Educational strategies and policy: inclusion Books

Book SynopsisGreat Muslim Leaders presents Islamic-informed alternatives to Eurocentric Christian understandings of education and educational leadership. It does so by interrupting and displacing the West's centuries long dismissive stance and monolithic gaze on Islam by showcasing outstanding diverse Muslim leaders across space and time. Each chapter focuses on a single leader, and includes a biographical sketch; a discussion of their context and activities as a leader; key lessons readers can learn from their leadership, and recommendations that are relevant for teachers and educational leaders. This collection of Muslim leaders, chosen by Muslim scholars, brings to education discourse the breadth of Islamic intellectual history, giving the book a global appeal and facilitating a sharing of innovative and classic ideas across cultures, faith traditions, and national boundaries. Great Muslim Leaders introduces to readers Muslim intellectuals, spiritual leaders, philosophers, poets, artists, activists, scientists, celebrities, politicians, educators, film makers, historical figures, theorists, and academics whose lives have positively shaped their community, society, and the world. Their lived experiences are underpinned by deep spirituality and faith, revealing the significance and import religious belief has on moral and ethical action. The book concludes with seven lessons that cut across the chapters that encapsulate the immense value Islamic spirituality and faith bring to education and leadership.

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Book SynopsisGreat Muslim Leaders presents Islamic-informed alternatives to Eurocentric Christian understandings of education and educational leadership. It does so by interrupting and displacing the West's centuries long dismissive stance and monolithic gaze on Islam by showcasing outstanding diverse Muslim leaders across space and time. Each chapter focuses on a single leader, and includes a biographical sketch; a discussion of their context and activities as a leader; key lessons readers can learn from their leadership, and recommendations that are relevant for teachers and educational leaders. This collection of Muslim leaders, chosen by Muslim scholars, brings to education discourse the breadth of Islamic intellectual history, giving the book a global appeal and facilitating a sharing of innovative and classic ideas across cultures, faith traditions, and national boundaries. Great Muslim Leaders introduces to readers Muslim intellectuals, spiritual leaders, philosophers, poets, artists, activists, scientists, celebrities, politicians, educators, film makers, historical figures, theorists, and academics whose lives have positively shaped their community, society, and the world. Their lived experiences are underpinned by deep spirituality and faith, revealing the significance and import religious belief has on moral and ethical action. The book concludes with seven lessons that cut across the chapters that encapsulate the immense value Islamic spirituality and faith bring to education and leadership.

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Book SynopsisPeople have long made invidious distinctions between individuals (e.g., the clean and the unclean, good and evil, black and white, sacred and profane, etc.) (Smith, 1996), and these distinctions affect the degree to which individuals experience prejudice, unfair discrimination, and oppression in organizations and society as a whole. As a result, there has been an increased interest in research on these distinctions and unfair discrimination in organizations. Despite this research, most of the studies have focused on only a subset of minorities including African Americans, women, older workers, and people with physical disabilities (Dipboye & Colella, 2005). A number of other minorities have been forgotten or neglected by organizational researchers including people with neurological or psychological disabilities, veterans, Native Americans, people with a criminal history, and those who come from low socioeconomic or poor backgrounds. Thus, the primary purposes of this issue of Research in HRM is to foster research on "Forgotten Minorities" or those who are members of groups that have been excluded from organizations and neglected by organizational research. In view of these arguments, this issue (a) presents a brief review of the organizational research on the exclusion and repudiation of people who are forgotten minorities, (b) offers directions for future research on these outgroup members, and (c) considers key implications for practice that can facilitate the inclusion of forgotten minorities in organizations.

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Book SynopsisPeople have long made invidious distinctions between individuals (e.g., the clean and the unclean, good and evil, black and white, sacred and profane, etc.) (Smith, 1996), and these distinctions affect the degree to which individuals experience prejudice, unfair discrimination, and oppression in organizations and society as a whole. As a result, there has been an increased interest in research on these distinctions and unfair discrimination in organizations. Despite this research, most of the studies have focused on only a subset of minorities including African Americans, women, older workers, and people with physical disabilities (Dipboye & Colella, 2005). A number of other minorities have been forgotten or neglected by organizational researchers including people with neurological or psychological disabilities, veterans, Native Americans, people with a criminal history, and those who come from low socioeconomic or poor backgrounds. Thus, the primary purposes of this issue of Research in HRM is to foster research on "Forgotten Minorities" or those who are members of groups that have been excluded from organizations and neglected by organizational research. In view of these arguments, this issue (a) presents a brief review of the organizational research on the exclusion and repudiation of people who are forgotten minorities, (b) offers directions for future research on these outgroup members, and (c) considers key implications for practice that can facilitate the inclusion of forgotten minorities in organizations.

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Book SynopsisAcademic success for African American boys' in Special Education is frequently elusive as the United States continues to endure the legacy of academic discrimination (Blanchett, 2010; Skiba et al., 2008). Consequently, educational policies have not fully protected the equal rights or adequately responded to the learning needs of students' academic shortcomings or taken advantage of their strengths (Parkinson & Rowan, 2008; Tatum, 2005). This persistent reading gap has not closed in generations, which is deeply harmful to our American democracy (Wolf, 2019). With every passing year that goes by without alleviating problems affecting the reading gap, the damage is costly, and no failure is more expensive than the failure to educate African American males in the PK-12 pipeline (Robinson & Thompson 2019). The danger to our students becomes more critical each year, and these are problems that are deeply rooted in America. And, while teachers cannot change the past, we can, and must, change the special education system that shapes the future of students. Thus, a reader's identity becomes shaped by the intersection of factors that are both inherent and neurologically based, and factors that arise as a result of one's home and academic environment (Hoyles & Hoyles, 2010; Robinson, Ford, Ellis, & Hartlep, 2016; Wolf, 2007). Reading instruction must be culturally relevant which can strengthen the reader's identity and capacity for critical thinking (Arya & Feathers, 2012; Flowers, 2007; Robinson, 2017). Critical literacy is grounded in the sociocultural perspective and way of thinking about curriculum, literacies, and honoring students' lived experiences, especially within the contexts of Special Education (Brooks, 2006; Gay, 2002; Norman, 2011). This edited book will fill a needed gap in scholarly research, as manuscripts adopts a critical analysis that brings together the latest theoretical, conceptual, quantitative, qualitative, and mixed methods research studies. Chapters will have clear and explicit implications for educational practice and make a significant contribution to the field of special education and reading instruction.

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Book SynopsisAcademic success for African American boys' in Special Education is frequently elusive as the United States continues to endure the legacy of academic discrimination (Blanchett, 2010; Skiba et al., 2008). Consequently, educational policies have not fully protected the equal rights or adequately responded to the learning needs of students' academic shortcomings or taken advantage of their strengths (Parkinson & Rowan, 2008; Tatum, 2005). This persistent reading gap has not closed in generations, which is deeply harmful to our American democracy (Wolf, 2019). With every passing year that goes by without alleviating problems affecting the reading gap, the damage is costly, and no failure is more expensive than the failure to educate African American males in the PK-12 pipeline (Robinson & Thompson 2019). The danger to our students becomes more critical each year, and these are problems that are deeply rooted in America. And, while teachers cannot change the past, we can, and must, change the special education system that shapes the future of students. Thus, a reader's identity becomes shaped by the intersection of factors that are both inherent and neurologically based, and factors that arise as a result of one's home and academic environment (Hoyles & Hoyles, 2010; Robinson, Ford, Ellis, & Hartlep, 2016; Wolf, 2007). Reading instruction must be culturally relevant which can strengthen the reader's identity and capacity for critical thinking (Arya & Feathers, 2012; Flowers, 2007; Robinson, 2017). Critical literacy is grounded in the sociocultural perspective and way of thinking about curriculum, literacies, and honoring students' lived experiences, especially within the contexts of Special Education (Brooks, 2006; Gay, 2002; Norman, 2011). This edited book will fill a needed gap in scholarly research, as manuscripts adopts a critical analysis that brings together the latest theoretical, conceptual, quantitative, qualitative, and mixed methods research studies. Chapters will have clear and explicit implications for educational practice and make a significant contribution to the field of special education and reading instruction.

