Student Development and Social Justice

Critical Learning, Radical Healing, and Community Engagement

Author: Tessa Hicks Peterson

Publisher: Springer

ISBN: 3319574574

Category: Education

Page: 321

View: 8094

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This book weaves together critical components of student development and community building for social justice to prepare students to engage effectively in community-campus partnerships for social change. The author combines diverse theoretical models such as critical pedagogy, asset-based community development, and healing justice with lessons from programs promoting indigenous knowledge, decolonization, and mindfulness. Most importantly, this book links theory to practice, offering service-learning classroom activities, course and community partnership criteria, learning outcomes, and assessment rubrics. It speaks to students, faculty, administrators, and community members who are interested in utilizing community engagement as a vehicle for the development of students and communities towards wellbeing and social justice.

Case Studies for Student Development Theory

Advancing Social Justice and Inclusion in Higher Education

Author: Jason C. Garvey,Jessica C. Harris,Darris R. Means,Christa J. Porter,Rosemary J. Perez

Publisher: Routledge

ISBN: 9781138610743

Category:

Page: 224

View: 8109

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This much-needed case study book provides higher education and student affairs graduate students with the tools to enhance their learning of student development theory and to apply these ideas to practice. Each chapter offers a summary of foundational theory--covering traditional and new student development models--in addition to multiple case studies that help readers focus on practice for social justice and inclusion. The case studies for each chapter are drawn from a range of institutional types and diverse student populations, offering an opportunity to explore the intersections of various developmental processes and to foster social justice and inclusion in higher education contexts. End-of-case guiding questions offer opportunity for further discussion and critical reflection. An essential text for every student development course, Case Studies for Student Development Theory addresses student success in higher education while also addressing how students' social identities intersect with college campus environments. s' social identities intersect with college campus environments.

Multicultural Competence in Student Affairs

Advancing Social Justice and Inclusion

Author: Raechele L. Pope,Amy L. Reynolds,John A. Mueller

Publisher: John Wiley & Sons

ISBN: 1119376483

Category: Education

Page: 432

View: 4931

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Effectively address the challenges of equity and inclusion on campus The long-awaited second edition, Multicultural Competence in Student Affairs: Advancing Social Justice and Inclusion, introduces an updated model of student affairs competence that reflects the professional competencies identified by ACPA and NASPA (2015) and offers a valuable approach to dealing effectively with increasingly complex multicultural issues on campus. To reflect the significance of social justice, the updated model of multicultural awareness, knowledge, and skills now includes multicultural action and advocacy and speaks directly to the need for enhanced perspectives, tools, and strategies to create inclusive and equitable campuses. This book offers a fresh approach and new strategies for student affairs professionals to enhance their practice; useful guidelines and revised core competencies provide a framework for everyday challenges, best practices that advance the ability of student affairs professionals to create multicultural change on their campuses, and case studies that allow readers to consider and apply essential awareness, knowledge, skills, and action applied to common student affairs situations. Multicultural Competence in Student Affairs: Advancing Social Justice and Inclusion will allow professionals to: Examine the updated and revised dynamic model of student affairs competence Learn how multicultural competence translates into effective and efficacious practice Understand the inextricable connections between multicultural competence and social justice Examine the latest research and practical implications Explore the impacts of practices on assessment, advising, ethics, teaching, administration, technology, and more Learn tools and strategies for creating multicultural change, equity, and inclusion on campus Understanding the changes taking place on campus today and developing the competencies to make individual and systems change is essential to the role of student affairs professional. What is needed are new ways of thinking and innovative strategies and approaches to how student affairs professionals interact with students, train campus faculty and staff, and structure their campuses. Multicultural Competence in Student Affairs: Advancing Social Justice and Inclusion provides guidance for the evolving realities of higher education.

Contested Issues in Student Affairs

Diverse Perspectives and Respectful Dialogue

Author: Peter M. Magolda,Marcia B. Baxter Magolda

Publisher: Stylus Publishing, LLC.

