BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION

Square Pegs and Round Holes

Alternative Approaches to Diverse College Student Development Theory

Paperback
January 2021
9781620367728
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  • Publisher
    Stylus Publishing
  • ISBN 9781620367728
  • Language English
  • Pages 396 pp.
  • Size 6" x 9"
  • Images 28
$37.50
Hardback
January 2021
9781620367711
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  • Publisher
    Stylus Publishing
  • ISBN 9781620367711
  • Language English
  • Pages 396 pp.
  • Size 6" x 9"
  • Images 28
$125.00
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January 2021
9781620367735
More details
  • Publisher
    Stylus Publishing
  • ISBN 9781620367735
  • Language English
  • Pages 396 pp.
  • Size 6" x 9"
  • Images 28
$125.00
E-Book (ePub)
January 2021
9781620367742
More details
  • Publisher
    Stylus Publishing
  • ISBN 9781620367742
  • Language English
  • Pages 396 pp.
  • Size 6" x 9"
  • Images 28
$37.50

Developing alternative student development frameworks and models, this groundbreaking book provides student affairs practitioners, as well as faculty, with illuminating perspectives and viable approaches for understanding the development of today’s diverse student populations, and for building the foundation for their academic success and self-authorship.

With the increasing number of adult working students, minoritized, multiracial, LGTBQ, and first-generation students, this book offers readers vital insights into – and ways to interrogate – existing practice, and develop relevant responses to the needs of these populations.

Building on and critiquing the past frameworks, and integrating the insights of contemporary scholarship on student development, the contributors collectively put forward a robust theoretical and methodological foundation for this work, using Critical Race Theory as their central frame. CRT allows chapter authors to situate race related encounters at the center of their proposed alternative framework or model, and deconstruct and challenge commonly held assumptions about diverse college student development.

In the tradition of CRT, each author offers an alternative model or framework that can be applied to the diverse population upon which the chapter is framed, prompting readers to address such questions as:

• Who are our college students?
• What set of experiences do our students bring to the higher education context?
• What role have their environments/contexts (i.e. home, p-12, community, family, peer groups, mentors) played in our student’s lives?
• What impact have intervening variables (i.e. race, oppression, power) had on their experiences?
• What strategies do they use to overcome developmental obstacles?
• How do they define success, and how they know they have achieved it ?

By laying bare the experiences of these diverse college students that inform this volume’s “alternative” frameworks this book contests that notion that they constitute square pegs that must fit into the round holes of traditional frameworks.

“In this time of racial unrest, and deliberate attempts to become more effective anti-racist practitioners, this book is a critical resource. In addition to doing the important work of centering race in this book, the authors also address the ever-expanding learning as it relates to gender and sexuality.

The final part of the book addresses the experience of non-traditional students. This offers us a look at not only the students, but the locations of these students. Again, most frameworks and models that have been a part of our cannon have been based on the experience of students at predominately and historically white institutions and students of ages 18-24. There have been very few models that address the differences in the developmental experience for students who are older than 24, or those attending community colleges, HBCUs, HSIs, or Tribal college. As a result, the faculty, staff and administrators serving those populations often have to extrapolate from work that does not take into account the unique experiences that come with a difference academic environment and age.

Each section of this book will provide you with new insights, new questions and opportunities to meet the needs of often misunderstood populations. A major take away for me is that each chapter is framed as  ‘Alternative Frameworks and Model’, This says to me that, these scholars are offering more resources and tools for the work. They are not suggesting that we throw everything that’s been done away. Nor have they suggested that previous frameworks models are not useful. They are simply stating that we need to have alternatives for a growing and changing demographic so that we are not forcing square pegs in round holes.”

Rev. Dr. Jamie Washington - President, Washington Consulting Group (WCG); President & Co-Founder, Social Justice Training Institute (SJTI); President (2019), ACPA – College Student Educators International

“Previous examinations of student development theory have prompted scholars, researchers, policymakers, and practitioners to better understand the myriad ways in which students’ learn and engage. This book expands on those prior examples and creates new areas for discussion and inquiry. For example, as America continues to grapple with the many racial injustices and inequities that permeate the fabric of nearly every industry, this is the perfect time for a volume that uses critical race theory as a central frame. The selected topics stress the importance of not forcing conversations about students’ development into previous models but instead reframing the dialogues in new and more appropriate ways. Square Pegs and Round Holes definitely fills a void in literature by providing an abundance of approaches that help practitioners better understand the nuances of students’ progress. The effect should be a cadre of professionals who can make more precise adjustments to policies and procedures and thus positively impact student outcomes.

In this time of continued uncertainty regarding how the field of higher education will transform to address new demands and unanticipated challenges, professionals need an evergreen resource that focuses on students’ development. This book’s arrival could not be timelier, as the pressure on both campuses and students to succeed is arguably higher than ever. The approaches included in this volume certainly answer the call for new models and, in some ways, provide a glimpse of the kind of interactions that are possible when students are consistently placed at the center of campus strategies. This book contains a remarkable blend of historical contexts, current paradigms, and future aspirations and offers a means for connecting student populations that have traditionally received less attention in published scholarly works.

It is urgent that institutions demonstrate their capacity to deliver personalized experiences to students, particularly those who are expecting their college experience to result in greater financial stability and social mobility. As professionals respond to those expectations, the frameworks included in Square Pegs and Round Holes offer a foundation to provoke them to acknowledge, welcome, and support students whose identities need to be visible and prioritized every day. Regardless of what the future holds, those who refer to this book often will have a reliable guide to make students’ experience the most optimal possible, which is a goal that every institution should have today and beyond.”

