Increasingly, faculty with intersectional perspectives are challenging many aspects of higher education and urging a radical reimagination of the institution itself. This volume explores the successful strategies and contradictions of working within, against, and beyond a university with the goal of creating a humanizing educational experience for students and faculty alike. Providing a glimpse of what is possible, chapter authors describe their efforts to build alternative core curricula, research apprenticeships, community partnerships, ways of interacting with one another, and models of leadership.

In a world increasingly defined by crisis, public service institutions like colleges, universities, and nonprofit organizations require capable, dynamic, and trustworthy leadership--yet stories of leadership failures there abound. The problem, Kathleen Fitzpatrick argues in Leading Generously, is a fundamental mismatch between the communal purposes that leaders must serve and the individualistic structures under which they operate. Transforming institutions so they can be resilient in the face of uncertain futures will require a similar transformation in leadership practices, turning hierarchies into collective and collaborative spaces designed for the common good.

Given the many pressures facing leaders across higher education, the work of crisis leadership remains an imperative for leaders at all levels. Attention tends to center on strategies for engaging in leadership both prior to and during crisis, often leaving the post-crisis period as an afterthought. This book introduces a research-informed framework for this critical, and often neglected, phase of crisis leadership.

This book shares the LEAD (Leadership Enrichment and Development) method, a framework for supporting and facilitating leadership identity development for women in higher education. Guided by feminist group processes and relational learning, the chapters in this volume illustrate the impacts of self-and peer mentorship on the authors.

Critical race theory (CRT) in education centers, examines and seeks to transform the relationship that undergirds race, racism, and power. CRT scholars have applied a critical race framework to advance research methodologies in the form of qualitative interventions. Informed by this work, this book reconsiders the possibilities of CRT applications to quantitative methodologies through 'QuantCrit'.

A Forgotten Migration tells the little-known story of ?segregation scholarships? awarded by states in the US South to Black students seeking graduate education in the pre?Brown v. Board of Education era. Under the Plessy v. Ferguson decision, decades earlier, southern states could provide graduate opportunities for African Americans by creating separate but equal graduate programs at tax-supported Black colleges or by admitting Black students to historically white institutions. Most did neither and instead paid to send Black students out of state for graduate education. Crystal R. Sanders examines Black graduate students who relocated to the North, Midwest, and West to continue their education with segregation scholarships, revealing the many challenges they faced along the way.

American public higher education systems include the largest and most impactful colleges and universities in the nation, including 75 percent of the nation's public sector students. While their impact is enormous, they are largely neglected as an area of study and underutilized as an instrument for the improvement of postsecondary outcomes. Meanwhile, most states continue to struggle to reach their goals for higher education attainment, social and economic mobility, workforce development, equitable access and affordability, technological innovation, and human and environmental health. Through a series of essays written by academic experts and senior practitioners, Public University Systems argues that higher education can act as a powerful tool for making progress on societal goals by leveraging their unique scale.

Designing and Implementing a Successful Undergraduate Research, Scholarship, and Creative Activity Program is designed as a resource for faculty, administrators and university leaders interested in developing new, or expanding existing, undergraduate research programs.

This book chronicles the lives and experiences of 49 college students navigating the challenging terrain of the United States' foster care system. Through in-depth interviews, Johnson provides insight into the harsh realities of how our nation's educational and welfare systems often intertwine in ways that diminish the potential and opportunities for these young people. Yet amidst the adversities, these stories resonate with themes of hope, resistance, and possibility.

In "No Humans Involved: An Open Letter to My Colleagues," Jamaican writer and theorist Sylvia Wynter critiques the social and human sciences for perpetuating social hierarchies, particularly through the Western humanist framing of "Man" as the universal representation of humanity. Human development theories revolve around this concept, necessitating acquiescence to the category Man to claim humanity. But Blackness complicates and unsettles these terms in ways the fields of higher education and educational research are in many ways just beginning to confront. On Blackness, Liveliness, and What It Means to Be Human extends Wynter's critique to human development and academic knowledge production, arguing that Black specificity can create new possibilities for Black being.

"This volume explores the extent to which the Revolutionary period (1740-1815) impacted the faculty, students, and institutional life of Yale College, and how those changes shed insight into the nature of the American Revolution itself as a conservative or radical event. Throughout the 18th century, Yale continued a tradition of producing individuals who would perpetuate the economic and social status quo. At the same time, the institution was undergoing an evolution reflective of the broader movements in America that would persist into the era of the early republic."

In Smart University, Lindsay Weinberg evaluates how this latest era of tech solutions and systems in our schools impacts students' abilities to access opportunities and exercise autonomy on their campuses. Using historical and textual analysis of administrative discourses, university policies, conference proceedings, grant solicitations, news reports, tech industry marketing materials, and product demonstrations, Weinberg argues that these more recent transformations are best understood as part of a longer history of universities supporting the development of technologies that reproduce racial and economic injustice on their campuses and in their communities.

As universities rethink their approaches to student and faculty mental health, this volume showcases academics who openly and proudly embrace the identity of "Mad scholar." In twenty-three essays--from contributors working in nearly a dozen disciplines and across three continents--Mad Scholars explores how neurodivergent scholars' work and lived experiences are richer because of their difference, not in spite of it. In doing so, these essays both expose the deep-rooted ableism that undergirds traditional mental health interventions and envision a more rigorous, more inclusive, and more outward-facing future for scholarly community and engagement, within and outside traditional academia.

In Discredited, education scholars Lauren Schudde and Huriya Jabbar illuminate the successes and failures of the systems that support student transfer among postsecondary institutions. Summarizing the key challenges of various transfer pathways, Schudde and Jabbar show how the current decentralized, bureaucracy-ridden, and often confusing process undermines equity and access in higher education. They illustrate how transfer success is closely tied to how educational institutions disseminate information about credit portability, especially for vertical transfer between community colleges and destination universities, in which prospective transfer students often confront hidden curricula and unfounded biases about their academic preparedness.

The Case for Critical Literacy explores the history of reading within writing studies and lays the foundation for understanding the impact of this critical, yet often untaught, skill. Every measure of students' reading comprehension, whether digital or analog, demonstrates that between 50 and 80 percent of students are unable to capture the substance of a full discussion or evaluate material for authority, accuracy, currency, relevancy, appropriateness, and bias. This book examines how college-level instruction reached this point and provides pedagogical strategies that writing instructors and teachers can use to address the problem.

This one-of-a-kind, "how-to" guide is designed to help Indigenous Students and Students of Color (ISOC) thrive in postsecondary education. It spotlights the personal and cultural capital ISOCs bring with them on their postsecondary educational journey. This book helps students identify, strengthen, and use these assets so that success in higher education is not only possible but inevitable. Written by faculty and administrators of color, from a wide range of backgrounds and experiences, this guide contains insider advice and strategies to help ISOCs successfully navigate the challenges they might face wherever their postsecondary journey takes them.

