017
Library of Congress LC4818.38.D66 2017 | Dewey Decimal 378.0087
Academic Ableism brings together disability studies and institutional critique to recognize the ways that disability is composed in and by higher education, and rewrites the spaces, times, and economies of disability in higher education to place disability front and center. For too long, argues Jay Timothy Dolmage, disability has been constructed as the antithesis of higher education, often positioned as a distraction, a drain, a problem to be solved. The ethic of higher education encourages students and teachers alike to accentuate ability, valorize perfection, and stigmatize anything that hints at intellectual, mental, or physical weakness, even as we gesture toward the value of diversity and innovation. Examining everything from campus accommodation processes, to architecture, to popular films about college life, Dolmage argues that disability is central to higher education, and that building more inclusive schools allows better education for all.
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Academic Ableism: Disability and Higher Education
Jay Timothy Dolmage
University of Michigan Press, 2017
Academic Ableism brings together disability studies and institutional critique to recognize the ways that disability is composed in and by higher education, and rewrites the spaces, times, and economies of disability in higher education to place disability front and center. For too long, argues Jay Timothy Dolmage, disability has been constructed as the antithesis of higher education, often positioned as a distraction, a drain, a problem to be solved. The ethic of higher education encourages students and teachers alike to accentuate ability, valorize perfection, and stigmatize anything that hints at intellectual, mental, or physical weakness, even as we gesture toward the value of diversity and innovation. Examining everything from campus accommodation processes, to architecture, to popular films about college life, Dolmage argues that disability is central to higher education, and that building more inclusive schools allows better education for all.
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Academic Science, Higher Education, and the Federal Government, 1950-1983
John T. Wilson
University of Chicago Press, 1983
Library of Congress Q127.U6W534 1983 | Dewey Decimal 353.0085509
Since World War II, the federal government and institutions of higher education have shared an unprecedented association. John T. Wilson is among the relatively few people who have played roles on both sides of this relationship. In this essay, he examines the substance of the relationship with an eye to the future, reviewing the policies and programs that have governed federal support of academic science and higher education during the past thirty years.
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Adapting to America: Catholics, Jesuits, and Higher Education in the Twentieth Century
William P. Leahy, SJ
Georgetown University Press, 1991
Library of Congress LC501.L34 1991 | Dewey Decimal 377
Professor Leahy recounts the academic tensions between religious beliefs and intellectual inquiry, and explore the social changes that have affected higher education and American Catholicism throughout this century. He attempts to explain why the significant growth of Catholic colleges and universities was not always matched by concomitant academic esteem in the larger world of American higher education.
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The African Experience with Higher Education
J. F. Ade Ajayi
Ohio University Press, 1996
Library of Congress LA1503.A44 1996 | Dewey Decimal 378.6
There have been institutions of higher learning for centuries in Africa, but the phenomenal growth has taken place in the last fifty years, first in the later days of colonialism and then in the heady days of independence and commodity boom. Without them, there would have been no development.
The three highly distinguished authors have written the first comprehensive assessment of universities and higher education in Africa south of the Sahara. As can be seen from their biographies, they draw on experience from both francophone and anglophone Africa and from teaching in both the sciences and the arts.
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The Aims of Higher Education: Problems of Morality and Justice
Edited by Harry Brighouse and Michael McPherson
University of Chicago Press, 2015
Library of Congress LB2324.A39 2015 | Dewey Decimal 378.001
In this book, philosopher Harry Brighouse and Spencer Foundation president Michael McPherson bring together leading philosophers to think about some of the most fundamental questions that higher education faces. Looking beyond the din of arguments over how universities should be financed, how they should be run, and what their contributions to the economy are, the contributors to this volume set their sights on higher issues: ones of moral and political value. The result is an accessible clarification of the crucial concepts and goals we so often skip over—even as they underlie our educational policies and practices.
The contributors tackle the biggest questions in higher education: What are the proper aims of the university? What role do the liberal arts play in fulfilling those aims? What is the justification for the humanities? How should we conceive of critical reflection, and how should we teach it to our students? How should professors approach their intellectual relationship with students, both in social interaction and through curriculum? What obligations do elite institutions have to correct for their historical role in racial and social inequality? And, perhaps most important of all: How can the university serve as a model of justice? The result is a refreshingly thoughtful approach to higher education and what it can, and should, be doing.
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American Academic Cultures: A History of Higher Education
Paul H. Mattingly
University of Chicago Press, 2017
Library of Congress LA226.M388 2017 | Dewey Decimal 378.00973
At a time when American higher education seems ever more to be reflecting on its purpose and potential, we are more inclined than ever to look to its history for context and inspiration. But that history only helps, Paul H. Mattingly argues, if it’s seen as something more than a linear progress through time. With American Academic Cultures, he offers a different type of history of American higher learning, showing how its current state is the product of different, varied generational cultures, each grounded in its own moment in time and driven by historically distinct values that generated specific problems and responses.
Mattingly sketches out seven broad generational cultures: evangelical, Jeffersonian, republican/nondenominational, industrially driven, progressively pragmatic, internationally minded, and the current corporate model. What we see through his close analysis of each of these cultures in their historical moments is that the politics of higher education, both inside and outside institutions, are ultimately driven by the dominant culture of the time. By looking at the history of higher education in this new way, Mattingly opens our eyes to our own moment, and the part its culture plays in generating its politics and promise.
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The Blackademic Life: Academic Fiction, Higher Education, and the Black Intellectual
Lavelle Porter
Northwestern University Press, 2019
Library of Congress PS374.N4P67 2019 | Dewey Decimal 813.509896073
The Blackademic Life critically examines academic fiction produced by black writers. Lavelle Porter evaluates the depiction of academic and campus life in literature as a space for black writers to produce counternarratives that celebrate black intelligence and argue for the importance of higher education, particularly in the humanistic tradition. Beginning with an examination of W. E. B. Du Bois’s creative writing as the source of the first black academic novels, Porter looks at the fictional representations of black intellectual life and the expectations that are placed on faculty and students to be racial representatives and spokespersons, whether or not they ever intended to be. The final chapter examines blackademics on stage and screen, including in the 2014 film Dear White People and the groundbreaking television series A Different World.
