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Why Should Higher Education Be Concerned with the Identity Development of Diverse Students? Development of Identity Definitions Organization Theoretical Frameworks of Identity Development Theory: Foundational Theories Foundational Theories of Identity Development Evaluation of Foundational Theories Dominant Cultures, Oppression, and Other Societal Issues Affecting the Identity Development of Diverse Populations Cultural and Societal Issues That Impact Identity Development Theory of Oppression The Social Oppression Matrix Social Identity Development Theory How Oppression Impacts Privileged Groups White Identity Theories Conclusion Theoretical Frameworks of Diverse Identity Development Theories: A View Through a Different Lens Multigroup Ethnic and Racial Identity Models Racial and Ethnic Identity Theories Pertaining to African American Students Racial and Ethnic Identity Theories Pertaining to Native American Students Acculturation to the Majority Culture Racial and Ethnic Identity Theories Pertaining to Latino and Latina Students Racial and Ethnic Identity Theories Pertaining to Asian American Students Multiracial Identity Conclusion Multiple Identities: Acknowledging the Interrelationship Among Roles Integrating Multiple Layers of Identity Development Sexual Orientation Identity Formation Women and Gender Identity Implications Integration of Identity Development Theory into Practice Campus Culture Implications for Administrators Implications for Faculty Members Conclusions and Future Implications Appendix A. Case Study: Defining Academic Diversity at Reflective College Considerations in Addressing This Issue References Index     

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Introduction, Context, and Overview Why Focus on Immigrants? Immigrant as a Conceptual Term Definitions of Key Terms Limitations of the Monograph Organization of the Monograph A Context for Immigration in the United States Theoretical Foundation: Immigrant Student College Transition and Persistence Neo-Racism Social-Ecological Model Acculturation and Assimilation Theories Social Capital Theory Conclusion Access to Higher Education for Immigrant Students Generational Status Socioeconomic Status English Language Proficiency Parental Involvement and Expectations Financial Aid Conclusion Collegiate Experience of Immigrant Students College Adjustment and Persistence Psychological Development and Acculturation Social Identity Development Career Aspirations and Development Conclusion Undocumented Students and Higher Education Background on Undocumented Immigrants Federal Legislation and Undocumented Students State Approaches to Undocumented Students and Higher Education Opposition to In-state Tuition Rates for Undocumented Students Conclusion Immigrant Students and Community Colleges Relevant Research on Immigrants at Community Colleges Issues Related to Immigrant Students in Community Colleges Innovative Programs for Educating Immigrants Conclusion Concluding Thoughts Suggestions for Future Research Implications for Policy and Practice Conclusion Notes Appendix References Name Index Subject Index About the Authors     

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Introduction Postsecondary Attainment Economic Implications of Low Educational Attainment Organization of This Monograph Demographic, Social, and Cultural Background A Demographic Dividend? Ethnic Subgroups Cultural and Social Influences Summary Classic and Contemporary Theories of Latino Identity Development Ethnic and Racial Identity Development in College Students Supporting Latino Students in Identity Development Summary Challenges to Latino Student Success Casting Success Within a Broader Societal Context Role of Resources Summary Mainstream Approaches to Latino Student Success Academic Capital Financial Capital Cultural Capital Social Capital Summary Culturally Responsive Approaches to Latino Student Success Family Concerns Assumptions About Latinos' Background and Potential Campus Racial/Ethnic Climate Conclusion The Role of Hispanic-Serving Institutions in Access and Equity Historical Background and Funding of HSIs Students in HSIs Faculty and Administrators at HSIs Emerging Hispanic-Serving Institutions Challenges for HSIs Summary Conclusion and Implications Role of Demographics and Social and Cultural Factors Developing Culturally Responsive Research, Policy, and Practice Institutionalizing Strategies to Serve Latino Students Teaching and Learning in the Classroom Role of Finances Collaborative Research Role of State Legislators and Policymakers Role of Federal Representatives and Agencies Final Thoughts References Name Index Subject Index About the Authors     

