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Effective leadership practices for working with students of color
This chapter focuses on how the application of critical pedagogy to leadership education allows for issues of identity, power, and culture to shape the process of leadership learning. Examples from the authors' work with various populations of students of color are used to illustrate critical leadership pedagogy
The chancellor of Los Angeles Community Colleges discusses the roles that leaders can play to create, nurture, and sustain a campus culture that can ultimately lead to improving student success, to diversifying the ranks of faculty and administrators, and to facilitating meaningful engagement concerning the critical issues of diversity, equity, and inclusion.
Practical Leadership in Community Colleges by
Call Number: LB2341 .B553 2016 - City Campus Library (also ebook)
Publication Date: 2016-07-18
Chapter 5: "Diversity, Equity, and Inclusion" looks at the big picture of DEI, including background information and guidance to develop a plan and put all the pieces together: campus climate, recruitment and support, sustainability, and issues relating to specific groups such as students of color.
Applied Critical Leadership in Education: Choosing Change by
Publication Date: 2013-06-17
This book explores a practical transformative leadership model arising from critical theory and critical pedagogy traditions and applies leadership practice suited to address educational challenges of today that are necessary for change. A range of diverse voices of practicing leaders from prekindergarten through higher education makes leadership for social justice accessible, feasible, and more practical for aspiring and practicing leaders alike.
Becoming Hispanic-Serving Institutions by
Call Number: LC2670.6.G35 2019 - South Campus Library
Publication Date: 2019-03-12
This book explores how institutions are serving Latinx students, both through traditional and innovative approaches. Drawing on empirical data, Garcia adopts a counternarrative approach to highlight the ways to reframe what it means to serve Latinx college students.
Strategies for increasing persistence, retention, and graduation rate
This literature review highlights barriers to persistence, retention, and graduation for students of color at institutions of higher learning. Successful strategies, approaches, and initiatives are discussed with consideration to deficit and strengths-based approaches.
This study suggests that graduation and retention rates could be improved by investing in scholarships, smaller class sizes, and financial aid infrastructure. Results indicate that retention and graduation rates were higher for students who were academically prepared, received grants or scholarships, and were in smaller classes. Findings did not indicate that these rates were influenced by sex, race, absenteeism, or living in residence halls.
This study examines how psychological variables and mindsets determine academic achievement as well as retention and persistence. The introductory literature review is particularly helpful for looking at the wide variety of psychological variables that affect college students.
Crossing the Finish Line by
Call Number: LC208.8.B68 2009 - North & South Campus Library
Publication Date: 2009-09-28
The United States has long been a model for accessible, affordable education, as exemplified by the country’s public universities. And yet less than 60 percent of the students entering American universities today are graduating. Why is this happening, and what can be done? Crossing the Finish Line provides the most detailed exploration ever of college completion at America’s public universities.
The First Generation Student Experience: Implications for Campus Practice, and Strategies for Improving Persistence and Success by
Publication Date: 2012-03-12
This book offers a set of best practices to improve the success of first-generation student populations and provides a plan of action to create the awareness necessary for meaningful long-term change, sets out a campus acclimation process, and provides guidelines for the necessary support structures. At the heart of the book are 14 first-person narratives that help the reader get to grips with the variety of ethnic and economic categories to which they belong, and concludes by defining 14 key issues that institutions need to address.
College Student Retention: Formula for Student Success by
Call Number: LC148.2 .C65 2012 - Erie City Campus
Publication Date: 2012-02-16
This book examines a number of areas critical to the retention of students, including the history, the theories and concepts, models, and a standardized definition of the term, as well as lay out financial implications and trends of retention. The author presents his formula and highly successful model for student success that colleges can implement to effect change in retaining students and helping them to complete their academic and personal goals.
Increasing Persistence: Research-Based Strategies for College Student Success by
Publication Date: 2012-06-25
This book offers a compendium on college student persistence that bridges the gaps between theory, research, and successful practice. Includes insights on the causes of attrition and identifies retention interventions most likely to enhance student persistence, which provides decision-makers and practitioners with evidence-based interventions and best practices for improving student success in college.