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Book SynopsisBuilding on the work of Guillaume (2021), the collection of autoethnographies and testimonios in this book highlight positive coping mechanisms, strategies, and healthy boundaries that early, middle, and late-career Faculty of Color at comprehensive universities have deployed to negotiate home and work.As beautifully stated by Aeriel A. Ashlee, whose story you will find in chapter two: "It is not a formula, a blueprint to copy, or a recipe to repeat;" however, we hope that the stories about relying on faith, family, mentors, culture, and community presented in the following chapters will support Faculty of Color in their own well-being and work-life integration efforts. Certainly, work-life balance or integration is not the solution to deeply entrenched systemic issues in higher education; however, research in the area of work-life balance/integration has affirmed the need for postsecondary institutions to place significant importance on the topic of work-life, in particular the need for increased support at both the department and institutional levels (Denson et al., 2018). Thus, it is also our hope that this book will serve as a resource for educational leaders in the area of faculty development, as well as academic administrators whose role is to recruit, retain, and evaluate Faculty of Color at comprehensive universities.

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Book SynopsisBuilding on the work of Guillaume (2021), the collection of autoethnographies and testimonios in this book highlight positive coping mechanisms, strategies, and healthy boundaries that early, middle, and late-career Faculty of Color at comprehensive universities have deployed to negotiate home and work.As beautifully stated by Aeriel A. Ashlee, whose story you will find in chapter two: "It is not a formula, a blueprint to copy, or a recipe to repeat;" however, we hope that the stories about relying on faith, family, mentors, culture, and community presented in the following chapters will support Faculty of Color in their own well-being and work-life integration efforts. Certainly, work-life balance or integration is not the solution to deeply entrenched systemic issues in higher education; however, research in the area of work-life balance/integration has affirmed the need for postsecondary institutions to place significant importance on the topic of work-life, in particular the need for increased support at both the department and institutional levels (Denson et al., 2018). Thus, it is also our hope that this book will serve as a resource for educational leaders in the area of faculty development, as well as academic administrators whose role is to recruit, retain, and evaluate Faculty of Color at comprehensive universities.

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Book SynopsisIn this special edition, we call attention to the role of Critical Multicultural Citizenship Education (CMCE) in schools, societies and global contexts. The fundamental goal of CMCE is to increase not only the students' awareness of, and participation in, the political aspects of democracy, but also students' abilities to create and live in an ethnically diverse and just community.Global migration and increasing diversity within nations are challenging conceptions of citizenship all over the world. The percentage of ethnic minorities in nation- states throughout the world has increased significantly within the past 30 years. The United States Census, for example, projects that 50% of the population will consist of culturally, linguistically, racially, ethnic, and religiously diverse groups by 2050. With an increase growth of diversity within national borders, issues concerning educational equity, equality, and civic engagement have not always been well attended to in educational and societal contexts. Growing ethnic diversity in schools/ society has not automatically led to a dismantling of persistent educational barriers or structural inequalities. In the past decade, culturally, ethnically, and linguistically diverse populations have faced barriers impacting their rights as citizens in the United States and international contexts. Citizenship, and the rights that are associated with being a citizen, are re-framed when culturally, ethnically, and linguistically students seek equality. In 2020, many urban cities in the United States witnessed Latino/Black youth demonstrate peacefully guided by social justice and their civic responsibilities. Similarly, in international contexts students have demonstrated civil disobedience by expressing concerns about their rights as citizens and the disempowerment of communities.We emphatically believe that students in K-12 settings must begin to understand their rights as citizens and also advocate for the rights of others in order for communities in the U.S. and international contexts to achieve democracy.

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Book SynopsisIn this special edition, we call attention to the role of Critical Multicultural Citizenship Education (CMCE) in schools, societies and global contexts. The fundamental goal of CMCE is to increase not only the students' awareness of, and participation in, the political aspects of democracy, but also students' abilities to create and live in an ethnically diverse and just community.Global migration and increasing diversity within nations are challenging conceptions of citizenship all over the world. The percentage of ethnic minorities in nation- states throughout the world has increased significantly within the past 30 years. The United States Census, for example, projects that 50% of the population will consist of culturally, linguistically, racially, ethnic, and religiously diverse groups by 2050. With an increase growth of diversity within national borders, issues concerning educational equity, equality, and civic engagement have not always been well attended to in educational and societal contexts. Growing ethnic diversity in schools/ society has not automatically led to a dismantling of persistent educational barriers or structural inequalities. In the past decade, culturally, ethnically, and linguistically diverse populations have faced barriers impacting their rights as citizens in the United States and international contexts. Citizenship, and the rights that are associated with being a citizen, are re-framed when culturally, ethnically, and linguistically students seek equality. In 2020, many urban cities in the United States witnessed Latino/Black youth demonstrate peacefully guided by social justice and their civic responsibilities. Similarly, in international contexts students have demonstrated civil disobedience by expressing concerns about their rights as citizens and the disempowerment of communities.We emphatically believe that students in K-12 settings must begin to understand their rights as citizens and also advocate for the rights of others in order for communities in the U.S. and international contexts to achieve democracy.

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Book SynopsisTo sustain contemporary movements towards educational equity, postsecondary leaders at all levels need resources that connect evidence-based critiques of structural inequities to forward-thinking visions for a more socially-just academy. To address this critical challenge, we bring together scholars to deconstruct oppressive norms of theory and practice and provide a direction towards reconsiderations across various postsecondary contexts. Each chapter identifies a normative practice that reinforces material and cultural oppression of student populations from minoritized identities, challenge underlying assumptions that support current norms, and make recommendations for redeveloping practices that center the well-being and success of underserved student populations. In presenting a range of expertise and disciplinary foci in the study of higher education, this volume contributes to a holistic re-envisioning of colleges and universities as transformational spaces for social change.The book provides insights and recommendations from scholars to a wide-ranging audience, including federal and state policymakers, postsecondary administrators and leaders, philanthropists, researchers, and graduate students. The primary audience are graduate students enrolled in various educational leadership programs including educational policy studies, higher education, student affairs, curriculum and instruction, or learning sciences. This book will be especially valuable for increasing the focus on generative critique in research, practice, and policy in graduate programming curriculum. This volume will also be a valuable resource for policymakers involved in shaping postsecondary initiatives at the local, state, and federal levels. Finally, this book will appeal to current practitioners at colleges, and universities as they seek additional professional development and cross-institutional collegiality around practices related to social justice and equity.

