Skip to main content
For information on library services during Fall 2020 go to our COVID 19 guide
New Books - Higher Education
The Diversity Delusion by
Call Number: LC191.94 M34 2018
Publication Date: 2018-09-04
By theNew York Timesbestselling author: a provocative account of the attack on the humanities, the rise of intolerance, and the erosion of serious learning America is in crisis, from the university to the workplace. Toxic ideas first spread by higher education have undermined humanistic values, fueled intolerance, and widened divisions in our larger culture. Chaucer, Shakespeare and Milton? Oppressive. American history? Tyranny. Professors correcting grammar and spelling, or employers hiring by merit? Racist and sexist. Students emerge into the working world believing that human beings are defined by their skin color, gender, and sexual preference, and that oppression based on these characteristics is the American experience. Speech that challenges these campus orthodoxies is silenced with brute force. The Diversity Delusion argues that the root of this problem is the belief in America's endemic racism and sexism, a belief that has engendered a metastasizing diversity bureaucracy in society and academia. Diversity commissars denounce meritocratic standards as discriminatory, enforce hiring quotas, and teach students and adults alike to think of themselves as perpetual victims. From #MeToo mania that blurs flirtations with criminal acts, to implicit bias and diversity compliance training that sees racism in every interaction, Heather Mac Donald argues that we are creating a nation of narrowed minds, primed for grievance, and that we are putting our competitive edge at risk. But there is hope in the works of authors, composers, and artists who have long inspired the best in us. Compiling the author's decades of research and writing on the subject,The Diversity Delusion calls for a return to the classical liberal pursuits of open-minded inquiry and expression, by which everyone can discover a common humanity.
Race and Ethnic Relations on Campus by
Call Number: LC3731 B335 2018
Publication Date: 2018-09-07
Can today's college students confront race relations issues directly and make positive changes? Yes, they can. This book provides students with a fresh, practical approach to address these serious issues--as individuals and as members of groups--and set off a new positive revolution in race and ethnic relations. * Presents brand-new race and ethnic relations solution strategies for college students and universities in the United States * Carefully investigates several theoretical frameworks to provide readers with a better understanding of the numerous issues associated with race relations * Discusses a number of culturally sensitive topics associated with race and ethnic relations, such as race and intelligence, affirmative action programs, discrimination, Black Lives Matter, and immigration policies
Race on Campus by
Call Number: LC1099.3 P36 2018
Publication Date: 2018-10-09
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.
The Privileged Poor by
Call Number: LC210.5 J33 2019
Publication Date: 2019-03-01
Getting in is only half the battle. The Privileged Poor reveals how--and why--disadvantaged students struggle at elite colleges, and explains what schools can do differently if these students are to thrive. The Ivy League looks different than it used to. College presidents and deans of admission have opened their doors--and their coffers--to support a more diverse student body. But is it enough just to admit these students? In The Privileged Poor, Anthony Jack reveals that the struggles of less privileged students continue long after they've arrived on campus. Admission, they quickly learn, is not the same as acceptance. This bracing and necessary book documents how university policies and cultures can exacerbate preexisting inequalities and reveals why these policies hit some students harder than others. Despite their lofty aspirations, top colleges hedge their bets by recruiting their new diversity largely from the same old sources, admitting scores of lower-income black, Latino, and white undergraduates from elite private high schools like Exeter and Andover. These students approach campus life very differently from students who attended local, and typically troubled, public high schools and are often left to flounder on their own. Drawing on interviews with dozens of undergraduates at one of America's most famous colleges and on his own experiences as one of the privileged poor, Jack describes the lives poor students bring with them and shows how powerfully background affects their chances of success. If we truly want our top colleges to be engines of opportunity, university policies and campus cultures will have to change. Jack provides concrete advice to help schools reduce these hidden disadvantages--advice we cannot afford to ignore.
