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Research on English Language Teaching and Learning in the Middle East and North Africa (Global Research on Teaching and Learning English)
The tenth volume in the TIRF-Routledge series, this book features research on the teaching and learning of English in the Middle East and North Africa (MENA). With chapters written by TIRF Doctoral Dissertation Grant awardees and internationally known scholars, the volume addresses contemporary challenges and considerations to teaching English in the MENA context. With empirical research covering a wide range of under-studied contexts, this book provides important insights and future directions to improve research and instruction. Offering up-to-date research at the primary, secondary, and post-secondary levels, this volume is an essential resource for language education programs and pre-service teachers.Chapter 7 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND)] 4.0 license.
Research on Service Learning: Conceptual Frameworks and Assessments: Volume 2A: Students and Faculty
The purpose of this set is to improve service learning research and practice through strengthening its theoretical base. Contributing authors include both well-known and emerging service learning and community engagement scholars, as well as scholars from other fields. The authors bring theoretical perspectives from a wide variety of disciplines to bear as they critically review past research, describe assessment methods and instruments, develop future research agendas, and consider implications of theory-based research for enhanced practice. This set constitutes a rich resource that suggests new approaches to conceptualizing, understanding, implementing, assessing, and studying service learning. Each chapter offers recommendations for future research.Research on Service Learning: Conceptual Frameworks and Assessment will be of interest to both new and veteran service learning instructors seeking to enhance their practice by integrating what has been learned in terms of teaching, assessment, and research. Staff and faculty who are responsible for promoting and supporting service learning at higher education institutions, evaluating community service programs, and working with faculty to develop research on service learning, will also find this volume helpful. For scholars and graduate students reviewing and conducting research related to service learning, this book is a comprehensive resource, and a knowledge base about the processes and outcomes of innovative pedagogies, such as service learning, that will enable them to locate their own work in an expanding and deepening arena of inquiry.Both volumes open with chapters focused on defining the criteria for quality research. Volume 2A, then begins with research related to students, comprising chapters that focus on cognitive processes, academic learning, civic learning, personal development, and intercultural competence. The concluding faculty section presents chapters on faculty development, faculty motivation, and faculty learning. Volume 2B addresses community development, and the role of nonprofit organizations in service learning. It then focusses on institutions, examining the institutionalization of service learning, engaged departments, and institutional leadership. The final section on partnerships in service learning includes chapters on conceptualizing and measuring the quality of partnerships, inter-organizational partnerships, and student partnerships.Both volumes are also available separately.
Research on Service Learning: Conceptual Frameworks and Assessments: Volume 2B: Communities, Institutions, and Partnerships
The purpose of this set is to improve service learning research and practice through strengthening its theoretical base. Contributing authors include both well-known and emerging service learning and community engagement scholars, as well as scholars from other fields. The authors bring theoretical perspectives from a wide variety of disciplines to bear as they critically review past research, describe assessment methods and instruments, develop future research agendas, and consider implications of theory-based research for enhanced practice. This set constitutes a rich resource that suggests new approaches to conceptualizing, understanding, implementing, assessing, and studying service learning. Each chapter offers recommendations for future research.Research on Service Learning: Conceptual Frameworks and Assessment will be of interest to both new and veteran service learning instructors seeking to enhance their practice by integrating what has been learned in terms of teaching, assessment, and research. Staff and faculty who are responsible for promoting and supporting service learning at higher education institutions, evaluating community service programs, and working with faculty to develop research on service learning, will also find this volume helpful. For scholars and graduate students reviewing and conducting research related to service learning, this book is a comprehensive resource, and a knowledge base about the processes and outcomes of innovative pedagogies, such as service learning, that will enable them to locate their own work in an expanding and deepening arena of inquiry.Both volumes open with chapters focused on defining the criteria for quality research. Volume 2A, then begins with research related to students, comprising chapters that focus on cognitive processes, academic learning, civic learning, personal development, and intercultural competence. The concluding faculty section presents chapters on faculty development, faculty motivation, and faculty learning. Volume 2B addresses community development, and the role of nonprofit organizations in service learning. It then focusses on institutions, examining the institutionalization of service learning, engaged departments, and institutional leadership. The final section on partnerships in service learning includes chapters on conceptualizing and measuring the quality of partnerships, inter-organizational partnerships, and student partnerships.Both volumes are also available separately.