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Book SynopsisTo sustain contemporary movements towards educational equity, postsecondary leaders at all levels need resources that connect evidence-based critiques of structural inequities to forward-thinking visions for a more socially-just academy. To address this critical challenge, we bring together scholars to deconstruct oppressive norms of theory and practice and provide a direction towards reconsiderations across various postsecondary contexts. Each chapter identifies a normative practice that reinforces material and cultural oppression of student populations from minoritized identities, challenge underlying assumptions that support current norms, and make recommendations for redeveloping practices that center the well-being and success of underserved student populations. In presenting a range of expertise and disciplinary foci in the study of higher education, this volume contributes to a holistic re-envisioning of colleges and universities as transformational spaces for social change.The book provides insights and recommendations from scholars to a wide-ranging audience, including federal and state policymakers, postsecondary administrators and leaders, philanthropists, researchers, and graduate students. The primary audience are graduate students enrolled in various educational leadership programs including educational policy studies, higher education, student affairs, curriculum and instruction, or learning sciences. This book will be especially valuable for increasing the focus on generative critique in research, practice, and policy in graduate programming curriculum. This volume will also be a valuable resource for policymakers involved in shaping postsecondary initiatives at the local, state, and federal levels. Finally, this book will appeal to current practitioners at colleges, and universities as they seek additional professional development and cross-institutional collegiality around practices related to social justice and equity.

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Book SynopsisThis book, Voices of the Field: DEIA Champions in Higher Education, will explore the experiences and stories of Diversity, Equity, Inclusion, and Anti-racist (DEIA) champions and leaders within higher education. There is no doubt that in response to the United States' current racial climate that higher education institutions have DEIA at the forefront of their operations. Consequently, "as a Black academic or Blackademic educator and DEIA champion, I am not sure I always see institutions and organizations walking the walk and doing the work it takes to live up to those missions, visions, and strategic plans." (Tomlin, 2022, para. 1). From our experience, this is partly because institutions do not know how to support and encourage all higher education professionals, no matter working area, gender, or race to become more DEIA minded. So, this book will share stories of champions of DEIA along with how other higher education professionals jump in.Like some of our other projects, we approach this book from an asset-based approach where chapter authors are taking more of an anti-deficit approach. So, while each chapter author will explore the challenges and opportunities that come with being a DEIA champion within higher education, we will not focus entirely on what higher education institutions or doing wrong; rather, how the tools, tips, and strategies provided can help support current and potential champions of the work and field. One especially important contribution of this book is that authors come from many different spaces, departments, and divisions within higher education including: admissions, student life, curriculum and instruction, service learning, alumni relations, career services, intercultural affairs and many others. Additionally, chapter authors' demographics make up a wide range of ages, ethnicities, abilities, and expertise. Given the breadth of experiences, each chapter will provide poignant suggestions for DEIA champions across the nation as well as for institutions who are looking to better understand, advocate for, support their own DEIA champions.The work of DEI practitioners is a work that often goes unnoticed. The long days, nights, exhaustion, and lack of mental capacity due to constant going and potential burnout is the price practitioners pay to fight the fight of creating more equitable spaces. Griffin (2021) noted, "The DEI practitioner is becoming a household name in some industries–like education–an emerging staple." (p. xxv). we agree with Griffin; moreover, these household names are not getting the attention, respect, or resources they need to continue being successful in their roles. Additionally, we add anti-racist to DEI, as being anti-racist is an action. We argue it is the action that brings all the other pieces of the work together. Its the demonstration and active practice of fighting against racism that helps to shift and change a culture. This book will aid in showing all higher education professionals some approaches to being more effective DEIA champions while also taking action and moving more toward anti-racism as a mindset and way of being. Thus, Voices of the Field: DEIA Champions in Higher Education is positioned to be a must-read for all higher education professionals and institutions who are looking for strategies to support, promote, and encourage the growth and development of DEIA champions.

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Book SynopsisThis book, Voices of the Field: DEIA Champions in Higher Education, will explore the experiences and stories of Diversity, Equity, Inclusion, and Anti-racist (DEIA) champions and leaders within higher education. There is no doubt that in response to the United States' current racial climate that higher education institutions have DEIA at the forefront of their operations. Consequently, "as a Black academic or Blackademic educator and DEIA champion, I am not sure I always see institutions and organizations walking the walk and doing the work it takes to live up to those missions, visions, and strategic plans." (Tomlin, 2022, para. 1). From our experience, this is partly because institutions do not know how to support and encourage all higher education professionals, no matter working area, gender, or race to become more DEIA minded. So, this book will share stories of champions of DEIA along with how other higher education professionals jump in.Like some of our other projects, we approach this book from an asset-based approach where chapter authors are taking more of an anti-deficit approach. So, while each chapter author will explore the challenges and opportunities that come with being a DEIA champion within higher education, we will not focus entirely on what higher education institutions or doing wrong; rather, how the tools, tips, and strategies provided can help support current and potential champions of the work and field. One especially important contribution of this book is that authors come from many different spaces, departments, and divisions within higher education including: admissions, student life, curriculum and instruction, service learning, alumni relations, career services, intercultural affairs and many others. Additionally, chapter authors' demographics make up a wide range of ages, ethnicities, abilities, and expertise. Given the breadth of experiences, each chapter will provide poignant suggestions for DEIA champions across the nation as well as for institutions who are looking to better understand, advocate for, support their own DEIA champions.The work of DEI practitioners is a work that often goes unnoticed. The long days, nights, exhaustion, and lack of mental capacity due to constant going and potential burnout is the price practitioners pay to fight the fight of creating more equitable spaces. Griffin (2021) noted, "The DEI practitioner is becoming a household name in some industries–like education–an emerging staple." (p. xxv). we agree with Griffin; moreover, these household names are not getting the attention, respect, or resources they need to continue being successful in their roles. Additionally, we add anti-racist to DEI, as being anti-racist is an action. We argue it is the action that brings all the other pieces of the work together. Its the demonstration and active practice of fighting against racism that helps to shift and change a culture. This book will aid in showing all higher education professionals some approaches to being more effective DEIA champions while also taking action and moving more toward anti-racism as a mindset and way of being. Thus, Voices of the Field: DEIA Champions in Higher Education is positioned to be a must-read for all higher education professionals and institutions who are looking for strategies to support, promote, and encourage the growth and development of DEIA champions.

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Book SynopsisThe primary aim of this text is to provide educators with specific strategies for engaging in equity and inclusion work on college campuses. We include the perspectives of faculty and staff with a range of experiences and expertise to address current topics evolving at various levels and functional areas in the academy. Rather than replicate findings and recommendations established in extant literature, we provide faculty, staff, and graduate students with the insight and tools they will require to transform established recommendations into actionable solutions and promising practices. This book offers theoretical and practical approaches to evolving diversity, equity, and inclusion concerns in higher education.The core themes of this volume center on diversity, equity, inclusion, and belonging in higher education. While some educators use these terms interchangeably, we define diversity as a concept that envelopes several modes of social identity, including race, ethnicity, gender, ability, sexual orientation, faith/non-faith affiliation, size, veteran's status, etc. The practice of fortifying representation amongst minoritized populations without making considerations for structure and support has been the primary model for diversifying the academy for the past 40 years. Within the context of higher education and diversity, our conversation shifts beyond ensuring marginalized communities are represented.Within each chapter, the contributing authors address a wide range of diversity, equity, inclusion, and belonging topics that are unique to their positionality as educators in the postsecondary sector. As editors, we intentionally identify authors with diverse professional backgrounds who offer a range in their approaches to addressing emergent trends in their respective areas in higher education. In addition to submitting manuscripts that engage critical examinations of diversity, equity, and inclusion in the postsecondary sector, authors were encouraged to design supplemental material for their chapters, such as training modules, study guides, case studies, guides for utilizing critical research approaches and design, and interactive activities that can be replicated in various settings on campus (e.g., the classroom, residence halls, student organization trainings, etc.).

