Student Engagement in Higher Education
Theoretical Perspectives and Practical Approaches for Diverse Populations
Price: $155.00
Add to Cart- ISBN: 978-0-415-98850-6
- Binding: Hardback (also available in Paperback)
- Published by: Routledge
- Publication Date: 26th August 2008
- Pages: 368
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About the Book
Student Engagement in Higher Education is an important volume that fills a longstanding void in the higher education and student affairs literature. The editors and authors make clear that diverse populations of students experience college differently and encounter group-specific barriers to success. Informed by relevant theories, each chapter focuses on a different population for whom research confirms that engagement and connectivity to the college experience are problematic, including: low-income students, racial/ethnic minorities, students with disabilities, LGBT students, and several others. The forward-thinking practical ideas offered throughout the book are based on the 41 contributors’ more than 540 cumulative years of full-time work experience in various capacities at two-year and four-year institutions of higher education. Faculty and administrators will undoubtedly find this book complete with fresh strategies to reverse problematic engagement trends among various college student populations.
Reviews
"While teaching at the University of Southern California, editors Harper and Quaye challenged their doctoral students to research effective practices that promote engagement for students of a range of social identities. The result is a rich volume of scholarship on the complex and situational circumstances that impede or advance student success. Each article provides both theoretical perspective and concrete curricular and cocurricular models to enhance the college experiences of students, whatever their particular identities and contexts. Student Engagement in Higher Education is an essential text for faculty, staff, and administrators aspiring to facilitate student engagement on today's multicultural campuses." -- Diversity & Democracy, Vol. 12, No. 1, 2009
"Harper and Quaye have edited a volume that relocates the weight of student engagement by alleviating the burden generally placed upon the student as the contributing authors call for administrators and educators to embrace their share of the collective responsibility. In doing so, Harper and Quaye hope to create participation, discussion, critical thinking and action in educators and administrators considering student engagement (p. 2). This book succeeds in these goals..." -- Winston C. Thompson, Teachers College Record, January 16, 2009
"Editors Shaun R. Harper and Stephen John Quaye have assembled a talented trope of authors with experience in an array of postsecondary institutions—many as administrators, some as scholars, but all as practitioners—to share their insights into how to work effectively with diverse student populations. Each of the 16 jointly authored chapters offers a unique perspective on a particular population of students…The concrete interventions proposed in this volume will help institutions serious about engaging diverse populations foster environments that are welcoming and engaging for all students."--Jillian Kinzie, Journal of College Student Development, July/August 2009, Vol 50, No 4, pp 471-474
Table of Contents
@contents:Acknowledgments
Foreword, Estela Mara Bensimon
Chapter 1
Beyond Sameness, with Engagement and Outcomes for All: An Introduction, Shaun R. Harper and Stephen John Quaye
Chapter 2
International Students at Four-Year Institutions: Developmental Needs, Issues, and Strategies, Gregory Anderson, Karen Carmichael, Todd J. Harper, and Tzufang Huang
Chapter 3
Beyond Accommodation: Removing Barriers to Academic and Social Engagement for Students with Disabilities, Andrew H. Nichols and Stephen John Quaye
Chapter 4
Fostering Safe, Engaging Campuses for Lesbian, Gay, Bisexual, Transgender, and Questioning Students, Leah Schueler, Jeffrey Hoffman, and Elizabeth Peterson
Chapter 5
Creating Welcoming Campus Environments for Students from Minority Religious Groups, Caitlin J. Mahaffey and Scott A. Smith
Chapter 6
Gender-Specific Approaches to Enhancing Identity Development among Undergraduate Women and Men, Frank Harris III and Jaime Lester
Chapter 7
Environmental and Developmental Approaches to Supporting Women's Success in STEM Fields, Candace Rypisi, Lindsey Malcom, and Helen Kim
Chapter 8
Institutional Seriousness Concerning Black Male Student Engagement: Necessary Conditions and Collaborative Partnerships, Shaun R. Harper
Chapter 9
Engaging Racial/Ethnic Minority Students in Predominantly White Classroom Environments, Stephen John Quaye, Tracy Poon Tambascia, and Rameen Ahmadi Talesh
Chapter 10
Engaging Racial/Ethnic Minority Students in Out-of-Class Activities on Predominantly White Campuses, Viannda M. Hawkins and Heather Larabee
Chapter 11
Engaging White Students in a Multicultural Campus: Developmental Needs and Institutional Challenges, Margaret W. Sallee, Moreen E. Logan, Susan Sims, and W. Paul Harrington
Chapter 12
Meeting the Needs of Commuter, Part-time, Transfer, and Returning Students, Scott C. Silverman, Sarvenaz Aliabadi, and Michelle R. Stiles
Chapter 13
Creating a Pipeline to Engage Low-Income, First-Generation College Students, Jarrett Gupton, Cristina Castelo-Rodríguez, David Angel Martínez, and Imelda Quintanar
Chapter 14
Improving Transfer Trajectories for First-Year, First-Generation, Minority Community College Students, Ramona Barrio-Sotillo, Kaneesha Miller, Kuro Nagasaka, and Tony Arguelles
Chapter 15
Redefining Championship In College Sports: Enhancing Outcomes and Increasing Student-Athlete Engagement, Brandon E. Martin
Chapter 16
The Changing Academy: Developmental Approaches to Engaging Emerging Populations in Higher Education, Kenechukwu (K.C.) Mmeje, Christopher B. Newman, Dennis A. Kramer II, and Mark A. Pearson
Afterword, George D. Kuh
About the Editors
About the Contributors
About the Author(s)
Shaun R. Harper is an Assistant Professor in the Higher Education Management Program at the University of Pennsylvania. He maintains an active research agenda that examines race and gender in higher education; African American male college achievement; racial/ethnic minority student retention; the effects of college environments on student behaviors and outcomes; student affairs at historically Black colleges and universities; and gains associated with educationally purposeful student engagement, both inside and outside of the classroom. His dissertation study on high-achieving African American men at predominantly White universities received the 2004 National Association of Student Personnel Administrators (NASPA) Melvene D. Hardee Dissertation of the Year Award. In addition, Dr. Harper is recipient of the 2005 Emerging Scholar Award and the 2006 Annuit Coeptis Award for early career achievement, both given by the American College Personnel Association. He has presented over 100 research papers, symposia, and workshops at national higher education and student affairs professional conferences since 2000. He is the editor of three forthcoming books and author of 34 peer-reviewed journal articles, book chapters, and other scholarly publications. Additionally, Dr. Harper currently serves as Director of Research on the NASPA International Board of Directors; an editorial board member for the Journal of College Student Development and NASPA Journal; and a member of the Advisory Committee for the National Conference on Race and Ethnicity in American Higher Education.
Stephen John Quaye will soon begin a tenure-track Assistant Professorship in the College Student Personnel Program at the University of Maryland, College Park. He currently serves as a Research Assistant in the Center for the Study of Higher Education at The Pennsylvania State University. His research concentrates on the influence of race relations on coll
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