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Book SynopsisThere 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.Trade Review“In this time of rapid change in higher education, it is incumbent upon every academic leader to know how to act effectively in a crisis. Sound crisis leadership saves careers, keeps academic institutions from being weakened or destroyed, and helps protects the students those institutions serve. I believe that every administrator and faculty leader should be acquainted with the ideas presented in Crisis Leadership in Higher Education: Theory and Practice and be prepared to adopt the framework it presents as a means of preserving the integrity of their universities, colleges, and programs.” -- Jeffrey L. Buller * author of The Essential Academic Dean or Provost: A Comprehensive Desk Reference *"If ever there was a book for its time, Crisis in Higher Education: Theory and Practice by Ralph Gigliotti is it. The crises befalling higher education today are coming fast and furious, and the demands placed upon academic leaders are numerous. Crisis management requires a highly coordinated effort, a heightened sensitivity to context, serving the needs of multiple constituencies, and seamless execution. Dr. Gigliotti’s book is a rich study of the most current academic crises, a practical exploration of the lessons learned, and a competencies scorecard that is a valuable tool. Although leadership in higher education has historically been a neglected area of research, Ralph Gigliotti admirably steps in to fill that gap. This book is a must read for leadership scholars and academic practitioners alike." -- Gail T. Fairhurst * author of The Power of Framing: Creating the Language of Leadership *“The issue of crisis communication is vital in today's historical moment. Crisis Leadership in Higher Education is unlike any book I’ve ever seen, blending the voices of administrators with the literature on crisis in order to offer insights that will be valuable to the community of academic administrators.” -- Janie Harden Fritz, Ph.D., author of Professional Civility * editor of Journal of the Association for Communication Administration *"Read this book. Now. If you wait until you need it to address a crisis, you may end up finding yourself with lots of unintended time to read it and to consider options that might have led to better outcomes." -- Robin Kaler * Associate Chancellor for Public Affairs, University of Illinois at Urbana-Champaign *"When a college or university is plunged into crisis—whether by deeds of its own making or by circumstances beyond its control—the very future of the institution may seem to hang in the balance and the quality of its leadership is tested as never before. Drawing masterfully upon interviews with forty senior leaders from major research universities and upon an exhaustive survey of news stories, Ralph Gigliotti has given us both a path-breaking analysis of higher education crises and a remarkably insightful guide to surviving and surmounting them." -- President Emeritus and Distinguished Professor of History and Education, Rutgers University * Richard McCormick, Ph.D. *"Selected New Books on Higher Education" compiled by Ki-Jana Deadwyler and Ruth Hammond https://www.chronicle.com/article/Selected-New-Books-on-Higher/247370 * Chronicle of Higher Education *"The Best Way to Prepare for Disaster: Crisis Leadership and Higher Ed" interview with Ralph Gigliotti https://evolllution.com/managing-institution/operations_efficiency/the-best-way-to-prepare-for-disaster-crisis-leadership-and-higher-ed/ * The Evolllution *"Crisis Leadership and the Higher Education Response to the COVID-19 Outbreak" by Ralph Gigliotti https://evolllution.com/managing-institution/operations_efficiency/crisis-leadership-and-the-higher-education-response-to-the-covid-19-outbreak/ * The Evolllution *"This book offers something for everyone. The interview data from senior-level higher education administrators creates a certain intimacy. The real-life case studies and crisis headlines convey real urgency facing crisis leaders. The literature review and content analysis of crisis articles give credit to the relationship between scholarship and practice. With the end-of-chapter exercises, opportunities are abundant for self- and organizational reflective practice. In reviewing this book, I was drawn to the professional inference, especially in light of our doctoral program creating a new course focusing on crisis leadership. However, this book offers much more than a course reading—it allows for professional retrospections, personal remembrances relative to how one defines or describes crisis, and how and why one engages in certain decisions/actions/responses during specific events/situations." * The Department Chair *"Post-pandemic: The power of crisis management planning," by Alaina G. Levine * Science Magazine *Table of ContentsContents 1 The Landscape of Crisis in Higher Education: Introduction and Context 2 The Social Construction of Crisis in Higher Education: The Perception of Crisis, the Reality of Crisis 3 The Process of Defining and Labeling Phenomena as Crises 4 The Characterization and Categorization of Crises in Higher Education 5 Centrality of Communication in the Theory and Practice of Crisis Leadership 6 Crisis Adaptation of Leadership Competencies Scorecard for Leaders in Higher Education 7 Implications for Effective Crisis Leadership in Higher Education Acknowledgments Notes References Index

