front cover of Facing the Center
Facing the Center
Toward an Identity Politics of One-to-One Mentoring
Harry C. Denny
Utah State University Press, 2010
In the diversity of their clients as well as their professional and student staff, writing centers present a complicated set of relationships that inevitably affect the instruction they offer. In Facing the Center, Harry Denny unpacks the identity matrices that enrich teachable moments, and he explores the pedagogical dynamics and implications of identity within the writing center. 

The face of the writing center, be it mainstream or marginal, majority or miority, orthodox or subversive, always has implications for teaching and learning. Facing the Center will extend current research in writing center theory to bring it in touch with theories now common in cultural studies curricula. Denny takes up issues of power, agency, language, and meaning, and pushes his readers to ask how they themselves, or the centers in which they work, might be perpetuating cultures that undermine inclusive, progressive education.
[more]

front cover of Faculty as Global Learners
Faculty as Global Learners
Off-Campus Study at Liberal Arts Colleges
Joan Gillespie
Lever Press, 2020
This co-authored collection offers valuable insights about the impact of leading off-campus study on faculty leaders’ teaching, research, service, and overall well-being. Recognizing that faculty leaders are themselves global learners, the book addresses ways that liberal arts colleges can more effectively achieve their strategic goals for students' global learning by intentionally anticipating and supporting the needs of faculty leaders, as they grow and change. Faculty as Global Learners offers key findings and recommendations to stimulate conversations among administrators, faculty, and staff about concrete actions they can explore and steps they can take on their campuses to both support faculty leaders of off-campus programs and advance strategic institutional goals for global learning. This collection includes transferrable pedagogical insights and the perspectives of faculty members who have led off-campus study programs in a variety of disciplines and geographic regions.
[more]

front cover of Faculty of Color in the Health Professions
Faculty of Color in the Health Professions
Stories of Survival and Success
Dena Hassouneh
Dartmouth College Press, 2017
This book provides the first in-depth examination of the experiences of a large sampling of faculty members of color in nursing, medicine, pharmacy, and dentistry schools across the United States. Anchoring her study in grounded theory, Dena Hassouneh draws on extraordinary interviews with one hundred diverse faculty members—together with rich contextual data—to illuminate the deeply entrenched cultural and institutional challenges to equity that they confront. She also presents practical strategies to overcome those challenges. The book documents the ways in which faculty members of color are excluded from full participation in their laboratory or department; yet Hassouneh’s research shows that faculty of color can survive and even thrive. The interviews and data clearly reveal both the social, educational, and departmental contexts that determine satisfaction and success in recruitment and advancement and the impact that faculty of color have had on their students, peers, patients, schools, and communities.
[more]

front cover of Failing Law Schools
Failing Law Schools
Brian Z. Tamanaha
University of Chicago Press, 2012

On the surface, law schools today are thriving. Enrollments are on the rise, and their resources are often the envy of every other university department. Law professors are among the highest paid and play key roles as public intellectuals, advisers, and government officials. Yet behind the flourishing facade, law schools are failing abjectly. Recent front-page stories have detailed widespread dubious practices, including false reporting of LSAT and GPA scores, misleading placement reports, and the fundamental failure to prepare graduates to enter the profession.

Addressing all these problems and more in a ringing critique is renowned legal scholar Brian Z. Tamanaha. Piece by piece, Tamanaha lays out the how and why of the crisis and the likely consequences if the current trend continues. The out-of-pocket cost of obtaining a law degree at many schools now approaches $200,000. The average law school graduate’s debt is around $100,000—the highest it has ever been—while the legal job market is the worst in decades, with the scarce jobs offering starting salaries well below what is needed to handle such a debt load. At the heart of the problem, Tamanaha argues, are the economic demands and competitive pressures on law schools—driven by competition over U.S. News and World Report ranking. When paired with a lack of regulatory oversight, the work environment of professors, the limited information available to prospective students, and loan-based tuition financing, the result is a system that is fundamentally unsustainable.