Research on Student Civic Outcomes in Service Learning: Conceptual Frameworks and Methods
At this time of a renewed call for colleges and universities to create campus cultures that support and develop students’ understanding and commitment to civic participation, what is known about the design of service learning courses and their effectiveness to achieve this goal? This volume presents research on--and deepens understanding of--teaching strategies that foster the knowledge, skills and dispositions of college graduates to be actively engaged in their communities as citizens and civic-minded professionals. The first section offers an overview of civic learning and the importance of intentional service learning course design to reach civic outcomes. The next section employs various disciplinary perspectives to identify theories and conceptual frameworks for conducting research on student civic outcomes. The third section focuses on research methods and designs to improve research using quantitative and qualitative approaches, cross-institutional research strategies, longitudinal designs, authentic data, and local and national data sets. Chapters also address implications for practice and future research agendas for scholars.
Research through Play: Participatory Methods in Early Childhood
Doing research with young children can be challenging for many reasons, but this book provides clear guidance on how to engage in appropriate methods. Focusing on researching through play, careful consideration is given to: · the founding principles of playful research · understanding young children’s perspectives · prioritising the rights of the child and the voice of the child · examples of innovative research methods Real life examples and research projects are presented, to enable common challenges to be anticipated and to showcase successful creative approaches, and to inspire new paths in research.
Researching Language Learning Motivation: A Concise Guide
One of the most active areas in the field of second language acquisition, language learning motivation is a burgeoning area of research. Yet the plethora of new ideas and research directions can be confusing for newcomers to the discipline to navigate. Offering concise, bite-size overviews of key contemporary research concepts and directions, this book provides an invaluable guide to the contemporary state of the field.Making the discussion of key topics accessible to a wider audience, each chapter is written by a leading expert and reflects on cutting-edge research issues. From well-established concepts, such as engagement and learning goals, to emerging ideas, including contagion and plurilingualism, this book provides easy to understand overviews and analysis of key contemporary themes. Helping readers understand a field which can appear highly technical and overwhelming, Researching Language Learning Motivation provides valuable insights, perspectives and practical applications.
Researching the ‘New Normal’ Social World: Methodological Adaptations and Innovations Post-Pandemic
This edited volume focuses on the changing research methodologies in social science research, prompted by the new social world shaped by the pandemic. It explores adaptations and developments to meet the demands of transforming social circumstances and showcases innovative alternative approaches. Featuring a range of international and interdisciplinary contributors who discuss the context of social science research in the "new normal", the book sets out the need to redesign research to address present-day challenges for the post-pandemic. Chapters share methodological innovations and demonstrate how applicable these new and adapted methodologies are to a world post-pandemic, discussing a wide range of innovative, digital-first research methods with practical analysis. The role of technology and its application in social science research during this transition is explored in particular, alongside new approaches to quantitative and qualitative research that feature innovations in ethnography, online data collection, and ethical protocols for research. Ultimately offering a comprehensive exploration of adaptive and innovative social science research methodologies suited to the current social context, the book will be relevant to researchers, academics, and scholars in the fields of research methods, research technologies, and the sociology of education.
Resilience and Future of Smart Learning: Proceedings of 2022 International Conference on Smart Learning Environments (Lecture Notes in Educational Technology)
This book provides an archival forum for researchers, academics, practitioners, and industry professionals interested and/or engaged in the reform of the ways of teaching and learning through advancing current learning environments towards smart learning environments. It facilitates opportunities for discussions and constructive dialogue among various stakeholders on the limitations of existing learning environments, need for reform, innovative uses of emerging pedagogical approaches and technologies, and sharing and promotion of best practices, leading to the evolution, design and implementation of smart learning environments. This book also focus on the interplay of pedagogy, technology and their fusion towards the advancement of smart learning environments.