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Book SynopsisThere 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.Trade Review“In this time of rapid change in higher education, it is incumbent upon every academic leader to know how to act effectively in a crisis. Sound crisis leadership saves careers, keeps academic institutions from being weakened or destroyed, and helps protects the students those institutions serve. I believe that every administrator and faculty leader should be acquainted with the ideas presented in Crisis Leadership in Higher Education: Theory and Practice and be prepared to adopt the framework it presents as a means of preserving the integrity of their universities, colleges, and programs.” -- Jeffrey L. Buller * author of The Essential Academic Dean or Provost: A Comprehensive Desk Reference *"If ever there was a book for its time, Crisis in Higher Education: Theory and Practice by Ralph Gigliotti is it. The crises befalling higher education today are coming fast and furious, and the demands placed upon academic leaders are numerous. Crisis management requires a highly coordinated effort, a heightened sensitivity to context, serving the needs of multiple constituencies, and seamless execution. Dr. Gigliotti’s book is a rich study of the most current academic crises, a practical exploration of the lessons learned, and a competencies scorecard that is a valuable tool. Although leadership in higher education has historically been a neglected area of research, Ralph Gigliotti admirably steps in to fill that gap. This book is a must read for leadership scholars and academic practitioners alike." -- Gail T. Fairhurst * author of The Power of Framing: Creating the Language of Leadership *“The issue of crisis communication is vital in today's historical moment. Crisis Leadership in Higher Education is unlike any book I’ve ever seen, blending the voices of administrators with the literature on crisis in order to offer insights that will be valuable to the community of academic administrators.” -- Janie Harden Fritz, Ph.D., author of Professional Civility * editor of Journal of the Association for Communication Administration *"Read this book. Now. If you wait until you need it to address a crisis, you may end up finding yourself with lots of unintended time to read it and to consider options that might have led to better outcomes." -- Robin Kaler * Associate Chancellor for Public Affairs, University of Illinois at Urbana-Champaign *"When a college or university is plunged into crisis—whether by deeds of its own making or by circumstances beyond its control—the very future of the institution may seem to hang in the balance and the quality of its leadership is tested as never before. Drawing masterfully upon interviews with forty senior leaders from major research universities and upon an exhaustive survey of news stories, Ralph Gigliotti has given us both a path-breaking analysis of higher education crises and a remarkably insightful guide to surviving and surmounting them." -- President Emeritus and Distinguished Professor of History and Education, Rutgers University * Richard McCormick, Ph.D. *"Selected New Books on Higher Education" compiled by Ki-Jana Deadwyler and Ruth Hammond https://www.chronicle.com/article/Selected-New-Books-on-Higher/247370 * Chronicle of Higher Education *"The Best Way to Prepare for Disaster: Crisis Leadership and Higher Ed" interview with Ralph Gigliotti https://evolllution.com/managing-institution/operations_efficiency/the-best-way-to-prepare-for-disaster-crisis-leadership-and-higher-ed/ * The Evolllution *"Crisis Leadership and the Higher Education Response to the COVID-19 Outbreak" by Ralph Gigliotti https://evolllution.com/managing-institution/operations_efficiency/crisis-leadership-and-the-higher-education-response-to-the-covid-19-outbreak/ * The Evolllution *"This book offers something for everyone. The interview data from senior-level higher education administrators creates a certain intimacy. The real-life case studies and crisis headlines convey real urgency facing crisis leaders. The literature review and content analysis of crisis articles give credit to the relationship between scholarship and practice. With the end-of-chapter exercises, opportunities are abundant for self- and organizational reflective practice. In reviewing this book, I was drawn to the professional inference, especially in light of our doctoral program creating a new course focusing on crisis leadership. However, this book offers much more than a course reading—it allows for professional retrospections, personal remembrances relative to how one defines or describes crisis, and how and why one engages in certain decisions/actions/responses during specific events/situations." * The Department Chair *"Post-pandemic: The power of crisis management planning," by Alaina G. Levine * Science Magazine *Table of ContentsContents 1 The Landscape of Crisis in Higher Education: Introduction and Context 2 The Social Construction of Crisis in Higher Education: The Perception of Crisis, the Reality of Crisis 3 The Process of Defining and Labeling Phenomena as Crises 4 The Characterization and Categorization of Crises in Higher Education 5 Centrality of Communication in the Theory and Practice of Crisis Leadership 6 Crisis Adaptation of Leadership Competencies Scorecard for Leaders in Higher Education 7 Implications for Effective Crisis Leadership in Higher Education Acknowledgments Notes References Index

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Book SynopsisFifty years ago, students who were parents were a rarity in college classrooms, but by the beginning of the twenty-first century, over a quarter of all undergraduate students were parents. In Back in School, A. Fiona Pearson explores how these student parents navigate cultural norms and institutional resources, forging pathways as they journey to become better parents and successful students. Back in School examines how policy makers, professors, college administrators, counselors, and social workers provide or deny access to child care, tutoring, financial aid, or other campus- or community-based resources. Pearson further explores how social norms and governmental and organizational policies influence access to these resources and student parents’ experiences on campus and at home.Trade Review"Rich in history and policy, Back in School is a strong cultural analysis of the ways that student parents understand their own decisions to return to higher education. A compelling read!" -- Lisa Nunn * author of Defining Student Success: The Role of School and Culture *"In this thoughtful study of student parents, Pearson shows us the assumptions, organization, and values embedded in contemporary college education -- and the costs to all of us." -- Barbara Katz Rothman * author of A Bun in the Oven: How the Food and Birth Movements Resist Industrialization *Chronicle of Higher Education 'Selected New Books on Higher Education' compiled by Ki-Jana Deadwyler and Ruth Hammond https://www.chronicle.com/article/Selected-New-Books-on-Higher/246666 * Chronicle of Higher Education *"A meticulously researched, deftly written, accessibly organized and presented work of exceptional scholarship and relevancy." * Midwest Book Review *"Pearson’s study is a significant contribution to existing scholarship on student populations in general and student parents in particular. Insightful, well-written, and accessible, it is an ideal choice for undergraduate and graduate courses in sociology, gender studies, education, and public policy. In addition, it would be an excellent choice for faculty, support staff, and administrators who wish to further their understanding of the realities and needs of America’s increasingly diverse postsecondary student population." * Academe *"This small book is surprisingly ambitious in the reach of its argument; it is highly recommended for all those concerned with the future direction of policy around the further expansion of higher education." * Contemporary Sociology *Table of ContentsContents 1 "We're Not Living in the Old School Anymore:" Student Parents on Campus 2 The American Dream?: Expanding Opportunities & The Changing University 3 "I'm Just Looking for Some Kind of Understanding:" Academic Resources and Campus Culture 4 What Students Want and Why 5 Weaving Existing and New Identities at Home 6 False Promises?: Go to College, Get a Job 7 "It's a Marathon, Not a Sprint:" Final Thoughts Appendix Acknowledgments Notes References Index

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Book SynopsisFifty years ago, students who were parents were a rarity in college classrooms, but by the beginning of the twenty-first century, over a quarter of all undergraduate students were parents. In Back in School, A. Fiona Pearson explores how these student parents navigate cultural norms and institutional resources, forging pathways as they journey to become better parents and successful students. Back in School examines how policy makers, professors, college administrators, counselors, and social workers provide or deny access to child care, tutoring, financial aid, or other campus- or community-based resources. Pearson further explores how social norms and governmental and organizational policies influence access to these resources and student parents’ experiences on campus and at home.Trade Review"Rich in history and policy, Back in School is a strong cultural analysis of the ways that student parents understand their own decisions to return to higher education. A compelling read!" -- Lisa Nunn * author of Defining Student Success: The Role of School and Culture *"In this thoughtful study of student parents, Pearson shows us the assumptions, organization, and values embedded in contemporary college education -- and the costs to all of us." -- Barbara Katz Rothman * author of A Bun in the Oven: How the Food and Birth Movements Resist Industrialization *Chronicle of Higher Education 'Selected New Books on Higher Education' compiled by Ki-Jana Deadwyler and Ruth Hammond https://www.chronicle.com/article/Selected-New-Books-on-Higher/246666 * Chronicle of Higher Education *"A meticulously researched, deftly written, accessibly organized and presented work of exceptional scholarship and relevancy." * Midwest Book Review *"Pearson’s study is a significant contribution to existing scholarship on student populations in general and student parents in particular. Insightful, well-written, and accessible, it is an ideal choice for undergraduate and graduate courses in sociology, gender studies, education, and public policy. In addition, it would be an excellent choice for faculty, support staff, and administrators who wish to further their understanding of the realities and needs of America’s increasingly diverse postsecondary student population." * Academe *"This small book is surprisingly ambitious in the reach of its argument; it is highly recommended for all those concerned with the future direction of policy around the further expansion of higher education." * Contemporary Sociology *Table of ContentsContents 1 "We're Not Living in the Old School Anymore:" Student Parents on Campus 2 The American Dream?: Expanding Opportunities & The Changing University 3 "I'm Just Looking for Some Kind of Understanding:" Academic Resources and Campus Culture 4 What Students Want and Why 5 Weaving Existing and New Identities at Home 6 False Promises?: Go to College, Get a Job 7 "It's a Marathon, Not a Sprint:" Final Thoughts Appendix Acknowledgments Notes References Index