Engagement and belonginess and its impact on student success
Brooman, S., & Darwent, S. (2014). Measuring the Beginning: A Quantitative Study of the Transition to Higher Education. Studies in Higher Education, 39(9), 1523–1541. https://doi.org/10.1080/03075079.2013.801428
This quantitative study measures change in certain factors known to influence success of first-year students during the transition to higher education: self-efficacy, autonomous learning and social integration. A social integration scale was developed with three subscales: "sense of belonging", "relationship with staff" and "old friends". Students responded to this and existing scales measuring self-efficacy and autonomous learning, before and after participating in transition activities including a group-work poster project. The authors discuss positive outcomes regarding a sense of belonging and how the authors' expectations in other areas such as self-efficacy were not met. The importance of early contact with academic staff and small-group work is confirmed.
Leake, D., & Stodden, R. (2014). Higher Education and Disability: Past and Future of Underrepresented Populations. Journal of Postsecondary Education and Disability, 27(4), 399–408.
Over the past half century higher education in the United States has been challenged to develop and implement policies and practices that effectively promote the access, retention, and graduation of diverse underrepresented populations. One of these populations is comprised of individuals with disabilities, whose equal access to higher education is mandated by Federal legislation, notably Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. One unintended consequence of this legislation appears to be that institutions may be content with only meeting the letter of the law by providing accommodations and supports for equal access to the physical plant and to academic instruction, while neglecting the social sphere. However, leading theories of persistence in higher education highlight both academic integration and social integration, as reflected in having a sense of "belonging" on campus, as key factors for student success.
Pokorny, H., Holley, D., & Kane, S. (2017). Commuting, transitions and belonging: the experiences of students living at home in their first year at university. Higher Education, 74(3), 543–558. https://doi.org/10.1007/s10734-016-0063-3
In this study, our cross-case analysis of students’ lives challenges the conventional home–university model of transition and highlights the importance of acknowledging the influence of this complex symbiotic relationship for students who attend university and live at home. We argue that as with stay-at-home holidays, or “staycations”, which are of such crucial importance to the tourism industry, so stay-at-home students or commuter students are vital to higher education and the term utilised here is “stayeducation”. Through the narratives of “stayeducation” students, we see how family and community aspects of students’ lives are far more significant than previously realised, and our study suggests that these heavily influence the development of a student sense of belonging .
Soria, K., & Bultmann, M. (2014). Supporting Working-Class Students in Higher Education. NACADA Journal, 34(2), 51–62. https://doi.org/10.12930/NACADA-13-017
Utilizing data from the multi-institutional "Student Experience in the Research University" survey, we examined self-identified working-class students' experiences in higher education. The results suggest that working-class students experience a lower sense of belonging, perceive a less welcoming campus climate, and pursue fewer social engagements than their peers who self-identify as middle/upper-class. Specific suggestions direct academic advisors to promote working-class students' success.
Tett, L., Cree, V., & Christie, H. (2017). From further to higher education: transition as an on-going process. Higher Education, 73(3), 389–406. https://doi.org/10.1007/s10734-016-0101-1
This paper argues that transition is not a one-off event that occurs when students first enter universities but is an on-going process that is repeated over time. The data suggest that four significant transitions, or set of critical moments, can be identified: the loss of a sense of belonging on coming to university, learning to fit in by the end of the first year, changing approaches to learning and belonging in the final years of study and changing selves in the years following graduation. At each point, positive relationships with peers and staff made a significant difference to how these transitions were managed.
College Students' Sense of Belonging: a key to educational success for all students by
Call Number: Erie North Library LB3609 .S77 2019
Publication Date: 2018-09-04
Belonging--with peers, in the classroom, or on campus--is a critical dimension of success at college. It can affect a student's degree of academic adjustment, achievement, aspirations, or even whether a student stays in school. The 2nd Edition of College Students' Sense of Belonging explores student sub-populations and campus environments, offering readers updated information about sense of belonging, how it develops for students, and a conceptual model for helping students belong and thrive.
Higher Education and First-Generation Students by
Call Number: Erie North Library LC4069.6 .J44 2010
Publication Date: 2011-01-19
Offers readers a rich understanding of the experience of students who are first in their family to attend college. This book is a theoretically informed study of the lived experience of FG students and draws on their voices to demonstrate how their insights interface with what we, as educators, think we know about them.