ISBN: 1579225861

Category: Education

Page: 498

View: 8097

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What is your level of understanding of the many moral, ideological, and political issues that student affairs educators regularly encounter? What is your personal responsibility to addressing these issues? What are the rationales behind your decisions? What are the theoretical perspectives you might choose and why? How do your responses compare with those of colleagues? Contested Issues in Student Affairs augments traditional introductory handbooks that focus on functional areas (e.g., residence life, career services) and organizational issues. It fills a void by addressing the social, educational and moral concepts and concerns of student affairs work that transcend content areas and administrative units, such as the tensions between theory and practice, academic affairs and student affairs, risk taking and failure; and such as issues of race, ethnicity, sexual orientation, and spirituality. It places learning and social justice at the epicenter of student affairs practice. The book addresses these issues by asking 24 critical and contentious questions that go to the heart of contemporary educational practice. Intended equally for future student affairs educators in graduate preparation programs, and as reading for professional development workshops, it is designed to stimulate reflection and prompt readers to clarify their own thinking and practice as they confront the complexities of higher education. Student affairs faculty, administrators, and graduate students here situate these 24 questions historically in the professional literature, present background information and context, define key terms, summarize the diverse ideological and theoretical responses to the questions, make explicit their own perspectives and responses, discuss their political implications, and set them in the context of the changing nature of student affairs work. Each chapter is followed by a response that offers additional perspectives and complications, reminding readers of the ambiguity and complexity of many situations. Each chapter concludes with a brief annotated bibliography of seminal works that offer additional information on the topic, as well as with a URL to a moderated blog site that encourages further conversation on each topic and allows readers to teach and learn from each other, and interact with colleagues beyond their immediate campus. The website invites readers to post blogs, respond to each other, and upload relevant resources. The book aims to serve as a conversation starter to engage professionals in on-going dialogue about these complex and enduring challenges. Short Contents The 24 questions are organized into four units. I. The Philosophical Foundations of Student Affairs in Higher Education explores the implications and complications of student affair educators placing learning at the epicenter of their professional work. II. The Challenges of Promoting Learning and Development explores the challenges associated with learning-centered practice. III. Achieving Inclusive and Equitable Learning Environments addresses crafting learning environments that include students whose needs are often labeled “special,” or students and/or student subcultures that are often marginalized and encouraged to adapt to normalizing expectations. IV. Organizing Student Affairs Practice for Learning and Social Justice addresses the organizational and professional implications of placing learning and social justice at the epicenter of student affairs practice.

Readings for Diversity and Social Justice

Author: Maurianne Adams

Publisher: Psychology Press

ISBN: 9780415926348

Category: Education

Page: 521

View: 8976

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This work covers the scope of oppressions in America. It contains a mix of short personal and theoretical essays and should be designed as an introduction to the topics at hand. The selections include writings from Cornel West, Michael Omi, Audre Lorde, Gloria Anzaldua and Michelle Fine.

College Student Development

Applying Theory to Practice on the Diverse Campus

Author: Wendy K. Killam, PhD, NCC, CRC, LPC,Suzanne Degges-White, PhD, LMHC-IN, LPC-NC, NCC

Publisher: Springer Publishing Company

ISBN: 082611816X

Category: Education

Page: 266

View: 7979

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Prepares readers to meet the needs of an increasingly diverse college student population This is a timely and comprehensive overview of key theories of student development that illustrates their application across a range of student services with diverse student populations. It is distinguished by its focus on nontraditional student populations including adults changing careers, parents, veterans, and international students. The book examines relevant theories of cognitive, ethical, moral, and personality development and theories of identity development in terms of ethnicity, gender, and ability. Also covered are theories relevant to disability issues, LGBT identity issues, and to choice of career and major/degree. Unique to the text is information on how theories can be applied, beyond understanding individual students, to student groups and to guide the coordination of student affairs services across the campus. Engaging case vignettes immerse readers in diverse perspectives and demonstrate the application of theory to a wide range of student types and issues. The book covers the history and development of each theory along with its strengths and limitations. Also included are useful suggestions on how to best assist students with current challenges. Reflective questions concluding each chapter help students to reinforce information. An insightful text for courses in college student development in relevant graduate programs and for student affairs professionals who wish to enhance their abilities, this book reflects the realities of contemporary college student life and student affairs practices. Key Features: Applies student development theories primarily to non-traditional college students Presents chapter-opening/closing examples reflecting student diversity Explores the strengths and limitations of each theory Describes how theories can be applied in varied student affairs settings and in broader contexts of student affairs Includes instructor’s resources