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Campuses of Consent: Sexual and Social Justice in Higher Education
Theresa Kulbaga
University of Massachusetts Press
Library of Congress LC192.2.K85 2019 | Dewey Decimal 371.786
This new book for scholars and university administrators offers a provocative critique of sexual justice language and policy in higher education around the concept of consent. Complicating the idea that consent is plain common sense, Campuses of Consent shows how normative and inaccurate concepts about gender, gender identity, and sexuality erase queer or trans students’ experiences and perpetuate narrow, regressive gender norms and individualist frameworks for understanding violence.
Theresa A. Kulbaga and Leland G. Spencer prove that consent in higher education cannot be meaningfully separated from larger issues of institutional and structural power and oppression. While sexual assault advocacy campaigns, such as It’s On Us, federal legislation from Title IX to the Clery Act, and more recent affirmative-consent measures tend to construct consent in individualist terms, as something “given” or “received” by individuals, the authors imagine consent as something that can be constructed systemically and institutionally: in classrooms, campus communication, and shared campus spaces.
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The City as Campus: Urbanism and Higher Education in Chicago
Sharon Haar
University of Minnesota Press, 2010
Library of Congress LC238.3.C46H33 2011 | Dewey Decimal 378.1030977311
We are witnessing an explosion of universities and campuses nationwide, and urban schools play an important role in shaping the cities outside their walls. In The City as Campus, Sharon Haar uses Chicago as a case study to examine how universities interact with their urban contexts, demonstrating how higher education became integrated with ideas of urban growth as schools evolved alongside the city.
The City as Campus shows the strain of this integration, detailing historical accounts of battles over space as campus designers faced the challenge of weaving the social, spatial, and architectural conditions of the urban milieu into new forms to meet the changing needs of academia. Through a close analysis of the history of higher education in Chicago, The City as Campus explores how the university's missions of service, teaching, and research have metamorphosed over time, particularly in response to the unique opportunities-and restraints-the city provides. Illustrating how Chicago serves as a site of pedagogical transformation and a location for the larger purpose of the academic community, The City as Campus presents a social and design history of the urban campus as an architectural idea and form.
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Copyright, Fair Use, and the Challenge for Universities: Promoting the Progress of Higher Education
Kenneth D. Crews
University of Chicago Press, 1993
Library of Congress Z649.F35C74 1993 | Dewey Decimal 025.12
The recent lawsuit against Kinko's Copies for copyright infringement has exposed the confusion and heightened the fear of liability surrounding copyright issues in colleges and universities. This volume offers an enlightening explanation of copyright and the ambiguous concept of fair use as they affect and are affected by higher education.
In the first large-scale study of its kind, Kenneth D. Crews surveys the copyright policies of ninety-eight American research universities. His analysis reveals a variety of ways in which universities have responded to—and how they could better manage—the conflicting goals of copyright policies: avoiding infringements while promoting lawful uses that serve teaching and research. He explains in detail the background of copyright law and congressional guidelines affecting familiar uses of photocopies, videotapes, software, and reserve rooms. Crews concludes that most universities are overly conservative in their interpretation of copyright and often neglect their own interests, adding unnecessary costs and obstacles to the lawful dissemination of information.
Copyright, Fair Use, and the Challenge for Universities provides administrators, instructors, lawyers, librarians, and educational leaders a much-needed exegesis of copyright and how it can better serve higher education.
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Crisis in Higher Education: A Plan to Save Small Liberal Arts Colleges in America
Jeffrey R. Docking
Michigan State University Press, 2014
Library of Congress LD51.A42D63 2015 | Dewey Decimal 378.774
In 2005 Adrian College was home to 840 enrolled students and had a tuition income of $8.54 million. By fall of 2011, enrollment had soared to 1,688, and tuition income had increased to $20.45 million. For the first time in years, the small liberal arts college was financially viable. Adrian College experienced this remarkable growth during the worst American economy in seventy years and in a state ravaged by the decline of the big three auto companies. How, exactly, did this turnaround happen? Crisis in Higher Education: A Plan to Save Small Liberal Arts Colleges in America was written to facilitate replication and generalization of Adrian College’s tremendous enrollment growth and retention success since 2005. This book directly addresses the economic competitiveness of small four-year institutions of higher education and presents an evidence-based solution to the enrollment and economic crises faced by many small liberal arts colleges throughout the country.
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Crisis Leadership in Higher Education: Theory and Practice
Ralph A Gigliotti
Rutgers University Press, 2020
Library of Congress LB2341.G486 2019 | Dewey Decimal 378.101
There was a time when crises on college and university campuses were relatively rare. Much has changed, and it has changed quite rapidly. Rather than being isolated incidents requiring the sole attention of presidents, chancellors, or communication professionals, the proliferation of crises across campuses means that crisis leadership has now become fundamental to the work of university personnel across levels, disciplines, and institutions. Drawing upon the findings of forty interviews with senior leaders from ten major research universities across the United States and a content analysis of over one thousand articles from a variety of news outlets, Crisis Leadership in Higher Education presents a theory-informed framework for academic and administrative leaders who must navigate the institutional and environmental crises that are most germane to institutions of higher education. The perspectives offered in this book remind us that it is in the chaos and uncertainty of crisis that leadership becomes most visible and most critical.
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Critical Curriculum: The Impact of Service Learning in Higher Education
Michael Sharp
University of Cincinnati Press, 2020
The University of Cincinnati's most distinguished and respected colleges are busy tearing down walls and breaking out of their "silos;" these colleges "get it"—they understand that students who cross borders, students who work and train cooperatively and collaboratively, learn more and are better prepared for employment after they leave the university.
The goal of this book is to further break higher education out of its silo. It is believed that a university that nurtures symbiotic partnerships between students, faculty, and the greater community in which the university is rooted, is stronger for it.
This book highlights the complex evolution of the University of Cincinnati's Service Learning program, particularly as the program is connected to the historic Cooperative Education movement in Cincinnati (Coop program founded in 1906). This action-oriented book employs narrative inquiry and document interrogation to solicit lived experiences and stories from a variety of both campus and community stakeholders, which were then analyzed through the theory of structuration. Through detailing key watershed moments that have underscored the program’s evolution, the book reveals important additions to theory, which have implications for other service learning programs, for the field of education leadership, and for literature pertaining to campus-community organizing.
Throughout the book, the reader will encounter several types of fresh acts in the narrative, defined as something new being developed that shifts the institutional structure in some way. It is concluded that these fresh acts, continually informed by the underpinnings of Collective Impact, have positive implications for the role that higher education plays toward the community’s greater good. It is hoped that this book will strengthened the existing pool of research focused on the social structuration of campus-community connections in higher education, including how leaders may foster collaborative experiences and broadened subjectivities for all relevant stakeholders.
