Teaching Diverse Students

Additional Info:
Our goal in writing this book was to validate teachers for strong efforts in their life's work. We often observe teachers' frustrations with what they perceive to be a multitude of different hot topics in education that they must attend to now, but which they expect to come and go, like the last hot topics. So, we wanted to help readers see similarities between many of these hot topics-differentiation, multiple intelligences, culturally responsive teaching, brain-friendly strategies, authentic assessment, and ethical classroom management which we feel are not flashes in the pan. And we trust that serious practitioners will not oversimplify the findings of neuroscientists and their application to education. Reading studies and books by scientists, a number of which are user-friendly, can help ensure that teachers separate the hype from credible information. We have seen this professionally judicious approach in the work of graduate students (Kolinski, 2007) in adopting brain-friendly strategies.

We have intentionally packed both theoretical/research-based and practical information in this book because professional educators want to know why they should use certain approaches, models, and strategies. In turn, as professionals, we should be able to explain why we teach the way we do-not to justify, but to educate others about our knowledge-based, reflective, decision-making processes and the impact on student learning. Thus, it is important to read Chapter 1 because it lays a foundation.

Each succeeding chapter (2-6) has unique and compelling twists and turns-chock full of ideas to use or to adapt. It is possible to gain lots of ideas, processes, and strategies from reading and implementing (or adapting) even one of the unit chapters, or a part of it. While some of the units are explicitly about literacy, others focus on content using reading, writing, speaking, and listening as critical in the learning process. Thus, literacy skills are reinforced and strengthened. Additionally, some of our colleagues and public school partners have given us feedback that they wanted to implement some of the units and activities themselves. So, feel free to use this book for self-exploration and professional development. (From the Publisher)

Table Of Content:
Acknowledgements
Foreword
Preface

ch. 1 A Case for Differentiation and Much More
ch. 2 The Fabric of My Life: Using Poetry, Prose, and Graphic Novels to Help Students Reflect Upon Their Identities
ch. 3 Choices That Change Our Lives: Using Realistic Fiction and Nonfiction to Help Students Reflect on Difficult Decisions
ch. 4 Community and Culture: Understanding Ourselves and Others in the Global Community
ch. 5 A Journey from Innocence to Experience: A Course in Young Adult Literature for Future Teachers
ch. 6 Convince Me: A Syllabus for a Freshman Composition Course Focused on Writing Arguments

About the Authors
Index

Additional Info:

Additional Info:
The authors discuss recent empirical evidence, gathered on behalf of the University of Michigan Supreme Court defense, demonstrating the educational benefits of diverse learning environments. These are environments that must be intentionally planned and nurtured, where diversity is conceived of as a process toward better learning and not merely an outcome that one can check off a list. Included are numerous suggestions for how to engage diversity in the service of learning, ranging from recruiting a compositionally diverse student body, faculty, and staff to transforming curriculum, co-curriculum, and pedagogy to reflect and support goals for inclusion and excellence. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction to the series
Making Diversity Work on Campus: A Research Based Perspectives
ch. 1 Introduction
ch. 2 Defining Diversity as Engagement
ch. 3 Research Synthesis
ch. 4 Concluding Thoughts about the Research on Divinity
ch. 5 Understanding the Campus Racial Climate
ch. 6 Engaging Diversity on Campus
ch. 7 The diveristy Agenda: The Time is Now
References

Additional Info:

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Here is a comprehensive view of leading theories and practices of multicultural education from scholars of various racial and ethnic groups. The perspectives of those often left out of scholarly debate are well represented in this book. Those perspectives offer significant insights into the ways in which dominant ideologies and classroom practices have functioned to serve only one segment of the American population. (From the Publisher)

Table Of Content:
Foreword
Introduction: Exploring Connections to Build a Critical Multiculturalism
ch. 1 White Terror and Oppositional Agency: Towards a Critical Multiculturalism (Peter L. McLaren)
ch. 2 Literacy for Stupidification: The Pedagogy of the Big Lies (Donaldo Macedo)
ch. 3 White Culture and the Politics of Racial Difference: Implications for Multiculturalism (Stephen Haymes)
ch. 4 Critical Multiculturalism and Democratic Schooling: An Interview with Peter L. McLaren and Joe Kincheloe (Shirley R. Steinberg)
ch. 5 Mirror Images on Common Issues: Parallels between Multicultural Education and Critical Pedagogy (Geneva Gay)
ch. 6 From Brown Heroes and Holidays to Assimilationist Agendas: Reconsidering the Critiques of Multicultural Education (Sonia Nieto)
ch. 7 Multicultural, Critical, Feminine, and Constructive Pedagogies Seen through the Lives of Youth: A Call for the Revisioning of These and Beyond: Toward a Pedagogy for the Next Century (John Rivera and Mary Poplin)
ch. 8 The Problem with Origins: Race and the Contrapuntal Nature of the Educational Experience (Cameron McCarthy)
ch. 9 Postmodernism, the "Politically Correct," and Liberatory Pedagogy (Carl Allsup)
ch. 10 Culture as an Ongoing Dialog: Implications for Multicultural Teacher Education (Carmen Montecinos)
ch. 11 Whose Voice Is It Anyway?: Vocalizing Multicultural Analysis (Mary Ritchie)
ch. 12 Buscando America: The Contributions of Critical Latino Educators to the Academic Development and Empowerment of Latino Students in the U.S. (Antonio Darder)
ch. 13 An African-centered Pedagogy in Dialog with Liberatory Multiculturalism (Khaula Murtadha)
ch. 14 Multicultural Education beyond the Classroom (Evelyn Newman Phillips)
ch. 15 Cultural Diversity in Higher Education: An American Indian Perspective (Janine Pease-Windy Boy)
ch. 16 Reflections on My Use of Multicultural and Critical Pedagogy When Students Are White (Christine Sleeter)
Afterword
Notes on Contributors
Index

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This timely and comprehensive book outlines the agenda for achieving racial justice in higher education in the next generation. It focuses on the racial transformation of higher education and the structural barriers that perpetuate racial stratification in colleges and universities--and beyond. Taking on topical issues such as shifting patterns of financial aid, the growing importance of community colleges, and identifying model programs for retaining and supporting minority students, it lays the foundation for realizing the U.S. Supreme Court Justice Sandra Day O'Connor's goal of eliminating the need for affirmative action within 25 years. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction (Gary Orfield)

ch. 1 The racial transformation of higher education (Michal Kurlaender and Stella M. Flores)
ch. 2 Necessary but not sufficient : higher education as a strategy of social mobility (David Karen and Kevin J. Dougherty)
ch. 3 Equity in educational attainment : racial, ethnic, and gender inequality in the 50 states (Derek V. Price and Jill K. Wohlford)
ch. 4 Can minority students afford college in an era of skyrocketing tuition? (Donald E. Heller)
ch. 5 Illusions of opportunity? : from college access to job access at two-year colleges (Regina Deil Amen, James E. Rosenbaum, and Ann E. Person)
ch. 6 Diversity on campus : exemplary programs for retaining and supporting students of color (Dean K. Whitla, Carolyn Howard, Frank Tuitt, Richard J. Reddick, and Elizabeth Flanagan)
ch. 7 Potential or peril : the evolving relationship between large-scale standardized assessment and higher education (Catherine L. Horn)
ch. 8 After Grutter and Gratz : higher education, race, and the law (Angelo N. Ancheta)
ch. 9 From strict scrutiny to educational scrutiny : a new vision for higher education policy and research (Patricia Marin and John T. Yun)

About the Contributors
Index

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Highlighting the voices and experiences of Black graduate students at Historically Black Colleges and Universities (HBCUs), this book features the perspectives of students from a variety of academic backgrounds and institutional settings. Contributors discuss their motivation to attend an HBCU for graduate studies, their experiences, and how these helped prepare them for their career. To be prepared to serve the increasing number of Black students with access to graduate programs at HBCUs, university administrators, faculty, and staff require a better understanding of these students’ needs and how to meet them. Addressing some of today’s most urgent issues and educational challenges, this book expands the literature on HBCUs and provides insight into the role their graduate schools play in building a diverse academic and professional community. (From the Publisher)

Table Of Content:
Foreword (Terence Hicks)
Acknowledgments
Introduction

ch. 1 Contextualizing Graduate Education at Historically Black Colleges and Universities (Robert T. Palmer, Larry J. Walker, Ramon B. Goings, Charmaine Troy, Chaz T. Gipson, and Felecia Commodore)
ch. 2 A Strange Song in a Familiar Land (Lamar Hylton)
ch. 3 Journey to the PhD: A Personal Narrative of Doctoral Studies at an HBCU (Tiffany F. Boykin)
ch. 4 Graduate Level Education at Historically Black Colleges and Universities: A Three Part Qualitative Exposition (Antonio L. Ellis, Christopher N. Smith, and Janatus A. Barnett)
ch. 5 Back to the Roots (Sheree Alexander)
ch. 6 Praise for the Bridge: My Doctoral Journey at Morgan State University (Kimberly Hardy)
ch. 7 Free to Conduct Research of Race and Racism in My West Baltimore Community (Julius Davis)
ch. 8 The Historically Black College and University Family: A Perspective on a Graduate Level Online Accelerated Cohort Program (Kimberly R. Eldridge)
ch. 9 Twice the Experiences: Graduate School at Two Comprehensive Public HBCUs (Stevie L. Lawrence II)
ch. 10 The Significant Value of Historically Black Colleges and Universities (Tara D. Miller)
ch. 11 A Liberating Spirituality: Evaluating Theological Education at a Black Graduate School (Herbert Robinson Marbury)
ch. 12 Strange Fruit: The Contribution of the Historically Black College and University (HBCU) to the Development of the Black Intelligentsia (F. Abron Franklin)

About the Editors
About the Contributors
Index

Additional Info:
Drawing on the lived experiences of Black students in adult degree completion programs at predominantly White, Christian institutions in the southern United States, this book presents a model for reimagining adult higher education. Westbrook explores the reasons students enrolled in degree programs, how they experience their predominantly white institutions, and how their experiences affect their lives. Employing Critical Race Theory and Christian theology as frameworks for evaluating the students’ experiences, the author sheds light on the ways African American experiences to inform, critique, and shape Christian adult learning in higher education. (From the Publisher)

Table Of Content:
Ch 1. Introduction
Ch 2. Critical Race Theory as a Framework for Exploring
Ch 3. Imago Dei as a Theological Framework
Ch 4. Phenomenology as a Methodological Framework
Ch 5. Theme One: Goals for Education
Ch 6. Theme Two: Adult Learning Conditions
Ch 7. Theme Three: Support Systems
Ch 8. Theme Four: Faith
Ch 9. Theme Five: Race
Ch 10. “Breaking the Cycle” of Racialization

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Five perspectives on diversity are provided here for reflection and discussion in your institution. Jack Seymour and Julia Speller offer observations drawn from discussions at the March 2002 ATS Workshop on Diversity. Two fictional cases explore negotiating cultural differences from a faculty member's and a dean's perspectives. Daniel Aleshire's column on "Good Work" is reprinted from the ATS newsletter, Colloquy (From the Publisher)

Table Of Content:
ch. 1 Using The Folio - Suggests ways in which the various contents of this folio might be used in a range of institutional settings.
ch. 2 Perspectives on Diversity - Presents, in a newsletter format, several short essays on diversity in theology education.
ch. 3 Faculty Member Profiles - Provide specific, personal locations for entry into issues of diversity within theological institutions: Asian Faculty Member Profile, African American Faculty Member Profile, Hispanic Faculty Member Profile
ch. 4 Statistics on Race and Ethnicity - Provides data on racial/ethnic diversity within ATS schools and within the general populace.
ch. 5 Issue - Sheets are designed to be short, provocative entry points into discussion of issues related to tenure, hospitality, isolation, hiring, and curriculum revision.
ch. 6 Seven Cases - Illustrate ways in which institutions have come to work through issues of diversity.
ch. 7 The Do's and Don'ts - Sheet identified a number of concerns regarding diversity and institutional change.

Additional Info:
One page Teaching Tactic to diagnose the level of learning students' bring to a course.

Additional Info:
This essay describes a transformation in my experience as an adjunct teaching underprepared students from one of shame toward a desire to assert the value of this work. Insights from my feminist theological training helped me to affirm the importance of encouraging transformative learning in teaching the academically marginalized and prompted my analysis of student writing in an introductory World Religions course, in order to determine whether or not the course was a site of transformative learning. I argue that despite many contextual limitations, the movement toward deepening self-awareness and increasing openness to religious diversity seen in student writing demonstrates that transformative learning began in this course, and that is valuable for students' lives whether or not they are academically successful.

Additional Info:
Bartolome explores issues in teaching working-class minority students the mainstream academic ways of speaking necessary for success in school. Drawing from her own experience as a white teacher of Mexican- American students, she reveals the veiled antagonism between students and teacher, emphasizes the political dimensions of language, and critiques the dominant deficit ideology that underlies the cultural difference explanation of academic underachievement among linguistic minority students. (From the Publisher)

Table Of Content:
Foreword

ch. 1 Understanding Academic Discourses
ch. 2 Language and Ideology: The (Il)literacy of Linguistic-Minority Students
ch. 3 A Potentially Ideal Classroom
ch. 4 The Misteaching of Academic Discourses: Three Discourse Events
ch. 5 Student Language Performance on Language Tasks
ch. 6 Rethinking Academic Discourses: Some Pedagogical Comments

Notes
Index

Additional Info:
With the general practice of online teaching still in relative infancy, nuanced approaches for teaching target populations such as black students are especially scarce. This article submits a theoretical framework for approaching the activity of teaching black students online using a transformative, postmodern pedagogy that is sensitive to black learning styles. It also offers practical suggestions for course design and deployment in online religion courses. In the interest of providing an optimal learning experience for every student, all instructors are encouraged to consider the race and culture variable in their online teaching, whether their roster contains one black student or many.

Additional Info:
Click Here for Book Review
In Race on Campus, Julie J. Park argues that there are surprisingly pervasive and stubborn myths about diversity on college and university campuses, and that these myths obscure the notable significance and admirable effects that diversity has had on campus life.

Based on her analysis of extensive research and data about contemporary students and campuses, Park counters these myths and explores their problematic origins. Among the major myths that she addresses are charges of pervasive self-segregation, arguments that affirmative action in college admissions has run its course and become counterproductive, related arguments that Asian Americans are poorly served by affirmative action policies, and suggestions that programs and policies meant to promote diversity have failed to address class-based disadvantages. In the course of responding to these myths, Park presents a far more positive and nuanced portrait of diversity and its place on American college campuses.

At a time when diversity has become a central theme and goal of colleges and universities throughout the United States, Race on Campus offers a contemporary, research-based exploration of racial dynamics on today’s college campuses. (From the Publisher)

Table Of Content:
Introduction

Ch. 1. Black Students andn the Cafeteria - What's the Big Fuss?
Ch 2. Who's Really Self-Segregating?
Ch 3. Is Class-Based Affirmative Action the Answer?
Ch 4. Why Affirmative Action is Good for Asian Americans
Ch 5. Why the SAT and SAT Prep Fall Short
Ch 6. The Problem of the "Problem of Mismatch"
Ch 7. How then Should we Think?

Notes

Acknowledgments

About the Author

Index

Additional Info:
A 10 minute YouTube clip from the beginning of a longer film produced to help teachers work with international students in writing environments. (http://www.amazon.com/Writing-Across-Borders/product-reviews/B004HU7SUY)  How do we assess international student writing and what teaching practices disadvantage international students and which help them improve as writers? 

Additional Info:
Diversity is defined as those numerous elements of difference between groups of people that play significant roles in social institutions, including (but not limited to) race and ethnicity, gender, socioeconomic class, sexual orientation, and culture. Since doctoral degree recipients go on to assume roles as faculty and educators, diversity in doctoral programs is significant. By supporting graduate diversity across the academic disciplines, universities ensure that the nation’s intellectual capacities and opportunities are fully realized.

The authors consider diversity broadly from multiple perspectives, from race and ethnicity to institutional type, academic discipline, and national origin. They demonstrate how diversity operates through these venues and definitions, and hope to stimulate a conversation about a key aspect of American higher education.

This volume is the 163rd volume of the Jossey-Bass quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher education decision makers on all kinds of campuses, New Directions for Higher Education provides timely information and authoritative advice about major issues and administrative problems confronting every institution. (From the Publisher)

Table Of Content:
Editors’ Note (Karri A. Holley, Joretta Joseph)

ch. 1 Increasing the Visibility of Women of Color in Academic Science and Engineering: Professional Society Data (Lisa M. Frehill, Rachel Ivie)
Professional societies collect a wealth of data on underrepresented scholars in specific disciplines that can be used to understand minority experiences throughout different stages of academia.

ch. 2 From Graduate School to the STEM Workforce: An Entropic Approach to Career Identity Development for STEM Women of Color (Kelly Mack, Claudia Rankins, Kamilah Woodson)
Career development programs for graduate students should acknowledge the multiple and often conflicting demands placed on underrepresented scholars.

ch. 3 Motivating Latina Doctoral Students in STEM Disciplines (Elsa C. Ruiz)
Latina students who enter higher education and aspire to graduate degrees encounter numerous obstacles along the academic pipeline that ultimately shape their graduate school perspectives.

ch. 4 The Challenges of First-Generation Doctoral Students (Susan K. Gardner)
Students who are the first in their families to graduate from college have significant challenges and yet comprise a significant percentage of the number of awarded doctorates in the United States.

ch. 5 Family-Friendly Policies for Doctoral Students (Jaime Lester)
Doctoral students can face unique obstacles in terms of balancing the demands of a graduate program with personal obligations.

ch. 6 The Impact of Historically Black Colleges and Universities on Doctoral Students (Joretta Joseph)
Historically Black colleges and universities have long served as an important source for minority undergraduates who later go on to receive a doctoral degree.

ch. 7 The Experiences of Minority Doctoral Students at Elite Research Institutions (Eva Graham)
Minority doctoral students at elite and highly competitive private research universities encounter distinctive challenges that can impact persistence, time to degree, and professional outcomes.

ch. 8 Contributions of Foreign-Born Faculty to Doctoral Education and Research (Ketevan Mamiseishvili)
Foreign-born faculty play an important role in American doctoral education, contributing to the processes of internationalization and global collaboration.

ch. 9 How Diversity Influences Knowledge, Identity, and Doctoral Education (Karri A. Holley)
Diversity contributes to the development of an academic identity as well as the production of knowledge, both essential components of doctoral education.

Index

Additional Info:
Despite the progress of the women's movement, many women still feel silenced in their families and schools. Based on in-depth interviews with 135 women, this moving and important book explains why. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction:: To the Other Side of Silence
Part I The Ways of Knowing
ch. 1 Silence
ch. 2 Received Knowledge: Listening to the Voices of Others
ch. 3 Subjective Knowledge: The Inner Voice
ch. 4 Subjective Knowledge: The Quest for Self
ch. 5 Procedural Knowledge: The Voice of Reason
ch. 6 Procedural Knowledge: Separate and Connected Knowing
ch. 7 Constructed Knowledge: Integrating the Voices
Part II: Development in Context: Families and Schools
ch. 8 Family Life and The Politics of Talk
ch. 9 Toward an Education for Women
ch. 10 Connected Teaching
Appendix A: Interview Schedule
Appendix B: Educational Dialectics
References

Additional Info:
The Handbook of Race and Adult Education provides a discourse on the theory, the real-life experiences, and the structure of privileges within race and racism. Edited by leaders in this field, the unique resource presents ways for changes in classrooms, communities, and homes for marginalized or oppressed groups and individuals. As the first comprehensive resource on race, racism, and adult education, this book is essential for introductory level graduate students in understanding the complexity of race and racism in an educational context. (From the Publisher)

Table Of Content:
About the Authors
Acknowledgments
Foreword
The Beginning: Kitchen Table Dialogue

Part One: The Myth Versus the Reality of Race and Racism
ch. 1 Rebirth of the Indigenous Spirit: Turning the World Right Side Up (Rose Borunda)
ch. 2 Reading, Writing, and Racism: Developing Racial Literacy in the Adult Education English Classroom (Yolanda Sealey-Ruiz)
ch. 3 Experiencing the Race, Gender, and Socioeconomic Divide in Academia: A Chicana Perspective (Raquel A. Gonzales and Maria Mejorado)
ch. 4 Transforming Teaching and Learning: Teaching Race (Nichole M. Ray)
ch. 5 "Who Is This Cowboy?" Challenging the Cultural Gatekeepers (Lesley Ngatai)
Reflection One: Healing: A Journey Through Conversations on Race and Gender

Part Two: Problematizing "Whiteness," Supremacy, and Privilege: Their Impact on Race
ch. 6 White Whispers: Talking About Race in Adult Education (Lisa M. Baumgartner)
ch. 7 Transforming White Consciousness (Doug Paxton)
ch. 8 Adult Education and the Problem of the Color (Power) Line: Views from the Whiter Side (Elaine Manglitz, Ronald M. Cervero)
ch. 9 White on White: Developing Capacity to Communicate About Race with Critical Humility (European-American Collaborative Challenging Whiteness)
Reflection Two: Struggling: A Journey of Comfort and Discomfort

Part Three: Theoretical Responses to Race and Racism
ch. 10 An Exploration of Critical Race Theory (Rosemary B. Closson)
ch. 11 Musings on Controversial Intersections of Positionality: A Queer Crit Perspective in Adult and Continuing Education (Mitsunori Misawa)
ch. 12 Challenging Racism Through Postcolonial Discourse: A Critical Approach to Adult Education Pedagogy (Mary V. Alfred)
ch. 13 Black Skins, No Mask (Taj Johns)
ch. 14 Immigration, Racial Identity, and Adult Education: Reflections on a Transnational Paradigm of Resistance (Luis Kong)
ch. 15 A River Runs Through It: Building Bridges Across Racial Divisions in Urban Graduate Education (Catherine H. Monaghan and Catherine A. Hansman)
Reflection Three: Looking Inward: A Journey Through Dialogue and Reflections on Race

Part Four: Reframing the Field Through the Lens of Race
ch. 16 Mammies, Maids, and Mamas: The Unspoken Language of Perceptual and Verbal Racism (Doris A. Flowers)
ch. 17 The Race Card (Barbara Ford)
ch. 18 Expanding the Racialized Discourse: An Asian American Perspective (Ming-yeh Lee)
ch. 19 Challenges and Approaches to Racializing Discourse in a Privileged, White Dominant Society (LaJerne Terry Cornish)
ch. 20 Using an African-Centered Paradigm for Understanding Race and Racism in Adult Education (Derise E. Toliver)
Reflection Four: Inpowering the Self: A Journey Toward Ending Racism

Part Five: Individual and Collective Responses to Race and Racism
ch. 21 Epilogue: Implications for Curriculum, Programming, and Research (Scipio A. J. Colin III, Vanessa Sheared, Juanita Johnson-Bailey, Stephen D. Brookfield)

Index

Additional Info:
Click Here for Book Review
Abstract: Learning to learn is the key skill for tomorrow. This breakthrough book builds the foundation every student needs, from freshman orientation to graduate school

Recent advances in brain science show that most students’ learning strategies are highly inefficient, ineffective or just plain wrong. While all learning requires effort, better learning does not require more effort, but rather effectively aligning how the brain naturally learns with the demands of your studies. This book shows you what is involved in learning new material, how the human brain processes new information, and what it takes for that information to stick with you even after the test.

Taking a small amount of time to read and act upon the material in this book will prove to be one of the best decisions you can make as a learner. What you discover will change the way you learn in college and will be helpful in your personal and professional life. You live in a world where you will have to be a lifelong learner, constantly updating your skills and changing jobs to compete in the global marketplace. Most college students today will have as many as 10-14 different jobs by age 38. Learning how to learn in harmony with your brain is crucial to your long-term success.

This succinct book explains straightforward strategies for changing how you prepare to learn, engage with your course material, and set about improving recall of newly learned material whenever you need it. This is not another book about study skills and time management strategies, but instead an easy-to-read description of the research about how the human brain learns in a way that you can put into practice right away.