Growing concern with the crisis in legal education has led to high-profile coverage in the Wall Street Journal and the New York Times, and many observers expect it soon will be the focus of congressional scrutiny. Bringing to the table his years of experience from within the legal academy, Tamanaha has provided the perfect resource for assessing what’s wrong with law schools and figuring out how to fix them.

[more]

front cover of Failing the Future
Failing the Future
A Dean Looks at Higher Education in the Twenty-first Century
Annette Kolodny
Duke University Press, 1998
Both revealing and compelling, Annette Kolodny’s Failing the Future: A Dean Looks at Higher Education in the Twenty-first Century is drawn from the author’s experience as a distinguished teacher, a prize-winning scholar of American literature, a feminist thinker, and an innovative administrator at a major public university. In chapters that range from the changing structure of the American family and its impact on both curriculum and university benefits policies to recommendations for overhauling the culture of decision making on campus, this former Dean of the College of Humanities at the University of Arizona explores the present state of higher education and offers a sobering view of what lies ahead.
In this volume Kolodny explains the reasons for the financial crisis in higher education today and boldly addresses the challenges that remain ignored, including rising birthrates, changing demographics both on campus and across the country, the accelerating globalization of higher education and advanced research, and the necessity for greater interdisciplinarity in undergraduate education. Moreover, while sensitive to the complex burdens placed on faculty today, Kolodny nonetheless reveals how the professoriate has allowed itself to become vulnerable to public misperceptions and to lampooning by the media.
Not simply a book about current problems and future challenges, Failing the Future is rich with practical solutions and workable programs for change. Among her many insights, Kolodny offers a thorough defense of the role of tenure and outlines a new set of procedures to ensure its effective implementation; she proposes a structure for an “Antifeminist Intellectual Harassment Policy”; and she provides a checklist of family-sensitive policies universities can offer their staff, faculty, and administrators. Kolodny calls on union leaders, campus communities, policymakers, and the general public to work together in unprecedented partnerships. Her goal, as she states in a closing coda, is to initiate a revitalized conversation about public education.
This book should be required reading for all those concerned with the future of higher education in this country—from college trustees to graduate students entering the professoriate, from faculty to university administrators, from officers of campus-based unions to education policymakers.
[more]

front cover of Fair Access to Higher Education
Fair Access to Higher Education
Global Perspectives
Edited by Anna Mountford-Zimdars, Daniel Sabbagh, and David Post
University of Chicago Press, 2014
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.
[more]

front cover of Faith and the Historian
Faith and the Historian
CATHOLIC PERSPECTIVES
Edited by Nick Salvatore
University of Illinois Press, 2006

Faith and the Historian collects essays from eight experienced historians discussing the impact of being "touched" by Catholicism on their vision of history. That first graduate seminar, these essays suggest, did not mark the inception of one's historical sensibilities; rather, that process had deeper, and earlier, roots. The authors--ranging from "cradle to the grave" Catholics to those who haven’t practiced for forty years, and everywhere in between--explicitly investigate the interplay between their personal lives and beliefs and the sources of their professional work. A variety of heartfelt, illuminating, and sometimes humorous experiences emerge from these stories of intelligent people coming to terms with their Catholic backgrounds as they mature and enter the academy. Contributors include: Philip Gleason, David Emmons, Maureen Fitzgerald, Joseph A. McCartin, Mario T. Garcia, Nick Salvatore, James R. Barrett, and Anne M. Butler. 

[more]

front cover of Far Away from the Tigers
Far Away from the Tigers
A Year in the Classroom with Internationally Adopted Children
Jane Katch
University of Chicago Press, 2011

Over the past three decades, more than a quarter of a million children have become citizens of the United States through international adoption. Kindergarten teacher Jane Katch recently found herself with three such children in her class: Katya, born in Russia, Jasper, from Cambodia, and Caleb, from Romania. Each child had spent early years in an orphanage, and each had unique educational and emotional needs. How Katch came to recognize and respond to those needs makes up the journey of discovery in this moving and insightful book.