Resilience and Wellbeing in Young Children, Their Families and Communities: Exploring Diverse Contexts, Circumstances and Populations (Towards an Ethical Praxis in Early Childhood)
Resilience and Wellbeing in Young Children, Their Families and Communities unpicks the theme of resilience and wellbeing through diverse contexts, circumstances, populations and life stories in order to explore its complexity globally.Current societal events have brought forward a need for understanding how to best support and create environments with conditions that promote children’s holistic wellbeing. Violence in all its facets, poverty, political conflict and the recent pandemic are among the major realities threatening children, and this demands attention to how resilience can be supported to effectively safeguard children’s lived experiences. This book explores resilience from a range of perspectives, research projects and practical support mechanisms for young children, families, educators and communities. It starts with theoretical conceptualizations and goes on to present specific research projects and applied initiatives and how these can be used in application to praxis for young children and their families.Being of interest to educators and human services striving to advocate for and enhance young children’s wellbeing, this book will serve as both a useful overview of the many approaches to supporting resilience in young children, while providing a sound theoretical perspective that is accessible for all.
Resistance in Educational Leadership, Management, and Administration (Critical Studies in Educational Leadership, Management and Administration)
This edited volume brings together a range of perspectives on Educational Leadership, Management and Administration (ELMA) and various theories of resistance or compliance along with how policy and politics play out in school communities.The book makes a significant contribution to debates around theorising educational leadership and the implications of discourses on schooling and the politics of education. It brings together a broad array of international scholars to examine theories of resistance in ELMA and establish a resistance-oriented agenda for critical ELMA research that promotes change and diverse ideas about leadership. Using both empirical data and conceptual analysis, the chapters provide opportunities for theorising the work and working conditions of educational leaders alongside questions of compliance and resistance that further improve the understanding of these concepts in the field.Providing cutting-edge research and theorisation into this emerging area, the book will be highly relevant for researchers, academics, and postgraduate students in the fields of educational leadership, management and administration, and educational policy. It will also be of interest to school leaders.
Resources for Early Childhood: A Handbook
Published under the auspices of the New York Public Library, this expanded, reorganized and updated edition of Resources for Early Childhood: An Annotated Guide for Educators, Librarians, Health Care Professionals, and Parents (1985), includes new essays by the most important theorists in the early childhood field today. Influential classic works as well as recent works are listed and annotated in the new bibliographies. Essayists include Marian Wright Edelman on the hardships of America's young families; Bettye Caldwell on Educare; Lewis Lipsitt on assessment of deficits in children; Louise Bates Ames on developmental readiness for schooling; Nicholas Anastasiow on oral language development; Urie Bronfenbrenner on changes in family life and child care; Irving Lazar on education policy; Bob McGrath on recorded children's music; Michael Lewis on emotional development in preschool children; Michael Meyerhoff on toy selection; David Elkind on young children in the post-modern world; Mary Dean Dumais on the kindergarten curriculum; Vincent Fontana on child abuse; Dorothy Singer on television and children's overall development; Lendon Smith on nutrition, health, AIDS and the environment; Edward Zigler on family support programs; Stella Chess on temperament; Bernard Spodek on choosing appropriate early childhood programs; David Weikart on the importance of early childhood education. A subject index is included.