Research, theory, and/or practices in the retention specific to students of color
- Hunn, Vanessa. “African American Students, Retention, and Team-Based Learning: A Review of the Literature and Recommendations for Retention at Predominately White Institutions.” Journal of Black Studies, vol. 45, no. 4, SAGE PUBLICATIONS, INC., May 2014, pp. 301–14, doi:10.1177/0021934714529594. Accessed 3 Feb. 2020.
This article outlines the challenges of using team-based learning with African American students attending predominately White institutions. The challenges include feelings of isolation of African American students in White team-based learning groups, omission of African American students from relevant group work, discomfort of students with students of differing race/ethnicity, and the effect on group educational experience as a result of student discomfort.
Service learning programs have been implemented to prepare students for life outside the walls of their institutions. These programs were found to increase student persistence and retention with students reporting that this type of work made them more connected to their communities and the role of their future careers within them. This study, based on a co-hort of students in an Introduction to Society or English Composition course, showed that success at the outset with students of color achieving higher GPAs and persistence than their fellow students of color who did not participate.
This study focuses on the second year of college, but narrows that focus further to Black second-year students using an explanatory sequential mixed methods approach, starting with a quantitative inquiry into the factors that contribute to retention for all second-year students at a regional, comprehensive, four-year institution in southern California. The follow-up qualitative phase concentrates on Black students at the institution and their second-year experiences.
The College Dropout Scandal by
Call Number: LC148.15 .K57 2019 - South Campus
Publication Date: 2019-08-01
Higher education today faces a host of challenges, from quality to cost. But too little attention gets paid to a startling fact: four out of ten students - that's more than ten percent of the entire population - who start college drop out. The situation is particularly dire for black and Latino students, those from poor families, and those who are first in their families to attend college.In The College Dropout Scandal, David Kirp outlines the scale of the problem and shows that it's fixable - -we already have the tools to boost graduation rates and shrink the achievement gap. Many college administrators know what has to be done, but many of them are not doing the job - the dropout rate hasn't decreased for decades.
Empowering Men of Color on Campus by
Call Number: LC2781 .B758 2018 - North Campus Library
Publication Date: 2018-05-07
While recruitment efforts toward men of color have increased at many colleges and universities, their retention and graduation rates still lag behind those of their white peers. Men of color, particularly black and Latino men, face a number of unique challenges in their educational careers that often impact their presence on campus and inhibit their collegiate success. Empowering Men of Color on Campus examines how men of color negotiate college through their engagement in Brothers for United Success (B4US), an institutionally-based male-centered program at a Hispanic Serving Institution. Derrick R. Brooms, Jelisa Clark, and Matthew Smith introduce the concept of educational agency, which is harbored in cultural wealth and demonstrates how ongoing B4US engagement empowers the men's efforts and abilities to persist in college. They found that the cultural wealth(s) of the community enhanced the students' educational agency, which bolstered their academic aspirations, academic and social engagement, and personal development.
Improving library services in support of international students and English as a second language learners by
Call Number: Z675.U5 I47 2019 - City Campus Library
Publication Date: 2019
Improving Library Services in Support of International Students and English as a Second Language (ESL) Learners provides librarians with a comprehensive guide to effective practices for serving international students, contributing to their retention and success, increasing campus diversity, and helping the students better enjoy their collegiate experience in the United States.
Closing the Opportunity Gap by
Publication Date: 2016-03-08
This book offers a novel and proven approach to the retention and success of underrepresented college students. It advocates a strategic approach through which an institution sets clear goals and metrics and integrates the identity support work of cultural/diversity centers with skill building through cohort activities, enabling students to successfully navigate college, graduate on time and transition to the world of work.
Mentoring and its effects on student success
This article discusses the author's experience as a mentee when he was in Generation X age group and a mentor when a millennial generation mentee looked at him as a mentor. The article also focuses on the qualities of a good mentor, how the mentor should work on building relationship with the mentee, how one can have a long-term mentoring experience and look for better future mentoring opportunities.
This article posits that faculty-to-faculty mentoring programs have an impact on student success, though that impact often is not considered. The data are limited to a single institutional case study, but there is some early evidence that, indeed, faculty mentoring programs have a greater impact on students than one might think.