Interspersing vignettes from the classroom and conversations with the children’s parents, Far Away from the Tigers first explores Katch’s misunderstandings and mistakes as she struggles to help the children adjust to school. As Katch learns more about each child’s preadoption past, she gradually realizes that they were deprived of some basic learning experiences and she needs to find ways to fill those gaps. Before Caleb can learn to read or write, he must improve his verbal skills by learning nursery rhymes, stories, and songs. Katya, who came from an overcrowded orphanage, now needs to be the center of attention; before learning how to form real friendships, she first must gain control over more basic functions such as eating and sleeping. And the youngest, Jasper, needs steady encouragement to play with classmates instead of sitting alone practicing his handwriting.

Slowly, through trial and error and by drawing on the deep understanding and intense commitment of the children’s parents, Katch discovers the importance—and joy—of allowing each child time to develop in his or her own way. Beautifully told, wise, and candid, Far Away from the Tigers is a gift for parents, teachers, and anyone who cares for children growing up in a new home.

[more]

front cover of A Feminist Perspective in the Academy
A Feminist Perspective in the Academy
The Difference It Makes
Edited by Elizabeth Langland and Walter Gove
University of Chicago Press, 1983
The advent of women's studies has brought a feminist perspective into the academy—but has it made a difference there? Has it transformed our curriculum; has it reshaped our materials; has it altered our knowledge?

In the essays collected here, nine distinguished scholars provide an overview of the differences the feminist perspective makes—and could make—in scholarship in the humanities and social sciences. Carefully documented and judiciously critical, these essays inform the reader about developments in feminist scholarship in literary criticism, the performing arts, religion, history, political science, economics, anthropology, psychology, and sociology. The authors point out achievements of lasting value and indicate how these might become an integral part of the various disciplines.
[more]

front cover of Fight the Tower
Fight the Tower
Asian American Women Scholars’ Resistance and Renewal in the Academy
Kieu Linh Caroline Valverde
Rutgers University Press, 2020
Asian American women scholars experience shockingly low rates of tenure and promotion because of the particular ways they are marginalized by the intersectionalities of race and gender in academia. Although Asian American studies critics have long since debunked the model minority myth that constructs Asian Americans as the ideal academic subject, university administrators still treat Asian American women in academia as though they will simply show up and shut up. Consequently, because silent complicity is expected, power holders will punish and oppress Asian American women severely when they question or critique the system.

However, change is in the air. Fight the Tower is a continuation of the Fight the Tower movement, which supports women standing up for their rights to claim their earned place in academia and to work for positive change for all within academic institutions. The essays provide powerful portraits, reflections, and analyses of a population often rendered invisible by the lies that sustain intersectional injustices in order to operate an oppressive system.
[more]

front cover of First Time Up
First Time Up
An Insider'S Guide For New Composition Teachers
Brock Dethier
Utah State University Press, 2005

"First time up?"—an insider’s friendly question from 1960s counter-culture—perfectly captures the spirit of this book. A short, supportive, practical guide for the first-time college composition instructor, the book is upbeat, wise but friendly, casual but knowledgeable (like the voice that may have introduced you to certain other firsts). With an experiential focus rather than a theoretical one, First Time Up will be a strong addition to the newcomer’s professional library, and a great candidate for the TA practicum reading list.

Dethier, author of The Composition Instructor’s Survival Guide and From Dylan to Donne, directly addresses the common headaches, nightmares, and epiphanies of composition teaching—especially the ones that face the new teacher. And since legions of new college composition teachers are either graduate instructors (TAs) or adjuncts without a formal background in composition studies, he assumes these folks as his primary audience.

Dethier’s voice is casual, but it conveys concern, humor, experience, and reassurance to the first-timer. He addresses all major areas that graduate instructors or new adjuncts in a writing program are sure to face, from career anxiety to thoughts on grading and keeping good classroom records. Dethier’s own eclecticism is well-represented here, but he reviews with considerable deftness the value of contemporary scholarship to first-time writing instructors—many of whom will be impatient with high theory. Throughout the work, he affirms a humane, confident approach to teaching, along with a true affection for college students and for teachers just learning to deal with them.