Student Conduct Practice

The Complete Guide for Student Affairs Professionals

Author: James M. Lancaster,Diane M. Waryold

Publisher: Stylus Publishing, LLC.

ISBN: 1579222862

Category: Education

Page: 312

View: 3422

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"I recommend it for those who are entering the field of student conduct practice as well as for those who are seeking more depth in their understanding of the student conduct process." --The Review of Higher Education "Includes the thinking of notable experts in the profession and offers a smorgasbord of practical, insightful, up-to-date information for student conduct and larger student affairs community. The editors have compiled an astute guide that can be read from cover to cover or referenced as a particular issue arises. I highly recommend this guide as a source for practical guidance, relevant information and food for thought."--Journal of College Student Development

Developing Social Justice Allies

New Directions for Student Services, Number 110

Author: Robert D. Reason,Ellen M. Broido,Tracy Davis,Nancy J. Evans

Publisher: John Wiley & Sons

ISBN: 1118208870

Category: Education

Page: 112

View: 7872

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The fiftieth anniversary of the Brown v. Board of Education decision (1954) called us as student affairs professionals to reconsider and reaffirm our commitment to social justice. This issue is a call to action to student affairs professionals who are working as social justice allies, those with a commitment to make their college campuses a place where all community members are respected, validated, and fostered in developing their full potential. This issue encourages the development of ally attitudes and action in both students and student affairs colleagues. It first presents the conceptual foundation for social justice ally development and then covers in depth the strategies for the development of social justice behaviors in specific dominant group members. In each case, we have intentionally enlisted voices of authors who identify with the dominant and target groups on which the chapter focuses. This is the 110th volume of the Jossey-Bass higher education quarterly report series New Directions for Student Services. An indispensable resource for vice presidents of student affairs, deans of students, student counselors, and other student services professionals, New Directions for Student Services offers guidelines and programs for aiding students in their total development: emotional, social, physical, and intellectual.

Intergroup Dialogue in Higher Education: Meaningful Learning About Social Justice

ASHE Higher Education Report, Volume 32, Number 4

Author: Ximena Zuniga,Biren (Ratnesh) A. Nagda,Mark Chesler,Adena Cytron-Walker

Publisher: John Wiley & Sons

ISBN: 1118209702

Category: Education

Page: 156

View: 8558

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Intergroup dialogue promotes student engagement across cultural andsocial divides on college campuses through a face-to-face,interactive, and facilitated learning experience that bringstogether twelve to eighteen students from two or more socialidentity groups over a sustained period of time. Students inintergroup dialogue explore commonalities and differences; examinethe nature and impact of discrimination, power, and privilege; andfind ways of working together toward greater inclusion, equality,and social justice. Intergroup dialogue is offered as a cocurricular activity onsome campuses and as a course or part of a course on others. Thepractice of intergroup dialogue is considered a substantive andmeaningful avenue for preparing college graduates with theknowledge, commitment, and skills essential for living and workingin a diverse yet socially stratified society. The research evidencesupports the promise of intergroup dialogues to meet itseducational goals?consciousness raising, building relationshipsacross differences and conflicts, and strengthening individual andcollective capacities to promote social justice. This volume outlines the theory, practice, and research onintergroup dialogue. It also offers educational resources tosupport the practice of intergroup dialogue. Addressing faculty,administrators, student affairs personnel, students, andpractitioners, this volume is a useful resource for anyoneimplementing intergroup dialogues in higher education. This is the 4th issue of the 32nd volume of the Jossey-Bassreport series ASHE Higher Education Report Series.Each monograph in the series is the definitive analysis of a toughhigher education problem, based on thorough research of pertinentliterature and institutional experiences. Topics are identified bya national survey. Noted practitioners and scholars are thencommissioned to write the reports, with experts providing criticalreviews of each manuscript before publication.