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Book SynopsisThe primary aim of this text is to provide educators with specific strategies for engaging in equity and inclusion work on college campuses. We include the perspectives of faculty and staff with a range of experiences and expertise to address current topics evolving at various levels and functional areas in the academy. Rather than replicate findings and recommendations established in extant literature, we provide faculty, staff, and graduate students with the insight and tools they will require to transform established recommendations into actionable solutions and promising practices. This book offers theoretical and practical approaches to evolving diversity, equity, and inclusion concerns in higher education.The core themes of this volume center on diversity, equity, inclusion, and belonging in higher education. While some educators use these terms interchangeably, we define diversity as a concept that envelopes several modes of social identity, including race, ethnicity, gender, ability, sexual orientation, faith/non-faith affiliation, size, veteran's status, etc. The practice of fortifying representation amongst minoritized populations without making considerations for structure and support has been the primary model for diversifying the academy for the past 40 years. Within the context of higher education and diversity, our conversation shifts beyond ensuring marginalized communities are represented.Within each chapter, the contributing authors address a wide range of diversity, equity, inclusion, and belonging topics that are unique to their positionality as educators in the postsecondary sector. As editors, we intentionally identify authors with diverse professional backgrounds who offer a range in their approaches to addressing emergent trends in their respective areas in higher education. In addition to submitting manuscripts that engage critical examinations of diversity, equity, and inclusion in the postsecondary sector, authors were encouraged to design supplemental material for their chapters, such as training modules, study guides, case studies, guides for utilizing critical research approaches and design, and interactive activities that can be replicated in various settings on campus (e.g., the classroom, residence halls, student organization trainings, etc.).

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Book SynopsisThe current volume, the fifth in the series, focuses on race and racism in organizations. Seventeen experts and trailblazers for building a science around race at work respond to prompts that align with the volume's goal of building understanding and kindling new directions. These giants on whose shoulders new scholarship stands describe their paths to this area of work and the products of which they are most proud before sharing advice and inspiration for scholars and research in the future. Together, these reflections represent poignant examples of why scholarship on race continues to be of critical importance to management science.

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Book SynopsisThe current volume, the fifth in the series, focuses on race and racism in organizations. Seventeen experts and trailblazers for building a science around race at work respond to prompts that align with the volume's goal of building understanding and kindling new directions. These giants on whose shoulders new scholarship stands describe their paths to this area of work and the products of which they are most proud before sharing advice and inspiration for scholars and research in the future. Together, these reflections represent poignant examples of why scholarship on race continues to be of critical importance to management science.

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Book SynopsisChristian schools and colleges that include spiritual formation and Christian maturity within their mission are facing challenges. The challenge of being a Christian college within a secular society is well-recognized. There are intellectual clashes of secular versus religious worldviews to be negotiated, and clashes of social imaginaries where habitual ways of responding come into conflict. These challenges are difficult enough for staff of a Christian college when most students have a Christian background and there may be a common language and assumptions. Even more difficult are the challenges faced by Christian staff of a Christian college when most students identify with non-Christian religions. What does a college's mission of forming mature Christians mean when students are largely Muslim, Hindu, Buddhist, Sikh, or other non-Christian faiths? Should staff modify curricula to reduce cognitive clashes? Should teaching practices be changed to reduce the dissonance of different social imaginaries? How can staff draw from Christian values of tolerance and respect to support non-Christian students in their formation of values and ethics while still respecting diversity?This volume draws together the work of scholars and researchers who have pondered the nature, purpose, and means of formation. It offers an analysis of the scope, context, and methods of formation of mature people without denying or downplaying the difficulties of formation. It offers hope that people who are mature in all areas of life, including the spiritual domain, can be formed and urges educators to encompass all domains in their formative work.

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Book SynopsisChristian schools and colleges that include spiritual formation and Christian maturity within their mission are facing challenges. The challenge of being a Christian college within a secular society is well-recognized. There are intellectual clashes of secular versus religious worldviews to be negotiated, and clashes of social imaginaries where habitual ways of responding come into conflict. These challenges are difficult enough for staff of a Christian college when most students have a Christian background and there may be a common language and assumptions. Even more difficult are the challenges faced by Christian staff of a Christian college when most students identify with non-Christian religions. What does a college's mission of forming mature Christians mean when students are largely Muslim, Hindu, Buddhist, Sikh, or other non-Christian faiths? Should staff modify curricula to reduce cognitive clashes? Should teaching practices be changed to reduce the dissonance of different social imaginaries? How can staff draw from Christian values of tolerance and respect to support non-Christian students in their formation of values and ethics while still respecting diversity?This volume draws together the work of scholars and researchers who have pondered the nature, purpose, and means of formation. It offers an analysis of the scope, context, and methods of formation of mature people without denying or downplaying the difficulties of formation. It offers hope that people who are mature in all areas of life, including the spiritual domain, can be formed and urges educators to encompass all domains in their formative work.

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Book SynopsisThe present volume undertakes socio-demographic analyses of four major topics surrounding the COVID-19 pandemic: Data Issues; Statistical Modeling; Analyses; and Policy Concerns. Regarding Data Issues, three chapters cover topics about obtaining reliable information; the production of summary statistics and using the geometric mean; and the importance of using a Demographic framework in better understanding the COVID-19 pandemic. Statistical modeling is a second topic, and is covered by three chapters. To begin with, one approach centers on modeling local areas. A second chapter discusses and provides a simple method for estimating the number of unconfirmed COVID-19 cases in a local area; a third chapter undertakes an examination of early warnings and responses.Analysis is a third topic and is covered by four chapters. The first chapter under this topic covers the effects of race and age on COVID-19. A second chapter examines the effects of COVID-19 on the broadband access and Census 2020 results for the Hopi and Lummi reservations. A third chapter examines the Black Lives Matters activism during the COVID-19 pandemic. A final chapter in this section examines the relative risk of dying from COVID-19 among those infected.A final topic focuses on policy issues. The first chapter under this topic examines partisan politics and COVID-19. A second chapter examines US policy and COVID-19 cases and deaths. A third chapter examines COVID-19 mortality rates and race-ethnic differences. A fourth chapter examines anti-Asian hate during the COVID-19 pandemic. A final chapter looks at America's post-pandemic future.

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Book SynopsisThe present volume undertakes socio-demographic analyses of four major topics surrounding the COVID-19 pandemic: Data Issues; Statistical Modeling; Analyses; and Policy Concerns. Regarding Data Issues, three chapters cover topics about obtaining reliable information; the production of summary statistics and using the geometric mean; and the importance of using a Demographic framework in better understanding the COVID-19 pandemic. Statistical modeling is a second topic, and is covered by three chapters. To begin with, one approach centers on modeling local areas. A second chapter discusses and provides a simple method for estimating the number of unconfirmed COVID-19 cases in a local area; a third chapter undertakes an examination of early warnings and responses.Analysis is a third topic and is covered by four chapters. The first chapter under this topic covers the effects of race and age on COVID-19. A second chapter examines the effects of COVID-19 on the broadband access and Census 2020 results for the Hopi and Lummi reservations. A third chapter examines the Black Lives Matters activism during the COVID-19 pandemic. A final chapter in this section examines the relative risk of dying from COVID-19 among those infected.A final topic focuses on policy issues. The first chapter under this topic examines partisan politics and COVID-19. A second chapter examines US policy and COVID-19 cases and deaths. A third chapter examines COVID-19 mortality rates and race-ethnic differences. A fourth chapter examines anti-Asian hate during the COVID-19 pandemic. A final chapter looks at America's post-pandemic future.