[more]

front cover of First-Generation Faculty of Color
First-Generation Faculty of Color
Reflections on Research, Teaching, and Service
Tracy Lachica Buenavista
Rutgers University Press, 2023
First-Generation Faculty of Color: Reflections on Research, Teaching, and Service is the first book to examine the experiences of racially minoritized faculty who were also the first in their families to graduate college in the United States. From contingent to tenured faculty who teach at community colleges, comprehensive, and research institutions, the book is a collection of critical narratives that collectively show the diversity of faculty of color, attentive to and beyond race. The book is organized into three major parts comprised of chapters in which faculty of color depict how first-generation college student identities continue to inform how minoritized people navigate academe well into their professional careers, and encourage them to reconceptualize research, teaching, and service responsibilities to better consider the families and communities that shaped their lives well before college.
[more]

front cover of The Floating University
The Floating University
Experience, Empire, and the Politics of Knowledge
Tamson Pietsch
University of Chicago Press, 2023
The Floating University sheds light on a story of optimism and imperialist ambition in the 1920s.

In 1926, New York University professor James E. Lough—an educational reformer with big dreams—embarked on a bold experiment he called the Floating University. Lough believed that taking five hundred American college students around the globe by ship would not only make them better citizens of the world but would demonstrate a model for responsible and productive education amid the unprecedented dangers, new technologies, and social upheavals of the post–World War I world. But the Floating University’s maiden voyage was also its last: when the ship and its passengers returned home, the project was branded a failure—the antics of students in hotel bars and port city back alleys that received worldwide press coverage were judged incompatible with educational attainment, and Lough was fired and even put under investigation by the State Department.
 
In her new book, Tamson Pietsch excavates a rich and meaningful picture of Lough’s grand ambition, its origins, and how it reveals an early-twentieth-century America increasingly defined both by its imperialism and the professionalization of its higher education system. As Pietsch argues, this voyage—powered by an internationalist worldview—traced the expanding tentacles of US power, even as it tried to model a new kind of experiential education. She shows that this apparent educational failure actually exposes a much larger contest over what kind of knowledge should underpin university authority, one in which direct personal experience came into conflict with academic expertise. After a journey that included stops at nearly fifty international ports and visits with figures ranging from Mussolini to Gandhi, what the students aboard the Floating University brought home was not so much knowledge of the greater world as a demonstration of their nation’s rapidly growing imperial power.
[more]

logo for University of Chicago Press
Focus on Teaching
Edited by Walter Doyle and Thomas L. Good
University of Chicago Press, 1982

front cover of Following the Elephant
Following the Elephant
Ethnomusicologists Contemplate Their Discipline
Edited by Bruno Nettl: A collection of articles from Ethnomusicology
University of Illinois Press, 2017
In Following the Elephant, Bruno Nettl edits articles drawn from fifty years of the pioneering journal Ethnomusicology. The roster of acclaimed scholars hail from across generations, using other works in the collection as launching points for dialogues on the history and accomplishments of the field. Nettl divides the collection into three sections. In the first, authors survey ethnomusicology from perspectives that include thoughts on defining and conceptualizing the field and its concepts. The second section offers milestones in the literature that critique major works. The authors look at what separates ethnomusicology from other forms of music research and discuss foundational issues. The final section presents scholars considering ethnomusicology--including recent trends--from the perspective of specific, but abiding, strands of thought. Contributors: Charlotte J. Frisbie, Mieczylaw Kolinski, Gerhard Kubik, George List, Alan P. Merriam, Bruno Nettl, David Pruett, Adelaida Reyes, Timothy Rice, Jesse D. Ruskin, Kay Kaufman Shelemay, Gabriel Solis, Jeff Todd Titon, J. Lawrence Witzleben, and Deborah Wong
[more]

front cover of For the Civic Good
For the Civic Good
The Liberal Case for Teaching Religion in the Public Schools
Walter Feinberg and Richard A. Layton
University of Michigan Press, 2014

Why teach about religion in public schools? What educational value can such courses potentially have for students?

