BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION

Rethinking College Student Development Theory Using Critical Frameworks

Paperback
July 2019
9781620367643
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  • Publisher
    Stylus Publishing
  • Published
    31st July
  • ISBN 9781620367643
  • Language English
  • Pages 267 pp.
  • Size 6" x 9"
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$35.00
Hardback
July 2019
9781620367636
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  • Publisher
    Stylus Publishing
  • Published
    31st July
  • ISBN 9781620367636
  • Language English
  • Pages 267 pp.
  • Size 6" x 9"
  • Request Exam Copy
$125.00
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August 2019
9781620367650
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  • Publisher
    Stylus Publishing
  • Published
    13th August
  • ISBN 9781620367650
  • Language English
  • Pages 267 pp.
  • Size 6" x 9"
$125.00
E-Book
August 2019
9781620367667
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  • Publisher
    Stylus Publishing
  • Published
    13th August
  • ISBN 9781620367667
  • Language English
  • Pages 267 pp.
  • Size 6" x 9"
  • Request E-Exam Copy
$27.99

A major new contribution to college student development theory, this book brings “third wave” theories to bear on this vitally important topic. The book has three sections: The first briefly introduces the third wave theories that have recently expanded the frame of the topic; the second uses those theories to focus on specific aspects of student development; and the third brings it all together with a few chapters that look at the implications for practice.

The first section includes a chapter that provides an overview of the evolution of student development theories as well as chapters describing the critical and poststructural theories most relevant to the next iteration of student development theory. These theories include critical race theory, queer theory, feminist theories, intersectionality, decolonizing/indigenous theories, and crip theories. These chapters also include a discussion of how each theory is relevant to the central questions of student development theory.

The second section provides critical interpretations of the primary constructs associated with student development theory. These constructs and their related ideas include resilience, dissonance, socially constructed identities, authenticity, agency, context, development (consistency/coherence/stability), and knowledge (sources of truth and belief systems). Each chapter begins with brief personal narratives on a particular construct; the chapter authors then re-envision the narrative’s highlighted construct using one or more critical theories.

The third section will focus on implications for practice. Specifically, these chapters will consider possibilities for how student development constructs re-envisioned through critical perspectives can be utilized in practice.

The primary audience for the book is faculty members who teach in graduate programs in higher education and student affairs and their students. The book will also be useful to practitioners seeking guidance in working effectively with students across the convergence of multiple aspects of identity and development.

“Framing development through the lens of emancipation will forever shift graduate preparation and professional practice in student affairs. Abes, Jones, Stewart, and chapter authors have transformed the theoretical foundation of student affairs into a more complex and liberatory understanding of student development, and for that I am eternally grateful.”

Jason C. Garvey, Associate Professor of Higher Education and Student Affairs Administration - University of Vermont

“The field has been waiting for this book. It brings together in one place a host of the most thoughtful scholars working in, with, and through critical frameworks in student development theory. On their own, each chapter offers valuable insight; the volume as a whole takes the reader into the latest thinking using critical theory to understand and work with college students.”

Kristen A. Renn, Professor of Higher, Adult, & Lifelong Education, and Associate Dean of Undergraduate Studies for Student Success Research - Michigan State University

“This book is exactly what we need to push our thinking about student development theory forward. As a field, we have been stymied for some time around SDT, and the authors of this book give permission for educators to pursue new and different questions and practices through critical and post-structural lenses. I am excited to use this text in my courses and have already been inspired by the authors’ ideas to create new assignments pushing students to better integrate critical praxis in their work as student affairs educators.”

Chris Linder, Assistant Professor, Higher Education - University of Utah

“My read of Rethinking College Student Development Theory Using Critical Frameworks generated one thought: “It’s about time!” This must-read volume is a major contribution to the field of student affairs. The editors have assembled a book that not only unpacks and acknowledges the vast complexities that shape students’ college experiences, but also raises educators’ critical consciousness in translating theory to practice. This book should be required reading in graduate programs, especially within advanced student development theory courses.”

Lori Patton Davis, Professor of Higher Education and Student Affairs and Chair, Department of Educational Studies - The Ohio State University

Preface
Acknowledgments

Part One: Student Development Entering the Third Wave
1) Waves of Change:The Evolving History of Student Development Theory—Susan R. Jones
2) Critical Race Theory: Interrogating Race and Racism in College Students’ Development—Jessica C. Harris and OiYan A. Poon
3) Intersectionality and Student Development: Centering Power in the Process—Charmaine L. Wijeyesinghe
4) (Re)Framing Student Development Through Critical Feminist Theories—Claire Kathleen Robbins
5) Indigenous Paradigms: Decolonizing College Student Development Theory Through Centering Relationality—Nicole Alia Salis Reyes and Maria Tauala
6) Queer Theory: Deconstructing Sexual and Gender Identity, Norms, and Developmental Assumptions—J. Michael Denton
7) Crip Theory: Dismantling Ableism in Student Development Theory—Elisa S. Abes

Part Two: Living and Thinking with Theory
8) Resilience—Z Nicolazzo and Riss Carter
9) Dissonance—Kari B. Taylor and Danyelle J. Reynolds
10) Social Construction of Identities—D-L Stewart and Shaunda Brown
11) Complexities of Authenticity—V. Leilani Kupo (Kānaka Maoli/Native Hawaiian) and Symphony Oxendine (Cherokee/Choctaw)
12) A Black Feminist Reconstruction of Agency—Wilson Kwamogi Okello and Kiaya Demere White
13) It’s More than Us: Knowledge and Knowing—Stephanie Waterman (Onandaga Turtle Clan) and Cori Bazemore-James (Seneca, Turtle Clan)
14) Context and Contextualizing Student Development Using Critical Theory—Antonio Duran and Susan R. Jones

Part Three: Implications for a Critical Student Affairs Practice
15) Student Involvement and Engagement—Daniel Tillapaugh
16) Principles of Good Practice in Student Affairs—Susan B. Marine
17) High-Impact Practices—Alex C. Lange and D-L Stewart

Part Four: Conclusion
18) Rethinking Student Development—Elisa S. Abes, Antonio Duran, Susan R. Jones, and D-L Stewart

Editors and Contributors
Index

Elisa S. Abes

Elisa S. Abes is associate professor at Miami University (Ohio) in the student affairs in higher educaiton program in the Department of Educational Leadership.

Susan R. Jones

Susan R. Jones is professor in the higher education and student affairs program in the Department of Educational Studies at The Ohio State University.

D-L Stewart

D-L Stewart is professor in the School of Education and co-coordinator of the student affairs in higher education unit at Colorado State University.