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Book SynopsisCollege Belonging reveals how colleges’ and universities’ efforts to foster a sense of belonging in their students are misguided. Colleges bombard new students with the message to “get out there!” and “find your place” by joining student organizations, sports teams, clubs and the like. Nunn shows that this reflects a flawed understanding of what belonging is and how it works. Drawing on the sociological theories of Emile Durkheim, College Belonging shows that belonging is something that members of a community offer to each other. It is something that must be given, like a gift. Individuals cannot simply walk up to a group or community and demand belonging. That’s not how it works. The group must extend a sense of belonging to each and every member. It happens by making a person feel welcome, to feel that their presence matters to the group, that they would be missed if they were gone. This critical insight helps us understand why colleges' push for students simply to “get out there!” does not always work. Trade Review"Teaching First-Year and First-Generation Students: A Conversation with Lisa Nunn"— New Books Network: The Academic Life "College Belonging: Author discusses her new book on first-generation students and how they navigate college life," by Scott Jaschik— Inside Higher Education "An important update to sense of belonging literature because of its claims regarding campus-community belonging and how belonging cannot be earned by an individual but rather must be received from a community." — The Review of Higher Education "Administrators have long persisted with a problematic notion of inclusion that puts the responsibility on individual students, without thought to what belonging looks and feels like. In this fabulous book, Nunn skillfully argues that institutional context shapes the most salient forms of belonging. Nobody has tackled the issue of belonging quite in this way, and the intervention is so needed."— Laura T. Hamilton, author of Parenting to a Degree: How Family Matters for College Women’s Success "College Belonging presents a fascinating account of students’ experiences, informed by in-depth interviews, and offers a level of complexity rarely encountered. Nunn compellingly argues that those who care about equity must care about belonging. Her findings show why common practices in higher education are insufficient and what colleges can do to meet the belonging needs of their students." — Blake R. Silver, author of The Cost of Inclusion: How Student Conformity Leads to Inequality on College Campuses New Books Network: Academic Life podcast interview with Lisa M. Nunn— New Books Network: Academic Life podcastTable of ContentsContents Acknowledgements Introduction 1 Social Belonging vs. Campus-Community Belonging 2 Campus Community Belonging and Organizational Structures 3 Academic Competence and Academic Belonging 4 The Academic Community and Academic Belonging 5 Ethnoracial Diversity and Belonging 6 “Nice” Diversity 7 Recommendations for Campuses Theoretical Appendix: Durkheim and Belonging Methodological Appendix Notes References Index

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Book SynopsisCollege Belonging reveals how colleges’ and universities’ efforts to foster a sense of belonging in their students are misguided. Colleges bombard new students with the message to “get out there!” and “find your place” by joining student organizations, sports teams, clubs and the like. Nunn shows that this reflects a flawed understanding of what belonging is and how it works. Drawing on the sociological theories of Emile Durkheim, College Belonging shows that belonging is something that members of a community offer to each other. It is something that must be given, like a gift. Individuals cannot simply walk up to a group or community and demand belonging. That’s not how it works. The group must extend a sense of belonging to each and every member. It happens by making a person feel welcome, to feel that their presence matters to the group, that they would be missed if they were gone. This critical insight helps us understand why colleges' push for students simply to “get out there!” does not always work. Trade Review"Teaching First-Year and First-Generation Students: A Conversation with Lisa Nunn"— New Books Network: The Academic Life "College Belonging: Author discusses her new book on first-generation students and how they navigate college life," by Scott Jaschik— Inside Higher Education "An important update to sense of belonging literature because of its claims regarding campus-community belonging and how belonging cannot be earned by an individual but rather must be received from a community." — The Review of Higher Education "Administrators have long persisted with a problematic notion of inclusion that puts the responsibility on individual students, without thought to what belonging looks and feels like. In this fabulous book, Nunn skillfully argues that institutional context shapes the most salient forms of belonging. Nobody has tackled the issue of belonging quite in this way, and the intervention is so needed."— Laura T. Hamilton, author of Parenting to a Degree: How Family Matters for College Women’s Success "College Belonging presents a fascinating account of students’ experiences, informed by in-depth interviews, and offers a level of complexity rarely encountered. Nunn compellingly argues that those who care about equity must care about belonging. Her findings show why common practices in higher education are insufficient and what colleges can do to meet the belonging needs of their students." — Blake R. Silver, author of The Cost of Inclusion: How Student Conformity Leads to Inequality on College Campuses New Books Network: Academic Life podcast interview with Lisa M. Nunn— New Books Network: Academic Life podcastTable of ContentsContents Acknowledgements Introduction 1 Social Belonging vs. Campus-Community Belonging 2 Campus Community Belonging and Organizational Structures 3 Academic Competence and Academic Belonging 4 The Academic Community and Academic Belonging 5 Ethnoracial Diversity and Belonging 6 “Nice” Diversity 7 Recommendations for Campuses Theoretical Appendix: Durkheim and Belonging Methodological Appendix Notes References Index

