Violence against women on college campuses has remained underreported and often under addressed by both campus security and local law enforcement, as well as campus administrators. The researchers, practitioners, and activists who contribute to this pertinent volume Addressing Violence Against Women on College Campuses examine the extent, nature, dynamic and contexts of violence against women at institutions of higher education.

This book is designed to facilitate an ongoing discussion and provide direction on how best to prevent and investigate violence against women, and intervene to assist victims while reducing the impact of these crimes. Chapters detail the necessary changes and implications that are part of Title IX and other federal legislation and initiatives as well as the effect these changes have had for higher education actors, including campus administrators, victim advocates, and student activists. The contributors also explore the importance of campus efforts to estimate the extent of violence against women; educating young men and women on the nature of sexual and dating violence; and shifting efforts to both make offenders accountable for their crimes and prompt all bystanders to act. 

Addressing Violence Against Women on College Campuses urgently argues to make violence prevention is not separate from but rather an integral part of the student experience.   

Contributors include: Antonia Abbey, Joanne Belknap, Ava Blustein, Stephanie Bonnes, Alesha Cameron, Sarah L. Cook, Walter S. DeKeseredy. Helen Eigenberg, Kate Fox, Christopher P. Krebs, Jennifer Leili, Christine Lindquist, Sarah McMahon, Caitlyn Meade, Christine Mouton, Matt R. Nobles, Callie Marie Rennison, Meredith M. Smith, Carmen Suarez, and the editors.

Winner of Ronald Sukenick Prize for Innovative Fiction

 The Bruise is a prize-winning novel of imperative voice and raw sensation. In the sterile dormitories and on the quiet winter greens of an American university, a young woman named M— deals with the repercussions of a strange encounter with an angel, one that has left a large bruise on her forehead. Was the event real or imagined? The bruise does not disappear, forcing M— to confront her own existential fears and her wavering desire to tell the story of her imagination. As a writer, M— is breathless, desperate, and obsessive, questioning the mutations and directions of her words while writing with fevered immediacy. Using rhythmic language, suffused with allusions to literature and art, Magdalena Zurawski recasts the bildungsroman as a vibrant and moving form.
 

Is romance more important to women in college than grades are? Why do so many women enter college with strong academic backgrounds and firm career goals but leave with dramatically scaled-down ambitions? Dorothy C. Holland and Margaret A. Eisenhart expose a pervasive "culture of romance" on campus: a high-pressure peer system that propels women into a world where their attractiveness to men counts most.

Gender on Campus is the first book to combine solid analyses of the broad range of gender issues for women in college with realistic approaches to heighten awareness and alleviate problems. Written for students, the book first clarifies the concept of feminism and then examines gender dynamics in a variety of settings and contexts-from the classroom to the sports field and from language to social life. Sharon Gmelch probes sexism, racism, and homophobia on campus and surveys the special issues facing diverse women students. The book also addresses issues relating to body image and sexuality. Its final chapters analyze the role gender continues to play after college-in the media, workplace, and politics.

After a thorough discussion of a topic, each chapter concludes with possibilities for action ("What You Can Do") as well as a selected bibliography of books, videos, and organizations that students can consult. Gender on Campus is an invaluable resource for students, parents, and administrators, as well as an excellent text for women's studies courses.

Explores the conflicts and challenges facing older and younger feminist scholars.

In universities and colleges across the country, feminists are debating their histories and future legacies, often expressing these controversies in generational terms. Some older, second wave feminists accuse younger ones of being careerist, overly theoretical, insufficiently political, and not grateful enough to previous generations. Some third wave feminists consider their foremothers naive, universalizing, or elitist, resentful of deviations from their established plans and improperly wielding their power. Generations addresses these divisions and impasses through sophisticated analyses of the challenges of “passing the torch.”