In For the Civic Good, Walter Feinberg and Richard A. Layton offer an argument for the contribution of Bible and world religion electives. The authors argue that such courses can, if taught properly, promote an essential aim of public education: the construction of a civic public, where strangers engage with one another in building a common future. The humanities serve to awaken students to the significance of interpretive and analytic skills, and religion and Bible courses have the potential to add a reflective element to these skills. In so doing, students awaken to the fact of their own interpretive framework and how it influences their understanding of texts and practices. The argument of the book is developed by reports on the authors’ field research, a two-year period in which they observed religion courses taught in various public high schools throughout the country, from the “Bible Belt” to the suburban parkway. They document the problems in teaching religion courses in an educationally appropriate way, but also illustrate the argument for a humanities-based approach to religion by providing real classroom models of religion courses that advance the skills critical to the development of a civic public.

[more]

front cover of Forever New
Forever New
The Speeches of James Wright, President of Dartmouth College, 1998–2009
James Wright
Dartmouth College Press, 2012
Jim Wright is an unabashed optimist. Reading his speeches, it doesn’t take long to see that he believes in the fundamental values that shaped the American republic: opportunity and accessibility, individuality and a shared sense of community. He carried this idealism into his presidency of Dartmouth College and, indeed, throughout his career as teacher and historian. At heart, Jim Wright was always a teacher. His election to the presidency of Dartmouth College gave him the opportunity not only to lead the college he loved, but also to use the presidency as a bully pulpit to encourage his students to make a positive difference in the world. The speeches gathered in this collection, particularly the annual convocation and commencement addresses, illustrate that calling. It is in these addresses that he was the most intentional about his goals and his aspirations for Dartmouth, for the Dartmouth faculty, and ultimately for Dartmouth students.
[more]

logo for Harvard University Press
The Founding of Harvard College
Samuel Eliot Morison
Harvard University Press
In this volume Professor Morison describes the background and founding of Harvard College and its history before the granting of the Charter of 1650. The story of Harvard has never before been told in such detail, and it is difficult even to suggest in this brief paragraph the wealth of historical information here laid before the reader. A glance at mediaeval universities, a description of the University of Cambridge in the half century before Harvard was founded, the exact circumstances and motives of founding Harvard, the inspiring story of John Harvard’s brief life in America, the sad but amusing tale of Nathaniel Eatoh, first head of Harvard College, the eventful first ten years of Henry Dunster’s presidency—these are only a few of the chief topics discussed. The volume is lavishly illustrated with portraits, prints, facsimiles, plans, maps, and coats of arms.
[more]

logo for Harvard University Press
The Founding of Harvard College
With a New Foreword by Hugh Hawkins
Samuel Eliot Morison
Harvard University Press, 1995
Pulitzer Prize–winning author Samuel Eliot Morison traces the roots of American universities back to Europe, providing “a lively contemporary perspective…a realistic picture of the founding of the first American university north of the Rio Grande” [Lewis Gannett, New York Herald Tribune].
[more]

front cover of Four Point Listening and Speaking 2, Second Ed., Supplemental Audiofiles
Four Point Listening and Speaking 2, Second Ed., Supplemental Audiofiles
Audio Download
Betsy Parrish
University of Michigan Press, 2014
These audiofiles accompany the content in Four Point: Listening-Speaking 2, Second Edition (978-0-472-03742-1). The 12 MP3 files include content that facilitates the use of the material presented in the textbook. The running time is 1:49:06. 

This audio download product is NOT an audio reproduction of all the content in the accompanying textbook (Four Point: Listening & Speaking 2, Second Edition). 