Did you know neuroscientists have shown that memories are made while you sleep, and by studying right before sleeping you can make stronger memories for your information? In this book the authors explain the role that sleep, exercise and your senses play in learning; how memory works and what makes the brain pay attention; the importance of your mindset towards learning and pattern recognition; as well as new breakthroughs in brain science that can enhance your ability to learn new information and make later recall (for tests or everyday life) easier. (From the Publisher)

Table Of Content:
Acknowledgments
Foreword (Jeannie H. Loeb)
Introduction

ch. 1 A New Look at Learning
ch. 2 Sleep, Naps, and Breaks
ch. 3 Exercise and Learning
ch. 4 Using All Your Senses to Learn
ch. 5 Patterns and Learning
ch. 6 Memory
ch. 7 Mindsets Toward Learning
ch. 8 Paying Attention
ch. 9 A Message From the Authors

Appendix
Index

Additional Info:
This Forum collects the papers presented at a 2010 panel at the Society of Biblical Literature, an outcome of a Wabash Center funded grant project. The project examined the unique dimensions and experiences of teaching Biblical exegesis at the six historically black theological schools (HBTSs), including discussion of the unique needs of HBTS students and their communities, and appropriate learning goals and effective teaching practices for this context. None of the biblical studies faculty were prepared as graduate students for the unique challenges that they have encountered teaching at a HBTS, so they have all had to “learn on the job” how best to approach the unique needs of the student body. The brief statements collected here summarize the findings from the project, describe and analyze some effective teaching strategies, and offer suggestions for continuing the conversation.

Additional Info:
Journal Issue. Full text is available online.

Table Of Content:
Gifts Differing: The Educational Value of Race and Ethnicity (Daniel O. Aleshire)
Engaging Borders: Lifting Up Difference and Unmasking Division (Gary Riebe-Estrella)
Latino/a Theological Education: Defining the Table (David Maldonado)
Case Study: Hood Theological Seminary (Christopher R. Hutson)
What Do We Do with the Diversity that We Already Are? The Asian and Asian North American in Accredited Graduate Theological Education (Lester Edwin J. Ruiz and Eleazar S. Fernandez)
Online Theological Education: Perspectives from First-Generation Asian American Students (Roger S. Nam)
CORE: An Evolving Initiative (Janice Edwards-Armstrong)

Additional Info:
Click Here for Book Review
The first edition of this book constituted a comprehensive resource for students of higher education, faculty, higher education administrators and student affairs leaders engaging with multiculturalism and diverse populations on college campuses. It was one of the first texts to gather in a single volume the related theories, assessment methods, and environmental and application issues pertinent to the study and practice of multiculturalism, while also offering approaches to enhancing multicultural programming and culturally diverse campus environments.

This second edition retains the structure and vision of the first, introducing readers to the key theories and models for understanding the complexity of the students they serve, and for reflecting on their own values and motivations. It provides an array of case studies, discussion questions, examples of best practice, and recommendations about resources for use in the classroom.

This edition includes a new chapter on intersectionality; updates several chapters, presents a number of new cultural frameworks and updated best practices for creating an inclusive environment for marginalized groups, and expands the third section of the book on cultural competent practice. (From the Publisher)

Table Of Content:
Introduction (Michael J. Cuyjet)

Part One: Awareness of Cultural Issues
ch. 1 Understanding Multiculturalism and Multicultural Competence Among College Students (Mary F. Howard-Hamilton, Michael J. Cuyjet, and Diane L. Cooper)
ch. 2 Oppression and Its Effect on College Student Identity Development (Mary F. Howard-Hamilton and Kandace G. Hinton)
ch. 3 Environmental Influences on College Culture (Michael J. Cuyjet and Jason L. Meriwether)
ch. 4 An Intersectional Approach to Supporting College Students (Chris Linder)

Part Two: Information on Cultural Populations
ch. 5 Latinx College Students (Susana Hernández and Anna M. Ortiz)
ch. 6 Asian American and Pacific Islander Students (Julie J. Park and OiYan A. Poon)
ch. 7 African American College Students (Bettina C. Shuford and Lamont A. Flowers)
ch. 8 Native America College Students (LeManuel Bitsóí (Navajo)
ch. 9 Biracial and Multiracial College Students (Kristen A. Renn and Marc P. Johnston-Guerrero)
ch. 10 Working With White College Students to Understand and Navigate White Racial Identities (Chris Linder)
ch. 11 International College Students (Sevan G. Terzian and Leigh Ann Osborne)
ch. 12 Men and Women College Students (Merrily Dunn and Philip D. Badaszewski)
ch. 13 Lesbian, Gay, Bisexual, and Transgender College Students (Dena R. Kniess, Tony W. Cawthon, and Kristin M. Walker)
ch. 14 Adult College Students- (Fiona J. D. MacKinnon and Rosiline D. Floyd)
ch. 15 College Students With Disabilities (Martha E. Wisbey and Karen S. Kalivoda)
ch. 16 Religious and Spiritual Diversity Among College Students (Laura A. Dean and Darris R. Means)

Part Three: Critical Consciousness of Cultural Competence
ch. 17 From Cultural Competence to Critical Consciousness: Creating Inclusive Campus Environments (Chris Linder and Diane L. Cooper)

Contributors
Index

Additional Info:
Click Here for Book Review
Abstract: We have long been encouraged to look to education, especially higher education, for the solution to social problems, particularly as a way out of poverty for the talented and the hard working. But in its appointed role as the path to upward mobility that makes inequality more acceptable, higher education is faltering these days. As funds for public institutions are cut and tuition costs soar everywhere; as for-profit education races into the breach; and as student debt grows wildly; the comfortable future once promised to those willing to study hard has begun to fade from sight.

So now is a good time to take a more serious look at the ways class structures higher education and the ways teachers can bring it into focus in the classroom. In recent decades, scholarly work and pedagogical practice in higher education have paid increasing attention to issues of race, class, gender, and sexuality.But among these four terms of analysis -- and clearly they are interrelated -- class is often an afterthought, and work that does examine class and higher education tends to focus only on admissions, on who is in the college classroom, not on what happens there.

Class and the College Classroom offers a broader look at the connections between college teaching and social class.It collects and reprints twenty essays originally published in Radical Teacher, a journal that has been a leader in the field of critical pedagogy since 1975. This wide-ranging and insightful volume addresses the interests, concerns, and pedagogical needs of teachers committed to social justice and provides them with new tools for thinking and teaching about class. (From the Publisher)

Table Of Content:
Permissions
Acknowledgments

Introduction


Part One - What Is Class?

ch. 1 Is Class an Identity?


Part Two - Who Gets To Be in the Classroom

ch. 2 A Dream Deferred: Undocumented Students at CUNY

ch. 3 Last In and First Out: Poor Students in Academe in Times of Fiscal Crisis

ch. 4 Welfare "Reform" and One Community College

ch. 5 Teaching Freire and CUNY Open Admissions


Part Three - Class and the Working Teacher

ch. 6 A Teaching Temp Talks Back

ch. 7 Instruction

ch. 8 Contingent Teaching, Corporate Universities, and the Academic Labor Movement

ch. 9 Anti-Intellectualism, Homophobia, and the Working-Class Gay/Lesbian Academic


Part Four - Students’ Class and Classroom Dynamics

ch. 10 Stories Out of School: Poor and Working-Class Students at a Small Liberal Arts College

ch. 11 Class Privilege, Oppression, and the World in the Classroom

ch. 12 Enforcing the Rules
ch. 13 Upward Mobility and Higher Education: Mining the Contradictions in a Worker Education Program


Part Five - Teaching About Class in the Humanities

ch. 14 Working-Class Cultural Studies in the University

ch. 15 All That Hollywood Allows: Film and the Working Class

ch. 16 Canon Contexts and Class Contexts: Teaching American Literature from a Market Perspective

ch. 17 Teaching Howards End to the Basts: Class Markers in the Classroom and in the Bourgeois Novel


Part Six - Teaching About Class Across the Campus

ch. 18 Empathy Education: Teaching About Women and Poverty in the Introductory Women's Studies Classroom

ch. 19 Teaching an Interdisciplinary Course on the American Upper Class

ch. 20 Teaching About Class in the Library


PostScript

Contributors

Index

Additional Info:
Click Here for Book Review
Abstract: This exciting new text examines one of the most important and yet elusive terms in higher education and society: What do we mean when we talk in a serious way about “diversity”?

A distinguished group of diversity scholars explore the latest discourse on diversity and how it is reflected in research and practice. The chapters trace how the discourse on diversity is newly shaped after many of the 20th century concepts of race, ethnicity, gender and class have lost authority. In the academic disciplines and in public discourse, perspectives about diversity have been rapidly shifting in recent years. This is especially true in the United States where demographic changes and political attitudes have prompted new observations - some which will clash with traditional frameworks.

This text brings together scholars whose research has opened up new ways to understand the complexities of diversity in higher education. Because the essential topic under consideration is changing so quickly, the editors of this volume also have asked the contributors to reflect on the paths their own scholarship has taken in their careers, and to see how they would relate their current conceptualization of diversity to one or more of three identified themes (demography, democracy and discourse). Each chapter ends with a candid graduate student interview of the author that provides an engaged picture of how the authors wrestle with one of the most complicated topics shaping them (and all of us) as individuals and as scholars. Of interest to anyone who is following the debates about diversity issues on our campuses, the book also offers a wonderful introduction to graduate students entering a discipline where critically important ideas are still very much alive for discussion. (From the Publisher)

Table Of Content:
Foreword (Phillip J. Bowman)
Acknowledgments
Introduction: Transforming Understandings of Diversity in Higher Education: History and Context (John C. Burkhardt, Christina Morton, Marie P. Ting, Penny A. Pasque, and Noe Ortega)

ch. 1 Color-Blind Ideology and the Disconnected Power-Analysis Frame Considerations for Historically Black Colleges and Universities’ Diversification (Uma M. Jayakumar and Annie S. Adamian)
ch. 2 An Interview With Uma M. Jayakumar: Social Agency and the Power of Resistance (Diane M. Back)
ch. 3 A Theory of Equity: A Social and Legal Analysis of College Access for Low-Income Students (Jarrett T. Gupton and Karen Miksch)
ch. 4 An Interview With Jarrett T. Gupton: The Value of Uncertainty and the Need for Nuance (Sheela Linstrum)
ch. 5 Lesbian, Gay, Bisexual, Transgender, and Queer Students on Campus: Fostering Inclusion Through Research, Policy, and Practice (Michael R. Woodford, Jessica Joslin, and Kristen A. Renn)
ch. 6 An Interview With Michael R. Woodford: Bringing Invisible Communities to Light: Disciplinary Norms, Collaboration and the Quest for Legitimacy (Timothy Hickey-LeClair)
ch. 7 Racially and Socioeconomically Diverse Students’ Pathways to College: An Exploration of Latin@ Students (Angela M. Locks, Dawn Person, Michelle Cuellar, Jeanette Maduena, and Melba Schneider Castro)
ch. 8 An Interview With Angela M. Locks: Understanding the Complexities of the College-Going Process (James M. Ellis)
ch. 9 Architecture of Diversity: Using the Lens and Language of Space to Examine Racialized Experiences of Students of Color on College Campuses (Michelle Samura)
ch. 10 An Interview With Michelle Samura: How the “Blue Wall” Changes Our Discourses on Race in Higher Education: Stepping Out of the Comfort Zone and Seeing Things in a Different Light (Jimin Kwon)
ch. 11 Including Disability in the Discourse: Extending and Advancing the Defi nition of Diversity in Higher Education (Allison Lombardi and Adam Lalor)
ch. 12 An Interview With Allison Lombardi: Including Disability in the Discourse (Lloyd Edward Shelton)
ch. 13 The Impact of Media Imagery on Academic Identity Development for Black Male Student Athletes (LaVar J. Charleston and Jerlando F. L. Jackson)
ch. 14 An Interview With Jerlando F. L. Jackson: An Instrumental Diversity Researcher (Carly Wegner)
ch. 15 Racialized and Gendered Experiences of African American Female Faculty at Public Community Colleges (Tamara Nichele Stevenson and Eboni M. Zamani-Gallaher)
ch. 16 An Interview With Tamara Nichele Stevenson, Surviving Racial Battle Fatigue: Cultivating Safe Spaces in Radicalized Environments (Tonya Kneff)
ch. 17 Unpacking the Mandate Rhetoric of Historically Black Colleges and Universities’ Diversity Discourses (Courtney Carter)
ch. 18 An Interview With Courtney Carter: Unpacking the Mandate Rhetoric of Historically Black Colleges and Universities’ Diversity Discourses (Demar F. Lewis IV)
ch. 19 Transforming Demography, Democracy, and Discourse Through Diversity in Education and Society (John C. Burkhardt and Marie P. Ting)

Contributors
Index

Additional Info:
Controversies about affirmative action hires, admission policies, intercultural relations in the classroom, the role of ethnic studies departments, and changes in course curriculum all seem to swirl around the changing ethnic composition of the campus. How do we all get along? Tackling this question are authors Bowser, Auletta, and Jones, who suggest some practical strategies for dealing with questions of racism, diversity, and intercultural communication. (From the Publisher)

Table Of Content:
Preface

ch. 1 The Unwritten Organization
The Unwritten Rules
The Power of Networks
People of Color as Perceived Threats
What Can Be Done?
Ideas for Improving Treatment of Students of Color
Ideas for Improving Treatment of Faculty of Color

ch. 2 What Did You Say You Were? Am I a Racist?
Racism and Self-Identity for Whites
Racism and Self-Identity for People of Color
The Myths and Realities of Racism
What Can Be Done?

ch. 3 Communication, Communication, Communication!
Communication: Racial Dividers and Connectors
Why Race and Power Matter

ch. 4 Dealing With Conflict and Diversity in the Academic Community
The Purpose of Education
Issues of Access and Affirmative Action
Freedom of Speech: Fighting Words
Ethnic Studies and Multicultural Education
Summary

ch. 5 Toward New Racial and Cultural Boundaries in the Academy
Communities of Interest Defined
Redefining Communities of Interests
Models of Success
Selected References and Suggested Readings
About the Authors

Additional Info:
Responding To Distressed Students Extensive list of topics, prepared for UC Santa Barbara teaching assistants, with do’s and don’ts in responding to student issues such as anxiety, hazing, depression, eating disorders.

Additional Info:
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Abstract: Sharing and engaging in interactions and discussion as required for collaborative teaching and learning can be a foreign concept to students coming from Asia or growing up in an Asian family. As such, this first volume in a two-volume edition helps lecturers, educators, and teachers create collaborative teaching and learning experiences with multicultural adult learners in higher education. Topics include:

- assessment and evaluation techniques that focus on collaborative teaching and learning with diverse students
- students’ cultural beliefs and strategies for outcomes-based collaborative teaching and learning in Asia, and
- an understanding of the unique learning motivations of contemporary Asian students.

This is the 142nd volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers. (From the Publisher)

Table Of Content:
Prologue (Gertina J. van Schalkwyk, Rik Carl D’Amato)

ch. 1 Learning the Confucian Way (Tieyuan Guo)
ch. 2 Outcomes-Based Collaborative Teaching and Learning in Asian Higher Education (Gertina J. van Schalkwyk)
ch. 3 Doing Outcomes-Based Collaborative Teaching and Learning in Asia (Gertina J. van Schalkwyk)
ch. 4 Authentic Assessment of Knowledge, Skills, and Attitudes (Brenda C. Litchfield, John V. Dempsey)
ch. 5 Connectivism and the Use of Technology/Media in Collaborative Teaching and Learning (Neena Thota)

Index

Additional Info:
Click Here for Book Review
Abstract: In this wide-ranging book, Elana Michelson invites us to revisit basic understandings of the 'experiential learner'. How does experience come to be seen as the basis of knowledge? How do gender, class, and race enter into the ways in which knowledge is valued? What political and cultural belief systems underlie such practices as the assessment of prior learning and the writing of life narratives?

Drawing on a range of disciplines, from feminist theory and the politics of knowledge to literary criticism, Michelson argues that particular understandings of `experiential learning’ have been central to modern Western cultures and the power relationships that underlie them. Presented in four parts, this challenging and lively book asks educators of adults to think in new ways about their assumptions, theories, and practices:

- Part I provides readers with a short history of the notion of experiential learning.

- Part II brings the insights and concerns of feminist theory to bear on mainstream theories of experiential learning.

- Part III examines the assessment of prior experiential learning for academic credit and/or professional credentials.

- Part IV addresses a second pedagogical practice that is ubiquitous in adult learning, namely, the assigning of life narratives.

Gender, Experience, and Knowledge in Adult Learning will be of value to scholars and graduate students exploring adult and experiential learning, as well as academics wishing to introduce students to a broad range of feminist, critical-race, materialist and postmodernist thinking in the field. (From the Publisher)

Table Of Content:
List of figures
Acknowledgements
Credit list
Introduction

Part I - The politics of experience
ch. 1 Purging the transgressive from experiential learning
ch. 2 Gender, reason, and the universal knower
ch. 3 Othering rationality

Part II - Gender, experience, and the body
ch. 4 Body, culture, and the feminist claims for experience
ch. 5 The body in question
ch. 6 Mind and matter: Dewey, Kolb, and embodied knowing

Part III - Power and the assessment of experiential learning
ch. 7 Conservatism and transgression in the assessment of experiential learning
ch. 8 Queering the assessment of experiential learning
ch. 9 Practice studies, complexity, and the assessment of experiential learning

Part IV - Narrating the self
ch. 10 Autobiography and adult learning
ch. 11 Textualizing the self: genre, experience, and adult learning
ch. 12 The ghosts of war: trauma, narrative, and adult learning

Conclusion
Bibliograpy
Index

Additional Info:
The concept of learning styles is based on the theory that an individual responds to educational experiences with consistent behavior and performance patterns. The complexity of the construct, the psychometric problems related to its measurement, and the enigmatic relationship between culture and the teaching and learning process means that the body of research on learning styles must be interpreted and applied carefully. Analyses presented in this paper suggest that the widespread conclusions in the literature that African American, Hispanic American, and Indian students are field-dependent learners who prosper academically when taught with field-dependent teaching strategies are premature and conjectural. Research does not support the supposition that members of a particular ethnic group have the same learning style. The body of research does have implications for enhancing the academic achievement of culturally diverse students by reminding teachers to be alert to individual students' learning styles as well as their own actions and methods in reference to their students' cultural experiences and preferred learning environments.

Additional Info:

Additional Info:
Research on women and girls has exploded during the past twenty years. Since 1977, when the Harvard Educational Review published Carol Gilligan's now-classic article "In a Different Voice," in which she argued so persuasively that women and girls must be understood on their own terms, researchers have been discovering, uncovering, and recovering women's ways of knowing, being, thinking, teaching, and learning. Minding Women charts the wealth of thought and writing related to women and girls and education that this process of discovery has produced.
Minding Women begins with a "Classics" section--articles that call attention to the lack of research on girls and women and describe the effect this has had on knowledge and society. The contributors then discuss feminist pedagogy, and how it has changed and been refined over time. Girls and young women are the focus of the next section. Too often their voices and viewpoints are excluded from these discussions, so some of their own writings are included here. The book then explores women's educational history, showcasing some of the rich work in this area over the past twenty years. Identity issues are addressed in the final section, acknowledging that substantial differences exist among groups of women and girls on how they experience the world and their roles, prospects, and lives. (From the Publisher)

Table Of Content:
ch. 1 In a different voice : women's conceptions of self and morality (Carol Gilligan)
ch. 2 Woman's place in man's life cycle (Carol Gilligan )
ch. 3 Excluding women from the educational realm (Jane Roland Martin )
ch. 4 Placing women in the liberal arts (Marilyn R. Schuster and Susan Van Dyne )
ch. 5 Mujeres unidas en acción: a popular education process (Eva Young and Mariwilda Padilla )
ch. 6 Freire and a feminist pedagogy of difference (Kathleen Weiler )
ch. 7 Chronicles (Kari Larsen ... [et al.] )
ch. 8 Sexuality, schooling, and adolescent females (Michelle Fine )
ch. 9 Voice, play, and a practice of ordinary courage in girls' and women's lives (Annie G. Rogers )
ch. 10 Sexual harassment in school (Nan Stein )
ch. 11 We who believe in freedom cannot rest until it's done (William Ayers )
ch. 12 ch. 1 Reconsidering a classic (Linda Eisenmann )
ch. 13 African American female elite (Linda M. Perkins )
ch. 14 Hidden Half : a history of Native American women's education (Deirdre A. Almeida-- ch. 15 Reflections on writing a history of women teachers (Kathleen Weiler )
ch. 16 How we find ourselves (Alex Wilson )
ch. 17 Colonizer/colonized Chicana ethnographer (Sofia Villenas )
ch. 18 Learning in the dark (Frances A. Maher and Mary Kay Thompson Tetreault)
ch. 19 Road to college (Stacey J. Lee )

Additional Info:
Racial Battle Fatigue is described as the physical and psychological toll taken due to constant and unceasing discrimination, microagressions, and stereotype threat. The literature notes that individuals who work in environments with chronic exposure to discrimination and microaggressions are more likely to suffer from forms of generalized anxiety manifested by both physical and emotional syptoms. This edited volume looks at RBF from the perspectives of graduate students, middle level academics, and chief diversity officers at major institutions of learning. RBF takes up William A. Smith’s idea and extends it as a means of understanding how the “academy” or higher education operates. Through microagressions, stereotype threat, underfunding and defunding of initiatives/offices, expansive commitments to diversity related strategic plans with restrictive power and action, and departmental climates of exclusivity and inequity; diversity workers (faculty, staff, and administration of color along with white allies in like positions) find themselves in a badlands where identity difference is used to promote institutional values while at the same time creating unimaginable work spaces for these workers. (From the Publisher)

Table Of Content:
Foreword
Preface
Introduction (Roland W. Mitchell, Kenneth J. Fasching-Varner, Katrice A. Albert, and Chaunda M. Allen)

ch. 1 A Testimony of a Black Male Cadet Facing Racial Battle Fatigue (Melvin (Jai) Jackson)
ch. 2 Navigating the Academy, Creating Counterspaces: Critically Examining the Experiences of Three PhD Students of Solor (Laura S. Yee, Roderick L. Carey, and Wyletta S. Gamble)
ch. 3 What Are You Anyway?: Racial Fatigue as a Daily Experience in Public Schools (Boni Wozolek)
ch. 4 The Ubiquitous White Shadow: A Counternarrtive of a Doctoral Student in a “Liberal" Teacher Education Program (Roberto Montoya)
ch. 5 Traumatic Pedagogy: When Epistemic Privilege and White Privilege Collide (Tapo Chimbganda)
ch. 6 Black. Woman. Non-Traditional Other: Creating Hybrid Spaces in Higher Education (Tammie Jenkins)
ch. 7 Indigenous Peoples in the Racial Battle Lands (Bryan McKinley Jones Brayboy)
ch. 8 I Ain't Your Doc Student ": The Overwhelming Presence of Whiteness and Pain at the Academic Neo Plantation (Cheryl E. Matias)
ch. 9 Assault in the Academy: When it Becomes More Than Racial Battle Fatigue (Cleveland Hayes)
ch. 10 Psychological Heuristics: Mental/Emotional Designs of Racial Battle Fatigue and the Tenure/Promotion Terrain for Faculty of Color (Noelle Witherspoon Arnold)
ch. 11 Examining Intra-Group Racism and Racial Battle Fatigue in Historically Black Colleges and Universities (Leslie V. Collins)
ch. 12 Narratives From the Allied Front: Can People Not of Color Have Racial Battle Fatigue? (Walter S. Gershon and Robert J. Helfenbein)
ch. 13 Wearing You Down: The Influence of Racial Battle Fatigue on Academic Freedom for Faculty of Color (Holley Locher & Rebecca Ropers-Huilman)
ch. 14 An Adopted Korean Speaks Out About His Racialized Experiences as a Faculty Member at a PWI (Nicholas D. Hartlep)
ch. 15 Racial Battle Fatigue and/as (Impostorship: Implications for Academic Mentoring and Psychosocial Development (T. Elon Dancy III)
ch. 16 We Didn't Know You Meant That by Diversity": Contested Diversity and Strategic (Administrative) Responses in Colleges of Education (Francisco Rios and Karen B. McLean Dade)
ch. 17 Standing on My Head Spitting (Indian Head) Nickels: Racial Battle Fatigue as it Relates to Native Americans in Predominately White Institutions of Higher Education (Deirdre A. Almeida)
ch. 18 Behind Enemy LineE: Critical Race Theory, Racial Battle Fatigue and Higher Education (Mark S. Giles)
ch. 19 A Hyphenated Life: Power and Liberation Within the Research Academy (David M. Callejo Perez)
ch. 20 Exploiting the Body and Denouncing the Mind: Navigating a Black Female Professional Identity Within the Academy (Kristie A. Ford)
ch. 21 Exercising Agency in the Midst of Racial Battle Fatigue: A Case for Intragroup Diversity (Gregory J. Vincent, Sherri L. Sanders, and Stella L. Smith)
ch. 22 Racial (and Gender) Battle Fatigue: The Transdisciplinary Applied Social Justice? Approach (Menah A.E. Pratt-Clarke)
ch. 23 Clashing with Tradition: The Chief Diversity Officer at White Public Institutions (Charles Robinson)

References
About the Contributors

Additional Info:
The twenty essays and four responses ("cross-talks") in this volume, the fifth in the Research and Scholarship in Composition series, confront the challenges presented by the racial, ethnic, class, gender, religious, age, and physical-ability differences among today's writing students. The contributors, who teach in classrooms and writing centers at a variety of private and public institutions, discuss their immersion in students' discourses and cultures and balance descriptions of their teaching experiences with careful and critical reflection.