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Democracy and Higher Education: Traditions and Stories of Civic Engagement
Scott J. Peters
Michigan State University Press, 2010
Library of Congress LB875.D5P48 2010 | Dewey Decimal 378.015
How are we to understand the nature and value of higher education's public purposes, mission, and work in a democratic society? How do-and how should-academic professionals contribute to and participate in civic life in their practices as scholars, scientists, and educators?
Democracy and Higher Education addresses these questions by combining an examination of several normative traditions of civic engagement in American higher education with the presentation and interpretation of a dozen oral history profiles of contemporary practitioners. In his analysis of these profiles, Scott Peters reveals and interprets a democratic-minded civic professionalism that includes and interweaves expert, social critic, responsive service, and proactive leadership roles.
Democracy and Higher Education contributes to a new line of research on the critically important task of strengthening and defending higher education's positive roles in and for a democratic society.
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Developing Writers in Higher Education: A Longitudinal Study
Anne Ruggles Gere, editor
University of Michigan Press, 2018
Library of Congress PE1404.D398 2019 | Dewey Decimal 808.0420711
For undergraduates following any course of study, it is essential to develop the ability to write effectively. Yet the processes by which students become more capable and ready to meet the challenges of writing for employers, the wider public, and their own purposes remain largely invisible. Developing Writers in Higher Education shows how learning to write for various purposes in multiple disciplines leads college students to new levels of competence.
This volume draws on an in-depth study of the writing and experiences of 169 University of Michigan undergraduates, using statistical analysis of 322 surveys, qualitative analysis of 131 interviews, use of corpus linguistics on 94 electronic portfolios and 2,406 pieces of student writing, and case studies of individual students to trace the multiple paths taken by student writers. Topics include student writers’ interaction with feedback; perceptions of genre; the role of disciplinary writing; generality and certainty in student writing; students’ concepts of voice and style; students’ understanding of multimodal and digital writing; high school’s influence on college writers; and writing development after college. The digital edition offers samples of student writing, electronic portfolios produced by student writers, transcripts of interviews with students, and explanations of some of the analysis conducted by the contributors.
This is an important book for researchers and graduate students in multiple fields. Those in writing studies get an overview of other longitudinal studies as well as key questions currently circulating. For linguists, it demonstrates how corpus linguistics can inform writing studies. Scholars in higher education will gain a new perspective on college student development. The book also adds to current understandings of sociocultural theories of literacy and offers prospective teachers insights into how students learn to write. Finally, for high school teachers, this volume will answer questions about college writing.
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Doing Diversity in Higher Education: Faculty Leaders Share Challenges and Strategies
Brown-Glaude, Winnifred R
Rutgers University Press, 2008
Library of Congress LB2332.6.D65 2008 | Dewey Decimal 378.19829
Using case studies from universities throughout the nation, Doing Diversity in Higher Education examines the role faculty play in improving diversity on their campuses. The power of professors to enhance diversity has long been underestimated, their initiatives often hidden from view. Winnifred Brown-Glaude and her contributors uncover major themes and offer faculty and administrators a blueprint for conquering issues facing campuses across the country. Topics include how to dismantle hostile microclimates, sustain and enhance accomplishments, deal with incomplete institutionalization, and collaborate with administrators. The contributors' essays portray working on behalf of diversity as a genuine intellectual project rather than a faculty "service."
The rich variety of colleges and universities included provides a wide array of models that faculty can draw upon to inspire institutional change.
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Doing Time, Writing Lives: Refiguring Literacy and Higher Education in Prison
Patrick W. Berry
Southern Illinois University Press, 2018
Library of Congress HV8883.3.U5B47 2018 | Dewey Decimal 374.18269270973
Winner, Coalition for Community Writing Outstanding Book Award 2019
Doing Time, Writing Lives offers a much-needed analysis of the teaching of college writing in U.S. prisons, a racialized space that—despite housing more than 2 million people—remains nearly invisible to the general public. Through the examination of a college-in-prison program that promotes the belief that higher education in prison can reduce recidivism and improve life prospects for the incarcerated and their families, author Patrick W. Berry exposes not only incarcerated students’ hopes and dreams for their futures but also their anxieties about whether education will help them.
Combining case studies and interviews with the author’s own personal experience of teaching writing in prison, this book chronicles the attempts of incarcerated students to write themselves back into a society that has erased their lived histories. It challenges polarizing rhetoric often used to describe what literacy can and cannot deliver, suggesting more nuanced and ethical ways of understanding literacy and possibility in an age of mass incarceration.
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Economic Challenges in Higher Education
Charles T. Clotfelter, Ronald G. Ehrenberg, Malcolm Getz, and John J. Siegfried
University of Chicago Press, 1991
Library of Congress LC67.62.E25 1991 | Dewey Decimal 338.4737873
The last two decades have been a turbulent period for American higher education, with profound demographic shifts, gyrating salaries, and marked changes in the economy. While enrollments rose about 50% in that period, sharp increases in tuition and fees at colleges and universities provoke accusations of inefficiency, even outright institutional greed and irresponsibility. As the 1990s progress, surpluses in the academic labor supply may give way to shortages in many fields, but will there be enough new Ph.D.'s to go around?
Drawing on the authors' experience as economists and educators, this book offers an accessible analysis of three crucial economic issues: the growth and composition of undergraduate enrollments, the supply of faculty in the academic labor market, and the cost of operating colleges and universities. The study provides valuable insights for administrators and scholars of education.
