This volume of New Directions for Student Services illuminates several realities regarding racism, cross-racial interaction, race-based educational inequities, and campus racial climates in higher education. Authors describe how student learning and development are stifled by the mistreatment of race as a taboo topic on most college and university campuses. They also discuss the disconnection between espoused and enacted institutional values concerning inclusiveness and racial equity, as well as the need for increased accountability and intentionality. In addition to igniting critical consciousness about one of the most vexing problems in American higher education, the chapters in this volume include several practical implications for reducing racial toxins in campus environments and engaging students in meaningful learning experiences about race inside and outside the classroom. Chapters include Nine Themes in Campus Racial Climates and Implications for Institutional Transformation Beyond Artificial Integration: Reimaging Cross-Racial Interactions Among Undergraduates Critical Race Perspectives on Theory in Student Affairs Enhancing Racial Self-Understanding Through Structured Learning and Reflective Experiences The Complicated Realities of Whiteness: From Color Blind to Racially Cognizant The Equity Scorecard: A Collaborative Approach to Assess and Respond to Racial/Ethnic Disparities in Student Outcomes Resituating Race into the Movement Toward Multiculturalism and Social Justice This is the 120th volume of the Jossey-Bass quarterly report series New Directions for Student Services, offering guidelines and programs for aiding students in their total development: emotional, social, physical, and intellectual.

"Kernahan argues that you can be honest and unflinching in your teaching about racism while also providing a compassionate learning environment that allows for mistakes and avoids shaming students. She also differentiates between how white students and students of color are likely to experience the classroom, helping instructors provide a more effective learning experience for all students"--

With the goal of building more inclusive working, learning, and living environments in higher education, this book seeks to reframe understandings of forms of everyday exclusion that affect members of nondominant groups on predominantly white college campuses. The book contextualizes the need for a more robust analysis of persistent patterns of campus inequality by addressing key trends that have reshaped the landscape for diversity, including rapid demographic change, reduced public spending on higher education, and a polarized political climate. Specifically, it offers a critique of contemporary analytical ideas such as micro-aggressions and implicit and unconscious bias and underscores the impact of consequential discriminatory events (or macro-aggressions) and racial and gender-based inequalities (macro-inequities) on members of nondominant groups. The authors draw extensively upon interview studies and qualitative research findings to illustrate the reproduction of social inequality through behavioral and process-based outcomes in the higher education environment. They identify a more powerful systemic framework and conceptual vocabulary that can be used for meaningful change. In addition, the book highlights coping and resistance strategies that have regularly enabled members of nondominant groups to address, deflect, and counteract everyday forms of exclusion. The book offers concrete approaches, concepts, and tools that will enable higher education leaders to identify, address, and counteract persistent structural and behavioral barriers to inclusion. As such, it shares a series of practical recommendations that will assist presidents, provosts, executive officers, boards of trustees, faculty, administrators, diversity officers, human resource leaders, diversity taskforces, and researchers as they seek to implement comprehensive strategies that result in sustained diversity change.

Many colleges and universities have not engaged in the critical self-examination of their campuses necessary for effectively serving racially diverse student populations. This timely edited collection provides insights into how campus cultures can and do shape the experiences and outcomes of their increasingly diverse college student populations. By cultivating values, beliefs, and assumptions that focus on including, validating, and creating equitable outcomes among diverse undergraduate students, an institution can foster their success.While attention to campus climate is critical for gauging the nature of an institution’s culture and how students are experiencing the campus environment, changes in climate alone will not lead to holistic and deep rooted institutional transformation. Moving beyond previous explorations of campus racial climates, Creating Campus Cultures addresses the considerable institutionally embedded obstacles practitioners face as they attempt to transform entrenched institutional cultures to meet the needs of diverse student bodies. A broad range of chapters include voices of students, new research, practical experiences, and application of frameworks that are conducive to success. This book will help student affairs and higher education administrators navigate this increasingly difficult terrain by providing practical advice on how to foster success among racial minority students and enact long-term, holistic change at any institution.

This book brings together scholars who explore the evolving meanings of diversity and how these meanings present new challenges and considerations for collegiate leadership, management, and practice. The book offers empirical, scholarly, and personal space to interrogate the seemingly elusive but compelling challenges postsecondary institutions face in managing diversity. Book chapters are offered in a variety of voices - some detailing theoretical, conceptual, sociohistorical, and globalized meanings of diversity; some highlighting college personnel narratives around social justice and equity; and some illustrating identity politics and provocative topics among students, faculty, and staff that continue to present formidable challenges to collegiate equity agendas. The intent is to both question existing efforts to diversify and make inclusive collegiate contexts; to present new frameworks of thinking about diversity, equity, and inclusion; and to identify and detail policy and practice implications.

Rentz’s Student Affairs Practice in Higher Education introduces readers to the functions of all student affairs services on college campus and to the nuts and bolts on what student affairs professionals in each specific area do to achieve their goals of providing students with meaningful collegiate experiences and accomplish the institution’s mission. The book not only includes the evolution of student affairs but also how its philosophy and theories are integrated into its practice. By reading this edition experienced student affairs professionals will acquire a thorough understanding of each student affairs service on college/university campus and increase their competence in practice. This new sixth edition has 17 chapters which include the philosophical heritage of student affairs, historical perspective of higher education and student affairs, admissions to enrollment management, academic advising, career services, counseling centers, student conduct, multicultural affairs and special support services, orientation, residence halls, student life programs, fraternity and sorority life, collegiate recreation, financial aid, student learning assessment, health services, and future of student affairs. It has been integrated with the most recent literature on student affairs development, especially how the global pandemic has impacted the practice of student affairs in higher education and how the social, political, and economic dynamics at the national level have influenced the climate of college and university campus as well as the most recent professional standards. A unique feature of the book is that its contributors are expert practitioners and scholars. Through this book student affairs professionals will learn knowledge and wisdom not only from the current generation in student affairs but also from the generations many years in the past. The sixth edition has advanced the knowledge base of student affairs while inheriting its values and missions for higher education.

"Although it is commonly known that college students and other activists, as well as politicians, actively participated in the fight for and against civil rights in the middle decades of the twentieth century, historical accounts have not adequately focused on the roles that the nation's college presidents played in the debates concerning racism. Focusing on the period between 1948 and 1968, The Campus Color Line sheds light on the important place of college presidents in the struggle for racial parity. College presidents, during a time of violence and unrest, initiated and shaped racial policies and practices inside and outside of the educational sphere. The Campus Color Line illuminates how the legacy of academic leaders' actions continues to influence the unfinished struggle for Black freedom and racial equity in education and beyond."--