Emancipatory change in US higher education / Kenneth R. Roth, Felix Kumah-Abiwu, Zachary S. Ritter, editors.
Roth, Kenneth R., editor.; Kumah-Abiwu, Felix, editor.; Ritter, Zachary S., editor.
2023
LC3727
Available Online

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Title Emancipatory change in US higher education / Kenneth R. Roth, Felix Kumah-Abiwu, Zachary S. Ritter, editors.
ISBN 9783031111242 (electronic bk.)
3031111249 (electronic bk.)
9783031111235
3031111230
DOI https://doi.org/10.1007/978-3-031-11124-2
Published Cham : Palgrave Macmillan, [2023]
Copyright ©2023
Language English
Description 1 online resource (xix, 261 pages) : illustrations
Other Standard Identifiers 10.1007/978-3-031-11124-2 doi
Call Number LC3727
Dewey Decimal Classification 378.1/9820973
Summary This edited volume explores and deconstructs the possibilities of higher education beyond its initial purpose. The book contextualizes and argues for a more robust interrogation of persistent patterns of campus inequality driven by rapid demographic change, reduced public spending in higher education, and an increasingly polarized political landscape. It offers contemporary views and critiques ideas and practices such as micro-aggressions, implicit and explicit bias, and their consequences in reifying racial and gender-based inequalities on members of nondominant groups. The book also highlights coping mechanisms and resistance strategies that have enabled members of nondominant groups to contest primarily racial- and gender- based inequity. In doing so, it identifies new ways higher education can do what it professes to do better, in all ways, from providing real benefit to students and communities, while also setting a bar for society to more effectively realize its stated purpose and creed. Kenneth R. Roth is a Research Associate with the CHOICES program at the University of California, Los Angeles, USA, where he examines access and equity issues in higher education, with particular emphasis on the challenges and paths to graduation experienced by students of color, particularly Black males. Felix Kumah-Abiwu is the Founding Director of the Center for African Studies and Associate Professor in the Department of Africana Studies at Kent State University, Kent, Ohio, USA. His research focuses on African American males/public education, the politics of development, political leadership, African security issues, elections and democratization in Africa, foreign policy analysis, and global narcotics policy. Zachary S. Ritter is Vice President of Leadership Development at the Jewish Federation in Los Angeles. Prior, he was Interim Associate Dean of Students at California State University, Dominguez Hills, USA. He also teaches social justice history at both California State University, Dominguez Hills, USA, and University of California, Los Angeles, USA.
Note Includes index.
Access Note Access limited to authorized users.
Source of Description Online resource; title from PDF title page (SpringerLink, viewed December 29, 2022).
Added Author Roth, Kenneth R., editor.
Kumah-Abiwu, Felix, editor.
Ritter, Zachary S., editor.
Available in Other Form Print version: 9783031111235
Linked Resources Online Access
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Intro
Preface
Contents
Notes on Contributors
List of Figures
Chapter 1: Introduction: Transforming Higher Education-Reflections on the Past and Possibilities for the Future
Purposes of Higher Education in Steady Tension
Progress, Constraints, and Potential for Transformation
Reimagining Higher Education for the Next Generation
References
Chapter 2: The American University and the Struggle for Democracy
Introduction
Democracy in America
Democracy and Higher Education
What Can Be Done?
Conclusion
References

Chapter 3: Space, Place, and Power in the Neoliberal Academy: Reflections on Asian American Women and Leadership in The Chair
Introduction
Invisibility/Visibility and the Labor of Asian American Women's Leadership
Refusing and Re-placing Spaces of Trauma
Solidarities Through Networks of Belonging
Conclusion: What Can Be?
References
Chapter 4: Equity and Efficacy in Teaching Effectiveness Assessment (TEA)
Introduction
Why Change TEA? Why Now?
The Changing Context of Higher Education
Actionable Data, Bias, and Statistical Meaninglessness

A Modest Proposal: TEA for Transformation Versus TEA for Status Quo
Self and Peer Observation
Self-Reflection
Peer Observation
Course Organization
Context and Purpose
Student and Community Engagement
Teacher Presence
Student Learning Assessment
Student Perspectives
Sample Student Perspective Survey
Course Design
Inclusion and Belonging
Teacher Presence
Engagement
Assessment
Modality and Context
Global
Extraordinary Commendations and Concerns
Hard Choices and Obstacles
References

Chapter 5: What Students, Whose Success? Reimagining the Transformation of Higher Education Through Critically Engaged Student Success Initiatives
Introduction
Positionality of the Authors
The University of Alaska Anchorage (UAA)
Multi-dimensional Perspectives from Stakeholders
Institutional Gaps in Support and Transformative Possibilities
At the Core: Financial Aid
One-Stop Shop: Meeting Students' Basic Needs
Basic Needs Support in the Fabric of the University
Reimagining the Transformative Possibility of Higher Education
References

Chapter 6: Transformative Mentoring Relationships: Engaging Student Voices to Create Emancipatory Change in Curriculum
Introduction
Literature Review
Defining Mentoring
Importance of Graduate Faculty Mentors
Challenges in Finding and Maintaining Supportive Graduate Mentorship
Latina/o/x Graduate Students
Theoretical Framework
Methodology
Findings
Prioritizing Health and Wellness
Advocating for Students Remotely
Discussion
References
Chapter 7: A Center for Sight and Sound: Connecting Media Representations to Critical Production Training
Introduction

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