Retaining African Americans in Higher Education: Challenging Paradigms for Retaining Students, Faculty and Administrators
Retention of African Americans on campus is a burning issue for the black community, and a moral and financial one for predominantly white institutions of higher education. This book offers fresh insights and new strategies developed by fifteen scholars concerned by the new climate in which affirmative action is being challenged and eliminated.This is the first book devoted specifically to retention of African Americans in higher education, and is unique in addressing the distinct but inter-related concerns of all three affected constituencies: students, faculty and administrators. Each is considered in a separate section.The student section shifts attention from, to paraphrase McNairy, "fixing the student" to focussing on higher education's need to examine and, where appropriate, revise policies, curriculum, support services and campus climate. Responding to the new agenda shaped by the opponents of affirmative action, but rejecting the defensive "x percent solutions" espoused by its proponents, this book puts forward new solutions that will provoke debate. Section II begins with a survey of the literature on African American administrators, and presents a Delphi study of twelve administrators to provide an understanding of pathways and barriers to success. The contributors then consider the importance of developing community support and creating alliances, the role of mentoring, and the setting of clear expectations between the individual and the institution.Starting with the recognition that African Americans represent less than five percent of full-time faculty, the chapters in the final section examine the effects of the dismantling of affirmative action, the consequences of faculty salaries trailing more lucrative non-academic employment, the declining enrollment of students of color, the politics of promotion and tenure, and issues of identity and culture. The book concludes by stressing the roles that parents, faculty and administrators must play to empower African American students to take responsibility for their own academic performance.This is a compelling, controversial and constructive contribution to an issue of national importance.
Rethinking College Student Development Theory Using Critical Frameworks
A major new contribution to college student development theory, this book brings "third wave" theories to bear on this vitally important topic. The first section includes a chapter that provides an overview of the evolution of student development theories as well as chapters describing the critical and poststructural theories most relevant to the next iteration of student development theory. These theories include critical race theory, queer theory, feminist theories, intersectionality, decolonizing/indigenous theories, and crip theories. These chapters also include a discussion of how each theory is relevant to the central questions of student development theory. The second section provides critical interpretations of the primary constructs associated with student development theory. These constructs and their related ideas include resilience, dissonance, socially constructed identities, authenticity, agency, context, development (consistency/coherence/stability), and knowledge (sources of truth and belief systems). Each chapter begins with brief personal narratives on a particular construct; the chapter authors then re-envision the narrative’s highlighted construct using one or more critical theories. The third section will focus on implications for practice. Specifically, these chapters will consider possibilities for how student development constructs re-envisioned through critical perspectives can be utilized in practice. The primary audience for the book is faculty members who teach in graduate programs in higher education and student affairs and their students. The book will also be useful to practitioners seeking guidance in working effectively with students across the convergence of multiple aspects of identity and development.
Rethinking Education for Sustainable Development: Research, Policy and Practice
This book explores how education can be used as a tool to promote sustainability practices as the world faces huge challenges related to climate change and public health. The chapters consider all types of literacy approaches that fall under the umbrella of Education for Sustainable Development (ESD). These approaches include scientific literacy, ecological literacy, health literacy, education on climate change and climate resilience, environmental education and others linking education, global health, and the environment more broadly. “Education” is used in the widest sense to incorporate non-formal, informal and formal/school settings. This volume will help to bring these interconnected areas together and interrogate their research methods, assumptions, field-based application and their policy potential. Taking a critical approach to ESD, the book suggests new pedagogies, tools, and technologies to strengthen the way we educate about sustainability issues and go beyond the current thinking about ESD. The book includes a foreword by Jeffrey Sachs, Director of the Center for Sustainable Development at Columbia University, USA.
Rethinking Education in the Context of Post-Pandemic South Asia: Challenges and Possibilities (Routledge Research in International and Comparative Education)
This edited volume offers new analytical and methodological approaches to the study of education in the post-pandemic educational context, through case studies from countries in South Asia such as Bhutan, India, Nepal, Pakistan and Sri Lanka. Crossing disciplinary and national boundaries to advance collaborative knowledge production in South Asian education, the book explores how different colonial legacies, religious orientations, and positions in the global economy are played out in regional education systems. In doing so, this volume focuses on the educational challenges faced by the region to better understand South Asian society and the existing societal inequalities in the wake of COVID-19. The book highlights how the pandemic invites a re-thinking of current ways of approaching educational research in hybrid forms, and also opens up new areas of research ranging from pedagogical innovations to the well-being of teachers and students. Offering interdisciplinary perspectives on education in this unique context, this timely book will be highly relevant to students, researchers, and academics in the fields of international and comparative education, South Asian studies, teacher education, and education policy and politics.