The volume begins and ends with sections examining the tensions and conflicts in the classroom; the two sections in between focus more specifically on texts and curricula and on teaching English as a second language. The cross-talks that conclude each section synthesize and critique the essays.

Writing in Multicultural Settings is essential, thought-provoking reading for college administrators, writing teachers, and scholars and students in composition studies. (From the Publisher)

Table Of Content:
Preface to the Series
Acknowledgments
Introduction
ch. 1 Embracing a Multicultural Rhetoric (Bonnie Lisle and Sandra Mano)
ch. 2 Whose Voice Is It Anyway? Marked Features in the Writing of Black English Speakers (Denise Troutman)
ch. 3 Teaching American Indian Students: Interpreting the Rhetorics of Silence (Michelle Grijalva)
ch. 4 Exploring Bias in Essay Tests (Liz Hamp-Lyons)
ch. 5 "Real Niggaz's Don't Die": African American Students Speaking Themselves into Their Writing (Kermit E. Campbell)
ch. 6 Negotiating Authority through One-to-One Collaboration in the Multicultural Writing Center (Susan Blalock)
ch. 7 Cross-Talk: Talking Cross-Difference (Gail Y. Okawa)
ch. 8 Two Approaches to "Cultural Text": Toward Multicultural Literacy (Carol Severino)
ch. 9 Decolonizing the Classroom: Freshman Composition in a Multicultural Setting (Esha Niyogi De and Donna Uthus Gregory)
ch. 10 Writing Identities: The Essence of Difference in Multicultural Classrooms (Wendy S. Hesford)
ch. 11 Composition Readers and the Construction of Identity (Sandra Jamieson)
ch. 12 "But Isn't This the Land of the Free?": Resistance and Discovery in Student Responses to Farewell to Manzanar (Virginia A. Chappell)
ch. 13 Cross-Talk: Teachers, Texts, Readers, and Writers (Cecilia Rodríguez Milanés)
ch. 14 Contrastive Rhetoric: Implications for Teachers of Writing in Multicultural Classrooms (Ulla Connor)
ch. 15 Differences in ESL and Native-English-Speaker Writing: The Research and Its Implications (Tony Silva)
ch. 16 Cultural Conflicts in the Writing Center: Expectations and Assumptions of ESL Students (Muriel Harris)
ch. 17 Cross-Talk: ESL Issues and Contrastive Rhetoric (Ilona Leki)
ch. 18 The Place of Intercultural Literacy in the Writing Classroom (Juan C. Guerra)
ch. 19 The Politics of Difference: Toward a Pedagogy of Reciprocity (Mary Soliday)
ch. 20 An Afrocentric Multicultural Writing Project (Henry L. Evans)
ch. 21 "Better Than What People Told Me I Was": What Students of Color Tell Us about the Multicultural Composition Classroom (Carol A. Miller)
ch. 22 Students on the Border (Kate Mangelsdorf )
ch. 23 When the Writing Test Fails: Assessing Assessment at an Urban College (Barbara Gleason)
ch. 24 Cross-Talk: Toward Transcultural Writing Classrooms
Notes on Contributors (Keith Gilyard)
Works Cited
Index

Additional Info:
Click Here for Book Review
Abstract: This timely volume addresses the urgent need for new strategies and better ways to serve community colleges’ present and future students at a time of rapid diversification, not just racially and ethnically, but including such groups as the undocumented, international students, older adult learners and veterans, all of whom come with varied levels of academic and technical skills.

The contributing researchers, higher education faculty, college presidents, and community college administrators provide thorough understanding of student groups who have received scant attention in the higher education literature. They address the often unconscious barriers to access our institutions have erected and describe emerging strategies, frameworks, and pilot projects that can ease students’ transition into college and through the maze of the college experience to completion.

They offer advice on organizational culture, on defining institutional outcomes, on aligning shifting demographics with the multiple missions of the community college, on strengthening the collaboration of student and academic affairs to leverage their respective roles and resources, and on engaging with the opportunities afforded by technology.

Divided into three parts – understanding today’s community college campuses; supporting today’s community college learners; and specialized populations and communities – this book offers a vision and solutions that should inform the work of faculty, administrators, presidents, and board members. (From the Publisher)

Table Of Content:
Acknowledgements
Foreword (Susan Salvador)
Preface

Part 1 - Understanding Today’s Community College Campuses
ch. 1 Junior Grows Up: A Brief History of Community Colleges (Lisa S. Kelsay and Betsy Oudenhoven)
ch. 2 Community College Economic Climate, Policy Landscape, and the American Graduation Initiative (John L. Jamrogowicz)
ch. 3 College Readiness and the Open Door Mission (Patricia Munsch, Tania Velazquez, and Corinne Kowpak)
ch. 4 Technology: The New Core Competency (Susan J. Procter and Julie Uranis)

Part 2 - Welcome to Campus! Supporting Today’s Community College Learners
ch. 5 Who Are Our Students? (Patricia Munsch and Lisa S. Kelsay)
ch. 6 Academic and Student Affairs Collaboration: A Value for Student Success Within the Community College Environment (Cara McFadden and Martha Mazeika)
ch. 7 Student Orientation at Community Colleges (Jessica Hale)
ch. 8 Residence Life at Community Colleges: Building New Opportunities for Student Learning (Carin W. Barber and Daniel J. Phelan)

Part 3 - A Closer Look: Specialized Populations and Communities on Two-Year Campuses
ch. 9 Older Adult Learning in Community Colleges: A New Wave of Adult Learners (Ramona Meraz Lewis, Eboni M. Zamani-Gallaher, and Christopher Bonapace)
ch. 10 Two- and Four-Year College Contexts for Student Veterans (Tara Fagan and Shaftone Dunklin)
ch. 11 Women Community College Student Leaders of Color: An Examination of Student Involvement Theory (Dimpal Jain)
ch. 12 Looking Across the Research: Social and Cultural Capital’s Interplay with Marginalized Student Communities (Jesse S. Watson and Elizabeth Cox Brand)

Afterword (Stephanie R. Bulger)
Additional Resources (Tamara N. Stevenson)
Editors and Contributors
Index

Additional Info:
Chronicle of Higher Education article (May 2013). Discusses experiences of an openly gay professor teaching a year-long first-year core course. He struggles with fear of teaching a text that dealt with issues of homosexuality while also allowing an open forum for discussion.

Additional Info:
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Abstract: With the imminent demographic shifts in our society and the need to prepare students for citizenship in a global, knowledge-based society, the role of the academic department chair in creating diverse and inclusive learning environments is arguably the most pivotal position in higher education today.

In the United States, increasing minority student enrollment coupled with the emergence of a minority majority American nation by 2042 demands that academic institutions be responsive to these changing demographics. The isolation of the ivory tower is no longer an option. This is the first book to address the role of the department chair in diversity and addresses an unmet need by providing a research-based, systematic approach to diversity leadership in the academic department based upon survey findings and in-person interviews.

The department chair represents the nexus between the faculty and the administration and is positioned uniquely to impact diversity progress. Research indicates that more than 80 percent of academic decisions regarding appointment, curriculum, tenure and promotion, classroom pedagogy, and student outcomes are made by the department chair in consultation with the faculty.

This book examines the multidimensional contributions that chairs make in advancing diversity within their departments and institutions in the representation of diverse faculty and staff; in tenure and promotion; curricular change; student learning outcomes; and departmental climate. The scope and content of the book is not limited to institutions in the United States but is applicable to academic institutions globally in their efforts to address the access and success of increasingly diverse student populations.

It addresses institutional power structures and the role of the dean in relation to the appointment of chairs and their impact on the success of chairs from non-dominant groups, including female, minority, and lesbian/gay/transgendered individuals who serve in predominantly white male departments.

Using qualitative and quantitative research methods, the book analyzes predominant structural and behavioral barriers that can impede diversity progress within the academic department. It then focuses upon the opportunities and challenges chairs face in their collaborative journey with faculty and administration toward inclusive departmental and institutional practices. Each chapter provides concrete strategies that chairs can use to strengthen diversity in the academic department.

Addressed to department chairs, deans, faculty, and administrative leaders in higher education in all Western societies facing demographic change and global challenges, this book offers a critical road map to creating the successful academic institutions that will meet the needs of our changing populations. (From the Publisher)

Table Of Content:
Illustrations
Foreword (Walter H. Gmelch)
Acknowledgments

ch. 1 Prelude
ch. 2 Retooling the Educational Playing Field
ch. 3 The Chair’s Vantage Point on Diversity
ch. 4 Building a New Taxonomy for Diversity in the Academic Department
ch. 5 The Chair’s Leadership Role in Formal and Informal Processes
ch. 6 Bridge Building: The Chair’s Role in Fostering Diversity Learning Outcomes and Student Identity Development
ch. 7 Developing a Comprehensive Action Plan for Diversity
ch. 8 Summation and Recommendations

Appendix A: Distribution of Chairs by Discipline, Region, and Institutional Type
Appendix B: Blind Spots and Levers
About the Authors
Index

Additional Info:
Daryl G. Smith has devoted her career to studying and fostering diversity in higher education. She has witnessed and encouraged the evolution of diversity from an issue addressed sporadically on college campuses to a reality of the modern university experience. In Diversity’s Promise for Higher Education, Smith brings together scholarly and field research relevant to the next generation of diversity work. The book argues that achieving excellence in a diverse society requires increasing the institutional capacity for diversity while simultaneously working to understand how diversity is tied to better leadership, positive change, research in virtually every field, student success, accountability, and more equitable hiring practices.

To become more relevant to society, the nation, and the world while remaining true to their core missions, colleges and universities must continue to see diversity—like technology—as central, not parallel, to their work. In Diversity’s Promise for Higher Education, Smith proposes a set of clear and realistic practices that will help colleges and universities locate diversity as a strategic imperative and pursue diversity efforts that are inclusive of the varied—and growing—issues apparent on campuses without losing focus on the critical unfinished business of the past.

In this edition, which is aimed at administrators, faculty, researchers, and students of higher education, Smith emphasizes a transdisciplinary approach to the topic of diversity, drawing on an updated list of sources from a wealth of literatures and fields. The tables have been refreshed to include data on faculty diversity over a twenty-year period and the book includes new information about gender identity, stereotype threat, student success, the growing role of chief diversity officers, the international emergence of diversity issues, faculty hiring, and implicit bias. (From the Publisher)

Table Of Content:
Preface
Acknowledgments

Part I The Diversity Imperative
ch. 1 The National and Global Context for Diversity in Higher Education
ch. 2 The Role of Identity in Diversity

Part II Reframing Diversity
ch. 3 A Diversity Framework for Higher Education
ch. 4 The Past Fifty Years

Part III Building Capacity by Interrupting the Usual
ch. 5 Identifying and Retaining Talent
ch. 6 Working with and across Differences
ch. 7 Student Learning and Success

Part IV What Will It Take?
ch. 8 Monitoring Progress on Diversity
ch. 9 Making Diversity Work

References
Index

Additional Info:
There appears to be a significant gap between faculty expectations for incoming college students and these same students perceptions of their abilities. Incoming college students are not very confident of their critical thinking abilities, yet faculty expect students to enter college already being able to critically evaluate information and to reach conclusions based on a critical analysis of the data. The current study challenges the preconception that critical thinking cannot be taught and delineates a model for critical thinking that can be employed regardless of one’s discipline. Outcome data strongly suggests critical thinking can lead to both proximal and distal increases in student success.

Additional Info:
Offering a conceptual framework and practical strategies for teacher preparation in schools with increasingly diverse racial and ethnic student populations, this book presents a coherent approach to educating culturally responsive teachers. The authors focus on the importance of recruiting and preparing a diverse teaching force, as they propose a vision for restructuring the teacher education curriculum, reconceiving the pedagogy used to prepare prospective teachers, and transforming the institutional context in order to support the curricular and pedagogical changes they recommend. (From the Publisher)

Table Of Content:
List of Figures
Acknowledgments
Introduction

ch. 1 The Shifting Demographic Landscape
ch. 2 Developing Fundamental Orientations for Teaching a Changing Student Population
ch. 3 Fostering Culturally Responsive Teaching
ch. 4 Modeling the Practice of Culturally Responsive Teaching
ch. 5 The Institutional Context Needed to Educate Culturally Resposive

Teachers
Conclusion
Notes
References
Index

Additional Info:
Two-page PDF on the Indiana University website with seven quick tips on improving communication with culturally diverse students. Examples: learn names; listen; and limit unclear language.

Additional Info:
Click Here for Book Review
Abstract: Culture plays an overarching role that impacts investment, planning, design, development, delivery, and the learning outcomes of online education. This groundbreaking book remedies a dearth of empirical research on how digital cultures and teaching and learning cultures intersect, and offers grounded theory and practical guidance on how to integrate cultural needs and sensibilities with the innovative opportunities offered by online learning.

This book provides a unique analysis of culture in online education from a global perspective, and offers:

* An overview of the influences that culture has on teaching, online learning, and technology

* Culture-sensitive instructional design strategies and teaching guidelines for online instructors and trainers

* Facilitation and support strategies for online learners from different cultures

* An overview on issues of design, development, communication, and support from a cross-cultural perspective

* An overview of how online education is perceived, planned, implemented, and evaluated differently in various cultural contexts

Written by international experts in the field of online learning, this text constitutes with a comprehensive comparative introduction to the role of culture in online education. It offers essential guidance for practitioners, researchers, instructors, and anyone working with online students from around the world.

This text is also appropriate for graduate-level Educational Technology and Comparative and International Learning programs. (From the Publisher)

Table Of Content:
List of Tables and Figures
Foreword (Michael Grahame Moore)

ch. 1 Perspectives on Culture and Online Learning (Charlotte Nirmalani Gunawardena and Insung Jung)
ch. 2 Cultural Influences on Online Learning (Insung Jung)
ch. 3 Culture and Technology (Insung Jung)
ch. 4 Online Identity and Interaction (Charlotte Nirmalani Gunawardena)
ch. 5 Emerging Visual Culture in Online Learning Environments (Ilju Rha)
ch. 6 Accounting for Culture in Instructional Design (Casey Frechette, Ludmila C. Layne, and Charlotte Nirmalani Gunawardena)
ch. 7 Facilitating Online Learning and Cross-Cultural E-Mentoring (Charlotte Nirmalani Gunawardena and Buddhini Gayathri Jayatilleke)
ch. 8 Supporting Diverse Online Learners (Charlotte Nirmalani Gunawardena)
ch. 9 Diversity in Expectations of Quality and Assessment (Albert Sangrà, Stella Porto, and Insung Jung)
ch. 10 Developing Global Digital Citizens: A Professional Development Model (Chih-Hsiung Tu and Marina Stock McIsaac)
ch. 11 Leadership Challenges in Transcultural Online Education (Michael F. Beaudoin)
ch. 12 Gender Issues in Online Learning (Colin Latchem)
ch. 13 Transformative Learning Through Cultural Exchanges in Online Foreign Language Teaching (Kerrin Ann Barrett)
ch. 14 International Interpretations of Icons and Images Used in North American Academic Websites (Eliot Knight, Charlotte Nirmalani Gunawardena, Elena Barbera, and Cengiz Hakan Aydin)
ch. 15 An Analysis of Culture-Focused Articles in Open, Distance, and Online Education Journals (Aisha S. Al-Harthi)
ch. 16 Many Faces of Confucian Culture: Asian Learners’ Perceptions of Quality Distance Education (Li Chen, Xinyi Shen, Aya Fukuda, and Insung Jung)
ch. 17 Looking Ahead: A Cultural Approach to Research and Practice in Online Learning (Insung Jung and Charlotte Nirmalani Gunawardena)

About the Editors and Contributors
Index

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Helpful, brief list of teaching strategies. Addresses why and how to use inclusive teaching strategies in the college classroom. Highlights potential benefits

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Culturally responsive teaching and design practices flip the online classroom by creating an environment that acknowledges, celebrates, and builds upon the cultural capital that learners and teachers bring to the online classroom. Challenges exist in all phases of online course design, including the ability to create online courses that reflect the instructor’s commitment to inclusive excellence, diversity, and social justice. Designing an online environment that supports all learners regardless of their backgrounds is important in their future success as professionals; thus, it is important for faculty to design courses with all students in mind. The purpose of this article is to share best practices in the design of culturally and linguistically responsive online courses that support the culturally and linguistically diverse (CLD) students we serve. Based on Gay’s (2010) culturally responsive teaching practices, this article provides examples of online activities that are validating; comprehensive; multi-dimensional; empowering; transformative, and emancipatory.

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Click Here for Book Review
Abstract: College can be a complex time for Latinas, who are traditionally expected to leave home when they get married. In her essay “Only Daughter,” author Sandra Cisneros remarks, “After four years in college and two more in graduate school, and still no husband, my father shakes his head even now and says I wasted all that education.”

Wise Latinas is a collection of personal essays addressing the varied landscape of the Latina experience in higher education. For some Latinas, college, where they are vastly underrepresented, is the first time they are immersed in American culture outside their homes—and where the values of two cultures often clash. Wise Latinas is in part a response to this widening gap.

Featuring acclaimed writers such as Sandra Cisneros, Norma Cantú, and Julia Alvarez, to name a few, Wise Latinas shows that there is no one Latina college experience. With thoughtful and engaging pieces, Wise Latinas provides a platform for Latina writers to share their experiences in higher education and gives a voice to the many Latina women who have taken risks; embraced the new, confronted change; and maintained (and in some cases found) their roots. (From the Publisher)

Table Of Content:
Acknowledgments
Source Acknowledgments
Introduction (Jennifer De Leon)

I - Worlds Apart
ch. 1 Going the Distance (Blanca Torres)
ch. 2 Scrambled Channels (Yalitza Ferreras)
ch. 3 WhiteGirlColorlessAfriPana (Gail M. Dottin)
ch. 3 Nomadic (Ingrid Rojas Contreras)
ch. 4 Leaving Miami (Chantel Acevedo)

II - Rooms of Our Own
ch. 5 Las Otras (Celeste Guzman Mendoza)
ch. 6 Pancakes at 2 a.m. (Stephanie Elizondo Griest)
ch. 7 Independence (Iris Gomez)
ch. 8 Stories She Told Us (Daisy Hernández)
ch. 9 Who Goes to College? (Cecilia Rodriguez Milanés)
ch. 10 I’m Living in a Foreign Country (Toni Margarita Plummer)
ch. 11 My Stalker (Lorriane M. López)

III - Inside These Academic Walls
ch. 12 Rapunzel’s Ladder (Julia Alvarez)
ch. 13 Derrumbando Muros along an Academic Path (Norma Elia Cantú)
ch. 14 On Becoming Educated (Joy Castro)
ch. 15 La Silla (Ruth Behar)

IV - In Tribute, In Time
ch. 16 The Weight of Paper (Beatriz Terrazas)
ch. 17 To My Young Self (Erika Martinez)
ch. 18 After Yale (Li Yun Alvarado)
ch. 19 How to Leave Hialeah (Jennine Capó Crucet)
ch. 20 Only Daughter (Sandra Cisneros)

Contributors

Additional Info:
This case study explores the learning experiences of three international students who were enrolled in an online master’s program offered by a large university in Canada. The aim of the study was to understand the international students’ experiences with, and perspectives on, the online learning environment. Findings indicate that previous education and especially language proficiency strongly impacted the learning of these students in this environment. Non-native English speakers required considerably more time to process readings and postings and to make postings themselves. Their lack of familiarity with the details of North American culture and colloquial language made it difficult to follow much of the course discussions. They also tended to avoid socializing in the course, which left them at the periphery of course activities. Based on these findings, the authors make the following recommendations for designers and instructors of online courses: 1) Raise the English language proficiency requirement for graduate admissions into online programs because the text-based communication in a CMC space requires interpreting messages without non-verbal cues; 2) Ensure that online distance education course designers are aware of the needs and expectations of international students; and 3) Combine the design principles from both traditional and constructivism theories.

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On April 10-11, 2015 the University of San Francisco hosted the national conference, “Islam at U.S. Jesuit Colleges and Universities.” The overall aim of the conference was to examine the evolution of the mission, objectives, and identity of Catholic Jesuit colleges and universities in light of the expansion of the study of Islam and the growing presence of Muslim faculty, staff, and students on our campuses. (From the Publisher)

Table Of Content:
Introduction (Aysha Hidayatullah)

Ch 1. Jesuit History, Mission and Identity: Jesuits and the Interreligious Commitments of Vatican II (John Borelli)
Ch 2. Studying and Teaching Islam: Different Experiences (Patrick J. Ryan, S.J)
Ch 3. The Challenge and the Promise of Teaching Islam at a Jesuit University (Umeyye Isra Yazicioglu)
Ch 4. Where we have Been, where we are Going: Some Reflections on the Past, Present, and Future of Jesuit/Muslim Relations (Paul Shore)
Ch 5. Issues of Immediacy and Identity in Scholarship and Pedagogy for Islam in the Academy (Martin Nguyen)
Ch 6. The Future of Muslims in Jesuit Universities (Thomas Michel, S.J)
Ch 7. The Future of Islam at Jesuit Universities (Amir Hussain)

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Graduate Theological Education and the Human Experience of Disability examines graduate schools of theology and their limited familiarity with the study of disability -- and the presence of people with disabilities in particular -- on their campuses. Dubbed a "missing note" by one theologian, this text offers critical research and illuminates new pathways for theologia and practice in the community of faith. Reviews of previous literature, theology, and practices illuminate how people with disabilities have historically been marginalized by the religious community. Theologians, people with disabilities and researchers offer suggestions for incorporating disability studies into theological education and religious life. (From the Publisher)

Table Of Content:
Introduction: A Look Down the Road (Robert C. Anderson)
Access to Professional Education (Harold H. Wilke)
Integrating Welcome into the Seminary Curriculum (Bruce C. Birch)
In Search of the Disabled Human Body in Theological Education: Critical Perspectives on the Construction of Normalcy - An Overview (Robert C. Anderson)
Toward a Theology That Includes the Human Experience of Disability (Deborah Creamer)
Christian Theology and Human Disability: A Literature Review (W. Daniel Blair)
Healing and Hospitality in Jesus' Ministry (Bruce G. Epperly)
Inclusiveness as Hospitality in Worship Settings (Laurence Hull Stookey)
Each Made in God's Image, Each a Unit of God's Grace (Lu Leone with Ginny Thornburgh)
Index

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Are you doing all you can to improve teaching and learning?