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Executive Summary Foreword Acknowledgments The Development of Doctoral Students: Phases of Challenge and Support Why Do We Need to Understand Doctoral Students' Development? Why Have Doctoral Students Been Forgotten? How Do Doctoral Students Develop? A Model of Doctoral Student Development Organization of the Monograph Student Development Theory: A Primer Defining Student Development Psychosocial Development Social Identity Development Racial Identity Development Cognitive Development Conclusion Understanding Doctoral Education Doctoral Degrees and Their Purposes The Structure of the Doctoral Program Today's Doctoral Students Key Constituencies in the Doctoral Program Phase I: Entry Challenge: The Initial Transition Support: Orientation Challenge: Coursework Challenge: Changes in Thinking Challenge: The Transition from Undergraduate to Graduate School Expectations Support: Initial Relationships with Peers and Faculty Student Departure in Phase I Conclusion Phase II: Integration Challenge: Coursework Support: Peer Relationships Support: Advisor Relationship Challenge: Examinations Challenge: Changing Role Student Departure in Phase II Conclusion Phase III: Candidacy Challenge: Transition to Candidacy Challenge: The Dissertation Experience Challenge: Isolation Support: The Dissertation Advisor Challenge: The Job Search Challenge: Transition to Professional Role Student Departure in Phase III Conclusion Summary and Recommendations Implications for Phase I Implications for Phase II Implications for Phase III Implications for Future Research Conclusion Appendix: Details of Research Conducted to Construct the Model References Name Index Subject Index About the Author     

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Old Friends and New Faces Home Alone? Applying Theories of Transition to Support Student Veterans' Success A Model for Supporting Student Veterans' Transition Conclusion Commentary from Nancy K. Schlossberg What Matters to Veterans? Peer Influences and the Campus Environment The Military Bond Inputs, Environment, and Outcomes Inputs, Environment, and Outcomes for Veterans Peer Group Supports and Influences Summary and Recommendations Commentary from Alexander W. Astin Transition 2.0: Using Tinto's Model to Understand Student Veterans' Persistence Transition and Preentry Attributes Goals and Commitments Initial Institutional Experiences Transition 2.0: Academic and Social Integration Transition 2.0: Academic and Social Integration with the Campus Community Career Services and the Student Veteran New Goals and Intent to Persist Critics of Academic and Social Integration Conclusion Commentary from John M. Braxton Crisis of Identity? Veteran, Civilian, Student Identity Development and Knowledge of Self Self and Others Multiple Roles and Intersecting Identities Crisis, Exploration, and Commitment Multiple Dimensions of Identity Typologies Conclusion Commentary from Linda Reisser Women Warriors: Supporting Female Student Veterans Enduring Effects of Male Turf: Gender and Assumptions Mothers and Warriors: Care and Justice Into a College Environment: Developing a Voice Help Seeking: Learning to Cope Marching Together: Summary Commentary from Margaret Baechtold Ideas for a Self-Authorship Curriculum for Students with Military Experience Classes for Veterans Meaning Making and Self-Authorship Concept Mapping for Curriculum Planning Conclusion Commentary from Marcia B. Baxter Magolda Institutional Response to an Emerging Population of Veterans EFA Factor One—Financial Matters EFA Factor Two—Administrative and Strategic Planning EFA Factor Three—Advising and Career Services EFA Factor Four—Psychological Counseling Services EFA Factor Five—Veterans Office on Campus Conclusion Concluding Thoughts Appendix A: A Veteran's Essay Appendix B: Example Syllabus References Name Index Subject Index About the Authors     

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Considering the Third Sector: The New Prominence of For-Profit Higher Education Why Now? Taking Aim The Target Organization of the Volume From the Beginning: Development of For-Profit Higher Education in the United States Eras of For-Profit Higher Education The For-Profit Sector Today Institutional Diversity: Classification of the For-Profit Sector A New Classification Elements of the Classification Types of For-Profit Institutions Continuing Difficulties with Classification Shareholder Owners: Defining an Era History of Shareholder Institutions Current Owners Implications of the Wall Street Era Measure of Success: Students in the For-Profit Sector Historical Perspectives National Datasets Current Trends Student Outcomes Student Motivation, Experiences, and Campus Life Remaining Questions The Academic Mission: Teaching and Learning in the For-Profit Sector Curriculum Faculty Do Students Learn? External Approval: Accrediting the For-Profit Sector Background on Accreditation History Regional Accreditation For-Profit Accrediting Agencies Regional Accreditation of National Institutions Creating the Playing Field: State and Federal Regulation State Oversight Federal Oversight Diploma Mills Current Regulatory Issues Reflections and Future Direction Research Agenda Conclusion Notes References Name Index Subject Index About the Author     