The Four Point series is designed for English language learners whose primary goal is to succeed in an academic setting.The series covers the four academic skills of reading, writing, listening, and speaking while providing reinforcement and systematic recycling of key vocabulary and further exposure to grammar issues. In order to participate in academic settings, English learners need focused activities to develop and then maintain their use of vocabulary and grammar. Each book in the series focuses heavily on vocabulary in particular, highlighting between 125-150 key vocabulary items including individual words, compound words, phrasal verbs, short phrases, idioms, metaphors, collocations, and longer set lexical phrases.
[more]

front cover of Fraud and Misconduct in Research
Fraud and Misconduct in Research
Detection, Investigation, and Organizational Response
Nachman Ben-Yehuda and Amalya Oliver-Lumerman
University of Michigan Press, 2017
In Fraud and Misconduct in Research, Nachman Ben-Yehuda and Amalya Oliver-Lumerman introduce the main characteristics of research misconduct, portray how the characteristics are distributed, and identify the elements of the organizational context and the practice of scientific research which enable or deter misconduct. Of the nearly 750 known cases between 1880 and 2010 which the authors examine, the overwhelming majority took place in funded research projects and involved falsification and fabrication, followed by misrepresentation and plagiarism. The incidents were often reported by the perpetrator’s colleagues or collaborators. If the accusations were confirmed, the organization usually punished the offender with temporary exclusion from academic activities and institutions launched organizational reforms, including new rules, the establishment of offices to deal with misconduct, and the creation of re-training and education programs for academic staff. Ben-Yehuda and Oliver-Lumerman suggest ways in which efforts to expose and prevent misconduct can further change the work of scientists, universities, and scientific research.

 
[more]

front cover of Free Spirit
Free Spirit
A Biography of Mason Welch Gross
Thomas W. Gross
Rutgers University Press, 2022
The Mason Gross School of the Arts in New Brunswick, New Jersey, stands as a memorial to one of Rutgers University’s most influential leaders. Gross started teaching at Rutgers as an assistant professor of philosophy in 1946, but quickly rose through the ranks to become the university’s provost in 1949 and finally its president from 1959 to 1971. He led the university through an era when it experienced both some of its greatest growth and most intense controversies. 
 
Free Spirit explores how Gross helped reshape Rutgers from a sleepy college into a world-renowned public research university. It also reveals how he steered the university through the tumult of the Red Scare, civil rights era, and the Vietnam War by taking principled stands in favor of both racial equality and academic freedom. This biography tells the story of how, from an early age, Gross came to believe in the importance of doing what was right, even when the backlash took a toll on his own health.
 
Written by his youngest son Thomas, this book offers a uniquely well-rounded portrait of Gross as both a public figure and a private person. Covering everything from his service in World War II to his stints as a game-show personality, Free Spirit introduces the reader to a remarkable academic leader.
[more]

logo for University of Minnesota Press
Freedom Through Education
Lotus Coffman
University of Minnesota Press, 1939
Freedom Through Education was first published in 1939. 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.February 15, 1939To the People of Minnesota:Knowing President Coffman as well as I did, I know he would have deprecated any elaborate eulogy of his work in and for the University of Minnesota. I know also that he welcomed always any opportunity to present his though about it and his reflections on the changing world that conditioned the flexible and forward-looking policy he thought the University should pursue. In the pages here published by the University are embodied some of his last and most suggestive thinking about the problems that concerned him always. They were prepared in large part in the year he used to rebuild his health and to formulate his ideas, free from the discursive and unending tasks of a university presidency. Of that year he in his last public address said:“. . . I am almost convinced that it would be a good thing if the administrative officers of the university, certainly the president, were compelled to take a leave of absence once every fife years. Their strength would be renewed and they would have ample opportunity, free from the restraints and responsibilities of office, to read, to reflect on education, and to visit other educational institutions . . .”Here were give voice to his thinking in the full faith that the works of men who are really builders are the reflection of their thinking.This booklet is also a memorial tribute that he would not deny us the right to pay to him and the work he did as an educator. His labors at Minnesota were so conceived and so carried on that they have a significance beyond the boundaries of the state and beyond the days of their doing.It is with profound appreciation of the importance of the contributions that Lotus Delta Coffman made to the University of Minnesota, and with deep admiration for the extent of his influence, that the Regents of the University of Minnesota issue Freedom Through Education as a tribute to him.Guy Stanton Ford,President
[more]

front cover of From High School to College
From High School to College
Gender, Immigrant Generation, and Race-Ethnicity
Charles Hirschman
Russell Sage Foundation, 2016

Today, over 75 percent of high school seniors aspire to graduate from college. However, only one-third of Americans hold a bachelor’s degree, and college graduation rates vary significantly by race/ethnicity and parental socioeconomic status. If most young adults aspire to obtain a college degree, why are these disparities so great? In From High School to College, Charles Hirschman analyzes the period between leaving high school and completing college for nearly 10,000 public and private school students across the Pacific Northwest.