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Book SynopsisWhen Stephen Lehmkuhle became the chancellor of the brand-new University of Minnesota-Rochester campus, he had to start from scratch. He did not inherit a legacy mission that established what the campus did and how to do it; rather, he needed to find a way to rationalize the existence of the nascent campus. Lehmkuhle recognized that without a shared understanding of purpose, the scope of a new campus expands at an unsustainable rate as it tries to be all things to all people, and so his first act was to decide on the driving purpose of the campus. He then used this purpose to make decisions about institutional design, scope, programs, and campus activities. Through personal and engaging anecdotes about his experience, Lehmkuhle describes how higher education leaders can focus on campus purpose to create new and fresh ways to think about many elements of campus operation and function, and how leaders can protect the campus’s purpose from the pervasive higher education culture that is hardened by history and habit.Trade Review"This book provides the rare opportunity to see how an inaugural chancellor and his colleagues created an agile, responsive institution. It pushes leaders in higher education to think broadly about our purposes, look in the mirror and acknowledge what we can do better, and ask the hard questions to help us adapt to changing times." -- Freeman Hrabowski * President of the University of Maryland, Baltimore County *"Campus with Purpose is a fascinating read that draws upon the rich knowledge that Stephen Lehmkuhle amassed as the inaugural chancellor at the University of Minnesota, Rochester. The author’s experiences are important examples for other university leaders, proving that presidents can create change rather than manage change." -- Robert Zemsky * author of Checklist for Change: Making American Higher Education a Sustainable Enterprise *"Why Does This Campus Exist Today? Start Planning with This Question," by Stephen Lehmkuhle * Academic Leader *"Redesigning the University by David J. Staley," by Melissa Morris-Olson * Ingenious *Building a Purpose-Driven Campus from Scratch with University of Minnesota-Rochester Chancellor Emeritus Dr. Stephen Lehmkuhle * IngenioUs podcast *Table of ContentsContents Preface 1 The Interview 2 Why Does the Campus Exist? 3 Building a Campus with Purpose: Managing the Past and the Future 4 Structure with Purpose 5 Buildings versus Space 6 Building and Flying the Plane at the Same Time 7 What I Learned about Students and Faculty 8 Leading by Purpose in Higher Education 9 Closing Comments Epilogue: Purpose and Innovation Notes Index

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Book SynopsisWhen Stephen Lehmkuhle became the chancellor of the brand-new University of Minnesota-Rochester campus, he had to start from scratch. He did not inherit a legacy mission that established what the campus did and how to do it; rather, he needed to find a way to rationalize the existence of the nascent campus. Lehmkuhle recognized that without a shared understanding of purpose, the scope of a new campus expands at an unsustainable rate as it tries to be all things to all people, and so his first act was to decide on the driving purpose of the campus. He then used this purpose to make decisions about institutional design, scope, programs, and campus activities. Through personal and engaging anecdotes about his experience, Lehmkuhle describes how higher education leaders can focus on campus purpose to create new and fresh ways to think about many elements of campus operation and function, and how leaders can protect the campus’s purpose from the pervasive higher education culture that is hardened by history and habit.Trade Review"This book provides the rare opportunity to see how an inaugural chancellor and his colleagues created an agile, responsive institution. It pushes leaders in higher education to think broadly about our purposes, look in the mirror and acknowledge what we can do better, and ask the hard questions to help us adapt to changing times." -- Freeman Hrabowski * President of the University of Maryland, Baltimore County *"Campus with Purpose is a fascinating read that draws upon the rich knowledge that Stephen Lehmkuhle amassed as the inaugural chancellor at the University of Minnesota, Rochester. The author’s experiences are important examples for other university leaders, proving that presidents can create change rather than manage change." -- Robert Zemsky * author of Checklist for Change: Making American Higher Education a Sustainable Enterprise *"Why Does This Campus Exist Today? Start Planning with This Question," by Stephen Lehmkuhle * Academic Leader *"Redesigning the University by David J. Staley," by Melissa Morris-Olson * Ingenious *Building a Purpose-Driven Campus from Scratch with University of Minnesota-Rochester Chancellor Emeritus Dr. Stephen Lehmkuhle * IngenioUs podcast *Table of ContentsContents Preface 1 The Interview 2 Why Does the Campus Exist? 3 Building a Campus with Purpose: Managing the Past and the Future 4 Structure with Purpose 5 Buildings versus Space 6 Building and Flying the Plane at the Same Time 7 What I Learned about Students and Faculty 8 Leading by Purpose in Higher Education 9 Closing Comments Epilogue: Purpose and Innovation Notes Index

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Book SynopsisThe internet is where trans people have come to become. Creating an identity in digital space can be important for how trans people learn about themselves, their communities, and the possibilities available to them. While the internet and digital space is not the only way of coming to understand oneself in a community, it is a space of liberatory possibility and creativity. There is room to invent what may not yet exist for gender on the edges of what many consider to be “real.” For many, digital life can be the site of play, joy, and connection –even while the internet is not a harm-free space nor universally available. This book seeks to understand the complexities at play in the digital realm and the implications that have for gender, digital life, and higher education.Trade Review"A smart, useful and frankly overdue study of gender-marginalized people finding self and building community in the chaotic spaces of social media, online cultures, and digital platforms that permeate our lives." -- Susan Stryker * Author of Transgender History: The Roots of Today's Revolution *"Digital Me is an exciting, timely contribution to ongoing academic and public conversations about the role of the internet in trans and queer lives. With a fresh set of data to work with, the authors richly theorize the online worlds of trans self-making and community-building. I trust this will soon become a dependable resource for trans college students and those who care about them." -- V Varun Chaudhry * Assistant Professor of Women's, Gender, and Sexuality Studies at Brandeis University *“Although institutions of higher education have been important producers of queer and trans theories of gender, those theories have not led to radical changes in how institutions organize themselves as spaces of white, cis gendered, heteronormativity. In response the authors ask what might the future of higher education look like if we take seriously the world and self-making creativity of trans students? A deeply moving book, Digital Me bears witness to the cultivation of online trans lives, and provides sustenance, for students and teachers alike, for those who want to expand the world building possibilities of trans life and knowledge.” -- Victoria Hesford * Author of Feeling Women's Liberation *Table of ContentsPart I Logging On Introduction 1 Searching for Ourselves Online Part II Trans(form)ing Online 2 The Internet as Spatial 3 The Internet as Temporal 4 The Internet as Affective 5 The Internet as Sartorial 6 The Internet as Communal 7 The Internet as Visual Part III Prismatic Possibilities 8 The Multiplicity of Trans Life Online Acknowledgments Notes References Index

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Book SynopsisThe internet is where trans people have come to become. Creating an identity in digital space can be important for how trans people learn about themselves, their communities, and the possibilities available to them. While the internet and digital space is not the only way of coming to understand oneself in a community, it is a space of liberatory possibility and creativity. There is room to invent what may not yet exist for gender on the edges of what many consider to be “real.” For many, digital life can be the site of play, joy, and connection –even while the internet is not a harm-free space nor universally available. This book seeks to understand the complexities at play in the digital realm and the implications that have for gender, digital life, and higher education.Trade Review"A smart, useful and frankly overdue study of gender-marginalized people finding self and building community in the chaotic spaces of social media, online cultures, and digital platforms that permeate our lives." -- Susan Stryker * Author of Transgender History: The Roots of Today's Revolution *"Digital Me is an exciting, timely contribution to ongoing academic and public conversations about the role of the internet in trans and queer lives. With a fresh set of data to work with, the authors richly theorize the online worlds of trans self-making and community-building. I trust this will soon become a dependable resource for trans college students and those who care about them." -- V Varun Chaudhry * Assistant Professor of Women's, Gender, and Sexuality Studies at Brandeis University *“Although institutions of higher education have been important producers of queer and trans theories of gender, those theories have not led to radical changes in how institutions organize themselves as spaces of white, cis gendered, heteronormativity. In response the authors ask what might the future of higher education look like if we take seriously the world and self-making creativity of trans students? A deeply moving book, Digital Me bears witness to the cultivation of online trans lives, and provides sustenance, for students and teachers alike, for those who want to expand the world building possibilities of trans life and knowledge.” -- Victoria Hesford * Author of Feeling Women's Liberation *Table of ContentsPart I Logging On Introduction 1 Searching for Ourselves Online Part II Trans(form)ing Online 2 The Internet as Spatial 3 The Internet as Temporal 4 The Internet as Affective 5 The Internet as Sartorial 6 The Internet as Communal 7 The Internet as Visual Part III Prismatic Possibilities 8 The Multiplicity of Trans Life Online Acknowledgments Notes References Index