In 1859, a mob of sixty-five prominent armed men rode into Berea, Kentucky, and forced the closure of its integrated one-room schoolhouse. Founded by Kentucky-born abolitionist John Gregg Fee, the school was open to anyone, regardless of their race or gender--a notion that horrified white supremacists. The mob evicted thirty-six community members, including Fee's family, but Fee and the others returned to Berea in 1864 and reestablished the institution, still committed to educating Appalachia's most vulnerable populations. In Lessons from the Foothills, Gretchen Dykstra profiles modern Berea College with its rich and beloved history.

From decreased funding to censorship controversies and rising student debt, the public perception of the value of higher education has become decidedly more negative. This crisis requires advocacy and action by policymakers, educators, and the public. Championing a Public Good presents a clear set of strategies and tools for advocates making the case for renewing our civic commitment to public higher education.

Gregg L. Michel's Spying on Students focuses on the law enforcement campaign against New Left and progressive student activists in the South during the 1960s. Often overlooked by scholars, white southern students worked alongside their Black peers in the civil rights struggle, drove opposition to the Vietnam War, and embraced the counterculture?s rejection of conventions and norms. While African Americans bore the brunt of police surveillance and harassment, federal agencies such as the FBI and local police intelligence units known as Red Squads subjected white student activists to wide-ranging, intrusive, and illegal monitoring.

In Diversity's Promise for Higher Education, author Daryl G. Smith proposes clear and realistic practices to help institutions identify diversity as a strategic imperative for excellence and pursue diversity efforts that are inclusive of the varied issues on campuses--without losing focus on the critical unfinished business of the past. To become more relevant while remaining true to their core missions, colleges and universities must continue to frame diversity as central to institutional excellence. Smith suggests that seeing diversity as an imperative for an institution's mission, and not just as a value, is the necessary lever for real institutional change.

There has been an outpouring of research on populist conservatism since the advent of the Trump presidency and extreme right movements in Europe. Much less studied, however, is the growing political conservatism in the American academy and how it relates to populist sentiment. The Academic Trumpists addresses a gap in the research literature by looking at the impact of Trumpism on conservative faculty. It compares 109 professors who publicly support Trump to 89 conservative professors who oppose Trump. All 198 function as public intellectuals who advocated publicly their views.

For more than two hundred years, Jesuit colleges and seminaries in the United States supported themselves on the labor of the enslaved. "Let Us Go Free" tells the complex stories of the free and enslaved people associated with these Catholic institutions. Walker Gollar shows that, in spite of their Catholic faith, Jesuits were in most respects very typical slaveholders.

"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 underpinning of the text centers the experiences of the student to amplify the student voice."

"Belonging in Higher Education: Perspectives and Lessons from Diverse Faculty illuminates autoethnographic stories of belonging in higher education in the United States. Chapter counter/stories are contributed by African American, Asian American, Latinx American, Indigenous American, and BIPOC individuals who work in diversity-related positions in the Academy."

In Confronting Jim Crow, Robert Cohen explores the University of Georgia's long history of racism and the struggle to overcome it, shedding light on white Georgia's historical amnesia concerning the university's role in sustaining the Jim Crow system. By extending the historical analysis beyond the desegregation crisis of 1961, Cohen unveils UGA's deep-rooted anti-Black stance preceding formal desegregation efforts. Through the lens of Black and white student, faculty, and administration perspectives, this book exposes the enduring impact of Jim Crow and its lingering effects on campus integration.

On May 4, 1970, at Kent State University in Ohio, political fires that had been burning across America during the 1960s exploded. Antiwar protesters wearing bell-bottom jeans and long hair hurled taunts and rocks at another group of young Americans--National Guardsmen sporting gas masks and rifles. At half past noon, violence unfolded with chaotic speed, as guardsmen--many of whom had joined the Guard to escape the draft--opened fire on the students. Kent State meticulously re-creates the divided cultural landscape of America during the Vietnam War and heightened popular anxieties around the country.

In The New College President, Terrence J. MacTaggart and Eileen B. Wilson-Oyelaran share the stories of seven exceptional presidents from diverse backgrounds. Drawing on hundreds of interviews, these vivid, deeply researched narratives depict the life stories and academic careers of university presidents whose unconventional backgrounds helped them grow into uniquely qualified leaders. The university presidents whom MacTaggart and Wilson-Oyelaran profile exhibit strengths of character and perspective developed through a range of challenging life experiences.

This book takes an historical look at the pivotal role affirmative action has played in higher education. It examines the admissions process through the eyes of a beneficiary of affirmative action and is the first text to share insights on the role eligibility plays in allowing universities to consider race in admitting applicants. Detailed are the different types of affirmative action and how some colleges and universities use the policy as a tool to consider race and ethnicity as part of a holistic evaluation of applicants. This work makes the case that race-conscious admissions practices remain necessary in the fight for racial equity in higher education.

Complementing diversity, equity, and inclusion initiatives at higher education institutions across the country, this edited volume encourages and informs the transformational steps needed for a better, more equitable future for all that are part of the W.K. Kellogg Foundation's national Truth, Racial Healing and Transformation effort.

Over 5 million college students in the United States - nearly one-in-three students currently enrolled - are of immigrant origin, meaning they are either the children of immigrant parents or guardians and/or immigrants themselves. These students accounted for almost 60% of the growth in higher education enrolment in the 21st century. Nevertheless, there is very little research dedicated to this student population's specific experiences of postsecondary education, with similar absences discernible within the realms of higher education policy and practice. Although college campuses are making important progress in building more inclusive spaces, conversations about climate and student care rarely account for the journeys of students of immigrant origin.

Award-winning historian David W. Blight, with the Yale and Slavery Research Project, answers the call to investigate Yale University's historical involvement with slavery, the slave trade, and abolition. This narrative history demonstrates the importance of slavery in the making of this renowned American institution of higher learning.

Whether it is advances in information technology, organized social movements, or racial inequality and social class stratification, higher education serves as a lens for examining significant issues within American society. First published in 1998, American Higher Education in the Twenty-First Century offers a comprehensive introduction to the complex realities of American higher education, including its history, financing, governance, and relationship with the states and federal government.

This book is a collection of essays I have written over the years about the scholarly writing, doctoral study, and the academic life. Most were published in a variety of venues including my blog, but I thought it would be useful to put them all together in one volume. Most of them I wrote for the benefit of my doctoral students, in order to give them insight into the nature of the world they were entering and provide them with advice about how to negotiate this world.

Edited by Robert T. Palmer, Alonzo M. Flowers III, and Sosanya Jones, Black Scholarship in a White Academy offers important perspectives on how Black faculty and their scholarship have been historically devalued within the academy, particularly in predominantly White academic spaces. Using anti-Blackness theory as a framework, contributors discuss how White hegemony operates to undervalue and obstruct Black scholarship and faculty.

What do we, as parents, really mean when we say we want the best for our children? Irena Smith tackles this question from a unique vantage point: as a former Stanford admissions officer, a private Palo Alto college counselor, and a mother of three children who struggle to find their place in the long shadow of Stanford University.

The essays in this collection offer a framework for doctoral education and postdoctoral careers rooted in concepts of abundance, collaboration, community engagement, and personal well-being. They emphasize the role of the humanities in helping people analyze texts, imagine others' perspectives, make ethical decisions, and sit with ambiguity. They propose graduate programs that respond to student and community needs and lead to a variety of career paths. Finally, they envision opportunities for meaningful, fulfilling work in the service of a larger purpose.