Multicultural and Diversity Issues in Student Affairs Practice by
Call Number: LB2342.9 H69 2019
Publication Date: 2019-08-14
The book was written to assist those who plan to work as student affairs educators soon and those who are new student affairs educators to become competent in social justice and inclusion. It will provide trainees and new student affairs educators not only content knowledge and skills but also strategies and ways to develop competency in social justice and inclusion. Twenty-six additional individuals consist of both scholars/researchers and practitioners who have authored the book chapters. Through their writing these experts have offered their first-hand experiences and wisdom for being a competent student affairs educator in higher education. It will provide the reader with an understanding of multicultural competency and professional identity in student affairs practice, an opportunity to develop a professional identity that centers on social justice, a comprehension of historical development of multiculturalism and diversity in student affairs practice, knowledge of multicultural theory and its application, an understanding of ethical and legal issues from a multiculturalism, diversity, and social justice perspective, knowledge of culturally appropriate intervention strategies in practice, and understanding of evidence-based practice in student affairs. Moreover, this book will offer the reader knowledge and skills in utilizing theory, research, and assessment to enhance practice, forming professional identity through social justice and inclusion, and on how to create a social justice and inclusive environment for minoritized students and students with special needs. Finally, the book teaches the reader how to work with minoritized students and students with special needs.
2017 National Survey on the First-Year Experience by
Call Number: LB2343.32 T856 2019
Publication Date: 2019-07-26
Buy separately or as a packagewith the eBook Response Frequencies from the 2017 National Survey on the First-Year Experience. The first-year seminar continues to be a common structure for supporting student success in higher education, yet it represents only one of many first-year programs. With this in mind, the 2017 National Survey on The First-Year Experience marks a change from previous surveys administered by The National Resource Center for The First-Year Experience and Students in Transition by exploring a broad range of initiatives designed to support success in the first college year. Recognizing that individual first-year programs are connected to extensive bodies of literature and practice, authors representing diverse professional networks focused on college student success contribute their voices to the analyses and presentation of results. The report includes an overview of institutional attention to the first year and the prevalence of and connections between first-year programs, a review of the results relating to selected first-year programs, and implications for practice and future research.
Handbook of Student Engagement Interventions by
Call Number: LB1027.55 H365 2019
Publication Date: 2019-05-09
Handbook of Student Engagement Interventions: Working with Disengaged Students provides an understanding of the factors that contribute to student disengagement, methods for identifying students at risk, and intervention strategies to increase student engagement. With a focus on translating research into best practice, the book pulls together the current research on engagement in schools and empowers readers to craft and implement interventions. Users will find reviews on evidence-based academic, behavioral, social, mental health, and community-based interventions that will help increase all types of engagement. The book looks at ways of reducing suspensions through alternative disciplinary practices, the role resiliency can play in student engagement, strategies for community and school collaborations in addressing barriers to engagement, and what can be learned from students who struggled in school, but succeeded later in life. It is a hands-on resource for educators, school psychologists, researchers, and students looking to gain insight into the research on this topic and the strategies that can be deployed to promote student engagement.
Tackling Sexual Violence at Universities by
Call Number: LB2345.3 R37 T68 2019
Publication Date: 2019-04-03
Sexual violence is a problem well beyond universities, however universities are uniquely well placed to contribute to reducing sexual violence, encouraging those affected to come forward and speak about their experiences and actively encourage increased reporting. This book is unique, in that it offers an international perspective on the incidence, reporting and impact of sexual violence at universities. Drawing on evidence from the UK, North America Australia and Europe, Towl and Walker explore the psychological and structural challenges to reporting sexual violence. They provide a set of policy and practice guidance recommendations that move beyond awareness campaigns, to call for systems to be put in place whereby reports of sexual assault are handled promptly, fairly, and consistently. They also discuss how universities can strengthen their approach to prevention, promoting safeguarding and the welfare of victims and survivors, and involving victims and survivors in the development and improvement of services. However, fundamental to their approach, is keeping decision making with the victim and survivor, and emphasising that their health and recovery is paramount. Tackling Sexual Violence at Universitiesis an invaluable and ground-breaking resource for students and researchers in forensic psychology and criminology, as well as professionals working in higher education.