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Book SynopsisIn no other professional field do senior leaders habitually return to the rank-and-file workforce in the twilight of their careers. Corporate CEOs rarely conclude their working lives by resuming the duties of a mid-level account executive; on the verge of retirement, four-star generals do not return to the infantry. But in academia former senior leaders often conclude their careers by reprising the roles and responsibilities of a professor. Until now, leaders and institutions have been left to navigate these transitions on their own—often learning hard lessons that might have been avoided. Stepping Away moves beyond the well-worn clichés of “stepping down” to examine how senior leadership role changes impact individuals and the institutions they serve. Drawn from empirical research involving more than fifty college presidents, provosts, and deans, this book delivers fresh understanding of the challenges and opportunities leaders face as they assume a new place in the social architecture of their campus. Bridging the gap between theory and practice, Stepping Away translates research into practical strategies that leaders can use to make this change successfully, providing guidance about when to speak up and when to remain quiet, how to develop new relationships, where to office, whether to apply for new jobs, and how to use their knowledge and skills to add value to their campus communities, on-campus and off.Table of ContentsList of “Collected Wisdom” Foreword by Leo M. Lambert 1 Stepping Away 2 Studying Administrative Transitions in the Modern American University 3 First Steps: Look as You Leap 4 The Messy Middle: Making a Transition Is Making Choices 5 “Working for Myself”: Life after Administration 6 Reimagining Leaders, Reimagining Leadership Acknowledgments Appendix: Interview Protocols Notes Bibliography Index

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Book SynopsisIn no other professional field do senior leaders habitually return to the rank-and-file workforce in the twilight of their careers. Corporate CEOs rarely conclude their working lives by resuming the duties of a mid-level account executive; on the verge of retirement, four-star generals do not return to the infantry. But in academia former senior leaders often conclude their careers by reprising the roles and responsibilities of a professor. Until now, leaders and institutions have been left to navigate these transitions on their own—often learning hard lessons that might have been avoided. Stepping Away moves beyond the well-worn clichés of “stepping down” to examine how senior leadership role changes impact individuals and the institutions they serve. Drawn from empirical research involving more than fifty college presidents, provosts, and deans, this book delivers fresh understanding of the challenges and opportunities leaders face as they assume a new place in the social architecture of their campus. Bridging the gap between theory and practice, Stepping Away translates research into practical strategies that leaders can use to make this change successfully, providing guidance about when to speak up and when to remain quiet, how to develop new relationships, where to office, whether to apply for new jobs, and how to use their knowledge and skills to add value to their campus communities, on-campus and off.Table of ContentsList of “Collected Wisdom” Foreword by Leo M. Lambert 1 Stepping Away 2 Studying Administrative Transitions in the Modern American University 3 First Steps: Look as You Leap 4 The Messy Middle: Making a Transition Is Making Choices 5 “Working for Myself”: Life after Administration 6 Reimagining Leaders, Reimagining Leadership Acknowledgments Appendix: Interview Protocols Notes Bibliography Index

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Book SynopsisBetween 1970 and 1985, lesbian, gay, and bisexual (LGB) educators publicly left their classroom closets, formed communities, and began advocating for a place of openness and safety for LGB people in America's schools. They fought for protection and representation in the National Education Association and American Federation of Teachers, as well as building community and advocacy in major gay and lesbian teacher organizations in New York, Los Angeles, and Northern California. In so doing, LGB teachers went from being a profoundly demonized and silenced population that suffered as symbolically emblematic of the harmful “bad teacher” to being an organized community of professionals deserving of rights, capable of speaking for themselves, and often able to reframe themselves as “good teachers.” This prescient book shows how LGB teachers and their allies broadened the boundaries of professionalism, negotiated for employment protection, and fought against political opponents who wanted them pushed out of America's schools altogether.Trade Review"In this important book, Mayernick gives us new insights into LGB teachers organizing for political change in the 1970s and 1980s. Combining educational history, labor history, and LGB history, the book analyzes how teachers actively fought for equal rights at national, state, and local levels." -- Margaret Nash * professor, University of California, Riverside *"Maynerick shows how LGB educators used unions to make it possible to be an openly gay teacher for the first time in the United States. As LGBT people’s presence in education faces renewed attacks, Not Alone provides strategies and hope from the past for making schools safer for them today." -- Michael Hevel * associate professor of higher education, University of Arkansas *Table of Contents List of Abbreviations Introduction: The Value of Teachers 1 The National Education Association: Teacher Sexuality and Professionalism 2 The American Federation of Teachers: Negotiating National Union Policy 3 The Gay Teachers Association of New York: Community and Relationships 4 California and the Image of LGB Teachers Conclusion: Recurring Themes Acknowledgments Notes Bibliography Index

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Book SynopsisBetween 1970 and 1985, lesbian, gay, and bisexual (LGB) educators publicly left their classroom closets, formed communities, and began advocating for a place of openness and safety for LGB people in America's schools. They fought for protection and representation in the National Education Association and American Federation of Teachers, as well as building community and advocacy in major gay and lesbian teacher organizations in New York, Los Angeles, and Northern California. In so doing, LGB teachers went from being a profoundly demonized and silenced population that suffered as symbolically emblematic of the harmful “bad teacher” to being an organized community of professionals deserving of rights, capable of speaking for themselves, and often able to reframe themselves as “good teachers.” This prescient book shows how LGB teachers and their allies broadened the boundaries of professionalism, negotiated for employment protection, and fought against political opponents who wanted them pushed out of America's schools altogether.Trade Review"In this important book, Mayernick gives us new insights into LGB teachers organizing for political change in the 1970s and 1980s. Combining educational history, labor history, and LGB history, the book analyzes how teachers actively fought for equal rights at national, state, and local levels." -- Margaret Nash * professor, University of California, Riverside *"Maynerick shows how LGB educators used unions to make it possible to be an openly gay teacher for the first time in the United States. As LGBT people’s presence in education faces renewed attacks, Not Alone provides strategies and hope from the past for making schools safer for them today." -- Michael Hevel * associate professor of higher education, University of Arkansas *Table of Contents List of Abbreviations Introduction: The Value of Teachers 1 The National Education Association: Teacher Sexuality and Professionalism 2 The American Federation of Teachers: Negotiating National Union Policy 3 The Gay Teachers Association of New York: Community and Relationships 4 California and the Image of LGB Teachers Conclusion: Recurring Themes Acknowledgments Notes Bibliography Index