Graduate Students at Work highlights the expertise and experiences of graduate students to demonstrate what graduate study entails, what it makes possible, and what it constrains in the context of corporatizing higher education. This collection of full-length research articles and short personal essays illustrates graduate students' experiences, organizing tactics, and strategies for staying in or moving out of the academy.

In The Latinx Guide to Graduate School Genevieve Negrón-Gonzales and Magdalena L. Barrera provide prospective and current Latinx graduate students in the humanities and social sciences fields with a roadmap for surviving and thriving in advanced-degree programs. They document the unwritten rules of graduate education that impact Latinx students, demystifying and clarifying the essential requirements for navigating graduate school that Latinx students may not know because they are often the first in their families to walk that path.

Washington State Rising documents the origins, actions, and impact of the Black Student Union (BSU) in Washington from 1967 to 1970. The BSU was a politicized student organization that had chapters across the West Coast and played a prominent role in the student wing of the Black Power Movement.

Among the crucial topics discussed are free speech on campus, challenges to the tenure system, the proliferation of adjunct faculty, historical injustices, affirmative action, admission policies, opportunities for applicants from the working-class, faculty and administrative responsibilities, student life, threats to privacy, treatment of those with disabilities, the impact of technology on teaching and learning, curricular controversies, the impact of unions, philanthropy, sports and intercollegiate athletics, and the aims of liberal education.

Many enter the academy with dreams of doing good; this is a book about how the institution fails them, especially if they are considered "outsiders." Tenure-track, published author, recipient of prestigious fellowships and awards--these credentials mark Victoria Reyes as somebody who has achieved the status of insider in the academy. Woman of color, family history of sexual violence, first generation, mother--these qualities place Reyes on the margins of the academy; a person who does not see herself reflected in its models of excellence.

This book describes practical changes that universities and colleges can undertake to support LGBTQ+ students and create more affirming and inclusive campus climates. Integrating examples of structural and administrative changes guided by a minority stress model, the book addresses an array of LGBTQ+ student populations including transgender students, students with disabilities, student athletes, international students, and first-generation college students.

American Higher Education in a Global Context: Historical Perspectives describes the current state of universities on each continent, providing a comprehensive analysis of the numerous factors that have affected higher education systems around the world.

Anti-intellectualism to Anti-rationalism to Post-truth Era: The Challenges for Higher Education argues that emergence of the post-truth world is evidence that anti-intellectualism, long recognized as a characteristic of American culture, has morphed into anti-rationalism as a surging force in American society that threatens our collective commitment to rationality. The author argues that American higher education take responsibility for combating anti-rationalism by promoting the development of student's personal attributes that constitute a rational mind-set and rationalist identity, such that they hold themselves accountable for commitments to seeking truth and the value of critical thought and reasoned discourse as defining element of their way of being in the world.

"The current higher education policy and practice landscape is simultaneously marked by uncertainty and hope, and nowhere are these tensions more present than in discussions and actions around general education. This volume uses an anthropological approach to contemplate ways of reimagining general education for the 21st century and how faculty, teachers, administrators, and others can transform the educational endeavor to be holistic, comprehensive, and aligned with the needs of people and the planet in the decades to come."

This book explores pedagogical change and innovation in US colleges and universities, and how faculty are prepared to adapt to such changes. Drawing from interviews with faculty developers at Centers for Teaching and Learning at research and teaching-focused institutions across the United States, this book explores how traditional forms of pedagogy are shifting toward student-centered and student-directed forms of learning.

Becoming a Diversity Leader on Campus unpacks the tension of how diversity leadership is shaped by external factors and pressures that confront colleges and universities, as well as by the unique experiences and identities of the individuals appointed to diversity leadership positions. This book offers a better understanding of how diversity leaders make meaning and sense of their roles, desire, and passion for promoting diversity within their institutions.

Since U.S. News & World Report first published a college ranking in 1983, the rankings industry has become a self-appointed judge, declaring winners and losers among America's colleges and universities. In this revealing account, Colin Diver shows how popular rankings have induced college applicants to focus solely on pedigree and prestige, while tempting educators to sacrifice academic integrity for short-term competitive advantage. By forcing colleges into standardized "best-college" hierarchies, he argues, rankings have threatened the institutional diversity, intellectual rigor, and social mobility that is the genius of American higher education.

This book examines the changing influences of diversity in American higher education. The volume offers evidence and recommendations to positively shape inclusive learning and engagement of students, faculty, staff and community across the complex terrains of urban, suburban, and rural organizations within higher education today.

This book pulls back the curtain on what Black women have done to mentor each other in higher education, provides advice for navigating unwelcoming campus environments, and explores avenues for institutions to support and foster minoritized women's success in the academy.

East Asia is a most dynamic region and its fast developing higher education and research systems are gathering great momentum. East Asian higher education has common cultural roots in Chinese civilization, and in indigenous traditions, each country has been shaped in different ways by Western intervention, and all are building global strategies. Shared educational agendas combine with long political tensions and rising national identities.

Civil Rights and Federal Higher Education offers a renewed vision for higher education policy making, presenting an incisive analysis of the connections between educational politics and educational inequality.

"This is one of the first compilations on collective bargaining in higher education reflecting the work of scholars, practitioners, and employer and union advocates. It offers a practical and comprehensive resource to higher education leaders responsible for developing, managing, and maintaining collective bargaining relationships with academic personnel."

Weaving personal narrative with political analysis, Community as Rebellion offers a meditation on creating liberatory spaces for students and faculty of color within academia. Much like other women scholars of color, Lorgia García Peña has struggled against the colonizing, racializing, classist, and unequal structures that perpetuate systemic violence within universities. Through personal experiences and analytical reflections, the author invites readers--in particular Black, Indigenous, Latinx, and Asian women--to engage in liberatory practices of boycott, abolition, and radical community-building to combat the academic world's tokenizing and exploitative structures.

This book chronicles the experiences of faculty at predominantly white higher education institutions (PWI) by centering voices of racialized faculty across North America. Drawing on Critical Race Theory and critical, feminist, and auto-ethnographic approaches, the text analyzes those narratives, situating people's words in a landscape of institutionalized racism within higher education.

This book provides a user-friendly guide to constitutional law in the context of public colleges and universities that is easily accessible to students, faculty members, and administrators. While this book will be helpful to lawyers, our primary audience is the educated layperson. Each of the book's chapters discusses the basic constitutional principles and how they apply in the context of public higher education.

Critical Pedagogy, Race, and Media investigates how popular media offers the potential to radicalise what and how we teach for inclusivity. Bringing together established scholars in the areas of race and pedagogy, this collection offers a unique approach to critical pedagogy by analysing current and historical iterations of race onscreen.

"This edited volume brings together the perspectives of a diverse group of international scholars to explore the intersections of study abroad and social mobility. In doing so, it challenges universalist assumptions and power imbalances implicit in study abroad across the Global North and South, and explores the implications of COVID-19 for equity within study abroad programs, policy, and practice going forward."