Rethinking Leadership in a Complex, Multicultural, and Global Environment: New Concepts and Models for Higher Education
The complexity of the decisions that today’s higher education leaders face—as they engage with a diversifying student body, globalization and technological advances—requires embracing new ways of thinking about leadership. This book examines the new theories and concepts of leadership that are described in the multidisciplinary literature on leadership, and are being applied in other sectors—from government to the non-profit and business communities—to explore the implications for leaders and leadership programs in higher education. At a time when the heroic, controlling, and distant leader of the past has given way to a focus on teams, collectives and social change, the contributors to this book ask: What new skills and competencies should leaders and programs be addressing?The recognition of the interdependence of groups within organizations, and between organizations; of cultural and social differences; and of how technology has sped up decision time and connected people across the globe; have changed the nature of leadership as well as made the process more complex and diffuse. This book is addressed to anyone developing institutional, regional or national leadership development programs; to aspiring leaders planning to participate in such programs; and to campus leaders concerned with the development and pipeline of emerging leaders. It will be particularly useful for administrators in faculty development offices who are planning and creating workshops in leadership training, and for staff in human resource offices who offer similar training.Contributors: Laurel Beesemyer; Rozana Carducci; Pamela Eddy; Tricia Bertram Gallant; Lynn Gangone; Cheryl Getz; Jeni Hart; Jerlando F. L. Jackson; Lara Jaime; Adrianna Kezar; Bridget R. McCurtis; Sharon McDade; Robert J. Nash; Elizabeth M. O’Callahan; Sue V. Rosser; Lara Scott.
Rethinking Multicultural Education: Case Studies in Cultural Transition
Korn and Bursztyn and their contributors examine the cultural transitions that children make as they move between the cultures of home and school. To better understand these transitions, they explore how educators understand their students' shifting experiences and examine how educators also negotiate transitions as they too move from home to school each day. The narratives or case studies reflect this shifting gaze: from child, to teacher, to parents, and take up the various relational configurations that these can form, amongst and between each other. They turn a critical eye toward instances of classroom practice and school life, connecting personal knowledge with school change. In some cases, the authors draw directly on autobiographical material, linking these to a reflective approach to teaching.Avoiding the celebratory tone that often attends discussions of multiculturalism, the authors address how diverstiy engages us in continual renegotiation of the personal and social. The perspectives of educators and of teacher candidates are presented, and the construction of cultural identity and its impact on schools, explored. In illuminating the complicated nature of cultural transitions and the obligation of schools to create places in which children and families of diverse backgrounds can thrive, they highlight how multiculturalism can play a transformative role in the lives of children and schools. A must reading for educators and graduate students in education, school psychology, guidance and counseling.
Rethinking Sociological Critique in Contemporary Education: Reflexive Dialogue and Prospective Inquiry (Routledge Research in the Sociology of Education)
This book explores a new repertoire for critique in the sociology of contemporary education, focusing on emerging social theories that respond to contemporary challenges in education, education policy and governance. Presenting a variety of approaches in the sociology of education including pragmatist critical sociology, neo-Marxism, post-digital sociology, new materialisms, affirmative critique of education, and post-colonial studies, the chapters in this book engage in a novel, collective dialogue and reflection on the affordances, limitations and challenges of emerging social theories in contemporary education. The book further justifies this novel approach through inclusion of a series of interviews with leading scholars and thinkers from within and outside the field of education on the subject of critique in contemporary society and education. The book offers relevant global and decolonial perspectives to study current transformations, drawing on innovations in theorizing and empirical illustrations from different countries. Highlighting alternative visions of these transformations in an era of globalization, fragmentation, and growing nationalism, this cutting-edge book will be of great interest to researchers, academics and postgraduate students in the fields of the sociology of education, the philosophy of education, social theory, political science and comparative policy and politics more broadly.
