Perspectives on Diverse Student Identities in Higher Education: International Perspectives on Equity and Inclusion Vol: 14
Jaimie Hoffman
Noodle Partners, USA
Patrick Blessinger
Higher Education Teaching and Learning Association, USA
Mandla Makhanya
University of South Africa, South Africa
Jaimie Hoffman
Noodle Partners, USA
Patrick Blessinger
Higher Education Teaching and Learning Association, USA
Mandla Makhanya
University of South Africa, South Africa
Product Details
- Format:
- Hardback
- ISBN:
- 9781787560536
- Published:
- 14 Dec 2018
- Publisher:
- Emerald Publishing Limited
- Dimensions:
- 200 pages - 152 x 229mm
- Series:
- Innovations in Higher Education Teaching and Learning
Categories:
Higher education institutions continue to address an increasingly
complex set of issues regarding equity, diversity and inclusion. Many institutions
face increasing pressure to find innovative solutions to eliminate access,
participation, and achievement barriers as well as practices that impede
retention and graduation rates in higher education. This book provides educators with a global understanding of the challenges associated with the growing diversity of
student identities in higher education and provides evidence-based strategies
for addressing the challenges associated with implementing equity and inclusion
at different higher education institutions around the world.
Introduction to Perspectives on Diverse Student Identities in Higher Education; Patrick Blessinger,
Jaimie Hoffman, and Mandla Makhanya
Accessibility and Acceptance for University Students with Diverse Abilities; Naomi Jeffery Petersen
and Sandra J. Gruberg
Assisting Student-Veterans with Hidden Wounds: Evaluating Student Support in U.S. Higher Education; Christopher Linski
The United States Military Veteran: A Look at Their College Experience and Equitable and Inclusionary Practices; Catherine Ward
"They Say They Value Diversity, But I Don't See It": Academic and Social Experiences of First Generation Latinx Students at a Predominantly White Midwestern Institution; Carla Gonzalez, Jessica
Graber, Diana Galvez, and Leslie Ann Locke
The Influence of Socioeconomic Status on Perceptions of Persistence among African American Students at Major United States Universities; Shakoor Ward and Keith
B. Wilson
A Proposed Framework: EYES Theory on Racialization and Racial Identity Developments for International Students of Color in U.S. Higher Institutions; HyeJin Tina Yeo,
William Trent, and Malaika McKee
Failure Can Lead to Success When Remediation Builds Resiliency: How Struggling International Medical Students Gain Entry into U.S. Graduate Medical Education Programs; Pamela O’Callaghan,
Maureen P. M. Hall, Laura N. Cobb, and Melanie Jacobson
The End of Lifelong Learning –
Where Have All the Mature Undergraduate Students Gone? A Literature Review and Practical Recommendations from a Case Study in England; Anke Twigg-Flesner
From Planning to Realization: Who Goes? Who Stops? What Matters? Rashim Wadhwa
Jaimie Hoffman is a higher education leader with expertise and experience in student affairs, technology, and university teaching. She is the Director of Student Affairs at Noodle Partners, and an Associate Lecturer at the University of Wisconsin at La Crosse, USA.
Patrick Blessinger is the Founder, Executive Director, and Chief Research Scientist of the International Higher Education Teaching and Learning Association (HETL) an adjunct Associate Professor in the School of Education at St. John's University, USA, and an inclusive policy expert with UNESCO’s Inclusive Policy Lab.
Mandla Makhanya is the Principal and Vice Chancellor of the University of South Africa (UNISA) and President of the International Higher Education Teaching and Learning Association (HETL).
With diversity and exclusion of people increasing worldwide,
meaningful transformation of students occur when they are taught to critically
think about the assumptions, beliefs, and worldviews in which they operate. In
this sense, identity can be viewed as one’s own personal histories of becoming
and belonging and the negotiation of meanings between them. University group
communities can definitely help increase our understanding of ourselves through
our social interactions. This book emphasizes the importance of social settings
and social interactions in the learning process of equity and inclusion of university
students. Well done! - Luisa Soares, Assistant Professor, University of Madeira, Portugal
The authors present a compelling series of arguments around
inclusivity in higher education and what this means for curricula, assessment
and leadership within our institutions. Their discussion is focussed upon
engaging, cultivating and supporting an increasingly diverse student body but
they are clearly gazing beyond this to a future awash with potential. - Tina Bass, Deputy Head of School, Coventry University, UK
This book offers a view inside the student experience in higher
education and the impact of these experiences on identity and academic success.
The encapsulation of formal, non-formal and informal learning adds an
innovative twist to the discussion of student development. The case is firmly
established for inclusive leadership in the development of engaging learning
environments, leading to greater equity and inclusion in teaching and learning. - Charlynn Miller, Director, Zena Consulting, Australia