Student affairs work--like higher education--is fundamentally about change. Principally, the change work performed by student affairs practitioners is about supporting the growth and development of individual students and student groups. Increasingly, that work has called for practitioners to become more active in working to change higher education so that it lives up to its radically democratic, inclusive ideals.

This is a story about transformational change: How Stanford was pressured to pivot from a virtually all-White student body to a university with growing numbers of students of color. This largely untold story focuses on Mexican Americans - or Chicanos as they preferred to be called. It is chronicled not only through events and actions but also through the students' recollections of angst and joy, challenges and rewards, distress and romance, struggles to achieve goals and dreams that came true.

The only book-length study of the ways that postsecondary desegregation litigation and policy affected writing instruction and assessment in US colleges, Desegregation State provides a history of federal enforcement of higher education desegregation and its impact on writing programs from 1970 to 1988.

The authors of Design for Change in Higher Education argue that we must imagine and actively make our way to new institutional forms. They assert that design--a practical art that is conceptually rich and visible in its concreteness--must become a core internal competency of the university. They propose one grounded in the practical experiences of a specific educational design organization: Michigan State University's Hub for Innovation in Learning and Technology, which all three authors have helped to run.

While examining and rejecting the increasing tendency to view academic freedom as a form of free speech, Julia Schleck highlights the problem of basing academic freedom on employment protections like tenure at a time when such protections are being actively eliminated through neoliberalism's preference for gig labor. In contrast, Dirty Knowledge insists that academic knowledge production is and has always been "dirty," deeply involved in the debates of its time and increasingly permeated by outside interests whose financial and material support provides some research programs with significant advantages over others.

Disaster Pedagogy for Higher Education serves as an all-purpose, contextually grounded, and multi-modal introduction to teaching in higher education during times of crisis and disaster. The text covers a wide variety of topics such as classroom pedagogy, emergency management, and study abroad, from a variety of contributors including professors, administrators, adjunct faculty, and students.

In higher education guided by Meta-Democracy, students lose their autonomy to administrators who reduce the student identities they try to develop along with the range of virtues that comprise the good life. The Dismantling of Moral Education: How Higher Education Reduced the Human Identity explains why and how we arrived at diminishing ourselves.

This unique volume brings together an extraordinary range of international scholars, researchers and artists who articulate new concepts for thinking differently, generate new theories differently, and present new methods of writing differently. This book provides 'permission' to depart radically in academic writing and creative practice - particularly for doctoral and higher degree research students, and those who work alongside them as supervisors and advisors and higher research degree educators. The claim here is that rebellious departures and performances in academic research and writing are the future of academia.

A Dream Defaulted explores how the student loan crisis disproportionately affects Black borrowers and why rising student debt is both a cause and consequence of social inequality in the United States.

William C. Kirby examines the successes of leading universities--The University of Berlin and the Free University of Berlin in Germany; Harvard, Duke, and the University of California, Berkeley, in the United States--to determine how they rose to prominence and what threats they currently face. Kirby draws illuminating comparisons to the trajectories of three Chinese contenders: Tsinghua University, Nanjing University, and the University of Hong Kong, which aim to be world-class institutions that can compete with the best the United States and Europe have to offer.

How can new faculty find success in academia and what can universities do to support them? In this book, the author demonstrates how a coaching-focused stance toward faculty development can improve equitable conditions within the university and contribute to faculty retention and well-being.

"This impressive anthology presents the reader with an introduction to a gallery of public intellectuals through the critical eyes of a wide array of contributing writers from various academic fields. Both the latter and the public intellectuals themselves are responding to the state of American higher education. Importantly, most of them (there are a few public intellectuals in the book who cling closer to the status quo) do not separate colleges and universities from the political, economic, and social currents of American society."

This book draws from the voices of students and those who educate them to reveal the unique issues faced in the quest to access higher education in order to provide a greater understanding of the complex phenomenon of international migration and its intersection with higher education. Higher Education in the Era of Migration, Displacement and Internationalization examines how higher education institutions globally can improve to meet the needs of displaced people, refugees, migrants, and international students.

Written by higher education specialists, curriculum developers, and policy makers from diverse international backgrounds, the book analyses issues affecting the Gulf Cooperation Council (GCC) region, with a particular focus on Oman and Saudi Arabia.

The Nation's Historically Black Colleges and Universities (HBCUs) are more culturally revered today than ever. As public health and socioeconomic inequity gaps continue to widen between the African American community and other racial groups, the HBCUs embody a shared support system.

It's Not Free Speech considers the ideal of academic freedom in the wake of the activism inspired by outrageous police brutality, white supremacy, and the #MeToo movement. Arguing that academic freedom must be rigorously distinguished from freedom of speech, Michael Bérubé and Jennifer Ruth take aim at explicit defenses of colonialism and theories of white supremacy theories that have no intellectual legitimacy whatsoever.

Leadership matters more than ever in this turbulent moment in American higher education. During these unprecedented times, glaring internal inefficiencies, communication breakdowns, and an overriding sense of cultural inertia on many campuses are too often set against a backdrop of changing consumer preferences, high sticker prices, declining demand, massive tuition discounting, aging infrastructure, technological and pedagogical alternatives, and political pressure.

Leading the Community College: Pathways Through an Exponentially Digital Age explains the differences between the technologies of the twentieth and twenty-first century. It provides an understanding of the differences between the linear development of twentieth century technologies and the exponential development of twenty-first century technologies, and discusses how the business community is already preparing for the exponential stage of the twenty-first century technologies. Furthermore, this book describes the impact of the exponential stage of these technologies on community colleges in terms of students, faculty, learning methods, staff, and the training the colleges provide to the business community.

Drawing on a three-year study of student persistence and learning at Minority-Serving Institutions, Clifton Conrad and Todd Lundberg argue that student success in college should be redefined by focusing on the importance of collaborative learning over individual achievement. Engaging students in shared, real-world problem-solving, Conrad and Lundberg assert, will encourage them to embrace interdependence and to value and draw on diverse perspectives.

This book supports writing educators on college campuses to work towards linguistic equity and social justice for multilingual students. It demonstrates how recent advances in theories on language, literacy, and race can be translated into pedagogical and administrative practice in a variety of contexts within US higher educational institutions.

Mentoring While White: Culturally Responsive Practices for Sustaining the Lives of Black College Students provides a provocative and illuminating account of the mentoring experiences of Black college and university students based on their racialized and marginalized identities. Bettie Ray Butler, Abiola Farinde-Wu, and Melissa Winchell bring together a diverse group of well-respected leading and emerging scholars to present new and compelling arguments pointing to what white faculty should do to reimagine mentoring that seeks to sustain the lives of Black students by way of intentionality, reciprocal love, and transformative practice.

Through autoethnographic essays, Mindful Activism chronicles the authors' experiences as activist academics challenging and seeking to remedy injustices on campus and in local and global communities. Those experiences range from engaging in a single activist act to collaborating over many years with oppressed communities and social change groups. Building upon communication activism research and following a liberation-based transformative learning model, the book shows both activism in action and deep reflection on that activism.