Rethinking Teaching in Higher Education: From a Course Design Workshop to a Faculty Development Framework
This book is intended for faculty and faculty developers, as well as for deans, chairs, and directors responsible for promoting teaching and learning in higher education. Intentionally non-technical, it engages readers reflectively with a process for developing teaching and details the planning necessary to apply this process to teaching within disciplines.The book centers on McGill University’s week-long Course Design and Teaching Workshop that the contributors have offered together for more than ten years. It follows the five day format of the workshop–covering the analysis of course content, conceptions of learning, the selection of appropriate teaching strategies, the evaluation of student learning, and evaluation of teaching–in a way that reflects the spontaneity of the debates it has engendered and the workshop’s evolutionary changes. The structure shows faculty members conceptualizing new courses or re-examining their teaching of existing courses, and translating the insights gained from the workshop to specific disciplinary content and learning outcomes. In addition four previous participants of the workshop write about its influence on their personal thinking about the practice of teaching.The final two chapters describe the structure and evolving role of McGill’s Centre for University Teaching and Learning. The authors describe its objectives in fostering an evidence-based teaching culture and providing a practical support structure with limited resources. They highlight achievements in disseminating teaching expertise across their campus, and their vision for the future role of faculty development.This book provides faculty developers and administrators with valuable non-prescriptive models and challenging ideas that promote faculty development in general and university teaching in particular. It engages faculty members in the process of course design in a way that is learning centered and can lead to deep student learning.
Review of Adult Learning and Literacy, Volume 5: Connecting Research, Policy, and Practice: A Project of the National Center for the Study of Adult Learning and Literacy
The Review of Adult Learning and Literacy: Connecting Research, Policy, and Practice, Volume 5 is the newest volume in a series of annual publications of the National Center for the Study of Adult Learning and Literacy (NCSALL) that address major issues, the latest research, and the best practices in the field of adult literacy and learning.Each Review opens with an overview of significant recent developments in the field of adult literacy during the year, followed by a set of chapters presenting in-depth reviews of research and best practices on topics of high interest to the field. Volume 5 includes chapters on:*the increasing emphasis on scientifically based research and evidence-based practice in education, their use in adult literacy, and the perception of their usefulness by those who work in the field;*recent research on the impact of acquiring a General Educational Development (GED) credential;*the adult literacy system in the state of Massachusetts, focusing on the factors that led to investing and restructuring in the system, and the lessons learned that may be helpful to other states interested in building strong systems of educational service delivery for adult learners;*a history and review of volunteerism in adult literacy;*the history and structure of the adult literacy system in New Zealand, including policy recommendations for the current system to more effectively serve all adult learners; and*a review of theories and key resources related to metacognitive skills in reading.The Review of Adult Learning and Literacy serves as the journal of record for the field and is an essential resource for all stakeholders who need to know what research can reveal about how best to serve adult learners.
Revising the Curriculum and Co-Curriculum to Engage Diversity, Equity, and Inclusion
Entering at a critical time in the national dialogue on higher education and diversity, equity, and inclusion (DEI), this edited book presents case studies from six institutions that have successfully enacted curricular change. Pulled from research, state, private, and small colleges as well as various regions of the United States, these case studies cover a range of approaches, including faculty-driven and institution-wide processes, aimed at engaging the entire campus, as well as efforts at the classroom and disciplinary level. Accompanying chapters overview the work, exploring themes and best practices, discuss the current political climate, and offer cutting-edge research on assessment in DEI. An inspiring and practical read for higher education faculty, leaders, and practitioners, this book demonstrates that curricular change is an achievable, worthwhile, and urgently necessary pursuit.
