Colleges and universities across the country continue to struggle supporting students with marginalized identities, including (but not limited to) gender, race, ethnicity, sexual identity, ability level, socio-economic status, religious identity, and citizenship status. The creation of safe and inclusive learning environments necessitates the adoption of equitable policies and practices (McElderry & Hernandez-Rivera, 2019). Therefore, this book can be used as a tool for practitioners to further support students from marginalized identities at PWIs. Grounded in the NASPA/ACPA Core Competencies, this book allows practitioners to share their knowledge and best practices in how they support students of color across the following functional areas in higher education: Student Learning & Development; Social Justice & Inclusion; Health & Wellbeing; Advising & Supporting; Assessment, Evaluation, & Research; Senior/Executive Leadership.

A long and ongoing challenge for social justice movements has been how to address difference. Traditional strategies have often emphasized universalizing messages and common identities as means of facilitating collective action. Feminist movements, gay liberation movements, racial justice movements, and even labour movements, have all focused predominantly on respective singular dimensions of oppression. Each has called on diverse groups of people to mobilize, but without necessarily acknowledging or grappling with other relevant dimensions of identity and oppression. While focusing on commonality can be an effective means of mobilization, universalist messages can also obscure difference and can serve to exclude and marginalize groups in already precarious positions. Scholars and activists, particularly those located at the intersection of these movements, have long advocated for more inclusive approaches that acknowledge the significance and complexity of different social locations, with mixed success. Gendered Mobilizations and Intersectional Challenges provides a much-needed intersectional analysis of social movements in Europe and North America. With an emphasis on gendered mobilization, it looks at movements traditionally understood and/or classified as singularly gendered as well as those organized around other dimensions of identity and oppression or at the intersection of multiple dimensions.

This book illuminates the ways in which Chicanas, Puerto Rican women, and other Latinas organize and lead social movements, either on the ground or digitally, in major cities of the continental United States and Puerto Rico. It shows how they challenge racism, sexism, homophobia, and anti-immigrant policies through their political praxis and spiritual activism. Drawing from a range of disciplines and perspectives, academic and activist authors offer unique insights into environmental justice, peace and conflict resolution, women’s rights, LGBTQ coalition-building, and more—all through a distinctive Latina lens. Designed for use in a wide range of college courses, this book is also aimed at practitioners, community organizers, and grassroots leaders.

Student affairs work—like higher education—is fundamentally about change. Principally, the change work performed by student affairs practitioners is about supporting the growth and development of individual students and student groups. Increasingly, that work has called for practitioners to become more active in working to change higher education so that it lives up to its radically democratic, inclusive ideals. This means adopting new strategies to transform student affairs staff, students, and institutions, and drawing on insights from critical, liberatory theories. This text represents an effort to describe and document these practices of intentionally centering critical theories.The first section of this text examines the ways that critically-minded practitioners lead through equitable, liberatory frameworks, offering important models for reimagining the future of higher education. In the second section, the editors take up thinking and acting to support the development of critical consciousness in students, providing examples of programs, initiatives, and student support offices that center social justice in their work, and foster a critical lens through their interactions with students. In their conclusion, the editors provide a model for critical praxis, offering enduring strategies for practitioners seeking to incorporate critical, socially just praxis into their everyday work, and defining areas for future research and praxis, including identifying strategies for effective assessment of critical praxis, and modalities for “scaling up” the work for maximal impact.

This book offers context, research, policy, and practice-based recommendations centering college access and success for a historically overlooked population: rural Students and Communities of Color. Through an exploration of how colleges and universities can effectively welcome students from rural areas who identify as Asian and Pacific Islander, Black and African American, Hispanic and Latinx, and/or Indigenous, this text challenges the misleading narrative that rural is white, thereby placing these students and their communities in conversation with national higher education discourse. Rich contributions on scholarship, practice, and policy address the intersection of racism and spatial inequities and consider the unique opportunities and challenges that rural Students and Communities of Color face across the United States’ higher education landscape. Chapters provide direction on creating equitable policies and practices, as well as details of the assets, resources, and networks that support this population’s success. This edited collection provides a wealth of insight into the recruitment, access, persistence, and retention of rural Students of Color, equipping higher education researchers, practitioners, administrators, and policymakers with the knowledge they need to better account for and support rural students and communities across race and ethnicity.

The current socio-political moment—rife with racial tensions and overt bigotry—has exacerbated longstanding racial inequities in higher education. While educational scholars have developed conceptual tools and offered data-informed recommendations for rooting out racism in campus policies and practices, this work is largely inaccessible to the public. At the same time, practitioners and policymakers are increasingly called on to implement quick solutions to what are, in fact, profound, structural problems. Racial Equity on College Campuses bridges this gap, marshaling the expertise of nineteen scholars and practitioners to translate research-based findings into actionable recommendations in three key areas: university leadership, teaching and learning, and student and campus life. The strategies gathered here will prove useful to institutional actors engaged in both real-time and long-term decision-making across contexts—from the classroom to the boardroom.

