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As scholars and practitioners in higher education attempt to embrace and lead diversity efforts, it is imperative that they have an understanding of the issues that affect historically underrepresented students. Using an intersectional approach that connects the categories of race, class, and gender, Diversity and Inclusion on Campus comprehensively covers the range of college experiences, from gaining access to higher education to successfully persisting through degree programs. Authors Winkle-Wagner and Locks bridge research, theory, and practice related to the ways that peers, faculty, administrators, and institutions can and do influence racially and ethnically underrepresented students' experiences. This book is an invaluable resource for future and current higher education and student affairs practitioners working toward full inclusion and participation for all students in higher education. Special features: Chapter Case Studies-cases written by on-the-ground practitioners help readers make meaningful connections between theory, research, and practice.
Coverage of Theory and Research-each chapter provides a systematic treatment of the literature and research related to underrepresented students' experiences of getting into college, getting through college, and getting out of college. Discussion Questions-questions encourage practitioners and researchers to explore concepts in more depth, consider best practices, and make connections to their own contexts.
List of contents
SECTION 1: GETTING IN
CHAPTER 1 – INTRODUCTION: THE ACTION OF DIVERSITY AND INCLUSION IN HIGHER EDUCATION
CHAPTER 2 – THE RACE TO COLLEGE ACCESS: GETTING IN THE STARTING GATE
CHAPTER 3 – DIVERSITY AND COLLEGE ADMISSIONS DECISIONS: ADDING EBONY TO THE IVORY TOWER
SECTION 2: GETTING THROUGH
CHAPTER 4 – THE COLLEGE TRANSITONS PROCESS: WHEN MANY SHIPS COLLIDE
CHAPTER 5 – THE ROLE OF MINORITY SERVING INSTITUTIONS IN SHAPING DIVERSITY IN HIGHER EDUCATION: INCLUDING THOSE WHO WERE EXCLUDED
CHAPTER 6 – THE CAMPUS CLIMATE: DIVERSITY ON CAMPUS MAKES ALL THE DIFFERENCE
CHAPTER 7 – IDENTITY AND GETTING THROUGH COLLEGE: WHAT DO "I" HAVE TO DO WITH INCLUSION-AND DIVERSITY?
SECTION 3: GETTING OUT
CHAPTER 8 – DIVERSITY-AND-INCLUSION TOWARD PERSISTENCE: CROSSING TO THE OTHER SIDE
CHAPTER 9 – ACCESS TO GRADUATE AND PROFESSIONAL PROGRAMS: CLIMBING UP THE TOWER
About the author
Rachelle Winkle-Wagner is an Assistant Professor of Educational Leadership and Policy Analysis at the University of Wisconsin-Madison, USA.
Angela M. Locks is an Assistant Professor of Student Development in Higher Education at the California State University, Long Beach, USA.
Summary
As scholars and practitioners in higher education attempt to embrace and lead diversity efforts, it is imperative that they have an understanding of the issues that affect historically underrepresented students. Using an intersectional approach that connects the categories of race, class, and gender, Diversity and Inclusion on Campus comprehensively covers the range of college experiences, from gaining access to higher education to successfully persisting through degree programs. Authors Winkle-Wagner and Locks bridge research, theory, and practice related to the ways that peers, faculty, administrators, and institutions can and do influence racially and ethnically underrepresented students’ experiences. This book is an invaluable resource for future and current higher education and student affairs practitioners working toward full inclusion and participation for all students in higher education.
Special features:
Chapter Case Studies—cases written by on-the-ground practitioners help readers make meaningful connections between theory, research, and practice.
Coverage of Theory and Research—each chapter provides a systematic treatment of the literature and research related to underrepresented students’ experiences of getting into college, getting through college, and getting out of college.
Discussion Questions—questions encourage practitioners and researchers to explore concepts in more depth, consider best practices, and make connections to their own contexts.