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Economic Inequality and Higher Education: Access, Persistence, and Success
Stacy Dickert-Conlin
Russell Sage Foundation, 2007
Library of Congress LC67.62.E254 2007 | Dewey Decimal 379.26
The vast disparities in college attendance and graduation rates between students from different class backgrounds is a growing social concern. Economic Inequality and Higher Education investigates the connection between income inequality and unequal access to higher education, and proposes solutions that the state and federal governments and schools themselves can undertake to make college accessible to students from all backgrounds. Economic Inequality and Higher Education convenes experts from the fields of education, economics, and public policy to assess the barriers that prevent low-income students from completing college. For many students from disadvantaged socioeconomic backgrounds, the challenge isn't getting into college, but getting out with a degree. Helping this group will require improving the quality of education in the community colleges and lower-tier public universities they are most likely to attend. Documenting the extensive disjuncture between the content of state-mandated high school testing and college placement exams, Michael Kirst calls for greater alignment between K-12 and college education. Amanda Pallais and Sarah Turner examine barriers to access at elite universities for low-income students—including tuition costs, lack of information, and poor high school records—as well as recent initiatives to increase socioeconomic diversity at private and public universities. Top private universities have increased the level and transparency of financial aid, while elite public universities have focused on outreach, mentoring, and counseling, and both sets of reforms show signs of success. Ron Ehrenberg notes that financial aid policies in both public and private universities have recently shifted towards merit-based aid, away from the need-based aid that is most helpful to low-income students. Ehrenberg calls on government policy makers to create incentives for colleges to increase their representation of low-income students. Higher education is often vaunted as the primary engine of upward mobility. Instead, as inequality in America rises, colleges may be reproducing income disparities from one generation to the next. Economic Inequality and Higher Education illuminates this worrisome trend and suggests reforms that educational institutions and the government must implement to make the dream of a college degree a reality for all motivated students.
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Empowering Men of Color on Campus: Building Student Community in Higher Education
Brooms, Derrick R.
Rutgers University Press, 2018
Library of Congress LC2781.B758 2018 | Dewey Decimal 378.1982
While recruitment efforts toward men of color have increased at many colleges and universities, their retention and graduation rates still lag behind those of their white peers. Men of color, particularly black and Latino men, face a number of unique challenges in their educational careers that often impact their presence on campus and inhibit their collegiate success. Empowering Men of Color on Campus examines how men of color negotiate college through their engagement in Brothers for United Success (B4US), an institutionally-based male-centered program at a Hispanic Serving Institution. Derrick R. Brooms, Jelisa Clark, and Matthew Smith introduce the concept of educational agency, which is harbored in cultural wealth and demonstrates how ongoing B4US engagement empowers the men’s efforts and abilities to persist in college. They found that the cultural wealth(s) of the community enhanced the students’ educational agency, which bolstered their academic aspirations, academic and social engagement, and personal development. The authors demonstrate how educational agency and cultural wealth can be developed and refined given salient and meaningful immersions, experiences, engagements, and communal connections.
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Fair Access to Higher Education: Global Perspectives
Edited by Anna Mountford-Zimdars, Daniel Sabbagh, and David Post
University of Chicago Press, 2014
Library of Congress LB2351.F35 2014 | Dewey Decimal 378.161
What does “fairness” mean internationally in terms of access to higher education? Increased competition for places in elite universities has prompted a worldwide discussion regarding the fairness of student admission policies. Despite budget cuts from governments—and increasing costs for students—competition is fierce at the most prestigious institutions. Universities, already under stress, face a challenge in balancing institutional research goals, meeting individual aspirations for upward social mobility, and promoting the democratic ideal of equal opportunity.
Fair Access to Higher Education addresses this challenge from a broad, transnational perspective. The chapters in this volume contribute to our thinking and reflection on policy developments and also offer new empirical findings about patterns of advantage and disadvantage in higher education access. Bringing together insights drawn from a variety of fields, including philosophy, linguistics, social psychology, sociology, and public policy, the book sheds light on how “fairness” in university admissions has been articulated worldwide.
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The Great University Gamble: Money, Markets and the Future of Higher Education
Andrew McGettigan
Pluto Press, 2013
Library of Congress LA637.M355 2013
In 2010 the UK government imposed huge cuts and market-driven reforms on higher education. Proposals to raise undergraduate tuition fees provoked the angriest protests for decades. This academic year has seen the first cohort of students begin study under the new arrangements. A proposed Higher Education Bill has been shelved, but changes are being cemented and extended through other means.
Displaying a stunning grasp of the financial and policy details, Andrew McGettigan surveys the emerging brave new world of higher education. He looks at the big questions: What will be the role of universities within society? How will they be funded? What kind of experiences will they offer students? Where does the public interest lie?
Written in a clear and accessible style, The Great University Gamble outlines the architecture of the new policy regime and tracks the developments on the ground. It is an urgent warning that our universities and colleges are now open to commercial pressures, which threaten to transform education from a public good into a private, individual financial investment.
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Higher Education and Democracy: Essays on Service-Learning and Civic Engagement
Edited by John Saltmarsh and Edward Zlotkowski
Temple University Press, 2011
Library of Congress LB2322.2.H512 2011 | Dewey Decimal 378.015
Higher Education and Democracy is a collection of essays written over the last ten years on how civic engagement in higher education works to achieve what authors John Saltmarsh and Edward Zlotkowsi consider to be the academic and civic purposes of higher education. These include creating new modes of teaching and learning, fostering participation in American democracy, the development and respect for community and civic institutions, and encouraging the constant renewal all of these dimensions of American life.
Organized chronologically, the twenty-two essays in this volume provide "signposts" along the road in the journey of fulfilling the civic purposes of higher education. For the authors, service-learning is positioned as centrally important to the primary academic systems and structures of higher education, departments, disciplines, curriculum, and programs that are central to the faculty domain. Progressing from the general and the contextual to specific practices embodied in ever larger academic units, the authors conclude with observations on the future of the civic engagement movement.
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Higher Education and the State in Latin America: Private Challenges to Public Dominance
Daniel C. Levy
University of Chicago Press, 1986
Library of Congress LC177.L29L48 1986 | Dewey Decimal 379.81
Latin America higher education has undergone an astonishing transformation in recent years, highlighted by the private sector's growth from 3 to 34 percent of the region's total enrollment. In this provocative work Daniel Levy examines the sources, characteristics, and consequences of the development and considers the privatization of higher education within the broader context of state-society relationships.
Levy shows how specific national circumstances cause variations and identifies three basic private-public patterns: one in which the private and public sectors are relatively similar and those in which one sector or the other is dominant. These patterns are analyzed in depth in case studies of Chile, Mexico, and Brazil. For each sector, Levy investigates origins and growth, and then who pays, who rules, and whose interests are served.
In addition to providing a wealth of information, Levy offers incisive analyses of the nature of public and private institutions. Finally, he explores the implications of his findings for concepts such as autonomy, corporatism, and privatization. His multifaceted study is a major contribution to the literature on Latin American studies, comparative politics, and higher education.
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Higher Education as a Moral Enterprise
Edward LeRoy Long Jr.