“Of Books, Barns, and Boardrooms: Exploring Praxis through Reflexive Inquiry is an engaging and accessible book that is at once scholarly and personal. Ellyn Lyle explores how self intersects with pedagogy and education in three separate but connected contexts: formal education, horse training (joining-up), and workplace learning. She begins with a narrative of how she learned about reflexive inquiry; from that foundation, she questions how educational systems can both debilitate and inspire, using her own life story and explaining how theories relate to practice. In so doing, Lyle is informative and invitational, providing a model for educators to problematize their own contexts. Most interesting is how she uses the concept of joining-up, not training, when exploring her work with horses. This transferable concept requires educators and learners to communicate, build reciprocal relationships, work towards understanding, engage in meaning-making, and interact with others through mutual respect. Educators in all contexts would benefit from reading this book, and I will be recommending it to my students.” – Nancy Taber, Brock University “Ellyn Lyle uses the successful, deep communication with horses, a process called ‘Join-Up,’ as a lyrical and practical metaphor for negotiating learning in multiple contexts. A fascinating personal story, Of Books, Barns, and Boardrooms is also an invaluable guidebook for learning, teaching, and questioning: for parents, teachers, students, administrators, and entrepreneurs. I am urged to consider where learning and systems fail and, also, to celebrate how ‘life is my classroom, and all encounters, my teachers.’ I wish I had had these insights and inspiring analogies at hand when I was a university professor and president.” – Elizabeth R. Epperly, Professor Emerita and Past President, University of Prince Edward Island, author of Power Notes: Leadership by Analogy “When I ‘Join-Up’ with Ellyn Lyle’s philosophical inquiry, I experience a process of deep trust and listening that she suggests is the basis of authentic learning. Of Books, Barns, and Boardrooms, about learners and learning, is a critical and creative inquiry that questions and challenges practices that prevent learning. It is a way of doing philosophy, a method of (re)constructing narrative to examine some of the metaphors that shape and inform concepts, biases, and assumptions. Using her understanding of join-up to identify problems that prohibit growth, the author constructs a compelling story of change and invites readers to do the same.” – Anne-Louise Brookes, author of Feminist Pedagogy: An Autobiographical Approach “Ellyn Lyle takes readers on an inspirational journey celebrating learning and teaching as a shared and respectful partnership—one that values the breadth of life’s experiences as sources of knowledge.” – Debra Manning, Federation University Australia

Educational leaders confront instances of inequity every day, whether they are aware of it or not. Many find themselves inadequately reacting to such issues due in part to traditional preparation programs that fail to interrogate the existence and impact of systems of oppression. Why is naming and tackling inequity not at the forefront of every conversation about educational leadership? How do our social constructions of identity hierarchies and deficits (mis)shape what leaders think and do? How do leaders advocate for those who need and deserve advocacy? This volume considers these questions and more by offering unique leadership frameworks that integrate critical theories for social change with everyday practice. By bringing together diverse researchers, practitioners, and policymakers who are often pushed to the margins, this volume will help today’s leaders see with new eyes and gain the critical tools, language, and concepts for equity leadership. The text is organized into four sections: Transforming Self, Transforming Educators, Transforming Organizations, and Transforming Systems. Book Features: Interrupts prevailing practices and advocates for a more inclusive, intersectional vision of leaders and the field of educational leadership.Specific and useful frames, concepts, and practices that leaders can adapt to their own context.Authors that reflect diverse perspectives with wide-ranging identities who intentionally push back against the White male-dominated discourse. A practitioner-friendly format that includes glossaries of terms and resources. Insights that reflect the worldwide pandemic crises of 2020.

This book dives into student development theory, unpacking key foundational and emergent theories of college student development while providing contemporary examples and application. Showcasing a diversity of programs, practices, and services across a variety of institutional types, Applying Student Development Theories Holistically demonstrates how professionals are intertwining the science of theory with the art of practice in multidimensional, holistic ways. Helping aspiring higher education and student affairs practitioners grasp and use theories holistically, this important text brings to life theoretical knowledge to enhance the development and learning of college and university students.

This book includes essays that directly uncover how power asymmetries and related forms of marginalization and oppression function in the political and policy arenas with a special emphasis on the intersection of several systems of subordination. This edited volume tackles two main questions: first, what are the main claims, struggles, and possibilities of contemporary intersectional feminisms; and second, how shall we, as scholars, address intersectional (feminist) activisms in our research – theoretically, methodologically, and empirically. These issues are debated from several intersectional (feminist) perspectives, locations, and positionalities. The globally oriented and empirically grounded scope of this volume is undeniable. This book goes beyond the Western hegemony in intersectionality-related research and knowledge production, bringing in practices, experiences, and critical perspectives of intersectional (feminist) scholars and activists who are not necessarily located in the most privileged social, political, and financial milieus. This book will be of interest to students and scholars from across the social sciences and humanities with an interest in intersectionality, gender, feminism, racism, LGBT+ and queer studies, activism and social movement studies. The chapters in this book were originally published as a special issue of Journal of Women, Politics, and Policy.