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Book SynopsisHigh-achieving students from socioeconomically disadvantaged backgrounds are more likely to end up at less selective institutions compared to their socioeconomically advantaged peers with similar academic qualifications. A key reason for this is that few highly able, socioeconomically disadvantaged students apply to selective institutions in the first place. In Unequal Choices, Yang Va Lor examines the college application choices of high-achieving students, looking closely at the ways the larger contexts of family, school, and community influence their decisions. For students today, contexts like high schools and college preparation programs shape the type of colleges that they deem appropriate, while family upbringing and personal experiences influence how far from home students imagine they can apply to college. Additionally, several mechanisms reinforce the reproduction of social inequality, showing how institutions and families of the middle and upper-middle class work to procure advantages by cultivating dispositions among their children for specific types of higher education opportunities.Trade Review“This book provides an engaging analysis of how students from different class backgrounds think about college, focusing not on the information available but how students make sense of it. By analyzing students’ college choices in terms of their own meaning-making, Lor provides important insights into the opportunities and constraints that shape those choices. People interested in the divergent college pathways of students from lower- and upper-socioeconomic status students, and in supporting students as they embark on college search processes, will find much to learn from here.” -- Elizabeth M Lee * Author of Class and Campus Life: Managing and Experiencing Inequality at an Elite College (Cornell U *"Yang Lor’s Unequal Choices necessarily complicates how we understand the college choice process and the role social class plays in shaping students’ perceptions of themselves, the options available in the vast higher education landscape, and how they ultimately arrive at choosing one college over another." -- W. Carson Byrd * Author of Poison in the Ivy: Race Relations and the Reproduction of Inequality on Elite College Camp *Table of ContentsIntroduction 1 Frames of College Attendance 24 Frames of College Preparation 48 Schemas of Colleges 71 Narratives of Interdependence and Independence 97 Conclusion 119 Acknowledgments 131 References 133 Index 000

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Book SynopsisHigh-achieving students from socioeconomically disadvantaged backgrounds are more likely to end up at less selective institutions compared to their socioeconomically advantaged peers with similar academic qualifications. A key reason for this is that few highly able, socioeconomically disadvantaged students apply to selective institutions in the first place. In Unequal Choices, Yang Va Lor examines the college application choices of high-achieving students, looking closely at the ways the larger contexts of family, school, and community influence their decisions. For students today, contexts like high schools and college preparation programs shape the type of colleges that they deem appropriate, while family upbringing and personal experiences influence how far from home students imagine they can apply to college. Additionally, several mechanisms reinforce the reproduction of social inequality, showing how institutions and families of the middle and upper-middle class work to procure advantages by cultivating dispositions among their children for specific types of higher education opportunities.Trade Review“This book provides an engaging analysis of how students from different class backgrounds think about college, focusing not on the information available but how students make sense of it. By analyzing students’ college choices in terms of their own meaning-making, Lor provides important insights into the opportunities and constraints that shape those choices. People interested in the divergent college pathways of students from lower- and upper-socioeconomic status students, and in supporting students as they embark on college search processes, will find much to learn from here.” -- Elizabeth M Lee * Author of Class and Campus Life: Managing and Experiencing Inequality at an Elite College (Cornell U *"Yang Lor’s Unequal Choices necessarily complicates how we understand the college choice process and the role social class plays in shaping students’ perceptions of themselves, the options available in the vast higher education landscape, and how they ultimately arrive at choosing one college over another." -- W. Carson Byrd * Author of Poison in the Ivy: Race Relations and the Reproduction of Inequality on Elite College Camp *Table of ContentsIntroduction 1 Frames of College Attendance 24 Frames of College Preparation 48 Schemas of Colleges 71 Narratives of Interdependence and Independence 97 Conclusion 119 Acknowledgments 131 References 133 Index 000