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Book SynopsisThe American Psychological Association (2020) reported that some 81% of teenage children (13 to 17 years-of-age) were negatively impacted in a range of ways due to school closures in connection with COVID-19, including 47% who indicated that they "didn't learn as much as they did in previous years" (para. 21). That perhaps many more than 47% of teenage children in the United States did not learn as much as they did in previous years was documented in the most recent National Assessment of Educational Progress (NAEP) report which found that "the national average score declines in mathematics for fourth- and eighth-graders were the largest ever recorded in that subject" (Wilburn & Elias, 2022, para. 1). The National Center for Educational Statistics Commissioner commented somewhat hyperbolically that the results showed that "every student was vulnerable to the pandemic's disruptions" (Wilburn & Elias, 2022, para. 5) and called for a single-minded emphasis on ways to assist students to recover from their trauma and accelerate their learning. Wilburn and Elias (2022) joined those who have pointed out that the learning declines associated with COVID-19 did not occur equitably. The likelihood of a single-minded policy response to change the system and address the achievement gaps exposed by the range of responses to COVID-19 seems small. On the one hand, doubting the sustainability of innovative responses, education historian Larry Cuban referenced the dominant stability of schooling which, if anything, "produces this huge public and professional need to resume schooling as it was" (Young, 2022, para. 18). On the other hand, diverse political agendas will diffuse concerted efforts. Grossman et al. (2021) discussed a pertinent example from Michigan where "public health data, partisanship, and collective bargaining" (p. 637) each played a role in determining school reopening decisions. On this same issue of school reopening, there is credible evidence from Massachusetts that the much maligned and politically explosive masking policies implemented in some schools may have saved lives (Cowger et al., 2022). Roy (2020) asserted that "historically, pandemics have forced humans to break with the past and imagine their world anew. This one is no different. It is a portal, a gateway between one world and the next" (para. 48). The chapters in this volume attest to the willingness of individuals to collaborate in stepping through that portal.

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Book SynopsisThe American Psychological Association (2020) reported that some 81% of teenage children (13 to 17 years-of-age) were negatively impacted in a range of ways due to school closures in connection with COVID-19, including 47% who indicated that they "didn't learn as much as they did in previous years" (para. 21). That perhaps many more than 47% of teenage children in the United States did not learn as much as they did in previous years was documented in the most recent National Assessment of Educational Progress (NAEP) report which found that "the national average score declines in mathematics for fourth- and eighth-graders were the largest ever recorded in that subject" (Wilburn & Elias, 2022, para. 1). The National Center for Educational Statistics Commissioner commented somewhat hyperbolically that the results showed that "every student was vulnerable to the pandemic's disruptions" (Wilburn & Elias, 2022, para. 5) and called for a single-minded emphasis on ways to assist students to recover from their trauma and accelerate their learning. Wilburn and Elias (2022) joined those who have pointed out that the learning declines associated with COVID-19 did not occur equitably. The likelihood of a single-minded policy response to change the system and address the achievement gaps exposed by the range of responses to COVID-19 seems small. On the one hand, doubting the sustainability of innovative responses, education historian Larry Cuban referenced the dominant stability of schooling which, if anything, "produces this huge public and professional need to resume schooling as it was" (Young, 2022, para. 18). On the other hand, diverse political agendas will diffuse concerted efforts. Grossman et al. (2021) discussed a pertinent example from Michigan where "public health data, partisanship, and collective bargaining" (p. 637) each played a role in determining school reopening decisions. On this same issue of school reopening, there is credible evidence from Massachusetts that the much maligned and politically explosive masking policies implemented in some schools may have saved lives (Cowger et al., 2022). Roy (2020) asserted that "historically, pandemics have forced humans to break with the past and imagine their world anew. This one is no different. It is a portal, a gateway between one world and the next" (para. 48). The chapters in this volume attest to the willingness of individuals to collaborate in stepping through that portal.

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Book SynopsisAs the transfer disparity persists among Latina/o/x community college students and continues to widen for those seeking to complete their baccalaureate degree, we asked ourselves three questions: (1) How do Latina/o/x community college students navigate the transfer preparation and decision-making process? (2) Once at the university, how do Latina/o/x transfer students negotiate their identities and lived experiences as they persist towards graduation and beyond? And (3) What policies, practices, and programs at both two-and four-year institutions facilitate access, persistence, and completion for Latina/o/x community college/transfer students? These reflections prompted us to seek answers. This is the first edited book to provide much needed theoretical and empirical insights on Latina/o/x students who enter postsecondary education through the community college.Our book offers a comprehensive outlook on the pre- and post-transfer experiences of Latina/o/x students written by scholars and scholarpractitioners working in the field of higher education. In addition, we include specific sections that speak directly to policies, practices, and theory that address transfer pathways for Latina/o/x community college and transfer students.

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Book SynopsisAs the transfer disparity persists among Latina/o/x community college students and continues to widen for those seeking to complete their baccalaureate degree, we asked ourselves three questions: (1) How do Latina/o/x community college students navigate the transfer preparation and decision-making process? (2) Once at the university, how do Latina/o/x transfer students negotiate their identities and lived experiences as they persist towards graduation and beyond? And (3) What policies, practices, and programs at both two-and four-year institutions facilitate access, persistence, and completion for Latina/o/x community college/transfer students? These reflections prompted us to seek answers. This is the first edited book to provide much needed theoretical and empirical insights on Latina/o/x students who enter postsecondary education through the community college.Our book offers a comprehensive outlook on the pre- and post-transfer experiences of Latina/o/x students written by scholars and scholarpractitioners working in the field of higher education. In addition, we include specific sections that speak directly to policies, practices, and theory that address transfer pathways for Latina/o/x community college and transfer students.

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Book SynopsisIt is not surprising that in order to meet the job demands of the future, we need to ensure that students have the knowledge and opportunity to choose from an array of postsecondary options before graduating from high school. Particularly as our society continues to increase in diversity, providing access to college and career choices for all students is imperative. However, there are many barriers that keep students from reaching their potential and envisioning a future that is personally and professionally rewarding. Many of these barriers are systemic in nature and others are related to individual circumstances. Regardless from where the barriers stem, school counselors and others who provide postsecondary readiness services to students must advocate, work to create equitable access, and assist with navigating through complex systems.This book compiles information and strategies from experts in the field. Each chapter in this book offers definitions of specific populations, evidence-based culturally responsive counseling strategies including those related to collaboration, case studies and interventions, and opportunities for readers to reflect on their understanding of that population to inspire professional growth. Groups included in this book include students who are experiencing homelessness, students in English Language Learner programs, families experiencing poverty, students with special needs, and many others that school counselors and college advisors will encounter in their career.

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Book SynopsisIt is not surprising that in order to meet the job demands of the future, we need to ensure that students have the knowledge and opportunity to choose from an array of postsecondary options before graduating from high school. Particularly as our society continues to increase in diversity, providing access to college and career choices for all students is imperative. However, there are many barriers that keep students from reaching their potential and envisioning a future that is personally and professionally rewarding. Many of these barriers are systemic in nature and others are related to individual circumstances. Regardless from where the barriers stem, school counselors and others who provide postsecondary readiness services to students must advocate, work to create equitable access, and assist with navigating through complex systems.This book compiles information and strategies from experts in the field. Each chapter in this book offers definitions of specific populations, evidence-based culturally responsive counseling strategies including those related to collaboration, case studies and interventions, and opportunities for readers to reflect on their understanding of that population to inspire professional growth. Groups included in this book include students who are experiencing homelessness, students in English Language Learner programs, families experiencing poverty, students with special needs, and many others that school counselors and college advisors will encounter in their career.