Georgetown University Press, 1992
Library of Congress LB2324.L66 1992 | Dewey Decimal 378.014
Long argues that higher education is a moral enterprise and that, as such, it must be guided by a commitments to what is morally right and fundamentally good, not just by what is necessary in intellectual or financial endeavors.
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Higher Education in 2040: A Global Approach
Bert van der Zwaan
Amsterdam University Press, 2017
Since the Middle Ages, universities have displayed impressive resourcefulness in their ability to adapt to the changing dynamics and demands of their times. But in the last fifty years, the landscape of higher education - with the emergence of online and mass education, skyrocketing tuition, and a controversial system for ranking institutions - has begun evolving so rapidly and profoundly that the concept of the university now needs to be rethought. This book explores the future of modern higher education by looking at it on a global scale. Bert van der Zwaan compares European developments with those taking place in North America and Asia to argue that the phoenix of an entirely new type of university will rise from the ashes of the classical system: less tied to buildings and set locations, the new university will embed itself more deeply in society by offering innovative forms of digital knowledge and making customized teaching available on demand. A timely discussion of a topic whose worldwide impact continues to grow, this is essential reading for anyone concerned about the state of higher education - both for today's students and in the decades to come.
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Higher Education in Texas: Its Beginnings to 1970
Charles R. Matthews
University of North Texas Press, 2018
Library of Congress LA370.5.M37 2018 | Dewey Decimal 378.764
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Human Resources and Higher Education: Staff Report on the Commission on Human Resources and Advanced Education
John K. Folger
Russell Sage Foundation, 1970
This volume is concerned with the question of how the United States educates and utilizes its intellectually gifted youth. It examines the manpower system from the point of view of supply and demand. It brings a deep understanding of the set of interrelated forces that determine the education and utilization of trained manpower.
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Identity Papers: Literacy and Power in Higher Education
edited by Bronwyn T. Williams
Utah State University Press, 2006
Library of Congress LC151.I34 2006 | Dewey Decimal 808.042
How do definitions of literacy in the academy, and the pedagogies that reinforce such definitions, influence and shape our identities as teachers, scholars, and students? The contributors gathered here reflect on those moments when the dominant cultural and institutional definitions of our identities conflict with our other identities, shaped by class, race, gender, sexual orientation, location, or other cultural factors.
These writers explore the struggle, identify the sources of conflict, and discuss how they respond personally to such tensions in their scholarship, teaching, and administration. They also illustrate how writing helps them and their students compose alternative identities that may allow the connection of professional identities with internal desires and senses of self. They emphasize how identity comes into play in education and literacy and how institutional and cultural power is reinforced in the pedagogies and values of the writing classroom and writing profession.
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Intersectionality and Higher Education: Identity and Inequality on College Campuses
W. Carson Byrd
Rutgers University Press, 2019
Library of Congress LC212.42.I57 2019 | Dewey Decimal 378.1982
Though colleges and universities are arguably paying more attention to diversity and inclusion than ever before, to what extent do their efforts result in more socially just campuses? Intersectionality and Higher Education examines how race, ethnicity, class, gender, sexuality, sexual orientation, age, disability, nationality, and other identities connect to produce intersected campus experiences. Contributors look at both the individual and institutional perspectives on issues like campus climate, race, class, and gender disparities, LGBTQ student experiences, undergraduate versus graduate students, faculty and staff from varying socioeconomic backgrounds, students with disabilities, undocumented students, and the intersections of two or more of these topics. Taken together, this volume presents an evidence-backed vision of how the twenty-first century higher education landscape should evolve in order to meaningfully support all participants, reduce marginalization, and reach for equity and equality.
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Junctures in Women's Leadership: Higher Education
Carmen Twillie Ambar
Rutgers University Press, 2020
Library of Congress LB2341.J85 2020 | Dewey Decimal 378.101082
Junctures in Women's Leadership: Higher Education illuminates the careers of twelve women leaders whose experiences reveal the complexities of contemporary academic leadership through the intersection of gender, race, and institutional culture. The chapters combine interviews and research to create distinct case studies that identify the obstacles that challenged each woman's leadership, and the strategies deployed to bring about resolution. The research presented in this volume reveals not only theoretical factors of academic leadership, but also real time dynamics that give the reader deeper insights into the multiple stakeholders and situations that require nimble, relationship-based leadership, in addition to intellectual competency. With chapters written by many of today's leading women in higher education, this book brings into sharp focus the unique attributes of women leaders in the academy and adds a new dimension of analysis to the field of women’s leadership studies. Women leaders interviewed in this volume include Bernice Sandler, Juliet Villarreal García, and Johnnetta Betsch Cole.
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The Meaningful Writing Project: Learning, Teaching and Writing in Higher Education
Michele Eodice
Utah State University Press, 2017
Library of Congress PE1405.U6E58 2016 | Dewey Decimal 808.042071173
In the face of the continuing discourse of crisis in US education, The Meaningful Writing Project offers readers an affirming story of writing in higher education that shares students’ experiences in their own voices. In presenting the results of a three-year study consisting of surveys and interviews of university seniors and their faculty across three diverse institutions, authors Michele Eodice, Anne Ellen Geller, and Neal Lerner consider students’ perceptions of their meaningful writing experiences, the qualities of those experiences, and instructors’ perspectives on assignment design and delivery.
This study confirms that meaningful assignments offer students opportunities to engage with instructors, peers, and texts and are relevant to past experiences and passions as well as to future aspirations and identities. Meaningful writing occurs across majors, in both required and elective courses, and beyond students’ years at college. Additionally, the study makes clear that faculty across the curriculum devote significant care and attention to creating writing assignments that support student learning, as they understand writing performance to be a developmental process connected to overall cognitive and social development, student engagement with learning, and success in a wide variety of disciplines and professions.
The Meaningful Writing Project provides writing center directors, WPAs, other composition scholars, and all faculty interested in teaching and learning with writing an unprecedented look into the writing projects students find meaningful.
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Moral Problems in Higher Education
Steven Cahn
Temple University Press, 2011
Library of Congress LA227.4.M67 2011 | Dewey Decimal 378.014
Moral Problems in Higher Education brings together key essays that explore ethical issues in academia. The editor and contributors-all noted philosophers and educators-consider such topics as academic freedom and tenure, free speech on campus, sexual harassment, preferential student admissions, affirmative action in faculty appointments, and the ideal of a politically neutral university. Chapters address possible restrictions on research because of moral concerns, the structure of peer review, telling the truth to colleagues and students, and concerns raised by intercollegiate athletics.