Culturally proficient instruction is the result of an inside-out journey of teaching and learning during which you explore your values and behaviors while evaluating the policies and practices of your workplace. The journey deepens your understanding of yourself and your community of practice. In the newest version of their best-selling book, the authors invite you to reflect on how you engage with your students and your colleagues as a community of learners. The third edition features a case study to show cultural proficiency in practice and:

• An updated discussion of standards-based education guidelines
• A conceptual framework for the tools of cultural proficiency
• New language for understanding the microaggressions of dominant cultures
• An integrated guide for use with study groups

Each chapter contains reflective activities and group work conducive to collaborative professional development. Culturally Proficient Instruction is invaluable for anyone dedicated to creating an environment in which all learners can succeed. (From the Publisher)

Table Of Content:
Forewords
Introduction
About the Authors
How to Use This Book

Part I: An Introduction to Cultural Proficiency
ch. 1 What Is Cultural Proficiency?
ch. 2 The Case for Cultural Proficiency
ch. 3 Culturally Proficient Standards

Part II: The Tools of Cultural Proficiency
ch. 4 Guiding Principles
ch. 5 Barriers to Cultural Proficiency
ch. 6 The Cultural Proficiency Continuum

Part III: The Essential Elements
ch. 7 Assessing Your Culture
ch. 8 Valuing Diversity
ch. 9 Managing the Dynamics of Difference
ch. 10 Adapting to Diversity
ch. 11 Institutionalizing Cultural Knowledge
ch. 12 Your Action Plan

References
Index

Additional Info:
Journal Issue.

Table Of Content:
The Seminary Quarter for Women at Grailville: Toward a Feminist Approach to Theological Education (Murphy Davis)
Women Theologizing: Naming and Claiming our Style (Susan Ross Clewell, Anita Herrick, Susan Haverstadt, Susan Vogel, and Susan Thorton)
A Survey of Interests and Agendas of Women in U.S. Church Denominations (Linda J. Hanson)
Women in the Seminary: A Roman Catholic Perspective (Joseph P. Brennan)
Association of Theological Schools Affirmative Action Plan (Arabella Meadows-Rogers)
A Modest Proposal (Fay Hollingshead Ellison)
Men in Conversation About Men (James W. Bergland, Tom F. Driver, Marvin Ellison, Bruce Robbins, Sidney D. Skirvin, and Arabella Meadows-Rogers)
Doctoral Placement Service for Women in Religion

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Gain a greater understanding of the academic, cultural, and social experiences of first-generation college students (FGS). Fascinating, heart-touching, and important, the research and the stories presented here enlighten what FGS often have to overcome to successfully complete their degrees.

With an emphasis on improving FGS' college success, retention, and graduation rates, this volume first covers common obstacles and the trend of FGS continuing on for graduate degrees. Section Two discusses the complex interplay of social, academic, emotional, and financial influences on academic performance. The chapters collectively affirm that the commitment of university resources is critical to college success.

This is the 127th volume of the Jossey-Bass higher education quarterly report New Directions for Teaching and Learning, which offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers. (From the Publisher)

Table Of Content:
Foreword (Janice Wiggins) - A first-generation college student and director of Indiana University-Bloomington's Groups Program, Janice Wiggins introduces the volume by advocating for the need to effectively serve first-generation college students. The Groups Program is one of the nation's foremost higher education programs that holistically assists first-generation and low income college students with adjusting to campus culture.

ch. 1 Introduction: Shall We Gather in the Classroom? (Teresa Heinz Housel, Vickie L. Harvey)

The volume's coeditors discuss the increasing number of first generation college students at higher-education institutions today. However, academic personnel do not always understand why FGS struggle academically, socially, and emotionally on campus; thus, this volume extends the existing FGS-related literature and offers ways to help FGS achieve college success.

Section One: The New Pattern: First-Generation College Students As Graduate Students
ch. 2 When First-Generation Students Go to Graduate School (Brett Lunceford)

FGS often navigate through higher education using a system of trial and error. Reflecting on his errors in applying to graduate schools, Lunceford offers practical step-by-step advice for other FGS who wish to pursue graduate study.

ch. 3 First-Generation Latina Graduate Students: Balancing Professional Identity Development with Traditional Family Roles (Valerie Lester Leyva)

Like many FGS, Leyva was unprepared for the stratified social structure and expectations of campus culture; this lack of preparation is often compounded for ethnic minorities. Leyva uses ethnographic interviews to examine how Latina women in her university's department manage gender and familial roles with college demands.

ch. 4 Learning a New World: Reflections on Being a First-Generation College Student and the Influence of TRIO Programs (LaKresha Graham)

Graham emphasizes the TRIO programs' important role in supporting FGS as they navigate unfamiliar academic culture. The chapter asserts that Upward Bound, Student Educational Support Services, and the McNair Scholars Program are increasingly important as more FGS pursue graduate studies.

Section Two: First-Generation Studies Join The Undergraduate Ranks
ch. 5 Faculty Perceptions of the First-Generation Student Experience and Programs at Tribal Colleges (Jacqueline J. Schmidt, Yemi Akande)

The authors examine barriers to success that Native-American FGS face at tribal colleges, and offer specific recommendations for improved student services based on the authors’ interviews with faculty at five tribal colleges.

ch. 6 Understanding the First-Generation Student Experience in Higher Education Through a Relational Dialectic Perspective (Russell Lowery-Hart, George Pacheco Jr.)

Russell Lowery-Hart and George Pacheco Jr. use interviews and focus groups with FGS to examine the tensions they often experience due to lack of family support, financial worries, poor academic preparation, and other barriers. Because support programs often isolate and further marginalize FGS, Lowery-Hart and Pacheco argue that college personnel must realize that the failure to "fit in" can lead to students’ incapacity for positive relationships with the college and peers.

ch. 7 First-Generation Issues: Learning Outcomes of the Dismissal Testimonial for Academically Dismissed Students in the Arts & Sciences (Jennifer Brost, Kelly Payne)

Studies indicate that FGS drop out of college at higher rates than non-FGS. To extend the existing research, Brost and Payne conducted surveys with FGS who are on academic dismissal to examine what specific issues led the students to fail academically.

ch. 8 A Social Constructionist View of Issues Confronting First-Generation College Students (Stephen Coffman)

Coffman uses interviews with FGS to argue that race and class are two areas in which students experience tension when transitioning into campus culture. When college personnel understand the social influences on FGS' college experiences, they can better assist the students through appropriate support programs.

ch. 9 Critical Compassionate Pedagogy and the Teacher's Role in First-Generation Student Success (Richie Neil Hao)

Hao asserts that critical compassionate pedagogy allows him to better meet the pedagogical needs of FGS. He advocates for this pedagogical perspective, arguing that many instructors do not consider the different pedagogical needs of underserved student populations such as FGS.

ch. 10 Gathering Ourselves and Our Students: Concluding Remarks (Vickie L. Harvey, Teresa Heinz Housel)

In this concluding chapter, Harvey and Heinz Housel reflect on the book’s contribution to the research on FGS, discuss common questions that FGS have about attending college, and assert the need for effective campus support programs.
Index

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Click Here for Book Review
Breakthrough Strategies identifies effective strategies that faculty have used to help New Majority students—those from minority, immigrant, or disadvantaged backgrounds—build the necessary skills to succeed in college. As the proportion of New Majority students rises, there is increased attention to helping them gain access to college. Once enrolled, however, these students often face significant challenges of adjustment, with few resources for support. Specifically, there is little attention to students’ experiences within their college classrooms and their relationships with professors. At the same time, faculty who work with these students have little guidance on how to help them adjust to new expectations and identities as they engage with college-level work.

Sister Kathleen A. Ross, a MacArthur fellow and president emerita of Heritage University, has devoted three decades to helping New Majority students get college degrees. Based on an action-research project undertaken at Heritage University and Yakima Valley Community College in Washington State, the book highlights eleven strategies to encourage student success, including: asking questions in class; navigating the syllabus; and developing an academic identity. Written in a warm, down-to-earth voice, Breakthrough Strategies is infused with the belief that faculty can become a powerful resource for students, and that classroom instruction can be an important vehicle for supporting these students’ development and success. (From the Publisher)

Table Of Content:
Foreword (Michelle Asha Cooper)

ch. 1 The Breakthrough Strategies Project
ch. 2 Welcome to Heritage University
ch. 3 Communication, Culture, and the New Majority

Part One - Strategies For Engagement
ch. 4 Engaging Students Through Effective Feedback
ch. 5 Helping Students Ask Questions
ch. 6 Engaging Students with Analogies

Part Two - Strategies To Promote A Sense of Belonging
ch. 7 Welcoming Students with First-Day Activities
ch. 8 Relating to Students’ Life Situations
ch. 9 Reframing the Classroom as Community

Part Three - Strategies to Engender Confidence
ch. 10 Creating Confidence: A Professor’s Role
ch. 11 Journaling for Confidence and Deeper Thinking
ch. 12 Developing Students’ Own Academic Ideas

Part Four - Strategies To Build A Vision For The Future
ch. 13 Envisioning an Academic Identity: How Professors Can Help
ch. 14 Building Professional Identities to Counter Stereotypes

Notes
Acknowledgements
About the Author
Index

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Making a Real Difference with Diversity provides readers with a step-by-step guide for implementing, evaluating, and sustaining comprehensive diversity work on campus. Drawn from a six-year diversity initiative involving twenty-eight independent California colleges and universities, the monograph offers a set of promising practices and selected quantitative and qualitative findings pertaining to efforts to enhance college access and success for underrepresented students, increase the presence of underrepresented minority faculty, and strengthen overall institutional functioning regarding diversity. (From the Publisher)

Table Of Content:
Introduction

ch. 1 The Journey from "Project-itis" to Coordinated Action
ch. 2 Quantitative Findings
ch. 3 Qualitative Findings
ch. 4 Promising Practices
ch. 5 A Guide to Comprehensive Diversity Work

Conclusion
References
Appendices

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College and university instructors continue to seek models that help students to better understand today's complex social relationships. Feminist, Queer, and Ethnic Studies scholars put forward compelling arguments for more integrative understandings of race, class, gender, and sexuality and for centering the experiences of women, people of color, and others traditionally relegated to the margins. Intersectionality is one such approach.

In nine chapters, the contributors to this volume offer an overview of key tenets of intersectionality and explore applications of this model in faculty and instructional development in higher education. Gathered from across the disciplines, they draw upon a range of approaches to social identity formation, different theoretical models, and a complement of lived experiences. When read together, these chapters offer a systemic approach to change in higher education by addressing innovations at course, department, and institutional levels.

Intersectionality does not advocate for a flattening of differences. Instead, it argues for another layer of critical analyses that acknowledge the powerful interplay of the many aspects of social identity to address the rapidly shifting ways in which we talk about and describe identities in society and the complexity of classroom dynamics in the academy today. By illuminating the interconnected nature of systems of oppression, we shine a light on the potential for disrupting the status quo and create stronger alliances for social justice. (From the Publisher)

Table Of Content:
Editor's Notes

Section One: Intersectionality and the Disciplines
ch. 1 The Promises and Challenges of Teaching from an Intersectional Perspective: Core Components and Applied Strategies (Susan R. Jones, Charmaine L. Wijeyesinghe)
ch. 2 The Trouble with Disciplining Disciplines (C. Shaun Longstreet)

Section Two: Collaborating Teaching
ch. 3 The Writers and the Detectives: Cultural Difference, Identify, and Pedagogical Disciplines in an Integrated Classroom (Jennifer DiGrazia, Elizabeth Stassinos)
ch. 4 Using an Intersectional Approach to Deepen Collaborative Teaching (Susan M. Pliner, Jonathan Iuzzini, Cerri A. Banks)

Section Three: Points of Interface
ch. 5 The Intersectional Potential of Queer Theory: An Example from a General Education Course in English (Deborah Carlin)
ch. 6 Teaching "Trans Issues" An Intersectional and Systems-Based Approach (Michel J. Boucher)
ch. 7 Refugees, Veterans, and Continuing Pedagogies of PTSD in Asian American Studies (Shirley Suet-ling Tang, Peter Nien-chu Kiang)

Section Four: Institutional Change
ch. 8 From Difficult Dialogues to Critical Conversations: Intersectionality in Our Teaching and Professional Lives (AnnJanette Alejano-Steele, Maurice Hamington, Lunden MacDonald, Mark Potter, Shaun Schafer, Arlene Sgoutas, Tara Tull)
ch. 9 Re-Seeing Race in a Post-Obama Age: Asian American Studies, Comparative Ethnic Studies, and Intersectional Pedagogies (Cathy J. Schlund-Vials)

Index

Additional Info:
Disability in Higher Education: A Social Justice Approach examines how disability is conceptualized in higher education and ways in which students, faculty, and staff with disabilities are viewed and served on college campuses. Drawing on multiple theoretical frameworks, research, and experience creating inclusive campuses, this text offers a new framework for understanding disability using a social justice lens. Many institutions focus solely on legal access and accommodation, enabling a system of exclusion and oppression. However, using principles of universal design, social justice, and other inclusive practices, campus environments can be transformed into more inclusive and equitable settings for all constituents.

The authors consider the experiences of students, faculty, and staff with disabilities and offer strategies for addressing ableism within a variety of settings, including classrooms, residence halls, admissions and orientation, student organizations, career development, and counseling. They also expand traditional student affairs understandings of disability issues by including chapters on technology, law, theory, and disability services. Using social justice principles, the discussion spans the entire college experience of individuals with disabilities, and avoids any single-issue focus such as physical accessibility or classroom accommodations. (From the Publisher)

Table Of Content:
List of Tables and Figures

Acknowledgments

Preface

About the Authors

Introduction: A Social Justice Foundation

Part One: Foundational Concepts
Ch 1. A History of Disability in Higher Education
Ch 2. Disability Models
Ch 3. Disability, Law, and Education in the United States
Ch 4. Dimensions of Impairment and Disability

Part Two: Population-Specific Experiences
Ch 5. Disability Identity Development and Multiple Aspects of Identity
Ch 6. Student Populations
Ch 7. Faculty and Staff with Disabilities

Part Three: Environmental Issues
Ch 8. The Campus Environment
Ch 9. The Campus Climate
Ch 10. Universal Design
Ch 11. Assistive and Learning Technology
Ch 12. Classroom Instructional Interventions

Part Four: Serving Students
Ch 13. Disability Resource Offices
Ch 14. Student Affairs
Ch 15. Transitions and Student Affairs

Conclusion: A Social Justice Approach to Disability in Higher Education: Strategies for Inclusion

Index

ABOUT

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This timely and compelling examination of the experience of Asian Americans in higher education explores why and how Asian Americans and Pacific Islanders (AAPIs) are important to our nation's higher education priorities and places the study of AAPI college participation within a broad set of conditions through which all students must navigate as they pursue higher education. Teranishi captures the intersections of individual agency, social conditions, and organizational structures as synergetic forces that result in a range of postsecondary outcomes for subpopulations within the larger body of AAPIs.

Table Of Content:
Series Foreword
Foreword
Acknowledgments
Introduction

What's Wrong With a Positive Stereotype?
Purpose of the Book
Organization of the Book
Data Sources and Methodology

ch. 1 Transcending Conceptual Blockages
AAPIs and America's Equity Agenda
Race in Comparative Research
Destabilizing Conceptual Blockages

ch. 2 Students, Families, and the Pursuit of College
The Demography of the AAPI Population
Perceptions of Opportunities and Challenges

ch. 3 The Community Context
Portraits of AAPI Communities
Segregated or Integrated?
Hmong and The "Outside World"
"For Chinese, It's Subliminal: It's All About College"

ch. 4 Secondary Schools and Postsecondary Opportunities
Race, Class, and School Inequality
Access to Quality Schooling for AAPI Students
Wilson High School, San Francisco
Hoovet High School, Vallejo
Hancock High School, Sacramento

ch. 5 Predictors of College Participation
Trends in AAPI College Enrollment
Beyond a Single Story: AAPI Precollege Postsecondary Preparation
AAPI College Enrollment Disaggregated

ch. 6 AAPI Degree Attainment and Field Representation
Degree Attainment Among AAPIs
"We're Not All Science Majors"
AAPIs in the Education Sector
Strategies to Improve the AAPI Education Pipeline
Conclusion: Beyond a Single Story
Transcending Categories and Boundaries
The Need for More and Better Research
An Essential Missing Link

Appendix A Data Sources and Methodology
Appendix B Data Instruments: Individual and Group Interview Protocol
Appendix C Languages Spoken in Asian Countries

Notes
References
Index
About the Author

Additional Info:
Four primary factors are relevant to social and cultural diversity in the college classroom: students, teachers, course content, and teaching methods. Faculty can use understanding of these factors and their interrelationships to facilitate learning in an increasingly multicultural environment.

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Interview with L. Lee Knefelkamp, a professor of psychology and education at Columbia University. Stresses the diversity of higher education learners, including adult learners. Emphasizes the notion of faculty as co-learners with students. Notes the importance of the work of K. Patricia Cross regarding adult learners.

Additional Info:
One challenge in teaching is designing a learning environment for students who span multiple generations. I’ll focus on this challenge in two blog posts. This first post will look more closely at “non-traditional” or “adult” learners as a demographic group, and suggest ways to support them in our classes. The second post will look at the so-called generational differences between students of different ages. Across both posts, I’ll include cautions for classifying students into neatly defined categories and suggest some strategies for supporting the learning of all students.

Additional Info:
Click Here for Book Review
This book provides a detailed look at the current state of Latino/a theological education in the United States. This includes consideration of the career development and opinions of Latinos/as in seminary education, as well attention to other important modes of Latino/a theological education, like non-degree programs and Hispanic-serving organizations like the HTI and HSP. Another goal of this project was to make recommendations for ways in which schools of theology can do a better job preparing the next generation of Latino/a religious leaders to serve as bridge builders for the future. Thus, we paid special attention to how hospitable theological educational institus are to Hispanics.

This book also offers recommendations on improving Latino/a recruitment, revamping the curriculum and Hispanic ministry education, tending better to the sense of community on campuses, and so much more. (From the Publisher)

Table Of Content:
List of Tables and Figures
Foreword
Preface
Acknowledgments

Part One - Overview
Introduction
ch. 1 Lifting the Veil: A Look Inside Theological Educational Institutions

Part Two - Latino/a Seminary Students
ch. 2 Taking Roll: What Are Latino/a Seminary Students
ch. 3 Hearing the Call: Latinto/a Seminarians Vocational Motivations and Views about the Church’s Role in Society
ch. 4 Finding the Right Fit: How Latino/a Seminarians Choose Their Schools
ch. 5 Bringing Their Gifts: Experience and Education of Latino/a Seminarians
ch. 6 Facing the Gap: How Latino/a Seminarians Evaluate Their Institution’s Quality and Commitment to Diversity
ch. 7 Serving Their Own: What Seminaries Can Do to Help Latinos/as Prepare for Ministry to the Hispanic Community

Part Three - The World of Latino/a Faculty in Theological Education
ch. 8 Latino/a Theological Faculty: A Close Look
ch. 9 Latino/a Theological Faculty: A Cross-Racial Comparison
ch. 10 Faculty Diversity in Theological Education: The Continuous Challenge of Inclusion with Justice

Part Four - Alternative Pathways and Best Practices in Latino/a Theological Education
ch. 11 Making Progress: How One Institution is Successfully Improving Its Approach to Training Latino/a Religious Leaders
ch. 12 Empowering Hispanic Ministry in Greater Grand Rapids: A Case Study
ch. 13 The Alternative Path and Latino/a Concerns: The AETH Study of Bible Institutes
ch. 14 Caring For Their Own: Latino/a Theological Education As Done By HTI/HTIC and HSP

Conclusion - Spanning The Divide
Bibliography
The Authors

Additional Info:
Many early efforts at teaching preaching online incurred disastrous losses in quality. Revamped versions now claim to meet, and in some areas even exceed, classroom learning effectiveness, with potentially significant gains for students from non‐dominant cultures. Students preach in local ethnic and denominational contexts, so a wider range of sermon styles can flourish in indigenous soil. Students hear immediate feedback from their community, and from their online peers and professor. Online discussion formats level the playing field for non‐native speakers. By remaining embedded in their denominational and ethnic environments, student's cultural differences may be simultaneously affirmed and critiqued. This article describes capacities which predict success among preaching students, and how culture may influence the manifestation of these capacities. It details best practices and continuing challenges for professors making the transition to online preaching courses, as they seek to build culturally sustaining learning environments in which diverse students may flourish.

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Additional Info:
Journal Issue.

Table Of Content:
Introduction (Gayraud S. Wilmore)
Collaboration and Challenge: Analysis of the Process (Abstract) (James B. Ashbrook, and Louis Charles Harvey)
Our Reflection on the Lilly Project (Paul Garlington, et al.)
Commentary on the Process (Gayraud S. Wilmore)
The Project and Biblical Studies (Werner E. Lemke)
The Project and Historical Studies (Richard M. Spielmann)
The Project and Theological Studies (Kenneth Cauthen)
The Final Interviews with the Pastors (Thomas H. Troeger)
Concluding Commentary (Gayraud S. Wilmore)
Appendix—Biographical Sketches of the Participants

Additional Info:
Describes different generational groupings of adult learners and different learning preferences. Provides suggestions on effective course design and highlights characteristics of excellent instructors across generational lines.

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Issues of racial and cultural diversity and racism pose particular challenges for effective teaching and learning in diverse theological classrooms. In this essay the author outlines specific strategies to confront racism and engage racially and culturally diverse students. Through the use of a model for understanding multicultural dynamics of teaching and learning, the author helps readers consider four epistemological categories: knowing our students, knowing ourselves as instructors, knowing how we teach, and knowing what we teach.

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The central concern of Diversified Theological Education, which includes Theological Education by Extension, is access. TEE and DTE models have made enormous progress in the urgent task of equipping all God's people for ministry. Ross Kinsler has compiled in this anthology important case studies of the diverse means of contemporary theological education. (From the Publisher)

Table Of Content:
Foreword (Desmond Tutu)
Preface
Diversified Theological Education
ch. 1 Equipping all God's people for God's mission (Ross Kinsler)
Africa
ch. 2 Theological education by extension in Zambia (Kangwa Mabuluki)
ch. 3 TEE College of Southern Africa (Tony Moodie)
ch. 4 TEE among African Instituted Churches (Helena Hooper)

Asia and Australia
ch. 5 The extension programme of the senate of Serampore College, Roger Gaikwad
ch. 6 The Institute for TEE in Nepal (Peter Bisset)
ch. 7 St. Mark's National Theological Centre, Australia (Stephen Pickard)

Latin America
ch. 8 Latin American Biblical University (José Duque)
ch. 9 International faculty of theological education, Argentina, (Norberto Saracco)
ch. 10 Central American Center for Pastoral Studies, Guatemala, (Judith Castañeda, et al)
ch. 11 Latin American doctoral program (Charles Van Engen)

North America and Europe
ch. 12 TEE in First Nations communities (John A. (Ian) MacKenzie)
ch. 13 Master of Arts in Global Leadership, Fuller Theological Seminary (Robert Freeman)
ch. 14 The Open Russian Theological Academy (Michael Huggins)

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Outlines seven traits of Millennials and provides strategies on preparing and delivering effective instruction with these students. Acknowledges difficulties in addressing issues of race/ethnicity and class in generational theory.

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This explosive book examines the current state of civil rights in the U.S. through the unique experiences of Asian Americans. In the tradition of W.E.B. Du Bois, Cornel West, and other public intellectuals who have confronted the "color line" of the twentieth century, journalist, scholar, and activist Frank H. Wu offers a unique perspective on how changing ideas of racial identity will affect race relations in the new century.