The Art of Effective Facilitation

Reflections From Social Justice Educators

Author: Lisa M. Landreman

Publisher: Stylus Publishing, LLC

ISBN: 1579229794

Category: Education

Page: 292

View: 3892

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How can I apply learning and social justice theory to become a better facilitator? Should I prepare differently for workshops around specific identities? How do I effectively respond when things aren’t going as planned? This book is intended for the increasing number of faculty and student affairs administrators – at whatever their level of experience -- who are being are asked to become social justice educators to prepare students to live successfully within, and contribute to, an equitable multicultural society. It will enable facilitators to create programs that go beyond superficial discussion of the issues to fundamentally address the structural and cultural causes of inequity, and provide students with the knowledge and skills to work for a more just society. Beyond theory, design, techniques and advice on practice, the book concludes with a section on supporting student social action. The authors illuminate the art and complexity of facilitation, describe multiple approaches, and discuss the necessary and ongoing reflection process. What sets this book apart is how the authors illustrate these practices through personal narratives of challenges encountered, and by admitting to their struggles and mistakes. They emphasize the need to prepare by taking into account such considerations as the developmental readiness of the participants, and the particular issues and historical context of the campus, before designing and facilitating a social justice training or selecting specific exercises. They pay particular attention to the struggle to teach the goals of social justice education in a language that can be embraced by the general public, and to connect its structural and contextual analyses to real issues inside and outside the classroom. The book is informed by the recognition that “the magic is almost never in the exercise or the handout but, instead, is in the facilitation”; and by the authors’ commitment to help educators identify and analyze dehumanizing processes on their campuses and in society at large, reflect on their own socialization, and engage in proactive strategies to dismantle oppression.

Student Development in College

Theory, Research, and Practice

Author: Lori D. Patton,Kristen A. Renn,Florence M. Guido,Stephen John Quaye

Publisher: John Wiley & Sons

ISBN: 1118821866

Category: Education

Page: 560

View: 1283

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THE ESSENTIAL STUDENT DEVELOPMENT REFERENCE, UPDATED WITH CUTTING-EDGE THEORY AND PRACTICE Student Development in College is the go-to resource for student affairs, and is considered a key reference for those most committed to conscious and intentional student affairs practice. This third edition includes new chapters on social class, disability, and emerging identity theories, with expanded coverage of faith and gender identity. A new framework provides guidance for facilitating dialogues about theory, teaching theory, and the importance of educators as consumers of theory. Discussion questions conclude each chapter and vignettes are woven throughout to provide practical context for theory. Learning activities in the appendix promote comprehension and application of theory. Get updated on the latest in student development theory and application Consider both the psychosocial and cognitive aspects of identity Learn strategies for difficult dialogues, and the importance of reflection Adopt an integrated, holistic approach to complex student development issues Student Development in College is the ideal resource for today's multifaceted student affairs role. "With five new or expanded chapters and critical updates throughout the text, this third edition expertly presents the complex, multifaceted, and continually evolving nature of the theories that inform scholars and professionals in their research and practice with college students. These authors, consummately aware of the needs of emerging and continuing student affairs professionals, have crafted a text that will be both eminently practical and intellectually engaging for graduate students, professionals, and faculty alike." —Dafina-Lazarus Stewart, associate professor, higher education and student affairs, Bowling Green State University "This third edition of Student Development in College beautifully presents the theoretical terrain of student development by honoring the foundational theories upon which the field was developed and foregrounding newer theories with brand new content and fresh perspectives. The result is a text that is comprehensive, sophisticated, and accessible—and one that is attuned to the contemporary realities of the complexities of student development." —Susan R. Jones, professor, higher education and student affairs, The Ohio State University