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Executive Summary Foreword Acknowledgments Introduction The Concepts and Mechanics of Fundraising Understanding How Endowments Work Significance of Contemporary Philanthropy in Higher Education The Great Wealth Transfer An Organizational Guide to the Rest of the Monograph The Influence of Philanthropy on American Higher Education British Support for the Creation of American Higher Education Support from the American Colonies Influence of Individual Donors Issues of Donors' Control Giving as a Collective: Alumni Giving and the Beginning of Systematic Solicitation Conclusion Who Is Philanthropic? Philanthropy by Nontraditional Donors Overview of the Landscape African American Giving and Philanthropy Latino Philanthropy Asian American Philanthropy American Indian Philanthropy Conclusion Women and Philanthropy Volunteering Giving Decisions Among Couples Organizational Choice Conclusion What Guides the Study of Philanthropy and Fundraising? Motivations Conclusion Engaging Students and Young Alumni: The Importance of Cultivating the Next Generation of Donors Giving Across the Generations Engaging Youth in Philanthropy Who Gives? Adding Science to the Art of Fundraising: The Power of Using Data in Fundraising Strategy A Critical Look at Philanthropic Giving Conclusion and Challenges for Future Research Notes Appendix A: Fundraising Mechanics Appendix B: Philanthropic Research Resources References Supplemental Bibliography Name Index Subject Index About the Author     

Table of Contents

Overview A Profile of Community College Faculty Full-Time Faculty Part-Time Faculty Conclusion Faculty Work in the Context of the Community College The Community College's Missions and Students Role Expectations for Full-Time Faculty Members Role Expectations for Part-Time Faculty In-Service Training and Professional Development Job Satisfaction Conclusion Dimensions of the Community College Faculty Career Preparation to Become a Community College Faculty Member Entry Requirements The Search Process Career Stages Conclusion Institutional Factors Affecting Community College Faculty Work Life Background Collective Bargaining Faculty Involvement in Shared Governance Other Institutional Factors Extrainstitutional Factors Affecting Work Life: Legislative Actions Conclusion Looking to the Future: The Status of Community College Teaching as a Profession Characteristics of a Profession and Professionalization Is Community College Teaching a Profession? Possible Future Influences on Faculty Professionalization Conclusion A Fresh Look at Community College Faculty Challenges in Understanding Community College Faculty Conclusions Note References Name Index Subject Index About the Authors     

Table of Contents

Executive Summary Foreword Acknowledgments Dedications Introduction, Context, and Overview of the Volume The National Context: Important Trends in Racial Demographics and STEM Fields The Urgency of Fostering Minority Students' Success in STEM Purpose and Overview of the Volume Key Concepts and Definitions Limitations of the Volume The Current Condition of Minority Students in STEM The Impact of Race and Racism on Minority Students' Success in STEM Factors in K–12 Education That Influence the Success of Racial and Ethnic Minority Students in the STEM Circuit The Link Between Academic Preparedness in K–12 Education and Minority Students' Success in STEM K–12 Contributors to the Insufficient Academic Preparation of Minority Students in STEM K–12 Factors That Promote the Success of Minority Students in STEM K–12 Initiatives That Contribute to Preparedness and Success Among Minority Students in STEM Conclusion Factors That Influence Success Among Racial and Ethnic Minority College Students in the STEM Circuit The Role of Colorblind Meritocracy and Affirmative Action The Impact of Economic Influences The Impact of Minority-Serving Institutions and Selective Institutions The Impact of Campus Environments The Impact of Institutional Agents The Impact of Psychological Factors The Impact of STEM-Specific Opportunity and Support Programs Conclusion Implications for Future Research, Policy, and Practice in STEM Education The Racial and Ethnic Minorities in STEM Model Implications for Future Research Implications for Future Policy Implications for Future Practice Conclusion Notes Appendix: The K–16 STEM Education Model References Name Index Subject Index About the Authors     

Table of Contents

Executive Summary Foreword Overview Defining Interdisciplinarity The Disciplines, Interdisciplinarity, and the University Interdisciplinarity, Learning, and Cognition Interdisciplinarity and the Practice of Research Faculty and Institutional Structure: The Conflict of Interdisciplinarity Best Practices Related to Interdisciplinary Education Implications for Practice and the Future of Interdisciplinarity Defining Interdisciplinarity Conceptualizing the Disciplines Conceptualizing Interdisciplinary Knowledge Conclusion The Disciplines, Interdisciplinarity, and the University The Historical Influence of the Disciplines on Teaching and Learning Interdisciplinary Initiatives in Twentieth-Century American Higher Education Conclusion Interdisciplinarity, Learning, and Cognition The Disciplinary Basis of College Student Learning Defining Interdisciplinary Curricula in Higher Education Conclusion Interdisciplinarity and the Practice of Research Challenges to the Practice of Interdisciplinary Research Facilitating Interdisciplinary Research in Higher Education Conclusion Faculty and Institutional Structure: The Conflict of Interdisciplinarity Interdisciplinarity, Faculty, and Change in Higher Education Achieving Institutional Goals and Interdisciplinary Faculty Engagement Fostering Faculty Connections Across Institutional Boundaries Modifying Activity Systems to Encourage Interdisciplinarity Conclusion Best Practices Related to Interdisciplinary Education Dedicated Organizational and Physical Space Student-Centered Pedagogy Focus on Problem- or Theme-Based Learning Curriculum Shaped Through a Variety of Interdisciplinary Learning Experiences Culminating Capstone Project or Student Portfolio Focus on Collaborative Learning Rather Than Mastery of a Particular Content Use of Independent Study, Internships, and Experiential Learning Goal of Preparing Students for a Complex, Modern Interdisciplinary Future Conclusion References Name Index Subject Index About the Author     