This article discusses a program implemented by Dr. Clarence G. Williams for Massachusetts Institute of Technology to find non-minority faculty to serve as "bridge leaders" for underrepresented students. Dr. Williams' work reflects his own experiences as a student of color and his desire to work with non-minority faculty to ensure they find ways to remove barriers that they may not realize exist for students of color. His work is documented at his website: http://bridgeleadership.mit.edu
Mastering Mentorship by
Call Number: RT86.45 .B35 2013 - North Campus Library
Publication Date: 2013-06-05
This book is an essential guide to mentorship in health and social care. The chapters focus specifically on the eight Nursing and Midwifery Council domains for the preparation and training of mentors. A rich range of real-life case studies are included in every chapter, to demonstrate the challenges and dilemmas of mentoring in practice. The chapters cover a range of settings, including community nursing, school nursing, acute care, social work and biomedical science. Learning objectives, chapter summaries and reflective questions are also included to help readers reappraise what they have learned. Mastering Mentorship will be essential reading for both those preparing to become nurse mentors at post-registration level and those already qualified to mentor.
Mentoring and Managing Students in the Academic Library by
Call Number: Z682.4.S89 R43 2013 - City Campus Library (also eBook)
Publication Date: 2013-07-26
Most academic libraries could not operate without a host of part-time student workers. But employing students is different from filling a professional position with an experienced worker; often their library employment will be their first job experience. Since many student positions make them the public face of the library, effective mentoring of such student employees is vital. In this book Reale explores the challenges and opportunities involved in recruitment. Her guideShows how a library job can be more than just employment, teaching students important responsibilities and life-skillsCovers the entire scope of a student's tenure at an academic library, from bringing new hires on board and training them to disciplining student employees and the unpleasant but sometimes necessary task of firingOffers mentoring advice for helping students navigate the cultural contrasts, irregular hours, and other day-to-day issues faced by young people away from home for the first timeWith Reale's guidance, supervising academic librarians can effectively mentor students while maintaining an enjoyable, productive workplace that functions efficiently in support of the institution.
Mentoring Young Men of Color by
Call Number: LC2731 .H35 2006 - South Campus Library
Publication Date: 2006-06-22
Here, the author takes a look at the phenomena of youth mentoring through a cultural lens. This work not only investigates the value of school-based mentoring (SBM) in the lives of adolescent males of color, but also offers alternative, more positive ways in which our society can experience and embrace this social group. Understanding mentoring as a cultural practice, this book informs schools and communities of the roles and responsibilities that they have in fighting against the public assault on America's youth and helping young males of color see themselves as redeemable and as fully human.
Mutuality, Mystery, and Mentorship in Higher Education by
Publication Date: 2015-01-01
This book is for higher education faculty and staff who wish to deepen their approach to mentoring all students, but it is especially concerned with "outsider" students -- those who come from groups that were long excluded from higher education, and who have been marginalized and minoritized by society and academia.
Mentoring as Transformative Practice by
Publication Date: 2015-09-21
This book emphasizes the importance of mentorship: the policies, processes, and practices that result in successful mentoring relationships. It highlights real life mentoring experiences to inform students, beginning faculty, and those who would be mentors. Additionally, the book seeks to provide information for policy makers about what works in the development of supportive and nurturing higher education learning environments.
Examining family, religion, and politics, including their impact on student success
The significance of this study is to examine factors other than academic factors that may influence student success. A logistic regression analysis did not reveal any relationship of student success with biological children, marriage/cohabitation, early family configuration, and hours worked.
The purpose of this study is to offer a nuanced examination of how Black families influence academic achievement and college-going by disaggregating data by ethnicity and nativity. Specifically, the authors explore how families shape the academic and college-going motivations of Black native students and Black immigrant students.
Juggling Higher Education Study and Family Life by
Call Number: LC1651 .W43 2017 - City Campus Library
Publication Date: 2017-06-02
Women with families face particular challenges when they undertake Higher Education. Questions arise about coping with the demands of study, new family routines, and the changed identity when mother becomes student: Can I manage it all? How will my family react? Will they give me the time and support I need? The author, herself a mother and lecturer when she completed her postgraduate studies, draws on the stories of the women in her study as they negotiate support from their partners and families. Applying theoretical perspectives, she suggests practical and effective strategies for combining study and family life. This book is a valuable guide for women in similar situations, and will enhance the understanding of tutors, lecturers and policymakers.