Often provocative and always thoughtful, this book addresses some of the most controversial contemporary issues: discrimination, immigration, diversity, globalization, and the mixed race movement, introducing the example of Asian Americans to shed new light on the current debates. Mixing personal anecdotes, social science research, legal cases, history, and original journalistic reporting, Wu tackles Asian American stereotypes like "the model minority" and "the perpetual foreigner," and shows how these seemingly innocuous concepts have harmed individuals and damaged relations between communities. By offering new ways of thinking about race in American society, Wu's work challenges us to make good on our great democratic experiment. (From the Publisher)

Table Of Content:
ch. 1 East Is East, East Is West: Asians as Americans
ch. 2 The Model Minority: Asian American "Success" as a Race Relations Failure
ch. 3 The Perpetual Foreigner: Yellow Peril in the Pacific Century
ch. 4 Neither Black Nor White: Affirmative Action and Asian Americans
ch. 5 True But Wrong: New Arguments Against New Discrimination
ch. 6 The Best "Chink" Food: Dog-Eating and the Dilemma of Diversity
ch. 7 The Changing Face of America: Intermarriage and the Mixed Race Movement
ch. 8 The Power of Coalitions: Why I Teach at Howard

Epilogue: Deep Springs
References
Notes
Acknowledgments
Index
About the Author

Additional Info:
Journal Issue

Table Of Content:
Forward
Race Matters in More than Black and White (Harold J. Recinos)
U.S. Hispanics/Latinos and the Field of Graduate Theological Education (Manuel Jesus Mejido)

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All too often, race discourse in the United States devolves into shouting matches, silence, or violence, all of which are mirrored in today’s classrooms. This book will help individuals develop the skills needed to facilitate difficult dialogues across race in high school and college classrooms, in teacher professional learning communities, and beyond. The authors codify best practices in race dialogue facilitation by drawing on decades of research and examples from their own practices. They share their mistakes and hard-earned lessons to help readers avoid common pitfalls. Through their concrete lesson plans and hands-on material, both experienced and novice facilitators can immediately use this inclusive and wide-ranging curriculum in a variety of classrooms, work spaces, and organizations with diverse participants. (From the Publisher)

Table Of Content:
Foreword (Patricia Gurin)

Acknowledgments

Introduction

Ch 1. Why Is There a Need for Race Dialogues? A Brief Primer on Race and Education in The United States
Ch 2. What Is Intercultural Dialogue?
Ch 3. Setting Up an Inclusive Dialogue Space
Ch 4. Anatomy of Facilitation
Ch 5. The Power of Sharing Stories
Ch 6. Asking Good Questions and Responding to Participant Comments
Ch 7. Co-Facilitation
Ch 8. Encountering Conflict and Preparing for Pushback
Ch 9. Responding to Conflict and Resistance
Ch 10. Managing Resistance Among Different Stakeholders—Our Story: A Case Study
Ch 11. Race Dialogues Curriculum

Afterword

References

Index

About the Authors

Additional Info:
Where adolescents and young adults are looking for a solid, wide-ranging introduction to gender issues, Gmelch's survey may be a useful acquisition. Although its focus is the college campus, cultural anthropologist Gmelch, head of the women's studies program at Union College, takes a straightforward, practical approach that may be helpful in other contexts as well. Gmelch incorporates discussions of race, class, disability, sexual identity, body image, violence, and substance abuse in brief but focused chapters on gender issues; and she includes material on language and gender, opportunities for women in sports, and treatment of women in the media, the workplace in general, and politics. Each chapter closes with bullet-pointed "Did You Know?" and "What You Can Do" lists and annotated comments on videos and organizations; most include one or two apropos cartoons (sources include Nicole Hollander, Garry Trudeau, and the New Yorker). Mary Carroll (From the Publisher)

Table Of Content:
Acknowledgments
Gender Issues on Campus
ch. 1 What Is Feminism?
ch. 2 Sexism in the Genderless Classroom
ch. 3 Language and Gender
ch. 4 Women and Sports
Dealing With Diversity
ch. 5 Sexual Identity and Homophobia
ch. 6 Racism in the Colorblind Academy
ch. 7 Beyond the Coed
ch. 8 Women and Disability
Sexuality and the Body
ch. 9 Eating and Body Image
ch. 10 Women, Drinking, and Drugs
ch. 11 Sexuality and Reproductive Issues
ch. 12 Rape and Sexual Assault
College and Beyond
ch. 13 Women in the Media
ch. 14 Women and Work
ch. 15 Women and Politics
Appendix Safety on Campus
Notes
Index

Additional Info:
Adult educators are increasingly faced with the task of creating and facilitating learning activities for participants from diverse backgrounds. They need to take into account the needs of both male and female learners, learners of different ethnic and racial groups, and learners from different social backgrounds in creating an inclusive adult learning environment. The developing body of literature on multicultural concerns in adult education, on feminist theory and on critical and feminist pedagogies offer some insights in this regard. This publication aims to: (1) synthesise some of the work related to inclusivity and diversity that has already been done in the field of adult education; and (2) examine aspects of the wider literature base on multicultural education and feminist theory and pedagogy that can offer insights specifically for creating inclusive adult learning environments. (From the Publisher)

Table Of Content:
Tables
Foreword
Introduction

Part 1 Planning and implementing an inclusive curriculum
Part 2 Pedagogy: Facilitating inclusivity in the learning environment

Epilogue: Implications for practice, summary and conclusions
ReferencesEnvironments: Insights from

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Short, accessible, review of several recent studies showing that lectures are a pedagogical technique that “favor some people while discriminating against others, including women, minorities and low-income and first-generation college students.” All the more reason for adopting active learning strategies that have proved to be more effective for ALL learners.

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Are cultural centers ethnic enclaves of segregation, or safe havens that provide minority students with social support that promotes persistence and retention?

Though Black cultural centers boast a 40-year history, there is much misinformation about them and the ethnic counterparts to which they gave rise. Moreover, little is known about their historical roots, current status, and future prospects. The literature has largely ignored the various culture center models, and the role that such centers play in the experiences of college students.

This book fills a significant void in the research on ethnic minority cultural centers, offers the historic background to their establishment and development, considers the circumstances that led to their creation, examines the roles they play on campus, explores their impact on retention and campus climate, and provides guidelines for their management in the light of current issues and future directions.

In the first part of this volume, the contributors provide perspectives on culture centers from the point of view of various racial/ethnic identity groups, Latina/o, Asian, American Indian, and African American. Part II offers theoretical perspectives that frame the role of culture centers from the point of view of critical race theory, student development theory, and a social justice framework. Part III focuses specifically on administrative and practice-oriented themes, addressing such issues as the relative merits of full- and part-time staff, of race/ethnic specific as opposed to multicultural centers, relations with the outside community, and integration with academic and student affairs to support the mission of the institution.

For administrators and student affairs educators who are unfamiliar with these facilities, and want to support an increasingly diverse student body, this book situates such centers within the overall strategy of improving campus climate, and makes the case for sustaining them. Where none as yet exist, this book offers a rationale and blueprint for creating such centers. For leaders of culture centers this book constitutes a valuable tool for assessing their viability, improving their performance, and ensuring their future relevance – all considerations of increased importance when budgets and resources are strained. This book also provides a foundation for researchers interested in further investigating the role of these centers in higher education. (From the Publisher)

Table Of Content:
Foreword
Preface: A Call to Action: Historical and Contemporary Reflections on the Relevance of Campus Culture Centers in Higher Education

Part I: Racial/Ethnic Group - Specific Culture
ch. 1 Latina/o Cultural Centers: Providing a Sense of Belonging and Promoting Student Success (Adele Lozano )
ch. 2 Asian American Student Involvement in Asian American Culture Centers (William Liu, Michael Cuyjet, and Sunny Lee )
ch. 3 Island of Sanctuary: The Role of an American Indian Cultural Center (Rosa Cintrón, Heather J. Shotton, and Star Yellowfish)
ch. 4 On Solid Ground: An Examination of Successful Strategies and Positive Student Outcomes Associated with Two Black Culture Centers (Lori Patton)

Part II: Theoretical Perspectives and Culture Centers
ch. 5 Counterspaces in a Hostile Place: A Critical Race Theory Analysis of Campus Culture Centers (Tara Yosso and Corina Benavides Lopez)
ch. 6 Critical Borders: Student Development Theoretical Perspectives Applied to Culture Centers (Mary Howard Hamilton, Kandace Hinton, and Robin Hughes)
ch. 7 Resituating Culture Centers within a Social Justice Framework: Is There Room for Examining Whiteness (Michael Benitez, Jr. )

Part III: Administrative and Practice-Oriented Issues For Culture Centers
ch. 8 Viewing Cultural Practice Through a Lens of Innovation and Intentionality: Strategies for Student Personnel Administrators in Culture Centers (Toby Jenkins)
ch. 9 Campus Culture Center Directors’ Perspectives on Advancement, Current Issues, and Future Directions (E. Michael Sutton and Phyllis McCluskey-Titus )
ch. 10 Promoting Student Engagement: Administrative Considerations for Current and Future Planning of Culture Center Programming and Outreach (Salvador Mena)

Appendix A: Transforming for the 21st Century: Best Practices for Examining and Evaluating Campus Culture Centers and Multicultural Affairs Offices (Lari D. Patton)

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Looks at some of the roles that cultural context plays in developing and using various teaching and learning styles. Re-print of chapter 7 of “Teaching, Testing, and Measuring Intelligence” (University of Wisconsin Press).

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* Reveals continuing barriers to success for women students
* Offers remedies that will benefit all students
What are the realities behind recent press reports suggesting that women students have taken over higher education, both outnumbering males and academically outperforming them? Does women's development during college diverge from the commonly accepted model of cognitive growth? Does pedagogy in higher education take into account their different ways of knowing? Are there still barriers to women's educational achievement?
In answering these questions, this book's overarching message is that the application of research on women's college experiences has enriched teaching and learning for all students. It describes the broad benefits of new pedagogical models, and how feminist education aligns with the new call for civic education for all students.
The book also examines conditions and disciplines that remain barriers for women's educational success, particularly in quantitative and scientific fields. It explores problems that arise at the intersection of race and gender and offers some transformative approaches. It considers the impact of the campus environment—such as the rise of binge drinking, sexual assault, and homophobic behaviors—on women students' progress, and suggests means for improving the peer culture for all students. It concludes with an auto-narrative analysis of teaching women's studies to undergraduates that offers insights into the practicalities and joys of teaching.
At a time when women constitute the majority of students on most campuses, this book offers insights for all teachers, male and female, into how tohelp them to excel; and at the same time how to engage all their students, in all their diversity, through the application of feminist pedagogy. (From the Publisher)

Table Of Content:
Introduction: Women Learners on Campus: What Do We Know and What Have We Done?

ch. 1 Feminist and Civic Education: Bridging Parallel Approaches to Teaching and Learning (Becky Ropers-Huilman, Betsy Palmer)
ch. 2 Learning Partnerships: A Gender-Inclusive Model for Undergraduate Teaching (Baxter Magolda)
ch. 3 Effective Practices in Fostering Developmental Growth In Women Learners: A View from Neurophysiology (Kathleen Taylor, Catherine Marienau)
ch. 4 Women in Technology Careers (Teri Sosa)
ch. 5 Helping Women Improve Statistics Learning Online Through Authentic Learning And Emotional Intelligence (Marilyn K. Simon)
ch. 6 Examining The Baggage: First Steps Toward Transforming Habits of Mind Around Race in Higher Education (Crystal Gafford Muhammad, Adrienne Dixson)
ch. 7 Is Mona Lisa Still Smiling?: Women and the Out-of-Class Experience (Jeanie K. Allen)
ch. 8 Submerged Feminism(s)?: Perceptions of Adult Education Student Experiences With Women's Studies Scholarship (Susan J. Bracken)
Conclusion: Back(lash) To The Future (Jeanie K. Allen, Diane R. Dean, Susan J. Bracken)

Index

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Presenting the human face of internationalization, this discursive text examines the social learning experience of international students against the background of current cultures in Higher Education. (From the Publisher)

Table Of Content:
Series Editors' Preface
Preface
Aims and background to the book
An outline of the research supporting the book
An overview of issues raised in the book

Acknowledgements

Part I The Context
ch. 1 Culture in Higher Education
The culture of internationalization in Higher Education
The discourse of 'marketization' in Higher Education
Culture and international students
Small cultures and communities of practice: Two helpful paradigms?

ch. 2 Research on the International Student Experience: A Cultural Landscape
Research spanning the years: Social relationships and international students in America
Large-scale research on international students: Examples from the UK and New Zealand
International students and approaches to learning
Language, identity and their influence on the context of learning
Summary

Part 2 The Research
ch. 3 Student Voices, Student Lives: International Students in Context
The importance of the methodology
The context for the study: A brief demographic background
Choice of network
The student profiles
Student experience in context
Summary

ch. 4 International Student Networks: A Community of Practice?
Social networks and international students
Social networks and modern technology
Social capital and international students
International students in a community of practice
Summary

ch. 5 International Students and Home Students: Worlds Apart?
The experience of young UK students: The Shipton study
Understanding home students' perception of international students
The friendships of international students
International students' friendships with home students
Relationships with home students: Worlds apart?

ch. 6 Preparing for Life in a Global Community?
Caveat: A complex picture
Language, identity and change
Development of a global community
Citizens of the international community?

ch. 7 Concluding Comments to the Research
The themes of the research
Summary

Part 3 Discussion
ch. 8 Paths towards an International Experience for All: the Criticality of Discourse, Context and Internationalization at Home
The influence of discourse
Ways of thinking about teaching and learning practices in an international context
The importance of context
Internationalization at home
Final comments

Postscript
Appendix 1 More Details of the Research study
Appendix 2 A Reflective Account of the Researcher
References
Index

Additional Info:
This article builds upon the theological insights of feminist and womanist theologians with respect to the sin of self-hate, and explores the ways in which gay male cyberculture inhibits the spiritual development of gay Asian men. 

Additional Info:
Click Here for Book Review
Abstract: Theological education, like theology itself, is becoming a truly a global enterprise. As such, theological education has to form, teach, and train leaders of faith communities prepared to lead in a transnational world. The teaching of theology with a global awareness has to wrestle with the nature and scope of the theological curriculum, teaching methods, and the context of learning. Teaching Global Theologies directly addresses both method and content by identifying local resources, successful pedagogies of inclusion, and best practices for teaching theology in a global context. The contributors to Teaching Global Theologies are Catholic, mainline Protestant, and evangelical scholars from different racial and ethnic backgrounds, each with sustained connections with other parts of the world. Teaching Global Theologies capitalizes on this diversity to uncover neglected sources for a global theology even as it does so in constructive conversation with the long tradition of Christian thought. Bringing missing voices and neglected theological sources into conversation with the historical tradition enriches that tradition even as it uncovers questions of power, race, ethnicity, class, gender, and sexuality. Teachers are offered successful pedagogies for bringing these questions into the classroom and best practices to promote students’ global consciousness, shape them as ecclesial leaders, and form them as global citizens. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

Part I - Global Theology and Why It Matters
ch. 1 Teaching Theology from a Global Perspective (Kwok Pui-lan)
ch. 2 Listening for Fresh Voices in the History of the Church (William A. Dyrness)
ch. 3 Teaching Global Theology in a Comparative Mode (Veli-Matti Kärkkäinen)

Part II - Identity, Power, and Pedagogy
ch. 4 The Good of Education: Accessibility, Economy, Class, and Power (Cecilia González-Andrieu)
ch. 5 Identity Cross-Dressing while Teaching in a Global Context (Miguel A. Del La Torre)
ch. 6 Teaching Global Theology with Local Resources: A Chinese Theologian’s Strategies (Lai Pan-chiu)
ch. 7 Pedagogy for Being Human in Global Comparison (Dwight N. Hopkins)

Part III - Praxis and Responsibility
ch. 8 Teaching to Transform: Theological Education, Global Consciousness, and the Making of Global Citizens (Teresia Hinga)
ch. 9 Hablando Se Entiende la Gente: Tower of Babble or Gift of Tongues? (Loida I. Martell-Otero)
ch. 10 The Geopolitical and the Glocal: Situating Global Theological Voices in Theological Education (Eleazar S. Fernandez)

Notes
List of Contributors
Index

Additional Info:
When I ask myself-Does gender matter in college teaching and learning?-I come up with two mutually contradictory answers. One is, I don't know. The other is yes. Because it's hard to frame an argument around two contradictory propositions, I shall tell you a story instead of presenting an argument. In stories, conflicts and contradictions are allowable and even desirable. The story I'd like to tell is about the ways in which my thinking about gender and teaching and learning has evolved over the years.

Additional Info:
From the “Forward” by Stephen D. Brookfield, Distinguished University Professor, University of St. Thomas, Minneapolis St. Paul, Minnesota

“These days it is fashionable to lament the passing of adult education’s transgressive spirit. The historical myth that exercises considerable influence on the field is that adult education used to be a radical expression of the democratic spirit, but it has been tamed, moved to the dark side, become the lapdog of workplace learning, sold its soul to the devil of professionalism in a misguided attempt to be taken seriously by more powerful branches of education. This myth is just that – a myth. I have never believed it. The radical, transgressive spirit of adult education has endured and constantly reconfigured itself, doing its best to escape and outwit those who would contain and neutralize its energy and surfacing in ways that constantly take adult e ducators by surprise. The colleagues I work with in adult and higher education and the learners I serve and study with are neither tamed nor ideologically hoodwinked. This volume of spirited commitment — defiantly hopeful, seriously playful, and placing matt ers of desire and resistance at its center — is an apt representation of the enduring radical spirit of the best of adult education.”

Table Of Content:
Foreword
Preface
Acknowledgments
Introduction

Section I. General Queer Discourse
ch. 1 Positioning Queer in Adult Education: Intervening in Politics and Praxis in North America
ch. 2 Que(e)rying Intimacy: Challenges to Lifelong Learning
ch. 3 Art as Anti-Oppression Adult Eduction: Creating a Pedagogy of Presence and Place

Section II. Higher Education
ch. 4 Lesbian, Gay, Bisexual, Transgender Campus Climate Assessments: Current Trends and Future Considerations
ch. 5 LGBTQ Allies on Campus: Do They Have a Role?
ch. 6 Where is Our Citizenship in Academia? Experiences of Gay Men of Color in Higher Education
ch. 7 Successfully Queering the Business Curriculum: A Proposal Agenda for Process as well as Content

Section III. Adult Learning
ch. 8 Crossroads for Creating My Space in the Workforce: Transformative Learning Helps Understand LGBTQ Sexual Identity Development among Adults
ch. 9 LGBTQ Lessons from Midlife: An Unpicked Harvest
ch. 10 Sobears: Gay Bears, Sobriety, and Community
ch. 11 Transsexuality: Challenging the Institutionalized Sex/Gender Binary

Section IV. Community
ch. 12 When the Down-Low Becomes the New High: Integrating Queer Politics and Pedagogies through Critical Community Education in Kosovo
ch. 13 Positive Prevention for Gay Men: Dismounting Missionary Positions
ch. 14 Just City Life: Creating a Safe Space for the GLBTQ Community in Urban Adult Education
ch. 15 No End to History: Demanding Civil Quarter for Sexual Minorities in Heteronormative Space

About the Editors
About the Contributors

Additional Info:
Features 20 articles from faculty teaching at a wide range of institutions throughout the United States and Canada, tackling some of the trickiest challenges in creating an inclusive and respectful learning environment for a community of learners that is growing increasingly diverse.

Table Of Content:
Ch 1. Managing Hot Moments in the Classroom: Concrete Strategies for Cooling Down Tension
Ch 2. Seven Bricks to Lay the Foundation for Productive Difficult Dialogues
Ch 3. Activities for Building Cultural Competencies in Our Students and Ourselves
Ch 4. Overcoming Racial Tension: Using Student Voices to Create Safe Spaces in the Classroom
Ch 5. Managing Microaggressions in the College Classroom
Ch 6. Classroom Tools to Defuse Student Resistance
Ch 7. #CharlestonStrong: Continuing the Diversity Conversation and Healing Process
Ch 8. Microaggressions and Microresistance: Supporting and Empowering Students
Ch 9 . Teaching and Learning ‘Respect’ and ‘Acceptance’ in the Classroom
Ch 10. Using Punk Rock to Invite Dialogues on Diversity and Inclusion
Ch 11. Creating an Inclusive and Respectful Classroom Environment
Ch 12. Inclusive Assessment: Equal or Equitable?
Ch 13. Creating a Culture of Inclusion in the Online Classroom
Ch 14. Three Ways to Create a Safe and Supportive Learning Environment
Ch 15. Set-Create-Reflect: An Approach for Culturally Responsive Teaching
Ch 16. Introducing Computer Science Majors to (the Lack of) Diversity and Inclusivity
Ch 17. Diversity is a Foundational Value, Not an Added Value
Ch 18. Building a Collegial Classroom Across Cultures
Ch 19. Facilitating Spiritual Competence through Culturally Responsive Teaching
Ch 20. Establishing a Classroom Culture of Diversity and Inclusivity: One Instructor’s Viewpoint

Additional Info:
An entire special issue of “Teaching Theology and Religion” on the topic of addressing sexuality in the classroom (in both undergraduate and theological education contexts).  

