Educational researchers are bound to see this as a timely work. It brings together the work of leading experts in argumentation in science education. It presents research combining theoretical and empirical perspectives relevant for secondary science classrooms. Since the 1990s, argumentation studies have increased at a rapid pace, from stray papers to a wealth of research exploring ever more sophisticated issues. It is this fact that makes this volume so crucial.

Since Jan. 1901 the official proceedings and most of the papers of the American Association for the Advancement of Science have been included in Science.

Higher education is facing a perfect storm as it contends with changing demographics, shrinking budgets and concerns about access and cost, while underrepresented groups – both in faculty ranks and students – are voicing dissatisfaction with campus climate and demanding changes to structural inequities.This book argues that, to address the inexorable changes ahead, colleges and universities need both to centralize the value of diversity and inclusion and employ a set of strategies that are enacted at all levels of their institutions. It argues that individual and institutional change efforts can only be achieved by implementing “diversity as a value” – that is embracing social change efforts as central and additive rather than episodic and required – and provides the research and theoretical frameworks to support this approach, as well as tools and examples of practice that accomplish change.The contributors to this book identify the elements that drive successful multicultural initiatives and that strengthen the effectiveness of campus efforts to dismantle systemic oppression, as well as the individual and organization skills needed to manage difference effectively. Among these is developing the capacity of administrators, faculty and student affairs professionals as conscious scholar practitioners to sensitively manage conflicts on campus, deconstruct challenging structures and reconstruct the environment intentionally to include in respectful ways experiences of historically marginalized groups and non-dominant ways of being in the world. The books’ focus on developing capacities for multicultural competence aligns with higher education’s increasing emphasis on civic engagement and institutional goals promote skills to interact in meaningful and responsible ways around difference, whether of people, ideas or identities.Designing Transformative Multicultural Initiatives provides guiding principles and practical strategies to successfully transform higher education to become fully inclusive and advance the success of all constituents and stakeholders.

Excerpts from and citations to reviews of more than 8,000 books each year, drawn from coverage of 109 publications. Book Review Digest provides citations to and excerpts of reviews of current juvenile and adult fiction and nonfiction in the English language. Reviews of the following types of books are excluded: government publications, textbooks, and technical books in the sciences and law. Reviews of books on science for the general reader, however, are included. The reviews originate in a group of selected periodicals in the humanities, social sciences, and general science published in the United States, Canada, and Great Britain. - Publisher.

The Impact of Food Insecurity on First-Generation Female Higher Education Students seeks to emphasize the importance of mattering, belonging and effective student resources in the lives of first-generation women college students. They face unique obstacles that if not adequately addressed could impact their retention and persistence. Success in higher education relies on access to resources, connection, and a sense of meaning and purpose. Based on a yearlong qualitative study the book highlights the ways in which access to student resources, mattering and marginalization frame larger issues including mental health and food and housing insecurities. Interviewing both students and staff provides a window into Riverside's campus climate and solidifies the importance of positive interactions. First-generation women striving to matter explain a need for faculty that understand their strengths, staff that encourage them to ask for assistance, and peers that invite them to join the conversation.