Böcker i J-B ASHE Higher Education Report Series (AEHE)-serien

Take a holistic look at an intentional educational ecosystem that builds cultural competence, a critical skill college graduates need for careers and citizenship in a diverse global society.

What does it means to work toward racial equity in higher education in the 21st century? This monograph answers just that with a synthesis of theory, research, and evidence that illuminate the ways in which racism shapes higher education systems and the experiences of people who navigate them.

From the magazines and newspapers of the mid-1800s to movies and apps of the twenty-first century, popular culture and media in the United States provide prolific representations of higher education.

As the emphasis on economic development through community-university engagement intensifies, educators and policy makers must learn to think differently about the engagement process.

What makes online learning engaging to students? Engagement depends upon designing learning that is active and collaborative, authentic and experiential, constructive and transformative.

Improving college access and success among Black males has garnered tremendous attention. Many social scientists have noted that Black men account for only 4. 3% of the total enrollment at 4-year postsecondary institutions in the United States, the same percentage now as in 1976. Furthermore, two thirds of Black men who start college never finish.

Despite negative connotations and empirical evidence to support detrimental aspects of fraternity and sorority membership, decades of nationally representative data show students remain interested in joining.

Here is an overview of students with disabilities in postsecondary institutions and the importance of allies in their lives. It is a call to action for faculty, staff, and administrators in all facets of higher education, and emphasizes the shared responsibility toward students with disabilities and toward creating meaningful change.

The Asian American and Pacific Islander (AAPI) population continues to obfuscate the discourse on diversity and higher education institutions. The historical and contemporary experiences of AAPIs in higher education clearly indicate that their presence has influenced and reinforced the importance of diversity in educational environments.

Institutional diversity serves as one of the fundamental hallmarks of American higher education. After a long history of support for many institutional types, the past 40 years have seen a decline in institutional variety.

A goal of higher education is to develop students into leaders capable of guiding modern society. Too often, though, the leadership development curricula does not address the diversity of student populations, a critical failing if the new leaders are to respond comprehensively to societal issues.

Despite extensive research, policies, and practical efforts to improve college readiness in the United States, a large proportion of low-income students remain unprepared to enter and succeed in higher education.

Studying abroad has become a key educational means for preparing graduates with the intercultural competencies needed to succeed in our global economy. The federal government, business community, and higher education sector are united in their belief that study abroad is critical to such success.

One reason so many students fail to achieve complex learning goals may be that they rely too heavily on others opinions about what to believe, who to be, and how to relate to others.

College classrooms are hopeful spaces where segregation can be interrupted and intercultural learning can occur. This issue supports the claim that engaging diversity in classrooms has a significant impact on the development of students intercultural competence.

In a turbulent, unstable era of severe financial pressures, the development of strategic human resource (HR) practices has become an urgent mandate in higher education.

Join the dialogue on the future of qualitative inquiry for equity in higher education.

After first appearing in 1979 in Tennessee, performance funding for higher education went on to be adopted by another 26 states.

American Indian/Alaska Native (AI/AN) students continue to be significantly underrepresented in institutions of higher education and continue to face barriers that impeded their academic success.

It's estimated that, in the coming decade, as many as 2 million students with military experience will take advantage of their education benefits and attend institutions in all sectors of higher education.

The American faculty is changing. Approximately 65 percent of all faculty appointments being made are now nontenure track. Despite these changes, many higher education institutions still operate as though tenure-track faculty are the norm and that non-tenure-track faculty are a supplementary workforce.

Public community colleges in the United States enroll approximately 6 million students, about 45 percent of all undergraduates. These students are taught by nearly four hundred thousand full- and part-time faculty members, about whom little is known. The community college professoriat is truly overlooked in the research on postsecondary faculty.

Intergroup dialogue promotes student engagement across cultural and social divides on college campuses through a face-to-face, interactive, and facilitated learning experience that brings together twelve to eighteen students from two or more social identity groups over a sustained period of time.

Promoting diversity as a core value among social groups is one of the major challenges faced by institutions of higher education in the United States.