Table Of Content:
Ch 1. Embodied Learning: Teaching Sexuality and Religion to a Changing Student Body (Kate Ott, Darryl W. Stephens)
Ch 2. Inviting Perspective Transformation: Sexual History Awareness for Professional Formation (Kate Ott)
Ch 3. Case Method Strategies for Teaching Sexual Ethics to Relativists and Skeptics (Edward Vacek)
Ch 4. Trigger Warnings, Covenants of Presence and More: Cultivating Safe Space for Theological Discussions about Sexual Trauma (Stephanie M. Crumpton)
Ch 5. Sexual and Religious Autobiography (Kent L. Brintnall)
Ch 6. Safely Discussing What Cannot Be Said Out Loud (Patricia Beattle Jung)
Ch 7. Beginning with Social Context: Human Sexuality and the Bible (Melanie Johnson-DeBaufre)
Ch 8. Actively Listening to Testimonies about Rape Culture and Religion (Traci C. West)
Ch 9. Getting a Sense of the Room When Discussing Sexuality (Darryl W. Stephens)
Ch 10. Teaching about Sexuality and Veiling in Islam (Amy Defibaugh, Brett Krutzsch)
Ch 11. Civic Learning and Teaching as a Resource for Sexual Justice: An Undergraduate Religious Studies Course Module (Elisabeth T. Vasko)
Ch 12. A Response to Elisabeth T. Vasko: The Risk and Reward of Teaching About Sexual Assault for the Theologian on a Catholic Campus (Donna Freitas)
Ch 13. Teaching Sexuality and Christianity for Perspective Transformation: Suggested Resources and Strategies (Katia Moles)
Ch 14. Teaching about Teaching Sexuality and Religion (Daryl W. Stephens)

Additional Info:
Like its preceding editions, this fourth edition of Race, Class, and Gender in the United States: An Integrated Study undertakes a study of race, gender, and sexuality within the context of class. With 28 new readings and 5 revised readings, this edition also contains an entirely new section entitled "'Us' and 'Them': Becoming an American." This section examines the ways in which the concept of "citizen" has been constructed in the United States over time and studies the role that issues of race, class, and gender have played in determining who is included inand excluded from - this category. (From the Publisher)

Table Of Content:
Introduction

Pt. I The Social Construction of Difference: Race, Class, Gender, and Sexuality
Pt. II "Us" and "Them": Becoming an American
Pt. III Understanding Racism, Sexism, and Class Privilege
Pt. IV The Economics of Race, Class, and Gender in the United States
Pt. V Many Voices, Many Lives: Some Consequences of Racial, Gender, and Class Inequality
Pt. VI How it Happened: Race and Gender Issues in U.S. Law
Pt. VII Creating and Maintaining Hierarchies: Stereotypes, Ideology, Language, Violence, and Social Control
Pt. VIII Revisioning the Future

Index

Additional Info:

Additional Info:
None of the Above asserts that a growing divide between religious and nonreligious populations could engender a greater distance in moral and political values and behaviors. At once provocative and insightful, this book tackles questions of coexistence, religious tolerance, and spirituality, as American and Canadian society accelerate toward a more secular future. (From the Publisher)

Table Of Content:
Front matter
Contents
Introduction: Nonreligious Identity in the US and Canada
1. I’m Done . . . and I’m Not Going Back!
2. Nones of All Shapes and Sizes
3. We Are Just as Moral . . . If Not More!
4. I Want Everybody to Have the Same Chance to Find Happiness
5. It’s Too Bad Your Parents Aren’t Christian . . .
Conclusion: Darlene, Patrick, Corrine, and Sandra
Acknowledgments
Appendix A: Interview Guide Used in Semistructured Interviews with Religious Nones
Appendix B: Further Statistical Results from Chapter 2
Appendix C: Further Statistical Results from Chapter 3
Appendix D: Further Statistical Results from Chapter 4
Notes
Bibliography
Index
About the Authors

Additional Info:
Ten years ago, Mary Belenky, Blythe Clinchy, Nancy Goldberger, and Jill Tarule wrote Women's Ways of Knowing, a book The New York Times Book Review called "a framework for future research on women, knowledge, and identity." In the decade that followed, their theory of women's psychology, development, and ways of knowing has been applied in several fields, from the social sciences to the humanities, women's studies, education, psychology, and law. But even as it was embraced by readers, Women's Ways of Knowing also became the center of a fierce debate within academic circles. Now, in 14 illuminating new essays, the original authors and invited contributors explore how the theory introduced in Women's Ways of Knowing has developed and shifted over the years and how it has been received, applied, used, and abused. The authors, and others, respond to critics of the original theory. The essays also expand the original argument beyond gender and knowing to address the complicating factors of race, class, and culture. (From the Publisher)

Table Of Content:
Preface: The Beginning of the Story: Collaboration and Separation
Introduction: Looking Backward, Looking Forward

ch. 1 Reconfiguring Teaching and Knowing in the College Classroom (Ann Stanton)
ch. 2 Women's Ways of "Knowing" Law: Feminist Legal Epistemology, Pedagogy, and Jurisprudence (Carrie Menkel-Meadow)
ch. 3 Embodying Knowledge, Knowing Desire: Authority and Split Subjectivities in Girls' Epistemological Development (Elizabeth Debold, Deborah Tolman, and Lyn Mikel Brown)
ch. 4 Connected Knowing in Constructive Psychotherapy (Michael J. Mahoney)
ch. 5 Women's Ways of Knowing in Women's Studies, Feminist Pedagogies, and Feminist Theory (A. Maher with Mary Kay Tetreault)
ch. 6 Unknown Women and Unknowing Research: Consequences of Color and Class in Feminist Psychology (Vanessa M. Bing and Paela Trotman Reid)
ch. 7 Connected and Separate Knowing: Toward a Marriage of Two Minds (Blythe McVicker Clinchy)
ch. 8 Reason's "Femininity": A Case for Connected Knowing (Sara Ruddick)
ch. 9 Voices in Dialogue: Collaborative Ways of Knowing (Jill Mattuck Tarule)
ch. 10 Speech Is Silver, Silence Is Gold: The Asymmetrical Intersubjectivity of Communicative Action (Patrocinio P. Schweickart)
ch. 11 Cultural Imperatives and Diversity in Ways of Knowing (Nancy Rule Goldberger)
ch. 12 Strategic Suspensions: Feminists of Color Theorize the Production of Knowledge (Ada Hurtado)
ch. 13 Public Homeplaces: Nurturing the Development of People, Families, and Communities (Mary Field Belenky)
ch. 14 Gendered Ways of Knowing and the "Epistemological Crisis" of the West (Sandra Harding)

Contributors
Index

Additional Info:
This volume is the continuation of a two-part series that focuses on salient topics and issues affecting Black males as they engage in adult education and learning. Considering the historical and current effects on the way these men participate in adult education, this volume broadens the conversations around adult Black males’ educational experiences by utilizing academic research as well as program descriptions and personal narratives with a concern for the “lived experiences.” More specifically, the authors explore:

- the agency of Black men in carving out pathways to success
- the programs that support these endeavors, and
- the role of civil society in facilitating or inhibiting their progress.

Topics covered include the digital divide, sports, professional career development, sexuality, role of religion, college as a choice, and the Black Lives Matter initiative. Practitioners will be encouraged to reflect on their own practices as they work toward engagement of Black males in learning communities.

This is the 150th volume of the Jossey Bass series New Directions for Adult and Continuing Education. Noted for its depth of coverage, it explores issues of common interest to instructors, administrators, counselors, and policymakers in a broad range of education settings, such as colleges and universities, extension programs, businesses, libraries, and museums. (From the Publisher)

Table Of Content:
Editors’ Notes (Brendaly Drayton, Dionne Rosser-Mims, Joni Schwartz and Talmadge C. Guy)

ch. 1 The Intersection of Black Lives Matter and Adult Education: One Community College Initiative (Brian Millerand Joni Schwartz)
This chapter Brian Miller, Joni Schwartz explores the Black Lives Matter movement and the role of adult education by highlighting the response of one community college initiative. It is a call to action for adult educators to critically engage with this social justice movement through pedagogy, community engagement, and scholarly activism.

ch. 2 Black Men and the Digital Divide (Simone C. O. Conceição and Larry G. Martin)
This chapter provides an overview of the ongoing technological, economic, and social changes brought about by digital technology in the context of Black men’s lives. It also reviews how adult educators can support Black men in reaching their goals for success and navigation of the digital divide.

ch. 3 Self-Directed Learning and Not Choosing College: A Counterstory (Richard Osborne and Joni Schwartz)
This chapter explores the possibilities of alternatives to college and technical schools through a dialogic approach that explores entrepreneurship, self-directed learning, and lifelong learning. This counternarrative addresses the inhibitive costs of higher education and includes advice and suggestions for Black males weighing the important decisions of the when, where, and why of college.

ch. 4 Black Males in Black Churches (Traci L. Hodges, Michael L. Rowland and E. Paulette Isaac Savage)
The African American church has historically been the primary institution in the Black community to offer not only religious, but educational, and other social services to the Black community. This chapter provides an overview of the role of Black churches as adult education agencies that address the needs of Black males and promote religious and civic leadership.

ch. 5 Adult Education and Spirituality: A “Liberatory Space” for Black Gay Men (Lawrence Bryant, Lorenzo Bowman and E. Paulette Isaac Savage)
This chapter examines the lived experiences of Black gay men in the development of their spirituality as they grow older. Autoethnographic data are used to examine alternate meaning-making strategies that support the intersection of Black gay men and spirituality.

ch. 6 Academic and Career Advancement for Black Male Athletes at NCAA Division I Institutions (Ashley R. Baker, Billy J. Hawkins)
Sport has been a viable means of upward social mobility for many Black males who were born into lower socioeconomic circumstances. This chapter seeks to address the structural arrangements and challenges many Black male student-athletes encounter resulting from their use of sport for upward social mobility. It calls for the holistic development of Black male student-athletes through mentorship for academic advancement and career preparation beyond sports.

ch. 7 The Brotherhood in Corporate America (Tonya Harris Cornileus)
This chapter draws attention to the intersection of race and gender identities and their impact on the career development of Black men. Through the voices and lived experiences of 14 Black professional men, the chapter challenges the overarching assumption of male privilege in corporate America by identifying systemic obstacles as well as discussing facilitative strategies to address them.

ch. 8 Swimming into the Open (Brendaly Drayton, Dionne Rosser-Mims, Joni Schwartz and Talmadge C. Guy)
This concluding chapter makes the case for why Black men’s voices matter in adult education theory and practice.

Index

Additional Info:
Have three decades of integration and multicultural initiatives in higher education delivered a better education to all students? Are majority and minority students reaping similar benefits, specifically in predominantly white colleges? Do we know what a multicultural campus should look like, and how to design one that is welcoming to all students and promotes a learning environment?

Through a unique qualitative study involving seven colleges and universities considered national models of commitment to diversity, this book presents the views and voices of minority students on what has been achieved and what remains to be done.

The direct quotations that form the core of this book give voice to Black, Hispanic, Asian, Native American and bi-racial students. They offer in their own words their perceptions of their campus cultures and practices, the tensions they encounter and what works for them.

Rather than elaborating or recommending specific models or solutions, this book aims to provide insights that will enable the reader better to understand and articulate the issues that need to be addressed to achieve a well-adapted multicultural campus.

Presidents, academic affairs professionals, student affairs personnel and faculty concerned with equity and diversity will find this book helpful and enlightening. (From the Publisher)

Table Of Content:
Preface
About the Authors
Introduction

ch. 1 Defining Multiculturalism
ch. 2 Institutional Characteristics and Profiles
ch. 3 Research Methods and Procedures for Inquiry
ch. 4 Reality of Campus Culture
ch. 5 The Lack of Multiculturalism and How It Affects Students
ch. 6 Coping: Involvement, Identity, and Educational Outcomes
ch. 7 Discussions, Conclusions, and Suggestions

App. A General Assurances
App. B Consent Form
App. C Demographic Form
App. D Facilitator Form
App. E Interview Protocol
App. F Content Areas

References
Index

Additional Info:

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Click Here for Book Review
Abstract: Collaborative teaching and learning has been a focus of research recently, yet it can sometimes be a challenge for multicultural students in an educational setting. This second volume of a two-volume edition helps lecturers, educators, and teachers create collaborative teaching and learning experiences with multicultural adult learners in higher education.

The authors of this volume provide:

- outlines of some of the positive relationships that can be developed among students and educators when the process of gaining knowledge is seen as a co-constructed process,
- approaches to relational intelligence and collaborative learning,
- research from neuropsychology and practical applications to teaching, and
- characterizations of emotional intelligence and sociocognitive skills needed in collaborative learning environments.

Though focused on Asian students and their experiences, this volume includes information for all students and educators who are engaged in the collaborative search for knowledge.

This is the 143rd volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers. (From the Publisher)

Table Of Content:
Prologue (Gertina J. van Schalkwyk, Rik Carl D’Amato)

ch. 1 Knowledge Construction: A Paradigm Shift (Hugh Gash)
This chapter explores the move toward a constructivist paradigm and collaborative knowledge construction in the broader institutional context of education.

ch. 2 Relational Intelligence and Collaborative Learning (Sheila McNamee, Murilo Moscheta)
This chapter explores the ways in which a relational understanding of the educational process might inform and transform university teaching.

ch. 3 Using a Brain-Based Approach to Collaborative Teaching and Learning with Asians (Rik Carl D’Amato, Yuan Yuan Wang)
This chapter advocates for a more contemporary ecological neuropsychology approach, where brain-learner-environmental interactions are the focus of study, assessment, and evidence-based intervention.

ch. 4 Emotional Intelligence and Sociocognitive Skills in Collaborative Teaching and Learning (Helen Y. Sung)
This chapter explores emotional intelligence as the glue that binds people together regardless of cultural differences.

ch. 5 Reading and Writing for Critical Reflective Thinking (Mary M. Chittooran)
This chapter examines the use of reading and writing activities to promote critical reflection among Asian students in higher education settings.

Index

Additional Info:
A web page developed by University of Michigan’s Center for Research on Learning and Teaching. The guidelines and suggestions are designed to help instructors facilitate classroom discussion around incidents targeting members of the University community based on their identities or beliefs and other behaviors that expresses hostility, derision or violence.  In the wake of such incidents on campus or in the wider community, instructors may want to plan discussions or be ready to handle unexpected questions. 

Additional Info:
Two-page chart on the UC Santa Cruz student affairs website providing brief examples of different kinds of classroom microaggressiosn with specific, concrete, suggestions on how to respond.

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Links to articles and other resources on social justice issues in higher education as well as the wider culture. Maintained by Western Washington University

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Links to articles and other resources on topics such as: approaches to inclusive & multicultural teaching, challenging assumptions about students and self, and cultural awareness. Maintained by Western Washington University

Additional Info:
In instructional design for higher education, it is important to the success of all students to take into account the differences in individual learning styles. Research indicates that different student populations have characteristically different approaches to learning and that teachers can use patterns of effective practice to foster success across cognitive styles. (Author/MSE)

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Unauthorized Methods makes accessible some of the best theoretical innovations in critical pedagogy of the last decade. The contributors consider how an integration of popular culture and cultural studies into the lesson plan can enrich and reinvigorate the learning experience. These essays, ranging widely in topic and educational level, are grounded in theory but intended for practical application. By focusing on classroom methods, the contributors provide educators with techniques, strategies, and examples designed to transform the classroom into a truly multicultural and democratic space. Unauthorized Methods will be an indispensable resource for teachers, students, and policy makers. (From the Publisher)

Table Of Content:
Series Editor's Foreword

ch. 1 Lesson Plans from the Outer Limits: Unauthorized Methods (Joe L. Kincheloe and Shirley R. Steinberg)
ch. 2 Towards an Alternative Pedagogy (Ivor F. Goodson)
ch. 3 Nurturing the Imagination of Resistance: Young Adults as Creators of Knowledge (Kathleen S. Berry)
ch. 4 Gorillas ... Oops: Guerrillas in our Midst - (RE)dux: Kitchen Knowledge (Karen Anijar, Joshuea Anijar, Ronald Gonzales, and Lana Krievis)
ch. 5 The Critical Transformation of a Special Education Classroom: A Beginning Teacher Puts Theory into Practice (Nina Zaragoza and Marge Scardina)
ch. 6 A Textbook for Everyone: Balancing Canons and Culture in English Textbooks (Timothy A. Dohrer)
ch. 7 Deep Viewing: A Critical Look at Visual Texts (Ann Watts Pailliotet)
ch. 8 Still Crazy After All of These Years: Teaching Critical Media Literacy (Ladi Semali)
ch. 9 Bilingual Education in America: In Search of Equity and Social Justice (Lourdes Diaz Soto)
ch. 10 Innovative Pedagogy in Art Education (Dennis E. Fehr)
ch. 11 Teacher Says, Simon Says: Dualism in Science Learning (David B. Pushkin)
ch. 12 Teaching/Learning Mathematics in School (Peter M. Appelbaum)
ch. 13 Surfing and Getting Wired in a Fifth Grade Classroom: Critical Pedagogical Methods and Techno-Culture (John A. Weaver and Karen Grindall)
ch. 14 Teachers and Administrators: A Vision of Prophetic Practice (Patrick Slattery and Rebecca McElfresh Spehler)

Notes on Editors and Contributors
Index

Additional Info:
The article explores the distinctiveness of Hispanic or Latino/a persons and implications for teaching practice in theological education. It reports on findings from a workshop for non-Hispanic faculty that was conducted at the Hispanic Summer Program in 1901. The content is broadly defined, and the context and persons of theological education are considered in addressing the particular learning characteristics that can typify Hispanic persons. The work draws upon the pioneering work of Dr. Eldin Villafañe (The Liberating Spirit) who identifies cultural distinctiveness among Hispanic persons in the United States. Suggestions related to each of those characteristics are proposed for teaching practice with the expectation that transformation in practice can foster greater inclusion of Hispanic persons in theological education.

Additional Info:

Additional Info:
International seminarians seeking an education at academic institutions located in the United States often face a host of learning challenges. Seminary faculty that teach in these institutions are often confronted with a need to adjust their teaching methods to facilitate learning by international students. This essay outlines specific strategies to facilitate academic success of international seminarians by offering specific teaching methods for faculty and learning strategies for international students. Topics include training faculty in how to respond to diverse learning styles, expanding learning environments beyond the classroom, methods for enhancing student participation, and development of assignments. Strategies for student success include developing skills in how to improve note taking, critical reading, and writing.

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Additional Info:
What it is like to be a collegian involved in a Christian organization on a public college campus? What roles do Christian organizations play in the lives of college students enrolled in a public college? What are evangelical student organizations’ political agendas, and how do they mobilize members to advance these agendas? What is the optimal equilibrium between the secular and the sacred within public higher education? What constitutes safe space for evangelical students, and who should provide this space?

This book presents a two-year ethnographic study of a collegiate evangelical student organization on a public university, authored by two “non-evangelicals.” The authors provide a glimpse into the lives of college students who join evangelical student organizations and who subscribe to an evangelical way of life during their college years. They offer empirically derived insights as to how students’ participation in a homogeneous evangelical student organization enhances their satisfaction of their collegiate experience and helps them develop important life lessons and skills. Ironically, while Christian students represent the religious majority on the campus under study, Christian organizations on this campus mobilize members by capitalizing on members’ shared sense of marginalization, and position themselves as cultural outsiders. This evangelical student organization serves as a safe space for students to express their faith within the larger secular university setting.

The narratives and interpretations aim not only to enrich understanding of a particular student organization but more importantly to spark intellectual discourse about the valueof faith-based organizations within public higher education. The role of religion in public higher education, student involvement in the co-curriculum, and peer education are three examples of critical issues in higher education for which this idiosyncratic case study offers broad understanding.

It’s All About Jesus! targets multiple audiences – both sacred and secular. For readers unfamiliar with evangelical collegiate organizations and the students they serve, the authors hope the narratives make the unfamiliar familiar and the dubious obvious. For evangelicals, the authors hope that the thickly described narratives not only make the familiar, familiar and the obvious, obvious, but also uncover the tacit meaning embedded in these familiar, but seldom examined subculture rituals.

The authors hope this book spurs discussion on topics such as campus power and politics, how organizations interact with the secular world around them, and how members can improve their organizations. Additionally, this text urges secular readers in student affairs to consider the many benefits, as well as liabilities, of “parachurches” as co-curricular learning sites on campus.

Lastly, given that the authors lay bare their methodology, their use of theory, and the tensions between their perspectives and those of the participants, this book will serve as a compelling case study for courses on qualitative research within religion studies, anthropology, sociology, and cultural studies fields. (From the Publisher)

Table Of Content:
Acknowledgments
Foreword

ch. 1 Jesus and Higher Education Rituals of Faith
ch. 2 Research Processes Rituals of Inquiry
ch. 3 Researchers' Tales Rituals of Disclosure
ch. 4 Evolving Christians Precollege Evangelical Rituals
ch. 5 God's Squad Rituals of Recruitment
ch. 6 Praise Jesus Rituals of Difference
ch. 7 Getting To Really Know Jesus Teaching and Learning Rituals
ch. 8 Bridging the Gap between Evangelicals and Nonbelievers Outreach Rituals
ch. 9 Leading by Following Jesus Servant Leadership Rituals
ch. 10 From College Seniors to Real-World Evangelicals Transition Rituals
ch. 11 The Chosen Rituals of Vocation
ch. 12 SSC Revelations and Reconciliations Rituals of Understanding
ch. 13 Capstone Principles Exit Rituals
ch. 14 It's all about Jesus The Last Word

Notes
References
Index

Additional Info:
The degree to which your post-secondary school understands and supports students from poverty makes all the difference in meeting your recruitment, retention, and graduation goals. Understanding your students starts with better information about their personal experience of poverty, and about the skills and strengths they bring with them to college. Supporting your students involves creating opportunities to access a variety of resources, remedial education relevant to their lives, and fully engaged relationships inside of school and out.

You'll learn to:
Recognize the impact of economic class on student preparedness and educational success

Build on students' existing resources, experiences, and abilities

Encourage student success through curriculum design and programming

Partner with communities and businesses to support academic progress

Help students look beyond the classroom through service learning and civic engagement (From the Publisher)

Table Of Content:
Foreword

Section I - What Is Poverty?
ch. 1 Colleges, Resources, and Economic Class
ch. 2 What Are the Causes of Poverty?
ch. 3 Internal Resources
ch. 4 External Resources

Section II - The Why and the How of Addressing Low Resources
ch. 5 In Action—the Why and the How of Learning Strategies
ch. 6 In Action—the Why and the How of Instructional Design

Section III - How to Shift to the Additive Model
ch. 7 Paradigm Shifts in Higher Education
ch. 8 In Action—Facilitating the Getting Ahead, College Edition Curriculum

Section IV - How to Shift Institutions and Communities
ch. 9 Building Synergy Among Stakeholders
ch. 10 Resources and the College Campus
ch. 11 Developing Human and Social Capital on the Campus and in the Community
ch. 12 Beyond the Classroom—Fostering Student Engagement with Sociopolitical and Economic Structures
ch. 13 Developing Community Partnerships

Appendices
References
Index

Additional Info:
Outbursts in Academe advances a new theoretical notion in the composition classroom: the concept of "outburst" as a single, researchable moment in the lives of teachers and students. (From the Publisher)

Table Of Content:
Introduction: Outbursts: The Theory and a Guide to Reading (K. Dixon & W. Archibald)

ch. 1 Immodest Proposals Cyborg Bodies: Race, Class, Gender, and Communications Technology (C. Winkelmann)
ch. 2 Macho in the Killing Zone or How to Survive Multicultural Reality (B. Davis)
ch. 3 Responses: Whose Icon? (J. Degan)
ch. 4 Beyond Stereotypes: Las Latinas Caught Between Linguas y Culturas (A. Perez)
ch. 5 Inter-view One: Reading Conflict in English Studies (K. Dixon)
ch. 6 Classroom Conflicts
ch. 7 Revisiting White Feminist Authority or Gang Life in the University Classroom (K. Dixon)
ch. 8 Essays That Never Were: Deaf Identity and Resistance in the Mainstream Classroom (J. Anderson)
ch. 9 A Captivity Narrative: Indians, Mixedbloods, and the "White" Academy (S. Lyons)
ch. 10 Responses: "Mixedblood" Rhetorics and the Concept of "Outbursts"(P. Bizzell)
ch. 11 Beyond Liberal and Cultural Approaches to Social Justice (E. Flynn)
ch. 12 Formations of "Multicultural" Selves and Institutions
ch. 13 Inter-view Two: Lost Outbursts (K. Dixon)
ch. 14 Super-Mammy or Super-Sellout? Young, Black, and Female in the Academy (D. Paul)
ch. 15 "Lost and Melted in the Pot": Multicultural Literacy in Predominantly White Classrooms (D. Starke-Meyerring)
ch. 16 Response: Dangerous Critique: Academic Freedom and Institutional Constraint (S. Dilks)

Additional Info:
From the Publisher
Learning styles are linked to preferences in the ways people perceive and process experience. Bernice McCarthy's unique 4MAT cycle is a brain-based teaching method that emphasizes diverse learning styles, honors learner individuality, teaches concepts as well as facts, and improves student thinking and performance on traditional as well as high-stakes assessments.
With 25+ years of field testing and field use supporting its effectiveness, the 4MAT method uses a 4-quadrant cycle of learning that begins by engaging learners through direct experience, moving them toward: Reflective observation, Abstract conceptualizing, Active experimentation and problem-solving, Integration of new knowledge and skills.
Learning happens as we unite our experiences and their meaning with actions that test those meanings in the world. This exciting new resource offers schools a powerful tool to enhance teaching and learning for students with all learning styles, backgrounds, and preferences.

Table Of Content:
Foreword

ch. 1 Learning styles
ch. 2 A cycle of learning
ch. 3 Teaching around the cycle
ch. 4 The brain-mind learning system
ch. 5 Overlaying right- and left-mode to complete the 4MAT cycle
ch. 6 Teaching from concepts
ch. 7 The 4MAT design overlay (lesson planning)

Additional Info:
How can Christian educators teach effectively in different cultures? Here are winning principles drawn from educational theory and personal experience. How can Christian educators teach effectively within a culture not their own? In what sense is teaching part of the Great Commission? These questions are being asked more and more often in our increasingly global community. In the opening chapter of Teaching Cross-Culturally, Judith Lingenfelter recounts two contrasting teaching experiences she had early in her career.