Cahn selects two key readings in each area to offer a readable introductory guide to these critical subjects for students studying academic ethics and higher education policy. In addition to the selections and a general introduction, Cahn provides study questions for use in the classroom.
Contributors include Scott F. Aikin, Derek Bok, William G. Bowen, Myles Brand, Richard T. DeGeorge, Paul D. Eisenberg, Leslie Pickering Francis, Martin P. Golding, Philip Kitcher, Charles R. Lawrence III, David Lewis, Paul J. Olscamp, Nancy Tuana, David Shatz, George Sher, Robert L. Simon, Robert B. Talisse, Stephan Thernstrom, Abigail Thernstrom, Laurence Thomas, Robert Paul Wolff, and the editor.
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The Myth of Political Correctness: The Conservative Attack on Higher Education
John K. Wilson
Duke University Press, 1995
Library of Congress LC89.W55 1995 | Dewey Decimal 378.73
The classics of Western culture are out, not being taught, replaced by second-rate and Third World texts. White males are a victimized minority on campuses across the country, thanks to affirmative action. Speech codes have silenced anyone who won’t toe the liberal line. Feminists, wielding their brand of sexual correctness, have taken over. These are among the prevalent myths about higher education that John K. Wilson explodes. The phrase "political correctness" is on everyone’s lips, on radio and television, and in newspapers and magazines. The phenomenon itself, however, has been deceptively described. Wilson steps into the nation’s favorite cultural fray to reveal that many of the most widely publicized anecdotes about PC are in fact more myth than reality. Based on his own experience as a student and in-depth research, he shows what’s really going on beneath the hysteria and alarmism about political correctness and finds that the most disturbing examples of thought policing on campus have come from the right. The image of the college campus as a gulag of left-wing totalitarianism is false, argues Wilson, created largely through the exaggeration of deceptive stories by conservatives who hypocritically seek to silence their political opponents. Many of today’s most controversial topics are here: multiculturalism, reverse discrimination, speech codes, date rape, and sexual harassment. So are the well-recognized protagonists in the debate: Dinesh D’Souza, William Bennett, and Lynne Cheney, among others. In lively fashion and in meticulous detail, Wilson compares fact to fiction and lays one myth after another to rest, revealing the double standard that allows "conservative correctness" on college campuses to go unchallenged.
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Negotiating Disability: Disclosure and Higher Education
Stephanie L. Kerschbaum, Laura T. Eisenman, and James M. Jones, Editors
University of Michigan Press, 2017
Library of Congress LC4813 | Dewey Decimal 378.0087
Disability is not always central to claims about diversity and inclusion in higher education, but should be. This collection reveals the pervasiveness of disability issues and considerations within many higher education populations and settings, from classrooms to physical environments to policy impacts on students, faculty, administrators, and staff. While disclosing one’s disability and identifying shared experiences can engender moments of solidarity, the situation is always complicated by the intersecting factors of race and ethnicity, gender, sexuality, and class. With disability disclosure as a central point of departure, this collection of essays builds on scholarship that highlights the deeply rhetorical nature of disclosure and embodied movement, emphasizing disability disclosure as a complex calculus in which degrees of perceptibility are dependent on contexts, types of interactions that are unfolding, interlocutors’ long- and short-term goals, disabilities, and disability experiences, and many other contingencies.
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The Next Twenty-five Years: Affirmative Action in Higher Education in the United States and South Africa
David L. Featherman, Martin Hall, and Marvin Krislov, editors
University of Michigan Press, 2010
Library of Congress LA227.4.N497 2010 | Dewey Decimal 379.260973
A penetrating exploration of affirmative action's continued place in 21st-century higher education, The Next Twenty-five Years assembles the viewpoints of some of the most influential scholars, educators, university leaders, and public officials. Its comparative essays range the political spectrum and debates in two nations to survey the legal, political, social, economic, and moral dimensions of affirmative action and its role in helping higher education contribute to a just, equitable, and vital society.
David L. Featherman is Professor of Sociology and Psychology and Founding Director of the Center for Advancing Research and Solutions for Society at the University of Michigan.
Martin Hall is Vice-Chancellor of the University of Salford, Greater Manchester, and previously was Deputy Vice- Chancellor at the University of Cape Town.
Marvin Krislov is President of Oberlin College and previously was Vice President and General Counsel at the University of Michigan.
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Places of Engagement: Reflections on Higher Education in 2040 - A Global Approach
Armand van der Vaart
Amsterdam University Press, 2018
In his book 'Higher Education in 2040 - A Global Approach' (2017) Bert van der Zwaan developed a thought-provoking vision of the university of the future, based on a thorough discussion of current trends and on a large number of conversations with leaders in higher education worldwide. This book, 'Places of Engagement', offer reflections on themes discussed by Van der Zwaan, written by twenty of his peers and other opinion leaders from around the world. The book was written in honour of Bert van der Zwaan at the occasion of his departure as Vice-Chancellor of Utrecht University. With contributions by John Sexton, José van Dijck, Karl Dittrich, Dilly Fung, Michael Crow and many others.
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Politics Of Remediation: Institutional And Student Needs In Higher Education
Mary Soliday
University of Pittsburgh Press, 2002
Library of Congress PE1069.C47S65 2002 | Dewey Decimal 428.007117471
While some students need more writing instruction than others, The Politics of Remediation reveals how that need also pertains to the institutions themselves. Mary Soliday argues that universities may need remedial English to alleviate their own crises in admissions standards, enrollment, mission, and curriculum, and English departments may use remedial programs to mediate their crises in enrollment, electives, and relationships to the liberal arts and professional schools.
Following a brief history of remedial English and the political uses of remediation at CCNY before, during, and after the open admissions policy, Soliday questions the ways in which students’ need for remedial writing instruction has become widely associated with the need to acculturate minorities to the university. In disentangling identity politics from remediation, she challenges a powerful assumption of post-structuralist work: that a politics of language use is equivalent to the politics of access to institutions.
