Books And Media (BAM)

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.

Despite seeming endless debate and public attention given to the issue for several decades, those committed to creating welcoming and engaging campus environments for all students recognize that there is considerably more work to be done, and ask “Why aren’t we there yet, and when will we be done?” While our campuses have evolved from being exclusionary and intolerant, and publicly espouse the objectives of being welcoming, accepting, affirming, and engaging, the data on admissions, retention, and graduation clearly indicate that these goals have not been achieved.The contributors to this book seek to offer new insights to improve student affairs, emphasizing action that recognizes this is a complex and multi-faceted process, and beginning with the assertion that, without recognizing the influences of privilege and inequality, we educators cannot promote truly welcoming environments.

For new professionals in multicultural student services (MSS), this book constitutes a thorough introduction to the structure, organization, and scope of the services and educational mission of these units. For senior practitioners it offers insights for re-evaluating their strategies, and inspiration to explore new possibilities.

The book discusses the history and philosophy of MSS units; describes their operation; asserts the need for integration and coherence across the multiple facets of their work and how their role is influenced by the character and type of their institutions; and considers the challenges and opportunities ahead.

Shifting Paradigms is addressed to all student affairs professionals whose primary focus is student learning. Faculty members in preparation programs, senior administrators and student development educators in residence halls, student unions or career counseling offices will use the ideas presented in different ways. Nevertheless, the book has a common purpose for all readers which is to assert the educational functions of student affairs and services, and to situate student development education solidly within the mission of colleges and universities in the United States.

Enough is Enough presents first-hand accounts and experienced counsel from professionals who have lived through a violent incident, and continue to deal with its aftermath. They cover violence, suicide prevention, and mental health promotion in an integrated way, and offer a comprehensive plan to create a campus-wide system for collecting information about students at-risk for self-harm or violence toward others.

This book addresses the experiences and position of women students, from application to college through graduate school, and the barriers they encounter; the continuing inequalities in the rates of promotion and progression of women and other marginalized groups to positions of authority, and the gap in earnings between men and women; and pays particular attention to how race and other social markers impact such disparities, contextualizing them across all institutional types.

At the heart of the book are 14 first-person narratives – by first-generation students spanning freshman to graduate years – that help the reader get to grips with the variety of ethnic and economic categories to which they belong. The book concludes by defining 14 key issues that institutions need to address, and offers a course of action for addressing them.

College Student Death: Guidance for a Caring Campus is the result of many years of collaboration with more than thirty contributors. It applies the knowledge of university personnel called upon to respond to student death on and off campus and to provide solace to family and the campus community. This book provides support to university staff in the immediacy of student death, guides the design of policy before a crisis occurs, and provides instructional considerations for faculty.

Where You Work Matters offers current and future administrators a greater appreciation for the vibrancy and complexity of the student affairs profession. This volume challenges the widely held assumption that the professional practice of student affairs administration transcends the influence of organizational culture. Based on data and commentaries from more than 1,100 practitioners, this book describes how the experience of student affairs administrators varies by institutional type. The findings paint a multifaceted and integrated portrait of the profession.

Job One focuses on nine narratives written by new professionals about their introduction and transitions into student affairs. It also includes four chapters co-written by senior student affairs professionals and preparation program faculty who synthesize, integrate, and theoretically interpret the new professionals' narratives. Recommendations included in the final chapter focus on re-conceptualizing graduate preparation programs and professional development events.

Systemic Leadership examines how technology has fostered an era of collaboration, connectedness, and networked knowledge that demands a new systemic approach of leadership and change in organizations.

Beginning with the premise that academic learning is a critical part of the overall personal development of each student, the authors show how student affairs professionals can work in harmony with their academic colleagues to create a campus milieu that is truly conducive to that development.

This volume of case studies, based on original qualitative research, has been written expressly for student affairs educators and administrators at the college and university level. The book addresses the complex issues of classism, student suicide, alcohol-related death, acquaintance rape, multiracial identity, and the self-development of young adults with alcoholic parents.

Toward Acceptance is a systematic study of the complex issues facing gay, lesbian, bisexual, and transgendered persons on college campuses. It is organized into five distinct sections, Toward Acceptance builds on the content included in Evans and Wall's previous book, BEYOND TOLERANCE: GAYS, LESBIANS, AND BISEXUALS ON CAMPUS.

This book is a revised and updated version of the original STATE OF THE ART monograph that was edited by Robert B. Young and Leila V. Moore in 1988. The revised edition presents a visionary reexamination of the status of student affairs preparation and practice by some of the field's leading thinkers. In the years since the original monograph was prepared, higher education has been bombarded with issues resulting from the rapid changes in society. This book is to assist practitioners and educators with these challenges.

This second and expanded edition of STUDENT AFFAIRS was undertaken to make the previously published collection of materials spanning 57 years from 1919 to 1976, inclusive through 1990. Included are articles perceived to represent the basic elements that influenced the growth of the profession in the context of American higher education and that describe the core values and ideas that have guided the development of student personnel to student affairs.

Making Good on the Promise gets to the heart of the experience of student affairs professionals with disabilities, to the curricular changes needed in preparation programs for that profession, to the role and appropriate action needed by allies, and to resources that all can use in the education of self and others.

Maybe I Should is designed to help graduate students and new to midlevel student affairs professional heighten their knowledge of sensitivities to professional ethics in practice. Resources and suggestions are offered to instructors and facilitators who seek to incorporate professional ethics and case study analysis into formal educational or staff development activities.