First, she taught junior high students in a rough urban setting near Pittsburgh. Next, she taught elementary students at a school on the small island of Yap in the western Pacific. Both experiences, she discovered, were examples of cross-cultural teaching. Teaching Cross-Culturally is designed to complement Sherwood Lingenfelter's highly successful Ministering Cross-Culturally. It takes similar insights and applies them specifically to an educational setting. It also guides readers with little understanding of cross-cultural challenges in ministry and helps them see how cultural sensitivity and effective teaching are inseparably linked. Chapters include discussions about how to uncover cultural biases, how to address intelligence and learning styles, and teaching for biblical transformation. Teaching Cross-Culturally is ideal for the western-trained educator who plans to work in a non-western setting. Missionaries, "tentmakers, " and those who teach in an increasingly multicultural North America will find this book helpful. (From the Publisher)

Table Of Content:
Preface
Teaching Cross-Culturally
The Hidden Curriculum
Understanding Traditional Learning Strategies
Formal Schooling and Traditional Learning
Intelligence and Learning Styles
The Role of the Teacher
Teaching for Change
False Expectations
Learning to Teach Cross-Culturally
References
Index

Additional Info:
Click Here for Book Review
Abstract: Higher education is facing unprecedented change as today’s graduates need particular skills, awareness, and knowledge to successfully navigate a complex and interconnected world. Higher education institutions and practitioners are under pressure to be attentive to internationalization initiatives that support increasingly diverse student populations and foster the development of global citizenship competencies which include, “problem-defining and solving perspectives that cross disciplinary and cultural boundaries” (Hudzik, 2004, p. 1 as cited in Leask & Bridge, 2013).

Internationalizing Higher Education: Critical Collaborations across the Curriculum is for current and future faculty, student affairs staff, and administrators from diverse disciplinary, institutional, and geographic contexts. This edited volume invites readers to investigate, better understand, and inform intercultural pedagogy that supports the development of mindful global citizenship. This edited volume features reflective practitioners exploring the dynamic and evolving nature of intercultural learning as well as the tensions and complexities. Contributors include institutional researchers, directors and key implementers of EU/Bologna process in Poland (one of the newest members and one that is facing unprecedented change in the diversity of its students), international partners in learning abroad programs, and scholars and instructors across a range of humanities, STEM, and social sciences. (From the Publisher)

Table Of Content:
Acknowledgments
Internationalizing Higher Education: Critical Collaborations across the Curriculum (Rhiannon D. Williams and Amy Lee)

Section 1: Mindful Global Citizenship: Critical Concepts and Current Contexts
ch. 1 On the Hologram of International Education: With Raya Hegerman-Davis, Amy Lee, Nue Lor, & Rhiannon Williiams (Josef A. Mestenhauser)
ch. 2 Promoting Holistic Global Citizenship in College: Implications for Education Practitioners (Elena Galinova)
ch. 3 The Challenges and Implications of Globalization for Undergraduate Pedagogy (Marta A. Shaw)
ch. 4 Institutional and Instructional Techniques to Promote Undergraduates’ Intercultural Development: Evidence from a Multi-Institutional Student Survey (Krista M. Soria)

Section 2: Developing Intercultural Programs and Practitioners
ch. 5 Internationalizing Teaching and Learning: Transforming Teachers, Transforming Students (Gayle Woodruff, Kate Martin and Mary Katherine O’Brien)
ch. 6 Strategies for the Development of an Intercultural Environment (Jill E. Blondin)
ch. 7 Global Citizenship: Surfacing the Gap between Rhetoric and Reality in Internationalization of Management Curricula (Diana Rajendra, Janet Bryant, Patricia Buckley and Ryan Jopp)
ch. 8 Social Competencies in the European and Polish Qualifications Framework: A Tool for Designing Intercultural Environments (Ewa Chmielecka and Izabela Buchowicz)

Section 3: Critical Reflections from across the Curriculum
ch. 9 Internationalizing Teaching and Learning in a Graduate Doctor of Nursing Program Curriculum (Mary Benbenek)
ch. 10 Internationalizing College Algebra (Susan Staats)
ch. 11 Illuminating a Course Transformation Journey (Catherine Solheim, Mary Katherine O’Brien and Scott Spicer)
ch. 12 Social Media & Intercultural Competence: Using Each to Explore the Other (Barbara Gibson, Meredith Hyde and Troy Gordon)
ch. 13 Developing Diversity-Related Competences in Creativity Workshop for Teachers (Adam Jagiello-Rusilowski)
ch. 14 On Becoming a Global Citizen: Critical Pedagogy and Crossing Borders in and out of the University Classroom (Sahtiya Hosoda Hammell, Rose Cle, Lauren Start, Chrissie Monaghan and Carol Anne Spreen)
ch. 15 “Unpacking” International Experience through Blended Intercultural Praxis (Jane Jackson)

Notes on Contributors

Additional Info:
Culturally Sustaining Pedagogies raises fundamental questions about the purpose of schooling in changing societies. Bringing together an intergenerational group of prominent educators and researchers, this volume engages and extends the concept of culturally sustaining pedagogy (CSP)—teaching that perpetuates and fosters linguistic, literate, and cultural pluralism as part of schooling for positive social transformation. The authors propose that schooling should be a site for sustaining the cultural practices of communities of color, rather than eradicating them. Chapters present theoretically grounded examples of how educators and scholars can support Black, Indigenous, Latinx, Asian/Pacific Islander, South African, and immigrant students as part of a collective movement towards educational justice in a changing world. (From the Publisher)

Table Of Content:
ch. 1. What is Culturally Sustaining Pedagogy and Why Does it Matter? (H. Samy Alim and Django Paris)
PART I: Enacting Culturally Sustaining Pedagogies: Students, Teachers, and Schools
ch. 2. "You Ain't Making Me Write": Culturally Sustaining Pedagogies and Black Youths' Performances of Resistance (Valerie Kinlock)
ch. 3. Language and Culture as Sustenance (Mary Bucholtz,Dolores Ines Casillas and Jin Sook Lee)
ch. 4. Upholding Indigenous Education Sovereignty Through Critical Culturally Sustaining/Revitalizing Pedagogy (Tiffany S.Lee and Teresa L. McCarty)
ch. 5. "For Us, By Us": A Vision for Culturally Sustaining Pedagogies Forwarded by Latinx Youth (Jason G. Irizarry)
ch. 6. "This Stuff Interests Me": Re-Centering Indigenous Paradigms in Colonizing Schooling Spaces (Timothy J. San Pedro)
ch. 7. Policing and Performing Culture: Rethinking "Culture" and the Role of the Arts in Culturally Sustaining Pedagogies (Casey Wong and Courtney Pena)
PART II: Envisioning CSP Forward Through Theories of Practice
ch. 8. The (R)Evolution Will Not Be Standardized: Teacher Education, Hip Hop Pedagogy, and Culturally Relevant Pedagogy 2.0 (Gloria Ladson-Billings)
ch. 9. Reviving Soul(s) with Afrikaaps: Hip Hop as Culturally Sustaining Pedagogy in South Africa (H. Samy Alim and Adam Haupt)
ch. 10. Do You Hear What I Hear? Raciolinguistic Ideologies and Culturally Sustaining Pedagogies (Jonathan Rosa and Nelson Flores)
ch. 11. Socially Just, Culturally Sustaining Pedagogy for Diverse Immigrant Youth: Possibilities, Challenges, and Directions (Stacey J. Lee and Daniel Walsh)
ch. 12. Finding Sustenance: An Indigenous Relational Pedagogy (Amanda Holmes and Norma Gonzalez)
ch. 13. "Se Hace Puentes al Andar": Decolonial Teacher Education as a Needed Bridge to Culturally Sustaining and Revitalizing Pedagogies (Michael Dominguez)
ch. 14. Understanding Identity Sampling and Cultural Repertoires: Advancing a Historicizing and Syncretic System of Teaching and Learning in Justice Pedagogies (Kris S. Gutierrez and Patrick Johnson)
ch. 15. An Ecological Framework for Enacting Culturally Sustaining Pedagogy (Carol D. Lee)

Additional Info:
Preparing the way to advocate for a more "brain based" approach to diverse learners, Inglis asserts that even the creator of "multiple intelligences," Howard Garner, announced a decade ago that he was "over" the theory and that educators need to "move on."

Additional Info:
Transforming Classroom Culture is an anthology of original work authored by diverse faculty who work in a variety of New England college and university settings--private and public, racially homogeneous and diverse. The authors focus on institutional contexts that promote innovation in teaching practice, faculty identity as a resource for effective pedagogy, and dilemmas and outcomes of student-faculty engagement in the classroom. (From the Publisher)

Table Of Content:
Microcosms of Hope: A Foreword
Acknowledgments
Faculty Collaboration and Inclusive Pedagogical Practice: An Introduction

Part I - The Institutional Contexts of Innovation and Change
ch. 1 Academic Integrity and Academic Inclusion: The Mission of the "Outsider Within" (Esther Kington-Mann)
ch. 2 A History Lived and Lessons Learned: Collaboration, Change, and Teaching Transformation (Tim Sieber)
ch. 3 Pedagogy for the Professoriate: The Personal Meets the Political (Denise Patmon)

Part II - Faculty Identity as a Resource for Effective Teaching
ch. 4 Imaging the Spaced Between Arts and Inclusive Pedagogy (Vivian Poey)
ch. 5 Inexplicable Desire, Pedagogical Compulsion: Teaching the Literatures of the Middle East (Rajini Srikanth)
ch. 6 Teaching Women's Lives: Feminist Pedagogy and the Sociological Imagination (Arlene Dallalfar)
ch. 7 Teaching Art History at an Art School: Making Sense from the Margin (Sunanda K. Sanyal)

Part III - Engaging Students in Learning
ch. 8 The Whole Person in Front of Me: Toward a Pedagogy of Empathy and Compassion (Robin A. Robinson)
ch. 9 Teaching Ethics through Multicultural Lenses (Janel Lucas)
ch. 10 Hearing Students' Silence: Issues of Identity, Performance, and Recognition in College Classrooms (Carolyn P. Panofsky, and Lesley Bogad)
ch. 11 Exploring/Exploding the Boundaries of Inclusive Teaching: Social Class Confronts Race and Gender (Phyllis Charlotte Brown)
ch. 12 Building Agency through Writing (Marjorie Jones)
ch. 13 Words Matter: Vocabulary in a Diverse Precollege-Level Writing Class (Richard Pepp)

References
Contributors
Index

Additional Info:
Click Here for Book Review
Teaching the Whole Student is a compendium of engaged teaching approaches by faculty across disciplines. These inspiring authors offer models for instructors who care deeply about their students, respect and recognize students’ social identities and lived experiences, and are interested in creating community and environments of openness and trust to foster deep-learning, academic success, and meaning-making.

The authors in this volume stretch the boundaries of academic learning and the classroom experience by seeking to identify the space between subject matter and a student's core values and prior knowledge. They work to find the interconnectedness of knowledge, understanding, meaning, inquiry and truth. They appreciate that students bring their full lives and experiences—their heart and spirit—into the classroom just as they bring their minds and intellectual inquiry.

These approaches contribute to student learning and the core academic purposes of higher education, help students find meaning and purpose in their lives, and help strengthen our diverse democracy through students’ active participation and leadership in civic life. They also have a demonstrated impact on critical and analytical thinking, student retention and academic success, personal well-being, commitments to civic engagement, diversity, and social justice.

Topics discussed:
• Teacher-student relationships and community building

• How teaching the whole student increases persistence and completion rates

• How an open learning environment fosters critical understanding

• Strategies for developing deep social and personal reflection in experiential education and service learning

The authors of this book remind us in poignant and empirical ways of the importance of teaching the whole student, as the book's title reflects. (From the Publisher)

Table Of Content:
Forward
Preface
Introduction

PART ONE: WHOLE STUDENT LEARNING APPROACHES
ch. 1. The Whole Student Approach as a Retention Model (Jerry A. Pattengale)
ch. 2. Incorporating Social Justice into Teaching - An Integrative Pedagogy Approach (Kathleen Manning)
PART TWO: ENGAGED LEARNING AND TEACHING IN PRACTICE
ch. 3. Learning Community Classrooms and Educating For Critical Hope (Gillies Malnarich)
ch. 4. Relational Teaching and Learning - The Classroom as Community and the Community as Classroom (David Schoem)
ch. 5. Toward a New Pedagogy to Help Create a Sustainable Future (James Crowfoot)
ch. 6. Experiential and Dialogic Pedagogy in a Religious and Ethnic Conflict Course (Adrienne B. Dessel)
ch. 7. Service Learning and Integrative Pedagogy for Engaging the Whole Student (Joseph A Galura)
PART THREE: INTEGRATIVE PEDAGOGY
ch. 8. Teaching and Learning that make a Difference (James L. Heft)
ch. 9. Integrative Approaches for Sustained Diversity Engagement in the Early Years of College (Angela M. Locks)
ch. 10. Assessment - Rethinking the Role of Integrative Pedagogies (Kimberly A. Kline; Edward P. St. John; Annie E. Connors)
ch. 11. Teaching the Whole Student (Christine Modey; David Schoem; Edward P. St. John)

Editors and Contributors
Index

Additional Info:
The authors of this volume, all experienced teachers and administrators, outline how to teach in a multicultural environment. They suggest classroom strategies, curriculum reforms and assessment tools that work for all students. (From the Publisher)

Table Of Content:
Introduction

ch. 1 Once You Accept, Then You Can Teach (Juan C. Gonzalez)
ch. 2 Diversity and Change on Campus (Helen R. Roberts)
ch. 3 Teaching All Students Equally (Ray Lou)
ch. 4 Including Multicultural Content and Perspectives in Your Courses (Otis Scott)
ch. 5 Languages and Cultures in the Classroom (Ann Johns)
ch. 6 Equity in Classroom Assessment (Olita Harris)
ch. 7 On Becoming a Mensch or a Mentor (Delores Huff)

Appendix: A Student Profile Questionnaire
About the Authors

Additional Info:
The best way to ensure that all of your students feel comfortable is to explore ways to foster an open, safe environment for all students, while learning more about the varied backgrounds and experiences that your students bring to your classroom.

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This book discusses race and its roles in university-community partnerships. The contributors take a collaborative, interdisciplinary, and multiregional approach that allows students, agency staff, community constituents, faculty, and campus administrators an opportunity to reflect on and redefine what impact African American identity-in the academy and in the community-has on various forms of community engagement. From historic concepts of "race uplift" to contemporary debates about racialized perceptions of need, they argue that African American identity plays a significant role. In representing best practices, recommendations, personal insight, and informed warnings about building sustainable and mutually beneficial relationships, the contributors provide a cogent platform from which to encourage the difficult and much-needed inclusion of race in dialogues of national service and community engagement.

"This book validates the African proverb 'it takes a village to raise a child.' The topics are right on the mark and highlight the benefits of service-learning as an instrument of individual and community involvement and empowerment." - Festus E. Obiakor, coeditor of Culturally Responsive Literacy Instruction (From the Publisher)

Table Of Content:
List of Tables
Preface: Using History, Experience, and Theory to Balance Relationships in Community Engagement
Acknowledgments
Introduction: Characteristics of Engagement: Communicated Experiences of Race, Universities, and Communities

Part 1 Community Service, Volunteerism, and Engagement
ch. 1 The Community Folk Art Center: A University and Community Creative Collaboration (Kheli R. Willetts)
ch. 2 An African American Health Care Experience: An Academic Medical Center and Its Interdisciplinary Practice (Kendall M. Campbell)
ch. 3 African American College Students and Volunteerism: Attitudes toward Mentoring at a Title I School (Joi Nathan)
ch. 4 Prejudice, Pitfalls, and Promise: Experiences in Community Service in a Historically Black University (Jeff Brooks)

Part 2 Community Service-Learning
ch. 5 Can the Village Educate the Prospective Teacher? Reflections on Multicultural Service-Learning in African American Communities (Lucy Mule)
ch. 6 Sowing Seeds of Success: Gardening as a Method of Increasing Academic Self-Efficacy and Retention among African American Students (August Hoffman, Julie Wallach, Eduardo Sanchez, Richard Carifo)
ch. 7 A Service or a Commitment? A Black Man Teaching Service-Learning at a Predominantly White Institution (Troy Harden)
ch. 8 Racial Identity and the Ethics of Service-Learning as Pedagogy (Annemarie Vaccaro)
ch. 9 "We'll Understand It Better By and By": A Three-Dimensional Approach to Teaching Race through Community Engagement (Meta Mendel-Reyes, Dwayne A. Mack)

Part 3 Community-Based Research
ch. 10 Black Like Me: Navigating Race, Gender, Research, and Community (Fleda Mask Jackson)
ch. 11 A Partnership with the African American Church: IMPACT and S.P.I.C.E.S. For Life (Micah McCreary, Monica Jones, Raymond Tademy, John Fife)
ch. 12 "I Have Three Strikes Against Me": Narratives of Plight and Efficacy among Older African American Homeless Women and Their Implications for Engaged Inquiry (Olivia G. M. Washington, David P. Moxley)
ch. 13 A Culturally Competent Community-Based Research Approach with African American Neighborhoods: Critical Components and Examples (Richard Briscoe, Harold R. Keller, Gwen McClain, Evangeline R. Best, Jessica Mazza)
ch. 14 Community Engagement and Collaboration in Community-Based Research: The Road to Project Butterfly (GiShawn Mance, Bernadette Sanchez, Niambi Jaha-Echols)

Final Word: African Americans and Community Engagement: The Challenge and Opportunity for Higher Education
List of Contributors
Index

Additional Info:
For too long, the histories, experiences, cultures, and languages of students of color have been devalued, misinterpreted, or omitted within formal educational settings. In this article, the author uses critical race theory (CRT) and Latina/Latino critical theory (LatCrit) to demonstrate how critical raced-gendered epistemologies recognize students of color as holders and creators of knowledge. In doing so, she discusses how CRT and LatCrit provide an appropriate lens for qualitative research in the field of education. She then compares and contrasts the experiences of Chicana/Chicano students through a Eurocentric and a critical raced-gendered epistemological perspective and demonstrates that each perspective holds vastly different views of what counts as knowledge, specifically regarding language, culture, and commitment to communities. She then offers implications of critical raced-gendered epistemologies for both research and practice and concludes by discussing some of the critiques of the use of these epistemologies in educational research.

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In Teaching Critical Thinking, renowned cultural critic and progressive educator bell hooks addresses some of the most compelling issues facing teaching issues facing teachers in and out of the classroom today.

In a series of short, accessible, and enlightening essays, hooks explores of the confounding and sometimes controversial topics that teachers and students have urged her to address since the publication of the previous best-selling volums in her Teaching series, Teaching to Transgress and Teaching Community. The issues are varied and broad, from whether meaningful teaching can take place in a large classroom setting to confronting issues of self-esteem. One professor, for example, asked how black female professors can maintain positive authority in a classroom without being seen through the lens of negative racist, sexist stereotypes. One teacher asked how to handle tears in the classroom. while another wanted to know how to use humor as a tool for learning.

Addressing questions of race, gender, and class in this work, hooks discusses the complex balance that allows us to teach, value, and learn from works written by racist and sexist authors. Highlighting the importance of reading, she insists on the primacy of free speech, a democratic education of literacy. Throughout these essays, she celebrates the transformative power of critical thinking. This is provocative, powerful, and joyful intellectual work. It is a must read for anyone who is at all interested in education today. (From the Publisher)

Table Of Content:
Introduction

ch. 1 Critical Thinking
ch. 2 Democratic Education
ch. 3 Engaged Pedaeos
ch. 4 Decolonization
ch. 5 Inteerit
ch. 6 Purpose
ch. 7 Collaboration
ch. 8 Conversation
ch. 9 Telling the Story
ch. 10 Sharing the story
ch. 11 Imagination
ch. 12 To Lecture or Not
ch. 13 Humor in the Classroom
ch. 14 Crying Time
ch. 15 Conflict
ch. 16 Feminist Revolution
ch. 17 Black, Female, and Academic
ch. 18 Learning Past the Hate
ch. 19 Honoring Teachers
ch. 20 Teachers against Teaching
ch. 21 Self-Esteem
ch. 22 The Joy of Reading
ch. 23 Intellectual Life
ch. 24 Writing Books for Children
ch. 25 Spirituality
ch. 26 Touch
ch. 27 To Love Again
ch. 28 Feminist Change
ch. 29 Moving Past Race and Gender
ch. 30 Talking Sex
ch. 31 Teaching as Prophetic Vocation
ch. 32 Practical Wisdom

Index

Additional Info:
A century ago, universities were primarily in the business of molding upper-class young men for the professions. The world has changed, and universities have been forced to keep pace by experimenting with affirmative action, curriculum overhauls, part-time degree programs, and the like. But at the core of the modern university establishment is an ingrained academic culture that has operated in the same ways for centuries, contends Robert Ibarra, and in Beyond Affirmative Action, he calls for a complete paradigm shift.

Why does academic culture, he asks, emphasize individual achievement over teamwork? Why do so many exams test discrete bits of knowledge rather than understanding of the big picture? Why is tenure awarded for scholarly publications rather than for sharing knowledge in diverse ways with students and a wider community? Why do undergraduates drop out? And why do so many bright graduate students and junior faculty—including many minorities, women, and some majority males—become disenchanted with academia or fail to be accepted and rewarded by the tenured faculty?

Ibarra introduces a theory of "multicontextuality," which proposes that many people learn better when teachers emphasize whole systems of knowledge and that education can create its greatest successes by offering and accepting many approaches to teaching and learning. This revolutionary paradigm also addresses why current thinking about academic systems and organizational culture, affirmative action, and diversity must be revised. Ibarra bases his groundbreaking proposals upon his own synthesis of findings from anthropological, educational, and psychological studies of how people from variouscultures learn, as well as findings from extended interviews he conducted with Latinos and Latinas who pursued graduate degrees and then either became university faculty or chose other careers. From his perspectives as a practicing anthropologist, teacher, researcher, and administrator, Ibarra provides a blueprint for change that will interest:
* Administrators developing campus strategic plans
* Boards, commissions, and agencies making policy for educational institutions
* Students and faculty struggling to find ways that academia can serve multiple constituencies
* Academic and career advisors to students
* Researchers in cognitive psychology, sociology, anthropology, education, and ethnic studies
* Businesses rethinking their organizational cultures and strategies
(From the Publisher)

Table Of Content:
Tables
Foreword
Acknowledgments
Pt. I Reframing the Context of Higher Education
ch. 1 Critical Junctures for Change
ch. 2 The Latino Study: Reconceptualizing Culture and Changing the Dynamics of Ethnicity
ch. 3 Multicontextuality: A Hidden Dimension in Higher Education
Pt. II Latinas and Latinos in Graduate Education and Beyond
ch. 4 The Graduate School Experience: Ethnicity in Transformation
ch. 5 "They Really Forget Who They Are": Latinos and Academic Organizational Culture
ch. 6 Latinos and Latinas Encountering the Professoriate
Pt. III The Engagement of Cultural in Academia
ch. 7 Teaching, Testing, and Measuring Intelligence: Uncovering the Evidence That Cultural Context Is Important
ch. 8 Reframing the Cultural Context of the Academy: A New Infrastructure for Teaching, Learning, and Institutional Change
App. 1 Institutions Attended by Interviewees
App. 2 Graduate Enrollment, 1986-1996
App. 3 Latino Faculty Issues
Notes
References
Index

Additional Info:
This book argues that the cognitive resources for learning of over half our young people have been diminished by the negative effects of economic insecurity, discrimination and hostility against non-majority groups based on race, ethnicity, sexual orientation, or gender identity, and other aspects of difference. Recognizing that these students are no different than their peers in terms of cognitive capacity, this book offers a set of strategies and interventions to rebuild the available cognitive resources necessary to succeed in college and reach their full potential.>br>
Members of these groups systematically experience conditions in their lives that result in chronic stress and, therefore, decreased physical and mental health and social and economic opportunity. The costs of the many kinds of scarcity in their lives – money, health, respect, safety, affirmation, choices, belonging – is seriously reduced “mental bandwidth,” the cognitive and emotional resources needed to deal with making good decisions, learning, healthy relationships, and more. People who are operating with depleted mental bandwidth are less able to succeed in school, starting in childhood, and are much less likely to make it to college. For those who do make it, their bandwidth capacity often interferes with learning, and therefore, persisting and graduating from college.