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Book SynopsisActively listening and building bridges among students, teachers, and communities provides learners with authentic opportunities to be involved, invested, and ignite meaningful change. This book celebrates students' first-tellings of their experiences as ""students with differences"" in schools. Throughout the authors' school experiences, they yearned for spaces to share their expertise, thoughts, ideas, talents, and aspirations. These authors emphasize the need to recognize student voice, which they contend, should permeate all levels of collaborative work in schools. These collaborations include, but are not limited to the integration of diverse assessments, differentiation, curriculum design, arts-based projects, inquiry, establishing school policies, and evaluating daily practices in schools.What students have to say matters. However, authors reiterate how often schools attempted to silence them, especially due to the label assigned to them: ""disabled."" How students learn matters. What students learn matters. Their untapped sense of wonderment plays a pertinent role in their growth and development. Together, these authors utilize artmaking to express how they navigate oppressive systems, such as school. They contend there is a need for K-12 students to co-create knowledge and build bridges among themselves, educators, families, and diverse communities. Their new ways of knowing through this artmaking process afforded them with a renewed relevance for learning and the need to promote authentic school reform. Bottom line: students matter. Their leadership, creativity, and capacity to think system-wide are essential to classroom, school, curriculum, and community needs. These young authors stress the need to continue this significant work and emphasize the power of student voice through artmaking.Trade ReviewThis book reveals the hidden curriculum behind how students negotiate school environments that are often indifferent or even hostile to them. It demonstrates their resilience, their perceptions and how experiences in the arts inspire them to overcome the school environment which has silenced or marginalized them. The stories in these pages will inspire you and reinforce your belief in the human spirit."" — Fenwick English, Florida Gulf Coast University

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Book SynopsisActively listening and building bridges among students, teachers, and communities provides learners with authentic opportunities to be involved, invested, and ignite meaningful change. This book celebrates students' first-tellings of their experiences as ""students with differences"" in schools. Throughout the authors' school experiences, they yearned for spaces to share their expertise, thoughts, ideas, talents, and aspirations. These authors emphasize the need to recognize student voice, which they contend, should permeate all levels of collaborative work in schools. These collaborations include, but are not limited to the integration of diverse assessments, differentiation, curriculum design, arts-based projects, inquiry, establishing school policies, and evaluating daily practices in schools.What students have to say matters. However, authors reiterate how often schools attempted to silence them, especially due to the label assigned to them: ""disabled."" How students learn matters. What students learn matters. Their untapped sense of wonderment plays a pertinent role in their growth and development. Together, these authors utilize artmaking to express how they navigate oppressive systems, such as school. They contend there is a need for K-12 students to co-create knowledge and build bridges among themselves, educators, families, and diverse communities. Their new ways of knowing through this artmaking process afforded them with a renewed relevance for learning and the need to promote authentic school reform. Bottom line: students matter. Their leadership, creativity, and capacity to think system-wide are essential to classroom, school, curriculum, and community needs. These young authors stress the need to continue this significant work and emphasize the power of student voice through artmaking.Trade ReviewThis book reveals the hidden curriculum behind how students negotiate school environments that are often indifferent or even hostile to them. It demonstrates their resilience, their perceptions and how experiences in the arts inspire them to overcome the school environment which has silenced or marginalized them. The stories in these pages will inspire you and reinforce your belief in the human spirit."" — Fenwick English, Florida Gulf Coast University

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Book SynopsisDrawing from many disciplinary areas, this edited volume illustrates the many ways that popular culture can be used to teach peace and justice. Chapters address such topics as teaching about racism, domestic violence, structural violence, conflict analysis, decolonization, critiques of capitalism, and peacebuilding, showing how different forms of popular culture can be utilized to enhance student learning. Contributors provide both theoretical backgrounds and concrete lessons using TV, film, music, graphic novels, and more.

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Book SynopsisDrawing from many disciplinary areas, this edited volume illustrates the many ways that popular culture can be used to teach peace and justice. Chapters address such topics as teaching about racism, domestic violence, structural violence, conflict analysis, decolonization, critiques of capitalism, and peacebuilding, showing how different forms of popular culture can be utilized to enhance student learning. Contributors provide both theoretical backgrounds and concrete lessons using TV, film, music, graphic novels, and more.

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Book SynopsisRooted and Radiant: Women's Narratives of Leadership shares the narratives of 39 women navigating the process of leadership. It seeks to honor the unique experiences of the narrative authors while also challenging the dominant stories of the leadership process. The audience for the book is leadership educators and women looking to further explore leadership as a phenomenon.Rooted and Radiant: Women's Narratives of Leadership is grounded in the hope and radiance described by Skye, one of the many voices in this collection, where she described how "leadership radiated all around me." The book is filled with narratives from women exploring their own stories of leadership and gender. These stories are woven together by an author team committed to centering the voices and lived experiences of these narrative authors. This book begins with important literature framing women and leadership. The early chapters also explore the research process of this book in-depth. The core of the book includes chapters focused on critical themes found in the 39 narratives and weaving together women's narratives of understanding and enacting leadership. The book concludes with critical hope about women and leadership moving forward.

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Book SynopsisRooted and Radiant: Women's Narratives of Leadership shares the narratives of 39 women navigating the process of leadership. It seeks to honor the unique experiences of the narrative authors while also challenging the dominant stories of the leadership process. The audience for the book is leadership educators and women looking to further explore leadership as a phenomenon.Rooted and Radiant: Women's Narratives of Leadership is grounded in the hope and radiance described by Skye, one of the many voices in this collection, where she described how "leadership radiated all around me." The book is filled with narratives from women exploring their own stories of leadership and gender. These stories are woven together by an author team committed to centering the voices and lived experiences of these narrative authors. This book begins with important literature framing women and leadership. The early chapters also explore the research process of this book in-depth. The core of the book includes chapters focused on critical themes found in the 39 narratives and weaving together women's narratives of understanding and enacting leadership. The book concludes with critical hope about women and leadership moving forward.

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Book SynopsisU.S. colleges and universities are rapidly diversifying. In 2018, the U.S. Census Bureau estimated that nearly half of undergraduate students were of non-white racial identities, with that number only increasing for future generations. This increase in diversity holds true for many other identity groups. Yet, faculty demographics remain disproportionately white and male. For years, students have called for institutions of postsecondary education to support their success through adopting more culturally relevant practices for teaching and learning. Scholarship on student success in college has also echoed this call. Developing Culturally Responsive Learning Environments in Postsecondary Education was developed to help postsecondary educators answer this call through a multilayered view of student support within the college classroom and beyond.Specifically, this book features twenty-three chapters divided into four parts. Each part corresponds with four thematic areas identified as an important component in developing culturally responsive learning environments: unpacking educator cultural competence; learning experiences of the 21st century college student; culturally responsive teaching and instruction; and transforming curriculum, content, and environments. Authors representing diverse backgrounds and institutional contexts come together to offer their own scholarly and practical expertise to tackle issues ranging from combating implicit bias and building cultural competence to exploring specific student experiences and practical ways to implement culturally responsive pedagogies. In addition to each chapter, this volume provides a companion case scenario exercise for you to directly apply the content from the book. Ultimately, we hope this book provides you with a meaningful starting place to help you honor the diversity of your students and support their success within your learning context.