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Book SynopsisIntercollegiate athletics is under assault from all sides. Its economic model is yielding increasing and unsustainable deficits and widening inequality. Coaches and athletic directors are the highest paid employees at FBS universities (NCAA Division I Football Bowl Subdivision) by factors of five to ten, or more. Athletes are being cheated on their promised education, do not receive adequate medical care, and are not allowed to receive cash income. Substantial change, either toward reasserting the intended primacy of education for intercollegiate athletes or a further surrender to commercialism, is coming. This book lays out the starkly different paths that college sports reform can follow and what the ramifications will be on the athletes and on the institutions in which they are enrolled. Trade Review“When our attentions turn to the economic, legal and political issues impacting sports, there has been no more consistently credible source than Andy Zimbalist. Whither College Sports is the latest addition to his impressive and valuable body of work.” -- Bob Costas"Professor Zimbalist is at the top of his game with this fascinating look inside the biggest economic, social, and legal issues facing college sports in the United States. This is a must-read for anyone who wants to better understand the multibillion-dollar college sports industry." -- Gabe Feldman * editor of The Sports Lawyers Journal *"The leading sports economist in the country lends his considerable talents to the timely titular subject, Whither College Sports, including the three phenomena that will shape the future of this uniquely American institution: ever-increasing commercialization and budget shortfalls, athletes' image-likeness rights, and sports gambling. Zimbalist's collection is a must for academics, students, and policymakers working on these issues, but also for those who love—or love to hate—college sports intelligently." -- Doriane Coleman * author of Torts: Doctrine and Process *"Andrew Zimbalist: What's Next For College Sports?" * Sportico *"NILs, Surrogate Markets And The Future Of College Sports" * Forbes *“When our attentions turn to the economic, legal and political issues impacting sports, there has been no more consistently credible source than Andy Zimbalist. Whither College Sports is the latest addition to his impressive and valuable body of work.” -- Bob Costas"Professor Zimbalist is at the top of his game with this fascinating look inside the biggest economic, social, and legal issues facing college sports in the United States. This is a must-read for anyone who wants to better understand the multibillion-dollar college sports industry." -- Gabe Feldman * editor of The Sports Lawyers Journal *"The leading sports economist in the country lends his considerable talents to the timely titular subject, Whither College Sports, including the three phenomena that will shape the future of this uniquely American institution: ever-increasing commercialization and budget shortfalls, athletes' image-likeness rights, and sports gambling. Zimbalist's collection is a must for academics, students, and policymakers working on these issues, but also for those who love—or love to hate—college sports intelligently." -- Doriane Coleman * author of Torts: Doctrine and Process *"Andrew Zimbalist: What's Next For College Sports?" * Sportico *"NILs, Surrogate Markets And The Future Of College Sports" * Forbes *Table of ContentsIntroduction Section 1: Academic Papers 1. Taxation of College Sports: Policies and Controversies Andrew Zimbalist 2. Reforming College Sports: The Case for a Limited and Conditional Antitrust Exemption Jayma Meyer and Andrew Zimbalist 3. A Win Win: College Athletes get Paid for their Names, Images, and Likenesses and Colleges Maintain the Primacy of Academics Jayma Meyer and Andrew Zimbalist 4. The Impact of College Athletic Success on Donations and Applicant Quality Benjamin Baumer and Andrew Zimbalist Section 2: Position Papers by Drake Group 1. The ‘Big Five’ Power Grab: The Real Threat to College Sports Brian Porto, Gerald Gurney, Donna A. Lopiano, B. David Ridpath, Allen Sack, Mary Willingham, and Andrew Zimbalist 2. Why the NCAA Academic Progress Rate (APR) and the Graduation Success Rate (GSR) should be Abandoned and Replaced with More Effective Academic Metrics Gerald Gurney, Donna A. Lopiano, Mary Willingham, Jayma Meyer, Brian Porto, B. David Ridpath, Allen Sack, and Andrew Zimbalist 3. Fixing the Dysfunctional NCAA Enforcement System Brian Porto, Gerald Gurney, Donna Lopiano, B. David Ridpath, Allen Sack, Mary Willingham, and Andrew Zimbalist 4. College Athlete Health and Protection from Physical and Psychological Harm Donna Lopiano, Janet Blade, Gerald Gurney, Sheila Hudson, Brian Porto, Allen Sack, David Ridpath and Andrew Zimbalist 5. Compensation of College Athletes Including Revenues Earned from Commercial Use of Their Names, Images and Likenesses and Outside Employment Brian Porto, Gerald Gurney, Donna Lopiano, B. David Ridpath, Allen Sack, Julie Sommer, Mary Willingham & Andrew Zimbalist Section 3: Op Eds 1. Unionizing Is Proof That College Athletics Need to Be Reformed Andrew Zimbalist 2. College Coaches’ Salaries and Higher Education Andrew Zimbalist 3. Time for a Presidential Panel to Investigate College Sports Andrew Zimbalist 4. Paying College Athletes: Take Two Andrew Zimbalist 5.Antitrust Exemption may aid College Sports’ Untenable Situation Andrew Zimbalist 6. The N.C.A.A.’s Women Problem Andrew Zimbalist 7. Big-Time College Basketball in the Cross Hairs Andrew Zimbalist 8. In The End, Commission's Reform Suggestions Only Provide A Smokescreen Of Legitimacy For The NCAA Andrew Zimbalist 9. One and Done: Take Two Andrew Zimbalist 10. How Financial Pressures Can Lead to Athletic Scandals Andrew Zimbalist 11. Female Athletes Are Undervalued, In Both Money and Media Terms Carrie N. Baker, Emma Seymour and Andrew Zimbalist 12. The Collegiate Sports Model Is Broken: It Needs Help Andrew Zimbalist 13. Sports Being on Hiatus Gives the NCAA an Opportunity to Rethink the Structure of College Sports Andrew Zimbalist, Gerry Gurney and Donna Lopiano 14. Has Higher Education Lost Its Mind? Donna Lopiano and Andrew Zimbalist 15. Theater of the Absurd and the Immoral: College Football 2020 Donna Lopiano and Andrew Zimbalist 16. Rutgers’ Athletics Deficit Reveals the Hidden Caste In The College Sports Hierarchy Andrew Zimbalist Index

