Title: Student Leadership Model for Hispanic Serving and Emerging Hispanic Serving Institutions
Author: Norma S. Guerra
Publisher: Information Age Publishing
ISBN-13: 979-8887305349
Although evidence indicates that HSIs (Hispanic Serving Institutions) are making progress in enhancing the racial and cultural experiences of Latino/a/x students, “Latinx-enhancing” is part of their role as institutions that serve large numbers of minority students (Garcia, 2019), there are still institutional gaps in prioritizing opportunities for Latino/a/x students to engage in leadership development. Latino/a/x students often rely on informal out-of-college support systems in their communities, such as family and peers to thrive in college (Ceballo, 2004; Easley, et al, 2012), it is important to assist them in developing and implementing a strengths-based problem-solving communication approach (Guerra, 2015, 2016).
Title: Teacher Education at Hispanic-Serving Institutions: Exploring Identity, Practice,and Culture
Editor: Janine M. Schall & 2 more
Publisher: Routledge
ISBN-13: 978-1032238562
As the number of HSIs continues to grow, this text provides insight into how colleges and universities can better enact their HSI status. Chapters document the practices and experiences of faculty as they look to increase family engagement, utilize social and cultural values to inform instruction, and acknowledge historically institutionalized legacies of oppression and marginalization. The text also draws out how teacher education and development might be structured at an HSI, so that the institutional identity is reflected in curricula, pedagogy, scholarship, and community engagement. The text also explains important distinctions between HSIs and other minority serving institutions.
Title: Mission of the University
Author: José Ortega y Gasset
Publisher: Routledge
ISBN-13: 978-1138528192
In this volume Ortega poses two essential questions: what knowledge is most worth knowing by all students and what is the function of the university in a modern democracy? Basing his answers on deep personal culture and an extensive knowledge of the various European university systems, Ortega defined four primary missions: the teaching of the learned professions, fostering scientific research, training for political leadership, and finally the creation of cultured persons. Ortega's understanding of "general culture" is set out in great detail here. He meant an active engagement in ideas and issues that were both historical and contemporary.
Title: Universities with a Social Purpose: Intentions, Achievements and Challenges
Authors: Kerry Shephard, V. Santhakumar
Publisher: Springer
ISBN-13: 978-9819989621
The seventeen internationally-agreed Sustainable Development Goals (SDGs) provide focus for aspirations and plans regarding sustainability, but notably, the SDGs’ targets and indicators rarely provide detailed accounts of who is expected to enact change. This book addresses the role of higher education in this context and explores the social purposes of universities and their relation to the Sustainable Development Goals. It presents an academic analysis of this complex situation, based on insights from published literature on higher education, and the personal but very different experiences oftwo professors with this shared interest.
Title: Class Cultures and Social Mobility
Author: Paul Dean
Publisher: Rutgers University Press
ISBN-13: 9781978845800
Class Cultures and Social Mobility tells the stories of upwardly mobile first-gen graduates who flipped the script and turned their working-class roots into a strength. This accessible and engaging book reveals how first-gen graduates overcame hardship while leveraging unique skills—their working-class cultural capital—in college and their professional careers. It demonstrates there needn’t be a choice between economic success and maintaining authenticity to one’s roots—we can balance the competing demands of the two class worlds together. Whether you're an educator, student, working professional, or advocate, this book provides a way to reimagine the transformations that accompany class mobility.
Title: Emerging Intersections – Race, Class, and Gender in Theory, Policy,and Practice
Editors: Bonnie thornton Dill and Ruth Enid Zambrana
Publisher: Rutgers University Press
ISBN-13: 9780813544540
Emerging Intersections looks at the problems of inequality and oppression from new angles and promotes intersectionality as an interpretive tool that can be utilized to better understand the ways in which race, class, gender, ethnicity, and other dimensions of difference shape our lives today. The book showcases innovative contributions on how inequality affects people of color, demonstrates how public policies reinforce existing systems of inequality, and how research and teaching using an intersectional perspective compels scholars to become agents of change within institutions. Emerging Intersections will help bring us one step closer to achieving positive institutional change and social justice.
Title: Doing Diversity in Higher Education
Editor: Winnifred R. Brown-Glaude
Publisher: Rutgers University Press
ISBN-13: 9780813544472
Using case studies from universities throughout the nation, this volume examines the role faculty play in improving diversity on their campuses. The power of professors to enhance diversity has long been underestimated, their initiatives often hidden from view. Winnifred Brown-Glaude and her contributors uncover major themes and offer faculty and administrators a blueprint for conquering issues facing campuses across the country. Topics include how to dismantle hostile microclimates, sustain and enhance accomplishments, deal with incomplete institutionalization, and collaborate with administrators. The contributors' essays portray working on behalf of diversity as a genuine intellectual project rather than a faculty "service."
Title: Intersectionality and Higher Education – Identity and Inequality on College Campuses
Editors: W. Carson Bird, Rachelle J. Brunn-Bevel & Sarah M. Ovink
Publisher: Rutgers University Press
ISBN-13: 9 780813597669
This book examines how race, ethnicity, class, gender, sexuality, sexual orientation, age, disability, nationality, and other identities connect to produce intersected campus experiences. Contributors look at the individual and institutional perspectives on campus climate, race, class, and gender disparities, LGBTQ student experiences, undergraduate versus graduate students, faculty and staff from varying socioeconomic backgrounds, students with disabilities, undocumented students, and the intersections of two or more of these topics. This volume presents an evidence-backed vision of how the twenty-first century higher education landscape should evolve in order to meaningfully support all participants, reduce marginalization, and reach for equity and equality.