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Private Sectors in Higher Education: Structure, Function, and Change in Eight Countries
Roger L. Geiger
University of Michigan Press, 1986
Library of Congress LB2328.5.G45 1986 | Dewey Decimal 378.040973
Private Sectors in Higher Education examines how the tasks of higher education have been divided between public and private institutions, and with what consequences. In doing so, the author analyzes both the comparative structures of educational systems and their social relations. Besides correcting the widespread misperception that private higher education is predominately an American phenomenon, this study should enlarge the range of experience that can be brought to bear on issues currently facing public policy and private higher education. It constitutes the first scholarly treatment of private higher education outside the United States. Case studies of private sectors in seven countries—Belgium, France, Great Britain, Japan, the Netherlands, the Philippines, and Sweden—form the core of this work. This material provides a perspective for probing several underlying rationales for private higher education in the United States. And finally, the author analyzes the issue of government financial support for private higher education. This book should significantly contribute to enlarging the framework of discussion of this question by broadening the understanding of the social and political underpinnings of public/private division in higher education.
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Productivity in Higher Education
Edited by Caroline M. Hoxby and Kevin Stange
University of Chicago Press, 2019
Library of Congress LB2806.24.S73 2019 | Dewey Decimal 378.73
How do the benefits of higher education compare with its costs, and how does this comparison vary across individuals and institutions? These questions are fundamental to quantifying the productivity of the education sector. The studies in Productivity in Higher Education use rich and novel administrative data, modern econometric methods, and careful institutional analysis to explore productivity issues. The authors examine the returns to undergraduate education, differences in costs by major, the productivity of for-profit schools, the productivity of various types of faculty and of outcomes, the effects of online education on the higher education market, and the ways in which the productivity of different institutions responds to market forces. The analyses recognize five key challenges to assessing productivity in higher education: the potential for multiple student outcomes in terms of skills, earnings, invention, and employment; the fact that colleges and universities are “multiproduct” firms that conduct varied activities across many domains; the fact that students select which school to attend based in part on their aptitude; the difficulty of attributing outcomes to individual institutions when students attend more than one; and the possibility that some of the benefits of higher education may arise from the system as a whole rather than from a single institution. The findings and the approaches illustrated can facilitate decision-making processes in higher education.
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Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education
Thomas J. Tobin
West Virginia University Press, 2018
Library of Congress LC1200+ | Dewey Decimal 371.9046
Advocates for the rights of people with disabilities have worked hard to make universal design in the built environment “just part of what we do.” We no longer see curb cuts, for instance, as accommodations for people with disabilities, but perceive their usefulness every time we ride our bikes or push our strollers through crosswalks.
This is also a perfect model for Universal Design for Learning (UDL), a framework grounded in the neuroscience of why, what, and how people learn. Tobin and Behling show that, although it is often associated with students with disabilities, UDL can be profitably broadened toward a larger ease-of-use and general diversity framework. Captioned instructional videos, for example, benefit learners with hearing impairments but also the student who worries about waking her young children at night or those studying on a noisy team bus.
Reach Everyone, Teach Everyone is aimed at faculty members, faculty-service staff, disability support providers, student-service staff, campus leaders, and graduate students who want to strengthen the engagement, interaction, and performance of all college students. It includes resources for readers who want to become UDL experts and advocates: real-world case studies, active-learning techniques, UDL coaching skills, micro- and macro-level UDL-adoption guidance, and use-them-now resources.
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Reclaiming Indigenous Research in Higher Education
Minthorn, Robin Starr
Rutgers University Press, 2018
Library of Congress E97.R43 2018 | Dewey Decimal 378.1982997
Indigenous students remain one of the least represented populations in higher education. They continue to account for only one percent of the total post-secondary student population, and this lack of representation is felt in multiple ways beyond enrollment. Less research money is spent studying Indigenous students, and their interests are often left out of projects that otherwise purport to address diversity in higher education.
Recently, Native scholars have started to reclaim research through the development of their own research methodologies and paradigms that are based in tribal knowledge systems and values, and that allow inherent Indigenous knowledge and lived experiences to strengthen the research. Reclaiming Indigenous Research in Higher Education highlights the current scholarship emerging from these scholars of higher education. From understanding how Native American students make their way through school, to tracking tribal college and university transfer students, this book allows Native scholars to take center stage, and shines the light squarely on those least represented among us.
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Reformed American Dreams: Welfare Mothers, Higher Education, and Activism
Sheila M. Katz
Rutgers University Press, 2019
Library of Congress HQ759.K34748 2019 | Dewey Decimal 361.6140973
Reformed American Dreams explores the experiences of low-income single mothers who pursued higher education while on welfare after the 1996 welfare reforms. This research occurred in an area where grassroots activism by and for mothers on welfare in higher education was directly able to affect the implementation of public policy. Half of the participants in Sheila M. Katz’s research were activists with the grassroots welfare rights organization, LIFETIME, trying to change welfare policy and to advocate for better access to higher education. Reformed American Dreams takes up their struggle to raise families, attend school, and become student activists, all while trying to escape poverty. Katz highlights mothers’ experiences as they pursued higher education on welfare and became grassroots activists during the Great Recession.
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Resource Allocation in Higher Education
William F. Massy, Editor
University of Michigan Press, 1996
Library of Congress LB2341.93.U6R47 1996 | Dewey Decimal 378.02
Resource Allocation in Higher Education describes how colleges, universities, and government agencies can use budgeting processes to improve program planning and productivity. Drawn from the contributors' direct experiences as well as research findings, it blends conceptual foundations with practical insights. Many resource allocation processes in higher education need reform, and this volume will stimulate and assist that effort.
Beginning with the economic theory of nonprofits, the essays examine current budgeting systems in both theoretical and practical terms. Resource allocation systems from other domains such as health care are explored for relevant insights. Throughout, decentralization remains a major theme. Topics range from the eminently practical--how to establish a global accounting system or choose an endowment spending rate--to the more abstract--the theory of how various nonprofit enterprises balance academic values against market pressures. The volume ends by proposing value responsibility budgeting, which offers institutions a potentially better way of pursuing their academic values while remaining responsive to market pressures.
Those within higher education institutions who are responsible for resource allocation, such as provosts, chief financial officers, or budget directors, will find much that speaks to them. While mostly in the domain of higher education economics, management, and planning, the essays are written for any serious reader concerned with the problem of reform in higher education.
William F. Massy is Professor of Education and Business Administration at Stanford University.