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Book SynopsisIntercollegiate athletics is under assault from all sides. Its economic model is yielding increasing and unsustainable deficits and widening inequality. Coaches and athletic directors are the highest paid employees at FBS universities (NCAA Division I Football Bowl Subdivision) by factors of five to ten, or more. Athletes are being cheated on their promised education, do not receive adequate medical care, and are not allowed to receive cash income. Substantial change, either toward reasserting the intended primacy of education for intercollegiate athletes or a further surrender to commercialism, is coming. This book lays out the starkly different paths that college sports reform can follow and what the ramifications will be on the athletes and on the institutions in which they are enrolled. Trade Review“When our attentions turn to the economic, legal and political issues impacting sports, there has been no more consistently credible source than Andy Zimbalist. Whither College Sports is the latest addition to his impressive and valuable body of work.” -- Bob Costas"Professor Zimbalist is at the top of his game with this fascinating look inside the biggest economic, social, and legal issues facing college sports in the United States. This is a must-read for anyone who wants to better understand the multibillion-dollar college sports industry." -- Gabe Feldman * editor of The Sports Lawyers Journal *"The leading sports economist in the country lends his considerable talents to the timely titular subject, Whither College Sports, including the three phenomena that will shape the future of this uniquely American institution: ever-increasing commercialization and budget shortfalls, athletes' image-likeness rights, and sports gambling. Zimbalist's collection is a must for academics, students, and policymakers working on these issues, but also for those who love—or love to hate—college sports intelligently." -- Doriane Coleman * author of Torts: Doctrine and Process *"Andrew Zimbalist: What's Next For College Sports?" * Sportico *"NILs, Surrogate Markets And The Future Of College Sports" * Forbes *“When our attentions turn to the economic, legal and political issues impacting sports, there has been no more consistently credible source than Andy Zimbalist. Whither College Sports is the latest addition to his impressive and valuable body of work.” -- Bob Costas"Professor Zimbalist is at the top of his game with this fascinating look inside the biggest economic, social, and legal issues facing college sports in the United States. This is a must-read for anyone who wants to better understand the multibillion-dollar college sports industry." -- Gabe Feldman * editor of The Sports Lawyers Journal *"The leading sports economist in the country lends his considerable talents to the timely titular subject, Whither College Sports, including the three phenomena that will shape the future of this uniquely American institution: ever-increasing commercialization and budget shortfalls, athletes' image-likeness rights, and sports gambling. Zimbalist's collection is a must for academics, students, and policymakers working on these issues, but also for those who love—or love to hate—college sports intelligently." -- Doriane Coleman * author of Torts: Doctrine and Process *"Andrew Zimbalist: What's Next For College Sports?" * Sportico *"NILs, Surrogate Markets And The Future Of College Sports" * Forbes *Table of ContentsIntroduction Section 1: Academic Papers 1. Taxation of College Sports: Policies and Controversies Andrew Zimbalist 2. Reforming College Sports: The Case for a Limited and Conditional Antitrust Exemption Jayma Meyer and Andrew Zimbalist 3. A Win Win: College Athletes get Paid for their Names, Images, and Likenesses and Colleges Maintain the Primacy of Academics Jayma Meyer and Andrew Zimbalist 4. The Impact of College Athletic Success on Donations and Applicant Quality Benjamin Baumer and Andrew Zimbalist Section 2: Position Papers by Drake Group 1. The ‘Big Five’ Power Grab: The Real Threat to College Sports Brian Porto, Gerald Gurney, Donna A. Lopiano, B. David Ridpath, Allen Sack, Mary Willingham, and Andrew Zimbalist 2. Why the NCAA Academic Progress Rate (APR) and the Graduation Success Rate (GSR) should be Abandoned and Replaced with More Effective Academic Metrics Gerald Gurney, Donna A. Lopiano, Mary Willingham, Jayma Meyer, Brian Porto, B. David Ridpath, Allen Sack, and Andrew Zimbalist 3. Fixing the Dysfunctional NCAA Enforcement System Brian Porto, Gerald Gurney, Donna Lopiano, B. David Ridpath, Allen Sack, Mary Willingham, and Andrew Zimbalist 4. College Athlete Health and Protection from Physical and Psychological Harm Donna Lopiano, Janet Blade, Gerald Gurney, Sheila Hudson, Brian Porto, Allen Sack, David Ridpath and Andrew Zimbalist 5. Compensation of College Athletes Including Revenues Earned from Commercial Use of Their Names, Images and Likenesses and Outside Employment Brian Porto, Gerald Gurney, Donna Lopiano, B. David Ridpath, Allen Sack, Julie Sommer, Mary Willingham & Andrew Zimbalist Section 3: Op Eds 1. Unionizing Is Proof That College Athletics Need to Be Reformed Andrew Zimbalist 2. College Coaches’ Salaries and Higher Education Andrew Zimbalist 3. Time for a Presidential Panel to Investigate College Sports Andrew Zimbalist 4. Paying College Athletes: Take Two Andrew Zimbalist 5.Antitrust Exemption may aid College Sports’ Untenable Situation Andrew Zimbalist 6. The N.C.A.A.’s Women Problem Andrew Zimbalist 7. Big-Time College Basketball in the Cross Hairs Andrew Zimbalist 8. In The End, Commission's Reform Suggestions Only Provide A Smokescreen Of Legitimacy For The NCAA Andrew Zimbalist 9. One and Done: Take Two Andrew Zimbalist 10. How Financial Pressures Can Lead to Athletic Scandals Andrew Zimbalist 11. Female Athletes Are Undervalued, In Both Money and Media Terms Carrie N. Baker, Emma Seymour and Andrew Zimbalist 12. The Collegiate Sports Model Is Broken: It Needs Help Andrew Zimbalist 13. Sports Being on Hiatus Gives the NCAA an Opportunity to Rethink the Structure of College Sports Andrew Zimbalist, Gerry Gurney and Donna Lopiano 14. Has Higher Education Lost Its Mind? Donna Lopiano and Andrew Zimbalist 15. Theater of the Absurd and the Immoral: College Football 2020 Donna Lopiano and Andrew Zimbalist 16. Rutgers’ Athletics Deficit Reveals the Hidden Caste In The College Sports Hierarchy Andrew Zimbalist Index

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Book SynopsisEven academically talented students face challenges in college. For high-achieving Black women, their racial, gender, and academic identities intensify those issues. Inside the classroom, they are spotlighted and feel forced to be representatives for their identity groups. In campus life, they are isolated and face microaggressions from peers. Using intersectionality as a theoretical framework, Davis addresses the significance of the various identities of high-achieving Black women in college individually and collectively, revealing the ways institutional oppression functions at historically white institutions and in social interactions on and off campus. Based on interviews with collegiate Black women in honors communities, Black and Smart analyzes the experiences of academically talented Black undergraduate women navigating their social and academic lives at urban historically white institutions and offers strategies for creating more inclusive academic and social environments for talented undergraduates. Table of Contents1. Students Like Jada: Invisible High-Achieving Black Women 2. Beyond Black and Smart 3. Learning While Black and Brilliant 4. Thriving and Threats in Campus Life 5. Performing Authentic Identities 6. Implications for Practice and Conclusion Appendix Acknowledgments Notes Bibliography Index

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Book SynopsisEven academically talented students face challenges in college. For high-achieving Black women, their racial, gender, and academic identities intensify those issues. Inside the classroom, they are spotlighted and feel forced to be representatives for their identity groups. In campus life, they are isolated and face microaggressions from peers. Using intersectionality as a theoretical framework, Davis addresses the significance of the various identities of high-achieving Black women in college individually and collectively, revealing the ways institutional oppression functions at historically white institutions and in social interactions on and off campus. Based on interviews with collegiate Black women in honors communities, Black and Smart analyzes the experiences of academically talented Black undergraduate women navigating their social and academic lives at urban historically white institutions and offers strategies for creating more inclusive academic and social environments for talented undergraduates. Table of Contents1. Students Like Jada: Invisible High-Achieving Black Women 2. Beyond Black and Smart 3. Learning While Black and Brilliant 4. Thriving and Threats in Campus Life 5. Performing Authentic Identities 6. Implications for Practice and Conclusion Appendix Acknowledgments Notes Bibliography Index

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Book SynopsisOne mom determined to get the best education for her dyslexic son, offers practical tips and advice for other parents navigating the public-school system.When Micky Boas’s son Matias was struggling in school, she tried everything to get a straight answer from school officials as to why. Even after changing schools, no one would confirm that Matias was dyslexic—a treatable and often inheritable condition that also affected Matias’s father. As a result, Micki fought the school and the education system for years to get the support that her son needed, before transferring him to a wonderful—but expensive—school specializing in the education of children with similar learning styles. In One in Five, Micki shares the stories of over a dozen children failed by their local governments and school systems—who were told it was all in their heads; told that they just couldn’t comprehend the material; told that their behavior wa

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Book Synopsis11,000 Days at School: From Class Clown to High School Vice-Principal is an illuminating and humour journey through the evolution of education in British Columbia.

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