In this compelling book, Navajo scholar Amanda Tachine takes a personal look at 10 Navajo teenagers, following their experiences during their last year in high school and into their first year in college. It is common to think of this life transition as a time for creating new connections to a campus community, but what if there are systemic mechanisms lurking in that community that hurt Native students' chances of earning a degree? Tachine describes these mechanisms as systemic monsters and shows how campus environments can be sites of harm for Indigenous students due to factors that she terms monsters' sense of belonging, namely assimilating, diminishing, harming the worldviews of those not rooted in White supremacy, heteropatriarchy, capitalism, racism, and Indigenous erasure.

New Threats to Academic Freedom in Asia examines the increasingly dire state of academic freedom in Asia. Using cross-national data and in-depth case studies, the authors shed light on the multifaceted nature of academic censorship and provide reference points to those working in restrictive academic environments.

The essays in Nuances of Blackness in the Canadian Academy make visible the submerged stories of Black life in academia. They offer fresh historical, social, and cultural insights into what it means to teach, learn, research, and work while Black. In daring to shift from margin to centre, the book's contributors confront two overlapping themes.

Focussing on student and faculty experiences of online and distance education, the text provides reflection on novel initiatives, unexpected challenges, and lessons learnt. Responding to the urgent need to better understand online teaching and learning during the COVID-19 pandemic, this book investigates how the use of information and communication technologies (ICT) impacted students, faculty, and staff experiences during the COVID-19 lockdown.

The ebook edition of this title is Open Access and freely available to read online. The under-representation of women in research and innovation has been documented as a global phenomenon and is particularly heightened on decision-making boards and in leadership positions. Presenting a reflexive approach to gender equality for research organisations developed within the TARGET project, funded by the European Commission, the authors describe the experiences of the project's implementation in seven Gender Equality Innovating Institutions in the Mediterranean basin - including research performing organisations, research funding organisations and a network of universities.

This edited volume concerns Higher Education and the aftermaths of the COVID-19 pandemic. It comprises a wide reflection on the impact of the public health crisis derived from the COVID-19 pandemic on Higher Education and addresses the main question: what will it be like from now on?

This book provides a distinctive perspective on some of the ways in which performativity, as an expression of neoliberal and managerialist thinking, 'works' in specific policy contexts. It pays particular attention to higher education and considers how the logic of performativity reconfigures our sense of what it means to engage in worthwhile research, what it means to be 'well', and, ultimately, what it means to be human.

Drawing on content from yearbooks published by prominent colleges in Virginia, this book explores changes in race relations that have occurred at universities in the United States since the late 19th century. It juxtaposes the content published in predominantly White university yearbooks to that published by Howard University, a historically Black college.

"This volume explores the numerous and competing demands that face Americas public research universities and considers how institutions and their leaders can best navigate this challenge to ensure longevity, relevance, and success on the local, national, and global stage."

For The Real World of College, Wendy Fischman and Howard Gardner analyzed in-depth interviews with more than 2,000 students, alumni, faculty, administrators, parents, trustees, and others, which were conducted at ten institutions ranging from highly selective liberal arts colleges to less-selective state schools. What they found challenged characterizations in the media: students are not preoccupied by political correctness, free speech, or even the cost of college. They are most concerned about their GPA and their resumes; they see jobs and earning potential as more important than learning.

At a time when many individuals and institutions are reexamining their histories to better understand their tangled roots of racism and oppression, Reckoning: Kalamazoo College Uncovers Its Racial and Colonial Past tells the story of how American ideas about colonialism and race shaped Kalamazoo College, a progressive liberal arts institution in the Midwest. Beginning with its founding in 1833 during the era of Indian Removal, the book follows the development of the college through the Civil War, the long period of racial entrenchment that followed Reconstruction, minstrel shows performed on campus in the 1950s during the rise of the Civil Rights movement, Black student activism in the wake of Martin Luther King's assassination, the quest for multiculturalism in the 1990s, and the recent activism of a changing student body.

This book provides a comprehensive description of the federal government's relationship with higher education and how that relationship became so expansive and indispensable over time. Drawing from constitutional law, social science research, federal policy documents, and original interviews with key policy insiders, the author explores the U.S. government's role in regulating, financing, and otherwise influencing higher education.

This book makes the case for assessment of student learning as a vehicle for equity in higher education. The opening chapters present the case for infusing equity into assessment, arguing that assessment professionals can and should be activists in advancing equity, given the historic and systemic use of assessment as an impediment to the educational access and attainment of historically marginalized populations.

This book explores the internationalization policy, programs, and initiatives at Historically Black Colleges and Universities (HBCUs) in the United States. This book addresses the value and impact of internationalization for all students at HBCUs and beyond.

This book explores the discourse and rhetoric that resists and opposes postsecondary prison education. Positioning prison college programs as the best method to truly reduce recidivism, the book shows how the public - and by extension politicians - remain largely opposed to public funding for these programs, and how prisoners face internal resistance from their fellow inmates when pursuing higher education.

"This unique and timely book focuses on research conducted into the experiences of students from rural backgrounds in South Africa; foregrounding decolonial perspectives on their negotiation of access and transitions to higher education. This book highlights not only the challenges of coming from a rural background against the historical backdrop of apartheid and ongoing colonialism, but also shows the immense assets that students from rural areas bring into higher education."

This book explores the stark stratification and struggles over classifications in US academia from a relational perspective, looking beyond material differences and tracing its roots to symbolic power relations. Based on a mixed methods study drawing on both interview and quantitative data, it offers an account of the workings of academia, shedding light on the structures that permit elite departments to define categories and impose legitimate scientific definitions, to which the non-elite must adhere.

The marketisation 'reforms' in higher education, which sought to reshape knowledge production, with students investing in human capital and academics producing 'transferable' research, to make higher education of use to the economy, has resulted in extensive government bureaucracy and oppressive managerialist bureaucracy which is inefficient and expensive. Neoliberalism has always had authoritarian aspects and these are now coming to bear on universities.

This book focuses on research-based teaching and learning practices that promote social justice and equity in higher education. The fourth volume in a four-volume series, this book critically addresses virtual and remote classroom settings. Chapters explore contexts within and outside the classroom, including a history of online learning; research on student engagement and perceptions; specific, actionable pedagogical or curriculum recommendations; and the application of traditional learning theories in virtual settings.

Focusing on the career of Lucy Diggs Slowe, the first trained African American student affairs professional in the United States, this book examines how her philosophy of ""living more abundantly"" envisioned educational access and institutionalized campus thriving for Black college women.

Premised on the notion that continuous learning and growth is critical to educators with deep commitments to fostering critical consciousness through their teaching, this volume offers interdisciplinary and innovative collaborative approaches to curriculum transformation that build on and extend existing scholarship on social justice education.

Providing a critical look at how it is possible for institutions of higher education to go beyond the institutional constraints that plague the neo-liberal university, the authors of this volume explore the powerful role of transformative university-based research and education.