The Rise of the Research University: A Sourcebook
The modern research university is a global institution with a rich history that stretches into an ivy-laden past, but for as much as we think we know about that past, most of the writings that have recorded it are scattered across many archives and, in many cases, have yet to be translated into English. With this book, Paul Reitter, Chad Wellmon, and Louis Menand bring a wealth of these important texts together, assembling a fascinating collection of primary sources—many translated into English for the first time—that outline what would become the university as we know it. The editors focus on the development of American universities such as Cornell, Johns Hopkins, Harvard, and the Universities of Chicago, California, and Michigan. Looking to Germany, they translate a number of seminal sources that formulate the shape and purpose of the university and place them next to hard-to-find English-language texts that took the German university as their inspiration, one that they creatively adapted, often against stiff resistance. Enriching these texts with short but insightful essays that contextualize their importance, the editors offer an accessible portrait of the early research university, one that provides invaluable insights not only into the historical development of higher learning but also its role in modern society.
Rising to Full Professor: Pathways for Faculty of Color
Academe has made little progress in hiring and advancing faculty of color.Through the narratives of full professors of color, this book aims to make visible their journeys -- beset with lack of criteria transparency, marginalization, discouragement, and discrimination on the way to success -- to provide insights for junior and mid-level scholars as they negotiate their pathways to full professorship.This book offers readers a unique, micro-and macroscopic window into the lived experiences of individuals who represent a multitude of social, ethnic and cultural identities, disciplinary domains, academic and professional credentials, and socialization experiences. They share their doubts and fears as they began their applications, the contradictory advice they received, who they consulted for guidance, some of the indelible costs of the experience and, when they encountered it, how they dealt with initial rejection.In describing their persistence and success, the contributors reflect on the rewards of the position and the opportunities it offers to play influential decision-making roles and become agents of change, shifting institutional culture, values, and practices.Beyond filling a gap in the literature and research on, and promotion to, this position, this book uniquely addresses the experiences of women and men faculty of color, raising broad implications for how higher education recruits, evaluates, and rewards faculty work, as well as the broader context of racial and social institutional goals and outcomes.This book is intended for several audiences. First, for faculty of color who aspire to the rank of full professor. Second, for faculty in general, including allies who work tirelessly for social justice, to dismantle white supremacy, racism, sexism, and the range of discriminatory practices Third, for administrators in senior leadership positions to make them aware of the inequitable path to full professorship and the gross underrepresentation of faculty of color at that rank whose experiences and expertise are now more than ever needed as student demographics are changing.
Risk, Shocks, and Human Development: On the Brink
Sudden negative events are part of life, but some are more disastrous than others. This book analyzes the consequences of sudden negative shocks in the short and long term well being of people and how the policies implemented before, during and in the immediate aftermath of the event could help prevent these long lasting effects.
Roads Taken: Women in Student Affairs at Mid-Career
The work of student affairs professionals is demanding and unpredictable. This book addresses the particular challenges that it presents to women in mid-career.While much has been written about new graduate students, new professionals and senior administrators in student affairs, scant attention has been paid to the issues of mid-career, and particularly as they impact women.Here are the stories of over twenty women, from widely different backgrounds, reflecting on their lives at mid-career. They describe the choices they made and share the lessons they have learned, particularly the ever-present concerns about reconciling the demands of work and responsibilities to family and partners . The volume focuses on issues that have particular and significant meaning for women. The individual narratives are grouped into five sections, each beginning with a scholarly introduction to its topics. The sections deal with education and self development, such as the life implications of embarking on a doctorate; dual career couples and such decisions as relocation; choices about having children and responsibilities for the care of aging parents; arriving at mid-career; and alternatives to traditional, linear career progression in student affairs administration.This volume is a particular gift to women currently in mid-career positions in student affairs, women embarking on their personal and professional journey in student affairs, the partners of such women, their colleagues, and the individuals who supervise them.