Hirschman finds that although there are few gender, racial, or immigration-related disparities in students’ aspirations to attend and complete college, certain groups succeed at the highest rates. For example, he finds that women achieve better high school grades and report receiving more support and encouragement from family, peers, and educators. They tend to outperform men in terms of preparing for college, enrolling in college within a year of finishing high school, and completing a degree. Similarly, second-generation immigrants are better prepared for college than first-generation immigrants, in part because they do not have to face language barriers or learn how to navigate the American educational system.

Hirschman also documents that racial disparities in college graduation rates remain stark. In his sample, 35 percent of white students graduated from college within seven years of completing high school, compared to only 19 percent of black students and 18 percent of Hispanic students. Students’ socioeconomic origins—including parental education and employment, home ownership, and family structure—account for most of the college graduation gap between disadvantaged minorities and white students. Further, while a few Asian ethnic groups have achieved college completion rates on par with whites, such as Chinese and Koreans, others, whose socioeconomic origins more resemble those of black and Hispanic students, such as Filipinos and Cambodians, also lag behind in preparedness, enrollment, and graduation from college.

With a growing number of young adults seeking college degrees, understanding the barriers that different students encounter provides vital information for social scientists and educators. From High School to College illuminates how gender, immigration, and ethnicity influence the path to college graduation.

[more]

front cover of From Power to Prejudice
From Power to Prejudice
The Rise of Racial Individualism in Midcentury America
Leah N. Gordon
University of Chicago Press, 2015
Americans believe strongly in the socially transformative power of education, and the idea that we can challenge racial injustice by reducing white prejudice has long been a core component of this faith. How did we get here? In this first-rate intellectual history, Leah N. Gordon jumps into this and other big questions about race, power, and social justice.
            To answer these questions, From Power to Prejudice examines American academia—both black and white—in the 1940s and ’50s. Gordon presents four competing visions of  “the race problem” and documents how an individualistic paradigm, which presented white attitudes as the source of racial injustice, gained traction. A number of factors, Gordon shows, explain racial individualism’s postwar influence: individuals were easier to measure than social forces; psychology was well funded; studying political economy was difficult amid McCarthyism; and individualism was useful in legal attacks on segregation. Highlighting vigorous midcentury debate over the meanings of racial justice and equality, From Power to Prejudice reveals how one particular vision of social justice won out among many contenders.
[more]

front cover of From Protest to President
From Protest to President
A Social Justice Journey through the Emergence of Adult Education and the Birth of Distance Learning
George A Pruitt
Rutgers University Press, 2023
From Protest to President describes an inspirational odyssey of a young, Black activist coming of age in Mississippi and Chicago in the tumultuous 1960s and '70s, culminating in a notable thirty-five-year presidency at Thomas Edison State University.  
 
From barbershop encounters with Malcolm X to death threats at Illinois State University and gunfire at Towson State, Pruitt provides a powerful narrative poised at the intersection of social justice, higher education and politics. He recounts leadership experiences at HBCUs and public universities across the country, as he advocated for autonomy at Morgan State and fought to preserve Tennessee State University.  
 
His steadfast activism, integrity and courage led to groundbreaking work in providing access to higher education for working adults and the military.
 
From his days as a student protester in high school and college to his appearances on Capitol Hill, Pruitt has earned the reputation as a candid and influential leader in higher education.  

