Locating Black girls’ desires, needs, knowledge bases, and lived experiences in relation to their social identities has become increasingly important in the study of transnational girlhoods. Black Schoolgirls in Space pushes this discourse even further by exploring how Black girls negotiate and navigate borders of blackness, gender, and girlhood in educational spaces. The contributors of this collected volume highlight Black girls as actors and agents of not only girlhood but also the larger, transnational educational worlds in which their girlhoods are contained.

Protests against racial injustice and anti-Blackness have swept across elite colleges and universities in recent years, exposing systemic racism and raising questions about what it means for Black students to belong at these institutions. In Black Space, Sherry L. Deckman takes us into the lives of the members of the Kuumba Singers, a Black student organization at Harvard with racially diverse members, and a self-proclaimed safe space for anyone but particularly Black students. Uniquely focusing on Black students in an elite space where they are the majority, Deckman provides a case study in how colleges and universities might reimagine safe spaces. Through rich description and sharing moments in students’ everyday lives, Deckman demonstrates the possibilities and challenges Black students face as they navigate campus culture and the refuge they find in this organization. This work illuminates ways administrators, faculty, student affairs staff, and indeed, students themselves, might productively address issues of difference and anti-Blackness for the purpose of fostering critically inclusive campus environments.

Never before in American history have we seen the number of African Americans teaching at Christian Colleges as we see today. Black Scholars in White Space highlights the recent research and scholarly contributions to various academic disciplines by some of America's history-making African American scholars working in Christian Higher Education. Many are the first African Americans or only African Americans teaching at their respective institutions. Moreover, never before have this many African American female scholars in Christian Higher Education had their research presented in a single, cross-disciplinary volume. The scholars in this book, spanning the humanities and social sciences, examine the issues in public policy, church/state relations, health care, women's issues in higher education, theological anthropology, affirmative action, and black history that need to be addressed in America as we move forward in the 21st century. For these reasons and more Black Scholars in White Space offers timely and historic contributions to the discourse about making the black community a place where men and women thrive and make contributions to the common good.

Universities are more than engines propelling us into a bold new future. They are also living history. A college campus serves as a repository for the memories of countless students, staff, and faculty who have passed through its halls. The history of a university resides not just in its archives but also in the place itself—the walkways and bridges, the libraries and classrooms, the gardens and creeks winding their way across campus. To think of Emory as place, as Hauk invites you to do, is not only to consider its geography and its architecture (the lay of the land and the built-up spaces its people inhabit) but also to imagine how the external, constructed world can cultivate an internal world of wonder and purpose and responsibility—in short, how a landscape creates meaning. Emory as Place offers physical, though mute, evidence of how landscape and population have shaped each other over decades of debate about architecture, curriculum, and resources. More than that, the physical development of the place mirrors the university’s awareness of itself as an arena of tension between the past and the future—even between the past and the present, between what the university has been and what it now purports or intends to be, through its spaces. Most of all, thinking of Emory as place suggests a way to get at the core meaning of an institution as large, diverse, complex, and tentacled as a modern research university.

The latest volume in the Core Concepts in Higher Education series explores the complexity of law in higher education and both the limits and opportunities of how law can promote inclusivity and access on campus. Through a historical and legal framework, this volume discusses undergraduate students' histories of inclusion and struggles for social justice in higher education by race, sex, social class, dis/ability, and sexual orientation. Bridging research, theory, and practice, Law and Social Justice in Higher Education encourages future and current higher education and student affairs practitioners to consider how they can collaborate to further a just society. Special features: Discussion of case law illustrates the reach and limits of law and where higher education professionals can continue to push for social justice. Accessible to non-lawyers, chapters highlight key legal terms and key concepts to guide readers at the beginning of each chapter. End-of-chapter questions provide prompts for discussion and encourage student interactivity.

Dr. Carl E. James is well known for his work in the area of the sociology of sport. Race in Play is on the continuum of his earlier research in the sociology of sport, youth, race, and education. James takes the reader on an edifying walk through the structural and institutional community which supports and sustains sports, while at the same time making individual links between sports, schooling, and career aspirations among youth. He also explores issues of race, radicalised minority youth, and Black men and women in sport.