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Book SynopsisU.S. colleges and universities are rapidly diversifying. In 2018, the U.S. Census Bureau estimated that nearly half of undergraduate students were of non-white racial identities, with that number only increasing for future generations. This increase in diversity holds true for many other identity groups. Yet, faculty demographics remain disproportionately white and male. For years, students have called for institutions of postsecondary education to support their success through adopting more culturally relevant practices for teaching and learning. Scholarship on student success in college has also echoed this call. Developing Culturally Responsive Learning Environments in Postsecondary Education was developed to help postsecondary educators answer this call through a multilayered view of student support within the college classroom and beyond.Specifically, this book features twenty-three chapters divided into four parts. Each part corresponds with four thematic areas identified as an important component in developing culturally responsive learning environments: unpacking educator cultural competence; learning experiences of the 21st century college student; culturally responsive teaching and instruction; and transforming curriculum, content, and environments. Authors representing diverse backgrounds and institutional contexts come together to offer their own scholarly and practical expertise to tackle issues ranging from combating implicit bias and building cultural competence to exploring specific student experiences and practical ways to implement culturally responsive pedagogies. In addition to each chapter, this volume provides a companion case scenario exercise for you to directly apply the content from the book. Ultimately, we hope this book provides you with a meaningful starting place to help you honor the diversity of your students and support their success within your learning context.

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Book SynopsisThis book provides a set of testimonies that bring into focus the children and adolescents who have been driven from their lands as subjects with rights who have different ways of envisioning the world. For that reason, this book may be of interest to those experiencing childhood or adolescence in this way; similarly, it may offer insight for those who--for professional or family reasons--are in touch with these young people, including teachers, psychologists, parents, classmates and teens, counselors, social workers and others. Yet within these pages, the landscapes we sketch are also, in some sense, reflections of past atmospheres. And for this reason, historians, sociologists, anthropologists, and other scholars will also find material for academic investigation herein. As values and beliefs come into play in this book, it can inform perspectives on ethics or political philosophy as well.The relationship with others, the behaviors unique to children and adolescents--and the corresponding social sanctions of these behaviors--and the relationship between public and private during this period of life could be other areas to explore. Like the indecipherable Swiss army knife, the genre of this book is difficult to pinpoint. It is an essay but also a piece of literature and the discerning reader will also find historiographical, philosophical, and political reflections in these pages. One more book. Another book. Books are almost always an adventure and what is written therein is, like a map, only part of the journey. An important part, no doubt, but still merely a part. Experience--the true challenge--is up to the reader.

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Book SynopsisIn the wake of the #AbolishGreekLife and other calls for racial justice, the role of identity development also becomes ever increasingly important as we consider how to make the sorority/fraternity more inclusive for our students. In the end, it may really be the power of inclusion on college campuses that leads to many of the educational goals that we yearn for in student growth: the formal and informal social interactions, bonded in reflective learning, that help build social and academic success. In this we can celebrate together, especially those of us who have romanticized so many "bright college years." This text is a response to a call for existential exploration as an attempt to critically revivify our understanding of the sorority/fraternity experience as it contributes specifically to students' identity development and learning.The text is grouped around centering their experiences through three A's: Amplifying Voice, Affirming Identity, and Advancing Belonging to highlight the identity experiences of the diverse spectrum of fraternity and sorority members across the intersections of identity so often excluded from the literature. Chapters in this text attempt to foreground how the fraternity/sorority experience explicitly contributes to these areas of student development across multiple identities including race, ethnicity, culture, gender identity, social class, and ability. Authors critically interrogate systems of oppressions that subjugate marginality from those with intersectional identities to recognize the larger challenges facing the sorority/fraternity movement as an attempt to disrupt these systems to better identify influences on identity development.Trade ReviewPietro Sasso and associates are leading a game-changing conversation about the impact of fraternity and sorority communal experiences on student identity. Pietro Sasso and the contributing authors of this robust text successfully endeavor to inform practice through critical analysis, framing important questions, and offering pragmatic solutions that are timely, relevant, and practical in both the academy and the fraternal system. This book is a ""must-read"" for anyone seeking to understand or have a relevant impact on the intersections of sense of belonging, identity development, and sorority & fraternity life."" — Jason L. Meriwether, Campbellsville University""In their most recent book examining contemporary sorority and fraternity life, Sasso, Biddix, and Miranda have curated discerning chapters that expand existing scholarship by exploring the impact of fraternity and sorority membership on identity development, belonging, and student voice through critical lenses. This book should be on the bookshelf of all higher education administrators and faculty."" — Gavin Henning, New England College

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Book SynopsisIn the wake of the #AbolishGreekLife and other calls for racial justice, the role of identity development also becomes ever increasingly important as we consider how to make the sorority/fraternity more inclusive for our students. In the end, it may really be the power of inclusion on college campuses that leads to many of the educational goals that we yearn for in student growth: the formal and informal social interactions, bonded in reflective learning, that help build social and academic success. In this we can celebrate together, especially those of us who have romanticized so many "bright college years." This text is a response to a call for existential exploration as an attempt to critically revivify our understanding of the sorority/fraternity experience as it contributes specifically to students' identity development and learning.The text is grouped around centering their experiences through three A's: Amplifying Voice, Affirming Identity, and Advancing Belonging to highlight the identity experiences of the diverse spectrum of fraternity and sorority members across the intersections of identity so often excluded from the literature. Chapters in this text attempt to foreground how the fraternity/sorority experience explicitly contributes to these areas of student development across multiple identities including race, ethnicity, culture, gender identity, social class, and ability. Authors critically interrogate systems of oppressions that subjugate marginality from those with intersectional identities to recognize the larger challenges facing the sorority/fraternity movement as an attempt to disrupt these systems to better identify influences on identity development.Trade ReviewPietro Sasso and associates are leading a game-changing conversation about the impact of fraternity and sorority communal experiences on student identity. Pietro Sasso and the contributing authors of this robust text successfully endeavor to inform practice through critical analysis, framing important questions, and offering pragmatic solutions that are timely, relevant, and practical in both the academy and the fraternal system. This book is a ""must-read"" for anyone seeking to understand or have a relevant impact on the intersections of sense of belonging, identity development, and sorority & fraternity life."" — Jason L. Meriwether, Campbellsville University""In their most recent book examining contemporary sorority and fraternity life, Sasso, Biddix, and Miranda have curated discerning chapters that expand existing scholarship by exploring the impact of fraternity and sorority membership on identity development, belonging, and student voice through critical lenses. This book should be on the bookshelf of all higher education administrators and faculty."" — Gavin Henning, New England College