 
[more]

front cover of From Single to Serious
From Single to Serious
Relationships, Gender, and Sexuality on American Evangelical Campuses
Malone, Dana M.
Rutgers University Press, 2018
College students hook up and have sex. That is what many students expect to happen during their time at university—it is part of growing up and navigating the relationship scene on most American campuses today. But what do you do when you’re a student at an evangelical university? Students at these schools must negotiate a barrage of religiously imbued undercurrents that impact how they think about relationships, in addition to how they experience and evaluate them. As they work to form successful unions, students at evangelical colleges balance sacred ideologies of purity, holiness, and godliness, while also dealing with more mainstream notions of popularity, the online world, and the appeal of sexual intimacy. 

In From Single to Serious, Dana M. Malone shines a light on friendship, dating, and, sexuality, in both the ideals and the practical experiences of heterosexual students at U. S. evangelical colleges. She examines the struggles they have in balancing their gendered and religious presentations of self, the expectations of their campus community, and their desire to find meaningful romantic relationships. 
 
[more]

front cover of From Symbolic Exile to Physical Exile
From Symbolic Exile to Physical Exile
Turkey's Imam Hatip Schools, the Emergence of a Conservative Counter-Elite, and Its Knowledge Migration to Europe
Ismail Çaglar
Amsterdam University Press, 2013
Turkey’s Imam Hatip schools, which offer a combination of Islamic and secular subjects, operate in a country ostensibly committed to secular education. This thoughtful study examines the routes of these schools’ graduates to various European universities. Against the backdrop of the largely secular Turkish academic establishment, the Imam Hatip students frequently choose Europe for their university education because they are excluded and banned from native universities. This important volume contributes to the discussion of the role these schools play in the social mobility of religious conservatives in Turkey, as well as offering new research in the study of Turkish transnational religious movements.
 
[more]

front cover of Fulfilling the 21st Century Land-Grant Mission
Fulfilling the 21st Century Land-Grant Mission
Essays in Honor of The Ohio State University’s Sesquicentennial Commemoration
Edited by Stephen M. Gavazzi and David J. Staley
The Ohio State University Press, 2020
Over the past 150 years, land-grant universities—America’s first public institutions of higher learning—have had a profound impact on the well-being of our nation. Founded by the 1862 Morrill Land Grant Act and signed into law by President Abraham Lincoln, land-grant universities were given a three-part mission: to teach, to conduct research, and to engage communities across each state in order to meet their localized needs.
Gathered in honor of The Ohio State University’s sesquicentennial celebration, this collection of essays highlights the significant contributions that Ohio State continues to make as part of its twenty-first-century land-grant mission. Authors from across the university—representing fields as various as agriculture, dance, English, engineering, family science, geography, medicine, social work, and veterinary science—provide contributions that highlight the preeminent status of The Ohio State University. In addition, the perspectives of alumni, staff members, and senior administrators (both present and former) round out the picture of Ohio State as the first among equals regarding its land-grant peers. Overall, contributors draw on rich and varied institutional backgrounds to offer invaluable insights for higher education administrators and scholars across the US.
 
[more]

front cover of The Future of Academic Freedom
The Future of Academic Freedom
Edited by Louis Menand
University of Chicago Press, 1996
At the bottom of every controversy embroiling the university today—from debates over hate-speech codes to the reorganization of the academy as a multicultural institution—is the concept of academic freedom. But academic freedom is almost never mentioned in these debates. Now nine leading academics, including Henry Louis Gates, Jr., Edward Said, Richard Rorty, and Joan W. Scott, consider the problems confronting the American University in terms of their effect on the future of academic freedom.

"Louis Menand has assembled The Future of Academic Freedom to better define and delineate what should and should not happen within our colleges and universities. . . . The whole extremely learned yet accessible debate exploits the freedoms it extols, tackling sensitive subjects such as ethnicity and ethics head-on."—Publishers Weekly

"The essays are not only sharp, elegant and lucid, but extremely well-informed about the history of American battles over academic freedom."—Alan Ryan, Times Higher Education Supplement

"[A] superb inquiry into some of the most vexing and significant issues in higher education today."—Zachary Karabell, Boston Book Review
[more]


Send via email Share on Facebook Share on Twitter