Amelia Parnell, Vice President for Research and Policy - NASPA – Student Affairs Administrators in Higher Education

Foreword
Intoduction

Part One: The Need for “Alternatives” In College Student Development Theory
1) “Alternative” College Student Development Frameworks: An Exploration Across Race, Gender, and Sexuality—Fred A. Bonner II, Rosa M. Banda, Stella L. Smith, aretha f. marbley
2) Modeling Alternative College Student Development Frameworks: Increasing Access and Inspiring College Success—Saundra Clarke, Petra Robinson, Sattik Deb

Part Two: Alternative Frameworks and Models for African American College Student Populations
3) Finding My Way “Black”: Resilience Building Afrocentric Identity Theories—Chavez Phelps, Mary Howard Hamilton
4) Finding Our Way “Black” to Student Development Theory—Richard J. Reddick, Mariama N. Nagbe, Sara M. McKinnon-Crowley, G. Christopher Cutkelvin, Howard A. Thrasher

Part Three: Alternative Frameworks and Models for Asian American College Student Populations
5) A Critical Perspective of Asian American Identity—Samuel D. Museus, Hannah Hyun White, Vanessa Na
6) Unboxing Asian/American Transracial Adoptee Collegian Identities—Nicholas D. Hartlep, Daniel K. Suda
7) Forced Migration and Forged Memories: Acts of Remembrance and Identity Development Among Southeast Asian American College Students—Jason Chan, Mike Hoa Nguyen, Latana Thaviseth, Mitchell J. Chang

Part Four: Alternative Frameworks and Models for Latinx College Student Populations
8) Finding Meaning in the Models and Frameworks for Latinx College Students: At the Intersection of Student Agency and Context—Jesse Mendez and Co-Authors
9) Latinx Student Development Through Familismo and Conocimiento—Karina Chantel Canaba
10) ¿Quién Eres? - Identity Development of Latinx Student-Athletes—Nikola Grafnetterova, Rosa Banda

Part Five: Alternative Frameworks and Models for LGBTQ College Student Populations
11) Framing and Reframing the LGBTQ College Student Development Experience—Kristen Renn
12) Racing the Rainbow: Applying Critical Race Theory to LGB(TQ2) Ethnic Minority College Students’ Development—Terrell Strayhorn
13) Breaking Through Barriers: Examining the Stresses that Impact Transgender Students’ Collegiate Transitions—Christy Heaton and Alonzo M. Flowers

Part Six: Alternative Frameworks and Models for Bi-and Multiracial and Native American College Student Populations
14) Turning Points: Imagining and Designing Place and Belonging for Native Students—Amanda Tachine, Taylor Noah, Brian Skeet, Sequoia Dance, Bryan McKinley Jones Brayboy
15) Reflecting on Multiracial College Student Identity Theories to Advance Future Higher Education Practice and Research—Victoria Melaney Brown
16) The Multidimensionality of Multiracial Identity in the Post-Civil Rights Era—Patricia E. Literte

Part Seven: Alternative Frameworks and Models for Non-Traditional College Student Populations
17) Dual Anchoring: Advancing a Framework for Non-Traditional Doctoral Degree Student Success—Derrick Robinson
18) The Paradox of Community Colleges: Latino Men & the Educational Industrial Complex—Pavitee Peumsang, Jorge Burmicky, Victor Sáenz, Emmet Campos

Future Directions and Concluding Thoughts
Editor and Contributor Bios
Index

Fred A. Bonner II

Fred A. Bonner II is the Samuel DeWitt Proctor Chair in the Graduate School of Education at Rutgers University. Dr. Bonner’s research and scholarly interests are in the areas of academically gifted collegiate African-American males, minorities in science, technology, engineering, and mathematics (STEM), diversity in student affairs and the mission of the Historically Black College and University. He has authored the book Academically Gifted African American Male College Students and edited the recently released Diverse Millennial Students in College: Implications for Faculty and Student Affairs. He also was a co-author of the best selling book titled How Minority Students Experience College: Implications for Planning and Policy. In 2009, Bonner was the recipient of a one million dollar grant from the National Science Foundation (NSF) focusing on academically gifted students in Historically Black College and University STEM programs.

Rosa M. Banda

Rosa M. Banda is assistant professor of educational leadership at Texas A&M University-Corpus Christi. Banda’s primary research interests include high-achieving Latinas in engineering, gifted poor students of color, faculty diversity, and qualitative research.

Stella L. Smith

Stella L. Smith is the associate director for the Minority Achievement, Creativity and High-Ability Center (MACH-III Center) at Prairie View A&M University. Her research focuses on several areas including the experiences of faculty and administrators of color in higher education. Black females in leadership in higher education, access for and inclusion of underserved populations in higher education, and P–20 educational pipeline alignment.

aretha f. marbley

aretha f. marbley is a professor in the counselor education program at Texas Tech University. marbley is a licensed professional counselor (LPC) and a national certified counselor (NCC). Her research interest is social support systems within community and family systems.

Student Development Theory; Diversity; Critical Race Theory; Student Success; Resilience; Non-Traditional College Student; African-American; Asian; Native American; LGBTQ; LatinX