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Book SynopsisThis incisive work explores the multifaceted struggles of graduate students, confronting burnout, political complexity, and societal crises like COVID-19 epidemic, racism, homophobia, transphobia, patriarchy, white supremacy, xenophobia, and ableism. The mass exodus of workers during the Great Resignation in the United States left many grappling with unemployment, debt, and existential uncertainty, feeling devalued and alienated in academic environments. The RACE Mentoring-Health and Spirituality group emerged as a pivotal initiative, providing essential support in the face of these challenges. The book highlights the critical issue of declining enrollment and completion rates in graduate programs leading to a staffing crisis in higher education. Students from marginalized communities are disproportionately impacted. In response, resilient students have formed supportive networks, showcasing their ability to adapt and thrive despite adversity. This volume of the RACE Mentoring series focuses on these students' survival strategies, self-care techniques, and insights into healing both personally and professionally. The contributors, sharing their diverse experiences, offer practical advice for navigating challenging landscapes. This work serves as a comprehensive guide for healing, growth, and finding inspiration amidst adversity, symbolizing a beacon of hope and resilience for those facing similar challenges. It is a testament to the power of community and perseverance in overcoming significant obstacles.Trade ReviewI strongly recommend this book to all graduate students and their loved ones, as well as to higher education faculty, staff, and everyone committed to a more just world. Richard D. Williams and the other distinguished authors have cocreated a beacon of hope backed by diverse and scholarly rigor. It offers invaluable insights and practices for those facing unprecedented stress, burnout, and mental health challenges. This book is a must-read for anyone committed to personal and professional healing."" — Monica L Hanson, Stanford University""Healing While Studying will be a transformative experience for readers who will feel as if they are conversing with trusted mentors – mentors who truly understand the unique challenges that minoritized graduate students face. The authors' insightful analysis, personal reflections, and strategies for healing, coping, and liberation are powerful, practical, and thought-provoking ideas that will challenge your assumptions and expand your understanding. In addition, the storytelling was captivating, and the author's ability to weave complex ideas into a coherent narrative was awe-inspiring. Whether you're just starting your graduate program or already well into your studies, this book is an invaluable resource for anyone seeking to navigate academia gracefully and resiliently. I highly recommend it to anyone who wants to heal while studying and thrive as a minoritized graduate student."" — Cynthia A. Tyson, The Ohio State University

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Book SynopsisThis incisive work explores the multifaceted struggles of graduate students, confronting burnout, political complexity, and societal crises like COVID-19 epidemic, racism, homophobia, transphobia, patriarchy, white supremacy, xenophobia, and ableism. The mass exodus of workers during the Great Resignation in the United States left many grappling with unemployment, debt, and existential uncertainty, feeling devalued and alienated in academic environments. The RACE Mentoring-Health and Spirituality group emerged as a pivotal initiative, providing essential support in the face of these challenges. The book highlights the critical issue of declining enrollment and completion rates in graduate programs leading to a staffing crisis in higher education. Students from marginalized communities are disproportionately impacted. In response, resilient students have formed supportive networks, showcasing their ability to adapt and thrive despite adversity. This volume of the RACE Mentoring series focuses on these students' survival strategies, self-care techniques, and insights into healing both personally and professionally. The contributors, sharing their diverse experiences, offer practical advice for navigating challenging landscapes. This work serves as a comprehensive guide for healing, growth, and finding inspiration amidst adversity, symbolizing a beacon of hope and resilience for those facing similar challenges. It is a testament to the power of community and perseverance in overcoming significant obstacles.Trade ReviewI strongly recommend this book to all graduate students and their loved ones, as well as to higher education faculty, staff, and everyone committed to a more just world. Richard D. Williams and the other distinguished authors have cocreated a beacon of hope backed by diverse and scholarly rigor. It offers invaluable insights and practices for those facing unprecedented stress, burnout, and mental health challenges. This book is a must-read for anyone committed to personal and professional healing."" — Monica L Hanson, Stanford University""Healing While Studying will be a transformative experience for readers who will feel as if they are conversing with trusted mentors – mentors who truly understand the unique challenges that minoritized graduate students face. The authors' insightful analysis, personal reflections, and strategies for healing, coping, and liberation are powerful, practical, and thought-provoking ideas that will challenge your assumptions and expand your understanding. In addition, the storytelling was captivating, and the author's ability to weave complex ideas into a coherent narrative was awe-inspiring. Whether you're just starting your graduate program or already well into your studies, this book is an invaluable resource for anyone seeking to navigate academia gracefully and resiliently. I highly recommend it to anyone who wants to heal while studying and thrive as a minoritized graduate student."" — Cynthia A. Tyson, The Ohio State University

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Book SynopsisMuch of the research and writing on faculty of color and persistence in the Academy speaks to mentoring, recruitment, retention, job satisfaction, and the Imposter Syndrome. Yet, in spite of the significance (though we are small in numbers) and necessity of faculty of color in the Academy, there is no literature to describe or explain our experiences with regards to our holistic (body, mind, and spirit) existence and persistence in the Academy.Some questions that persist for faculty of color include: How do I continue to persist in the professoriate either in the tenure-track or as a tenured professor? How can I just be me and still be a successful professor? Do I have to check certain parts of me at the door or can I bring all of who I am into the Academy? How can I teach, research, and serve with my whole self and still have my work valued and accepted? Do I have to do safe research/work or can I do the work that I am passionate about? This collection of chapters are the personal stories from faculty of color who have persisted in the Academy despite the sometimes very steep climb.

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Book SynopsisMuch of the research and writing on faculty of color and persistence in the Academy speaks to mentoring, recruitment, retention, job satisfaction, and the Imposter Syndrome. Yet, in spite of the significance (though we are small in numbers) and necessity of faculty of color in the Academy, there is no literature to describe or explain our experiences with regards to our holistic (body, mind, and spirit) existence and persistence in the Academy.Some questions that persist for faculty of color include: How do I continue to persist in the professoriate either in the tenure-track or as a tenured professor? How can I just be me and still be a successful professor? Do I have to check certain parts of me at the door or can I bring all of who I am into the Academy? How can I teach, research, and serve with my whole self and still have my work valued and accepted? Do I have to do safe research/work or can I do the work that I am passionate about? This collection of chapters are the personal stories from faculty of color who have persisted in the Academy despite the sometimes very steep climb.

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Book SynopsisEvery social studies curriculum tells a story. It is increasingly apparent that new stories are needed to guide us through the multiple and intersecting crises that have come to define our times. This accessible volume supports student teachers, teachers, and teacher educators to engage critically with the stories that social studies curricula tell and neglect to tell, particularly those that relate and contribute to the root causes of contemporary social and ecological injustices.A balanced and inclusive curriculum necessitates a broad range of stories and perspectives, not just the master narratives of dominant groups. Incorporating a range of pedagogical approaches and spanning a diversity of themes, from representations of Africa in Chinese textbooks, to slavery and the American civil rights movement, to refugees and the role of indigenous knowledge systems in addressing climate breakdown, this volume includes and creatively engages with previously marginalized and silenced stories and perspectives. Both practical and theoretical in its approach, it seeks to provoke, meaningfully support, and inspire educators to incorporate alternative stories or counter-narratives into their social studies teaching.This unique volume is essential reading for student teachers, teachers, teacher educators as well as anyone interested in inspiring children and young people to be open-minded, critically engaged, and empathetic agents of change, committed to addressing realworld social and ecological injustices.

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Book SynopsisEvery social studies curriculum tells a story. It is increasingly apparent that new stories are needed to guide us through the multiple and intersecting crises that have come to define our times. This accessible volume supports student teachers, teachers, and teacher educators to engage critically with the stories that social studies curricula tell and neglect to tell, particularly those that relate and contribute to the root causes of contemporary social and ecological injustices.A balanced and inclusive curriculum necessitates a broad range of stories and perspectives, not just the master narratives of dominant groups. Incorporating a range of pedagogical approaches and spanning a diversity of themes, from representations of Africa in Chinese textbooks, to slavery and the American civil rights movement, to refugees and the role of indigenous knowledge systems in addressing climate breakdown, this volume includes and creatively engages with previously marginalized and silenced stories and perspectives. Both practical and theoretical in its approach, it seeks to provoke, meaningfully support, and inspire educators to incorporate alternative stories or counter-narratives into their social studies teaching.This unique volume is essential reading for student teachers, teachers, teacher educators as well as anyone interested in inspiring children and young people to be open-minded, critically engaged, and empathetic agents of change, committed to addressing realworld social and ecological injustices.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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