Generations is composed of essays from academic women at various professional stages-from established scholars to junior professors to graduate students. Some are concerned with telling intergenerational feminist histories based on both research and experience. Others describe difficulties faced by feminists of all ages in the academy today. A final cluster considers issues in the highly charged convergence of feminist theory and postmodernism. The promise of feminisms yet to come can be found in these pages, alongside some of the most resonant and important feminist voices of the last two decades. Generations both complicates and enlivens the transmission and rebirth of feminist knowledges from one generation to another. Contributors: Diane Elam, U of Wales; Elizabeth Francis, Brown U; Linda Frost, U of Alabama; Jane Gallop, U of Wisconsin; Dana Heller, Old Dominion U; Jane Kalbfleisch; Jeanne Marecek, Swarthmore College; Nancy K. Miller, CUNY; Mona Narain, Otterbein College; Angela M. S. Nelson, Bowling Green State U; Judith Newton, U of California, Davis; Rebecca Dakin Quinn; Gita Rajan, Fairfield U; Judith Roof, Indiana U; Theresa Ann Sears, U of Missouri at St. Louis; Ruthe Thompson; Michele Wallace, CUNY; Barbara A. White, U of New Hampshire; Lynda Zwinger, U of Arizona.

How does society view and define sexual harassment of students by academicians? Does the collegiate environment exacerbate the problem and contribute to its current epidemic proportions? What can students, faculty, and administrators do about the problem? The Lecherous Professor addresses these timely issues, including the dilemma of teacher-student dating, newly devised policy statements on sexual harassment from several institutions, and faculty uneasiness about administrative directives on sexual harassment.
 

Helicopter parents—the kind that continue to hover even in college—are one of the most ridiculed figures of twenty-first-century parenting, criticized for creating entitled young adults who boomerang back home. But do involved parents really damage their children and burden universities? In this book, sociologist Laura T. Hamilton illuminates the lives of young women and their families to ask just what role parents play during the crucial college years.
           
Hamilton vividly captures the parenting approaches of mothers and fathers from all walks of life—from a CFO for a Fortune 500 company to a waitress at a roadside diner. As she shows, parents are guided by different visions of the ideal college experience, built around classed notions of women’s work/family plans and the ideal age to “grow up.” Some are intensively involved and hold adulthood at bay to cultivate specific traits: professional helicopters, for instance, help develop the skills and credentials that will advance their daughters’ careers, while pink helicopters emphasize appearance, charm, and social ties in the hopes that women will secure a wealthy mate. In sharp contrast, bystander parents—whose influence is often limited by economic concerns—are relegated to the sidelines of their daughter’s lives. Finally, paramedic parents—who can come from a wide range of class backgrounds—sit in the middle, intervening in emergencies but otherwise valuing self-sufficiency above all.
           
Analyzing the effects of each of these approaches with clarity and depth, Hamilton ultimately argues that successfully navigating many colleges and universities without involved parents is nearly impossible, and that schools themselves are increasingly dependent on active parents for a wide array of tasks, with intended and unintended consequences. Altogether, Parenting to a Degree offers an incisive look into the new—and sometimes problematic—relationship between students, parents, and universities. 

The history of higher education in the 20th-century South, like the history of the region, both mirrors and diverges from the national pattern. Not surprisingly the region’s demographic, economic, social, political, and cultural characteristics have accounted for many of the variations between the education of southern women and women in the rest of the nation.

Reclaiming Class offers essays written by women who changed their lives through the pathway of higher education. Collected, they offer a powerful testimony of the importance of higher learning, as well as a critique of the programs designed to alleviate poverty and educational disparity. The contributors explore the ideologies of welfare and American meritocracy that promise hope and autonomy on the one hand, while also perpetuating economic obstacles and indebtedness on the other. Divided into the three sections, Reclaiming Class assesses the psychological, familial, and economic intersections of poverty and the educational process. In the first section, women who left poverty through higher education recall their negotiating the paths of college life to show how their experiences reveal the hidden paradoxes of education. Section two presents first person narratives of students whose lives are shaped by their roles as poor mothers, guardian siblings, and daughters, as well as the ways that race interacts with their poverty. Chapters exploring financial aid and welfare policy, battery and abuse, and the social constructions of the poor woman finish the book. Offering a comprehensive picture of how poor women access all levels of private and public institutions to achieve against great odds, Reclaiming Class shows the workings of higher learning from the vantage point of those most subject to the vicissitudes of policy and reform agendas.