Muslim American Women on Campus by
Call Number: HQ1170 .M567 2014 - North Campus Library
Publication Date: 2014-01-02
Muslim American Women on Campus illuminates the processes by which a group of ethnically diverse American college women, all identifying as Muslim and all raised in the United States, construct their identities during one of the most formative times in their lives. Mir, an anthropologist of education, focuses on key leisure practices--drinking, dating, and fashion--to probe how Muslim American students adapt to campus life and build social networks that are seamlessly American, Muslim, and youthful. In this lively and highly accessible book, we hear the women's own often poignant voices as they articulate how they find spaces within campus culture as well as their Muslim student communities to grow and assert themselves as individuals, women, and Americans. Mir concludes, however, that institutions of higher learning continue to have much to learn about fostering religious diversity on campus.
The Splintering of the American Mind by
Call Number: M1271 .E374 2018 - South Campus Library
Publication Date: 2018-08-28
A timely, provocative, necessary look at how identity politics has come to dominate college campuses and higher education in America at the expense of a more essential commitment to equality. Thirty years after the culture wars, identity politics is now the norm on college campuses-and it hasn't been an unalloyed good for our education system or the country. Though the civil rights movement, feminism, and gay pride led to profoundly positive social changes, William Egginton argues that our culture's increasingly narrow focus on individual rights puts us in a dangerous place. The goal of our education system, and particularly the liberal arts, was originally to strengthen community; but the exclusive focus on individualism has led to a new kind of intolerance, degrades our civic discourse, and fatally distracts progressive politics from its commitment to equality.
Developing a social and community engagement mindset for student success
Despite their best efforts, community colleges continue to see low rates of student persistence and degree attainment. Although such outcomes can be attributed in large part to students' lack of academic readiness, nonacademic issues also play a part. Building on Karp's 2011 framework of nonacademic support, this chapter explores the evidence that holistic support can encourage community college students' success.
This study proposes a new conceptualization of nominally different student success programs and investigates how variations in student engagement are related to variation in program design. Findings reveal that structural and underutilized curricular elements may be more impactful than skills-based curricula that are typically the organizing focus of these programs.
In this chapter, the authors explore how institutional leaders can utilize organizational learning strategies to support civic learning outcomes and student success. Using a student engagement framework, they address specific questions about the impact of civic engagement on students’ persistence and success, and then discuss necessary changes in institutional structure and behavior to advance desired student learning outcomes.
Teachin' It! : Breakout Moves That Break down Barriers for Community College Students by
Call Number: LB2328 .D27 2019 - North Campus Library
Publication Date: 2019-06-28
"Teachin' It!" is a hands-on guide to cutting-edge research and classroom strategies that redress the graduation gap in community and open-access colleges. Drawing from the author's 30 years in the education field as a math and college skills instructor, teacher educator, and researcher, this book describes an asset-based model that bolsters the success of all students, especially students of color, first-generation college students, LGBTQ+ students, and students with disabilities.
Student Engagement Techniques: A Handbook for College Faculty by
Call Number: LB2342.92 .B34 2010 - City Campus Library
Publication Date: 2009-11-02
This book is a comprehensive resource that offers college teachers a dynamic model for engaging students and includes over one hundred tips, strategies, and techniques that have been proven to help teachers from a wide variety of disciplines and institutions motivate and connect with their students.
Engaging African American Males in Community College by
Call Number: LC2781 .E56 2018 - North Campus Library
Publication Date: 2018-07-01
The book proves that African American males will succeed when they are properly engaged in an education that is culturally relevant, and offers three approaches to understanding the engagement of African American males in community college, which includes empirical research, policy perspectives, and programmatic initiatives.
Designing for Learning: Creating Campus Environments for Student Success by
Publication Date: 2015-06-16
"Designing for Learning" is a comprehensive introduction to campus environmental theory and practice, summarizing the influence of collegiate environments on learning and providing practical strategies for facilitating student success through intentional design.
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