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Recent research suggests that Black and minority ethnic (BME) academics remain underrepresented, particularly at senior levels in higher education and tend to be concentrated in new, post-1992 universities. This book provides an original comparative study of BME academics in both the UK and the USA, considering issues of inequality, difference and identity in the Academy.

Higher education has been presented as a solution to a host of local and global problems. Developing Transformative Spaces in Higher Education: Learning to Transgress demonstrates that even when knowledge may appear to be the solution, it can be partial and disempowering to all but the dominant groups.

Higher education has been presented as a solution to a host of local and global problems, despite the fact that learning and assessment can also be used as mechanisms for exclusion and social control. Developing Transformative Spaces in Higher Education: Learning to Transgress demonstrates that even when knowledge may appear to be the solution, it can be partial and disempowering to all but the dominant groups. The book shows the need to contest such knowledge claims and to learn to transgress, rather than to conform. It argues that transformative spaces need to be found and that these should be about the creation of new opportunities, ways of knowing and ways of being. Working in and through spaces of transgression, the contributors to this volume develop frameworks for the possibilities of transformative spaces in learning and teaching in higher education. The book critiques the ways in which Western higher education culture determines the academic agenda in relation to dialogue on social differences, minority groups and hierarchical structures, including issues of representation among different groups in the population.? It also explores the personal and political costs of transgression and outlines ways in which transitions can be?transformative. The book should be of interest to academics, researchers and postgraduate students engaged in the study of higher education, education studies, teacher training, social justice and transformation. It should also be essential reading for practitioners working in post-compulsory education.

In this book international contributors consider how intentional learning can help students become integrative thinkers who can see connections in seemingly disparate information, and draw on a wide range of knowledge to make decisions.

This book provides detailed analysis of Supreme Court judgments which have impacted the rights of minorities in relation to higher education, and so illustrates ongoing issues of racial discrimination throughout the American education sector.

Early diagnosis, treatment and prevention of HIV and other STIs is germane to promoting the sexual health of college students and reducing high HIV/STI infection rates among young people. This edited volume will provide innovative and cutting-edge approaches to prevention for college students and will have a major impact on advancing the interdisciplinary fields of higher education and public health. It will explore core ideas such as hooking up culture, sexual violence, LGBT and students of color, as well as HIV and STI prevention in community colleges, rural colleges and minority serving institutions.

This book presents a carefully constructed framework for teaching and learning informed by philosophical and empirical foundations of phenomenology.

This book focuses on ways in which small scale research studies arising from issues of practice, such as those undertaken by post-graduate researchers and doctoral students, are conceptualised, theorised and implemented using different methodological approaches and research frameworks. The three editors have worked with a number of doctoral students in their home countries (UK, Sweden and Germany) from which case studies will tell real stories of projects and challenges that researchers face when making the transition from educational practitioner to researcher.

This book explore the challenges surrounding the sustainability of mobile learning in K-12 and higher education, discusses theoretical models for the sustainability of mobile learning and provides the reader with strategies for sustaining mobile learning.

Taking into account social supports, identity development, and doctoral student socialization patterns, this book sheds light on what development and status of such professional education programs mean for future research and practice, while emphasizing issues of race, oppression, and marginalization.

Within the broader context of the global knowledge economy, wherein the "college-for-all" discourse grows more and more pervasive and systems of higher education become increasingly stratified by social class, important and timely questions emerge regarding the future social location and mobility of the working classes. Though the working classes look very different from the working classes of previous generations, the weight of a universal working-class identity/background amounts to much of the same economic vulnerability and negative cultural stereotypes, all of which continue to present obstacles for new generations of working-class youth, many of whom pursue higher education as a necessity rather than a "choice." Using a sociological lens, contributors examine the complicated relationship between the working classes and higher education through students'' distinct experiences, challenges, and triumphs during three moments on a transitional continuum: the transition from secondary to higher education; experiences within higher education; and the transition from higher education to the workforce. In doing so, this volume challenges the popular notion of higher education as a means to equality of opportunity and social mobility for working-class students.

Now the largest and fastest-growing ethnic population in the U.S., Latino students face many challenges and complexities when it comes to college choice and access. This edited volume provides much needed theoretical and empirical data on how the schooling experiences of Latino students shape their educational aspirations and access to higher education. It explores how the individual and collective influence of the home, school and policy shape the college decision-making process.

As colleges and universities in North America increasingly identify "internationalization" as a key component of the institutionΓÇÖs mission and strategic plans, faculty and administrators are charged with finding innovative and cost-effective approaches to meet those goals. This volume provides an overview and concrete examples of globally-networked learning environments across the humanities from the perspective of all of their stakeholders: teachers, instructional designers, administrators and students. By addressing logistical, technical, pedagogical and intercultural aspects of globally-networked teaching, this volume offers a unique perspective on this form of curricular innovation through internationalization. It speaks directly to the ways in which new technologies and pedagogies can promote humanities-based learning for the future and with it the broader essential skills of intercultural sensitivity, communication and collaboration, and critical thinking.

Exploring issues of methodology and their practical application, this narrative project speaks to the construction of identity for the liberal arts in today¿s higher education climate. Narrative, Identity, and Academic Community focuses on the ways a cross-disciplinary emphasis on narrative can impact institutions in North America and contribute to the discussion of strategies to foster bottom-up, faculty-driven collaboration and innovation.

This book makes an important contribution to ongoing debates about the epistemological, ethical, ontological and political implications of relational ethics in higher education.

Highlighting the voices and experiences of Black graduate students at Historically Black Colleges and Universities (HBCUs), this book features the perspectives of students from a variety of academic backgrounds and institutional settings. Contributors discuss their motivation to attend an HBCU for graduate studies, their experiences, and how these helped prepare them for their career.

Though traditional working-class jobs now demand higher levels of education, educational policies make it increasingly difficult for working-class students to afford tuition at four-year colleges and universities, placing them in low-ranking institutions with plummeting retention and completion rates. Through a sociological framework, this volume challenges the popular notion of higher education access as a means to social mobility and equal opportunity for working-class students. It highlights the successes of working-class students within the constraints and obstacles presented by the current structure of the higher education system.

This book focuses on ways in which small scale research studies arising from issues of practice, such as those undertaken by post-graduate researchers and doctoral students, are conceptualised, theorised and implemented using different methodological approaches and research frameworks. The three editors have worked with a number of doctoral students in their home countries (UK, Sweden and Germany) from which case studies will tell real stories of projects and challenges that researchers face when making the transition from educational practitioner to researcher.