Higher education is an unlikely venue for showcasing ideals of femininity, yet campus beauty pageants have increased in popularity in a cultural marketplace conjoining personal empowerment with beauty and style. Karen Tice examines the desires and racial and political agendas that propel students onto collegiate catwalks.

Butch Queens Up in Pumpsexamines Ballroom culture, in which inner-city LGBT individuals dress, dance, and vogue to compete for prizes and trophies. Participants are affiliated with a house, an alternative family structure typically named after haute couture designers and providing support to this diverse community. Marlon M. Bailey’s rich first-person performance ethnography of the Ballroom scene in Detroit examines Ballroom as a queer cultural formation that upsets dominant notions of gender, sexuality, kinship, and community.

The first in-depth look at how women have shaped the history and legacy of Indiana University. Women first enrolled at Indiana University in 1867. In the following years they would leave an indelible mark on this Hoosier institution. However, until now their stories have been underappreciated, both on the IU campus and by historians, who have paid them little attention. Women at Indiana University draws together 15 snapshots of IU women's experiences and contributions to explore essential questions about their lives and impact. What did it mean to write the petition for women's admission or to become the first woman student at an all-male university? To be a woman of color on a predominantly white campus? To balance work, studies, and commuting, entering college as a non-traditional student? How did women contribute to their academic fields and departments? How did they tap opportunities, confront barriers, and forge networks of support to achieve their goals? Women at Indiana University not only opens the door to a more inclusive and accurate understanding of IU's past and future, but also offers greater visibility for Hoosier women in our larger understanding of women in American higher education.

Founded in 1841 by a royal charter, Queen’s University evolved into a national institution steeped in tradition and an abiding sense of public service. Propelled initially by its Presbyterian instincts and an attachment to Gaelic culture, Queen’s has prospered and adapted over the years to match Canada’s ever-changing dynamics. In this third volume of Queen’s University’s official history, Duncan McDowall demonstrates that the late twentieth century was a contest between expediency and tradition waged through crisis and careful evolution. Testing Tradition calibrates the durability of Queen’s vaunted traditions in the face of shifts in the broader Canadian society. During this time of massive postsecondary expansion, Queen’s grew sevenfold from a small, collegial campus of 3,100 students to a sprawling cosmopolitan place of more than 20,000 students from over 120 countries engaged in undergraduate, graduate, and professional programs. Measuring Queen’s University’s responses to concerns over social diversity, human rights, and gender equity through the eyes of its trustees, administrators, students, faculty, and the Kingston community, this volume pays particular attention to the experiences of women and visible minorities at the university. Copiously illustrated with photographs of important people, events, and aspects of campus life, this volume shows how Queen’s, in having its traditions tested, has worked to retain the best of its past, while accepting the inevitability of change.

The large scale publicly funded system of postsecondary education in Ontario developed in the 1960s has been largely successful in fulfilling important societal needs in the areas of education, human resource development, and research. Existing approaches, however, are unlikely to be sufficient to address the challenges of the coming decade. Academic Transformation: The Forces Reshaping Higher Education in Ontario examines the developments that are re-shaping the province's post-secondary system, including higher enrollment, further development of a knowledge-based economy, increased demands for research focused on competitiveness and productivity, and Ontario's transition to a multicultural, internationally connected, urban, and aged society. Universities and colleges are also adjusting to internal changes in the composition of the student body and staff, faculty work profiles, and funding arrangements. The authors consider possible changes in the system's structure, policy, and governance that may be helpful in dealing with the anticipated changes in societal needs, and expectations related to post-secondary education.

This second volume in the history of Queen's University places the development of the university in the context of its relationships with a growing Canadian nation.

Establishing a needed framework for school/university collaborations, this title explores the elements necessary for sustainable collaboration in order to provide a frame of reference for others doing this work. It also includes analyses of school/university projects in the United States, Asia and Europe.