Disability in Higher Education

A Social Justice Approach

Author: Nancy J. Evans,Ellen M. Broido,Kirsten R. Brown,Autumn K. Wilke

Publisher: John Wiley & Sons

ISBN: 111841568X

Category: Education

Page: 544

View: 1991

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Create campuses inclusive and supportive of disabled students, staff, and faculty Disability in Higher Education: A Social Justice Approach examines how disability is conceptualized in higher education and ways in which students, faculty, and staff with disabilities are viewed and served on college campuses. Drawing on multiple theoretical frameworks, research, and experience creating inclusive campuses, this text offers a new framework for understanding disability using a social justice lens. Many institutions focus solely on legal access and accommodation, enabling a system of exclusion and oppression. However, using principles of universal design, social justice, and other inclusive practices, campus environments can be transformed into more inclusive and equitable settings for all constituents. The authors consider the experiences of students, faculty, and staff with disabilities and offer strategies for addressing ableism within a variety of settings, including classrooms, residence halls, admissions and orientation, student organizations, career development, and counseling. They also expand traditional student affairs understandings of disability issues by including chapters on technology, law, theory, and disability services. Using social justice principles, the discussion spans the entire college experience of individuals with disabilities, and avoids any single-issue focus such as physical accessibility or classroom accommodations. The book will help readers: Consider issues in addition to access and accommodation Use principles of universal design to benefit students and employees in academic, cocurricular, and employment settings Understand how disability interacts with multiple aspects of identity and experience. Despite their best intentions, college personnel frequently approach disability from the singular perspective of access to the exclusion of other important issues. This book provides strategies for addressing ableism in the assumptions, policies and practices, organizational structures, attitudes, and physical structures of higher education.

Reflection in Action

A Guidebook for Student Affairs Professionals and Teaching Faculty

Author: Kimberly A. Kline

Publisher: Stylus Publishing, LLC

ISBN: 1579228313

Category: Education

Page: 200

View: 6649

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This guidebook aims to stimulate student affairs professionals and higher education faculty alike to adopt new approaches when discussing sensitive or controversial topics with their students. It provides teachers and professionals with a critical social understanding of social justice, social agency, reflection, and actionable knowledge to develop new and effective skills, practice them in safe spaces, and apply them in the field. It offers tools that are equally applicable in a classroom or cocurricular setting. The exceptional teachers, scholars, and professionals contributing to this volume provide a diverse and alternative lens through which to examine the intersection of social justice education and professional practice. The text is organized in three overarching themes: Part One, “Existing Theories, Examining Claims, and Proposing New Understandings”; Part Two, “Concrete Tools and Safe Spaces for Practicing Difficult Dialogues in Professional Practice”; and Part Three, “Professional Development, Action Research, and Social Agency.” In Part Four, “Moving Forward,” the book concludes with a chapter on implications for daily life and practice. The action-oriented research model provides strategies and frameworks for using social science research to engage in critical social and educational problem solving. The emphasis is on moving colleges and universities to widen their moral and ethical lenses, beyond understanding diversity, to developing multicultural competence and enriching their campus communities. Written for faculty in higher education and student affairs professionals, along with master’s and doctoral students in these fields, this book provides a framework that is grounded in research and sound pedagogies and theories.