This book presents variety of evidence-based interventions that have been shown, through implementation in high schools and colleges, to help students to regain bandwidth. They are variously intended for application inside and outside the classroom and address not only cognitive processes but also social-psychological, non-cognitive factors that are relevant to the college environment as a whole.

Beginning with an analysis of the impacts on mental and physical health and cognitive capacity, of poverty, racism, and other forms of social marginalization, Cia Verschelden presents strategies for promoting a growth mindset and self-efficacy, for developing supports that build upon students’ values and prior knowledge and for creating learning environments both in and out of the classroom so students can feel a sense of belonging and community. She addresses issues of stereotyping and exclusion and discusses institutional structures and processes that create identity-safe rather than identity-threat learning environment.

This book is intended for faculty, student affairs professionals, and college and university administrators, all of whom have an interest in creating learning environments where all students have a chance to succeed. (From the Publisher)

Table Of Content:
Foreword by Lynn Pasquerrella
Preface
Acknowledgments
Introduction

Part 1: The Costs of Racism, Poverty, and Social Marginalization
ch 1. Physical Health
ch 2. Mental Health
ch 3. Human Capacity
ch 4. Loss of Cognitive Resources and Bandwidth – Scarcity

Part 2: Sociopsychological Underminers
ch 5. Microaggressions and “Modern Racism”
ch 6. Stereotype Threat
ch 7. Disidentification with Academic Self
ch 8. Belongingness Uncertainty
ch 9. Focus on LGBT Students

Part 3: Interventions that Mitigate the Negative Effects of Poverty and the Underminers
ch 10. Growth Mind-Set
ch 11. Belonging
ch 12. Decreasing Stereotype Threat and Identity Threat
ch 13. Institutional Structures and Processes
ch 14. Case Study – Georgia State University

Conclusion
References
About the Author
Index

Additional Info:

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Chezare A. Warren chronicles the transition of a cohort of young Black males from Urban Prep Charter Academy for Young Men to their early experiences in higher education. A rich and closely observed account of a mission-driven school and its students, Urban Preparation makes a significant contribution to our understanding of how young males of color can best be served in schools throughout the United States today.

A founding teacher at Urban Prep, Warren offers a detailed exploration of what this single-sex public high school on the South Side of Chicago has managed to accomplish amid profoundly challenging circumstances. He provides a comprehensive portrait of the school—its leaders, teachers, and professional staff; its students; and the community that the school aims to serve—and highlights how preparation for higher education is central to its mission.

Warren focuses on three main goals: to describe Urban Prep’s plans and efforts to prepare young Black males for college; to understand how race, community, poverty, and the school contributed, in complex and interrelated ways, to the academic goals of these students; and to offer a wide-ranging set of conclusions about the school environments and conditions that might help young Black males throughout the country succeed in high school and college. (From the Publisher)

Table Of Content:
Foreword by H. Richard Milner
Urban Preparation: An Introduction

ch 1. Improving Urban Education for Young Black Men and Boys with Derrick R. Brooms
ch 2. Living and Learning on the South Side of Chicago
ch 3. UP Years 1 and 2: Schooling Environment
ch 4. UP Years 3 and 4: Preparation for College
ch 5. College Transition, Persistence, and Completion
ch 6. Reimagining the P–20 Education Pipeline for Young Black Men and Boys with Derrick R. Brooms
ch 7. Recommendations for Contemporary Urban Education Reform

Appendix Research Methods
Afterword by James Earl Davis
Notes
Acknowledgments
About the Author
Index

Additional Info:

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This book offers ideas that secondary teachers, university content faculty, and teacher educators can use to challenge traditional literacy practices and demonstrate creative, innovative ways of incorporating new literacies into the classroom, all within a strong theoretical framework. Teachers are trying to catch up to the new challenges of the twenty-first century. It is a superheroic feat that must be achieved if education is to stay relevant and viable. There is a lot of zip, bam, whap, and wow in the fast-paced, social networking, technological world, but not so much in the often laboriously slow-paced educational world. Where is the balance? How do teachers and students learn together, since one group has seasoned wisdom with limited technological know-how and the other uses all the cool new tools, but not in the service of learning? These are some important issues to consider in finding the balance in an unstable, fast-moving, ever-changing world.

This book is practical and useful to literacy teachers, teacher educators, and university faculty by bringing together the expertise of composition/rhetoric researchers and writers, literacy specialists, technology specialists, and teachers who are on the cutting edge of new literacies. (From the Publisher)

Table Of Content:
Foreword
Preface

Part I: Batman Begins, Simply
ch. 1 The Cold, Hard Cash of Truth about Literacy in the 21st Century (Sandra A. Vavra and Sharon L. Spencer)
ch. 2 “And Now... A Word From Our Students”: Creating Better Writers and Thinkers by Having Students Study, Write and Film TV Commercials (Tom Scheft)
ch. 3 Superheroic Resourcefulness: Expanding Literacy and Engagement through YouTube (Sarah Wynn)

PPart II: The Force Is With Reluctant New Media Adopters
ch. 4 Popular Culture as a Sponsor of Literacy: Confronting the CLASH! BOOM! POW! in the Basic Writing Classroom (Tabetha Adkins)
ch. 5 Making Messes and Meaning with Wikis and Blogs (Collie Fulford)
ch. 6 “Are You Now or Have You Ever Been?”: Teaching “Writerly” Confidence, Media Literacy, and Historical, Civic, and Cultural Awareness with This I Believe (Rachelle S. Gold.)

PART III: BRINGING AN X-MENTALITY TO THE EVERYDAY CLASSROOM
ch. 7 Teaching Poetry in a Freestyle World: A Pedagogy for the Unimpressed (Lisa Carl)
ch. 8 Capitalizing on Digital Literacy: Visual Rhetoric, the Graphic Novel and Academic Identity (Sara Littlejohn and Hephzibah Roskelly)
ch. 9 Unraveling the Riddler: New Media, Technology, and Literacies in Exploring Heroes and Superheroes (Sarah M. Henchey and Sharon L. Spencer)
ch. 10 Changing the World–One Zip Code At a Time (Stefanie Frigo)
ch. 11 New Media as Instructional Supports in Inclusive Classrooms (Doris K. Tyler)

Part IV: From Indiana Jones To Buzz Lightyear: Moving Literacy From The Temple of Memory To Infinity and Beyond
ch. 12 Taking Risks and (Re)defining Expertise: Facilitating the Move from Consumption to Production in the Use of Digital Media (Colleen Reilly)
ch. 13 Composing Digitally and Learning Languages: Using Linguistic Models of Competency to Teach Multimedia Assignments (Mark Pepper)
ch. 14 Remembering: The Past and the Future, (George Pullman) Grappling with the Infonauts: Archival Literacy and the Fight for Memory (Tom Sura)

About the Authors

Additional Info:
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Imagine a classroom that explores the twinned ideas of embodied teaching and a pedagogy of tenderness. Becky Thompson envisions such a curriculum--and a way of being--that promises to bring about a sea change in education.

Teaching with Tenderness follows in the tradition of bell hooks's Teaching to Transgress and Paulo Freire's Pedagogy of the Oppressed, inviting us to draw upon contemplative practices (yoga, meditation, free writing, mindfulness, ritual) to keep our hearts open as we reckon with multiple injustices. Teaching with tenderness makes room for emotion, offer a witness for experiences people have buried, welcomes silence, breath and movement, and sees justice as key to our survival. It allows us to rethink our relationship to grading, office hours, desks, and faculty meetings, sees paradox as a constant companion, moves us beyond binaries; and praises self and community care.

Tenderness examines contemporary challenges to teaching about race, gender, class, nationality, sexuality, religion, and other hierarchies. It examines the ethical, emotional, political, and spiritual challenges of teaching power-laden, charged issues and the consequences of shifting power relations in the classroom and in the community. Attention to current contributions in the areas of contemplative practices, trauma theory, multiracial feminist pedagogy, and activism enable us to envision steps toward a pedagogy of liberation. The book encourages active engagement and makes room for self-reflective learning, teaching, and scholarship. (From the Publisher)

Table Of Content:
Series Editor’s Foreword (AnaLouise Keating)
Acknowledgments
Introduction
ch 1. Thatched Roof, No Walls
ch 2. Inviting Bodies
ch 3. Creating Rituals
ch 4. Why We Flee
ch 5. To You, I Belong
ch 6. Our Bodies in the World

Notes
Bibliography
Index

Additional Info:

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As poor, non-white communities on "the other side" of the digital divide become immersed in electronic media, how can we evaluate their experiences to transform the teaching of writing and literature and improve student learning? This important book offers a balanced view of instructional technology and critical multiculturalism as experienced in today’s public schools. With valuable insights to help English educators at all levels working in all types of schools, this accessible volume features:

* Case studies of high-poverty secondary schools as they come online, offering an examination of the literacy practices of some of the country’s most underserved students on Indian reservations and in central cities.
* A unique approach to teaching writing and literature at both high school and middle school levels, including practical suggestions for classroom practice.
* A compelling analysis and critique of the contrasting rhetoric of American adolescent minority groups, differences in their early language socialization, and the impact of those differences on academic performance.
* A fresh angle on the public policy debate on access to technology, arguing that high-poverty schools do not have student access and, when they do, computers are used to "reform," rather than "transform" schooling. (From the Publisher)

Table Of Content:
Foreword
Acknowledgments
Introduction

ch. 1 Reconsidering the terms of the debate
ch. 2 Putting one's business on Front Street
ch. 3 Crucible for critical literacy
ch. 4 Storytime on the reservation
ch. 5 Revisiting the access issue

Notes
References
Index
About the author

Additional Info:
This volume of New Directions for Adult and Continuing Education offers an examination of theoretical and practical issues in providing adult education services to socially, politically, and culturally marginalized groups in the United States, with a particular focus on learner culture from the perspective of authors who share that cultural background." "Culturally relevant adult education focuses on popular culture, that is, learner culture and the cultural context of adult education programs. The contributors to this volume present and discuss various issues, models, and practices that marginalized learners can use to take control of their learning and their lives. (From the Publisher)

Table Of Content:
Editor's Notes

ch. 1 Culture as Context for Education: The Need for Culturally Relevant Adult Education (Talmadge C. Guy)
ch. 2 Adult Learning: Moving Toward More Inclusive Theories and Practices (Donna D. Amstutz)
ch. 3 Giving Voice: Inclusion of African American Students' Polyrhythmic Realities in Adult Basic Education (Vanessa Sheared)
ch. 4 The Quest for Visibility in adult Education: The Hispanic Experience (Jorge Jeria)
ch. 5 Navajo Language and Culture in Adult Education (Louise Lockard)

Additional Info:
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Abstract: What does diversity do? What are we doing when we use the language of diversity? Sara Ahmed offers an account of the diversity world based on interviews with diversity practitioners in higher education, as well as her own experience of doing diversity work. Diversity is an ordinary, even unremarkable, feature of institutional life. Yet diversity practitioners often experience institutions as resistant to their work, as captured through their use of the metaphor of the "brick wall." On Being Included offers an explanation of this apparent paradox. It explores the gap between symbolic commitments to diversity and the experience of those who embody diversity. Commitments to diversity are understood as "non-performatives" that do not bring about what they name. The book provides an account of institutional whiteness and shows how racism can be obscured by the institutionalization of diversity. Diversity is used as evidence that institutions do not have a problem with racism. On Being Included offers a critique of what happens when diversity is offered as a solution. It also shows how diversity workers generate knowledge of institutions in attempting to transform them. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction On Arrival

ch. 1 Institutional Life
ch. 2 The Language of Diversity
ch. 3 Equality and Performance Culture
ch. 4 Commitment as a Non-performative
ch. 5 Speaking about Racism

Conclusion A Phenomenological Practice
Notes
References
Index

Additional Info:
In this series, Williams provides annotated links to resources for building Web and other digital resources that are appropriately accessible to learners with physical or cognitive disabilities.

Additional Info:
In this series, Williams provides annotated links to resources for building Web and other digital resources that are appropriately accessible to learners with physical or cognitive disabilities.

Additional Info:
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Abstract: Critical race theory (CRT) was introduced in 1995 and for almost twenty years, the theory has been used as a tool to examine People of Color’s experiences with racism in higher education. This monograph reviews the critical race literature with a focus on race and racism’s continued role and presence in higher education, including:

• legal studies and history,
• methodology and student development theory,
• the use of storytelling and counterstories, and
• the types of and research on microaggressions.

The goal of the editors is to illuminate CRT as a theoretical framework, analytical tool, and research methodology in higher education. As part of critical race theory, scholars and educators are called upon to extend their commitment to social justice and to the eradication of racism and other forms of oppression.

This is the 3rd issue of the 41st volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication. (From the Publisher)

Table Of Content:
Executive Summary
Foreword
Acknowledgments

ch. 1 Critical Race Theory
Critical Race Theory in Higher Education
Critical Legal Studies
The Origins of Critical Race Theory
Critical Race Theory
Key Tenets of Critical Race Theory
Critical Race Theory in Higher Education: 20 Years of Theoretical and Research Innovations

ch. 2 Critical Race Theory in Higher Education
Tensions and Possibilities
Race and Racism on the U.S. University Campus
Engaging with Students of Color’s Experiences
Understanding Faculty of Color’s Experiences
Critical Race Theory, Higher Education Policy, and the Law
Conclusion

ch. 3 Critical Race as a Methodology
A Critical Race Methodology
Elements of a Critical Race Methodology
Providing Voice and Legitimizing People of Color’s Experiences
Master Narrative/Majoritarian Stories
Storytelling
Counterstories
Functions of the Counterstory
Types of Counterstories
Descendant Theories of Critical Race Theory
Growing the Counterstory?
Positionality
Conclusion

ch. 4 Critical Race Theory as a (Student) Development Theory
Centering Race in Student Development
Critical Race Theory and Intersectionality
Critical Race Theory and Campus Environments
The Ecological Perspective of Campus Space
Impact to Student Development
Toward a Critical Race Theory of (Student) Leadership
Conclusion: The Educator as Architect

ch. 5 Racial Microaggressions
Racial Microaggressions in Scholarship
Contextualizing Microaggressions
Types of Microaggressions
Research on Microaggressions
Microaggressions and Critical Race Theory
Decolonizing Microaggressions: A Concluding Thought

ch. 6 Critical Race Theory and the Next 20 Years
Reflexivity and Listening
Call to Praxis

Glossary
Notes
References
Name Index
Subject Index
About the Authors

Additional Info:
Advocating that disability be valued as a form of diversity, Adams summarizes some of the less-obvious ways that campuses and classrooms stigmatize disability and in other ways fail to welcome the physically and cognitively disabled.

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An intimate and inspiring chronicle of a young woman entering a vocation that for centuries has been the exclusive dominion of menSet in the context of the Church Year, The Close is an enthralling account of one young woman's spiritual journey. It is both a personal meditation on faith, in the spirit of Kathleen Norris's Cloister Walk, and a fascinating behind-the-scenes story of a graduate student's first year, in the mode of Scott Turow's One L. Raised in a liberal, interfaith home, Breyer, responding to an inner call to a spiritual vocation, began her training at New York's General Theological Seminary in 1997. She describes her intense immersion in daily prayer, the rigors and rewards of the academic program, and the challenging tension between secular and spiritual that marks her training, including working as a chaplain at Bellevue Hospital. She probes the day-to-day meanings of such profound issues as exaltation, enlightenment, and redemption, illuminating the unique experience of a young person of faith preparing to live and hoping to thrive in a secular modern world. (From the Publisher)

Table Of Content:
Introduction: Coming into the Kingdom

ch. 1 Advent
ch. 2 Christmas
ch. 3 Epiphany
ch. 4 Lent
ch. 5 Easter
ch. 6 Pentecost

Acknowledgments

Additional Info:
A hallmark of American black religion is its distinctive use of the Bible in creating community, resisting oppression, and fomenting social change. What can critical biblical studies learn from the African American experience with the Bible, and vice versa?
This singular volume marks the emergence of a critical mass of black biblical scholars. Combining sophisticated exegesis with special sensitivity to issues of race, class, and gender, the authors of this scholarly collection examine the nettling questions of biblical authority, blacks and African in biblical narratives, and the liberating aspects of Scripture. Together they are reshaping and redefining the questions, concerns, and scholarship that determine how the Bible is appropriated by church, academy, and the larger society today. (From the Publisher)

Table Of Content:
Preface
Map
Introduction

Part I: The Relevance of Biblical Scholarship and the Authority of the Bible
ch. 1 Interpreting Biblical Scholarship for the Black Church Tradition (Thomas Hoyt, Jr.)
ch. 2 The Hermeneutical Dilemma of the African American Biblical Student (Renita J. Weems)
ch. 3 Reading Her Way through the Struggle: African American Women and the Bible (Renita J. Weems)

Part II: African American Sources For Enhancing Biblical Interpretation
ch. 4 The Bible and African Americans: An Outline of an Interpretative History (Vincent L. Wimbush)
ch. 5 "An Ante-bellum Sermon": A Resource for an African American Hermeneutic (David T. Shannon)

Part III: Race and Ancient Black Africa in the Bible
ch. 6 Race, Racism, and the Biblical Narratives (Cain Hope Felder)
ch. 7 The Black Presence in the Old Testament (Charles B. Copher)
ch. 8 Beyond Identification: The Use of Africans in Old Testament Poetry and Narratives (Randall C. Bailey)

Part IV: Reinterpreting Biblical Texts
ch. 9 Who Was Hagar? (John W. Waters)
ch. 10 The Haustafeln (Household Codes) in African American Biblical Interpretation: "Free Slaves" and " Subordinate Women"(Clarice J. Martin)
ch. 11 An African American Appraisal of the Philemon-Paul-Onesimus Triangle (Lloyd A. Lewis)

Index of Ancient Sources
Index of Topics and Names
Contributors

Additional Info:
From the Publisher
Understanding college students' intellectual development is at the heart of effective educational practice. How do college students learn? How can educators maximize intellectual development in the college environment for both sexes—both in and out of the classroom? In this book Marcia B. Baxter Magolda demonstrates how educators can use a deeper understanding of the way students learn to teach more effectively. Drawing on a unique longitudinal study of more than one hundred college students, both male and female—and presenting information not available in single-gender studies—the author explains surprising gender-related patterns that affect the way students develop. Baxter Magolda uses data gathered from in-depth interviews over a five-year period to reveal four distinct "ways of knowing."

The book provides useful real-life examples of how instructional approaches, class expectations, peer interaction, evaluation methods, and other factors affect intellectual development in the classroom. Similarly, the author demonstrates how peer relationships, student organizations, educational advising, internships, employment, and international and cultural exchange can support and develop complex learning beyond the classroom. "Knowing and Reasoning in College" provides practical recommendations on how to respond to each of the four ways of knowing. It shows how, by designing instruction and interaction to reach students at every level, educators can maximize learning, promote skill acquisition and development of complex reasoning, and enrich students' overall college experience. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Table Of Content:
Preface
The Author

Part One: Understanding Gender-Related Patterns in Knowing
ch. 1 Studying Ways of Knowing
ch. 2 Gender-Related Patterns in Knowing
ch. 3 Absolute Knowing: Receiving and Mastering Knowledge
ch. 4 Transitional Knowing: Interpersonal and Impersonal Patterns
ch. 5 Independent Knowing: Embracing and Subordinating Others' Ideas
ch. 6 Contextual Knowing: Integrating One's Own and Others' Ideas
ch. 7 Relating the Patterns to Diverse Student Populations

Part Two: Implications for Academic and Student Affairs
ch. 8 Teaching Responsively to Different Ways of Knowing
ch. 9 Developing Students in the Classroom
ch. 10 Supporting Patterns of Knowing in the Cocurriculum
ch. 11 Promoting Cocurricular Learning
ch. 12 Becoming Responsive to Ways of Knowing in Higher Education

Resources:
A. Context of the Study: Miami University
B. Design and Methods Used in the Study
C. Study Interview and Questionnaire

References
Index

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Using the example of LaGuardia Community College in Long Island, New York, discusses how to use learning communities to promote inclusion and reflective examination on a range of diversity issues. Offers ground rules for class discussion of diversity and other classroom activities for fostering meaningful dialogue.

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Click Here for Book Review
Abstract: As a result of transnational migration, many countries are becoming increasingly ethnoculturally diverse, creating both new opportunities and challenges for practices of adult education. This volume examines the changing nature of adult education in the age of increased transnational migration and:

• synthesize the latest research, policies, and practices in transnational migration and adult education,
• examines the larger historical and structural issues of race and gender in immigration and newer theories, such as diaspora studies, in relation to adult education, and
• provides examples and recommendations for enhancing socially just and inclusive adult education environments for newcomers.

Transborder injustices and multiple dimensions of social justice permeate immigration dynamics and challenge adult educators to rethink social justice in a transnational age.

This is the 146th volume of the Jossey Bass series New Directions for Adult and Continuing Education. Noted for its depth of coverage, it explores issues of common interest to instructors, administrators, counselors, and policymakers in a broad range of education settings, such as colleges and universities, extension programs, businesses, libraries, and museums. (From the Publisher)

Table Of Content:
Editor’s Notes (Shibao Guo, Elizabeth Lange)

ch. 1 The Changing Nature of Adult Education in the Age of Transnational Migration: Toward a Model of Recognitive Adult Education (Shibao Guo)
This chapter maps the changing context of transnational migration and its impact on adult education and proposes recognitive adult education as an inclusive model of adult education.

ch. 2 Settlement Services in the Training and Education of Immigrants: Toward a Participatory Mode of Governance (Hongxia Shan)
This chapter reviews the roles that settlement services have played historically in the training and education of immigrants in Canada and promotes a participatory mode of governance as a means to expanding immigrants life world.

ch. 3 Informal Adult Learning and Emotion Work of Service Providers for Refugee Claimants (Susan M. Brigham, Catherine Baillie Abidi, Evangelia Tastsoglou, Elizabeth Lange)
Recognizing the life and death realities of refugees who are claiming asylum in another country, this chapter examines the informal learning and emotion work of service providers who accompany refugee claimants through the refugee application process.

ch. 4 Language Policies and Programs for Adult Immigrants in Canada: Deconstructing Discourses of Integration (Yan Guo)
From a critical multicultural approach, this chapter explores the various purposes of English as a Second Language (ESL) programs and the policy shifts over time, and it deconstructs discourse that is assimilationist in intent.

ch. 5 Literacy and Language Education: The Quantification of Learning (Tara Gibb)
This chapter describes international policy contexts of adult literacy and language assessment and considers the implications that the quantification of learning outcomes has for pedagogy and practice as well as for social inclusion of transnational migrants.

ch. 6 Migrating Professional Knowledge: Progressions, Regressions, and Dislocations (Bonnie L. Slade)
This chapter argues that adult educators need to have a critical awareness of transnational migration dynamics to be able to work in meaningful ways with immigrant professionals, particularly in regard to deskilling issues.

ch. 7 Race and Gender in Immigration: A Continuing Saga With Different Encryptions (Edward Joaquin, Juanita Johnson-Bailey)
From a postcolonial framework, this chapter offers a historical analysis of the immigrant experience, highlighting raced and gendered perspectives that have shaped a persistent colonial mindset, and the potential of transnational adult education for social inclusion.

ch. 8 Diaspora, Migration, and Globalization: Expanding the Discourse of Adult Education (Mary V. Alfred )
This article explores how notions of diaspora,migration, and globalization intersect to inform identities and social realities of immigrant adults.

ch. 9 Rethinking Social Justice and Adult Education for Welcoming, Inclusive Communities: Synthesis of Themes (Elizabeth Lange, Catherine Baillie Abidi)
In synthesizing themes across preceding chapters using a more expansive social justice frame, this chapter discusses the historical and transnational dynamics of migration and profiles adult education spaces as places for building welcoming, inclusive communities.

Index