"Utilizing findings from over 200 interviews with students, staff, and faculty at a US university, this volume explores the immediate and real-life impacts of COVID-19 on individuals to inform higher education policy and practice in times of crisis. Documenting the profound impacts that COVID-19 had on university operations and teaching, this text foregrounds a range of participant perspectives on key topics such as institutional leadership and loss of community, managing motivation and the move to online teaching and learning, and coping with the adverse mental health effects caused by the pandemic."

This book provides new and original research on the purpose and functions of universities from the perspective of corporate social responsibility. It addresses professional ethics questions that relate to universities as corporate citizens.

This groundbreaking resource highlights the unique mission and purpose of bachelor's degree granting accessible institutions (BAIs), exploring the challenges and opportunities present within these institutions, and offering a counterpoint to the current dialogue that frames these institutions with a deficit-perspective. Featuring a broad range of esteemed and influential voices in the field of higher education, policy research, and administration, this unique collection argues that BAIs are an important but overlooked category of institutions in American post-secondary education, and demonstrates the critical role that BAIs play in the higher education landscape, distinct from traditional community colleges and elite universities.

This open access book analyzes barriers to inclusion in academia and details ways to create a more diverse, inclusive environment. It describes the implementation of UC Davis ADVANCE, a grant program funded by the National Science Foundation, to increase the hiring and retention of underrepresented scholars in the STEM fields (science, technology, engineering and mathematics) and foster a culture of inclusion for all faculty.

Drawn from research and the lived experiences of women and non-binary people in higher education leadership, this book serves as a guide in understanding the gender disparity in higher education leadership and how women leaders forge pathways to promotion and success through systemic barriers, obstacles, and a lack of representation.

Exploring the current state of relationships between public universities, government leaders, and the citizens who elect them, this book offers insight into how to repair the growing rift between higher education and its public.

While there is a proliferation of research studying white educators who teach courses around anti-racism, White Educators Negotiating Complicity: Roadblocks Paved with Good Intentions focuses on white educators who teach about whiteness to a racially diverse group of students and who acknowledge and attempt to negotiate their complicity in systemic injustice.

Noting that public opinion often shapes public policy, sociologists Natasha Quadlin and Brian Powell examine public opinion on who should shoulder the increasing costs of higher education and why. Who Should Pay? draws on a decade's worth of public opinion surveys analyzing public attitudes about whether parents, students, or the government should be primarily responsible for funding higher education.

Working While Black: The Untold Stories of Student Affairs Practitioners examines the narratives of student affairs professionals and how they navigate their professional experiences. While student affairs can be a high pressure and high stress environment for all professionals, Black professionals are often overworked, underheard, and made to feel devalued. Therefore, it is important to consider how student affairs professionals are managing the profession, colleagues, and students while Black.

This edited collection positions writing at the center of interdisciplinary higher education, and explores how writing instruction, writing scholarship, and writing program administration bring STEM and the humanities together in meaningful, creative, and beneficial ways.

Canadian universities have an ongoing history of colonialism and racism in this white-settler society. Racialized students (Indigenous, Black and students of colour), who would once have been forbidden from academic spaces and who still feel out of place, must navigate these repressive structures in their educational journeys. Through the genres of essay, art, poetry and photography, this book examines the experiences of and effects on racialized students in the Canadian academy, while exposing academia's lack of capacity to promote students' academic well-being.

In the face of hostile campus cultures, LGBTQA students rely on knowledgeable academic advisors for support, nurturance, and the resources needed to support their persistence. This edited collection offers theoretical understanding of the literature of the field, practical strategies that can be implemented at different institutions, and best practices that helps students, staff, and faculty members understand more deeply the challenges and rewards of working constructively with LGBTQA students.

Allies and Rivals is the first history of the ascent of American higher education seen through the lens of German-American exchange. In a series of compelling portraits of such leaders as Wilhelm von Humboldt, Martha Carey Thomas, and W. E. B. Du Bois, Emily J. Levine shows how academic innovators on both sides of the Atlantic competed and collaborated to shape the research university.

This book considers the production of political media content from the perspective of academics who are increasingly asked to join the ranks of voices charged with informing the public. The work draws on the authors' first-hand experience and relationships with media reporters, managers, producers, and academics offering their expertise to a wide array of media outlets to understand and report on the dynamics shaping how the academic voice in political news may be at its most useful.

The experiences of first-generation college students are not monolithic. The nexus of identities matter, and this book is intended to challenge the reader to explore what it means to be a first-generation college student in higher education.

This volume takes you through a series of balancing acts, each of which helps you to tailor your leadership choices to the issue at hand.

Behind the Diversity Numbers uncovers how frequently used approaches to examine and understand race-related issues on college campuses can reinforce racism and inequality, rather than combat them. The book argues that educational leaders must look beyond quantitative metrics in order to develop institutional policies and practices that promote racial equality.

An in-depth ethnography of Black engineering students at a historically White institution, Black Campus Life examines the intersection of two crises, up close: the limited number of college graduates in science, technology, engineering, and math (STEM) fields, and the state of race relations in higher education.

Black Marquette is a compilation of essays written by Black Marquette alumni regarding their unique Marquette experiences.

An ethnographic study of how doctoral-level research in the social sciences and humanities is produced in Egypt.

This is the first comprehensive and contemporary history of the largest and most diverse public system of higher education in the United States. A College for All Californians chronicles the sector's emergence from K-12 institutions, its evolving mission and growth following World War II and the G.I. Bill For Education, the expansion of its ever-broadening mission, and its essential role in the 1960 Master Plan for Higher Education.

Grounded in the real, as opposed to the rhetorical, importance of community in making change, these revealing conversations also explore * why the public no longer sees faculty as heroes and experts * how to overcome the academy's fondness for slogans * how money talks * why curricular change doesn't (usually) happen * the students we hardly know and how we might come to know them better * how to constructively approach differences of race and gender * and much more .

Drawing on more than twenty years of teaching, advising, and researching largely first-generation community college students as well as an analysis of five years of student enrollment patterns, college experiences, and life narratives, Isserles takes pains to center students and their experiences. She proposes initiatives created in accordance with a care ethic, which strive to not only get students through college--quantifying credit accumulation and the like--but also enable our most precarious students to flourish in a college environment.

In 1960, University of Illinois professor Leo Koch wrote a public letter condoning premarital sex. He was fired. Four years later, a professor named Revilo Oliver made white supremacist remarks and claimed there was a massive communist conspiracy. He kept his job. Matthew Ehrlich revisits the Koch and Oliver cases to look at free speech, the legacy of the 1960s, and debates over sex and politics on campus. The different treatment of the two men marked a fundamental shift in the understanding of academic freedom.

This book provides an overview and evaluation of the quality of bilingual education found in internationalised higher education institutions. Its authors focus on the multifaceted roles that language(s) play in these growing multilingual spaces and analyse and identify the many factors that account for quality multilingual degree programmes.

In the 1960s, Stanford University was already known as one of America's "great research universities." Less known to outsiders, it was an essential cog in the U.S. war machine during the Vietnam War. From the mid-1960s through the end of the Vietnam War in 1975, a dedicated, evolving group of students and other members of the Stanford community challenged that role and the leadership of the university itself. Lenny Siegel tells the inside story of the Stanford radical, anti-war student Movement, how activists used research, education, political activity, and direct action to win over their campus cohort, alter Stanford's direction in the world, and lay the foundation for what became known as Silicon Valley.