Table of Contents

• What Would Boyer Do?
  • Glenn R. Bucher and Jenell J. Patton
  • Some of the challenges higher education faces today may not have existed in Ernest Boyer's day but, the authors suggest, his solutions are more relevant than ever.
• Alignment for Learning: Reorganizing Classrooms and Campuses
  • John Tagg
  • Taking a clear‐eyed look at the policies we create and getting rid of those that aren't encouraging deep learning among our students is, the author argues, hard and necessary work.
• Too Sure Too Soon: When Choosing Should Wait
  • Camille Helkowski and Matt Sheahan
  • What happens when college students decide their futures too quickly? A recent graduate and his counselor mother share lessons from their experience.

• Departments
• In Practice—Digital Video Brings Lesbian, Gay, Bisexual, and Transgender Training to Life
  • Kerry John Poynter
  • Duke University discovered that digital video can be an effective medium for training those who work with lesbian, gay, bisexual, and transgender students.
• Campus Commons—Full Exposure
  • Lee Burdette Williams
  • Baring more than a soul can make a powerful statement.
• What They're Reading—Clueing Students In
  • Jeanine A. Ward‐Roof
  • The educator's responsibility includes helping students break the academic speaking and thinking code.

     

Book Reviews

Book Reviewed in this Article: Scott Casper et al., Perspectives on American Book History: Artifacts and Commentaries. Douglas McKnight. Schooling, the Puritan Imperative, and the Molding of an American National Identity: Education's “Errand Into the WiLderness.” Doug Feldmann. Curriclllum and the American Rural School. Gay Pitman Zieger. For the Good of the Children: A Histoy ofthe Boys and Girls Republic. Steve Golin. The Newark Teachers Strikes: Hopes on the Line. Thomas S. Popkewitz, Barry M. Franklin, and Miguel A. Pereyra (eds.). Cultural Hirtury and Education: Critical Essays on Knowledge and Schooling. Elaine Franz Parsons. Manhood Lost: Fallen Drunkards and Redeeming Women in the Nineteenth‐Century United States. Peter N. Stearns. Anxious Parents: A History of Modern Childrearing in America. Robert Halpern. Making Play Work: The Promise of After‐School Programs for Low‐Income Children. Anne Behnke Kinney. Representations of Childhood and Youth in Early China. Xiaomei Chen. Acting the Right Part: Political Theater and Popular Drama in Contemporay China. Jack Boozer. Career Movies: American Business and the Success Mystique. Anthony Harkins. Hillbilly: A Cultural History of An American Icon. Patricia Mazón. Gender and the Modern Research University: The Admission of Women to German Higher Education, 1865–1914. Paul K. Conkin. Peabody College: From a Frontier Academy to the Frontiers of Teaching and Learning. Thomas N. Bonner. Iconoclast: Abraham Flexner and a Life in Learning. Jared Stallones. Paul Robert Hanna: A Life of Expanding Communities. Judith Hicks Stiehm. The U.S. Army War College: Military Education in a Democracy. Robert Cohen and Reginald E. Zelnik (eds.). The Free Speech Movement: Reflections on Berkeley in the 1960s. Joy Ann Williamson. Black Power on Campus: The University of Illinois, 1965–1975. Robert Pratt. We Shall Not be Moved: The Desegregation of the University of Georgia. William H. Schneider. Rockefeller Philanthropy and Modern Biomedicine: International Initiatives from World War I to the Cold War. John Schmalzbauer. People of Faith: Religious Conviction in American Journalism and Higher Education. Robert J. Cottrol, Raymond T. Diamond, and Leland B. Ware. Brown v. Board of Education: Caste, Culture, and the Constitution. Gordon E. Harvey. A Question of Justice: New South Governors and Education, 1968–1976.