Research, Actionable Knowledge, and Social Change

Reclaiming Social Responsibility Through Research Partnerships

Author: Edward P. St. John

Publisher: Stylus Publishing, LLC

ISBN: 1579227376

Category: Education

Page: 276

View: 3847

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A professional text written for social science researchers and practitioners, Research, Actionable Knowledge and Social Change provides strategies and frameworks for using social science research to engage in critical social and educational problem solving. Combining the best practices of critical analysis and traditional research methods, this professional text offers guidance for using the Action Inquiry Model (AIM), a transformative model that explains how to successfully conduct action-oriented research in a multitude of professional service organizations. The aim of the text is to encourage a new generation of research-based partnerships reforms that promote equity and access for underserved populations. Topics discussed include: • The historical precedents for universities engaged in social change • The limitations of current social science theory and methods • The critical-empirical approach to social research • The issues relating to social justice within the policy decision process • The use of social research to integrate an emphasis of social justice into economic and policy decision making Research, Actionable Knowledge and Social Change does not propose different foundations for social research, but rather argues that it is necessary to reconsider how to work with theory and research methods to inform change. This text can also be used by students enrolled in graduate and Ed.D/Ph.D Higher Education Leadership programs and graduate programs across professional fields including K-12, public administration, sociology, health, cultural studies, organizational development and organizational theory. It further offers students guidance for research design and dissertation research.

College Student Development and Academic Life

Psychological, Intellectual, Social and Moral Issues

Author: Philip G. Altbach,Karen Arnold,Ilda Carreiro King

Publisher: Routledge

ISBN: 1135644497

Category: Education

Page: 358

View: 3752

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First Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

Professional Development Schools and Social Justice

Schools and Universities Partnering to Make a Difference

Author: Kristien Zenkov, Ph.D,Diane Corrigan,Ronald S. Beebe,Corey R. Sell

Publisher: Lexington Books

ISBN: 073917763X

Category: Education

Page: 378

View: 3665

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This book highlights school/university partnerships, specifically Professional Development Schools’ focus on collaborative activities that endeavor to promote social justice in and across P-12 and university classrooms, educational institutions, and communities. The chapters provide concrete examples of instructional and curricular methods used to engage all the stakeholders within a Professional Development School model —university educators, school leaders, teachers, and teacher candidates— with social justice ideals.

Service-Learning and Social Justice

Engaging Students in Social Change

Author: Susan Benigni Cipolle

Publisher: Rowman & Littlefield Publishers

ISBN: 1607095203

Category: Education

Page: 172

View: 4391

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This book provides everything administrators and teachers need to build service-learning programs that prepare students as engaged citizens committed to equity and justice. Cipolle describes practical strategies for classroom teachers along with the theoretical framework so readers can deftly move beyond the book to a meaningful program for their schools.

Enhancing Sustainability Campuswide

New Directions for Student Services, Number 137

Author: Bruce A. Jacobs,Jillian Kinzie

Publisher: John Wiley & Sons

ISBN: 1118405633

Category: Education

Page: 88

View: 480

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“Do what you can, with what you have, where youare.” Many student affairs divisions are doing just that,leading the way in sustainability education by providing studentswith the knowledge they need to make a positive impact in theirpersonal, civic, and professional lives. This sourcebook provides a primer on how to best organizespecific programs and services as well as overall campus operationsto address the critical challenge of sustainability. Presentingresearch, operational approaches, and personal insights, theauthors enable readers to develop successful programs and services.Practical in nature, the content can be adapted into existing ordeveloping programs for a seamless integration of sustainabilityinto everyday campus life. This is the 137th volume of this Jossey-Bass highereducation quarterly series. An indispensable resource for vicepresidents of student affairs, deans of students, studentcounselors, and other student services professionals, NewDirections for Student Services offers guidelines andprograms for aiding students in their total development: emotional,social, physical, and intellectual.

Democracy and Social Justice Education in the Information Age

Author: Angelo J. Letizia

Publisher: Springer

ISBN: 3319407694

Category: Education

Page: 222

View: 3284

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This book presents educators with research-based strategies to promote civic education in their classrooms. Going beyond theory and measures of achievement, these methods focus on information location, evaluation and activation, dialogue in the classroom, understandings of discourse in popular culture and policymaking, and understanding the role of STEM disciplines in democracy. The author also furthers considerations of how the political process can provide meaning and new visions of justice in a globalized world, and advance student leadership and academic writing in the information age. As the world faces unprecedented levels of poverty, wealth disparity, environmental destruction, and ethical questions regarding biotechnology, the United States needs knowledgeable citizens to effectively deal with these issues. Letizia provides teachers and teacher educators with the needed methods to foster these types of democratic considerations.