This book provides a forensic and collective examination of pre-existing understandings of structural inequalities in Higher Education Institutions. Going beyond the current understandings of causal factors that promote inequality, the editors and contributors illuminate the dynamic interplay between historical events and discourse and more sophisticate and racialized acts of violence. In doing so, the book crystallises myriad contemporary manifestations of structural racism in higher education.

The college ideal was primarily shaping the few to enter the Protestant management class through the inculcation of values associated with a Western civilization that relied upon this training done residentially, primarily for young men. Protestant Christian leaders created religion departments as the college model was shifting to the university ideal, where a more democratized population, including women and non-Protestants, studied under professors trained in specialized disciplines to achieve professional careers in a more internationally connected and post-industrial class.

This book discusses instruction, learning, and assessment in higher education with an emphasis on several effective formative assessment tools and methods such as digital badges, reflective journals, and peer assessment used in learning environments comprising students of diverse, multicultural backgrounds.

Equity and Inclusion for Higher Education Strategies for Teaching, edited by Rita Kumar and Brenda Refaei, details the necessity for an inclusive curriculum with examples of discipline-specific activities and modules. The intersectionality of race, age, socioeconomic status, and ability all embody the diversity college instructors encounter in their classrooms. Through the chapters in this book, the contributors make apparent the "hidden curriculum," which is taught implicitly instead of explicitly. The editors focus on learner-centered environments and accessibility of classroom materials for traditionally marginalized students; a critical part of the labor needed to create an inclusive curriculum.

"Assessment results that improve institutional effectiveness, heighten student learning, and better align resources serve to make institutions stronger for the benefit of their students, and those results also serve the institution or program well during the holistic evaluation required through accreditation."

Short-cycle higher education programs (SCPs) form skilled human capital in two or three years. Through original empirical research, this book explores SCPs' outcomes and returns, their supply, and what makes them good.

This book examines persistent gender inequality in higher education, and asks what is preventing change from occurring. The editors and contributors argue that organizational resistance to gender equality is the key explanation; reflected in the endorsement of discourses such as excellence, choice, distorted intersectionality, revitalized biological essentialism and gender neutrality.

"This timely volume brings together a range of international scholars to analyse cultural, political, and individual factors which contribute to the continued global issue of female underrepresentation in STEM study and careers."

In The Great Upheaval, Arthur Levine and Scott Van Pelt examine higher and postsecondary education to see how it has changed to become what it is today--and how it might be refitted for an uncertain future. Taking a unique historical, cross-industry perspective, Levine and Van Pelt perform a 360-degree survey of American higher education. Combining historical, trend, and comparative analyses of other business sectors, they ask * how much will colleges and universities change, what will change, and how will these changes occur? * will institutions of higher learning be able to adapt to the challenges they face, or will they be disrupted by them? * will the industrial model of higher education be repaired or replaced? * why is higher education more important than ever?

Leadership development in higher education has become essential for advancing institutional effectiveness, which is the focus of this book. Taking into account the imperative issues of diversity, inclusion, and belonging, and the context of institutional mission and culture, this book centers on developing capacities for designing and implementing plans, strategies, and structures; connecting and engaging with colleagues and students; and communicating and collaborating with external constituencies in order to shape decisions and policies.

Just as higher education (HE) in Europe had its beginnings in religious training for the priesthood, HE in feudal Japan, too, provided instruction for a religious life. But while the evolution to secular instruction was gradual in Europe, in Japan it came with a big bang: the "opening" of the country and consequent Westernization and all that that involved in the mid-19th century.

In 2012, soon after his election to a third presidential term as president, following a four-year stint as prime minister (to avoid modifying the constitution), and in the wake of an unprecedented wave of popular protests, Vladimir Putin issued his "May Decrees." Notable among them was the government's commitment to increase the salaries of doctors, scientific researchers and university teachers to double the average in their respective regions by 2018. But then on December 30 of that year, the government issued a "road map" for education, revealing that the salary increases in higher education would be paid for, not by significant new government funding, but by "optimization," which would eliminate 44% of the current teaching positions in higher education.

Internationalization of Higher Education for Development illustrates how the Brazilian government, under the presidency of Luis Inácio Lula da Silva (2003-2010), legitimized Africa-Brazil relations often referring to the presumably shared history of transatlantic slavery as the condition for solidarity cooperation and international integration. Ress reveals how this notion of history produces a vision of Brazil as a multicultural nation able to redress longstanding racialized inequalities while casting 'Africa' as the continent that remains forever in the past.

Invisible No More details the long and complex history of people of African descent at South Carolina's flagship university. Essays by twelve scholars explore a broad range of topics, from an examination of the lives of the enslaved men and women who lived and worked on the campus, to the first desegregation during the Reconstruction era, and continuing through the famous 1963 desegregation of the school and its long aftermath.

Leadership Reckoning takes to task American colleges and universities for their haphazard, incoherent, evidence-free approaches to developing students as leaders and offers a principle-driven, outcome-oriented blueprint for how effective leader development can occur.

Meritocracy and Its Discontents investigates the wider social, political, religious, and economic dimensions of the Gaokao, China's national college entrance exam, as well as the complications that arise from its existence.

This book examines the idea of educational accountability in higher education, which has become a new secular gospel. But do accountability policies actually make colleges better?

In The Path to Free College, Michelle Miller-Adams argues that tuition-free college, if pursued strategically and in alignment with other sectors, can be a powerful agent of change. She makes the case that broadly accessible and affordable higher education is in the public interest, yielding dividends not just for individuals but also for the communities, states, and nation in which they reside.

To date, most texts regarding higher education in the Civil War South focus on the widespread closure of academies. In contrast, Persistence through Peril: Episodes of College Life and Academic Endurance in the Civil War South brings to life several case histories of southern colleges and universities that persisted through the perilous war years. Contributors tell these stories via the lived experiences of students, community members, professors, and administrators as they strove to keep their institutions going.

In The PhD Parenthood Trap, Kerry F. Crawford and Leah C. Windsor reveal the realities of raising kids, on or off the tenure track, and suggest reforms to help support parents throughout their careers. Insights from their original survey data and poignant vignettes from scholars across disciplines make it clear that universities lack understanding, uniform policies, and flexibility for family formation, hurting the career development of parent-scholars.

For some in our society, diversity is a threat. Others feel society should be more inclusive, if only out of fairness. But as Johnnetta Cole argues in her new book, embracing diversity and inclusiveness is more than a virtuous ideal; it is essential to a healthy, productive society. Focusing on higher education and other arenas of cultural development, Cole explores our institutions' vulnerability to the influence of racism and the wider implications for American society. At the core of Cole's argument is the belief that increasing the representation of historically marginalized groups on college campuses, and in museums, media, and other institutions is, like the liberal arts, vitally important to social progress.

