Title: STUDYING LATINX/A/O STUDENTS IN HIGHER EDUCATION
Editor: Nicole M. Garcia & 2 others
Publisher: Routledge
ISBN-13: 9780367442507
Offering innovative approaches to understand the asset-based contributions of Latinx/a/o students, this book showcases scholars from various disciplines, including, psychology, sociology, higher education, history, gender studies, and beyond. Chapter authors argue that various forms of knowledge and culturally relevant methodologies can help advance and promote the success and navigation of Latinx/a/o students. The contributors of this book challenge the deficit framing often found in higher education, and expand conceptualizations, theories, and methodologies used in the study of Latinx/a/o student populations to incorporate AfroLatinx/a/o perspectives, center Central American students in research, and bring Undocumented Critical Theory into the conversation.
Title: THE JOURNEY FROM COLLEGE TO CAREER: HOW 1ST GENERATION BLACK AND HISPANIC GRADUATES FOUND SUCCESS
Author: Dr. Jeannette Nance Frett
Publisher: Independently published
ISBN-13: 9798857308769
This volume explores how, against all odds, Black and Hispanic first-generation college graduates overcame obstacles to achieve their dreams of attaining bachelor’s degrees and forging successful careers. Her book also presents a striking truth: although a college degree typically yields a $1.2 million lifetime earning advantage, this isn’t always the case for first-gens, particularly in Black and Hispanic communities. Through the lens of real-life stories, her meticulously researched study reveals the five pivotal factors that shaped these first-gens’ college-to-career trajectory: the influence of family, unwavering persistence, strategic preparation, the art of networking, and the intricate role of race.
Title: COLLEGE STUDENTS’ SENSE OF BELOGING: A KEY TO EDUCATIONAL SUCCESS FOR ALL STUDENTS
Author: Terrell L. Strayhorn
Publisher: Routledge; 2nd edition
ISBN-13: 9781138238558
This book explores how belonging differs based on students’ social identities, such as race, gender, sexual orientation, or the conditions they encounter on campus. Belonging can affect a student’s degree of academic adjustment, achievement, aspirations, or even whether a student stays in school. This book explores student sub-populations and campus environments, offering readers updated information about sense of belonging, how it develops for students, and a conceptual model for helping students belong and thrive. Underpinned by theory and research and offering practical guidelines, this book is also an important resource for higher education and student affairs professionals, scholars, and graduate students.
Title: RADICAL REIMAGINING FOR STUDENT SUCCESS IN HIGHER EDUCATION
Editors: Jillian Kinzie & others
Publisher: Routledge; 1st edition
ISBN-13: 9781642671537
Co-published with the American Association of State Colleges and Universities (AASCU), this book answers the question “What would your institution look like if students really mattered?” The authors argue that really putting student success at the center of attention will require a radical reimagining of higher education. Much of what is presented here is grounded in the findings of the American Association of State Colleges and Universities’ (AASCU’s) Re-Imagining the First Year (RFY) initiative, which brought together 44 member institutions over a three-year period to identify and test programs, strategies, and tools aimed at improving retention rates for first-year students.
Title: CRITICAL PERSPECTIVES ON LATINO EDUCATION IN MASSACHUSETTS
Editors: Lorna Rivera & Melissa Colón
Publisher: University of Massachusetts Press
ISBN-13: 9781625348661
Recent research at the Mauricio Gastón Institute for Latino Community Development and Policy reveals that Latino students in Massachusetts are more likely to attend public schools, in communities with significant academic achievement and opportunity gaps as well as other challenges, from food scarcity to higher rates of unemployment. This collection of essays, from those working inside the classroom as well as researchers, addresses the array of issues facing Latino students in Massachusetts, paints a complex picture of the educational experience for Latinos, and offer expert suggestions for improving classrooms, school environments, and ultimate educational outcomes for an important growing demographic in the Commonwealth.
Title: THE SUSTAINABLE LEARNING COMMUNITY, ONE UNIVERSITY’S JOURNEY TO THE FUTURE
Edited by: John Aber, Tom Kelly & Bruce Mallory
Publisher: University of Massachusetts Press
ISBN-13: 9781584657712
With the oldest endowed campus-wide sustainability program in the country, established in 1997, the University of New Hampshire has become a leader in advancing a campus culture of sustainability. The UNH experience provides a unique window into the development of a new and integrated approach to teaching, learning, research, and operations. It is also a valuable guide for other institutions that aim to enhance the quality of campus life while reducing their environmental footprint. The book's organization along four functional domains (curriculum, operations, research, and engagement) allows faculty, staff, students, and managers to focus on sections of particular relevance to their university roles.
Title: RISKY WRITING, SELF-DISCLOSURE AND SELF-TRANSFORMATION IN THE CLASSROOM
Author: Jeffrey Berman
Publisher: University of Massachusetts Press
ISBN-13: 9781558493384
In Risky Writing, Jeffrey Berman builds on earlier studies, describing ways teachers can encourage college students to write safely on subjects often deemed too personal or too dangerous for the classroom from grieving the loss of a beloved relative or friend to confronting sexual abuse, among others. Recognizing the controversial nature of his subject, Berman confronts academic opposition to personal writing head on. He also discusses the similarities between the “writing cure” and the “talking cure,” the role of the teacher and audience in the self-disclosing classroom, and the pedagogical strategies necessary to minimize risk, including the importance of empathy and other befriending skills.
Title: DROPPING IN
Author: Robert Petrone
Publisher: University of Massachusetts Press
ISBN-13: 9781625347152
The die-hard local skateboarders of Franklin Skatepark—a group of working-class, Latino and white young men in the rural Midwest—are typically classified by schools and society as “struggling,” “at-risk,” “failing,” and “in crisis.” But at the skatepark, they thrive and succeed, not only by landing tricks but also by finding meaning and purpose in their lives. In Dropping In, Robert Petrone draws from multiple years of ethnographic research to bring readers into this rich environment where these young men engage more with skateboarding and its related cultural communities than with school. For them, it is in these alternative communities and spaces that they meet their intellectual, literate, and learning needs; cultivate meaningful and supportive relationships; and develop a larger understanding of their place in the world. By looking at what these skateboarders can teach us, Petrone asks educators and others committed to youth development to rethink schooling structures and practices to provide equitable education for all students.
