A source of fresh insights into the status of racial minorities in STEM and the drivers determining minority student success This volume in the acclaimed New Directions for Institutional Success provides answers to some of the most pressing questions regarding racial and ethnic minorities in STEM education. Featuring contributions from educators representing the gamut of institutions of higher learning, from large research universities to community colleges, it delves into the latest research into the factors determining racial minority student success in STEM education. And it provides important practical insights into student underperformance and racial disparities in STEM as well as the drivers of minority student success in STEM.

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.

COLLEGE MEN AND MASCULINITIES is a comprehensive handbook that offers a compilation of the best classic and contemporary research on male students in higher education. The editors, Shaun R. Harper and Frank Harris III two experts in the field of men and masculinities frame each of the six sections of the book with a summary of issues and implications for educational practice. Each section also includes a wealth of forward-thinking strategies and suggestions that faculty and institutional leaders can creatively employ on their campuses to reverse problematic trends and outcomes among male undergraduates. With contributions from leading scholars in education, sociology, psychology, and other disciplines, College Men and Masculinities explores the following issues in depth: Identity development and gender socialization Sexualities and sexual orientations Destructive behaviors (judicial offenses, alcohol abuse, and violence) Health and wellness College men of color College men and sports This vital resource will help educators and administrators address the alarming trends and issues that arise from identity-related challenges among boys and college men. "What a valuable resource! This book includes some of the most influential research and theory on all aspects of collegiate masculinity from sports to spirituality, hazing to hook-ups, and alcohol to assault. Always sensitive to how different groups of men experience college life, Harper and Harris's book will surely become the touchstone text for those who work with or study college men." Michael Kimmel, author of Manhood in America and professor of sociology, Stony Brook University "Essential reading for all who care about gender equity, this book advances the conversation about men in college at the critical nexus of identity development, culture, and relationship, enabling faculty and student affairs administrators to build more thoughtful and challenging educational environments for men from diverse populations." Susan Marine, Women's Center director and assistant dean for student life, Harvard University This book offers educators and administrators much-needed guidance for understanding and effectively meeting the developmental, academic, and social needs of undergraduate men." Chauncey Smith, undergraduate student leader, Morehouse College

This much-needed resource offers fresh, multi-sided viewpoints on seemingly divisive, politically polarizing issues in education, business, politics, sports, entertainment, policing, and technology. It models for professionals and everyday Americans ways to productively critique, learn from, and respond to other people’s perspectives on topics related to diversity, equity, and inclusion (DEI). A variety of contested issues are debated, including consequences for kids who do racist things in schools, the U.S. Supreme Court’s Affirmative Action reversal, legacy advantages in college admissions, the tumultuous tenure of Harvard’s first Black president, legislative attacks on DEI initiatives, and celebrity coaches at Historically Black Universities. Readers will also see how the author and his students engage in respectful disagreements about celebrities and influencers, including Beyoncé, Elon Musk, Kanye West, Megan Thee Stallion, Brittney Griner, and Deion “Coach Prime” Sanders. This dynamic book includes chapters on Joe Biden, Nikki Haley, Ron DeSantis, Kevin McCarthy, George Santos, and Karen Bass. Book Features: Replicable models for engaging in respectful disagreements about divisive topics.Current issues that are being debated amongst everyday Americans, teachers and educational leaders, politicians, and business professionals.Concise chapters pertaining to K–12 and higher education institutions, as well as DEI issues in business, politics, sports, entertainment, policing, and technology.

A source of fresh insights into the status of racial minorities in STEM and the drivers determining minority student success This volume in the acclaimed New Directions for Institutional Success provides answers to some of the most pressing questions regarding racial and ethnic minorities in STEM education. Featuring contributions from educators representing the gamut of institutions of higher learning, from large research universities to community colleges, it delves into the latest research into the factors determining racial minority student success in STEM education. And it provides important practical insights into student underperformance and racial disparities in STEM as well as the drivers of minority student success in STEM.

Across all levels of education, young men's comparatively lower levels of educational achievement and attainment, as well as problematic behavioral trends (e.g., sexual assault, binge drinking, property destruction, suicides, campus shootings), have garnered attention from journalists, educators, school administrators, parents, and others. Conversations have included male undergraduates from a range of racial backgrounds. However, disproportionate emphasis has been placed on Black undergraduate men, a population that is repeatedly characterized as one of the most underrepresented, stereotyped, disengaged, and lowest performing students on college and university campuses. Despite the attention that has been devoted to their current condition in U.S. higher education, only recently have Black men emerged as a serious focus among federal and state policymakers. This report argues that they should be a center of attention. The purpose of this report is threefold: (1) To provide a summary of policy--relevant trends and issues concerning Black male college students; (2) To offer a snapshot of current initiatives that aim to address the problematic condition of college success for Black undergraduate men; and (3) To propose a role for policymakers at all levels--institutional, federal, and state--as well as other relevant groups such as the National Collegiate Athletic Association (NCAA), and influential organizations such as foundations, community-based organizations, and higher education associations in improving Black men's educational outcomes and postsecondary degree attainment rates. (Contains 4 tables, 3 figures, and 37 footnotes.) [This publication was produced with the Center for the Study of Race and Equity in Education, Graduate School of Education, University of Pennsylvania and the Institute for Higher Education Policy's Pathways to College Network.].