This book explores the capacities and desires of academic women to reimagine and transform academic cultures. Embracing and championing feminist scholarship, the research presented by the authors in this collection holds space for a different way of being in academia and shifts the conversation toward a future that is hopeful, kind and inclusive.

It asks and answers probing questions affecting higher education in the post-COVID-19 educational landscape. The book examines whether private universities, particularly liberal arts colleges, have viable business models and discusses the risk posed by a faulty business model.

Around the world, higher education is faced with a fundamental question: what is the basis for our claim of societal legitimacy? In this book, the authors go beyond the classical response regarding teaching, research and community engagement. Instead, the editor puts forward the proposition that the answer lies in responsiveness, the extent to which universities respond, or fail to respond, to societal challenges. Moreover, because of its intractable legacy issues and crisis of inequality, the question regarding the societal legitimacy of universities is particularly clearly manifested in South Africa, one of the most unequal countries in the world.

Universities and colleges like to self-idealize as relatively neutral and value-free sites of higher learning. In reality, the idea of the Westernized academy is deeply embedded in a Eurocentric logic that not only excludes alternative forms of knowledge and knowing, but also remains racialized, gendered, and sited in coloniality with respect to governance, scholarship, and entitlements.

This book focusses on a leadership approach that has emerged as particularly effective for organizations facing complex challenges: shared leadership. Rather than concentrating power and authority in an individual leader at the top of an organization, shared leadership involves multiple people influencing one another across varying levels and at different times. It is a flexible, collective, and non-hierarchical approach to leadership.

In Sisterlocking Discoarse, hair is a medium for reflecting on how academic leadership looks, performs, and changes when embodied by a Black woman. In these ten essays, Valerie Lee traverses disciplines and genres, weaving together memoir, literary analysis, legal cases, folklore, letters, travelogues, family photographs, and cartoons to share her story of navigating academia.

Drawing on interviews that span over seven years, Derrick R. Brooms provides detailed accounts of a select group of Black young men's pathways from secondary school through college. As opposed to the same old stories about young Black men, Brooms offers new narratives that speak to Black boys' and young men's agency, aspirations, hopes, and possibilities.

In The State Must Provide, Adam Harris reckons with the history of a higher education system that has systematically excluded Black people from its benefits. Harris weaves through the legal, social, and political obstacles erected to block equitable education in the United States, studying the Black Americans who fought their way to an education, pivotal Supreme Court cases like Plessy v. Ferguson and Brown v. Board of Education, and the government's role in creating and upholding a segregated education system. He explores the role that Civil War-era legislation intended to bring agricultural education to the masses had in creating the HBCUs that have played such a major part in educating Black students when other state and private institutions refused to accept them.

"Unlike other books on the Sixties, this book shows how predominantly working middle-class white students in a very conservative region initiated radical changes. They ushered in a new era of protecting women and minorities from discriminatory practices."

Paul LeBlanc has re-imagined higher education, with a focus on the most fundamental of functions: student learning. In Students First, he advocates for an entire higher education ecosystem in which students have the flexibility to gain, assess, and certify their knowledge on their own terms and timelines.

"This edited volume examines the diverse Latinx/a/o student populations in higher education. Offering innovative approaches to understand the asset-based contributions of Latinx/a/o students and the communities they come from, this book showcases scholars from various disciplines, including, psychology, sociology, higher education, history, gender studies, and beyond."

The 2019 National Survey of Sophomore-Year Initiatives sought to explore institutional responses to and support for sophomore students. This new report reviews these findings, including institutional practices related to academic advising for sophomores. Additionally, the report offers implications for research and practice by highlighting the ways in which institutional efforts and initiatives can be better designed for responsiveness based on differences in campus context, student backgrounds, and student needs.

"This book is the third in a four volume series that focuses on research-based teaching and learning practices that promote social justice and equity in higher education. In this volume, we focus on the application of the scholarship of teaching and learning in higher education outside of the classroom to maximize the effectiveness of student affairs programming."

Law professor and civil rights activist Geeta N. Kapur provides analysis and commentary on the story of systemic racism in leadership, scholarship, and organizational foundations at the University of North Carolina.

This volume is the result of an international workshop in which scholars from several disciplines explored less familiar instances of the exchange of ideas across the Atlantic. In the 19th century many American graduates both in the humanities, social and natural sciences as well as medicine, appreciating the progress in these fields of learning in continental Europe, and noting an elective affinity with their peers there, spent time at universities and medical institutions in German-speaking countries and then tried to reform their educational and academic institutions on the basis of transatlantic models. American institutions also recruited scientists from Central Europe for their work.

This book highlights the exciting work of two-year colleges to prepare students for their future careers through engagement in undergraduate research. It emerged from work in five community college systems thanks to two National Science Foundation grants the Council for Undergraduate Research received to support community colleges' efforts to establish undergraduate research programs.

Part of the acclaimed Higher Ed Leadership Essentials series, this book surveys academic freedom's history and its application in today's universities. Academic freedom is once again at the epicenter of the crisis in higher education.

Drawing on the South African case, this book looks at shifts in higher education around the world in the last two decades. In South Africa, calls for transformation have been heard in the university since the last days of apartheid. Similar claims for quality higher education to be made available to all have been made across the African continent. In spite of this, inequalities remain and many would argue that these have been exacerbated during the Covid pandemic. Understanding Higher Education responds to these calls by arguing for a social account of teaching and learning by contesting dominant understandings of students as 'decontextualised learners' premised on the idea that the university is a meritocracy.

The contributors of this volume released the often captive voices of students, faculty, and staff on college campuses who are mostly marginalized and silenced. The cases that are shared in the book are from actual experiences that many have faced in recent years. As such, the use of cases in teaching and training relative to diversity, equity, inclusion, and belonging are important and useful tools.

How do well-meaning people help a community move beyond its past when confronted by those who hold ingrained stereotypes, profit from maintaining the status quo, or are filled with antipathy toward others? This book tells the story of how a Black university president tried to do just that when he led the first non-court ordered merger of an historically Black university with an historically white two-year college in Albany, Georgia.

A comprehensive history of the barriers faced by students from marginalized racial, ethnic, and religious groups to gain access to predominantly white colleges and universities--and how these students responded to these barriers.

Virtual Reality in Higher Education: Instruction for the Digital Age brings to the foreground how Virtual Reality, using headsets in educational and training programs, is already beginning to be used in higher education. The book is the result of research to determine where and how virtual reality is being used in higher education, recruitment, and athletics.

In What Universities Owe Democracy, Ronald J. Daniels, the president of Johns Hopkins University, argues that--at a moment when liberal democracy is endangered and more countries are heading toward autocracy than at any time in generations--it is critical for today's colleges and universities to reestablish their place in democracy. Drawing upon fields as varied as political science, economics, history, and sociology, Daniels identifies four distinct functions of American higher education that are key to liberal democracy: social mobility, citizenship education, the stewardship of facts, and the cultivation of pluralistic, diverse communities.

Argues for a pedagogical shift in centering the public writing classroom more on students' work as organizers and rhetoricians, pointing to a new role for the writing teacher in changing anti-immigrant and white supremacist laws and policies.