Title: Thriving in Transitions: A Research-Based Approach to College Student Success.
Abstract:of the cases feel as if one is reading about events from decades ago, especially in the chapters that address curriculum and teaching topics. Case 10 (Michael E. Jennings) documents the instability of...of the cases feel as if one is reading about events from decades ago, especially in the chapters that address curriculum and teaching topics. Case 10 (Michael E. Jennings) documents the instability of an African American Studies academic program at one university—his account very much resembles the historical emergence of this academic field depicting both the organizational and student identitygroup struggles (Rojas, 2007). Case 11 (Kenneth J. Fasching-Varner & Vanessa Dodo Seriki) features the praxis of situating diversity and equity as central components of teaching in a department that pays lip service to the value of diversity but resists realizing it each day in the classroom. In Case 14, Roderick L. Carey and Laura S. Yee present analyses of teacher–student interactions that make evident the microprocesses of positioning social justice as central to the classroom experience. This case, along with Case 12 (Shirley Mthetwa-Sommers), 13 (Eugene Oropeza Fujimoto), and 15 (Brenda G. Juarez and Cleveland Hayes), underscore the manner in which normative exclusionary ideas are pervasive challenges in the most routine work of universities—surfacing in teaching, promotion and tenure, faculty hiring, and departmental interactions. The editors’ authenticity is palpable. The content of the chapters offers provocative analyses coupled with real models of action to promote change. Further, keeping with the essence of CRT, this piece of scholarship exceeds traditional parameters of academic norms—printing both English and Spanish versions of the opening and summative chapters. Consistent with the cases represented in the book, the effort to offer bilingual versions of scholarship epitomizes the type of direct action associated with occupation. Moreover, in many ways, this book serves its objective by expanding our conceptions of legitimate patterns of inclusion in higher education. REFERENCESRead More
Publication Year: 2012
Publication Date: 2012-01-01
Language: en
Type: book
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Cited By Count: 89
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