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Service-Learning as a New Paradigm in Higher Education of China
Carol Ma Hok-ka
Michigan State University Press, 2018
Library of Congress LC221.4.C55S47 2018 | Dewey Decimal 361.370951
The first reference book to introduce the concept and development of service-learning in China, Service-Learning as a New Paradigm in Higher Education of China provides a full picture of the infusion of service-learning into the Chinese educational system and describes this new teaching experience using case studies, empirical data, and educational and institutional policies within Chinese context. The text demonstrates how students learn outside the classroom through service-learning with valuable feedback and reflection from faculty members and fellow students about the meaning of education in China. Though service-learning was initially developed in the United States, the concept is rooted in Chinese literatures and values. This book will help readers understand how service-learning is being used as a pedagogy with Chinese values and philosophy in Chinese education, filling a niche within the worldwide literature of service-learning.
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Studies in Higher Education: Biennial Report of the Committee on Educational Research, University of Minnesota, 1940-42
Committee Committee on Educational Research
University of Minnesota Press, 1943
Studies in Higher Education was first published in 1943. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.The Biennial Report of the Committee on Educational Research, 1940-42During this period the Committee on Educational Research devoted its resources primarily to two university-wide studies: those concerned with faculty services, and with the curriculum. The teaching load investigation formed the basis for establishing a sensible teaching load and provided a comprehensive analysis of the manifold activities for which the faculty and administrative staff are responsible. The curriculum study will be of greatest value if followed by more intensive studies in particular departments or colleges, some of which are already under way.
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Studies of Supply and Demand in Higher Education
Edited by Charles T. Clotfelter and Michael Rothschild
University of Chicago Press, 1993
Library of Congress LC67.68.U6S78 1993 | Dewey Decimal 338.4737873
In the United States today, there are some 3,400 separately governed colleges and universities, amounting to a higher education industry with expenditures that constitute 2.8% of the gross national product. Yet, the economic issues affecting this industry have been paid relatively little attention. In this collection of eight essays, experts in economics and education bring economic analysis to bear on such underexamined topics as the nature of competition in higher education, higher education's use of resources, and who chooses to purchase what kind of education and why.
In higher education, supply refers to such issues as government support for public colleges and universities, the means by which graduate programs allocate financial support to students, and the criteria that universities use for investing endowments. Demand pertains to patterns of student enrollment and to the government, business, and individual market for the service and research activities of higher education.
Why are tuitions nearly the same among schools despite differences in prestige? How are institutions with small endowments able to compete successfully with institutions that have huge endowments? How are race and ethnicity reflected in enrollment trends? Where do the best students go? What choices among colleges do young people from low-income backgrounds face? This volume addresses these questions and suggests subjects for further study of the economics of higher education.
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Surveying the Landscape: Arts Integration at Research Universities: A Review of Best Practices and Challenges for Arts Integration in Higher Education
Bruce M. Mackh, PhD
Michigan Publishing Services, 2015
Under the auspices of ArtsEngine at the University of Michigan, the Mellon Research Project examines the increasingly prevalent integration of arts practice and study at research universities. ArtsEngine National’s initial mission to “transform the research university through the infusion of arts practice” in response to growing recognition of the value of arts integration practices across the landscape of higher education led to a $500,000 grant from The Andrew W. Mellon Foundation. This grant supported an initial investigation of present practices in arts integration at researchuniversities, encompassing a national network of faculty and administrators who embrace innovative methods in teaching, research, and co-curricular programming linking the arts to other disciplinary domains.
This study presents “best practices in the integration of arts practice in U.S. research universities . . . , fulfill[ing] the need for a document that articulates models, obstacles, implementation strategies, costs, and impact on students and faculty as well as on research, practice, and teaching in other knowledge areas” (ArtsEngine). Rather than providing a detailed set of instructions, this document maps the landscape of arts integration at 30 partner institutions in the Alliance for the Arts in Research Universities (a2ru) and at 16 other institutions. It highlights aspirational models and presents an overall guide to current practices linking the arts to other learning areas.
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"To Serve a Larger Purpose": Engagement for Democracy and the Transformation of Higher Education
Edited by John Saltmarsh and Matthew Hartley
Temple University Press, 2012
Library of Congress LA227.4.T6 2011 | Dewey Decimal 378.015
"To Serve a Larger Purpose" calls for the reclamation of the original democratic purposes of civic engagement and examines the requisite transformation of higher education required to achieve it. The contributors to this timely and relevant volume effectively highlight the current practice of civic engagement and point to the institutional change needed to realize its democratic ideals.
Using multiple perspectives, "To Serve a Larger Purpose" explores the democratic processes and purposes that reorient civic engagement to what the editors call "democratic engagement." The norms of democratic engagement are determined by values such as inclusiveness, collaboration, participation, task sharing, and reciprocity in public problem solving and an equality of respect for the knowledge and experience that everyone contributes to education, knowledge generation, and community building. This book shrewdly rethinks the culture of higher education.
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Using Servant Leadership: How to Reframe the Core Functions of Higher Education
Letizia, Angelo J.
Rutgers University Press, 2018
Library of Congress LB2322.2.L47 2018 | Dewey Decimal 371.2
Using Servant Leadership provides an instructive guide for how faculty members can engage in servant leadership with administrators, students, and community members. By utilizing a wide range of research and through a series of case studies, Angelo J. Letizia demonstrates how, with a bit of creative thinking, the ideals of servant leadership can work even in the fractious, cash-strapped world of contemporary higher education. Furthermore, he considers how these concepts can be implemented in pedagogy, research, strategic planning, accountability, and assessment. This book points the way to a more humane university, one that truly serves the public good.
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When Diversity Drops: Race, Religion, and Affirmative Action in Higher Education
Park, Julie J.
Rutgers University Press, 2013
Library of Congress LC3727.P24 2013 | Dewey Decimal 378.19829
Julie J. Park examines how losing racial diversity in a university affects the everyday lives of its students. She uses a student organization, the InterVarsity Christian Fellowship (IVCF) at “California University,” as a case study to show how reductions in racial diversity impact the ability of students to sustain multiethnic communities.
The story documents IVCF’s evolution from a predominantly white group that rarely addressed race to the most racially diverse campus fellowship at the university. However, its ability to maintain its multiethnic membership was severely hampered by the drop in black enrollment at California University following the passage of Proposition 209, a statewide affirmative action ban.
Park demonstrates how the friendships that students have—or do not have—across racial lines are not just a matter of personal preference or choice; they take place in the contexts that are inevitably shaped by the demographic conditions of the university. She contends that a strong organizational commitment to diversity, while essential, cannot sustain racially diverse student subcultures. Her work makes a critical contribution to our understanding of race and inequality in collegiate life and is a valuable resource for educators and researchers interested in the influence of racial politics on students’ lives.
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