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Student Engagement in Higher Educationis an important volume that fills a longstanding void in the higher education and student affairs literature. The editors and authors make clear that diverse populations of students experience college differently and encounter group-specific barriers to success. Informed by relevant theories, each chapter focuses on a different population for whom research confirms that engagement and connectivity to the college experience are problematic, including: low-income students, racial/ethnic minorities, students with disabilities, LGBT students, and several others. The forward-thinking practical ideas offered throughout the book are based on the 41 contributors' more than 540 cumulative years of full-time work experience in various capacities at two-year and four-year institutions of higher education. Faculty and administrators will undoubtedly find this book complete with fresh strategies to reverse problematic engagement trends among various college studentpopulations.
Table of Contents
|About the Editors||p. xi|
|About the Contributors||p. xiii|
|Beyond Sameness, with Engagement and Outcomes for All: An Introduction||p. 1|
|Understanding the Nature and Importance of Engagement||p. 2|
|Engagement and Student Outcomes||p. 3|
|Engagement and Retention||p. 3|
|Distinguishing Educationally Purposeful Engagement||p. 4|
|Shifting the Onus for Engagement||p. 6|
|Using Theory to Guide Practice||p. 10|
|Beyond Buzzwords: Getting Serious about Engaging Diverse Populations||p. 12|
|International Students at Four-Year Institutions: Developmental Needs, Issues, and Strategies||p. 17|
|Distinct Needs and Issues of International Undergraduates||p. 19|
|Theoretical Framework||p. 25|
|Engagement Strategies||p. 27|
|Beyond Accommodation: Removing Barriers to Academic and Social Engagement for Students with Disabilities||p. 39|
|Enrollment Trends and Demographics of Students with Disabilities||p. 40|
|Barriers to Academic and Social Engagement||p. 42|
|Institutional, Physical, and Attitudinal Barriers||p. 43|
|Theoretical Framework||p. 49|
|Engagement Strategies||p. 52|
|Fostering Safe, Engaging Campuses for Lesbian, Gay, Bisexual, Transgender, and Questioning Students||p. 61|
|Synthesis of Needs and Issues||p. 63|
|Theoretical Framework||p. 66|
|Strategies for Fostering Environmental Inclusiveness||p. 69|
|Creating Welcoming Campus Environments for Students from Minority Religious Groups||p. 81|
|Historical Context||p. 82|
|Contemporary Climate||p. 83|
|Issues Facing Students from Minority Religious Groups||p. 85|
|Theoretical Framework||p. 86|
|Strategies for Inclusiveness||p. 90|
|Gender-Specific Approaches to Enhancing Identity Development among Undergraduate Women and Men||p. 99|
|Articulation of Issues||p. 101|
|Feminist Poststructuralism: An Alternative Approach to Female Student Identity Development||p. 104|
|The Social Constructionist Model: An Alternative Approach to Male Student Identity Development||p. 107|
|Programmatic Strategies||p. 109|
|Environmental and Developmental Approaches to Supporting Women's Success in STEM Fields||p. 117|
|Women in STEM: An Overview of Needs and Issues||p. 118|
|Theoretical Framework||p. 122|
|Strategies for Meeting the Needs of Women in STEM||p. 127|
|Institutional Seriousness Concerning Black Male Student Engagement: Necessary Conditions and Collaborative Partnerships||p. 137|
|A Compelling Case for Engaging Black Males||p. 138|
|Black Male Disengagement Trends||p. 142|
|Theoretical Framework||p. 144|
|Indicators of Institutional Seriousness||p. 149|
|Engagement Strategies||p. 150|
|Engaging Racial/Ethnic Minority Students in Predominantly White Classroom Environments||p. 157|
|Issues Faced in Predominantly White Classrooms||p. 159|
|Theoretical Framework||p. 162|
|Strategies for Engagement||p. 168|
|Engaging Racial/Ethnic Minority Students in Out-of-Class Activities on Predominantly White Campuses||p. 179|
|Needs, Experiences, and Challenges||p. 180|
|Theoretical Framework||p. 186|
|Engagement Strategies||p. 188|
|Engaging White Students on a Multicultural Campus: Developmental Needs and Institutional Challenges||p. 199|
|Challenges to Engaging White Students in Multicultural Programming||p. 200|
|Theoretical Framework||p. 207|
|Engagement Strategies||p. 212|
|Meeting the Needs of Commuter, Part-Time, Transfer, and Returning Students||p. 223|
|Realities Faced by Commuter, Part-Time, Transfer, and Returning Students||p. 224|
|Theoretical Framework||p. 231|
|Engagement Strategies||p. 233|
|Creating a Pipeline to Engage Low-Income, First-Generation College Students||p. 243|
|Developmental Needs and Issues of First-Generation and Low-Income Students||p. 244|
|Theoretical Framework||p. 248|
|Engagement Strategies||p. 252|
|Improving Transfer Trajectories for First-Year, First-Generation, Minority Community College Students||p. 261|
|Issues in the Context of Community Colleges||p. 262|
|Theoretical Framework||p. 270|
|Strategies for Improving Transfer Trajectories||p. 273|
|Redefining Championship in College Sports: Enhancing Outcomes and Increasing Student-Athlete Engagement||p. 283|
|Issues and Challenges of Division I College Student-Athletes||p. 284|
|Theoretical Perspectives on Identity||p. 287|
|Engagement Strategies||p. 289|
|The Changing Landscape of Higher Education: Developmental Approaches to Engaging Emerging Populations||p. 295|
|White Students at HBCUs||p. 296|
|Latino/a Students at HSIs||p. 298|
|For-Profit Institutions||p. 301|
|Theoretical Framework||p. 303|
|Engagement Strategies||p. 303|
|Table of Contents provided by Ingram. All Rights Reserved.|